How to Teach Language Through Poetry Free Essays

The utilization of writing in the EFL study hall through three alternate points of view. Investigating verse as a solid choice.. We will compose a custom article test on Step by step instructions to Teach Language Through Poetry or then again any comparable subject just for you Request Now More often than not writing is for the most part identified with perusing and composing, however it might assume the equivalent significant job in showing talking and tuning in the event that we structure imaginative exercises. Instructors can utilize writing in the homeroom for various purposes, for example, perusing resoundingly and sensationalizing a sonnet, showing articulation, and numerous different exercises. There are numerous points of interest of utilizing writing in the EFL homeroom. To discuss the general focal points of writing can be an expansive methodology in this manner; we won't center around them. Rather, we will view the advantages from three alternate points of view: writing as real and credible material, as a decent language source and as an extension to get the student intrigued and furthermore, we will make reference to verse as a solid choice to create students’ abilities. MATERIAL Literature is valid material that makes understudies travel to remote nations and fabulous universes. This keeps our understudies spurred and advances positive demeanor toward learning. Sonnets, books, and stories can carry ground-breaking enthusiastic reactions to the study hall. Besides, understudies can relate their own genuine lives to the accounts they read. Scholarly messages help EFL understudies to improve language learning. In any case, writing without anyone else isn't sufficient; educators need to utilize innovative methods for incorporating writing work with language instructing. It is likewise important to bring spurring system and to pick the correct material to keep understudies intrigued. Language is the most unmistakable element of writing. Through writing understudies find out about sentence structure and talk, various structures, capacities, and the various methods of associating thoughts, all these assistance understudies to build up their composition, tuning in, perusing and talking aptitudes. As they use writing they find out about language structure without seeing, this assists with building up their informative skill, what as we probably am aware, is a definitive point of English learning. Student In the homeroom the utilization of writing urges students to get included ith the accounts they peruse or hear; the comprehension of the words turns out to be less significant as they engage in attempting to make sense of what's going on with a character or the finish of a story. Understudies may likewise like utilizing writing if the exercises are arranged towards satisfaction and inventiveness as opposed to retaining or observing syntactic principles. Writing can be viewed as the extension between the student and the way of life of the individuals whose language they are considering; so as to get the students keen on the way of life, we need to deliberately choose the artistic writings as indicated by their inclinations and level of perception. For what reason DO WE USE POETRY WITH THE LANGUAGE LEARNER? Verse is a short bit of creative composition, of an individual sort and spread out in lines. In this sense, verse is a result of the language and a device to show it, a device to encourage linguistic pieces of information and an item when understudies make a structure of any subject. The vast majority of the sonnets incorporate analogies. Understudies can utilize psychological aptitudes by making examinations between two distinct things and finding their similitudes. The hyperboles utilized in verse, for example, analogies, metaphors and representations help understudies to have a superior comprehension of the utilization of language in an oblivious manner. Verse is a path for educating and learning fundamental abilities. It tends to be utilized as a pleasant and a compensating apparatus with the properties of rhyming and beat. It encourages understudies to effortlessly learn with the supra-segmental part of the objective language, for example, stress, pitch, inflection. Utilizing verse while instructing English can have numerous advantages: * It energizes exploratory writing. * It assists understudies with acknowledging sounds words and examples. * It creates phonic abilities. * It makes understudies express sentiments and suppositions. * It furnishes an incredible chance to play with language. It fortifies the capacity to think and to try different things with students’ comprehension of the world. * It assists with securing jargon, inventiveness and creative mind. * it uncovers, rehashes, fortifies and asserts those things which we believe are valid. * It allows to find and investigate the utilization of the language. * It crea tes community oriented exercises (pair and gathering work). Verse and the four aptitudes We can build up the four abilities while utilizing verse: Poems are a great idea to strengthen language structures and to improve composing capacities, bringing out innovativeness and mood in the study hall since understudies need to utilize their creative mind to compose. Additionally, sonnets help to create oral and intellectual abilities. They ought to be perused out loud to strengthen the student’s phonemic mindfulness, phonics, familiarity, and jargon just as to hone their responsive language abilities by getting the hang of rhyming, sounds, stresses, delays, similar sounding word usage and syllables. Thoughts for utilizing verse in the study hall * Discussing the subject of a sonnet and working out close to home encounters identified with the topic. * Deducing implications from the specific circumstance. * Completing a summarization of a sonnet (cloze-style). * Choosing the best reword among a couple. Foreseeing what’s coming next in the wake of perusing just each stanza in turn. * Ordering scrambled refrains or lines in the right succession. * Rewriting a piece of a sonnet in one’s own words and thoughts to offer various messages. * Filling an overlooked word, expression, or line corresponding to its unique circumstance. * D iscussing similitudes and contrasts between sonnets of a similar subject or topic. * Identifying any aural or melodic characteristics in the sonnet (rhyme, similar sounding word usage, and comparison). * Reading out loud sonnets (choral perusing) and making a tune. This shows sounds and stress. Utilizing visuals pictures, for example, compositions to assist students with imagining settings, chronicled periods, and so forth * Imitating o spoof the style of sonnet. * Acting the sonnet: emulate, pretend, execution, and so on * Making a companion or gathering arrangement, composing together. Valuable Web locales www. readwritethink. organization/exercises/lesson_view. asp? id=391 www. poetryteachers. comh www. poetry4kids. com www. poetryzone. co. uk www. michellehenry. fr/sonnets. htm www. poemhunter. com www. tooter4kids. com/homeroom/poetry_in_the_esl_classroom. htm www. teachingenglish. organization. uk/think/writing/poems_prod. html http://www. youtube. com/client/b4uguy#g/u Conclu sions Using verse in the homeroom is an incredible device, yet we can't overlook that we need to pick the correct material, so understudies can boost their learning. It must be fascinating and sufficient for every understudy level, finding out about new things is typically intriguing for understudies. Students will profit by writing; we are mindful of placing in contact our understudies with material that gets their advantage, so they need to peruse and listen more, which turns out in further and more extravagant learning. Additionally, it can make open doors for individual articulation just as fortify student? s information on lexical and linguistic structure allowing the chance to build up their open and psychological abilities. Numerous educators imagine that remembering verse for the EFL study hall can be a substantial and futile work. Notwithstanding, we have broke down a portion of the advantages that working with verse can bring to the learning procedure. Additionally, we pointed that it is valuable as well as, understudies can have a great time on the off chance that we pick the right exercises and sonnets. The most effective method to refer to How to Teach Language Through Poetry, Essay models

