Review of Related Literature and Related Studies about Mobile Phone

Foreign According to [ (Miller, 2013) ], a mobile phone is a wireless electronic device used for telephone and multimedia communications. Which means people can bring it and can communicate anywhere at anytime. [ (Singh, 2011) ] said that communication is the process to express his thoughts, ideas, and messages, from one person to other person for the sake of personal interest or business interest. Communication is more effective if you receive the response from other person. You can express his thoughts to another person by verbal communication, non-verbal communication or by mass communication. (McGuigan, 2013) ] Stated that Text messaging is a term for short communications made through cell phones. It uses what is called the Short Message Service, and so is often called SMS for short. It is also sometimes referred to as txting, using the shorthand common in such messages as a way of dealing with short character limits and often bulky interfaces. [ (Ziggs, 2011) ] proposed that age s 13 to 17 ends the highest number of text messaging, sending and receiving an average of 1,742 text messages per month. (Jenna Langer, 2009) ] said that men prefer to use communication to gain social status and use their social networks in a task-oriented manner (2).Face-to-face communication differences between genders and has been shown to cross over into e-mail and computer-mediated communication makes women communicate more thoroughly because of the lack of nonverbal cues. [ (Amanda Lenhart, 2010) ]One major influence has to do with the economics of the cell phone – who pays for the costs associated with the cell phone and its use and what are the limitations on the service plan for the phone?Does the user have unlimited minutes to talk or the ability to share minutes? Does he or she have an unlimited or pay-as-you-go text messaging plan? And regardless of who pays, what type of plan does the teen have? A shared family plan, an individual plan with a contract, or a contr act-less pre-paid phone? Each of these variations can influence how teens and adults use their mobile phones. [ (Amanda Lenhart, 2010) ] About one in five teen cell phone users (18%) are part of a prepaid or pay-as-you-go plan, and just one in ten (10%) have their own individual contract.The type of cell phone plan a teen has is significantly related to household income. Teens from lower income households are more likely to use prepaid plans or to have their own contract, while teen cell phone users in households with incomes of $50,000 or greater are most likely to be part of a family plan. Local [ (Celdran, 2002) ] declared that The characteristics of connectivity, speed, cost effectiveness, mobility and confidentiality of text messaging and its adaptability to Filipino culture has made SMS the most popular form of private communication technology in the country.BibliographyTeens and Mobile Phones. Retrieved March 10, 2013, from Pew Internet: http://pewinternet. org/Reports/2010/T eens-and-Mobile-Phones/Chapter-1/The-economics-of-cell-phones–Plan-Types. aspx Celdran, D. (2002).The Philippines: SMS and Citizenship. Retrieved March 10, 2013, from http://www. dhf. uu. se/pdffiler/02_01/02_1_part9. pdf: http://www. dhf. uu. se/pdffiler/02_01/02_1_part9. pdf Jenna Langer, V. J. (2009).Gender Differences in Text Message Content. Retrieved March 10, 2013, from http://www. jennalanger. com: http://www. jennalanger. com/wp-content/uploads/2010/09/LangerJenna-Gender_dif_SMS_Content. df McGuigan, B. (2013, March 08).What is Text Messaging? Retrieved March 10, 2013, from wiseGEEK: http://www. wisegeek. com/what-is-text-messaging. htmMiller, B. (2013, March 05). What Is a Mobile Phone? Retrieved March 8, 2013, from wiseGEEK: http://www. wisegeek. com/what-is-a-mobile-phone. htmSingh, H. (2011, July 05). Communication plays an important role in our daily life. Retrieved March 10, 2013, from India Study Channel: http://www. indiastudychannel. com/resources/142618-Com munication-plays-an-important-role-our. aspx Ziggs, D. (2011, February 09). Average Monthly Calls Vrs

