Essay on “The Hills Have White Elephants” Essay

The hills of white elephants have brought along many problems for Jib. The thought of having a child is a hard topic to think about, especially, but even more so when isn’t planned. There will be arguments and issues with any ordinary couple, but these two try to figure out a way besides fighting. Love is always a difficult subject to explore but talking about it is only half the problem. Things can get so messed up, lost in the translation when you’re trying to explain yourself, that it can even makes things worse when you drag it out. To talk is to compare to compare is to solve, and thinking about all the issues these two have to work out is mind boggling. But for Jig and the man and for their relationship to work, it’s necessary for them to figure it out. It seems if Jig is a foreigner, someone the American (pg. 475) man may have met while traveling in Europe that he’s become very attached to. Lying can it be good or can it be bad, depending on the peo ple that this speaks to, it could go either way. Maybe she decides to lie to Jib, maybe that was her plan all along just to get Jib to speak his mind. You never know what anyone is thinking; maybe she loves him so much she’ll lie about anything just to keep Jib around. Lies can take you to far places, from experience I know, but when things go bad and suddenly turn south it’s hard to dig yourself out. Usually the damage has been done and there’s no way to fix the hole in the boat. Coming from Jib’s perspective when the man offered the abortion as an idea or way out of the situation, it seemed it was his plan maybe to trick her into getting one all along. He says â€Å"he knows plenty of people who have had one.† (pg. 476 ) Then he shows his affection by saying he wants what’s best for her, but then says, â€Å"I’m perfectly willing to go through with it if it means anything to you.† (pg. 477). Like as if to say it in a way to put the pressure of the situation or the outcome of their relationship on her, by the decision she makes, but because he keeps talking it kind of unravels on him. In his mind, the man appears to want to keep things the way they were, before there was this baby. He wants to continue traveling the world and partying around. What comes out from the conversation is the man’s true selfish ways. You can tell Jib is also fishing for reassurance of the man’s love for her. Jib says, â€Å"And if I do it you’ll be happy and things will be like they were and you’ll love me?† (pg. 477) As if to say Jib is questioning how the man feels about  her now in this situation. Yet he says â€Å"I love you now. You know I love you.† (pg. 477) But you can tell that Jib really doesn’t believe he loves her the way that he did before, because the situation has caused drama in their relationship. To me, the white elephants in the room were Jib and the unborn baby; the hills are kind of the whole situation they’re dealing with as a couple. But because Jib continues to drink alcohol, fully knowing she’s pregnant leads me to believe she knew all along that she was going to go ahead with the operation. This conversation was her way of finding out how the man really felt about her and their relationship. A baby is supposed to be the combination of two people and the love they have for each other, it’s a natural thing you’d want and desire if you really love someone. She doesn’t want to have the operation at first, or so she says, but the man plays a mind game on her and confuses her into agreeing with the operation, but Jib was playing may have been playing her own game as well. This isn’t really a form of love coming from either side; it’s a form of deception. He practically baits Jib by the way he says things to her when she says, â€Å"And we could have all this, â€Å"And we could have everything and every day we make it more impossible.† (pg. 477) But the man is very negative in saying â€Å"No we can’t.† (Pg. 477) numerous times. Jib is trying to be positive, make light of the situation, but the man is full of negativity. True love comes from the mind and heart, is sacrificial, in that you’d do almost anything to protect the one you love. Jib says, â€Å"she doesn’t even care about herself.† (Pg. 477) She just wants things to be fine again and is willing to sacrifice her child for it and him. These two have a form of attachment, an almost obsession, but love, it seems more one sided, I don’t see it, lust maybe. Jib appears to be young, and the man older, but you sense neither of them knows what either of them wants from a relationship let alone anything else. Except to travel the world and have fun. Love isn’t always fun and for anyone who has been in love, you know what I am talking about. Complications hit you at every turn to take the love you have away, and when the real stuff starts happening that’s when you find out if someone really loves you or they’re just using you for their own personal gain. Real love takes work and time to establish. The man is using Jib to his advantage, just so he has a party friend, and a traveling companion. A baby is not in his plans, but  now the pregnant news comes to light, and his true self is exposed and he pani cs, even pretends to love her just to trick her into getting an abortion. In conclusion love can be seen in a lot of ways, but to some it’s just a game to see how far people can play with each other’s emotions. The man is a traveler and having a kid would have ruined his plans of fun. He did what he had to do for himself and lust for travel. Love is powerful and the way he uses it is wrong especially on a young girl. Don’t abuse the power given to you because you never know who you might hurt. The pain you inflict on others always seems to have a strange way of coming back to haunt you in your future. I guess what people say about what comes around goes around, because if you think about, it does.

Funny in Farsi

Funny in Farsi A Memior of Growing Up Iranian in America by Firoozeh Dumas is all about her life growing up in California after her dad is moved there but is company form Iran. Being born in Iran she had not learned much English so when she moved to the United State she slowly learned and was the translator for her mother a lot of the time. In her younger years she moved around about every two years and eventually she settled in America after her dad retired from the oil refinery in Iran.Since she was light skinned and had dark hair she could pass for an America as long as she did ot speak because of her accent, this abled her in many ways. After living in America for some time Firoozeh realizes that no one can really say her name the right way because the English language does not use the same sounds that are in the Persian language. Also by taking an America name she would no longer have to spend endless amounts of time trying to explain to people how to say her name.Since she look ed like a young American girl with an American name she could pass for someone that had been born and raised there, that is until she had to open her mouth to say something. After people started to think that she was an American they started to say things that she had never known that they had been saying before, about immigrants from her country. Whilst she has changed her name some Americans that had been traveling in Iran had been taken captive and held for a period of time and while the news was going over the story people started to talk about the issue.By having the American name she heard things that the people really thought about the issues with Iran instead of the polite things they would say to stay off of the subject. Kazem, her father, got fired from his Job for being Iranian during this time and found it very difficult to find another Job. Eventually he stopped putting that he was Persian or Iranian all together and became Turkish, Just so that he could find a Job duri ng Just a difficult time. After all of the problems with Iran went away she went to college at the University of California at Berkeley where she met her husband a Frenchman named Francois.Since Francois was not from the Middle East he was not part of all the craziness with Iran, but he could easily pass for an American because of his white skin. Also if he ad never said anything to anyone no one would ever know about his accent, but then again no big event happened in France that would turn the American people against them. Even though Firoozeh saw the darker side of the citizens in the United States, she did not seem to think that the country was anything less than a blessing, and stayed in the United States as an adult.American attitudes and biases toward immigrants different from country to country and from person to person, some think one way and others think the other way. Normally the things that factor into how a person see's another person are how hat person was raised, wha t beliefs they have, and how strongly they feel about the subject. The biggest factor is the way they were raised because if you are in a household where the parents or grandparents talk about a certain race of people in a bad way, it's the same as monkey see monkey do.If a child over hears there father talking about those stupid Persians, then that child is likely to go and repeat it to a friend, teacher, nanny, or another Persian themselves. Mainly the behavior towards immigrants has been learned whilst the child was growing up or even as an adult eople tend to believe things that they hear, and repeat them to other people which then lead to more people thinking the exact same way as the people that has said these things in the first place.Stereotypes about people happen on a day to day bias, someone sees some that has been wearing the same Jacket all winter and of they think that they are poor and probably cannot afford a new coat. When in all truth that person could Just be wear ing their favorite coat or this one may be the warmest of all the coats they own, a person can never tell anything about a person by Just briefly seeing them in the same hings or at the same places.People think that is someone from one country will do something harsh, rash, dangerous, or illegal that all people from that country are going to do it, and that has never been the case. If someone from a small town goes and robs a bank does that mean that everyone in that town is now going to go and rob another bank somewhere else, no it does not. By grouping people together as being all the same that is Just putting them into one group for one reason are they going to be separate into which are more likely to do this and which are more likely to o that, the answer is no.Firoozeh Dumas was born in Iran and then around seven moved to the United States, but she never thought any less of the people her the whole time she stayed and now even as an adult she live in California. Even after all the hardships she faced form moving here not knowing English and having to translate for her mother, going back to Iran and then coming back again. She saw all of the bias and the problems that people have with other countries and immigrants, she grew up in a world where not everyone is accepted for whole they truly are.