Power and the Legal System Essay -- Law

Access to the law and lawful framework is the capacity to shape it, both in its significance and understanding. While the variables that typically decide the ability to shape law are not static, in general, access to law has been held by explicit gatherings of individuals: the rich, guys, whites, also, strict specialists. In developing the law, these particular gatherings have customarily utilized their capacity to strengthen their predominant position and hinder the capacity of frail gatherings to further their inclinations. It is this situation of favorable position that permits the overarching gatherings to keep up an arrangement of imbalance strengthened by the law that ensures their thriving while at the same time compelling the impeded to speak to risky strategies to advance their prosperity because of their absence of access. In his discourse, â€Å"Address to the Prisoners in Cook County Jail,† Clarence Darrow characterizes law as a making of the rich, who, due to their riches, own and control the greater part of the property what's more, establishments of society (Darrow 229). The entrance that accompanies their riches at that point awards them the ability to develop the law in a manner that continues their tip top position. For Darrow, as a result of this arrangement of intensity, the unprivileged people are compelled to search out other, frequently criminal methods for living so as to endure. He clarifies this by expressing, â€Å"The more that is taken from the poor by the rich, who get the opportunity to take it, the more destitute individuals there are who are constrained to depend on these methods for a livelihood† (227). By employing their capacity, the rich have had the option to reliably upset the capacity of the poor to get to genuine openings, frequently driving them to take an interest in exercises, for example, theft and robbery all together to ob... ... for the structure of disparity to be pulverized, access to the law and the capacity to shape it must be given to all. Works Cited MLA Citation Darrow, Clarence. â€Å"Address to the Prisoners in the Cook County Jail.† Before the Law: An Prologue to the Legal Process. Ed. John J. Bonsignore., et. al. Boston: Houghton Mifflin Company, 2006. pp. 225-232. Galanter, Marc. â€Å"Why the ‘Haves’ Come Out Ahead: Speculations on the Limits of Legal Change.† Before the Law: An Introduction to the Legal Process. Ed. John J. Bonsignore., et. al. Boston: Houghton Mifflin Company, 2006. pp. 81-89. Kropoktin, Peter. â€Å"Law and Authority.† Before the Law: An Introduction to the Legal Process. Ed. John J. Bonsignore., et. al. Boston: Houghton Mifflin Company, 2006. pp. 158-167. MacKinnon, Katherine. â€Å"A Rally Against Rape.† White Plaza, Stanford University. 16 Nov. 1981.

