Persuasive Essay About Lying - 1081 Words

Admit it, we have all lied. If you think you have never told a lie in your life, then you’re already lying to yourself. Lying is one of the most common behaviors, and a part of human nature. Lying happens all around us, and every minute a lie is being told. Our parents teach us not to practice the lies of deception, yet as we grow up, we pick up the habit of lying, and do it all the time. We lied to our friends, family, peers, and teachers; feeling no remorse. Lying has become so common that it has become difficult to differentiate on what s the truth or a lie. Some lies may be beneficial or doesn’t cause harm, however it can have serious consequences with lingering effects. One of the main causes of lying is avoiding trouble. As a young†¦show more content†¦Some were instructed to write Mark as likeable, others unlikeable, and the rest would decide what was their overall impression. Then the remaining participants would watched videos about Mark, which they co uld leave anytime. Some videos were good to bad, and the other videos bad to good. As a result, Trivers discovered that most people left when they heard the likeable part of Mark, and rated the likeable part more believable. It seems like when there’s a likeable quality, it’s easy to convince ourselves and others that we have a good image. We look for the good qualities because we always try to look the good in people.We enhance our self to be the person that everyone likes, but in the end, we just end up deceiving ourselves like living a parallel world. Another reason why we lie is the activity in the brain. According to a study published by the Natural Neuroscience, they devised a clever study where partners would tell the truth or lie on the amount of coins or money in a jar. They tested their dishonest tendencies, while scanning their brains in an FMRI machine during the test. They found that when people were dishonest, an activity in a part of the brain called the amygdala-the hub of emotional processing and arousal-change. This is important because as you lie continuously, the amygdala becomes less active, and the conflict of emotionsShow MoreRelatedPersuasive Essay About Lying821 Words   |  4 Pageslike Immanuel Kant explains that all lies are unjustified, whereas Randy Cohen and Bella Depaulo express their professional opinion that lying is usually justified. Lying is sometimes justified due to being able to protect others, being able to get out of a life and death situation, and has the ability to hurt relationships. First of all, the best way to use lying is to protect others. Granted, it is known that if you can’t keep up with the lie then it will cause extra stress on your life, so lieRead MoreDishonesty In The Ways We Lie By Langston Hughes1368 Words   |  6 Pagespromptly. Factions of lying, especially those not ordinarily considered deceit, are presented, and personal anecdotes as well as historical precedents magnify personal appeal along with logic. The purpose of this essay is to encourage people to abstain from dishonesty. For illustration, the author states,†I cannot seem to escape the voice deep inside me that tells me when someone lies, someone loses...We must consider the meaning of our actions.† In contrast, Hughes’s essay is entirely personal.Read MoreA Book That Changed My Life Essay1495 Words   |  6 PagesYoung children are often taught that lying is one of the most wicked sins that an elementary-aged student could commit. Somewhere along the transition from kindergarten to adulthood, this fact is often forgotten, or at the very least, bent. Suddenly lying becomes a thing of habit, and why not? We live in a world founded on metaphorical cannibalism. In the mad dash to make the grade, to get ahead, why shouldn’t you â€Å"BS† a philosophy paper or tweak a resume so that you can bolster your image inRead MoreEssay about The Beef with TV770 Words   |  4 Pagesit is a very bad thing. People who sit in front of the T.V. religiously often feel that they can quit at whatever time they want to, and pick up where they left off in their daily activities. Most often, nevertheless, people grow to be very flaccid about their lives; the individual sees t heir once everyday behavior less attractive and more complex. The scariest part of this bad habit we as a nation develop from watching television is its uncanny resemblance to heroine users. A drug that enables theRead MoreAnalysis Of The Movie The Cheeks Were Red 1717 Words   |  7 PagesLong before Woody Allen’s jasmine was blue, his cheeks were red over an allegation about a midnight not in Paris, but in his attic. He was called an irrational man within the halls of his own home in Manhattan, putting Allen in a new kind of spotlight. After ending his twelve-year relationship with Mia Farrow, accusations arose claiming that Mr. Allen had molested the couples adopted daughter Dylan when she was seven. However, despite the precarious circumstances in which the allegations arose, bothRead MoreThe Basic Myth Of Our Culture Is That Consumption Is The Goal Of Life1176 Words   |  5 Pagesadvertisers use persuasive advertisements to manipulate the relationship between people and objects to maximise the appeal of the product (McFall 36). Products are linked with a particular feeling. Although advertising agencies effectively sell products which benefit companies, they have an adverse effect on the masses as they enforce societal stereotypes. In order to understand advertising’s effect, it is important to look over how advertising has progressed through the years. This essay will discussRead MoreThe Use Of Brutality And Persuasion1626 Words   |  7 Pagesnumber one priority that should be thought about prior to any form of interrogation Interviewing is the suspect’s rights and privacy are to be respected. However in some cases police have failed in investigation and interrogation and in rare circumstances have diverged off protocol, therefore resulting in not having done their job professionally (Inbau, 1961). In this short essay I will provide an example of when this has occurred. Although you hear about police brutality and failed integrationsRead MoreUnreliable Narrator1567 Words   |  7 Pagesneed to sit tight and receive everything from the narrator. Unreliable narrators can be classified into two main categories, those cannot be fully trusted because they do not understand what they are narrating (Robert Walton) or those who are simply lying to the readers to suit their needs or justify their faults (Victor Frankenstein). In Frankenstein, Mary Shelley used unreliable narrators to tell the story, to make the readers question the truth told by different narrators and created a huge roomRead MoreOrwell And Shooting An Elephant1765 Words   |  8 Pagesif he should shoot the elephant. He does not want to, but at the same time, if he didn’t, he knows that the Burmese people would dislike him more than they already do. Orwell does not want the elephant to suffer a painful death. By the end of the essay, he decided to shoot the elephant, and as a result, he began experiencing conflict with his emotions. Through the use of rhetorical appeals, Hughes and Orwell both argue that peer pressure can cause you to do things you may not believe in. Using rhetoricalRead MoreThe Debate On Constitutional Interpretation1730 Words   |  7 Pagesbehind the words: what the Framers and ratifiers meant in each statement and how they might apply their words to cases before them. This position was one in which Justice Antonin Scalia firmly believed and adhered to in his time on the Court. In an essay by Edward Meese III, the former Attorney General analyzed the debate on Constitutional interpretation since the beginning of Constitutional history. He frames the debate in a context of one between an originalist form of jurisprudence, one which he

The Problem Of Crime And Crime - 1904 Words

Before we can discuss the causes of crime, it is first necessary to determine what we mean by the word â€Å"crime†. The legal definition of crime refers to â€Å"an action or omission which constitutes an offence† and involves some sort of punishment – but as we will go on to explore, this definition fails to capture the full complexity of the concept of crime. Likewise, the question of â€Å"what causes crime† has generated a multifocal body of criminological work. This paper will demonstrate that it is virtually impossible to pinpoint a single cause of crime that is applicable across all categories of crime, ranging from sexual offences to white-collar crime, and although existing theories do give us a good foundation for investigation, they are limited in this sense. This discussion will begin with a brief unpacking of our conception of â€Å"crime†, followed by an evaluation of various crime theories and perspectives with particular focus on m ale violence as a cause of crime, an area that took criminologists twenty years to begin exploring after feminist pressure. The legal definition of crime simply points to punishable offences in statute and takes no account of crime as a â€Å"social construction† – this is the idea that it is not some quality of the act that renders it criminal, rather it is the reaction of society, a viewpoint central to Becker’s Labelling Theory . What we understand as â€Å"crime† is not inherently criminal and has been shaped by society. As Muncie asserts, â€Å"crime hasShow MoreRelatedThe Problem Of Crime And Crime960 Words   |  4 Pages Crime is one of the most major problems not only in the United States but around the world. There are many root causes for crimes that are committed . For example, root causes such as; parental inadequacy, conflict, criminality, lack of communication, lack of respect and responsibility, the abuse and neglect of children, and family violence are reasons for why some crimes are committed. Moreover, most people believe that poverty, family background, low self-esteem, alcohol are as well factorsRead MoreThe Problem Of Crime And Crime1027 Words   |  5 PagesThe way that people analyze crime has evolved throughout history and has many different forms. Today, I am going to briefly explain some of the different theories that are used to study the subject of crime and criminality. What I will be evaluating these theories against will be small scale property crime such as theft. Anomie theory states that with the idea of the American dream and economic success that the stress created by not meeting the â€Å"American Dream† standard creates strain (Merton, 2013)Read MoreThe Problem Of Crime Rate1703 Words   |  7 Pages Abstract Crime is a big problem in the world. Many believe that nothing can be done to prevent it. The crime rates are increasing rapidly all around the world. Crime is not easy to completely remove from our society. For many years Scientist and psychologists have argued over whether upbringing forms of a child’s behavior or whether they are born with a personality disorder, or could it be the way their brain is set up or their body type? Society may never really know all the causes of this criminalRead MoreThe Social Problem Of Crime978 Words   |  4 Pagesfocuses on the social problem computer crime, but more specifically identity theft. In this paper, I analyzed six different articles from various sources. I chose cyber crime as my topic because I have an interest in computers and coding. I also like to watch documentaries and a television show on cybercrime scene investigations. Analyzing articles on this topic will help me develop further knowledge on this topic and how it is co nsidered a social problem in our society. Computer crime refers to any violationRead MoreThe Problem Of Teenage Crime878 Words   |  4 PagesTeenage crime is a very important problem that the united states is facing these days. It erodes our country economically and morally. The government, along with parents are still trying to come up with a solution to this international problem. Rising aggression, especially among teenagers is very harmful to the society as a whole, and their reasons behind this are more compound and more complex then we could ever imagine. The majority of Crimes committed by teenagers includes gang violence, theftRead MoreThe Problem Of Crime Rates968 Words   |  4 PagesOverview of the Problem I currently the Chief of Police in Savannah, Georgia and the problem that our city in currently facing is an increase in the crime rate in the city especially in the area of violent crimes. Violent crime rose 8.8 percent in 2014 over the previous year with robberies and shooting accounting for most of those crimes. The city reported 32 homicides in 2014, which was two more than 2013, and the number of rapes increased from 49 to 64. The City Manager and City Council hasRead MoreThe Problem Of Violent Crime1505 Words   |  7 Pages1.0 INTRODUCTION Violent crime is a serious problem and could not to be neglected in present society. It means all incidents of wounding and assault with or without injury in the Crime Survey for England and Wales (ONS, 2015).  The crime rate in Liverpool was about 90.86 per 1000 population in police record by the end of June 2015 (HO, 2015). According to Liverpool City Council (2015), the violence rate per 1000 population was increase 16.6% from 2013 to 2014 and reach 10.2 from April 2014 to MarchRead MoreCrime : A Social Problem1205 Words   |  5 PagesCrime: A Social Problem In 2013 it was reported that every person living in the United States will be a victim of a crime at some point in their lives (Macionis. 2015). A staggering statistic, crime is undoubtedly a significant problem in modern day society. To thoroughly combat this social issue, it is essential for researchers to study who is affected by crime, where and how often it occurs, and especially why it occurs. The reason Crime occurs can best be studied using the two theoretical approachesRead MoreThe Problem Of Violent Crime1319 Words   |  6 PagesViolent crime is a completely human characteristic. It has dominated our history books, been sensationalized by the media and created a pervasive fear which dominates our culture. Is there a way to possibly prevent violent crime? Neurocriminology, a classification of criminology centered on neuroscience and its relationship between the causes and cures of crime, may have the answer to that question. Adrian Raine, a criminal psychologist for more than thirty years, proposes that criminal behaviorRead MoreCrime Is A Serious Problem1487 Words   |  6 PagesPolicing and fighting crime are two terms often associated together. Crime is a serious problem in cities and a lot of people are affected by it. Victims, criminals and their families are touched by the outcomes of crime. Crime has increased over the years and is continuing to do so. The city of Memphis has experienced a great increase of crime. Memphis Police have developed initiatives to reduce crime, using federally funded programs. Unfortunately, crime problems such as theft, assaults and homicide