Unhealthy Lifestyles and Diet

An unhealthy lifestyle means more illness and more expense to treat those illnesses. This means a bigger burden on an already challenged healthcare system. Poor health also means more time lost at work, less quality recreational time, and even shorter lifespan. But the people in this modern day have a mindset that takes good health for granted. One can suffer from years of aches and pains, and would just ignore them, and then feel so surprised when one finds out one has developed a serious chronic disease.Majorities would usually leave their health to the hand of the doctors, relying on the advance medical technology, medical drugs when the fall sick. We have the choice to live a healthy lifestyle, but many chose to live just for today, enjoy life, and most of the time end up suffering in pain with chronic diseases and illnesses. Unhealthy Lifestyle There are many factors contributing to the degeneration of health among many people today. We live in a terribly polluted world.We are a ll exposed to thousands of toxins and chemicals every day at work, home, in the air, and in the food that we eat and water we drink. In addition, we are eating more processed foods than ever before in human history and we constantly abuse or bodies with pharmaceuticals We are constantly bombarded by fast food at every corner. And video games have led the majority of teens to spend countless hours in front of the television being sedentary.And, as a result of all of this, there exists a generation that is out-of-shape, overweight and obese. Many would spent hours on a couch in front of the picture box watching their favorite TV programs, together with several packets of snacks like potato chips and other junk food, and they don’t get up from your butt to move around for the next couple of hours, and that’s alright. Too much junk food being put into children's hands.Children were introduced to fast food restaurant at a very young age by their parent, having been brought up in this environment, they grew up spending long hours of their free time there ,chatting with friends, galloping burgers, French fries and cups of Coke, without thinking of how nutritionally deficient foods would intoxicate their body, But do children understand that junk food or snacks like potato chips, burgers and fries have high levels of fat, sugar or salt and are simply unhealthy? Junk food which contains saturated fat increases blood cholesterol levels and therefore increases your risk of heart disease and some cancers.Smoking and drinking are two big habits that can affect your health and the way you feel. Smoking, in particular, is one habit to quit if you haven't already because it greatly increases the risk of heart disease and cancer. Alcohol can be fine in moderation, but when you are with some good buddies in a party, you may drown yourself with glasses of them without realizing how intoxicated your body is, it also can contribute to sleep problems and suppress your appetite, preventing you from eating well. Life is full of stress.Modern life is full of hassles, deadlines, frustrations, and demands. Work can be a stressful place, whether in an office, a factory, or a school. For many people, stress is so commonplace that it has become a way of life. Stress isn’t always bad. Some stress is good, it can help you perform under pressure and motivate you to do your best. But too much stress is bad, when you’re constantly running in emergency mode, your mind and body pay the price. The stress response also helps you rise to meet challenges. Stress is what keeps you on your toes.But beyond a certain point, stress stops being helpful and starts causing major damage to your health, your mood, your productivity, your relationships, and your quality of life. Long-term exposure to stress can lead to serious health problems. Chronic stress disrupts nearly every system in your body. It can raise blood pressure, suppress the immune system, incr ease the risk of heart attack and stroke, contribute to infertility, and speed up the aging process. Long-term stress can even rewire the brain, leaving you more vulnerable to anxiety and depression.Public are generally dependent on medical drugs and are not aware that medical drug side effects are dangerous to their health. In the world today, Many people seems to think that they just want medicines and drugs to solve their health problems, they believe they can always seek medical assistance,. But what they are not aware of is that these pharmaceutical medications may have potential adverse reactions. Some of the most popular prescription drugs on the market are used for the treatment of arious conditions such as high cholesterol to depression to rheumatoid arthritis to sexual enhancement. Some of these pharmaceuticals drugs can cause serious problems such as liver damage, muscle pain and in some cases severe muscle breakdown and even death. When you go to a medical doctor and he gives you many packs of pills and capsules in various colours, shapes and sizes, drugs which are toxic to your liver and do crazy things to your health and metabolism, perhaps you obediently swallow those little poisons without considering what they are doing to your body. Polluted EnvironmentThe industrial revolution, technological advancement and modern transportation have seriously depleted oxygen levels in our atmosphere. Our obsession with carbon-based fuels for power generators, planes and automobiles consumes vast amounts of oxygen daily. Coupled with this is the huge reduction of our forested areas and all plant life as the need for timber and paper continues beyond our production capacity. At the present time, scientists have determined that our atmospheric oxygen concentration levels are being reduced by about 0. 8 percent every 15 years or so.Regrettably, at the moment, there is no reason to believe that this trend is going to change. Toxic stress, toxic chemicals and air pollution (all of which are becoming more prevalent in our industrialized cities), as well as increased use of antibiotics, emotional stress (which produces adrenaline and adrenal-related hormones that use more oxygen), physical trauma (reduces circulation and oxygen supply) and infections (the body uses oxygen to fight bacteria, fungi and viruses). Frequent use of drugs also depletes your oxygen supplies at the cellular level.A shortage of oxygen in the blood could very well be the starting point for the loss of the immune system and the beginning point of health problems like cancer, leukemia, AIDS, seizures, nerve deterioration and candida. Future research will clarify the links between poor oxygen levels and disease. Initial symptoms of oxygen deficiency may include overall weakness, fatigue, circulation problems, poor digestion, muscle aches and pains, dizziness, depression, memory loss, irrational behavior, irritability, acid stomach and bronchial complications.When the immun e system is compromised by a lack of oxygen, the body is more susceptible to opportunistic bacteria, viral and parasitic infections, colds and the flu. Oxygen deprivation can also trigger life-threatening diseases, as underscored by Nobel Laureate Dr. Otto Warburg’s assertion that cancer and other infections or diseases cannot live in an oxygen-rich environment. Poisonous agents from the household items. Our bodies are absorbing the harmful chemicals surrounding the environment today. It is thus imperative that we clean up our living environment as much as possible.Those regular detergents, soaps, shampoos, toothpastes and perfumes that we uses today contain many chemicals which are toxic to our bodies, some even carcinogenic. Although we don't directly ingest them, these chemicals are absorbed by our skin, other harmful chemicals such as turpentine, arsenic, insecticides, paints, etc. Again, even though we don't ingest them, we are constantly breathing in their gaseous fumes . Lack of Exercise. You just put in a good 10 hour day in front of your computer screen, and the last thing you want to do is exercise.Let's see, exercise, and improve your fitness level, or sit down with a glass of wine and watch your favorite evening television show. What would you do? Seventy percent of individuals know they should exercise, but choose the wine and the television program instead. Do you know this simple daily decision can end up being detrimental to your health? Effects of irregular eating or skipping meals †¢ Mouth ulcers †¢ Acidity and heart burn †¢ Nausea †¢ Constipation †¢ Lowered blood pressure †¢ Elevated uric acid (kidney disease) †¢ stresses brain and body †¢ Fat StorageEating breakfast primes your metabolism and helps set its pace for the day, says Michelle A. Gordine, M. D. , author of the book â€Å"Reclaiming Our Health: A Guide to African-American Wellness. † By contrast, skipping breakfast puts your bod y in starvation mode, an energy conservation setting of your body's metabolic machinery that promotes fat storage and discourages calorie-burning. †¢ Blood Sugar Skipping meals, particularly breakfast, can wreak havoc on your blood sugar levels. After fasting overnight, your blood sugar levels may be at their lowest ebb of the day.Skipping this meal can result in hypoglycemia — dangerously low blood sugar — which can cause you to feel dizzy or sleepy and overeat to compensate. A spike in blood sugar from a large afternoon meal leads to a late afternoon blood sugar drop, sending you on a blood sugar roller coaster, according to Roberta Larson Duyff, author of the â€Å"American Dietetic Association Complete Food and Nutrition Guide. † Instead, try cutting back on dinner and shifting the bulk of your calorie intake toward the first half of the day. You may find that eating this way gives you more energy when you need it the most.After doing this for a few day s you'll naturally become hungry at breakfast time. †¢ Malnutrition Older adults who experience decreased appetite as a function of aging may be in danger of malnutrition from skipping meals, according to nutritionist Sari Edelstein, Ph. D. , R. D. , author of the book â€Å"Life Cycle Nutrition: An Evidence-Based Approach. † Aging also brings with it decreased nutrient absorption. The combination of the two is a recipe for potential nutritional deficiencies. Early intervention can prevent weight loss and other serious health consequences, such as osteoporosis and decreased immune function. Brain Function Maintaining even-keeled blood sugar levels ensures that your brain and muscles receive a steady supply of glucose, their preferred fuel source. Eating regular meals results in better mental acuity, learning and memory, improved work performance and better strength and endurance. Your attitude toward work or school may also improve and you might find that your demanding boss or that irritating co-worker aren't as unreasonable as you previously thought. †¢ Blood Sugar Drops and Spikes One of the most important reasons that skipping meals is unhealthy is due to the affect this has on your blood sugar.When you eat a meal, your body breaks up the food. Some of this food is stored as fat, while other parts of it enter your bloodstream as sugar, and work to provide you with energy throughout the day. When you skip a meal, your blood sugar drops dramatically. This not only can make you feel sluggish and tired, but it can also wreck havoc with insulin in your body. If you chronically skip meals, you can be setting yourself up for the development of diabetes later in life. †¢ Inadequate Nutrition Another important reason why skipping meals is unhealthy is due to the fact that you are more than likely not receiving adequate nutrition.Eating a diet that is rich in fruits, vegetables, whole grains, and lean meats helps not only to ensure that your bo dy functions properly, but can also help in the treatment and prevention of a number of serious conditions. Some conditions that can be improved with proper nutrition include cardiovascular disease, strokes, and some types of cancer. You may believe that you can skip meals and still achieve optimal nutrition by supplementing your diet with multivitamins. And while multivitamins do have their place, research has shown that these pills aren't as effective as real food at providing your body with what it needs.For good health, try to eat as naturally as possible. †¢ Altered Metabolism You  typically  skip meals for two main reasons. One,  you are ultra busy and don't have enough time to grab a quick snack, or two, you are trying to lose weight. If you are one of the people who are trying to lose weight, you may be actually sabotaging yourself by skipping meals. When you eat, your metabolism, which is one of your body's functions, works to break the food down into smaller, us able parts. When you skip a meal, your metabolism has nothing to do. In a way, your metabolism is like a muscle.You must use it, or you will â€Å"lose it. † When your metabolism does not have to work to break down food, it begins to slow down. Then, the next time you do actually eat something, your metabolism is not able to break the food down as quickly, and as a result the food is stored as fat. Therefore, in order to maintain a healthy weight (or even lose weight), it is essential that you eat regularly throughout the day. Recent research has found that five to seven small, regularly timed meals eaten over the course of a day works best when trying to maintain a healthy weight. The Effects of Sleep DeprivationNeurologic Effects Sleep deprivation mimics the effects of drinking alcohol — you may experience slurred speech and uncontrolled reflexive movements of the eye called nystagmus. You may also develop a slight shakiness or tremor in your hands. Some people even have a more pronounced droopiness in their eyelids, called ptosis. Various other neurological reflexes can change in sleep deprivation. These are unlikely to causes symptoms you would notice. However, if your doctor were to test them, you may have sluggish corneal reflexes, a hyperactive gag reflex, and hyperactive deep tendon reflexes.In addition, you may have a reduced threshold for seizures. As a result, people with epilepsy are at greater risk for seizures when they're sleep deprived. One thing that you may notice right away is an increased sensitivity to pain. Studies have shown our sensitivity to heat and pressure pain is especially enhanced when we don’t sleep enough. Also, there is reported to be an increased sensitivity to pain in our esophagus, as might occur in the setting of nighttime heartburn Vital Sign Changes Research studies have demonstrated that sleep deprivation may cause subtle changes in your vital signs.Vital signs are important physiological markers th at are often tracked as part of a general health assessment. These include: †¢ Body temperature †¢ Blood pressure †¢ Heart rate †¢ Breathing rate †¢ Reduced decision-making skills †¢ Poorer memory †¢ Reduced concentration †¢ Reduced alertness †¢ Shortened attention span †¢ Slower than normal reaction time †¢ Poorer judgment †¢ Reduced awareness of the environment and situation †¢ Reduced work efficiency smoking, poor diet, lack of exercise and drinking too much increased the risk of dying by such a large degree that it was the equivalent to being 12 years older.