Summers, Lawrence Henry

Summers, Lawrence Henry Summers, Lawrence Henry, 1954â€", U.S. economist, government official, and educator, b. New Haven, Conn. Educated at the Massachusetts Institute of Technology (MIT) and Harvard, he taught at MIT and in 1983 became the youngest tenured professor in Harvard's history. He served on the President's Council of Economic Advisors in 1982â€"83 during the Reagan administration, edited the Quarterly Journal of Economics in 1984â€"90, and in 1991â€"93 was chief economist of the World Bank. He left Harvard in 1993 to become under secretary for international affairs in the Treasury Dept. during the Clinton administration. He was deputy secretary under Robert Rubin from 1995 until 1999, when he succeeded Rubin as secretary (1999â€"2001). Summers became president of Harvard in 2001. His contentious relations with many in the faculty, and a 2005 controversy sparked by his suggestion that the presence of fewer women in upper-level science and math positions was the result of innate differences b etween men and women, led to his resignation as president in 2006; he remained a professor there. From 2009 to 2010 he was director of the National Economic Council under President Barack Obama. The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History: Biographies

Oedipus and Creon in Sophocles Oedipus the King Essay

Oedipus and Creon in Sophocles Oedipus the King At first glance, Oedipus and Creon are two very different people. But as time progresses their personalities and even their fates grow more and more similar. In Sophocles’s play â€Å"Oedipus the King†, Oedipus and Creon are two completely opposite people. Oedipus is brash and thoughtless, whilst Creon is wise and prudent. In â€Å"Oedipus the King†, Oedipus effectively portrays the idea of the classic â€Å"flawed hero†. He becomes arrogant and brash. He accuses Creon and Tiresias of treachery. Even worse however, Oedipus goes against the gods. This causes them to punish him severely. Creon is the exact antithesis of Oedipus. He thinks before he acts. Creon is wise and loyal. In Sophocles’ other†¦show more content†¦Soon enough however, a guard comes running in to tell him that Polynices has indeed been buried. Creon is furious. He immediately accuses the guard of burying him. â€Å"You are a born nuisance† (75), he says, â€Å"You squandered your life for money† (75). The guard summarizes Creon’s transformation from patient ruler to brash king when he says â€Å"Oh it’s terrible when the one who does the judging judges things all wrong† (75). Creon, just like Oedipus, accused the guard of something he didn’t do. He lacked proof and he had little evidence, but he proclaimed him to death anyway. Oedipus and Creon are alike in yet another way. They both committed vile acts of hubris. Both of them went against the gods for feckless and pointless reasons. Oedipus committed hubris by insulting Tiresias. He accuses Tiresias of â€Å"betraying us, destroying Thebes† (177). Tiresias is a prophet of the gods. He is just telling Oedipus what he has seen. Tiresias’s refusal to tell Oedipus his secrets only results in more name-calling and humiliation. Oedipus calls him the â€Å"scum of the earth† (178). Oedipus is so enraged by his prophecies that he accuses him of â€Å"helping to hatch the plot† (178). Oedipus suspects that Tiresias is being bribed. â€Å"Who primed you for this? Not your prophet’s trade† (179), he says. Oedipus’ rashness lead him to accuse Tiresias, a prophet of the gods and a wise seer, that he is corrupt and a fraud. This is obviouslyShow MoreRelated Comparing Creons Metamorphosis in Antigone, Oedipus the Kin g, and Oedipus at Colonus1114 Words   |  5 Pagesin Antigone, Oedipus the King, and Oedipus at Colonus      Ã‚  Ã‚   Temptation is ever present in our society and always has been throughout human history. When a person gives into temptation, this is seen as a sign of weakness. Usually, after a person has given into temptation once, that person will find each successive temptation easier and easier to give in to. Before realizing it, this person has changed into a completely false, morally lacking being. Over the course of Sophocles three plays AntigoneRead More Character Analysis: The Personality of Oedipus Essay1630 Words   |  7 Pagesstory. Creon, from the play â€Å"Oedipus the King† by Sophocles is used for both of these reasons. Sophocles wished to show that one cannot escape fate, yet did not want to cloud this issue with a possible coupe against his main character Oedipus. He also showed how, at times one character can act completely irrational, while one remains calm in the face of serious accusations. Creon is