Compare Bronfenbrenner and Erikson Essay

Lifespan Developments Theories offer explanations of how the individual changes and develops throughout their lifetime. While this objective is constant, the focus of these theories vary. Erikson’s Psychosocial Development Theory adopts an intrapersonal focus, outlining nine age related stages of the life cycle while Bronfenbrenner’s Ecological Stage Theory focuses on five socio-cultural stages within which the individual interacts, interpersonally, over time. This essay will focus on both these theories, their implications in the world of adult education, particularly from the perspective of experience within two South Kerry Adult Education Centres and finally the areas where these theories may concur and contrast. Erik Erikson was a Neo-Freudian Psychologist who developed a lifespan theory identifying eight stages of psychosocial human development. As Erikson and his wife, Joan, entered their eightieth decade, they discovered a ninth stage. Joan Erikson completed work on this stage from notes made by her husband before he died and from her own observations. In fact, Erik and Joan Erikson were co-collaborators throughout their years together as evidenced in the following statement, ‘To restate the sequence of psychosocial stages throughout life means to take responsibility for the terms Joan Erikson and I have originally attached to them’(Erikson E.H. cited Erikson E.H. & Erikson J. 1997,p.55). Also, while recounting a trip to Los Angeles where Erik Erikson had been invited to present ‘the stages’ to a group of Psychologists and Psychiatrists, Joan Erikson tells of her uneasiness while they discussed the presentation. At this stage, there were seven stages in their model. ‘In a shocking moment of clarity I saw what was wrong’ (Erikson E.H & Erikson J. 1997 p.3). She had spotted that ‘ We’ were missing and subsequently, they added an eighth stage entitled ‘Generativity vs. Stagnation’. This significant contribution was made by Joan Erikson on the trip to the train station ‘where Erik could catch the Los Angeles train, and then for me to hurry back to home and the children’ (Erikson E.H.& Erikson J. 1997, p.2). Erikson’s Psychosocial Theory holds that personality develops through nine stages across the entire lifespan. ‘Personality can be said to develop according to steps predetermined in the human organism’s readiness to be driven forward, to be aware of and to interact with a widening social radius’ (Erikson 1959 cited Tennant M. 1997 p.33). Each of these stages involves challenges and conflicts which, if successfully resolved, allow the  individual to develop a strength, or virtue which they bring with them into the following stage. If unsuccessfully resolved, the individual proceeds into the next stage not only without this strength but with a corresponding negative element which is likely to impede their progressive de velopment. Erikson refers to these strengths as ‘syntonic elements’ and the negative elements as ‘dystonic elements’. For example, at ‘infancy’ the first stage, age 0-1 years, the conflict or challenge experienced by the individual is ’trust vs. mistrust’. The syntonic element that might result is ‘hope’, the dystonic element is ‘withdrawal’. Erikson explains ‘vs.’ as standing for ‘versus’ and ‘yet also, in the light of their complementarity, for something like â€Å"visa versa†Ã¢â‚¬â„¢. (Erikson E.H. & Erikson J. 1997, p.55). Erikson does not hold that that an individual’s resolved state should lay at the end of the continuum. ‘’The child also needs to develop some healthy mistrust, such as learning to discriminate between dangerous and safe situations’ (Bee & Boyd 2003, p.258). It is only in experiencing and understanding these opposites such as trust and mistrust that we can develop the relevant strength. At each of these age related stages, the individual is in communication and conflict with a significant psychosocial relationship. Again, for example, at the first stage, Erikson states that this relationship is with the mother. Others are s een in the following chart: Erikson’s psychosocial crisis stages (syntonic v dystonic) Freudian psycho- sexual stages life stage / relationships / issues basic virtue and second named strength (potential positive outcomes from each crisis) maladaptation / malignancy(potential negative outcome – one or the other – from unhelpful experience during each crisis) 1. Trust v Mistrust Oral infant / mother / feeding and being comforted, teething, sleeping Hope and Drive Sensory Distortion / Withdrawal 2. Autonomy v Shame & Doubt Anal toddler / parents / bodily functions, toilet training, muscular control, walking Willpower and Self-Control Impulsivity / Compulsion 3. Initiative v Guilt Phallic preschool / family / exploration and discovery, adventure and play Purpose and Direction Ruthlessness / Inhibition 4. Industry v Inferiority Latency schoolchild / school, teachers, friends, neighbourhood /achievement and accomplishment Competence and Method Narrow Virtuosity / Inertia 5. Identity v Role Confusion Puberty and Genitality adolescent / peers, groups, influences / resolving identity and direction, becoming a grown-up Fidelity and Devotion Fanaticism / Repudiation 6. Intimacy v Isolation (Genitality) young adult / lovers, friends, work connections / intimate relationships, work and social life Love and Affiliation Promiscuity / Exclusivity 7. Generativity v Stagnation n/a mid-adult / children, community / ‘giving back’, helping, contributing Care and Production Overextension / Rejectivity 8. Integrity v Despair n/a late adult / society, the world, life / meaning and purpose, life achievements Wisdom and Renunciation Presumption / Disdain http://www.businessballs.com/erik_erikson_psychosocial_theory.htm Joan Erikson, reviewing their lifecycle theory (while adding the ninth stage),  notes that the syntonic element is always mentioned first, before the dystonic. Stating that it should be noted that often ‘circumstances may place the dystonic in a more dominant position’ (Erikson E.H. & Erikson J. 1997 p. 106). She continues that old age is ‘such a circumstance’. For this reason, in her account of the ninth stage she places the dystonic first i.e. ‘Despair and Disgust vs. Integrity: Wisdom’ (Erikson E.H. & Erikson J. 1997, p.106) and recounts a revisiting of all the stages, this time with different virtues emerging (see chart below), ideally culminating in a state of ‘gerotranscendence’. Lars Tornstam defines gerotranscendence as a shift in perspective ‘from a materialistic and rational vision to a more cosmic and transcendence one, normally followed by an incre ase in life satisfaction’ (Tornstam cited Erikson E.H. & Erikson J. 1997, p.123). www.intropsych.com Erikson’s theory highlights the need to provide age appropriate activities for the students. Also, within the field of Youthreach and VTOS programmes, particular attention might be given to stimulating identity exploration in adolescents. For example, within the Fetac Personal and Interpersonal Skills Module, helping the student explore their strengths, aptitudes, learning styles, personality types and through communication with outside agencies, encourage career exploration. Early school leavers, as is evident in one South Kerry Youthreach programme, often have experienced social and educational deprivation and as such are vulnerable to unemployment, depression and the growing number of suicides are always a concern. Very often, a single parent is the sole guardian and this parent is female, as are the majority of teachers and social workers. Positive role models, with whom the young person can identify, have been shown to help in promoting health care in young people. Ã¢â‚¬Ë œLocal role models and peers can also play an important role in actively promoting projects, and have the capacity to allay fears or embarrassment that some young men might feel about getting involved’ (Richardson N, Clarke N. & Fowler C. 2013, p.111). Education centres can organise support from such positive role models. Regarding Erikson’s stage of Young Adulthood, Education Centres provide a social setting where people can meet, communicate and escape the isolation that  often results from unemployment. Adult education provides an opportunity for ‘a kind of self- generation concerned with further identity development’. (Erikson 1998 p.67) Apparent to those involved in this field is the manifestation of ‘care’ and respect that the adult has for their new learning, a virtue sadly missing from the reluctant schoolchild of their yesteryears. As retirement age is forced forward and healthcare education promises longer active lives, there is no reason why adult education should not be available to people into their nineties. What better way to synthesise integrity and despair than using ones wisdom, sharing with others while learning new things. ‘Despair expresses the feeling that time is now s hort, too short for the attempt to start another life and try out alternate roads†¦Ã¢â‚¬â„¢(Erikson 1963 cited Erikson E.H.& Erikson J.M. 1997 p.113) Adult education might just offer an ‘alternate road’. Tutors might also integrate older people in the community to come in to the centres to contribute their knowledge. Bronfenbrenner’s Ecological Systems Theory is the scientific study of the development of the individual person as they experience the bi-directional influences encountered within the various environments throughout their lifespan. ‘Intelligence and emotion’ have been named as mediators for this development and ‘identity and competence’ has been described as the ‘outcomes’. (Garbarino and Abramowitz, 1992 cited Graham A. 2013, p.32). Two types of risks to positive change are identified. These are ‘direct threats and the absence of opportunities’. (Garbarino and Abramowitz, 1992 cited Graham A. 2013, p.32). These risks can be biological or socio-cultural. There is interplay between these two sources and deficits in one source may be compensated by richness in the other. Bronfenbrenner categorised the environment ‘as a nested arrangement of structures, each contained within the next’. (Bronfenbrenner 1977, p.514 ). Adapting terminology from Brim (1975) Bronfenbrenner names these structures as microsystems, mesosystems, exosystems, macrosystems and chronosystems. Bronfenbrenners Ecological Theory of Development (http://highered.mcgrawhill.com/sites/dl/free/0073378585/660384/san78585_c03_0 72_11) A Microsystem is ‘the complex of relations between the developing person and environment in an immediate setting containing that person’ (Bronfenbrenner 1977, p.514). This includes family, friends, neighbours, school and work. The individual’s development is affected by the beliefs, attitudes, temperament and personality of the various people within these settings, but the individual, according to Bronfenbrenner, is not a ‘passive recipient’ but is ‘ someone who helps construct the settings’. (Bronfenbrenner 1977 cited Graham A. 22013, p. 33). The mesosystem ‘comprises the interrelations among major settings containing the developing person at a particular point in his or her life’. (Bronfennbrenner U.1977,p.515). The better interconnected the microsystems, the more consistent the individual’s development is likely to be. The exosystem is an influence system which contain both formal and informal structures ‘which impinge on or encompass the settings in which the developing person in found’ (Sugarman L.1993, p.11). The exosystem is an extension of the mesosystems. This refers to a collection of settings in which the individual does not directly interact but which affect him or her nonetheless. This would include the government, medical system, labour market, mass media and the neighbourhood. Macrosystems, the fourth of Bronfenbrenner’s layers of influence, involves the culture within which the individual lives ‘carried often unwittingly in the minds of the society’s members as ideology made manifest through customs and practice in everyday life’ (Bronfenbrenner U. 1977 p.515). The influence of these customs and beliefs cascade down through all the other systems. The Chronosystem was later added by Bronfenbrenner and is described as a research model that ‘makes possible examining the influence on the person’s development of changes (and continuities) over time in the environments in which the person is living’ (Bronfenbrenner U. 1986a p.724). These changes are sociohistorical and are considered as occurring within the individual and also within the environment. Changes can be ‘normative’ (school, new relationships, getting a job, giving birth) or ‘non-normative’ (divorce, illness, death). In the further education setting, Bronfenbrenner’s theory is useful in  implying the benefits of helping offset risks that may apply to the student, such un-nurturing home environment, poor interpersonal relationships, violence and the absence of opportunities experienced such as lack of education to date, limited skills, poor job opportunities and lack of self- awareness. Creating experiences where the students can develop intellectually and emotionally through the academic programme as well as teamwork, outings, reflective practice and empathy building. Bronfenbrenner stresses the value of the interconnectedness of the microsystems. Within a South Kerry Youthreach programme there is typically very poor connectedness between the education centre, the families and the communities. Open days often have few or no parents attending with perhaps just a few professionals such as guards, social workers and other education officers turning up to appreciate the work on display. Also anecdotal evidence shows very poor awareness of the programme in the community. This centre is working hard at increasing community awareness and mutual rapport by involving students in local charity events, community art exhibitions and development of a work experience programme. Many second chance education students are angry and aware that they have in some way been failed by structures such as government, medical system, labour market, media and the neighbourhood. Awareness of the ‘systems’ can be poor and many adult students lack the confidence and basic literacy skills to investigate and negotiate these systems. ‘The â€Å"dialogue man† is critical and knows that although it is within the power of men to create and transform in a concrete situation of alienation men may be impaired in the use of that power’ (Friere P. 1975 p.63). Modules such as Communications, SPHE, Personal Effectiveness and Personal and Interpersonal Skills should perhaps be regarded as a means of increasing this sense of efficacy and knowledge of the â €˜exosystem’. Also inviting people who hold power within these systems to come in to centres to talk to the students may help break down barriers and increase awareness. Cultural influences affect how we think, feel and act. In one South Kerry Youthreach centre unconscious belief systems are apparent in casual racist comments and career aspirations (childcare and hairdressing for girls, construction and mechanics for boys) or in some cases, no aspirations of employment at all in keeping with family history. A more privileged young person might perceive good group participation as a positive aspiration.  However, in one South Kerry Youthreach programme it is reported that during initial interviews, prospective students, when asked how they might ‘get on’ in a group situation tend to perceive this question as ‘are you a trouble-maker?’ and answer that they intend to ignore everyone in the group and just mind their own business believing this to be the ‘correct’ answer. The work of educators here might entail helping to create positive group experience and also help to open doors that might enrich the individualà ¢â‚¬â„¢s life, create an atmosphere of curiosity and questioning of beliefs, values and culture and introduce positive and varied role models. Overtime, many changes effect the development of the individual. This time factor may be within a lifetime, or spanning decades. Often it is a non-normative change such as marital breakdown, redundancy or recovery from illness that forces a re-evaluation and brings a person back to education. Helping the individual cope with change by creating opportunities for new identities and competencies is the work required here. Erikson and Bronfenbrenner, both psychologists, have examined the development of the individual over their lifespan. Although Erickson organises his theory in terms of age related stages, and Bronfenbrenner in systems, neither theorist attempts to explain change and development in terms of age only. All life stage theorists look at the processes that bring about these changes and as Sugarman points out ‘’What we can say about change is determined by our research design – that is, what we choose to measure, how and why’. (Sugarman L. 1986, p.13). Erikson’s research design studies intrapersonal changes in the individual and explains that these changes occur within particular chronological age groupings, within particular social settings as a result of the resolution of tensions experienced. However, Bronfenbrenner on the other hand takes a wider socio-cultural view and has researched the changes occurring in the individual within the many ‘settin gs’, within the many systems in which the individual interacts. He categorised the environment as as consisting of ‘interrelated and nested structures’ (Jordan A., Carlisle O., & Stack A, 2008, p.82). Unlike Erikson, Bonfenbrenner has been criticised for paying too little attention to biological and cognitive factors although he expanded his theory to a bioecological theory later on. Erikson represents the individual’s  development as ‘ordered’ and linear whereas Bronfenbrenner’s perspective is one of ‘random’ and multidirectional development. It would, however, be unfair to suggest that Erikson did not take account of the various social and cultural influences that Bronfenbrenner focused on, hence his ‘Psychosocial Theory’ . Joan Erikson states that her husband always held that ‘the individual and society are intricately woven’ (Erikson E.H. & Erikson J, 1997, p.114). He attributes psychosocial manifestations to each of his stages and also describes the processes and experiences of the ‘soma’, the ‘psyche’ and the ‘ethos’. (Erikson E.H. & Erikson J, 1997, p.25). However, he has not ‘explicated this aspect of his theory as fully as he did the stages of individual development’. (Sugarman L. 1986 p.84). Erikson defines these social influences quite precisely as the individual’s ‘radius of significant relations’ whereas Bronfenbrenners theory allows for a more individually tailored, contextual approach. Both Erikson and Bronfenbrenner were active into their eightieth decade and remained engaged in critical reflection of their work. Erikson worked on the blueprint for his ninth stage and in 1994, Uri Bronfenbrenner renamed his theory â€Å"bioecological systems theory† to emphasize that a ‘child’s own biology is a primary environment fuelling her developmentâ₠¬â„¢(http://www.cmskids.com/providers/early_steps/training/documents/bronfenbrenners_ecological.pdf.) While Erikson’s writing is artistic and literary, Bronfenbrenner’s is scientific and at times political. Bronfenbrenner advocated experimentation in a ‘real’ setting as opposed to the traditional laboratory approach, although he did not dispense with the latter as being of use and alludes to ‘the as yet unexploited power of the laboratory as an ecological contrast’. (Bronfenbrenner 1977, p.514) At the centre of both these theories is the individual. These are not opposing theories but two perspectives in search of a similar understanding. Bronfenbrenner himself make this clear ‘A variety of approaches are needed if we are to make progress toward the ultimate goal of understanding human development in context’ (Bronfenbrenner 1977 p.529). Bibliography Bee H., & Boyd D. ( 2003). The Developing Child, 10th ed. Boston: Allyn & Bacon. Bronfenbrenner U. (1977). Toward an Experimental Ecology of Human Development [Electronic version]. American Psychologist, 32, 513-531. Bronfenbrenner U. (1986). Ecology of the Family as a Context for Human Development: Research Perspectives {Electronic version]. Developmental Psychology, 22, 723-742. Erikson E.H. (1950). Childhood and Society. Middlesex: Penguin Books Ltd. Erikson E.H., & Erikson J.M. (1997). The Life Cycle Completed, extended version. New York: W.W. Norton and Company, Inc. Friere P. (1975). Pedagogy of the Oppressed. Middlesex: Penguin Books Ltd. Graham A. (2012). Psychology of Adult Learning, WIT, 26th March, 2012, Tralee Jordan A., Carlile O., & Stack A. (2008). Approaches to Learning: a Guide for Teachers. Berkshire: Open University Press. Richardson N., Clarke N., & Fowler C. (2013). A Report on the All-Ireland Young Men and Suicide Project. Ireland: Men’s Health Forum in Ireland. Sugarman L. (1986). Life-Span Development: Concepts, Theories and Interventions. London: Routledge. Tennant M. (1997). Psychology & Adult Learning. London: Routledge. Module: Psychology of Adult Learning Level 6 Title: Compare and contrast Erikson’s eight stages of psychosocial development with Bronfenbrenner’s Ecological model of Development