Analysis of Meno’s Question to Socrates Free Essays

In Plato’s dialogue, Meno, Socrates is asked a paradoxical question about what virtue is by Meno. â€Å"How will you enquire, Socrates, into that which you do not know? What will you put forth as the subject of enquiry? And if you find what you want, how will you ever know that this is the thing which you did not know? † Socrates retorts that if you already know what you are searching for, then you do not have to search. Alternatively, if you do not know what you are looking for, the search is indeed futile. We will write a custom essay sample on Analysis of Meno’s Question to Socrates or any similar topic only for you Order Now However, Socrates attempts to explain to Meno why it is that he will be able to find what virtue is by introducing the idea that knowledge is inherent in the individual as it is passed along through the soul. When Meno demands proof of this concept, Socrates provides an example of a slave boy using â€Å"inherent knowledge† to calculate the length of a square needed to double it’s own area. This experiment shows Meno that virtue, along with other knowledge, can indeed be discovered through the inherent knowledge in one’s soul, and only has to be â€Å"remembered† to become of use. When Meno proposes his argument to Socrates that a search for what you do not know is impossible, he is reasoning that if one does not know what it is they are trying to find, one will never know if they have found it. Meno seeks to understand how an individual can find new knowledge if they have no clue how to find it or how to comprehend the discovery of it. Socrates acknowledges Meno’s argument and states that â€Å"man cannot enquire either about that which he knows, or about that which he does not know; for if he knows, he has no need to enquire; and if not, he cannot; for he does not know the very subject about which he is to enquire† (Meno, Plato). Meno believes that this proves his own argument, but Socrates proposes an alternate way to attain knowledge. Socrates speaks of â€Å"priests and priestesses† who â€Å"say that the soul of man is immortal† (Meno, Plato). Also, he says the soul has kept all the knowledge from previous â€Å"lives† that it has had, and therefore knowledge is obtained through recollection instead of learning. Socrates attempts to prove his theory by providing an example with one of Meno’s slaves. His experiment is simple. Socrates calls over a slave boy and asks him about squares. The boy knows has some knowledge of the properties of squares including the fact that they have four equal sides, they can be divided in half, and the area is equal to the side multiplied by the other side. However, when Socrates asks the boy to determine the length of a side necessary to double the area of a 2Ãâ€"2 foot square, the boy mistakenly says 4 feet (which would yield a square 4 times too large). The slave proposes a length of three feet, but is wrong again. Here Socrates makes a note of the â€Å"torpedo’s touch† (Meno, Plato) or â€Å"aporia† (Aporia, Burbules), which means that the boy knows that he does not know. Socrates states that this state of mind is better than believing false knowledge, because one will know that there is knowledge to seek. Socrates maintains that throughout the experiment he was never teaching the slave, but only asking of his opinions. Therefore, the knowledge that the slave called upon must have already been inherent if he had not learned it before (since slaves had little education the boy was the perfect example for Socrates to demonstrate this â€Å"inborn knowledge. ) Socrates makes his argument clear: if the slave had no knowledge of what is was he was searching for (the length of the side), and the information was not taught to the boy, then the information must have already been inherent in the boy’s soul. Here is Socrates’ argument in Premise/Conclusion form: P: Slave isn’t taught. P: Slave has no prior knowledge. P: Immortal soul contains knowledge. C: Knowledge must come from one’s immortal soul. P: You do not know what you are trying to find. P: You are not taught what you are trying to find. P: Your soul contains inherent knowledge. C: You can find what you are searching for through recollection of the knowledge â€Å"stored† in your soul. Socrates’ proofs are meant to enforce his views that knowledge such as virtue must be searched for, â€Å"that a man should enquire about that which he does not know† (Meno, Plato). Citations: Burbules, Nicholas C. â€Å"Aporias, Webs, and Passages: Doubt as an Opportunity to Learn. † Curriculum Inquiry 30. 2 (2000): n. pag. Aporia. 2000. Web. 12 Sept. 2012. . Plato, and R. S. Bluck. Meno. Cambridge [Eng. : University, 1961. N. pag. Print. How to cite Analysis of Meno’s Question to Socrates, Essay examples

Personal Reflection on Public Relations-Free-Samples for Students

Question: Write Personal Reflection On Public Relations. Answer: I examined Public Relations as a major aspect of my degree and totally cherished it. It was the blend of key arrangement and strategic yield that pulled me to the calling; the capacity to set objectives and find imaginative approaches to accomplish them. One of the key things I learnt is the significance of research in Public Relations and the accentuation on responsibility on PR experts. I'm presently more mindful and keen on the need to legitimize where and why cash is spent on PR exercises and the significance of assessing a PR crusade's prosperity. A significant advance has been made in assessing PR exercises and illuminating customers and businesses about precisely what has been proficient. Precise research has turned out to be more typical, primarily because of the requirement for public relations experts to demonstrate their incentive to "the primary concern." The current monetary atmosphere has put a considerably more noteworthy strain on PR (and promoting) spending plans bringing about any spending being investigated to the most extreme limit. One region of developing significance to Public Relations experts is that of relationship administration and that it is so essential to quantify the nature and nature of relationships to build up and screen the estimation of public relations. It's vital to assess PR techniques and strategies to figure out which are best in developing relationships. In PR today, social, intervened, digital and interpersonal relationships are vital to compelling public relations. The web has revolutionized correspondence and opened up new open doors for PR experts to speak with their objective market, the majority of the most practical than customary media (Alexandre Nicols, 2016). I read an article by the editorial manager of PR Influences in 2007 which expressed that inquiries demonstrated that most daily papers in Australia posted readership decreases while the most recent figures for key news sites had posted twofold digit development as far as 'one of a kind programs.' The individuals utilizing the sites of both News Ltd and Fairfax daily papers hopped by no less than 20% (Aula, 2010). That figure has since risen further. In the present media-rich data age, and as PR experts execute more important estimation strategies, PR is in a more grounded position than at any other time to influence a significant commitment to an organization's base to line and convey a genuine quantifiable profit. Professionalism in Public Relations The possibility of demonstrable skill started in the fifth century when the Hippocratic promise of therapeutic morals was produced. Toward the finish of the nineteenth century, most talks of callings were restricted to a solution, law, and religion. Today, nonetheless, it incorporates bookkeepers, planners, craftsmen, dental practitioners, writers, social researchers, educators and so on. The greater part of these professionalized occupations appreciates public regard, which gives them the self-rule to hone their calling with least impedance from managers or customers (ke Christian, 2017). Proficient criteria that are pertinent for a large portion of the occupations are: An arrangement of experts Enrollment in proficient associations Proficient standards or code of morals Specialized abilities procured through expert preparation A scholarly custom and a setup assortment of learning. Hewlett et al. (2008) view an expert's first obligation as philanthropic support of the customer. Lucia et al. (2017) keep up that the most imperative and an imperative basis of a calling is a dedication to the interests of others and a disavowal of hired fighter soul. Manfred Stefanie (2017) trusts any occupation wishing to practice proficiency must locate an expert for it, declare a selective locale, interface both expertise and purview to measures of preparation, and persuade the public that its administrations are extraordinarily dependable. Other criteria incorporate a self-administering body and an introduction to the public administration over self-interests like benefits. The theoretical idea of expert definition and for sure of public relations itself prompts contrasts in translating where PR remains on this issue. A few, for example, Seifert, fight that public relations individuals are "experts" who work in "the court of public sentiment." Others, including Mart Gergely (2017), say public relations is an "art" and not a "calling" and that it capacities in "public assessment field." The dispute here is that no "court" of public supposition exists in a lawful sense because in public relations there is no assurance that the two sides of an y issue will be heard, and that public relations still has significant separation to go before it develops into a calling. An investigation differentiated contrasts between public relations experts at different levels of expert introduction (Watkins et al., 2012). I construct this examination in light of the supposition that due to its uniqueness, public relations ought not to be analyzed as a calling or a non-calling. However, a new workforce ought to be set on a continuum as per their mental self-portraits of the fundamental criteria of demonstrable skill and how they imagine themselves on this continuum. At the end of the day, demonstrable skill in public relations ought to be analyzed as far as the individual and not the training. Diverse specialists have distinctive perspectives on the attractive quality of polished methodology in public relations. Raney contends that expert status is self-serving and could stifle the innovative idea important in public relations, yet Fenton thinks proficient status is fundamental, 'to separate between the public relations proficient, the publicist, the press specialist, the public data officer, or the public undertakings administrator. in any case, it is critical that the qualities must always be assesse d and researched exhaustively (Michael et al., 2016). Cultural Implications Guidelines for a calling eventually total from singular sentiments and practices (Philip Inga, 2015). While normal practices are solid in zones of understanding parts and duties; esteeming research; preparing and improvement, and permitting and sex issues, they are clearly low in territories of morals; social duty; administration introduction; arranging and legitimate place in the hierarchical structure. Corporates and PR offices hold distinctive discernments in regards to daze promotion, access to top administration and public administration to the group. Experts having an instructive capability in PR had more extensive and more key viewpoint of PR than those with capability in mass correspondence or administration. Those with PR degree gave more significance to look into, PR arranging, characterizing of targets, estimation, and assessment, while those with administration degree thought about it as fitting preparing for public relations. Experts with mass correspondence foundation upheld authorizing more firmly than others. Proficient gauges on issues of sex-based value and judges were observed to be high, and no disparities were found in the view of men and ladies on these issues (Prakash Ricky, 2010). Concluding Remarks Public Relations experts need to incorporate their capacities in an all-encompassing way and attempt duty regarding the execution or non-execution of them on the off chance that they wish to get expanded acknowledgment in the association. They should move upwards in the progression of parts and duties, by not simply dealing with association's relations with different publics, but rather by overseeing notoriety of the association. Notoriety includes the appraisals that various partners make about the organization's capacity to satisfy their desires. Notoriety improves the probability of strong practices from all partners. A decent notoriety urges clients to make rehash buys and fabricates a piece of the overall industry. It impacts the choices of representatives about which organization to work for, by making occupations more alluring and spurring diligent work. References ke F. Christian G., 2017. Communication-in-use: customer-integrated marketing communication. European Journal of Marketing, pp. 445-463. Alexandre P. Nicols C., 2016. Indirectly productive entrepreneurship. Journal of Entrepreneurship and Public Policy, 5(2), pp. 161-175. Aula, P. K., 2010. Social media, reputation risk, and ambient publicity management. Strategy Leadership, 38(6), pp. 43-49. Hewlett, S.A., Jackson, M., Sherbin, L., Sosnovich, E., Sumberg, K., 2008. The under-leveraged talent pool: Women technologists on Wall Street. [Online] Available at: https://www.talentinnovation.org/publication.cfm?publication=1090 Lucia P., Salvador Del B. Philip J. Kitchen, 2017. Measuring integrated marketing communication by taking a broad organizational approach: The firm-wide IMC scale. European Journal of Marketing, pp. 692-718. Manfred B. Stefanie S., 2017. Integrated marketing communication from an instrumental to a customer-centric perspective. European Journal of Marketing, pp. 464-489. Mart O. Gergely N., 2017. Just doing it: theorizing integrated marketing communications (IMC) practices. European Journal of Marketing, pp. 490-510. Michael J. Valos, Fatemeh H. Habibi, Riza C., Carl B. Driesener Vanya L. Maplestone, 2016. Exploring the integration of social media within integrated marketing communication frameworks: Perspectives of services marketers. Marketing Intelligence Planning, pp. 19-40. Philip J. Kitchen Inga B., 2015. Integrated marketing communication: making it work at a strategic level. Journal of Business Strategy, pp. 34-39. Prakash K. Vel Ricky S., 2010. Megamarketing an event using integrated marketing communications: the success story of TMH. Business Strategy Series, pp. 371-382. Watkins R., Meisers M.W Visser Y., 2012. A guide to assessing Needs, Tools for collecting information, making decisions and achieving development results. Washington: World Bank Publications.