Burger King vs Mcdonalds Essay Example | Topics and Well Written Essays - 250 words

Burger King vs Mcdonalds - Essay Example On the basis of making risky business decisions McDonalds stands the winner in the competition. This is because recently McDonalds introduced the concept of McCafe (www.mcdonalds.com, 2014). This concept was quite different from their previous business model of only offering burgers. On the other hand, Burger King continues to operate the way they used to. On the basis of creativity, again McDonalds can be categorized as the winner. This is because they come up with new and improved ideas such as the idea of McGriddle which ended up being quite successful. While burger King lacks innovation and copies the creations of McDonalds. The differentiation between the two burger giants exhibit that both the burger giants have something different to offer. Burger King offers better quality burgers which is the main aim of both the burger giants, but McDonalds offers something new and takes the real risk by coming out with innovative

Young goodman brown Research Paper Example | Topics and Well Written Essays - 1250 words

Young goodman brown - Research Paper Example Hawthorne writes the masterpiece with a pool of symbols that promotes the understanding of the story. Symbolism is used to depict Goodman’s experience in and out of the forest enhancing the understanding of the concept of good and evil. The story begins with an ironical situation where Goodman leaves his three months’ old married wife for something not known deep in the forest. He is very persuasive despite his wife’s plea that he should not go. This aspect is symbolic of the drive that entices humans to pursue their hearts’ desires despite the counsel they get from people who care about them. Leaving ‘Faith’ for the wild symbolically represents a situation where a person will depart from good to pursue something not certain. In the case of Goodman, an evil venture. The forest life presents very unnatural situations, just like the way evil powers manifests supernaturally to men. The forest is a place for the wild. It has been used as an expres sion of the horrible occurrences that happens in there. The first instance he meets an older man who resembles him completely. The appearance of this man symbolises the decision to pursue evil at the age when he already knows how to do good. The resemblance depicts that evil is available among all men including to Goodman. He sees it as a place of no good. He echoes the dominant point of view of seventeenth-century Puritans, who believed that the wild world was something to fear and then dominate (Ezghoul and Zuraika 2). It is symbolic that despite being in the midst of evil Goodman is able to recognise the faith he had always upheld, when he says, â€Å"We are a people of prayer, and good works to boot, and abide no such wickedness† (Hawthorne 1123). This statement is symbolic of the knowledge of doing well that Goodman had been exposed to in his life. The names of the characters in the story are full of hidden meaning. The main character, Goodman, is a symbol that depicts a man who knows how to do good and has the capability to do good, but ironically the symbol reveals that it is good people who end up to committing evil. Apart from him, his wife is also symbolic. Faith had married good man for only three months before he decides to take a walk into the forest at night. She symbolises the belief that Goodman had been upholding but now makes a decision to abandon them. Her name is symbolic of good, Faith is an advantage to him, but he leaves it for unknown results. The devil’s stuff is a very symbolic figure that is used to show the combination of the devil and evil. Just like the biblical deception Eve was exposed to, Goodman takes the staff in order to travel faster but this result into further frustrations. This demonstrates the extent to which humans lose their innocence and faith to curiosity and selfish desires (Fogle 209).. Serpent, further symbolises the ability of evil powers to harm rather than benefit an individual, encircled the stu ff. Because of the inherent human weakness and the inability to fight spiritual aspects physically, Goodman ignorantly held the stuff and was pushed by the powers of evil. The serpent is symbolic of the devil and wickedness. The choice to hold the stuff by Goodman symbolises human weakness in taming their desires. The experience in the forest symbolises the effect of engaging in evil. Goodman Brown, like other Puritans, associates the forest with the wild â€Å"Indians† and sees one hiding behind every tree. The real life situation under the influence of the supernatural powers makes Goodman to rethink about his being and the way he perceived fellow human beings and God. The author has framed the story symbolically for the audience to get the image of good and evil painted. The use of night is symbolic of

Reflection Paper 1 page about Eveline and the other page about the Essay

Reflection Paper 1 page about Eveline and the other page about the lottery - Essay Example r home.† Everybody can relate to hoping for something better, for change that might improve their life, and are often faced with difficult choices. In weighing up the possible advantages of going far away, gaining status as a married woman, looking at the bad things in her present situation, Eveline seemed to be trying to convince herself to make the changes. â€Å"She had consented to go away, to leave her home. Was that wise?† The doubts are always bubbling beneath the surface of the narrative, this is a universal dilemma when life is not ideal and something better seems to be available. The chance to travel, to have a loving husband might make a young woman happy and excited, or so I thought. Eveline’s dilemma reflects how many of us would feel and there is also a question as to whether she loved Frank. The ideal of a love that could overcome every obstacle is missing; Eveline might well be running from one controlling man to Everybody hopes their choices will lead to change for the better in their life, but sometimes fear of the unknown, and taking stock of what you already have helps to make the decision for you. This is what I think Eveline did, but I am left with the question – did she make the right choice for the right reasons? Maybe the answer is in these words: â€Å"Her eyes gave him no sign of love or farewell or recognition.† Told from the objective point of view, this story was shocking and horrific, as the tension built, and what at first appeared a positive, pleasant village custom, became something very sinister. I thought the stones were for some childish game, to be played after the lottery finished. I saw nothing significant in â€Å"..eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys.† I believed that somebody was going to win a pot of money and life would go on, with everybody pleased at the winner’s good fortune. But this story had a darker meaning about

Employment Law for Animal Care & Service Workers Essay

Employment Law for Animal Care & Service Workers - Essay Example Better employment laws shall serve to provide legitimate guidelines for the allowance of a healthy working atmosphere for both employer and worker. Other major economic competitors have incorporated these inclusions into their prevailing national laws to adapt with the current flexible trends in the employment system. Legislators and capitalists are enjoined to work hand in hand to promote a better future for its workforce thereby allowing a broader expansion of Australia's economic goals. In 2005, the Howard Government and the Australian Parliament launched the Workplace Relations Amendment Bill 2005 "Workchoices" guide that announced series of amendments to the Australian Labor Law. Effective last March 2006, the Workplace Relations Act 1996 took effect despite heavy protests from the labor sector and equally heavy expenditures. The Australian Labor Party and the Australian Council of Trade unions had originally described the amendment as "sugar-coating a poison pill" and a "representation of the old package". The Howard Government countered that reforms were necessary as step in the deregulation of the Australian economy. Andrews reasoned that the 1.7 million extra jobs created in Australia and the 14% increases in real wages were part of the reason "part of the reason for that is because of the reforms that we made in 1996".1 Accountably, the government claims that such reforms made a substantial impact on the present economic status and that 'Workchoices' "will h ave more choice and flexibility and this in turn will lead to a higher productivity".2 Laws and Provisions under Workchoices The creation of several minimum workplace system conditions in Australia has been equated by the government and the business sector in the effort to maintain the economic stability. Under the new unfair dismissal practices, companies with fewer than 100 employees are exempted from unfair dismissal. At the same time employees of larger corporations will not be protected if they are dismissed for 'operational reasons' that previously allowed them to claim compensation or reinstatement. This was done to alleviate the stifling penalties imposed by the Labor government of 1993 that according to the Howard government has slowed business growth and lesser jobs. If however the reasons do not fall under 'operational requirements'; claims under unfair dismissal practices will have some solid ground and as an alternative, the government "has offered pay $4000 to employees who were unlawfully dismissed to aid in the legal costs".3 For areas where unfair contract legislation allows dismissed emp loyees to seek compensation upon contract termination, 'Workchoices' has specifically excluded them from such legislation. This further explains that an employee under this area will no longer be allowed to seek remedy under this act. The grounds cited where an employee may claim for unlawful dismissal would include racial discrimination, family commitments and retaliations. The sovereign right to work in a job of choice that an employee has been trained and academically prepared will always remain under equal opportunity. Equal rights for

Reflection about nursing home visit Essay Example | Topics and Well Written Essays - 500 words