the brother of Iocaste, the Queen of Thebes, and was the brother-in-law to both King Laios and King Oedipus. WhenRead MoreSophocles The King And Antigone Essay1566 Words   |  7 Pages Sophocles wrote about kings. Mythological, or at least long dead, the regal protagonists of fraction of Sophocles’ surviving work embody the political realities of the ancients’ time. By examining and analyzing the origins and nature of kingship in Sophocles, one can glean a sliver of insight into a civilization that has all but disappeared. Sophocles’s kings were great human leaders, reaching their position through impressive deeds or standing in the community. Although they wielded great powerRead MoreThe Tragic Heroes Of Sophocles Oedipus The King And Antigone1275 Words   |  6 Pagesone of the most hidden but controlling characteristics one may have. It carves the path for many plays and stories and is usually not recognized until a situation is too late to fi x. This is represented in the two plays Oedipus the King and Antigone by Sophocles. Oedipus and Creon, the two the tragic heroes, have ignorance built up inside of them, though both are different. They then both then have realisation of their blindness by self-love, either by themselves or others. It is only two late whenRead MoreActing on Emotion938 Words   |  4 PagesActing on Emotions Sophocles designs his plays to instruct his audience members to behave morally correct. People’s actions are ruled by their emotions (jealousy, suspicion, anger, pride, and love) and it leads to negative effects for them. But when acting in a sage demeanor, it gives evidence to a person’s character. Sophocles writes his characters to be ruled by their emotions and to teach people to behave in a prudent demeanor. Sophocles designs his plays to have the people of authority actRead MoreAn Analysis Of The Of Oedipus And Oedipus Rex Essay1229 Words   |  5 PagesCreon Rex Ambition is a unique trait that allows the human race to either accomplish great things or fall into a web of greed and malice. Throughout the framework of history, humans have willingly paid a price to obtain power, glory, and wealth. The price for this achievement could include the loss of friends, family, monetary goods, and social status. The story of Oedipus Rex is no exception. A man, seemingly through no fault or causation of his own, rises to power then suffers a great fall atRead MoreThe Tragic Hero of Oedipus Rex Essay1383 Words   |  6 PagesThe Tragic Hero of Oedipus Rex According to the ancient Greeks and Aristotle the hero is a person who possesses superior qualities of mind and body, and who proves his superiority by doing great deeds of valor, strength, or intellect. In Sophocles Oedipus Rex the main character Oedipus possesses these characteristics of a true hero, which in turn lead to his self-destruction. In the beginning of the play Oedipuss great intellect is made known by the chorus who see him as someone who hasRead MoreCorruption In Oedipus The King And Antigone988 Words   |  4 Pages In Sophocles’ Oedipus The King and Antigone, Sophocles used two tragic stories to explore issues and themes involving that can be interpreted in several ways depending on the readers understanding of the play and the main theme in focus. From a personal view point, themes such as corruption, injustice, civil disobedience and power drunkenness were explored rampantly by Sophocles to further dramatize a story that conveys so much messages. The ancient Greeks are well recognized for gifting the modernRead MoreOedipus Rex Vs. Antigone1417 Words   |  6 PagesComparative Essay 11-20-01 Oedipus Rex Antigone It is only natural that an author use similar vessels of literature, such as figurative language, literary devices, and elements in his/her work. It is even more apparent between works that are connected by character, time, and theme. Sophocles did this when he wrote Oedipus Rex and Antigone. When comparing the two pieces, it becomes evident that very similar vessels connected these very different plays. Sophocles uses a specific type of figurativeRead MorePolitical Power During The Time Of Sophocles King Essay1508 Words   |  7 PagesIn the plays of Sophocles, we see various form and displays of political power. It is shown in a variety of ways. In both plays we see very similar displays of political power. When you think of political power today it is very different to how it was viewed back in the time of Sophocles. Sophocles shows examples of political power in his plays and these examples have many connections to people or things. In King Oedipus, we see an arrogant and very mean king. He cares about what the people need