The pioneer experiences free essay sample

The western migration of the mid-nineteenth century was a time of uncertainty for America.   It was also a time of excitement because of the new adventures that awaited Americans.   Although western migration was difficult, many chose to undertake it because they wanted a new life, riches, and a chance to own their own land.   There was also a religious aspect, as some people moved to be missionaries to the Native Americans and to form new churches and religions. The pioneer experiences of men and women differed in several ways.   This is evidenced by the writings of Lydia Allen Rudd and Elizabeth Dixon Smith Geer.   Elizabeth talked about constant rain and carrying two children through the mud and water.   She also talked about looking for shelter for her sick husband and watching him deteriorate.   She also writes about how the children had great responsibilities such as driving cattle and oxen. Elizabeth talks incessantly of the impossibility of cooking or staying warm and dry. We will write a custom essay sample on The pioneer experiences or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page    Much of this has to do with when she and her family chose to travel.   She also writes that with her husband ill, â€Å"the whole care of everything falls upon [her] shoulders (Geer 1847).† This contrasts sharply with Lydia Allen Rudd.   Though in her account there is rain, she remains upbeat, sharing the soaring vistas and her experiences with the Native Americans.   All is not grand, however.   She speaks of seeing the graves of men and women having died of measles and cholera.   Her diary tells of reaching Salem, Oregon, and also Burlington.   There, they are successful in finding both employment and housing for the winter (1852). Men, on the other hand, saw much more violence in their lives.   In looking at Edward Gould Buffum’s account of life in the gold mines, he tells of the â€Å"trial† of five men who were consequently lashed, and three of those men who were tried for attempted murder and robbery.   A jury found the men guilty. Buffum notes that â€Å"the charges against them were well substantiated, but amounted to nothing more than an attempt at robbery and murder; no overt act being even alleged (1850).†Ã‚   The sentence was death by hanging, and they were hanged that very day.   Such was frontier justice.   Buffum even protested against the mens’ death sentence, but stopped when the mob threatened to hang him. Government played a huge role in encouraging and supporting westward migration.   This was accomplished by the Homestead Act of 1862.   It took affect on the first of January of 1863.   It gave anyone twenty one or older who is a citizen or intended to become a citizen, and â€Å"who had never borne arms against the United States Government or given aid and comfort to its enemies† entitlement to land at $1.25 per acre, so long as the claim did not exceed a hundred sixty acres. The only thing the person had to do was swear out an affidavit that they were the head of household, or is twenty one, or given service in the US armed forces, never borne arms against the US and never given aid or comfort to its enemies.   The person also had to hold the land for five years. The idea of Manifest Destiny fit in well with the actual experiences of the pioneers.   Though the road was tough, the rewards were great, as many people made their fortunes in the west.   Manifest Destiny, or the idea that America had a God-given right to all of North America did fit in well with the actual experiences of the pioneers.   It did not, however, respect the culture of the Native Americans.   Native Americans were forced to move from ancestral lands, and some began to assimilate.   This was largely due to the amount of missionaries that moved from the east to Oregon. Their goal was to â€Å"civilize† the â€Å"savage† Native Americans.There was, however, a place where the Americans and the Native Americans came together without argument.   That place was called Middle Ground.   It was a place where Native Americans and Americans came together for trade.   Manifest Destiny also affected communications.   Mail traveled over a route known as the Butterfield Trail. This trail between Saint Louis and SanFrancisco took two weeks for mail to travel it.   This helped to foster the development of the Pony Express.   It ran for eighteen months and used relays of young riders to move mail slightly faster than traditional mail.   Many went to Oregon and California to seek their fortunes and establish new lives. Sometimes, this involved religious differences.   The Mormons for example, moved because they were not accepted in either New York or Illinois.   In the two female accounts that were discussed, the women moved with their families to seek a new life in Oregon.   In the account of Edward Gould Buffum, he had spent six months in the California gold mines. Even Horace Greely got into the idea of Manifest Destiny, advocating for a transcontinental railroad as a way to facilitate communication and transportation to the new territories.   He also talks about the need for education and â€Å"virtuous women (Greely, 1860).†    Additionally, he discusses the need for the families of the men in California to have their families.   He feels settlement would again be facilitated by a transcontinental railroad.   Families would move with their men, and more families would be willing to move out west on the comfort of the trains, rather than take the wagon trains through the uncertain weather.   The growth of towns showed that people were taking the idea of Manifest Destiny seriously.   The mass migration of immigrants to California numbered 80,000, and the city of San Francisco grew from 848 to an astonishing 60,000. The pioneer experiences and Manifest Destiny walked hand in hand through history.   Manifest Destiny’s goal of taking over the continent combined with the curiosity of the American Pioneer.   Their experiences helped forever shape the new America.   The United States Government helped by passing the Homestead Act, which encouraged people to settle in the new territories.   Though their experiences were different, collectively, men and women helped shape a new America full of new challenges and new rewards. Bibliography 37th Congress, Homestead Act of 1862. 1862.http://wpscms.pearson.cmg.com/long_longman_mhlus_0/0,11867,3125072- content,00.html (accessed March 8, 2009). Bauer, William J.. Dismantling Indian Country in the Nineteenth Century. History: Reviews of New Books 36, no. 2 (2008): 49-52. Buffum, Edward. Six Months in the Gold Mines. 1850.http://wpscms.pearson.cmg.com/long_longman_mhlus_0/0,11867,3124634- content,00.html (accessed March 8, 2009). Geer, Elizabeth. Journal. 1847. 1848.http://wpscms.pearson.cmg.com/long_longman_mhlus_0/0,11867,3124638- content,00.html (accessed March 8, 2009). Graulich, Melody. Review of West of Emerson: The Design of Manifest Destiny. Amercan   Literature 76, no. 3 (2004): 617-619. Greely, Horace. An Overland Journey. 1860.http://wpscms.pearson.cmg.com/long_longman_mhlus_0/0,11867,3124701- content,00.html (accessed March 8, 2009). OSullivan, John. The Great Nation of Futurity. http://wpscms.pearsoncmg.com/long_longman_mhlus_0/0,11867,3124755- content,00.html (accessed March 8, 2009). Rudd, Lydia. Diary of Westward Travel 1852. 1852.http://wpscms.pearson.cmg.com/long_longman_mhlus_0/0,11867,3124798- content,00.html (accessed March 8, 2009).

Stanton and the Declaration of Independence essays

Stanton and the Declaration of Independence essays In 1848, Elizabeth Cady Stanton gave her historic speech, Declaration of Sentiments and Resolutions at the Seneca Falls Convention for womens rights. Stanton, a formally educated and academically accomplished wife and mother, was already a prominent social activist who was deeply entrenched in the abolitionist movement. As a woman having experienced discrimination and the lack of opportunities to advance, she was weary of the constricted and oppressed lives women were forced to lead in comparison to the freedom and liberties enjoyed by men. In fact several years before, despite being elected as delegates, she and Lucretia Mott, a fellow abolitionist and suffragist, were denied the right to participate in the World Anti-Slavery Convention on the basis of their gender. By 1848, galvanized by disillusion, Stanton was ready to take a literal and figurative stand at the Seneca Falls Convention. There she delivered her speech, Declaration of Sentiments and Resolutions expressing the grieva nces of female oppression. The purpose of Declarations of Sentiments and Resolutions, was to elucidate the repeated injuries and usurpations on the part of man toward woman...[that effected] absolute tyranny over [women] (Zinn, 2004, p. 126). Therefore, Stanton closely modeled her speech after the Declaration of Independence in order to contextualize its message and maximize its impact. Elizabeth Cady Stanton structured Declaration of Sentiments and Resolutions after the Declaration of Independence, and in order to accomplish two things; she wanted to imbue the speech with gravitas and elicit empathy. When Stanton took the podium at the Seneca Falls Convention, America was still in its infancy as a country. The scent of American independence was still in the air and hadnt yet been overtaken by the stench of the Civil War. The Declaration of Independence&...