Reflection about nursing home visit - Essay Example In order to improve on my verbal communication skills, as I am not a native English speaker, I think I need to improve my English speaking skills through practice and by enrolling in an English language course. Non-verbal cues include eye contact, touch and use of space, gestures, body posture and presentation, and use of voice. Non-verbal cues reflect the real emotions and feelings of individuals involved in the conversation. Such was the case in my conversation with the patient. By establishing eye contact, I was able to assess the sincerity of her words. I also paid attention to her gestures which told me if my questions were getting uncomfortable for her to answer. And if she got uncomfortable answering, I changed my questions. I noticed that she gestured with her hands a lot; and being a former teacher, I understood why she has this habit. When I first approached her, I maintained a respectful distance between us. Since it was my first time to meet her, I respected her personal space. I asked if I could move my chair closer to her, and she agreed. I maintained a 3-feet distance from her; it was close enough for us to hear each other, and far enough to avoid invading her personal space (Rhode Island Health Literacy Project, n.d). I think I need to improve my non-verbal communication skills by increasing my interaction with patients. Through increased interaction, I will be able to improve my interpretation of patients’ non-verbal cues (Earp, et.al., 2007, p.197). Establishing rapport is seen in how we relate and perceive our patients. It also involves genuine concern and empathy for our patients (Travelbee, 1963). Upon meeting my patient, I immediately set out to establish rapport by greeting her by her first name, shaking her hand, and introducing myself. I asked permission to converse with her and when she agreed, I sat

Network Management - Quiz 9 Assignment Example | Topics and Well Written Essays - 1000 words

Network Management - Quiz 9 - Assignment Example This is supportive when devices are of distant locations possessing varied IP addresses. Furthermore, VPN server provides cost benefits to the organisations operating in the technology sector (Senft, Gallegos & Davis, 2012; Ray & Acharya, 2004). It is to be affirmed that when the message leaves program X in the form of a packet, the Destination IP field of the packet’s header contained 14 IP fields. In this regard, 13 fields are required to be considered and the 14th field is optional (Senft et al., 2012; Ray & Acharya, 2004). When the message leaves program X in the form of a packet, it is worth mentioning that the Destination Port field of the packet’s header comprises destination IP address. It must be mentioned that the packet’s header does not contain any destination name (Senft et. al., 2012; Ray & Acharya, 2004). Based on the provided scenario, it can be affirmed that when the message leaves program X in the form of a packet, the payload of the packet is not encrypted. This might be owing to the reason that the server program of Y executed on the application server is deemed to be a readable one (Senft et. al., 2012; Ray & Acharya, 2004). With regards to the provided scenario, the program Z could be reckoned as Message Transfer Agent. Message Transfer Agent is a type of software, which transfers electronic messages from one particular device to others (Senft et. al., 2012; Ray & Acharya, 2004). After the Message Transfer Agent i.e. Z gets the packet, it will work upon the message transfer process for ensuring that the messages are transmitted from one specific user to others (Senft et. al., 2012; Ray & Acharya, 2004). In the process of message transfer from X to Y, the Message Transfer Agent i.e. Z needs to let the VPN server TO authenticate Alice. In this regard, it is essential that Z must require sending information to Administrative Management Domain (ADMD). ADMD is denoted as Z in the

Innovations and predecessors Essay Example for Free

Innovations and predecessors Essay At a first glance, this seems a very spiritual statement from Brook, but through reading it again it shows him trying to replace honesty (from the character) with words spoken with deep meaning (from the actor). Although this is only my personal interpretation. Throughout this chapter in The Shifting Point, I noticed that he is constantly asking us, the reader, questions about acting and the theatre. At times he answers with his ideas, telling us his methods and ideas, when he does answer you can almost hear him shouting, preaching the answers to the reader, which just shows how passionate he is about his theatre. Grotowski is unique. Why? Because no one else in the world, to my knowledge, no one since Stanislavsky, has investigated the nature of acting, its phenomenon, its meaning, the nature and science of its mental-physical-emotional processes as deeply and completely as Grotowski. (Brook, 1987:37) This extract shows that although Brook has much in common theatrically with Stanislavsky, he has now met someone who uses similar methods but in Brooks eyes, uses these methods in a better way. Brook goes on to explain that both his and Grotowskis work has points of contact and with these they came together. They both need a crowd on stage and off stage, on stage actors showing their most intimate truths to the crowd (audience) off stage, to share an experience with them. In The Shifting Point, Brook remembers that Grotowski left behind a daily challenge with the intensity, the honesty and the precision of his work. This practitioner is obviously one that Brook looked up to and shared his knowledge with. Grotowski was infamous for retreating from theatre and creating a space for an exhaustive investigation of the basic, physical truths of acting (The Guardian, 2004:4. 10. 2003) Perhaps the most significant development influenced by Artaud was the ensemble theatre movement of the 1960s. Exemplified by the Polish Laboratory Theatre of Jerzy Grotowski, Peter Brooks Theatre of Cruelty Workshop (Drama and Dramatic Arts, Microsoft Encarta Online Encyclopedia 2004) These productions, which usually came out of months of work, relied on physical movement, unclear language and sound, and often unusual arrangements of space. The Theatre of Cruelty derived from the work of the French actor, poet and theoretician, Antonin Artaud. Artaud was a member of the Surrealist movement and had a vision of art as a means of galvanising society and effecting social change. (Halfyard, 2000:http://www. maxopus. com/essays/8songs_m. htm) Artaud used the word cruelty not to evoke sadism, but to call us toward a theatre more rigorous, or even, if we could follow him that far, pitiless to us all. (Brook, 1987:56) The vision of changing society and effecting social change leads to another practitioner who has inspired Peter Brooks theatre, Bertolt Brecht. Brecht felt that drama could instruct and change society; therefore, it should be political. He believed that effective theatre should bring the audience to the point of decision and action. No one seriously concerned with the theatre can by-pass Brecht, Brecht is the key figure of our time, and all theatre work today at some point starts or returns to his statements and achievement. (Brook, 1968:71-72) Brecht wanted a type of theatre in which the audience could focus on a plays themes rather than becoming emotionally involved with its characters. With this, he developed the ground-breaking epic theatre, where his actors would read their lines without emotion, allowing the audience to concentrate on the planned moral messages of the play. For Brechts actors, their aim was to create a response from the audience, the alienation that Brecht created. Alienation is cutting, interrupting, holding something up to the light, making us look again. Alienation is above all an appeal to the spectator to work for himself (Brook, 1968:72) Going against Stanislavsky and Grotowski, Brecht introduced the idea that fully did not mean lifelike for him, Brecht wanted every actor to go with the action of the play, but understand the true purpose from the authors point of view; to the needs of the changing world. Brook is less inclined to believe that it is possible to change things merely by pointing things out to people. (Mitter, 1992:64) Brecht desires the outcome to be social change, whereas Brook wants the end product to go beyond alienation and reveal what we, as a society, want to forget. Brook requires his actors at once to be their characters, and then not to be their characters. Confusing as it may sound, we must recognise that Brook wants his actors to play their characters, but not lose themselves in the action so it seems untrue to real life; he needs a sense of reality, their own personalities to come through. It must be conceded that in Brook this is achieved by the fact that his actors are represented in their drama not by their opinions merely as in Brecht, but by their courageous portrayal of their every evasion, hypocrisy and untruth. (Mitter, 1992:76-77) Brook does get his inspiration from all of the above practitioners, as well as Meyerhold and Reinhardt through researching Brooks Theatre of Cruelty. I noticed that Brook has more similarities in relation to his theatre to Jerzy Grotowski, they have the same objectives but differing methods in reaching them. Perhaps because this was a close friendship as described in The Shifting Point: Grotowskis work and ours have parallels and points of contact. Through these, through sympathy, through respect, we came together. (Brook, 1987:38) Brook utilises various methods from Stanislavsky and Brecht, but there are also disagreements with their methods: There is so much of Brechts work I admire, so much of his work with which I disagree totally. (Brook, 1987:26-27) Like anybody who has a passion for something, whether it is art, sport or theatre, Brook has looked to his passion, theatre, and its innovations and predecessors. Brook has took the essential elements from these practitioners and made them his own. The way Brook regularly asks the questions in his books to the reader, does bring the whole text to life as if he is testing the reader on what they have just read; you could even compare it to an exam revision textbook. Obviously this is not what the genres of his books are about, both The Shifting Point and The Empty Space are autobiographies of his life in theatre; part of the title of The Shifting Point even says forty years of theatrical exploration. I feel all of his works in text are learning resources, not just for drama students, but also for anybody who enjoys the theatre to show them the hidden depth of performance, not just linked with the acting- all the elements that make an ideal, true-to-life or alienating performance.