jean piaget - 1284 Words

Jean Piaget Jean Piaget (1896 - 1980) was employed at the Binet Institute in the 1920s, where his job was to develop French versions of questions on English intelligence tests. He became intrigued with the reasons children gave for their wrong answers on the questions that required logical thinking. He believed that these incorrect answers revealed important differences between the thinking of adults and children. Piaget (1936) was the first psychologist to make a systematic study of cognitive development. His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities. Before Piaget’s work,†¦show more content†¦He used the following research methods: Naturalistic observation: Piaget made careful, detailed observations of children. These were mainly his own children and the children of friends. From these he wrote diary descriptions charting their development. Clinical interviews and observations of older children who were able to understand questions and hold conversations. Piaget believed that children think differently than adults and stated they go through 4 universal stages of cognitive development. Development is therefore biologically based and changes as the child matures. Cognition therefore develops in all children in the same sequence of stages. Each child goes through the stages in the same order, and no stage can be missed out - although some individuals may never attain the later stages. There are individual differences in the rate at which children progress through stages. Piaget (1952) believed that these stages are universal - i.e. that the same sequence of development occurs in children all over the world, whatever their culture. Stage of Development Key Feature Research Study Sensorimotor 0 - 2 yrs. Object Permanence Blanket Ball Study Preoperational 2 - 7 yrs. Egocentrism Three Mountains Concrete Operational 7 – 11 yrs. Conservation Conservation of Number Formal Operational 11yrs + Manipulate ideas in head, e.g. Abstract Reasoning Pendulum Task Educational Implications PiagetShow MoreRelatedJean Piaget775 Words   |  4 PagesJean Piaget was a theorist who studied child development; one of the many aspects of early childhood Piaget studied was preoperational thinking. Preoperational thinking usually occurs from ages 2 through 7 according to Piaget. It’s when a child is not able to think logically and perform activities that require logic. In other words, a child is not yet ready at this stage, to reason many situations. Piaget created many experiments that could help educators observe and detect the stages and levelsRead MoreJean Piagets Theory1170 Words   |  5 Pagesthat of Jean Piaget and his theories on the cognitive development stages. Jean Piaget was born in Neuchatel, Switzerland, where he studied at the university and received a doctorate in biology at the age of 22. Following college he became very interested in psychology and began to research and studies of the subject. With his research Piaget created a broad theoretical system for the development of cognitive abilities. His work, in this way, was much like that of Sigmund Freud, but Piaget emphasizedRead More Jean Piaget Essay2046 Words   |  9 PagesJean Piaget Introduction Now known as one of the trailblazers of developmental psychology, Jean Piaget initially worked in a wide range of fields. Early in his career Piaget studied the human biological processes. These processes intrigued Piaget so much that he began to study the realm of human knowledge. From this study he was determined to uncover the secrets of cognitive growth in humans. Jean Piaget’s research on the growth of the human mind eventually lead to the formation of theRead MoreJean Piaget Essay1593 Words   |  7 PagesJean Piaget was a major contributor to the world of psychology and sociology that we know today. His works and discoveries still help sociologist determine and figure out ways people in society interact and develop throughout time. Piaget was born on August 9, 1896 and was raised in Neuchà ¢tel, Switzerland (Boeree n.d.). His family was very influential to his success. His father was a historian that authored many writings on the medieval times, and his mother wa s very intellectual and kind, howeverRead MoreJean Piaget Essay403 Words   |  2 PagesJean Piaget  · He was famous for working out a universal sequence of stages of cognitive development  · Notable for his idea that children (and adults) are continually generating theories about the external world  · He set out stages for when certain new aspects of generating theories; 1. Sensorimotor stage: which occurs from birth to age two (Children experience through their senses) 2. PreoperationalRead MoreJean Piaget And Lawrence Kohlberg892 Words   |  4 PagesAs you aged, did you ever notice that your understanding of right and wrong principles changed? According to psychologists Jean Piaget and Lawrence Kohlberg it should have. Individually the two psychologists have made remarkable discoveries on how children develop and use their moral development. Jean Piaget, grew up in Switzerland in the late 1890’s and early 1900’s with his father, who was a dedicated historian. Around Paget’s early twenties he had the privilege of working with many influentialRead MoreJean Piaget And Marie Montessori1124 Words   |  5 Pagesbiography of Jean Piaget and Marie Montessori. In addition to a biography it compares and contrast the two educators. One was more focused on the development of children, while the other specialized in the way children learn. They both were crucial components in the development of how teachers and professors educate their students regardless of their age. There are many people that have made a great impact on education throughout history. Two of the more prominent educators are Jean Piaget and MarieRead MoreEssay on The Theories of Jean Piaget752 Words   |  4 PagesThe Theories of Jean Piaget This essay is about Jean Piagets theory. Piagets theory has two main strands: first, an account of the mechanisms by which cognitive development takes place; and second, an account of the four main stages of cognitive development through which children pass. Piaget suggested that there are four main stages in the cognitive development of children. In the first two years, children pass through a sensory-motor stage during which they progressRead MorePsychology: Jean Piaget Essay1598 Words   |  7 PagesJean Piaget, a cognitivist, believed children progressed through a series of four key stages of cognitive development. These four major stages, sensorimotor, preoperational, concrete operational, and formal operational, are marked by shifts in how people understand the world. Although the stages correspond with an approximate age, Piaget’s stages are flexible in that as long as the child is ready they are able to reach a stage. In kindergarten, many of the stages of both sensorimotor and preoperationalRead MoreJean Piaget And Albert Bandura946 Words   |  4 Pageswould be Jean Piaget and Albert Bandura and how their theories fit into the developmental process. Both are great contributors to the field of psychology due to their theories on cognitive development. There are some similarities and differences between Albert Bandura’s Social learning theori es with Piaget’s cognitive theory in term of ideas and subjects that were used. Jean Piagets was one of the most recognized and influential developmental psychologist in the 20th century. Jean Piaget was born