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Language Is Culture - Essay Example In the modern world, it is a fact that languages of European origin, such as French, English, Spanish, and Portuguese, are the most dominant with people from many countries speaking them, despite their not being their native tongues. It is because of this dominance in language that western culture has also gained dominance in the globe and as a result, there has developed an erosion of other cultures and their achievements. It is through language that human beings can be able to give voice to their achievements but this has not been the case, especially in the African perspective. When I read Diop’s book, I came to the conclusion that despite the fact that modern civilization has its origins among the ancient African nations, this claim to greatness has come to be marred by the dominance of languages of European origin. As a result of the dominance of their language, people of western origin are able to give voice to the achievements of their race to the detriment of the achie vements of others. That is the reason why I have come to subscribe to the statement made by Malcolm X in his autobiography that he had, â€Å"†¦no mercy or compassion in me for a society that will crush people, and then penalize them for not being able to stand up under the weight† (Malcolm and Haley, 2007). I have come to find that among the biggest concerns in many countries today is the fact that their future generations are going to be so much influenced by the western culture that they will no longer place any value on their own. Among the reasons for this has been the increasing preference of the younger generations to speak western languages over their local languages; a circumstance that many individuals in these feel will have implications on their people and culture. One would argue that if the study of local languages would be made compulsory in schools, many individuals, especially in the nonwestern parts of the world

Black Family Reunions in the Cincinnati Region Research Paper

Black Family Reunions in the Cincinnati Region - Research Paper Example Black Americans also use family reunions as venues to memorize their coming to America and their lives as slaves of America. Family reunions also provide avenues where certain individuals in the Black America communities can search for lost relatives and sometimes trace their roots. Family reunions among the Black community in America take place at varying periods of the year. Some family reunions in the views of Smith commences on Christmas day, while others happen on 4th of July (487). The Most important fact about family reunions is that they occur every year. According to Smith, the most historic family reunion in America was the 1986 National Family Reunion Celebrations held at the National Mall in Washington DC (486). The Black Family Reunion of 1986 focused on restoring the liveliness of Family Reunions in the US. The National Family Reunion of 1986 attracted various individuals among them government agencies, private and public institutions, corporations and families from different ethnic aspects. According to Vargus, reunions great celebrations, Black family reunions take place at an annual basis and takes two to three days of busy celebration. In the reports of Ebony, African American families institute regular meetings of 50 to 350 attendants usually tabled at hotels and tourism centers. Black family reunions are simply unity congregations intended to bring together sparse and related families. Black family reunions are occasions for consolation and reconciliation of fractured families that faced the broth of slavery in America. In addition, Black family reunions in Cincinnati are avenues for making and strengthening peace and friendship, which are the core components of unity.  

Financial Instruments Case Study Example | Topics and Well Written Essays - 250 words

Financial Instruments - Case Study Example For instance, debt financing bears high financial risk due to high leveraging of the company and this may lead to legal action and bankruptcy proceedings in case of default on interest payment (Henderson, Peirson & Harris, 2003). The company should consider the risk of losing control since convertible notes providers may request for directorship position in order to protect their interests in the firm. The best source is cumulative preference shares since dividends will be paid when the company finally makes profits (Henderson, Peirson & Harris, 2003). The company should also consider the flexibility and availability of the source of finance. For example, it is easy to issue redeemable preference shares since it is readily available and can be redeemed in the future. The company should also consider the tax implications of the source of finance. For instance, debt payments are tax deductable and thus it should use debt financing when the tax rate is high in order to protect the company income from the high taxes (Henderson, Peirson & Harris, 2003). The company should also consider the growth rate of the firm. For instance, the company should use debt financing during high growth cycles since the high revenues will offset the interest payments (Henderson, Peirson & Harris,

Curriculum revision Essay Example for Free

Curriculum revision Essay It is no news that many improvements have taken place in the educational system of the country over the last two decades. Many scientific discoveries have become available as tools to hasten acquisition of productive education that would be useful in contributing effectively to the development of the nation. Arts and science have evolved newer and bigger methods of communication vital for excellent teacher-student relations. Indeed, all forms and work s of life have undergone serious transformations that have made life more compatible with the Earth. Therefore, it would obviously be a futile effort to remain dogmatic and still stick to old school curriculum. Some of the contents of the curriculum are moribund and are inconsistent with the speed of technological advancement. These would not produce 21st century students that can compete favorably with their colleagues from other schools in the Country. As the world progresses, the curriculum must be revised and improved. This need for revision can not be overemphasized as it can be seen in the speed of revisions of many books. Editions change rapidly ever year incorporating new writing skirls that make referencing less burdensome; these also feature printing developments in the form of schema builders like colored pictures, radiological tools, digital and laser printing. All these make reading more pleasurable and books more alluring to the eyes. It is important to emphasize the major that actually need such revision: writing skills have to advance tremendously. Better syntax need be incorporated: this is intended to accommodate new rules of concord. With this, the knowledge of grammar of students is significantly century-compliant. Simple English would convey the information better. Styles of writing such as the APA American Psychological Association, MLA [Modern Language Association] and other referencing styles such as Harvard, Oxford or Chicago should be integrated in the revision. These are indeed indispensable as they ease reading, make references more accessible, and promote further study on the subject of concern. These also encourage the learning of the language, in relation to other fields on interest. The singular most important tool that upholds education in this age is Technology. It is just inevitable for productive and responsive training in any field. The use of Audiovisual aids for teaching and learning, information transfer through such facilities as the Internet shrinks the world to a global village. Thus, the teacher-student distance has reduced drastically. This access as made education livelier and closer than it used to be in the old days. Better printing gadgets have also added glamour to written materials. The use of Slide shows with PowerPoint and other computer application packages have aid knowledge and research. These are extraordinary and highly welcomed. Incorporations of these into the curriculum can not be overemphasized. Teachers would be better equipped to discharge their duties and students would be more receptive to teaching. Really, It is only a fool who trek one thousand miles barefooted to deliver an urgent mail when he has been offered a car for the same trip.