Introduction To A Social Experiment Social Work Essay

Introduction To A Social Experiment Social Work Essay This assignment follows the experiences of an immigrant Indian/Kashmiri family in their first couple of months in Australia. The family was a period of five weeks for a period of one to two hours per week in their family setting at home and once in the final week on a family picnic which they were gracious enough to invite me to. For discretionary purposes all personal information including names, addresses and any other identifiable markers have been changed in keeping with the primacy of the familys privacy. The family consists of five individuals, the father Mr. Fayaz Ahmad, his wife Rubina Geelani, their two children Ahmad, a boy of 10, Maryam a girl of 12 and their 5 year old nephew Abbas. The family from here on for purposes of brevity will be known as the Ahmads. The Ahmad family is from the northern most state in India, Kashmir. Mr. Fayaz used to work as an engineer in the state of Kashmir with the municipal department of the state as a civil engineer superintendent. Ms. Rubina has a bachelors degree in education but has never worked full time, Maryam and Ahmad were both studying in a well reputed private school and were both performing above average in academics as well as extra-curricular activities, Abbas is their nephew who was recently witness to the tragic death of his parents in a militancy related incident in their home state. Kashmir has had a long history of troubled political activity dating back to the partition of India and Pakistan during which time the Muslim majority state of Kashmir became a bone of contention between the two newborn nations. Since then there has been a slew of political and military activity that has served only to worsen the tangled situation between the two countries with two wars being fought over the state and an armed uprising against the Indian state fueled by Pakistan which resulted in massive state sponsored atrocities as well as transgressions on behalf of the armed rebels. Several other variables, including the growing influence of China, the rise of Afghan Islamist groups, political instability etc has also contributed to the increasingly complex situation in the state. The Ahmad family immigrated to Australia following the tragic death of his brothers family in a military encounter against suspected militants, young Abbas was the only survivor of the tragedy and was a dopted by Fayaz and his wife who decided to leave the trouble torn state behind in order to secure a better future for their children. I came into contact with them through a mutual friend who is a volunteer activist for militancy affected families in Kashmir and who also helped Fayaz through the formalities surrounding immigration. Week one: My first encounter with the Fayaz family was on a pleasant sunny Australian Sunday afternoon the very next day after they had moved in to their home. My reception in their home was very warm and enthusiastic with Mr. Fayaz greeting me very effusively and treating me with great hospitality and warmth. I was told by my friend that the house was a temporary accommodation and was not in that great shape, nevertheless everywhere I saw I could see the efforts of Ms. Rubina and Mr. Fayaz to tidy up the place. There were boxes and unpacked luggage everywhere but Mr. Fayaz managed a comfortable couch space in the main room for me to settle down in. The object of my research was somewhat puzzling to them as they seemed to follow me everywhere I went and it took some while for me to explain to them that this was merely an observation and not an interview, this was greeted with some skepticism and worry by Ms. Rubina who immediately wanted to know what I was looking for. The initial warmth gave way to some mistrust on behalf of Ms. Rubina who instructed the children not to play downstairs or in the open but to go to their room and play there. My initial thoughts were that the mistrust of my presence in their midst was related to their negative experiences with official government agencies that are notorious for their clandestine activities amongst the civilian population in Kashmir. The rest of the time passed by without any major incident and was spent mostly talking to Mr. Fayaz over consecutive cups of tea. Week 2: My second week started right after Mr. Fayaz found a part time job at a nearby retail institute as a sales executive; on my visit to the house he was not present as he was picking up a late shift that day. I used this opportunity to increase my rapport with Ms. Rubina and get to know her better, I felt that our previous encounter had not gone over the smoothest and after some initial reluctance she allowed me to observe the children playing in the yard. I had to assure her that I would not take any photographs of the children before she would allow me this. The children showed little effect of the trauma in their past, although Ahmad was showing signs of lethargy and malnutrition, upon asking Ms. Rubina about his health she replied that he was always a picky eater and had been getting progressively difficult to get him to eat properly in recent weeks. On closer inspection of the children I saw that both Maryam and Ahmad were trying to involve Abbas in traditional Kashmiri games, a version of hopscotch and tag that somehow always ended up with Abbas winning, it was obvious that both Maryam and Ahmad were letting Abbas win these games. Later on while observing them I noticed that they shied away from me and rather spent time with their mother in the kitchen rather than stay anywhere they knew I could see them. In normal cases I would have construed this as natural shyness on behalf of the children but after seeing them play I could not imagine them being very timid by instinct. Week 3: My third visit marked the first time that the children had started school in Australia, I was fortunate enough to observe them coming home directly from school. Maryam seemed very pleased and satisfied with her day at school, although she spoke only in Kashmiri around her mother I could gather from the tone that she was excited about the prospect of school, Ahmad on the other hand seemed subdued and quiet, on closer observation I noticed the signs of a scuffle on the child, with a pocket torn off his new shirt, he was taken away by his mother to his room, I presumed this was to comfort him as there were no sounds of scolding from his room. Maryam was pleased enough to try and interact with me and be comfortable around me, she offered to show me her new books and notebooks, one of which bore a note by her teacher praising her drawing skills and another one which had her homework written down in her small, neat handwriting. She spoke with me in accented by fluent English asking me abou t why I was always in the house with them. The conversation led to the topics of her brother and little cousin, she admitted that Abbas was much sadder nowadays than in the past and he frequently wet his bed at night and as a result had to sleep with the parents in the other room instead of with them. I resolved to talk to Mister and Missis Ahmad about getting Abbas to see a child therapist. Week 4: My fourth visit was a bit rocky as my previous suggestion of a child therapist for Abbas had not gone down well with Mister Fayaz. He felt that I was making unfair demands of him and that the child had been doing fine before I was there and even at one point tried blaming me for Abbass changed behavior. The majority of the time was spent trying to explain to him that it was just a suggestion and that he was in no way bound to do what I asked of him. Later on he admitted that the stress of managing finances for the household was starting to build on him and that he was worried about their future in Australia, on further questioning he informed me that his engineering degree was invalid in this country and he would be stuck with lower level jobs until he could complete another technical course here in Australia. Week five: I was surprised by my fifth and last visit when the family decided to take me along for a surprise picnic. Although not strictly their domestic settings I decided to go along with them to observe their interaction with the Australian picnic experience. The children seemed slightly apprehensive instead of the natural exuberance that most children would show when informed about going to the beach, apart from Ahmad both Abbas and Maryam seemed to stick close to Ms. Rubina and reserved themselves to helping her pack whereas Ahmad wanted to put on his rubber wings and flippers right in the house and go to beach thus dressed. While helping Mr. Fayaz get the car ready I came to know that Ahmad has been having trouble with bullies at school who make fun of his accent, that he has been dreading school and enjoys their outings with a relish, Abbas had started his sessions with a child therapist and was no longer wetting his bed and that Maryam had already enrolled in soccer class. I provided Mr. Fayaz with some brochures and booklets regarding part time courses and short term courses that he could take. Analysis: There were several issues and points that I observed while with the Ahmad family in regards to their reasons for coming to Australia, their interactions with the local culture and the nature of their family relations. Most importantly I came to realize about their unique needs and perspectives, their unique characteristics in regards to what they could bring in to the community, the culture they came from and the special needs that the three children of the family that needed to be addressed. My analysis can be elaborated as: For the greater part of this analysis the focus will be on young Abbas, then on Ahmad and on Maryam in decreasing order of significance in relation to special early care needs. The very first observations regarding Abbas were those of his interactions with the different societal settings that he had to experience. For instance his initial immigration to Australia was prompted by a drastic change in his original environment of Kashmir where he suffered the debilitating trauma of losing both his parents, in conversations with the Ahmads I got to know that Abbas was naturally a shy child and following the death of his parents he became even more withdrawn, to the point where he managed only a few sentences in conversation per day with the Ahmads and not even that with strangers. The initial experiences of the children with their societal systems were also apparent in how they treated me, a stranger in their house, the initial mistrust and fear that they projected on me was only a reflec tion of their past environment where authority figures or those who were in anyway related to official status were viewed with mistrust and even fear, this symptom extended not only to the children but to Ms.Rubina as well, when she forbade the children from interacting with me. The family structure in conservative societies like that of the Ahmad family is generally constituted of only close blood relations, the adoption of children as in the case of Abbas is almost unheard of, the most that a Kashmiri family will do is provide all the necessary support and accessories to a relative but that is all the other party will remain; a relative, in this case the traditional family structure has changed to that of a typical western nuclear family model and that has put an additional load on the two adults as Ms. Rubina and Mr. Fayaz do not have the traditional family support structure in place to help them manage their children any more. The cultural background of the Ahmad family is also an issue that has led to certain hindrances while integrating with their new environment, this was demonstrated with the trouble that Ahmad had with bullies at school and the frustration and worry that Mr. Fayaz felt at his educational qualifications not being considered eligible in the Australian work environment. The stress also showed on Ms. Rubina when she felt mistrustful of me, furthermore the bed wetting episodes of Abbas were symptomatic of elevated stress levels as Maryam informed me that he had never had this kind of problem before. There were of course the needs of the children to take into consideration especially those of Abbas and Ahmad. The specific list of activities and processes that I recommended for the children were: Child specialist therapy for Abbas to help address the trauma of his parents death and the sudden culture shock of shift from Kashmir to Australia. Extracurricular activities for Maryam in order to enable her to come out of her shyness and gain the confidence and self-esteem she needs in order to engage in social interactions effectively. Ahmad requires counseling as well in order to encourage better, more constructive outlets for his frustrations, bullying is always a significant issue to be dealt with in regards to early child care and Ahmads case is no exception but his situation is further compounded by the complexities of the previous experience in the stifling and rather constricted environment of Kashmir along with his experience in a private school in Kashmir as opposed to a public school in Australia In addition to the counseling steps for the children I also suggested certain short term technical courses for Mr. Fayaz so that he doesnt feel trapped in a lower level employment circle in Australia due to his degree not being recognized here.