Life After Outline for Research Paper Example

Life After Outline for Research Paper Example The Number One Question You Must Ask for Outline for Research Paper Example Writing any type of research proposal starts with a well-defined topic. After reading the thesis, there ought to be no doubt precisely what the research will be about. Anyone who's reading your example of a research paper will want in order to replicate your study easily. A research paper on-line template is among the practical tool for writing a research topic. To begin with, you should have an outline to assist you determine just what you'll be searching for. The entire sentence outline format is fundamentally the exact same as the Alphanumeric outline. You can also see essay outline. You could also see resume outline. You might also see chapter outline. An outline may be formal or informal. Try to remember that it's an outline of your primary paper therefore it will cover all the essential characteristics of your paper. Think about the more important points that you wish to make in your paper. Keep in mind, not everybody will be considering your paper. The paper needs to be consistent from the start to the very end. Now you know how to begin your research paper, you're probably thinking about how to keep going. Employing template makes the job simpler. A crucial part of any research paper outline is going to be a literature review. A comprehensive outline is essential for writing a fantastic research paper. The research paper outline can help to clarify the topic of the research paper, guide the subject matter to remain on course, and helps to begin the writing of the true research paper. The outline of your customized research paper will reflect upon your research so make certain that it provides a good idea about what your paper is likely to discuss. Lies You've Been Told About Outline for Research Paper Example For your research paper example to get going, you will need to announce your introduction with few sentences that show what type of research questions you are going to be asking. The research work considers much time to discover and collect necessary info. When you proceed through the procedure, the point is to receive your thoughts down to provide a direction of wherever your research will take you. Therefore, if you're asking how you're able to continue to keep your research on track to give more concrete outcomes, we've prepared some methods to keep you on course and enhance the caliber of your research. The initial outline permits you to structure your ideas and establish how you're going to lay out the paper. A well-made outline is crucial in locating considerable info and keeping track of large quantities of information from a research paper. The more points that you want to include, the more complicated outline you'll ever have. The Lost Secret of Outline for Research Paper Example A research paper outline, though, will additionally have a hypothesis or thesis as a portion of the introduction. It's possible to also describe the reach of your research. If you've ever done a research before, then you know it is hard to find the best results if you don't use an outline. Conducting a research isn't any doubt an elaborate affair and with all these tasks to do, it isn't uncommon to eliminate consistency if there isn't any outline. The Fundamentals of Outline for Research Paper Example Revealed To simplify, utilize the next diagram whenever you have to work on a research paper. Your document may have a complicated structure, especially in the event the main body will be big. To begin, you're going to need a great topic and a strong focus so as to acquire your paper outline rolling. If you take a look at research paper outline examples, you will observe we have several approaches to present the most important body. Outlining the sections right at the start of writing research paper can help you to keep a suitable structure for the whole write up. An outline is vital when a student has to handle a concise assignment of 1000 words or less. An outline will help to figure out the way a student will build other critical sections like Literature Review. Outlines for various topics will differ, but the principal points and structure will continue being similar.

The Woodspurge free essay sample

A Birthday’, written by Rossetti’s sister Christina: hers is equally simple in style and language, but while she expresses great happiness, ‘The Woodspurge’, written in 1856 when the poet was twenty-eight, shows a man in deep grief and isolation. Like Christina’s poem, this one also uses images of nature, and ends with focus upon a simple wild plant, the woodspurge. But is the speaker really seeing this plant? Why does he say at the end that the only thing he has learned from this experience is that â€Å"the woodspurge has a cup of three†? Is this really all that he has learned, do you think? It is worth looking in some detail at the first stanza, to see how Rossetti is able, in a simple and almost unemotional way, to express his mood, and the way that it has swung from pain (‘the wind flapped loose’, but is now ‘shaken out dead . We will write a custom essay sample on The Woodspurge or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . ‘) into a sense that he is so full of sadness that nothing matters any more (‘I had walked on at the wind’s will, – I sat now . ‘), and indeed that what he is feeling is beyond human words (line 2 of stanza 2). The critic David H Riede has written: â€Å"The poem’s refusal to locate significance anywhere movingly expresses the hopelessness of deep grief.