Perceptions Assignment Example | Topics and Well Written Essays - 250 words

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Why has the Korean War often been called the Forgotten War Does it Personal Statement

Why has the Korean War often been called the Forgotten War Does it deserve to be remembered - Personal Statement Example Another valid reason that made experts regard the war as forgotten was the non-inclusion of Korea in the American Foreign Policy during the Cold War. One of the obvious reasons was that most of the Americans had very little knowledge about this war, even though many of them were adults during the war years. Another reason is that the Korean War was barely a part of the history subject in most of the elementary and high schools and also in colleges. In case they are mentioned it in the educational texts, the entire conflict was not covered, instead a brief mention about the conflict, which often described it as the successful containment of communism by the United Nations and United States that resulted in freedom for South Koreans. These brief mentions removed a great deal about the painful episode that piloted the Cold War era and the enormous significance it has had, and still has, for Koreans, Americans and world

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Stigmatization A Mental Health Clinical Case Analysis Nursing Essay

Stigmatization A Mental Health Clinical Case Analysis Nursing Essay During my mental health clinical rotation at Karwan-e-hayat, I encountered a 45 year old female patient with the diagnosis of Obsessive compulsive disorder and depression in her rehabilitative phase. She gave Rs 50/- to the nursing assistant to bring nimco for her which costed Rs 25/-. The nursing assistant returned with the nimco but did not returned the rest Rs 25/- to the patient by saying that no money was left. When the patient reported the incident to the nurse, the nurse did not pay any attention to the patient. In the beginning the nurse said that she dont have time to talk about it followed by the statements such as Unlike you, I have too much work to do and then when the patient went to another nurse, she ignored the patient also by saying that The nursing assistant would not have been lying. Patients like you come and go from here every day saying these kinds of things. Go and do your work. The patient went away quietly looking down. Later she verbalized Nobody takes us se riously as we are mentally ill patients. So we cant do anything. Furthermore she said Does being mentally ill means we are not humans? Stigma is a Greek word meaning mark, and is derived from the verb stizein to tattoo, to prick, to puncture. Stigma is usually a mark of disgrace or infamy, which leads to action: discrimination against the stigmatised person (Arboleda-Fl ´orez Sartorius, 2008, P.69). stigma occurs when leading social group diminishes the qualities of a less influential group. Stigma in health care is a very common entity for many groups of the community. One of which is psychiatric patients. People identified as having mental health problems are one of the most marginalised groups in society (Martin, 2009, p.6) The above mentioned case is an example of such cases whereby a mentally ill patient was stigmatized in the hospital settings by the health care professional. Many patients and surveys have highlighted this sheer reality that health care professionals themselves display stigmatizing behaviors and practices (Hinshaw, 2007). Moreover, they depict dehumanizing behavior and lowered expectation towards mentally ill. In this case scenario, the health care professional directly passed on stigmatizing comments to the client. According to Hinshaw, (2007), the health care providers sometimes use frequent comments which are hurtful jokes for the clients. They often use judgmental terms for the patients with one another in the presence of the patient, as though the patients were not even present there. This behavior from the side of the health care provider makes the patient doubt their own self, leading towards self-stigmatization (Hinshaw, 2007). This self-stigmatization in turn makes the patie nts doubt their own self-esteem, lowering their own self-image (Hinshaw, 2007; Link, Struening, Todd, Asmussen, Phelan, 2001). One of the accounts presented by Hinshaw in 2007 clearly states that a kid has internalized the belief that his grandmother punishes him because of his misbehavior as a child and self-blaming himself for the adult psychiatric episodes which he was having. In this way, public stigma makes the patients think that there is something wrong with them and they dont deserve to exist in this world. Many mentally ill people want to get settled in the society but are unable to do so because the world stigmatizes them, the health care professionals stigmatize them and then they doubt their own credibility ending up in self-stigmatizing their own selves. According to former U.S. surgeon David satchers report on mental illness of 1999, he clearly concluded that stigma leads to low self-esteem, isolation, and hopelessnessà ¢Ã¢â€š ¬Ã‚ ¦, it deprives people of their digni ty and interferes with their full participation in society. (Satcher, 1999) That clearly highlights the effected abilities of the individual on the grounds of mental illness. According to the writer, self-stigma is inevitable. This highlighted effect of self-stigma is clearly evident in the case scenario presented above by the action of the patient herself, which she has looked down and moved away. This lowered self-esteem in turn brings out hopelessness in the clients (Link, Struening, Todd, Asmussen, Phelan, 2001). Like the client in the given case scenario says that nobody takes us seriously. We cant do anything. That clearly identifies the notion of hopelessness that the patient has no hopes from life and has accepted clear defeat because of the stigma associated with mental illness. The next question is how does stigma affects the rehabilitation of the mentally ill patients. How does it affect the coping skills of the mentally ill patients? What are the coping mechanisms of the mentally ill patients which they use in stigma? What are the coping mechanisms of the patients with neurosis who are well aware of the reality and understand this notion of stigma, as opposed to the psychosis patients. According to literature, many a times, the stigma posed is due to many of the bizarre symptoms caused by psychosis and the patients with neuroses also have to take it as they all fall under the category of mental illness for the laymen regardless of psychosis and neurosis (Hinshaw, 2007). According to the ethical principle E of the American psychiatric association, the patients have the right of dignity and respect regardless of any differences; that implies to both psychosis and neurosis (Lowman, 2005). The psychotic patient as mentioned earlier is away from the reality co ntent but they surely understand that they are being treated wrongly. (Levine Levine, 2009) They are not able to think rationally but surely they are human beings and are witnessing what is going on with them. Many a times we witness that they cry over small things which are going wrong with them. They are witnessing the behavior of the health care provider but are unable to interrelate it to their past experience. Regardless of the psychosis, it is wrong to treat them any bad so how bad can it be for the neurosis client whose reality content is intact and who can rationalize everything that is going on with them and who can interrelate these aspects with their past and then can feel the shame (Hinshaw, 2007). The patient in the above mentioned case scenario would be forced to think if something is wrong with her resulting in feelings of shame and guilt. This guilt in turn takes the patient in the situation of self-stigmatization which leads on to hopelessness which clearly affects the coping mechanism of the individual since if the person would be hopeless towards his illness, the reconstitution would be delayed (Hinshaw, 2007). Stigmatization affects the personal response of the patient which is a vital part of process of coping. The personal responses are individualized and can change over time. Many a times, the strategy which patients use to avoid stigma and to preserve their self-esteem is secrecy, which preserves their self-esteem but isolates the individual from social support (Satcher, 1999; Hinshaw, 2007). stigma has an important part in determining public health consequences by revealing stigmatized individuals to health-harmful conditions, by aggregating stress, declining coping, and by putting a barrior to receiving health care (Link Phelan, 2006). According to Corrigan and Watson (2002) as cited in hinsaw, 2007 there are many new reasons emerging to justify the reason for some individuals to respond with anger whereas some to nerely ignore the stigma and move on with their lives whilst some internalize the negative message while hurting their self-image. If stigma-related threat is believed to be of greater magnitude than ones coping responses, several types of voluntary and involuntary reactions can come about, like lowered self-esteem, reduced achievement, and compromised physical health. (Hinshaw, 2007) Several questions arise Looking upon the behavior of the health care professional such as is the attitude of the nurse justifiable? Would she have had the same stigmatized responsein the case of another pfysically ill patient? If she would have then she is not following the ethical principle E of the American psychological association of respect of peoples right and dignity. This principle clearly states that the regardless of the awareness of the disability, the health care provider has to maintain the respect of the patient. For the violation of this ethical principle, who is responsible? The nurse or the society to see all the mentally ill patients on a single wavelength and stigmatize them. Who is accountable for it? The nurse or the hospital settings or either the society to be accountable for such stigmatization? Would the same behavior have happened in the western settings? If the patient would have sued the in the court, whose statements would be more valued and listened to t he nurses or the mentally ill clients who is savaged and stigmatized in the community by the names of irrational and unthinkable. Many accounts of the depressed patients state the fact that they are not been taken seriously while giving some statements because of the stigma associated whereas if some other person of pathological chronic condition gives the same statement, it is taken seriously (Shaw, 1998). In the settings of the above mentioned case scenario, would anyone have had listened to her that her rights are being violated or would this all be given the name of mental illness and let go of? One more side of stigmatization comes when we tease normal people by the names of the stigmatized people to embarrass them. In everyday life, language patterns indicates an anxiety with mental disorder across all age groups with a host of terms related to mental illness used to scapegoat and humiliate those who violate social norms. They are associated with mentally ill and words like psycho and wacho are used to compare people who go against social norms in the western community (Hinshaw, 2007). Whereas, no literature is to be found for the usage of such words due to the lack of researches in this field. Usage of variants of such terms at young ages signals the pervasiveness of the criticism of persons with mental disorders. Indeed, judgmental tags of retard or crazy are among the first terms used by children who havent even started their schoolings yet to relegate socially rejected friends in the west. (Hinshaw, 2007) Media also plays important role in stigmatizing the mentally ill . Media differs in east and west which directly effects pattern of stigmatizing. People with psychotic-level disorders, as well as milder disturbances, were portrayed as ignorant, dangerous, dirty, unkind, and unpredictable. (Hinshaw, 2007, p.118) The model which could best be incorporated in this is Link and Phelans model of stigma. In this model stigma is processed by many different components. First one is on distinguishing and labeling differences(Link Phelan, 2001). Most of the differences are usually ignored but sometimes they are not overlooked at and thus labeled. In my clinical case scenario, the patient was labeled as mentally ill having no work to do. The second component is on associating human differences with negative attributes(Link Phelan, 2001). This occurs when the labeled differences are linked to stereotypes and so my patients mental illness was stereotyped as workless people. The third component is of on separating us from them which brings the notion of stigmatization(Link Phelan, 2001). In the above mentioned case scenario also, the patient was referred to as out group as evidenced by the statement patients like you come and go each day but we have work to do, clearly defining the notion of us versus them. The last component is status loss and discrimination(Link Phelan, 2001). In the status loss, patient is connected to undesirable characteristics that reduce his or her status in the eyes of the stigmatizer. In this case, the undesirable characteristic was that mentally ill patients are laid off and redundant where as we are working people so we are higher than them and in this way stigmatized people are put down at the bottom of the hierarchy. Keeping in view the principles of American psychiatric association, the strategies which I would like to pose in this context is the nurse should look in the matter and confirmed the case with the nursing assistant as well as to the shop from which the nursing assistant got the nimco from. Moreover, nursing assistants should be taught all the rights of the patients so that being a health care provider; they would follow all the ethical principles. On an institutional level, a system should be made in which patients can have some responsible person to take care of these things instead of asking anyone they can get their hands on to. To conclude, not much research has been done on this issue of mental health and proper awareness does not exist in this society. More researches needs to be done to address this issue as stigma in mental health persists all around the world. Strategies needed to be thought about to remove this factor of stigma. More education sessions about this needs to be done on the clinical side to make the nurses and other health care providers aware of what the rights of the patients are and a check and balance system should be there to acknowledge either those rights have been followed and fulfilled or not. (word count: 2201 words) References Arboleda-Fl ´orez, J., Sartorius, N. (Eds.). (2008). Understanding the Stigma of Mental Illness: Theory and Interventions. New Delhi, India: Aptara. Hinshaw, S. P. (2007). The Mark of Shame. New York, USA: Oxford University Press. Husted, J. H., Husted, L. G. (2008). Ethical Decision Making in Nursing and Health Care (4th ed.). New York, USA: springer publishing company. Link, B. G., Struening, E. L., Todd, S. N., Asmussen, S., Phelan, J. C. (2001). Stigma as a barrier to recovery-The consequences of Stigma for the self-esteem of people with mental illnesses. Psychiatric Services, 52(12), 1621-1626. Link, B. G., Phelan, J. C. (2006). Stigma and its public health implications. Lancet, 367, 528-529 Link, B. G., Phelan, J. C. (2001). Conceptualizing Stigma. Annual Reviews, 27, 363-85. Levine, J., Levine, L.S. (2009). Schizophrenia for dummies. Canada: Wiley Publisher. Lowman, R. L. (2005). Respect for Peoples Rights and Dignity. Journal of Aggression, Maltreatment Trauma, 11(1), 71 77. Martin, N. (2009). From Discrimination to Social Inclusion. Australia: Queensland Alliance. Shaw, F. (1998). Mistaken identity. Lancet, 352, 1051. Satcher, D. (1999). Mental Health: A Report of the Surgeon General. Washington, DC: Department of health and human services.