Kant And Mill A Comparison Of Ethical Theories Philosophy Essay

Kant And Mill A Comparison Of Ethical Theories Philosophy Essay John Mills Utilitarianism and Immanuel Kants Fundamental Principle of the Metaphysic of Morality present the two philosophers divergent views on the field of moral philosophy. Mills Utilitarianism is a more refined ethical theory compared to Kants breakdown of the metaphysics and its use in proving what is right and what is wrong. Kant employs his corroboration of the subsistence of metaphysics as a discipline in his ethical philosophy. à ¢Ã¢â€š ¬Ã‚ ¦if a law is to have moral force, i.e., to be the basis of an obligation, it must carry with it absolute necessity. (Kant preface). This dictum forms the base for Kants ethical theory. Mill disputes Kants assertion that our moral force must be driven by an obligation. Instead, Mill argues that humans are driven by a desire to be happy. Immanuel Kant utilized practical reasoning in his moral theory and suggests that there exists only one moral obligation; categorical imperative. He states, Act only on that maxim whereby thou canst at the same time will that it should become a universal law (Kant second section). This obligation is derived from the notion of duty, and describes the categorical imperatives as the demands of moral decree, and further emphasizes that an individuals behavior ought to live up to the moral laws. These categorical imperatives should be the constitution governing all men; they should be the principles of human life. Kant argues that all ethical duties inherently expected of humans stem from these categorical imperatives, and it systematically follows that human obligations are put to the test. He goes on to state that employing these imperatives, an individual regarded as rational could be able to achieve specific ends using certain means. Kants categorical imperative forms the basis of the deontological ethics. The fundamental principle of the metaphysics of morals postulates that moral law is a base or foundation of reason in itself and it does not have to be influenced by other contingent factors. The biggest flaw of Kants moral theory is that it fails to mention the role of human desire in the choices individuals make. Kant theory succeeds only in highlighting moral versus immoral human actions, and specifically makes it easier in making choices that exclusively involves evil versus good. It does not provide insight into what an individual should do in case he or she is faced by two evils, a nd he or she has to make a choice between the two. For instance, what does one do when faced with the exclusive choices of either lying or killing? Mills ethical theory offers an insight. Mills utilitarian ethical theory provides a rule that illuminates this quandary. Utilitarian theory supports Machiavellis the end justifies the means; according to the utilitarian opinion, the end of human action, is necessarily also the standard of morality (Mill ch II). The greatest happiness principle proposes that humans should inherently choose the option that gives them the most happiness. Mill constructs a world where the happiness of humans is judged. Mill believes that the best happiness is achieved when everyone is happy; the absence of suffering and pain. He believes that true happiness must be moral or intellectual in nature. Physical happiness does not qualify as true happiness. Happiness is greater than feeling of contentment. Mill talks of different forms of happiness, high and low happiness. When an individual experiences both forms of happiness, he or she develops a preference of one over the other. Mill opines that simple pleasures are preferred by individuals who have not experienced greater ones. Nevertheless, he still holds that higher pleasures are really valued. Because happiness predetermines human desires, it is only logical that our actions are determined by will; will to be happy. Mill however posits that the realization of human desire can at times be subjective to the will of an individual or an individuals habit. Mills utilitarian therefore covers more on human motives as compared to mere indulgence. Every intrinsic human desire is a derivative of elementary human desires to be happy or achieve gratification. Sometimes the pursuit of basic human pleasures may result in pain as a result of sacrifices humans consciously or subliminally make. Such sacrifices for the sake of happiness in the en d are fully justified. A significant difference between Mill and Kant, based on the two writings, is the gradation of ethics. Under Kants metaphysics of science, an individual can be regarded as morally upright while still being selfish. Under Mills utilitarian, an individual cannot be morally right if he or she is selfish since Mills ethical theory requires humans to extend happiness to others. All honour to those who can abnegate for themselves the personal enjoyment of life, when by such renunciation they contribute worthily to increase the amount of happiness in the world (Mill ch II). Kant negates the utilitarian idea by stating that there exists a divergence between desires and ethics and that contemplations of human rights temper estimations of cumulative utility. Kant holds that everything in existence possesses a price or a dignity. He adds that whatever possesses a price can be easily replaced by something else of the similar value as it, but whatever has a dignity can never be replaced. Both philosophers have deep thought on the issue of morality. Mill has his thoughts based on utilitarian grounds, which is an elaborate system that revolves around happiness of people. It hypothesizes that an individual ought to act in a way that ensures the happiness of those around them. Kant has his philosophy of giving morality a good versus bad angle. He, on the other hand, hypothesizes that reasoning and human nature should be the determinants of morality and not human desires. Morality is the root of human interaction and without it, humans would not discern right from wrong. Morality is very important but between the two philosophers John Mill offers an upgraded version of ethical philosophy that is more elaborate and practical.

Ray Bradbury :: essays research papers

Ray Bradbury has written over more then five hundred published works and continues to keep writing. He is known as one of the best science fiction novelists and has won many awards and accommodations for it. After publishing his adult novel Fahrenheit 451, it was soon considered one of his best works. There is a question to be asked, Where does he get his inspiration and imagination to write wild stories of great fantasy? He stated that "When people ask me where I get my imagination, I simply lament, God, here and there, makes madness a calling" (Bradbury I). 	American novelist, short-story writer, essayist, playwright, screenwriter, and poet. Ray Bradbury was born in Waukegan, Illinois on August 22, 1920, the third son of Leonard Spaulding Bradbury and Esther Marie Moberg Bradbury. In the fall of 1926 Ray Bradbury's family moved from Waukegan, Illinois to Tucson, Arizona, only to return to Waukegan again in May 1927. By 1931 he began writing his own stories on butcher paper. His childhood was very important to him because it was a constant source of intense sensations, feelings, and images that generate great stories. As a child he was first inspired by seeing "The Hunchback of Notre Dame". "His childhood was that of a pleasant memory of a half-forgotten dream" (Person I). In 1932, after his father was laid off his job as a electrical lineman, the Bradbury family again moved to Tucson and again returned to Waukegan the following year. In 1934 the Bradbury family moved to Los Angeles, California. Bradbury graduated from a Los Angeles High School in 1938. His formal education ended there, but he furthered it by himself -- at night in the library and by day at his typewriter. He sold newspapers on Los Angeles street corners from 1938 to 1942. Bradbury's first story publication was "Hollerbochen's Dilemma," printed in 1938 in Imagination!, an amateur fan magazine. In 1939, 11Bradbury published four issues of "Futuria Fantasia", his own fan magazine, contributing much of the published material himself. Bradbury's first paid publication was "Pendulum" in 1941 to"Super Science Stories." In 1942 Bradbury wrote "The Lake," the story in which he discovered his distinctive writing style. By 1943 he had given up his job selling newspapers and began writing full-time, contributing numerous short stories to magazines such as "Black Mask", "Amazing Stories" and "Weird Tales." In 1945 his short story "The B ig Black and White Game" was selected for Best American Short Stories.

Lao Yzu :: essays research papers

Lao Tzsu â€Å"Tao Te Ching† Discussion Questions 1. What is the most valuable way to live? Discuss the two examples of this idea.   Ã‚  Ã‚  Ã‚  Ã‚  The most valuable way to live is to live passively. An example of this idea includes being able to ride roughshod over the hardest in the world means one can lasts longer in this competitive world by being passive. And only a few in the world means that not too many realize the way of life is to live passively. 2. Discuss the first three questions in this poem. What is â€Å"that’ in line 7?   Ã‚  Ã‚  Ã‚  Ã‚  The first three questions in this poem asks the reader to reflect. That in line 7 can mean the word because. That can also represent the many complexities in life due to value. 3. What is contentment according to this poet? Of what value is this state of mind?   Ã‚  Ã‚  Ã‚  Ã‚  According to this poet contentment comes but not holding grudge because it states that excessive meanness is sure to lead to great expense. It tells one to let go because being angry and having things bottled up can only hurt oneself. 4. â€Å"Highest good† or â€Å"the way† indicates a state of perfection in life. What does this poem recommend as a way to approach life?   Ã‚  Ã‚  Ã‚  Ã‚  The poem recommends one to approach life like water because water is an indispensable element that has no conflict in any positions. It is able to adapt and go in area and position that is ideal. 5. What is the author’s point about materialism and excesses? What is his recommendation to the reader about the way to live?   Ã‚  Ã‚  Ã‚  Ã‚  One of the author’s point about materialism and excesses is not to be greedy. There is no point to be greedy because one can loses as much as it makes and no one can use possess of its wealth after death. The key is to have just enough because wealth can create problem. His recommendation to life is do what you have to do. 6. What paradox is presented in this poem?   Ã‚  Ã‚  Ã‚  Ã‚  The paradox presented in tis poem is that a seemingly weak object water can be as strong as anything. The weak can overcomes the strong and the submissive can overcomes the hard. 7. Which personal qualities are valuable in rulers, according to the poet?   Ã‚  Ã‚  Ã‚  Ã‚  According to the poet valuable qualities in rulers should be the ability to admit and held responsible for the wrongs done in its empire.