Vygotskys Zone of Proximal Development

Vygotskys Zone of Proximal Development Lev Vygotsky views collaboration with peers as an effective way of development. He suggests that more cooperative learning activities should be used in the classroom in which less capable students develop with assistance and support from more knowledgeable peers, within their zone of proximal development. In other words, according to Vygotsky, the task becomes â€Å"internalised through actual relations between† the students (Vygotsky, 1978:57) and successfully performed. In one of my English Literature lessons, I taught a group of Y11 second language learners how to answer and analyse a question using PEER (Point – Evidence –Explain – Reflect) technique. The students were revising exam-type questions and had to be ready for analysis. I started with a demonstration activity from the novel I am the King of the Castle. With some leading questions, I started analysing the point, involving the students in finding evidence, linkers, explanation, etc. As soon as the students were assigned with an individual task, the majority of them (7 out of 10) were able to perform with no challenges due to their prior knowledge and vocabulary. On the other hand, the ‘ripe’ students were not able to follow the critical task unaided. Therefore, they were paired with more able students to practise analysis, finding evidence, explaining and evaluating. The less able students were doing it correctly till the point when more criticality needed. With a little aid from a more competent peer, they developed conceptual learning. In future lessons, given a similar task, students will be able to perform with more confidence; and once it is internalised, scaffolding might be removed. I think as a conceptual tool for teachers the ZPD is very helpful in developing a curriculum which will challenge students’ learning and enable them to enquire; it also helps teachers in effective grouping of students where less able students can achieve with some guidance and support from more competent students. Finally, the ZPD might be helpful in assessing students’ abilities in order to decide their year group distribution. ===================================================================================== In this specific lesson, I managed scaffolding the group of Y11 second language students to write effectively. My main objective was how to write interesting, imaginative and thoughtful texts, using appropriate and effective vocabulary. (The lesson objectives were taken from the Writing Assessment Foci (AF1/AF7) of the National Curriculum.) Due to the different ability level of students, I demonstrated all the instructional options summarised by Wood, (1988). In the video clip, David Wood explained evidently the difference between contingent teaching and scaffolding, highlighting that scaffolding is â€Å"a functional analysis of the kinds of activities that a teacher might undertake to simplify the students’ learning; whereas contingency is about interaction, process, it’s how teachers go about of supporting a particular individual when they are setting out to learn.† Therefore, I involved all the five instructional options as aspects of scaffolding. I introduced the lesson objectives and outcomes of writing effectively, and assigned the students to write a one line description of a man who is smiling coldly. My verbal instruction was to look at their partner’s work and compare their responses, ensuring that the sentences matched the assessment foci. The more competent students performed very well because of their pre-existing knowledge of literary devices, sentence structure, effective vocabulary, and the ability to look at the context, whilst the less capable students used very simple and uncomplicated sentences. At this point, I provided some prompt by asking them to write a one line description of a man who is smiling coldly, using the word ARCTIC. This time, the students also worked individually and upon their task completion, I asked them to compare their responses with the model sentence on the board: â€Å"Mr. Fisher had a smile of arctic brightness.† While working as a class and comparing their sentences, t he students then had to consider how the description worked there, what literary devices were used to make the sentence more effective. Obviously, a few of the students with less competence could construct a sentence with the word ‘arctic’ because they did not know what it meant. I then provided a thesaurus support, asking them to first look up the word and then, using some other techniques of personification or imagery and careful sentence structure to construct a sentence, which meets the objectives of the lesson. The students still struggled with the use of a simile, metaphor, etc.; therefore, a group of more knowledgeable students was swapped to provide support to those less competent peers by sharing their examples, reinforcing the use of literary devices, using effective vocabulary and correct structure. With the additional support, the students came up with a variety of sentences. They were also provided with a checklist of expected skills they needed to accomplish the task. This was done as a class work, thoroughly read and explained. In Wood’s terminology, this was a stage where I demonst rated contingent teaching with the features of interactive instruction. I indicated the material and prepared them for the assembly. The rest of the lesson was spent in focus on exploring the necessary skills in writing; and the students were assigned with a final task of writing a character description using one of their carefully crafted sentences as a starting point. To sum up, I should put together Wood’s theory of scaffolding: General Verbal Prompt (GVP) was given throughout the lesson to give instruction and introduce the topic, etc. Special Verbal Instruction (SVI) was given as well when the students had to construct their own sentences and compare them either with their partners or with the model. Even though this work was done individually, the students still could do this unaided, due to their pre-existing knowledge. Indicating Material (IM) was the next step when I suggested the use of a dictionary, constantly reminded the students of the AFs, objectives of the lesson, and provided the assistance of more competent students to help to successfully accomplish the task. To prepare for the assembly of the final writing piece using literary devices, appropriate and effective vocabulary, and an effectively written text, the students were distributed a checklist and framework of expected skills explored during the lesson. A demonstration (DEM) of how to write imaginary and thoughtful sentences using an effective word choice was also used throughout the lesson by sharing model sentences with all the students to facilitate their work and understanding. Throughout the lesson, there was a varied level of teacher interaction supporting the students to ‘internalise’ the knowledge and complete the task successfully, at which point, the teacher should have not intervene. The following lesson aimed at peer marking and spotting mistakes and the discussion of the skills acquired during the previous lesson. ===================================================================================== Child-centred learning has been advocated by several educationalists and psychologists for many years. Its basic emphasis is children’s individual interests and needs in education, which may vary in terms of development rates and the nature of the teacher’s control. The term ‘child-centeredness’ is related to children’s individual needs and decisions about the curriculum and the teacher’s role in the classroom. However, since child development theories vary, child-centred learning also varies in a classroom. Pioneers in child development theory, Jean Piaget and Lev Vygostsky, observe considerable differences between cognitive and social constructivist theories assigned to each individual child and the social context of play in their development. They both support the idea of knowledge construction by individuals. However, Piaget believes that knowledge is a product of the individual and the environment. Vygostky, on the other hand, advocates the idea that knowledge is constructed due to social interaction and then internalised by guidance. Piaget and Vygostky differently promote the relationship between learning and development: Piaget believes that development follows learning, whilst Vygotsky shows that learning leads to development and plays a vital role in it. He states that â€Å"†¦the only ‘good learning’ is that which is in advance of development† (Vygotsky, Mind in Society and the ZPD, 2002:113). Both theorists emphasise, though, that peer interaction and cooperation promote children’s learning. Since Piaget’s and Vygostky’s child-centred approaches vary greatly, their implication in a classroom varies as well. Piaget’s approach relies on the liberty of children and appropriate environment for learning, where children learn by exploring things by themselves. Those with Vygotsky’s approach, provide a balance between teacher-directed and child-initiated classroom, where teachers provide assistance to ensure that the children are able to attain a higher l evel within their ZPD. Other theorists, John Dewey and Maria Montessori, have also played a significant role in child-centred learning theory development. Despite the similarities in their belief that some guidance is important for children to help them develop their intelligence, they both have different perspectives about the role of children’s freedom in education and the teacher’s role in the classroom. Dewey believes that democratic schooling is based on child-centeredness where learning means experiencing. Being a progressivist, he believes in the development of the ability in children to function well in the larger democratic society and attain personal fulfilment. Dewey emphasises that the construction of children’s freedom of intelligence via observation is more important than their freedom of will. Therefore, he summons up the teachers to act as a representative of the children’s interests as a whole. They should create self-control in children, which will assist the t eacher to understand the aim of education. Montessori, by contrast, sees teachers’ authority in the support they give to the children rather than in their â€Å"dignity†. She believes that orderly environment and appropriate materials will promote children’s development. Teachers, therefore, should prepare motives and inspire children to develop without any direct instruction. I think the combination of all four theories is beneficial for my understanding of child-centeredness in education and in conceptualised classroom situations. Piaget’s cognitive constructivist theory helps me understand when children have freedom to explore and construct knowledge, they make choice and experience. Vygotsky’s social constructivist theory can help me understand children’s ability to develop with adult guidance to attain their ZPD. Dewey’s understanding of children’s freedom of intelligence to promote learning will assist me how to nurture this with guidance for each individual’s constant growth. Finally, Montessori’s support of each child’s potential to have inner drive to learn, will help me remove all the obstacles that impede learning. ===================================================================================== Nowadays, Early Years Education (EYE) has a mixture of their foundation in the work of Montessori and her critics W. Kilpatrick and J. Dewey. A confident Early Year practitioner should be aware of the ways how children learn and develop; support them in solving problems and making decisions; and provide them with practice and roles to enhance learning. The Montessori method has been partially embraced by the International Community School in Amman, Jordan, where I am currently working. Some of the pedagogic principles, however, have not been accepted by the school administration due to their understanding of the method as â€Å"purely academic, mechanistic and rigid†. Below, I will demonstrate the aspects which are currently practised in the school, and which I, a Secondary Teacher, have observed as part of my EC in Lower Primary. One aspect of â€Å"good practice† in Foundation Stage of the school is that the teachers utilise activities in â€Å"sensory rich† environment. The students are guided and supported to learn to interact and thus develop independent learning. In this environment, the children choose their activities and learn by doing. Montessori believes that training senses is fundamental and that it will promote the basis for the development of imagination. According to her, intellect should be developed early, through stimulation of senses, as a basis for the development of imagination and social relationships (Montessori, 1964). The FS teachers do apply this aspect of learning because they find it fruitful: students become prepared for KS1 as â€Å"self-directed†, independent students, who are able to perform and master inter-connected and challenging tasks. On the other hand, W. Kilpatrick argues in his book The Montessori Method Examined (1914), that imagination and social relations should be developed before the intellect because the premature development of the intellect can stifle creativity. Kilpatrick believes in the opposite that providing children with â€Å"socially conditioned environment† will create a spontaneous unity of groups to work out their tasks. This suggests that children will develop their imagination and social relationship by â€Å"cooperating† with each other. The FS teachers apply this aspect of learning in their classroom as well, believing that only through their [teachers’] â€Å"consideration† and â€Å"suggestion† (p.20) can the students cooperate socially and learn effectively. Another aspect of â€Å"good practice† utilised by the FS teachers is the child’s liberty. Montessori believes that students’ free choice and freedom on the â€Å"educational playground† can be advantageous and can promote their free self-expression. This is practised in my school with caution, however. The teachers as well as Kilpatrick believe that too much liberty will not lead to â€Å"right conduct† (p.23). He emphasises that â€Å"†¦in the effort to suppress†¦ impulses, a certain amount of positive pain association (â€Å"punishment†) will prove necessary†¦Ã¢â‚¬  (p.24). Thus, having acquired a positive self-expression with the guidance and support of the teacher, the child develops self-discipline and â€Å"proper conduct† (p.24). Finally, one more aspect of â€Å"good practice† applied in FS of my school is that the students exercise â€Å"practical life† in their classroom. Activities like cooking, cleaning, serving, setting tables, washing hands, constructing, etc. become so intrinsically meaningful that the students develop their potential to perform these tasks with interest and concentration. Utilising this approach, teachers create the Montessori model which is â€Å"the school should fit the needs of the students.† This means that the Montessori curriculum is based on the students spending a lot of time taking part in different sessions of uninterrupted activities, which last several hours. These activities contain a variety of independent and group-solving tasks related to different subjects: maths, science, music, geography, etc. Here, Kilpatrick agrees with Montessori that â€Å"schools should function more definitely as a social institution, adapting itself to its own environm ent, utilising more fully actual-life situation† (p.41). In contrast to a Montessori classroom, the FS classrooms are NOT mixed age, but are counterparts. This is why the teachers mix the children according their abilities when less-able students are supported by more capable students. To conclude, our students are a combination of the Montessori Method and a modern democratic school, where the child’s day is a mixture of activities, starting from unstructured approach – where the students play and learn independently and ending with highly structured approach – where the tasks are teacher-directed and there is little play. Other activities are focused learning, when students are guided by the teacher and play and learn via experiential activities; and finally, the activities are child-initiated, when students interact sensibly and sensitively in a supportive and enabling environment. All these approaches are used by Early Year Foundation Stages (EYFS) in international schools in Amman. ===================================================================================== Freire’s views explicitly recognise the relationship between education and knowledge. He emphasises that liberal education would build on the knowledge resources and agency of learners: â€Å"Liberation education consists in acts of cognition, not transferals of information† (Freire, 2002:366). In Jordanian education system, however, â€Å"the raison d’etre of liberation education† lies in its didactic approach of teaching – the ‘banking’ concept of education – where teachers are ‘depositors’ and students are ‘depositories’. The system heavily relies on memorisation techniques, which is done for the academic performance. Students are required to learn from seven to ten subjects within the period of two years. At the end of the two-year, they sit for the end-of-year external examinations. The students’ learning styles involve a lot of writing and memorising; the classes are teacher-centred and in â€Å"transferals of information†; the content is massive and should be covered in a two-year period; and time constraints are obstacles to interactive lessons. Within this short time framework, students and teachers work hard to cover the content of learning, which is overwhelming. They display their â€Å"absolute ignorance† towards the â€Å"oppressed† situation and fail to respond to the â€Å"essence of consciousness†. They also fail to recognise cognition and thus, do not â€Å"establish an authentic form of thought and action.† (p.366) Problem-posing education would liberate Jordanian state school students if they were taught facts of the reasons and means of humans’ existence; if teachers regarded dialogue as a precondition to cognition; if students were taught how to think critically; if they built their understanding on creativity, etc. I believe the Jordanian education system would be one of the best if they accepted individuals as â€Å"historical beings† to clearly acknowledge their present, past and their willingness to †wisely build the future† (p.367).