Torvald and Nora in in Ibsens A Dolls House :: A Doll’s House

The Character of Torvald and Nora in A Doll's House    In Ibsen's "A Doll's House", there are many clues that hint at the kind of marriage Nora and Torvald have. It seems that Nora is a type of doll that is controlled by Torvald. Nora is completely dependent on Torvald.   His thoughts and movements are her thoughts and movements.   Nora is a puppet who is dependent on its puppet master for all of its actions.   Ã‚  Ã‚  Ã‚  Ã‚   The most obvious example of Torvald's physical control over Nora can be seen in his teaching of the tarantella. Nora pretends that she needs Torvald to teach her every move in order to relearn the dance. The reader knows that this is an act, but it still shows her complete submissiveness to Torvald. After he teaches her the dance, he proclaims:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Torvald.   ...When you were dancing the tarantella,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   chasing, inviting--my blood was on fire;  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I couldn't stand it any longer--thats   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   why I brought you down so early--   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Nora.   Leave me now, Torvald.   Please!   I don't want all this.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Torvald.   What do you mean?   You're only playing   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   your little teasing bird game with me;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   aren't you, Nora?   Don't want to?   I'm   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  your husband, aren't I?   (Isben 447) This shows that Torvald is more interested in Nora physically than emotionally.   He feels that it is one of Nora's main duties as his wife to physically pleasure him at his command.   Ã‚  Ã‚  Ã‚   Torvald is not only demanding mentally and physically, but also financially.   He does not trust Nora with money. He feels that she is incapable and too immature to handle a matter of such importance.   Torvald sees Nora as a child. She is forever his little "sparrow" or "squirrel".   On the rare occasion that Torvald does give Nora some money, he worries that she will waste it on candy, pastry or something else of Childish and useless value.   Nora's duties, in general, are restricted to caring for the children, doing housework, and working on her needlepoint.   But overall, Nora's most important responsibility is to please Torvald. This makes her role similar to that of a slave.   Ã‚  Ã‚  Ã‚   The problem in "A Doll's House" does not lie with Torvald alone.   Though he does not help the situation, he is a product of his society.   In his society, females were confined in every way imaginable. Torvald and Nora in in Ibsen's A Doll's House :: A Doll’s House The Character of Torvald and Nora in A Doll's House    In Ibsen's "A Doll's House", there are many clues that hint at the kind of marriage Nora and Torvald have. It seems that Nora is a type of doll that is controlled by Torvald. Nora is completely dependent on Torvald.   His thoughts and movements are her thoughts and movements.   Nora is a puppet who is dependent on its puppet master for all of its actions.   Ã‚  Ã‚  Ã‚  Ã‚   The most obvious example of Torvald's physical control over Nora can be seen in his teaching of the tarantella. Nora pretends that she needs Torvald to teach her every move in order to relearn the dance. The reader knows that this is an act, but it still shows her complete submissiveness to Torvald. After he teaches her the dance, he proclaims:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Torvald.   ...When you were dancing the tarantella,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   chasing, inviting--my blood was on fire;  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I couldn't stand it any longer--thats   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   why I brought you down so early--   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Nora.   Leave me now, Torvald.   Please!   I don't want all this.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Torvald.   What do you mean?   You're only playing   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   your little teasing bird game with me;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   aren't you, Nora?   Don't want to?   I'm   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  your husband, aren't I?   (Isben 447) This shows that Torvald is more interested in Nora physically than emotionally.   He feels that it is one of Nora's main duties as his wife to physically pleasure him at his command.   Ã‚  Ã‚  Ã‚   Torvald is not only demanding mentally and physically, but also financially.   He does not trust Nora with money. He feels that she is incapable and too immature to handle a matter of such importance.   Torvald sees Nora as a child. She is forever his little "sparrow" or "squirrel".   On the rare occasion that Torvald does give Nora some money, he worries that she will waste it on candy, pastry or something else of Childish and useless value.   Nora's duties, in general, are restricted to caring for the children, doing housework, and working on her needlepoint.   But overall, Nora's most important responsibility is to please Torvald. This makes her role similar to that of a slave.   Ã‚  Ã‚  Ã‚   The problem in "A Doll's House" does not lie with Torvald alone.   Though he does not help the situation, he is a product of his society.   In his society, females were confined in every way imaginable.

Hamburger and Perfect Party Food Essay

I hate when my stomach feels so empty. The growling and tightening of my insides drives me insane. The only thing on my mind at the time is food. Anything else doesn’t matter. My three favorite foods are chicken, burgers, and last pizza. You can’t go wrong with chicken. It goes with many sides such as corn, potatoes, or fries. Fried chicken is the best because it makes the skin so crisp and crunchy. If I had to choose out of my top three foods chicken would most likely be number one. Second choice that I have named is burgers. The best hamburgers are the ones that come straight off of the bar -b- que pit. Usually for summer we always have burgers because they are the easiest things to make and they also go well with birthdays or holidays. The lettuce, ketchup, mustard, tomatoes, etc. all make the hamburger so delicious. Last we have pizza. My favorite type of pizza is pepperoni because it is so good. If I have to choose any other toppings I would choose meat lovers because it’s all different types of meat on one pizza. They seem to be the perfect party food because I usually order them when I don’t feel like leaving the house or when my friends and I are having a small get together. What would we do without food? Having a nice full stomach makes you happy and it also gives you energy. Food will always be something that I will cherish in life, especially my favorite three that I mentioned earlier in my essay. Food is a very important thing and I have lots of other favorites.