Kant The Universal Law Formation Of The Categorical Imperative Kantia

Kant: the Universal Law Formation of the Categorical Imperative Kantian philosophy outlines the Universal Law Formation of the Categorical Imperative as a method for determining morality of actions. This formula is a two part test. First, one creates a maxim and considers whether the maxim could be a universal law for all rational beings. Second, one determines whether rational beings would will it to be a universal law. Once it is clear that the maxim passes both prongs of the test, there are no exceptions. As a paramedic faced with a distraught widow who asks whether her late husband suffered in his accidental death, you must decide which maxim to create and based on the test which action to perform. The maxim "when answering a widow's inquiry as to the nature and duration of her late husbands death, one should always tell the truth regarding the nature of her late husband's death" (M1) passes both parts of the Universal Law Formation of the Categorical Imperative. Consequently, ac cording to Kant, M1 is a moral action. The initial stage of the Universal Law Formation of the Categorical Imperative requires that a maxim be universally applicable to all rational beings. M1 succeeds in passing the first stage. We can easily imagine a world in which paramedics always answer widows truthfully when queried. Therefore, this maxim is logical and everyone can abide by it without causing a logical impossibility. The next logical step is to apply the second stage of the test. The second requirement is that a rational being would will this maxim to become a universal law. In testing this part, you must decide whether in every case, a rational being would believe that the morally correct action is to tell the truth. First, it is clear that the widow expects to know the truth. A lie would only serve to spare her feelings if she believed it to be the truth. Therefore, even people who would consider lying to her, must concede that the correct and expected action is to tell th e truth. By asking she has already decided, good or bad, that she must know the truth. What if telling the truth brings the widow to the point where she commits suicide, however? Is telling her the truth then a moral action although its consequence is this terrible response? If telling the widow the truth drives her to commit suicide, it seems like no rational being would will the maxim to become a universal law. The suicide is, however, a consequence of your initial action. The suicide has no bearing, at least for the Categorical Imperative, on whether telling the truth is moral or not. Likewise it is impossible to judge whether upon hearing the news, the widow would commit suicide. Granted it is a possibility, but there are a multitude of alternative choices that she could make and it is impossible to predict each one. To decide whether rational being would will a maxim to become a law, the maxim itself must be examined rationally and not its consequences. Accordingly, the maxim passes the second test. Conversely, some people might argue that in telling the widow a lie, you spare her years of torment and suffering. These supporters of "white lies" feel the maxim should read, "When facing a distraught widow, you should lie in regards to the death of her late husband in order to spare her feelings." Applying the first part of the Universal Law Formation of the Categorical Imperative, it appears that this maxim is a moral act. Certainly, a universal law that prevents the feelings of people who are already in pain from being hurt further seems like an excellent universal law. Unfortunately for this line of objection, the only reason a lie works is because the person being lied to believes it to be the truth. In a situation where every widow is lied to in order to spare her feelings, then they never get the truth. This leads to a logical contradiction because no one will believe a lie if they know it a lie and the maxim fails. Perhaps the die-hard liar can regro up and test a narrower maxim. If it is narrow

Life for Blacks-Civil War essays

Life for Blacks-Civil War essays Life for African Americans after the Civil War was filled with joy and fear. As being former slaves, some had learned to expect hostility from white people and they did not presume it would instantly disappear. Even though the slaves were free, it was not a just freedom. African Americans faced racial segregation, discrimination, and extremely limited rights. The southern whites wanted to define control of blacks. They thought blacks were predestined to work as agricultural laborers. The black codes were created to give blacks certain rights, but it was under white conditions, so it ultimately hindered former slaves. Blacks search for independence was a long and seemingly lonely road. Many black people wanted to minimize contact with whites because there was a prejudice against them that would take many years to get over. To avoid contact with overbearing whites who were used to supervising them, blacks abandoned the slave quarters and fanned out to distant corners of the land they worked. Some rural dwellers established small all-black settlements that still exist today along the back roads of the South. Blacks felt they needed to be independent because whites would not welcome them with open arms to their communities. In some parts of the country, in order for a black man to enter a town, they had to have a note allowing it. This was clearly still a form of slavery. In addition to a fair employer, what freed men and women most wanted was the ownership of land. Land represented their chance to farm fro themselves, to enjoy the independence that self-sufficient farmers value, rather than working as a slave. It represented compensation for generations of travail in bondage. Everywhere, blacks young and old thirsted for homes of their own. But of course, most members of both political parties opposed genuine land redistribution and showed little sympathy for black aspirations. Northern ...