Oxymorons :: essays research papers

OXYMORONS A  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Act naturally  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Advanced BASIC  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Almost exactly  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Alone together  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  American English  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Authentic replica  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Awfully good B (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bad luck  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Baked Alaska  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bittersweet  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Black light  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Blank expression  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Business ethics  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Butthead C (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  California expressway  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cardinal sin  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Christian Scientist  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Civil war  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Classic novel  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Classically modern  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Clearly confused  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cold comfort  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Communist leader  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Conspicuous absence  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Constant change  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cowardly lion  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Criminal justice D (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Deafening silence  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Death benefits  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Definite maybe  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Deliberate thoughtlessness  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Down escalator  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dry wine  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dynamic equilibrium E (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Eloquent silence  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  European Community  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Evaporated milk  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Even odds  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Exact estimate  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Extensive briefing  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Extinct life  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Eyes Wide Shut G (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fairly dark  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Famous Belgians  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Feminine logic  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Forgotten memories  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Found missing  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Free love  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Freezer burn  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fresh-frozen  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Friendly fire  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Front end  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fun run  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fuzzy logic G (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Genuine imitation  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Good grief  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Government organization  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Government service  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Great Britain  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Great Depression  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Guest host H (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hell's Angels  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Highly underestimated  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Holy war  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Homeless shelter  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hopelessly optimistic I (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Idiot savant  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ill health  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Include me out  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Industrial park  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Instant classic  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Intense apathy J (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Job security  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Jumbo shrimp L (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Least favorite  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Light heavyweight  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Liquid gas  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Little giant  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Live recording  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Living dead  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Loosely packed  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Loose tights M (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Make haste slowly  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Managed competition  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Microsoft Works  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Mild abrasive  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Mild enthusiasm  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Military intelligence  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Minor crisis  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Modern history N (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Natural additives  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Noble savage  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Non-alcoholic beer  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Non-working mother  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Normal deviation  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Nothing much  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Numb feeling O (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Oddly appropriate  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Old news  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Only choice  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Open secret  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Original copy P (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Paid volunteer  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Paperless ofice  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Passive aggression  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Peace force  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Peace offensive  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Peacekeeper missile  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Plastic wood  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Positively cynical  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Press release  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pretty ugly  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pronounced silence R (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Random order  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Rap music  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Real potential  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Recorded live  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Resident alien  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Rock opera  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Rolling stop S (Top)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Safe sex  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Safety hazard

A Compare and Contrast of Thomas Moores Utopia and Machiavelli?s The Pr

Just vs. Viable   Ã‚  Ã‚  Ã‚  Ã‚  To be just is to be fair and honorable. Kids are taught that if you are kind and just you will excel and be successful. But life’s not fair and being just doesn’t necessary mean that a society will stand the test of time and be able to grow. The two different societies introduced in More’s Utopia and Machiavelli’s The Prince are very different and although More’s Utopian society would be considered more just then Machiavelli’s society. Machiavelli’s society is more realistic and more likely to be viable.   Ã‚  Ã‚  Ã‚  Ã‚  Leadership is a major issue when it comes to whether or not a society is going to be viable. It seems that if the leader is a good leader, a leader that puts his people first and wants the best for his country, then the land and the society should flourish. But if the leader is a bad leader, a power driven leader, a leader who puts himself first, and lets his people starve while he and his nobles live in excess, then the society and land will not flourish. This idea is not demonstrated to us in Utopia or The Prince; it seems like the exact opposite. Utopia has a more democratic government. Each set of households elects someone and then those elects elect others, and although there is a prince they still have the power to throw him out of office if he’s involved in any wrong doing. And although their prince doesn’t have as much power as a prince in Machiavelli’s writing the prince in Utopia serves a different purpose. The prince in Utopia is there to provide stability. With the syphogrants and tranibors changing annually the stability of a constant figure head is needed. More describes the government as follows   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Once a year, every group of thirty households elects an official, Formerly called the syphogrant, but now called the phylarch. Over Every group of ten syphogrants with their households there is another official, once called the tranibor but now known as the head phylarch. All the syphogrants, two hundred in number, are brought together to elect the prince. They take an oath to choose the man they think best qualified; and then by secret ballot they elect they prince from among four men nominated by the people of the four sections of the city. The prince holds office for life, unless he is suspected of aiming at a t... ...s. But this society was in no way more just then the Utopian society, although this society was more viable. They had what it took to last, to grow and to flourish.   Ã‚  Ã‚  Ã‚  Ã‚  Both societies have there good points and both societies have their flaws. More imagined a new society, even though it still carried some remnants of the one he knew. And the Utopian society looked great on paper; they were very just and honorable people. But when examined in depth it falls apart. This society wouldn’t last people don’t think that way. Machiavelli criticized and critiqued history, he took things he knew and said how they could be made better for future societies. Except societies and societal ideas evolve, ideas that worked then don’t always work now. His society was based on backstabbing and deceitfulness, appearing virtuous but not actually being virtuous. So although his society would have lasted, it was far from just. But this is the opinion looking back at these texts. When these texts were written More and Machiavelli both thought these were the ideal societies. But if More and Machiavelli knew what people know now would their societal ideas still be what they were?