A Brief History of Venice, Italy

A Brief History of Venice, Italy Venice is a city in Italy, best known today for the many waterways which criss-cross through it. It has developed a romantic reputation built upon by countless movies, and thanks to one startling horror film has also evolved a darker atmosphere. The city has a history dating from the sixth century, and once wasnt just a city in a larger state: Venice was once one of the greatest trading powers in European history. Venice was the European end of the Silk Road trade route which moved goods all the way from China, and consequently was a cosmopolitan city, a true melting pot. The Origins of Venice Venice developed a creation myth that it was founded by people fleeing Troy, but it was probably formed in the sixth century C.E., when Italian refugees fleeing Lombard invaders camped on the islands in the Venice lagoon. There is evidence for a settlement in 600 C.E., and this grew, having its own bishopric by the end of the 7th century. The settlement soon had an outside ruler, an official appointed by the Byzantine Empire, which clung onto a part of Italy from a base in Ravenna. In 751, when the Lombards conquered Ravenna, the Byzantine dux became a Venetian Doge, appointed by the merchant families who had emerged in the town. Growth Into a Trading Power Over the next few centuries, Venice developed as a trading center, happy to do business with both the Islamic world as well as the Byzantine Empire, with whom they remained close. Indeed, in 992, Venice earned special trading rights with the empire in return for accepting Byzantine sovereignty again. The city grew richer, and independence was gained in 1082. However, they retained trading advantages with Byzantium by offering the use of their, now considerable, navy. The government also developed, the once dictatorial Doge supplemented by officials, then councils, and in 1144, Venice was first called a commune. Venice as Trading Empire The twelfth century saw Venice and the remainder of the Byzantine Empire engage in a series of trade wars, before the events of the early thirteenth century gave Venice the chance to establish a physical trading empire: Venice had agreed to transport a crusade to the Holy Land, but this became stuck when the Crusaders couldn’t pay. Then the heir of a deposed Byzantine emperor promised to pay Venice and convert to Latin Christianity if they put him on the throne. Venice supported this, but when he was returned and unable to pay/unwilling to convert, relationships soured and the new emperor was assassinated. The Crusaders then sieged, captured, and sacked Constantinople. Many treasures were removed by Venice, who claimed a part of the city, Crete, and large areas including parts of Greece, all of which became Venetian trading outposts in a large empire. Venice then warred with Genoa, a powerful Italian trading rival, and the struggle reached a turning point with the Battle of Chioggia in 1380, restricting Genoan trade. Others attacked Venice too, and the empire had to be defended. Meanwhile, the Doges’ power was being eroded by the nobility. After heavy discussion, in the fifteenth century, Venetian expansion targeted the Italian mainland with the capture of Vicenza, Verona, Padua, and Udine. This era, 1420–50, was arguably the high point of Venetian wealth and power. The population even sprang back after the Black Death, which often traveled along trade routes. The Decline of Venice Venice’s decline began in 1453, when Constantinople fell to the Ottoman Turks, whose expansion would threaten, and successfully seize, many of Venice’s eastern lands. In addition, Portuguese sailors had rounded Africa, opening another trading route to the east. Expansion in Italy also backfired when the pope organized the League of Cambrai to challenge Venice, defeating the city. Although the territory was regained, the loss of reputation was immense. Victories such as the Battle of Lepanto over the Turks in 1571 did not halt the decline. For a while, Venice successfully shifted focus, manufacturing more and promoting herself as the ideal, harmonious republic- a true blend of nations. When the pope placed Venice under a papal interdict in 1606 for, amongst other things, trying priests in a secular court, Venice won a victory for secular power by forcing him to back down. But across the seventeenth and eighteenth centuries, Venice declined, as other powers secured Atlantic and African trade routes, maritime powers like Britain and the Dutch. Venice’s seaborne empire was lost. End of the Republic The Venetian Republic came to an end in 1797, when Napoleon’s French army forced the city to agree to a new, pro-French, ‘democratic’ government; the city was looted of great artworks. Venice was briefly Austrian after a peace treaty with Napoleon, but became French again after the Battle of Austerlitz in 1805, and formed part of the short-lived Kingdom of Italy. The fall of Napoleon from power  saw Venice placed back under Austrian rule. Further decline set in, although 1846 saw Venice linked to the mainland for the first time, by a railway, and the number of tourists began to exceed the local population. There was brief independence in 1848–9 when revolution ousted Austria, but the latter empire crushed the rebels. British visitors began to speak of a city in decay. In the 1860s, Venice became part of the new Kingdom of Italy, where it remains to this day in the new Italian state, and arguments over to how best treat Venice’s architecture and buildings have produced conservation efforts that retain a great sense of atmosphere. Yet the population has fallen in halfsince the 1950s and flooding remains a problem.

Technology in the 20th Century

Technology in the 20th Century Introduction The constant advancements in technology have continued to affect different aspects of human lives since the 20th century. The impact of technology on man comes about due to the connection between the technological component and the behavior of people towards such advances. As Sander (1999) notes, the 20th century can be said to be the period within which man progressed constantly in terms of technology (Sanders, 1999, p. 1).Advertising We will write a custom research paper sample on Technology in the 20th Century specifically for you for only $16.05 $11/page Learn More Technology advancements in the 20th century Astronomy is one of the major scientific advancements made in the 20th century with the invention of satellites which have been used for communication purposes, monitoring of weather and observation of sites by military. The invention of astronomy has helped humans in understanding the universe and most importantly, measurements of weath er which has in turn allowed for weather forecasting by meteorologists. These different types of manmade orbits were invented by man during the late 90s to serve their specific functions as mentioned above. Examples of satellites developed in the 20th century include; telescopes, space probes and crafts. Another very significant technological advancement in the 20th century is genetic engineering invented as a biological advancement. Genetic engineering was developed to widen the understanding of the development process of living things. The understanding of development of living things was meant to enable humans attain the capacity to control some calamities such as hunger and diseases (Treat, 2006, p. 1). Similarly, genetic engineering has been used to control behavior of living things such as humans, other animals and even plants by modifying genes into desirable characteristics. Since its invention, genetic engineering has enabled the manipulation of organisms through the proces ses of reproduction and heredity. Similarly, biomedical interventions have since been developing which include; cloning, in vitro fertilization and production of sperm banks among others. The invention of computers and the internet is an equally significant advancement of the 20th century. The internet was invented way back in 1969 in the department of defense in the U.S. Its invention was aimed at enhancing effective communication in all researches related to defense (Bellis, 2011, p. 1). In conjunction with the National Science Foundation, the defense department developed the use of the internet not only within U.S.A, but all over the world. However, the use of internet was still unfamiliar to many until the late 90s when millions of people around the globe claimed internet access. Since then, the internet has been used as a network through which information can be shared all over the world, within organizations and between individuals.Advertising Looking for research pape r on other technology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nuclear energy is also a technological advancement of the 20th century involving the science of physics. The advancements in nuclear energy began way back in 1942 and have continued to develop until 1998. The production of nuclear energy results from reactions which occur as a result of changes in the nucleus of atoms and hence nuclear energy has been presented as the safest source of energy ever since its invention (ThinkQuest. ND, p. 1). This is because its production does not involve environmental risks associated with activities such as burning of fossil fuels. In addition, the invention of nuclear physics has led to the development of nuclear weapons which have been regarded as safety tools. Another important technological invention of the 20th century is in medicine especially the invention of penicillin. Penicillin was initially invented by Alexander Fleming in 19 28 but his discovery was modified in the 1950 with more refined isolation and purification techniques (Mason, 2011, p. 1). This followed the production of various penicillin antibiotics which have been used widely for the treatment of bacterial infections. Some of the most significant uses of penicillin are in the treatment of infections of the urinary tract and the treatment of typhoid and enteric fever. Being the first antibiotic to be discovered, penicillin is the most trusted antibiotic being used worldwide. The technology advancements of the 20th century also saw the invention of synthetic fibers as part of chemical science. The process of producing synthetic fibers was invented in 1902 though the very first developments were made in 1945 in the United States (Jupiter scientific.1999, p. 1). Almost all the materials and products used today originate from synthetics. Similarly, synthetic food additives were also developed in the late 80s including flavorings, sweeteners and colo rants. In addition, the technological advancements of the 20th century on synthetics, led to the development of synthetic chemical agents which have been used for the treatment of bacterial infections. Conclusion Of all the technologies developed in the 20th century, the advancement of computers and internet has had the greatest impact on modern lives. This is because the world is becoming more and more business oriented and the use of computers and the internet in running every day-to-day operation for businesses has been an effective venture.Advertising We will write a custom research paper sample on Technology in the 20th Century specifically for you for only $16.05 $11/page Learn More Computers have made business operations much faster and efficient such as record keeping and financial analysis. Similarly, the use of computers has lessened the number of individual workers and hence reduced expenditure for business in terms of wages. In addition, the int ernet has enabled people and organizations to share information at a faster speed compared to other modes of communicating such as letters and telegrams. Reference List Bellis, M. (2011). 20th century timeline: 1900 – 1999. Retrieved from, http://inventors.about.com/od/timelines/a/twentieth.htm Jupiter scientific. (1999). A century of discoveries in physics. Retrieved from, jupiterscientific.org/sciinfo/apscentennial.html Mason, R. (2011). Technological advances in the 20th century. Retrieved from, articlerich.com/Article/Technological-advances-in-the-20th-century/567549 ThinkQuest. (ND). Nuclear energy. Retrieved from, http://library.thinkquest.org/C005271F/physics.html Treat, A. (2006). Major developments in instructional technology: during the 20th  century. Retrieved from, indiana.edu/~idt/shortpapers/documents/ITduring20.html Sanders, R. (1999). Technology in a paradigm of century. Retrieved from, cosmosclub.org/web/journals/2000/sanders.htmlAdvertising Looking for research paper on other technology? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Linguistic Laureate Research Paper Example | Topics and Well Written Essays - 1250 words

Linguistic Laureate - Research Paper Example Born on September 25, 1897 in New Albany, Mississippi, named after Old Colonel - his great grandfather - the legendary American writer, nicknamed as Billy, was fond of story-telling since his childhood. According to one of his cousins, when Billy used to tell something, doubts were always present about whether it was true or something he had made up on his own (Oates 13). However, as many reviewers reckon, Faulkner’s life did not experience a pleasant start. He used to repel away from his peers at school since they did not like his ‘different’ style of dressing; a factor which might have later turned into him dropping out of school. As his age progressed to twenty, some significant characteristic dilemmas pronounced Faulkner’s personality - ranging from being socially eccentric, to a school dropout, to being a drunkard. To sum it up, the soon-to-become a legendary novelist had, then, no superior traits presumed to be in a person who inspires a vast number o f readers and followers. However, despite the ridicule and disdain, Faulkner rose above expectations and ensued to envelop with his magical writing approach, nearly every aspect of how the everyday human life was in the American South. Having been born in the Magnolia State, Faulkner had immense love for the Southern roots. His ties with Mississippi ran deep; his great grandfather, known more prominently as the Old Colonel, was a famous lawyer, novelist and rail road investor. Throughout his lifetime, Faulkner never went astray of his town, spending the majority of his life span in Mississippi and writing about his soil and the people there. With his growing age, the Old Colonel’s imagination and vision of the South started emerging in him (Shmoop Editorial Team). On the other hand, Faulkner’s fictional inscription skills are believed to have originated primarily from close company with the African-American nanny, Caroline Barr. Known to Faulkner and his siblings as Ma mmy Callie, Caroline Barr – the Oxford based nanny – was born into slavery and used to tell numerous stories regarding her sorrowful experiences to Faulkner; the roots wherefrom the Faulkner’s yet-to-be-created fictional world initiates. No wonder Faulkner had profound empathy for his nanny, apparent from the dedication of his 1942 novel Go Down, Moses to her (Shmoop Editorial Team). Faulkner remembered her as a person who gave his family loyalty, faithfulness and compassion without any cost and who gave to his childhood immense love and affection (Parini 19). Alongside creativity and fictional storytelling, Faulkner also ignited in himself a brawny passion for reading literature. Contrary to being an imaginative, always-pondering boy at home, Faulkner was not as good at school. Being mediocre in studies, getting regularly teased by his colleagues, distinguishing his passion for art and writing rather than guns and football made his stay at school difficult. Lik ewise, against his parents’ wishes, he dropped out from high school after the eleventh grade and went on to opt for a bookkeeper’s job. Only his first rhyme and verse lessons by Phil Stone, an aspiring poet in high school, were to prove fruitful of all what he carried with him out of the high school. Agreeing to what Cleanth Brooks writes, although William started his career as a poet but fate had planned something better for him. Hence, Faulkner soon realized that his major and most fruitful strength lay in his prose (Brooks 1). Falkner’s first ever short story that was published in a major magazine in April 1930 was â€Å"A Rose for Emily† - a story that revolves around Emily, a lady with a mysterious, veiled character which is the consequence of the town’