me :: essays research papers

West Africa was soon to be convulsed by the arrival of Europeans and become the advent of the transatlantic slave trade. Ships from Europe, bound for America, appeared on the horizon, and their captains and sailors-carrying muskets, swords, and shackles-landed on the coast, walked up the beach in their strange clothes, looked around, and demanded slaves. A horrific chapter in history had begun, and neither Africa nor America would be the same again. Approximately ten million Africans were brought across the seas to the Americas to be manipulated into slavery. It became apparent that these African men, women and children were meant to generate money. They were meant to work harsh labor, yet they were no longer meant to have a voice. A few Americans took the time to appreciate the hard work performed by the slaves; however, appreciation is a short step in the long road to equality. It was not until the late 19th century that America began to repair the damages done by this immoral trading of human beings. Once the slaves were â€Å"freed† after the Emancipation Proclamation in 1863, it did not do much to end the oppression and prejudice against their race. Their freedom did not give them a heart; it did not prove they had soul. This is where their music becomes significant, and this is Blues music. Throughout their music, it took much less time for the black race to prove that they were not unlike the rest of humanity; in f act, they did have a voice, and a haunting one. Once Blues music was not only recognized, but also comprehended, admired and imitated, it opened the gates of immigration, and the nation to this day has matured in its ability to see gray. Included in the mass of faceless slaves, the boats entrapped and migrated a large number of griots. A griot was an African version of the European wandering minstrel. They spent their lives traveling from village to village, playing the role of a musician, storyteller and wise man. They typically carried an instrument similar to a guitar or banjo. However, due to their rapid change in environment, they could no longer sing the songs that they used to sing in their old villages; they invented new songs. The griots invented new songs that addressed their new and terrifying circumstances. Songs about being chained on the ships below deck like animals, about those who did not survive the brutal crossing to New World, and about the homes they would never see again.

Nonverbal Essay

223 S. 2nd Street Sunbury, Pa. 17801 The date TITLE OF YOUR ESSAY On February 24, 2010 my supervisor, Roy Love and I had a 45 minute Meeting concerning a few of the problems, which I feel was a bad Reflection of our ability to perform what was required of us at Congra. I felt the problem of fellow co-worker taking too much Time off, which was putting too much burden on the rest of the Of my co -workers. We also discussed the problem of a fellow Co-worker Performing the duties require in his task assignment. Mr. Love and I We have worked together for about 1 year. I felt I knew him well enough to Know he was a fair man and did his job in a profession standard. When Mr. Love and I was talking I got myself not making direct Eye contact, while I was constantly rocking back and forward. I feel uncomfortable about talking about fellow co-workers I feel it wrong to talk behind the backs of my fellow workers. During our meeting I felt my tone of voice I felt my toner of voice getting louder when I was upset. Considering the meeting I Should not felt this way because it better to get your opinions Out in the open, so things ca gets resolved. When things go Unresolved there becomes a lack of communication, which Causes a lot angry displayed to the other co-worker. Then The company which contacted to perform this service in their Plant feels maybe they made a mistake hiring his cleaning This cleaning crew because they were living up to Conga’s standards. During the course of the meeting we ask matt to joint in the In this meeting. Mr. Love explains to him why he was asking to join the meeting. Mr. Love Explain the problem I was having with his absenteeism and his poor Job performs. I felt uncomfortable in talking with Matt because he Was a young man who did not take critizing lightly? He showed His angry in the way he stood and his express on his face. After the Meeting he did not talk to me the rest of the night. I discovered that I had a least 3 bad nonverbal listening habit, This needed a great deal of improvement. I need to learn a lot Move how to improve my eye contact skills. My posture needs a Great deal of improvement and try to go into a meeting with a Calmer altitude and I need to learn that he only my supervisor And he will not judge me for my opionions. When there is a problem Not be afraid to talk to him one on one. He appreciate my open and Honest concerning these problems and hope to get them resolved Quickly. My reaction to what I have learn during this meeting was I Need to stop and think before I enter a meeting in the way I Approach the person I am going to talk with and that what your Body language, gestures, eye contact and tone of voice is what The listener sees first of all. I feel I have a better understanding What other see and I plan to improve that in the future..

DBQ Andrew Jackson Essay

Andrew Jackson was a man of the people because he was once a part of the people. Before he was elected into office, he was a man who had lived a tough childhood but learned to manage and move forward to become a successful prosecutor and eventually a well known general. A man who has lived through a life filled with challenges knows what is best for his people and knows what they want. He wanted the people to be a part of the government. He wanted them to have a voice, which is why he believed in democracy but the way that he acted throughout his political career was not democratic at all. Andrew Jackson accomplished to changed many things in the government without the people’s vote. He had a part in the spoils system and he made decisions for groups of people that were completely unfair. Andrew Jackson was not a big fan of how the government was previously ranned. There was always something that he wanted to change. One of the things he changed were the rotation of the government officials in office. Of course he kept in mind that the people should be able to control all offices in congress so he proposed a constitutional amendment. He was changing the time period elected officials should remain in office. Not only did he change it for everyone else but he also wanted to changed it for himself. (Document D).