Metternich’s Political Confession of Faith Essay

Prince Klemens von Metternich was the leading personality during the Congress of Vienna which sought to restore Europe back to the status quo, undoing the â€Å"disorder† caused by Napoleon. Besides being instrumental in â€Å"cleaning up Napoleon’s mess,† Metternich was a conservative at heart and saw the â€Å"damage† the French Revolution had brought to France and how Napoleon tried to import the legacy of the French Revolution, as well as the Enlightenment, to the rest of the lands in Europe he conquered and the subsequent effects thereafter. Metternich wrote â€Å"Political Confession of Faith† which he addressed to Russian Tsar Alexander I as a â€Å"secret† memorandum in 1820. This also came at a time when there were similar revolutions, led by liberals in parts of Spain, Italy and Germany. This document revealed Metternich’s sentiments about the emerging trend in Europe – the rise of liberalism. For Metternich, this was a trend that was a major area of concern not only for him but for the rest of Europe. He had singled out France for being the â€Å"cradle of the Enlightenment† when he said: â€Å"France had the misfortune to produce the greatest number of these men. It is in her midst that religion and all that she holds sacred, that morality and authority, and all connected with them, have been attacked with a steady and systematic animosity, and it is there that the weapon of ridicule has been used with the most ease and success. Drag through the mud the name of God and the powers instituted by His divine decrees, and the revolution will be prepared! Speak of a social contract, and the revolution is accomplished! † A staunch conservative monarchist, He saw what the French Revolution, whose leaders were imbued with Enlightenment ideas toppled the monarchy which they regarded as obsolete and irrelevant owing to its inability to care for its people, did to French society. For the French people, they no longer recognized the Divine Right of kings and instead saw it from a different prism – King Louis XVI did not live up to the â€Å"social contract† and in doing so, lost his legitimacy to rule and when Louis tried to stifle their rights, they took drastic action that led to his overthrow. What happened next was something that made Metternich concerned – the Reign of Terror which saw what Metternich noticed as a spree of persecution with reckless abandon of those said to be colluding with the old regime. Not only was Louis XVI and his wife Marie Antoinette, the daughter of Austrian Empress Maria Theresa, executed, but several others who had no connection with them, including members of the clergy were also persecuted or sent to the guillotine. He deplored Napoleon for making quite a mess of European society: â€Å"Nevertheless the revolutionary seed had penetrated into every country and spread more or less. It was greatly developed under the regime of the military despotism of Bonaparte. His conquests displaced a number of laws, institutions, and customs; broke through bonds sacred among all nations, strong enough to resist time itself; which is more than can be said of certain benefits conferred by these innovators. From these perturbations it followed that the revolutionary spirit could in Germany, Italy, and later on in Spain, easily hide itself under the veil of patriotism . † For Metternich, as shown in his secret memorandum to the Russian Tsar, liberalism was regarded as a menace to the status quo of Europe where most of the states were still monarchical. Whereas the relatively young republic of the United States of America would be all praises of liberalism, Metternich and his ilk were not. The French Revolution, particularly the Reign of Terror served as a wake-up call to the remaining monarchies to make them stand up and take notice on what could possibly happen if they would allow liberal ideas to germinate in their societies. He warned the other surviving monarchical governments to be on guard by saying, â€Å"The first principle to be followed by the monarchs, united as they are by the coincidence of their desires and opinions, should be that of maintaining the stability of political institutions against the disorganised excitement which has taken possession of men’s minds†¦ In short, let the great monarchs strengthen their union, and prove to the world that if it exists, it is beneficent, and ensures the political peace of Europe: that it is powerful only for the maintenance of tranquillity at a time when so many attacks are directed against it; that the principles which they profess are paterllal and protective, menacing only the disturbers of public tranquillity . † Metternich’s admonition paid off as it was evident during the revolutions of 1848 when liberal movements failed to gain a foothold or emulate the success of the French Revolution. The reason being was that these societies had no long history of empowering the people and only radical means was necessary to do it. The bottom line Metternich was pointing out was that liberalism could not be drastically erected and revolution was not always the answer to addressing the social and political problems. Furthermore, the Reign of Terror also saw how ugly liberalism would go when taken to the extreme in bringing even more instability in exchange for bringing too much freedom to the people. Bibliography Metternich, Klemens von. â€Å"Political Confession of Faith. † Fordham University Modern History Sourcebook. December 20, 1820. http://www. fordham. edu/haslall/mod/1820 metternich. html/

How was Macbeth’s fall from grace a tragedy? Essay

Shakespeare presents an image of Macbeth originally as a hero, a role model of courage and bravery. However his indiscernible fascination with darker forces, portrayed by the witches, and whilst he is aware of the treachery in his subsequent actions throughout the play, his ambition engulfs his better judgement, where he contributes to his downfall from such greatness, and thus his character is human, enhancing such a tragedy. Macbeth experiences a sudden disastrous reversal in fortune where his material wealth rapidly multiplies and his personal values swiftly decrease, leaving him loveless, as well as childless, and eventually lifeless, factors which are remnant of Shakespearean tragedies. Even as he retains comprehension of his fate, approaching the play’s finale the audience experiences a certain catharsis, in which they feel pity for his misfortune, even if this character has behaved appallingly, in that his ambition and Lady Macbeth had pressure him to transform someone he himself did not like. Originally, Macbeth is portrayed as an image of prominence, and his relentless enthrallment with supernatural forces results in circumstances whirling out of his control. ‘Brave Macbeth†¦like Valour’s minion carved out his passage†¦Ã¢â‚¬â„¢ and thus assisted significantly in the victory which ensued, earning him a multitude of respect from not only the people, but King Duncan. In fact, the worthy King does see to it that as an added prestige and a gift of gratitude to such a noble gentleman, the title of Thane of Cawdor which has been retrieved from a most ‘disloyal traitor,’ and somewhat ironically considering Macbeth’s fate, ‘what he has lost, Macbeth has won.’ It appears, that upon the meeting of the three witches, who do deliver the three prophecies that indicate such a prosperous future for Macbeth, he is fuelled by his own ambition. It could be argued that this is beyond his own control, a mere circumstance often viewed in tragedies, where other characters and conditions are unrestrained by the protagonist, as it is realized that the witches have arranged to ‘meet with Macbeth’ and tempt him, yet he is aware of the possibility of their lies as ‘imperfect speakers’ and thus, his ‘rapt’ removes the possibility of his providence being unpreventable. The reader forms an impression of Macbeth prior to his personal introduction into the play, and thus Shakespeare employs a clever technique in placing Macbeth on a pedestal from our perspective prior to his  arrival. Unexpectedly, Macbeth experiences a sudden reversal in fortune, where he is forced to maintain criminal conflict in order to preserve his status which he has come to rely upon, and in doing so, manages to lose all that was initially dear to him. In what seems like moments, Macbeth achieves the Thane of Cawdor alongside the King of Scotland, but eludes the intimacy he once shared with his wife, and once such a conspirator, leaves her an innocent spectator to ‘applaud the deed.’ The gradual separation of Macbeth and his Lady is strangely sardonic, especially subsequent to the death of Lady Macbeth, where his perspective offers that ‘she should have died hereafter’ resignedly, similar to his manner upon achieving realization that his death is impending, thus presenting a double meaning in referral to himself and his deceased beloved. Shakespeare displays a sharp contrast in which Macbeth seems to have at one instant everything a man could desire including a kin gdom and pregnant wife, afterwards he is found to be truly alone, ‘abhorred tyrant, stripped of his love, child and eventually life. Such abrupt affluence exchanges in which a protagonist moves from happiness to misery, perhaps even death is often a result of dramatic conflict, typical in an Elizabethan tragedy. Disasters which are to follow Macbeth’s foremost crime are inevitable, and his awareness of this increases his humanity, as he has a flaw of pride which eventually is fatal. His evident ignorance of the many signs which do indicate to him to discontinue this murderous work are either for his own personal objectives as he has ‘no spur†¦but only vaulting ambition which o’erleaps itself’ or for that of Lady Macbeth’s taunts which stimulate him as she insults his manhood in her opinion of him as a ‘coward in thine own esteem.’ Early in the play, he does establish the distrustfulness of the witches, as ‘the instruments of darkness’ and with knowledge of their ‘imperfect’ speech he still allows their words to effect him greatly, so much as to he ‘is in blood, Stepped in so far that †¦should wade no more, returning were as tedious as go’er.’ Upon knowledge of Macduff’s flight, Macbe th’s overruling passion for his prominence engulfs his better judgement, and he does order to murder of ‘his wife, his babes, and all  unfortunate souls that trace him in his line.’ Macbeth’s judgment is so weakened by worship for the position he holds that barbarian acts of murder to innocent women and children is no longer beneath him, and Shakespeare presents this in such little light that it appears to be of no importance to Macbeth at all. Prior to Macbeth’s death, the audience experiences a purgation of emotions, almost a catharsis in which empathy is felt for the protagonist, due to the fate dominated by supernatural forces which he appeared to never have true influence over. For his fate was partly predetermined, and his eventual loss followed by a release from such a suffered life is partly relieving, and partly saddening, as his eventual outcomes differ so greatly from his intentions. This misfortune he experiences may be larger than he deserves. Macbeth was once ‘valour’s minion’ and now communicates and consorts with ‘black and midnight hags,’ a procedure used to represent his obvious downfall. Formerly, upon the initial assassinations Macbeth does commit, we see glimmer of conscience when he ‘could not say Amen.’ His discarding of God’s ways in the Elizabethan era would have caused uproar from certain people, yet others would be moved to pity with empa thy for somebody who could lose such faith in God. In fact, Macbeth pities himself, when he realizes that to ‘know my deed, ’twere best not know myself’ and thus the reader commiserates with Macbeth in his regret. Finally, the reader experiences such compassion as Macbeth admits he has ‘lived long enough’ and cares not about his lack of army, and only wishes to die fighting, a soldier, the way he did begin, and agrees to ‘let them fly all.’ In termination, Macbeth’s fall from grace is a tragedy in the way in entails many such factors, involving elements of catharsis, as well as a sudden reversal in fortune for the protagonist. The circumstances beyond Macbeth’s control also contribute to his collapse, thus his disgrace was premeditated, and the pity exploited amongst the audience for Macbeth allows for a purgation of emotion, leading to the belief that the tragedy’s conflicts were a result of human flaws and perhaps his death was whilst deserved for his actions, perhaps not his beliefs.