Health Promotion Campaign on Alcohol Consumption in the United Kingdom Essay

Health Promotion Campaign on Alcohol Consumption in the United Kingdom - Essay Example What is hoped is that by bringing better awareness about the affects of alcohol, it will demystify the false ideas that are associated with drinking, specifically with young people who later can turn to alcoholics without intervention. The main point of fact that this research plans to develop and discuss is how beneficial the program actual is in the country. The central discussion is focused on approaches that draw in an entire community in order to prevent binge drinking turning into the disease of alcoholism. Some issues that are centered in this research are relative to underage drinking; prevention strategies, school-based prevention for the youth, curriculum related programs, prevention through alternative activities, skills building, family focused prevention, alcohol or other drug (AOD) public policy strategies, the minimum drinking age requirements, the availability or accessibility to minors, and as was stated, community-based prevention. The conclusion of the research will testify that as long as there are programs that can offer support and services to assist people with problems related to alcohol or other addictive behaviors then there is hope to improve upon life and bring back a decent quality of life for people suffering with addictions such as this. The Health Promotion Campaign came into existence to try and minimize the ongoing problems associated with alcoholism and binge drinking among adults as well as the youth population within the United Kingdom. One of the central themes of the campaign since its origination has been to demonstrate an understanding in society that clearly shows in order to help people and ones self there has to first be acknowledgement of why there is an alcohol problem to begin with. Also, in order to bring about positive health changes within a society there has to exist an acceptance from those with an alcohol problem that they do have an adverse situation associated with alcohol they are dealing with. In order to be truly effective there has to be a rationale for alcoholism and binge drinking occurring. If the problem isn't known, then the program can never be totally effective. What is Alcoholism and Binge Drinking Alcoholism is a primary, chronic disease with genetic, psychological, and environmental factors influencing its development and manifestations. This disease is often progressive and fatal. It is characterized by continuous or periodic: impaired control over drinking, preoccupation with the drug alcohol, use of alcohol despite adverse consequences, and distortions in thinking, most notably denial (Alcoholics Anonymous Reviews 2006). The original Health Promotions campaign dealt heavily with the economic, social, and health factors of individuals at risk due to binge drinking and in fact the newer campaign has carried on this old initiatives but now with a more inclusive fashion to bring in all the adverse health and social problems that can arise due to this problem. For instance there is more awareness being given of how the effects of drinking on the major organs of the body are cumulative and are evident after continuous heavy drinking over 5 to 30 years, most notably affected are the central

How music benefits the lives, both intellectually and socially, of Research Paper

How music benefits the lives, both intellectually and socially, of mentally retarded people - Research Paper Example Music is a medium that can meet people’ s needs for achievement, belonging, significance freedom and fun, since it allows expression of self and is a means of finding meaningful and enjoyable communication with others. The power of music has been recognized for a long time as a means of promoting health and well-being; therefore, music therapy to mentally retarded people is a means of harnessing the power of music for effective and positive change to individuals. Music actively engages people in their development and behavioural change; hence, for mentally retarded people music permits them to transmit musical and non-musical skills to other facets of life, which brings them from isolation into active participation in the world. The act of making music to mentally retarded people and reacting to musical stimuli makes these individuals able to experience immediate psychological and physiological awareness in various levels. The concrete reality of being able to sense auditorial y, tactfully, visually and emotionally brings these persons into the present, which brings immediate results. From mental retardation, these individuals experience the world around them on a subliminal or unconscious level; nevertheless, through music mentally retarded people can experience life at the conscious level, which opens lines of communication because it awakens, heighten and expand their awareness. Music has many positive changes on different levels to mentally retarded people since it has the unique properties of facilitating creative expression within individuals who have nonverbal or face difficulties in communication skills. Moreover, music provides an opportunity for experiences that open the way leading to motivation in learning in all domains of functioning; as well, music creates opportunities for positive and pleasurable social experiences, which are unavailable to mentally retarded people. In addition, music develops understanding of self, others and the surroun ding which improves the working of mentally retarded people at all levels and improves their well-being as well as fostering their independent living (Barksdale, 2003). There are various fundamental reasons to the effectiveness of using music as a curative agent, which include music being a cross-cultural mode of expression with its nonverbal nature making it a universal means of communication. Music sound stimulus is unique in its power of penetrating the mind and the body regardless of an individual’s level of intelligence or condition; therefore, music stimulates senses, evokes feelings and emotions, elicits both mental and physiological responses and energizes the mind and body. Music’s intrinsic structure and qualities has the potential for self-organization in mentally retarded individuals since it influences musical and non-musical behaviour hence it facilitates learning and acquisition of skills. Music is an extremely efficient and aesthetic modality which appl ies to all people including mentally retarded people owing to its interdisciplinary nature. Music improves motor skill, cognitive skills, affective states and adjustment as well as social skills; hence, music’s interdisciplinary aspects supplement and reinforce therapies for mentally retarded individuals (Barksdale, 2003). Music has been successful as a therapeutic intervention for individuals with mental and physical disorders; hence, music has always been recommended combined with treatment policy in order to supplement medical treatment. Music therapy theory suggest music engages the mind, bringing awareness of self and others leading to positive change and as choice theory suggest, thoughts and feelings change in accordance with actions that satisfy the individuals involved, which music invokes (Barksdale, 2003). Musial activities are useful for motion, also motivate conscious reaction, and complete the power of sensory motivation; however, music

The Assessors Main Responsibilities Essay Example for Free

The Assessors Main Responsibilities Essay Assess the learner’s knowledge, understanding, skills and competence against the criteria set by the awarding body. The assessor must at all times display a fair and professional manner. High standards must be maintained and a thorough understanding of the standards and criteria each learner is working towards is needed. To plan and undertake assessments using the appropriate assessment methods for example, observation, questioning, discussion, recognising prior learning or examining work products. It is important to apply holistic assessment whenever the opportunity arises. All methods of assessment to be used must be agreed upon and understood by the learner. A thorough initial assessment of each learner must be done to ensure any special requirements can be met. It is important to be aware of learners targets and completion dates and work closely with teachers and tutors to ensure continuous progress is achieved. The assessor must support, guide and encourage learners through the assessment process and judge the competence of their work and recognise when a learner is ready for assessment. The assessor must ensure the assessment experience is a positive one for each learner, whether it has a formative or summative outcome. During assessment all VACSR (valid authentic current specific realistic) points must be followed to ensure all judgements and decisions are fair and correct. The assessor must promote equal opportunities at all times and take into account the individual needs and requirements of the learner. Every learner should be given an equal chance to succeed. After the assessment decision has been made constructive feedback must be given and any further planning and action that may be necessary must be agreed. The assessor must keep accurate and up to date assessment records so the learner can clearly understand and keep track of their progress and achievements. It is  important for the assessor to understand the value of reflective practice and continuous professional development (CPD). The assessor must undertake and provide proof of a minimum of 10 hours, 30 hours if a full time assessor of good quality CPD per year and be fully aware of current standardisation methods and procedures. To uphold their assessor status, the assessor will also be required to attend standardisation meetings and be observed carrying out assessment twice a year by the internal quality assurer (IQA). This ensures they are maintaining standards and have a full understanding of the criteria and may occasionally be observed by the external quality assurer (EQA) thus ensuring standards and quality are maintained at all times. The IQA will support any needs they feel the assessor may have. An up to date knowledge of centre policies and procedures for example, Safeguarding, Health and Safety, Equality and Diversity and be able to deal with appeals and disputes is also required.

What Ideas Would You Bring To Classroom?