Romantic Elements in Frankenstein and the Fall of the House of Usher

Mary Shelley’s novel, Frankenstein, and Edgar Allan Poe’s short story, The Fall of the House of Usher, although published in different periods, on different continents, have in common many of the main ideas that stood behind the literary movement of Romanticism (the sublime, the Romantic hero, imagination, isolation), combined with elements of the Gothic (the mysterious and remote setting dominated by a gloomy atmosphere, death, sin, pain, exotic elements, supernatural). One of the main elements that is integrated into the Romantic movement is the sublime. In his A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful , Edmund Burke defined the sublime as â€Å"Whatever is fitted in any sort to excite the ideas of pain and danger, that is to say, whatever is in any sort terrible, or is conversant about terrible objects, or operates in a manner analogous to terror, is a source of the sublime; that is, it is productive of the strongest emotion which the mind is capable of feeling. In Burke’s view, the typical qualities that characterize a sublime landscape are vastness of dimensions (especially in contrast with the limitations of the human body and mind), obscurity (that blurs the definition of boundaries), deep darkness or intense light. Through the impact that magnificent landscapes and violent storms produce, and in the midst of the terrors that nature creates, the characters experience the sublime, are overflown wi th dread, fear and a sense of astonishment, which eventually allows them to sense the divine. In Frankenstein, nature is a very powerful entity that can soothe and punish; this duality is especially obvious in the connection between Victor and nature that Shelly cultivates throughout the novel. More often than not, Victor takes sustenance from nature, which provides him with what could be described as personal therapy when he is subjected to stress or torment. When he falls ill, it is not the constant care and attention of his closest friends that ensure his recovery, but the beneficial influence of the fresh ir that he breathes: â€Å"We passed a fortnight in these perambulations: my health and spirits had long been restored, and they gained additional strength from the salubrious air I breathed, the natural incidents of our progress . . . I became the same happy creature who, a few years ago, loved and beloved by all, had no sorrow or care. When happy, inanimate nature had the power of bestowing on me the most delightful sensations. A serene sky and verdant fields filled m e with ecstasy. â€Å" After his brother William is brutally murdered by the Creature, Victor falls into a deep state of despair, unable to find solace in the company of the rest of his family, or his best friend Henry. Once again, it is nature that heals him and allows him to maintain his sanity:  «I remained two days at Lausanne, in this painful state of mind. I contemplated the lake: the waters were placid; all around was calm, and the snowy mountains, â€Å"the palaces of nature,† were not changed. By degrees the calm and heavenly scene restored me, and I continued my journey towards Geneva. The road ran by the side of the lake, which became narrower as I approached my native town. I discovered more distinctly the black sides of Jura, and the bright summit of Mont Blanc. I wept like a child: â€Å"Dear mountains! My own beautiful lake! How do you welcome your wanderer? Your summits are clear; the sky and lake are blue and placid. Is this to prognosticate peace or to mock at my unhappiness? †  » Aside from providing Victor with restoration and happiness when needed, nature prove to also be an omnipotent force of foreshadowing. The lightning shredding the tree in front of Victor’s eyes is a warning that his endeavors will ultimately bring destruction. When he is notified about William’s death, nature reflects his feelings of despair and suggests dark prospects of the future: â€Å"Night also closed around; and when I could hardly see the dark mountains, I felt still more gloomily. The picture appeared a vast and dim scene of evil, and I foresaw obscurely that I was destined to become the most wretched of human beings. The night that Victor gives life to his creations is â€Å"a dreary night of November†, with rain patting â€Å"dismally against the panes†. This is similar with the gloomy nature described at the beginning of The Fall of the House of Usher, where the imminent destruction of this ancient family is foreshadowed by the atmosphere of melancholy and decay and the eerie semblance of the house, covered by minute fungi and weakened by the fissure that extends from the roo f to the foundations: During the whole of a dull, dark, and soundless day in the autumn of the year, when the clouds hung oppressively low in the heavens, I had been passing alone, on horseback, through a singularly dreary tract of country; and at length found myself, as the shades of evening drew on, within view of the melancholy House of Usher. † Poe’s description of the unearthly storm that takes place on the dreadful night that brings the ultimate destruction to the ancient House of Usher is strikingly similar with the ones described in Frankestein: It was, indeed, a tempestuous yet sternly beautiful night, and one wildly singular in its terror and its beauty. A whirlwind had apparently collected its force in our vicinity; for there were frequent and violent alterations in the direction of the wind; and the exceeding density of the clouds (which hung so low as to press upon the turrets of the house) did not prevent our perceiving the life-like velocity with which they flew careering from all points against each other, without passing away into the distance. † Although both works present an overwhelmingly powerful nature, that can foreshadow future events, the nature in The Fall of the House of Usher lacks the vast landscapes that are often depicted in Frankenstein; the prevailing feeling that dominates Poe’s story is confinement, narrowness to the point of claustrophobia: the Usher estate is shut off from light and the initial description of the house, reflected by the tarn which is in turn mirrored by the windows creates the illusion of an enclosed space, from which escape is almost impossible. The house eventually becomes the tomb of Roderick and Madeline, collapsing onto itself and sinking into the reflecting pool. Supernatural, supported by the dark themes that are prevailing in both literary works, plays an important part in the plot development, both authors dwelling on the blurred boundary between the living and the dead, with an emphasis on the mysteries of life and the mysteries of existence. In Poe’s story, Madeline’s condition causing her to fall into a coma-like state that will lead to her being buried alive is highly unbelievable, especially in combination with the account of her incredible escape from the vault, which is presented in parallel with the plot of The Mad Trist. In addition to this, the destruction of the house in the storm on the night Madeline returns to the living only to be crushed together with her brother, thus ending the Usher bloodline is just as unrealistic, yet with a great artistic effect on the reader. As if in the superhuman energy of his utterance there had been found the potency of a spell — the huge antique panels to which the speaker pointed, threw slowly back, upon the instant, their ponderous and ebony jaws. It was the work of the rushing gust — but then without those doors there DID stand the lofty and enshrouded figure of the lady Madeline of Usher. There was blood upon her every portion of her emaciated frame. For a moment she remained trembling and reeling to and from upon the threshold, then, with a low moaning cry, fell heavily inward upon the person of her brother, and in her violent and now final death-agonies, bore him to the floor a corpse, and a victim to the terrors he had anticipated. † In Frankenstein, the major supernatural event (the creation of new life) is disguised under the appearance of a scientific experiment: Frankenstein manipulates nature in a bizarre and outlandish way, he uses electricity to animate a corpse composed of body parts collected from different cadavers. The result of his work is a creature so grotesque and uncanny, that it makes him run in fear and hide in his chamber: â€Å"How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavoured to form? His limbs were in proportion, and I had selected his features as beautiful. Beautiful! Great God! His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same colour as the dun-white sockets in which they were set, his shrivelled complexion and straight black lips. The characters in both Frankenstein and The Fall of the House of Usher are deeply Romantic characters, with a strong propensity towards the Gothic. Roderick Usher is a strange figure, excessively reserved and somewhat mysterious, he lives isolated in a decrepit, dark and scary house. His physical appearance is quite shocking to the outside visitor, he looks dead even though he is still alive: A cadaverousness of complexion; an eye large, liquid, and luminous beyond comparison; lips somewhat thin and very pallid, but of a s urpassingly beautiful curve; a nose of a delicate Hebrew model, but with a breadth of nostril unusual in similar formations; a finely moulded chin, speaking, in its want of prominence, of a want of moral energy; hair of a a more than web-like softness and tenuity; these features, with an inordinate expansion above the regions of the temple, made up altogether a countenance not easily to be forgotten. † He suffers from a mysterious â€Å"nervous affection†, with bizarre symptoms (his senses are incredibly heightened, he can only bear to wear certain types of fabric, he cannot stand light or the smell of flowers, and all music, with the exception of some stringed instruments inspire him with horror). He often oscillates between vivacity and sullenness, between reason and incoherence, between amazement and dread. Roderick’s interests lie within the field of Arts, he is skilled at music and at painting, and the narrator compares him with a real artist, Fuseli, stating that â€Å"If ever mortal painted an idea, that mortal was Roderick Usher†. Roderick’s artistic creations reflect his state of mind, his obsession with death, the one painting of his that is described by the narrator is that of a tomb, â€Å"an immense long and rectangular vault or tunnel†, while one of the songs he plays at his guitar is The Haunted Palace. Roderick shows signs of other intellectual pursuits, he develops the idea of sentience of all vegetables and even inanimate things, like â€Å"the gray stones of the home of his forefathers†, giving as proof of their sentience â€Å"the gradual yet certain condensation of an atmosphere of their own about the waters and the walls†. Unlike Roderick, who is portrayed as an artist, Victor Frankenstein is depicted as a scientist. He is animated with a â€Å"thirst for knowledge†, a passionate desire to learn the secrets of heaven and earth; however, these feelings, noble at first are distorted into a morbid obsession, a dark hope of becoming god-like, of being liberated of earthly law and limitations, obsession that will ultimately lead to his demise. In his quest to discover the â€Å"principle of life†, Victor undergoes the study of its inevitable counterpart, death, and immerses himself in midnight labors, pillaging cemeteries and charnel houses and torturing living creatures. His ambition to create new life affects his entire being in such a way, that he undergoes intense emotional and mental changes, and manages to transcend the limited condition of an ordinary mortal, achieving a status similar to that of Dr. Faustus: â€Å"After days and nights of incredible labour and fatigue, I succeeded in discovering the cause of generation and life; nay, more, I became myself capable of bestowing animation upon lifeless matter. (†¦)No one can conceive the variety of feelings which bore me onwards, like a hurricane, in the first enthusiasm of success. Life and death appeared to me ideal bounds, which I should first break through, and pour a torrent of light into our dark world. A new species would bless me as its creator and source (†¦) I pursued nature to her hiding-places. Who shall conceive the horrors of my secret toil as I dabbled among the unhallowed damps of the grave or tortured the living animal to animate the lifeless clay? † Although not typical, the Creature is also a Romantic figure, a troubled soul forced into self-isolation, that strives to overcome his own limitations and possesses surprising depth and sensitivity. He has a dual nature, both inherently good and capable of evil, and is compared to both Adam (the creature that has been forsaken by his creator) and Satan (the fallen angel turned deviant in the absence of his god, capable of unspeakable acts of cruelty). He is torn between compassion and vengefulness, between the desire to be integrated into human society and the desire to destroy humans for rejecting and shunning him based on his grotesque appearance. He proves his benevolence when he saves a little girl from drowning and when he helps the De Laceys by providing them with firewood, but he is also a â€Å"wretched† creature that lets himself overtaken by the thirst for revenge and kills all the members of Victor’s family, including his best friend, Henry Clerval. The destinies of creator and creation are inextricably connected, they are viewed as doubles of each other: they both suffer from an impenetrable solitude, feeling like a â€Å"miserable wretch† unfit for human society, they both continually oscillate between good and evil, between elation and despair. Their identities are intricately intermingled, at one point the creature calls Victor his slave, reminding him that :†You are my creator, but I am your master†. Moreover, the reader is not able to discern who the real monster is between these two characters: Frankenstein, that out of purely selfish reasons brings the Creature into this world and abandons it, refusing to assume any type of responsibility for his actions, or the abominably-looking creature that succumbs to the dark dimension of his spirit and seeks to achieve revenge for his sufferings, thus destroying many innocent lives in the process. The same motif of the double (Doppelganger) can be found in Poe’s story, where there is a strong connection between Roderick and Madeline Usher, the last descendents of the Usher clan, the twins that mirror each other as Poe places an emphasis on the â€Å"striking similitude between brother and sister†¦Ã¢â‚¬ . The siblings share an inexplicable state of illness, they are both affected by a malady for which no remedy has been found: In the manner of my friend I was at once struck with an incoherence — an inconsistency; and I soon found this to arise from a series of feeble and futile struggles to overcome an habitual trepidancy — an excessive nervous agitation. (†¦)It was, he said, a constitutional and a family evil, and one for which he despaired to find a remedy — a mere nervous affection, he immediately added, which would undoubtedly soon pass off. It displayed itself in a host of unnatural sensations.  »  «The disease of the lady Madeli ne had long baffled the skill of her physicians. A settled apathy, a gradual wasting away of the person, and frequent although transient affectations of a partially cataleptical character were the unusual diagnosis.  » â€Å"Roderick and Madeline are not just brother and sister but twins who share â€Å"sympathies of a scarcely intelligible nature† which connect his mental disintegration with her physical decline. † (Martha Womak, Edgar Allan Poe’s â€Å"The Fall of the House of Usher†). Moreover, according to Edward H. Davidson in his book Poe: A Critical Study, the fissure in the decaying mansion represents â€Å"an irreconcilable fracture in the individual’s personality†. Roderick represents the mind, the intellect, the conscious, while Madeline is the unconscious, the embodiment of the senses (hearing, seeing, touching, tasting and smelling). One of the conceptions that Gothic cultivated was that man was born basically evil, and that humans have to struggle throughout their entire lives in order to prevent their evil nature from overtaking them. In Poe’s story the two brothers visibly struggle against their psychological issues, the mental illnesses brought on by centuries of intermarriage in the family. He uses these characters to explore the human psychology, with a special mphasis on the perverse and self-destructive nature of the conscious and subconscious mind. In Frankenstein, the Creature seems to have been born evil based on his abominable appearance, yet later on his account of his first memories reveal his innocent nature, that is distorted by the hardships and constant rejections he is subjected to. Symbols play a significant role. The House of Usher refers both to the actual mansion and the last of the â€Å"all time-honoured Usher race†¦Ã¢â‚¬  and becomes an actual character, being presented with a humanized description, with â€Å"vacant eye-like windows†. The house seems to be an extension of the siblings’ souls, mirroring their state of mind, and Roderick develops a theory that the stones of the house have â€Å"sentience† and that they embody the fate of the Usher family . The fissure that is barely visible on its facade and the fungi that cover it are symbolic of the decay of the Usher bloodline. The collapsing of the house straight down into the tarn symbolizes the linearity of the Usher’s family tree, bereft of branches, and its inevitable collapse. The two main symbols in Frankenstein are light and fire. Walton expects to unveil the secrets of the universe in the North Pole, described as â€Å"a country of eternal light. † Nearly all of Victor’s epiphanies are under the sign of light. When he becomes interested in natural philosophy, he says that â€Å"A new light seemed to dawn upon my mind†, and when his ceaseless endeavors finally lead him to the discovery of the secret to creating new life, he describes his feelings as if â€Å"a sudden light broke in upon me. He compares the creation of a new species to pouring a â€Å"torrent of light into our dark world†. However, both Victor and Walton fail to understand that light that’s too bright is also blinding and they disregard the dangerous consequences of their quests for enlightenment. The importance of fire as a symbol is prefigured by the novel’s full title: Frankenstein, Or the Modern Prometheus. In Greek mythology, Prometheus was the titan who gave the knowledge of fire to humanity and for his generous action he was severely punished by the Gods. In Frankenstein, Victor attempts to give the gift of the secret of life to humanity, but ends up suffering grave punishment as a result of defying God: his creation kills his entire family and destroys his life. Throughout the novel, fire is depicted as a powerful yet dangerous force that can be used both for sustenance (the discovery of the wonders of fire by the monster) as well as for punishment (the description of demons suffering in the lake of fire in hell). Concerning narrative techniques and point of view, both stories are told using first person point of view, but with significant differences. The narrator of The Fall of the House of usher is a character of whom we know very little, highly unreliable, as we have no proof of his sanity; moreover, he is called â€Å"madman† by Roderick twice at the end of the story. He is submerged into the underworld of the human mind, where irrationality prevails over reason, where fantasy suppresses reality, and he is the only one that manages to escape and tell the story of what had happened. Mary Shelley’s Frankenstein is also written using the first person narrative, but from multiple perspectives, using a complex narrative structure, that combines the form of an epistolary novel with that of a frame story: the plot is completely encased in Robert Waldon’s letters, who he relates his encounter with Victor Frankenstein, who in turn gives an account of his terrible life story, including the confessions and lamentations of the creature. Each shift of perspective provides the reader with new insight regarding the facts of the story and the distinctive traits of the characters involved. In conclusion, both Frankenstein and The Fall of the House of Usher can be considered landmarks of Romantic and Gothic literature, the authors managing to combine standard and specific elements in a unique and captivating manner that has kept them relevant even almost two hundred years after they were first published.

King Oedipus Essay

* In one of the early Greek tragedies written by Sophocles in 470 BC, ‘Oedipus the King’ demonstrates the arrogance portrayed by human nature which he therefore turns away the obvious truth. This early Greek Myth shows the way in which Oedipus, the King of Thebes, is so arrogant in wanting the truth in regards to the mishaps that shroud his land and so persistent that he is ultimately leading himself into his own demise. * Oedipus’ arrogance is demonstrated very early on in the play, when his uncle ‘unknown at this time’, Creon, returns with news from the Gods. On his arrival at the palace of Thebes, Oedipus demands the news. Creon is reluctant though as he brings only bad news, â€Å"If you want my report in the presence of these people†¦I’m ready now or we might go inside†. Oedipus in reply say’s, â€Å"Speak out, speak to us all. I grieve for these my people, far more than I fear for my own life†. This ignorance to accept advice from Creon, led the problem to become public to the people of Thebes, which later results in Oedipus’ own demise as he had the potential to deal with it privately. * When Oedipus calls upon the Oracle Tiresias to prove this theory of banishing the murderer of Laius from his land, he is confident in himself that he can discover and devastate the curse which clenches his city state in its grasp. He is however mistaken in his views as when he calls upon the oracle, a new truth is revealed. The refusal of the oracle to relay the truthful message of the god’s to Oedipus infuriates him. â€Å"I will never reveal my dreadful secrets†, from the Oracle’s refusal comes Oedipus’ bewilderment as to the refusal of his command. â€Å"You’re bent on betraying us, destroying Thebes?† Due to Oedipus’ constant taunts towards the Oracle, the truth is finally revealed and shock and bewilderment fill him up and untold stories and cobwebs within Oedipus’ life are revealed, much to his shock and disbelief. * As Oedipus rose to the thrown through his bravest of actions his demise was the result of his only weak links, his arrogance and self confidence. As the truth unfolds in regards to the murder of King Laius, so does the unfolding of the hidden secrets in Oedipus’ life creating shock and horror among his nation’s people as to the darker side of their hero. He is so determined to provide his people with another act of heroism that he is blinded to the obvious truth that he could of learned through himself when hearing the words of the Oracle, telling him to drop the matter. It is through his own thoughtless actions that undermine the power in which King Oedipus once held firmly in his grasp, confirming his own responsibility in his destiny.

Mirror by lucy grealy Essay Example | Topics and Well Written Essays - 500 words

Mirror by lucy grealy - Essay Example Society is an organization where people share common ideas as well as economic and social infrastructure. In a society people should support each other and they also have to maintain a good relationship. Usually, there is a social and emotional bond between the people of a society. But due to the harsh experiences in her life, Grealy forms a different concept of society. She accepts society and the nature of truth in her appearance because she accepts the correlation of her face and herself. She forms a repulsive image of the society where people are not cooperative and supportive. She accepts the fact that her face is ugly but she internalizes this fact and continues to live on. She also understands that the image shown in a mirror or the social mirror is not real. She believes that the society lacks values and people do not take notice of any values. Nature did not give Lucy beauty, which was a popular social demand. This was due to the fact that she had to undergo chemotherapy fro m a very young age. The society in which Grealy existed, failed to show empathy towards her. They were not able to accept Grealy as she was. They never bothered to help her.

Philosophy Essay Example | Topics and Well Written Essays - 500 words - 51

Philosophy - Essay Example Therefore, this paper attempts to look at Winfrey’s happiness using Aristotle’s theories including factors such as good fortune, virtue, lifetime and family. Obviously, as mentioned earlier, Winfrey has been blessed with good fortune. She is considered to be the wealthiest black woman, has several jobs and now owns a TV network named after her. She publishes a number of magazines which are widely read and are quite profitable. She is even offered roles in movies from time to time, making her stay in the limelight and benefit herself through more exposures and more income. She has friends whom she considers faithful to her for many years now, no matter her circumstances may be. According to Aristotle’s first requirement, Winfrey is a happy person. Secondly, Aristotle requires virtue to be a part of happiness. Having been molested as a child, Winfrey empathizes with innocent victims who have nothing else to do but take their share of the world’s cruelty. She supports and empowers them; funding their education through her â€Å"Angels†, an organization she put up to fund scholarships and, brings them justice by running after their abusers. She also gives huge amounts to charities, feeding thousands of less fortunate children and supporting organizations having the same objectives as hers. Moreover, Winfrey is known to give away surprises to her viewers such as scholarships in well-known universities, luxurious get-away trips and other simple treats to make her viewers enjoy a part of her successes. Accordingly, Winfrey could be said to be a virtuous person and therefore, a happy one. Aristotle considers that, â€Å"Happiness requires completeness in virtue as well as a complete lifetime† (23). Priam, in Greek mythology is, by Aristotle’s standard, not a happy man. Although he was successful in his endeavors as a king, his life ended in misery (26). In connection to Winfrey, one could not yet judge her happiness