What Ideas Would You Bring To Classroom? To make the learning of vocabulary more interesting, a variety of activities can be conducted. Students can have a board race in class, to practice the language use. The class is divided into two groups. The board is divided into two parts. One student from each group goes to the board. The teacher gives them a sentence to write. For example: write the word in the middle of the board, and the prefix and suffix at the right and left hand side of the root word. Students are to race to the board to indicate whether the word has a prefix or suffix. All students are allowed to help the person at the board but they are not allowed to refer to any books or reference materials. No points will be awarded if any one of the teams uses a book or any reference materials. This enables the students to review a lot of material and identifies common problem areas. Furthermore, it fosters cooperation and unifies the students as a group. The next activity is the dictagloss. The dictagloss has originally been devised as a technique for learning vocabulary in a foreign language. It is also a useful technique to encourage students to work together to extract meaning from complex text. The dictagloss is a very useful activity that helps students to use language in order to learn. Students will have to listen to a text being read and reconstruct it. As students can also construct written summaries, a dictagloss also requires the students to consciously focus on their knowledge of the content and the relationship between ideas and words. Another activity is the use of a short text. A selected short text is read to the class at normal pace. The students listen for meaning. The text is read again and as it is being read, students are to jot down key words and phrases. Working in small groups the students pool their words and phrases and attempt to reconstruct the text from their shared resources. Their version should contain the main ideas of the text and approximate the language choices of the passage. Each group of students produces their own reconstructed version, aiming at grammatical accuracy and textual cohesion but not at replicating the original text. Each group presents their finished version to the class and each text is analysed and compared and the students should then refine their own texts in the light of the shared scrutiny and discussion. Next, a library can be set up within the classroom. The library can be graded. This encourage the student to read as they can have access to library books easily. Through reading, students pick up new words and thus widen their vocabulary. The student who read the most number of books will be rewarded. To make learning of vocabulary more enjoyable, students can also act out or have a pantomime where they are given cards with instructions like Open the parcel noiselessly, or Walk across the room cautiously, and perform the actions without speaking. The other students will try to guess the word or expression that the student is pantomiming. Each time, a student guess correctly, points will be awarded. To teach synonyms and antonyms, the teacher hands out a list of words to each student. There should be two columns next to each word, label the heading of each column, synonym and antonym. The teacher then read out the synonyms and antonyms of those words. The students have to write these words next to the word they are the same or the opposite of. It can be presented as such:- At the end of the lesson, the teacher goes through the lists with the class using a board. When reading a passage, students can be taught different meanings of familiar vocabulary so long as the words are not out of context, recognizing definitions, guessing cause and effect, opposite or contrasting words or phrases, focus on Subject-Verb-Order, where students guess what the general sense of the word it is. If it is a noun, specify whether it is a person, place, thing, abstract idea. If it is a verb, state whether it is an action, or a feeling or emotion.. If it is an adjective, state what the adjective is describing- Good or bad, Size, Colour, Shape or Emotion? To enable students to learn vocabulary in a fun way, a game called Password can be introduced. In this game, the class is divided into two teams. One person from each team sits in a chair in front of the class. Those two people receive a card with a vocabulary card. The first person gives a one-word clue to his/her team. If no one from the team can guess, the second person gives a clue to his/her team. This alternates back and forth until someone from one of the team guesses the word, or until a specified number of clues has been given. Points will be given to each team with the correct answer. The winning team will be awarded. Bibliography: http://eca.state.gov/forum/vols/vol42/no2/p16.htm http://www.collaborativelearning.org/howearthwasformed.pdf http://www.learnenglish.de/Teachers/synonymantonym.html The TESOL textbook Using what you have read in this introduction to TESOL and your own knowledge, what do you consider to be the blocks which may prevent language learning? One block of language learning is language learning style, as students learn differently from others. Getting to know the students learning style will help to match the kind of activities carried out in class to ensure effective learning. Teachers can also be more versatile and adopt a variety of teaching styles to suit the different learnings styles of the students. Fossilization and false learners can hinder the student from learning the new language. Fossilization often means that certain aspects of the language were learned incompletely or incorrectly, such as grammatical features like conjugating verbs in the wrong fashion or using the wrong vocabulary, in such a manner that they cannot be unlearned and replaced with correct usage. Fossilization may also consist of a sort of subconscious clinging to aspects of the learners mother tongue, for instance, with syntax and phonology. This may reflect an inability to similarly unlearn characteristics of a mother language for the purpose of learning another; the native language so deeply hardwired into the brain that its paradigms cannot be replaced when attempting to learn a new and foreign language. Another block to language learning is language prejudice. Stereotypes and cultural bias, the teachers accent are factors that may affect the learning of the language. For example, foreign accents are everywhere and are here to stay; nevertheless, accented English, for example, is looked down upon, generally quite sternly. In addition, within what is refer to as a language, certain ways of speaking that language (AAE, for example) meet with great prejudice, social and racial in nature. Thus, all language teachers must work to overcome language prejudice, as it generally serves as a mask over class and racial prejudice should be tolerated too. One of the biggest challenge ESL teachers face is that one ESL class may consist of students from many nations, even if, for example, they are all Spanish-speaking countries. The cultures of Ecuador, Peru, Argentina, Columbia, and Mexico , for instance, are very much different, so teachers should not assume that students who share a common native language will share similar cultural backgrounds. Even students from different regions of the same country will have different cultural beliefs and traditions that should be honored and preserved. Being more conscious of the different cultures will help to make a better teacher. Extensive research has already been done in the area of native language interference on the target language. Dulay et al (1982) define interference as the automatic transfer, due to habit, of the surface structure of the first language onto the surface of the target language. Lott (1983: 256) defines interference as errors in the learners use of the foreign language that can be traced back to the mother tongue. Ellis (1997: 51) refers to interference as transfer, which he says is the influence that the learners L1 exerts over the acquisition of an L2. He argues that transfer is governed by learners perceptions about what is transferable and by their stage of development in L2 learning. In learning a target language, learners construct their own interim rules (Selinker, 1971, Seligar, 1988 and Ellis, 1997) with the use of their L1 knowledge, but only when they believe it will help them in the learning task or when they have become sufficiently proficient in the L2 for transfer to be possible. Other factors that may prevent language learning is being overly self-conscious about their use of language, and a fear of being misunderstood. Not having enough exposure within the class and outside will also prevent language learning, as students will not have enough opportunities to use the language. Generally, the difficulties adults face include the following: 1. Self conscious 2. no respect for teacher 3. fossilized errors 4. personal issues / politics 5. intrusions 6. different levels / abilities However, the difficulties teachers face include 1. lack of interest 2. time management 3. body language 4. Teacher Talk Time 5. ensuring participation Bibliography http://hufs.davidboesch.com/GSE_YLDownloads/Reid.Joy.LearningStylePreferenesESLLearners.pdf http://www.brighthub.com/education/languages/articles/63102.aspx http://www.asian-efl-journal.com/interviews_W-ONeil.php http://www.yourdictionary.com/esl/ESL_Classroom-and-Cultural_Sensitivity.html http://www.experiencefestival.com/a/English_as_an_additional_language_-_Difficulties_for_learners/id/5023415 It seems reasonable to suggest that the motivation that students bring to class is the biggest single factor affecting their success. Comment (500-750 words) Students of all ages, all around the world, are learning to speak English. Some students want to learn English because it is on the curriculum in school, but for others, it reflects a kind of choice. Like an instrument, students may learn it for a practical purpose. They may have moved into a target-language community and they need to operate successfully within the community. Students could also learn English for a Specific Purpose, where they may need to learn the language for legal purposes, business, tourism, banking or nursing. For those who are studying at an English speaking University, they may need to take English for Academic Purposes. Some learn English as it will be useful for travel. A variety of factors can create a desire to learn. Perhaps the learners love the subject, some are motivated for a practical reason, like being able to acquire a skill or knowledge. The desire to achieve some goal is the bedrock of motivation and if it is strong enough, provokes a decision to act. For an adult, it may involve enrolling in an English class. This kind of motivation which comes from outside the classroom and may be influenced by a number of external factors such as the attitude of society, family and peers, to the subject in question, is referred to as extrinsic motivation, that is, the motivation that is generated outside the classroom. Intrinsic motivation, on the other hand, is the kind of motivation that is generated by what happens inside the classroom; this could be the teachers methods, the activities that students can take part in, or their perception of success or failure. Students may be both extrinsically and intrinsically motivated. However, the danger of being extrinsically motivated is that it is harder to sustain than intrinsic. As the subject gets harder, students may give up or get bored with it. As adult learners, they may have a wider range of life experiences to draw on, both as individuals and as learners, than younger students do. They are more discipline, and have a clear understanding of why they are learning things, and can sustain their motivation. However, they come with a lot of previous learning experience which can hamper their progress. Students who had negative learning experiences in the past may be nervous of new learning. Students used to failure may be consciously or subconsciously prepared for failure. The task of the teacher would be to sustain their motivation. This could be done through the activities the teachers ask the students to take part in, will, excite their curiosity or provoke their participation help them to stay interested in the subject. The teacher needs to select an appropriate level of challenge so that things are neither too difficult nor too easy. Appropriate teacher qualities need to be displayed so that students can have confidence in their abilities. Students feedback is important as it shows how students feel about the learning process. Students need to feel that the teacher really cares about them; if students feel supported and valued, they are more likely to be motivated to learn. Encourage the students to make decisions in class over the choice of activities. This make the students feel they have some influence over what is happening, rather than always being told exactly what to do. In this way, they are often more motivated to take part in the lesso n. Nevertheless, however much the teacher does to foster the motivation of the student, we can only offer our support and assistance by word and deed. Real motivation comes from within each student themselves. Without motivation, the students are unlikely to succeed. Bibliography: How to Teach English by Jeremy Harmer. Knowing a language is not just a matter of having grammatical competenceà ¢Ã¢â€š ¬Ã‚ ¦ We have seen that we also need to add to communicative competence that is the understanding of what language is appropriate within certain situations The Practice of Language Teaching Harmer. Is there any place for teaching grammar in a formal manner? Give reasons for you answer and include a formal discussion of what you mean by a formal manner. One of the main reasons that people need to pick up a language is for the purpose of communication. Lessons hence ought to facilitate language use where it is not just bits and pieces of vocabulary slotted in, but also involves language functions such as inviting, agreeing and disagreeing, suggesting and so on which students need to learn using a variety of language components. As teachers of communication, we have to facilitate the communication built in by personalized and imaginative exercises where the student can use the structure for himself. (Harmer). Teaching grammar in the formal manner refers to teaching grammar by translating grammar, where students would look at the word, dictionary and change it into their own language; in other words, using meta-language. Another method of teaching grammar is the direct approach forming sentences around new words. For example, students are given 10 sentences in aà ¢Ã¢â€š ¬Ã‚ ¦ (achieving grammatical competence?). Grammar translation still has relevance today, though it is not practiced in the same way. Nevertheless, most language learners translate in their heads in very much the same way by comparing it to their mother tongue. However, a total concentration on grammar translation stops students from getting the kind of natural language input that will help them acquire language and it fails to give them opportunities to activate their own language knowledge. Translation and mindless repetition of grammatical structure that is taught in formal grammar will be avoided as students need to k now not only the correct grammar, but also where and how to use it. Audiolingualism capitalized on the suggestion that if we describe the grammatical patterns of English, we have students repeat and learn them. Grammatical structures were presented in simple situations which exemplified their usage. Crucially too, the structures were hence graded so that students learnt the easy ones first before moving onto things that were more complex. Audiolingualism argued that learning is the result of habit formation, where performing the correct response to a stimulus means that a reward is given; constant repetition of this reward makes the automatic response.Audio-linguak classes hence made extensive use of drilling in which students produced the same grammatical pattern, but were prompted to use the different words within the grammatical pattern, in the hope that they would acquire good language habits. Nevertheless, audiolingualism does not expose students to real or realistic language, and were therefore unlike to produce natural sounding language themse lves. Language is not just patterns of grammar with vocabulary items slotted in, but also involves language functions such as inviting, agreeing and disagreeing, suggesting which students should learn how to perform using a variety of language components. Students also need to know about the appropriacy of the when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical). Hence communicative competence is not just about the language but also about language use. The second principle of Communicative Language Teaching in gaining communicative competence is that so long as the students get enough exposure to language and opportunities for language use the language learning will take care of itself. As a result, has been teaching students to communicate real messages, and not just grammatically controlled language. Giving students different kinds of language, pointing them towards aspects of style and appropriacy, and above all giving th em opportunities to try out real language within the classroom humanized what had sometimes been rigidly controlled. Another approach to teaching English, which Berlitz adopts is the Lexical approach, which teaches learners to be fluent in the language in a short 6 months. The last method used today in teaching grammar is characterized as postmodern; where there is a return to grammar and blended learning. Learning to communicate alone might not be sufficient in effectively conveying themselves, as spoken grammar differs from written grammar, and some phrases appear in spoken English that we would not necessarily write; spoken grammar moreover is more informal than written grammar. Nevertheless, classroom technique is important to good effective communication, and for the right application of grammar for students to convey themselves meaningfully.