Chose an interesting topic Essay Example | Topics and Well Written Essays - 250 words - 1

Chose an interesting topic - Essay Example It works, but then the Queen proceeds to order the execution of nearly everyone she comes into contact with that day. This creates a surreal scene that, once again, Alice seems to find herself a part of. These chapters demonstrate the structure of society that is evident in Wonderland. As frustrating and disorganized as the community may seem to be, the reader now discovers that there is a certain order that keeps the people functioning. Alice discovers that Queen of Hearts is the head of this community and that her word is the last say. Alice finds this ludicrous as she is just the head of a pack of cards, and she begins to work to undermine that authority. We begin to see that Alice’s goal is to truly understand the reality of Wonderland. She is desperately trying to make sense of all that is happening around her. By getting close to the Queen and playing silly games with her, the reader catches a glimpse of Alice’s true motive. She wants the people of Wonderland to stand up to the Queen and realize that the way they are currently living their lives is meaningless. By discovering the meaning of Wonderland, Alice hopes to accomplish just

Cluster Analysis Essay Example | Topics and Well Written Essays - 3750 words

Cluster Analysis - Essay Example There are various statistics associated with cluster analysis which are used for analyzing the data. Clustering can be hierarchical or non hierarchal and these are further classified into various methods. Hierarchal clustering is developed as a tree like structure. This method can be either agglomerative or divisive. In agglomerative clustering each object is formed as a separate cluster which is formed by grouping into bigger clusters and the process is continued till all the cases form as members of a single cluster. In agglomerative method, the various methods such as linkage methods, error sum of squares or variance and central methods are used. Linkage method includes single linkage, complete linkage and average linkage. The single linkage method is based on the minimum distance. The complete linkage is based on the maximum distance. And the average linkage is based on the average distance between all pairs of objects, so that one member of the pair is from each of the clusters. Variance method is used to minimize the within -cluster variance. Ward's procedure is a variance method where the squared euclidean distance to the cluster means is minimized. In the centroid method the distance between the two clusters is computed as the distance between their centroids. Generally the average linkage and Ward's method are supposed to perform better than other procedures. Now we shall discuss the various statistics associated with cluster analysis. Agglomerative schedule gives information on the cases being combined at each stage of a hierarchical clustering. The mean value of the variable associated with all cases in a cluster is known as cluster centroid. Dendogram is a tree like graph which displays the result of cluster analysis. The clusters which are joined together are represented by vertical lines. The position of line indicates the distance where the clusters are joined. This graph is a generally read from left to right. The distance between cluster centers indicates how the pairs of clusters are separated. If the clusters are widely separated and distinct then they are desirable. Icicle diagram is a graph, which displays the clustering results. It is called as icicles which hang from the eaves of a house. The columns represent the cases being clustered and the rows correspond to the number of clusters. This diagram is read from bottom to top. In this case chestnut ridge club clustering is considered on the attitude of the respondents in terms of joining a club. And the respondents expressed on a scale of 1-5, the objective here is group similar cases and to measures how similar or different the case are. The approach is to measure similarity in terms of distance between pairs of objects. There are different methods to measure the distance. These methods can be used to measure and the results can be compared. In hierarchical clustering agglomerative clustering is selected and Wards procedure is used to measure the distance. Generally the choice of clustering method and choice of a distance measure are related. Here the variables are measured on a five-point scale. The Wards linkage method is used to find the average distance between all pairs of objects. In this variance method the squared Euclidean distance to the cluster means is minimized. The important outputs obtained here are agglomeration schedule which shows the number of clusters combined at each

Parental Perspectives Dissertation Example | Topics and Well Written Essays - 19000 words

Parental Perspectives - Dissertation Example This study has broadened my thought process, my zeal, inner strength, passion, knowledge, and focus on how I can help our youth discover what it takes to reach their educational goals. I also dedicate this dissertation to all those that are close to my heart: my husband, children, parents, family, and friends that supported me through this process. Their support has allowed me to climb to the mountaintop in accomplishing my goals and to continue fulfilling the desires of my heart. I owe a special thanks to my wonderful children, Jermaay and Cladorian, who are my pride and joy. Thank you for sacrificing your wants and needs and for being patient with mommy. To Floyd, my loving husband, who listened, supported and made many sacrifices for me during this difficult process; I deeply thank you. Acknowledgments This dissertation took more commitment and devotion than I ever imagined and I could not have done it by myself. So many people helped me through this challenging time of my educational journey. I am truly thankful for the grace that God bestowed upon me over these past three years. I am very grateful and honored to have such a supporting family, friends, church and cohort who provided constant encouragement. I must acknowledge my wonderful mentor, Dr. April Flanagan, who came to my rescue in the midst of my uncertainties in my research plan. I started research for my dissertation in Atlanta, Georgia, with a solid foundation and then my husband received military orders to transfer to Okinawa, Japan for three years. As a result, my research topic had to change, and I was forced to switch my focus and start over. Dr. Flanagan was a true asset in the writing of my dissertation, due to her extensive experience... This phenomenological study investigates how parents perceive their involvement in student learning. Kohls, Stafford, and Miller (2003) assert that public dissatisfaction, international comparisons and the skills needed for the 21st-century workforce â€Å"by policy makers, parents, the business community and the public have resulted in demands that schools be held accountable for learning† (p. 1). In Okinawa, Japan, the language barrier restricts military and government civilian parents of non-Japanese speaking children from entering the more challenging domestic school systems (O. Lee, August 11, 2005, personal communication). The expense of registration and monthly tuition fees for private and Japanese public schools is another issue that military and government civilian families encounter if they choose not to use the provided school system available (Military Resources & Benefits, n.d.). Parents’ expectations about their role in their children's education are essential to student learning and academic success. When parents believe their children are not receiving the best education possible, the reason is often that they feel powerless to do anything about it other than basic home intervention (Bloom, 1992). For example, parents are establishing goals and possibilities for their children to become academically successful, such as seeking technical support through computerized tutorials when questions occur on schoolwork or allowing the child to call a fellow classmate or searching the text for guidance.

Today's Mother Essay Example | Topics and Well Written Essays - 750 words

Today's Mother - Essay Example Being a mother in the modern world implies being capable of juggling amid family life and career life. It involves bushel of stress and sometimes results in a lot of guilt especially if the mother cannot meet the dubious societal expectations. The mothers are supposed to bear babies but requests for maternal leaves are sometimes viewed with resentment. Modern women and particularly mothers are overstrained with idealistic expectations of motherly perfection. The unrealistic expectations are inflicted by the society or they impose on themselves. The standards set for the woman to meet are unrealistic and detrimental to the mother’s personal and professional existence. A professional mother is expected to fulfil obligations such as breastfeeding without taking advantage of artificial options available. A mother who chooses to wean their children in less than two years feels guilty and inadequate since the society views such attempts with condescension. The pressure to meet the s ocietal expectations of motherhood and retain their own identity as professionals harries modern mothers. This paper focuses on how the modern demands of motherhood has challenged and undermined the identity and status of women in the society. The working mother has no choice but to act perfect and not grumble on her shortfalls to avoid being perceived as amateurish. They also have to avoid talking of any hitches they may be going through to make the word believe they can effortlessly manage between their career life and family life or else they will be disparaged (Fay, 2012). Mothers are supposed to make sacrifices on their careers, be homemakers, and become dependent on their husbands for financial needs in order to meet the societal expectations and standards. Mothers who choose to employ house helps are branded as incompetent mothers. Any misbehaviour on the children is blamed on the mother. After giving birth, the mother is supposed to ensure she retains her youthful look or el se the husband is free to be unfaithful if they are discontented with their wives. Unlike in the1950s when women did not have to work modern women have to manage both their career life and find time to be with their children as well as husbands. Lack of government policies such as paid family leave make it impossible for most mothers to breast-feed their children since most have to work in order to support their families or supplement their husband’s earnings. However, they still receive great criticism if they choose other options such as taking their children to daycares to create time to meet other obligations. Women face great challenges principally those who chose to engage in politics as they are subjected to chauvinist jokes. A woman who chooses to dedicate her life in politics is labelled a bad mother irrespective of whether she has proved otherwise (Fay, 2012). Modern women have to balance between work, love life, and family. Demand such as taking care of babies part icularly breastfeeding binds women to be homemakers. The women schedules are rigid such that it is almost impossible for them to nurse their babies and work at the same time. Having a proper social life is almost impossible for some mothers. Women have to keep apologizing to their bosses for being mothers especially when their motherhood commitments such as childbearing cannot allow them achieve their obligations at work (Badinter, 2012) Some people like Badinter blame the problem on the aspiration women to be liberal mothers. She claims modern mother can somehow be blamed for the strain they have to undergo as they try to prove to the society that they are capable of being career women and practice traditional motherhood. She claims that contemporary motherhood undermines mother’