Analysis of the War on Terror Discourse from the Perspective of Dissertation

Analysis of the War on Terror Discourse from the Perspective of Systemic - Functional Linguistics - Dissertation Example Halliday’s Systemic-Functional Linguistics. Before we go into the actual formation in the speeches, let us first re-examine the core essence of the Interpersonal Metafunction within SFL itself. There are three component areas: the speaker/writer persona, social distance, and relative social status. Interpersonal Metafunction within SFL Societies, or individual if you like, form contexts based on experience. The evolution of experience, therefore, equals the evolution of meaning. However, the system of this formation is more a maze than a cycle because almost every components is a variable whose value is relative to almost every receiver in the formation of the experience. On the interpersonal level, the context and meaning of a text depends largely on speaker/writer, the giver of the text. From the image, persona, and all that constructs the speaker/writer stands for, the context is formed and subsequent meaning to the text is attached. It is, therefore, almost impossible to e xamine any process of information exchange by isolating the speaker or source of the message from historical frameworks. By now, some of you are probably saying that contexts are also largely formed by the receiver’s personal experience. ... However, expressions of future orientation or modalities are not independent causations that you can examine in isolation. In fact, these are results rather than causes of a long process where language is constructed, evolved, deconstructed and elevated to a position of power that can change countries and its destiny. A political speech is one clear example of how the interpersonal metafunction can influence and even manipulate human experience through systematic functional linguistics. Political speeches are delivered rarely as a mode of reporting. Political speeches are delivered to convince, gain votes, get approval of current and prospective voters primarily and all the other secondarily. There is, perhaps, no other platform of communication where meanings are pre-formed even before actual linguistics than a political speech. The persona or source of the message has already formed his meanings through the political parties he or she has chosen to join, stance on political issues, overall media behaviour, and even, physical appearance. The personal forms the social standing and establishes the social distance. Yes, those meanings can be changed as receivers form their own contexts but it can also be enforced once the speaker imposes his or her own using different rhetoric, form different ideas, and establish different presets. The rhetoric used in that speech was one that inspired, not forced take note, the entire nation into war. The text that was used, the thematic formation, and the poetry above the message operated across texts and across time. To demonstrate how the Interpersonal Metafunction in a Political Speech can manipulate human

Write a report style essay on one of the topics listed below

Write a report style on one of the topics listed below - Essay Example , businesses, especially those with overseas operations and branches all over the world rely on wireless networks to send and receive information on short notices. However, its effects may not all be good. In recent times, issues have been voiced out relating to health hazards arising from long term exposure to electro magnetic radiation emitted by wireless networks. Wireless Personal Area Network (WPAN) is a networking system which interconnects devices within a small geographic area. Such devices would include multiple printers, telephones, keyboards, mice and personal computers that need not be connected with wires anymore. An example of this would be Bluetooth. Worboys & Duckham (2004, p. 281) have described Wireless Local Area Network (WLAN) as technology that uses radio instead of wires to transmit data back and forth across distances of 100 m or so from LAN access points. It connects computers in a small area such as a home, office or school. An example of this would be WiFi (wireless fidelity) networks. Mobile Device Networks are alternative means of carrying computer data through smart phones and cell phones. Such networks include Global System for Mobile Communications, Personal Communications Service and D-AMPS. Research has been carried out about the risks to health caused by wireless networking systems. Studies have linked radiation from mobile phones to cancer and brain damage and scientists believe that it can cause premature senility and tumors. Children are especially at risk as they have thinner skulls than adults and developing nervous systems. According to Bangeman (2006), Fred Gilbert, the president of Lakehead University, declares that since younger people have fast growing tissues, wireless networking system poses a threat for them and that even if the risks associated to wireless networking have not been realized yet; it may be so 30-40 years down the road. Another cause of concern is that wireless networking systems use 2.4 GHz radio

Managing Change In The Workplace Management Essay

Managing Change In The Workplace Management Essay High performance workplaces are by nature vibrant. Organisations that want to survive as well as to flourish are innovative, plus effective change management is a requisite skill across all workplaces. Novel technology, novel systems, company mergers in addition to the impact of global trade mean that workplace change is a feature of all of our work lives. Winning employees commitment to innovation and change in the workplace is the key challenge for contemporary management. (Mullins, 2006) Workplace changes are introduced for many reasons. A number of these reasons will be obvious to everyone in the workplace as well as some less so. Cost saving, quality improvement, increased management control, increased employee empowerment, introduction of novel technology, service expansion and improvements to health in addition to safety are some of the goals that may be sought through workplace change. The impact of any change depends a great deal on how it is implemented. (Mullins, 2006) Change processes usually include four phases planning, consultation, implementation and monitoring/evaluation. Each phase takes time, as well as while it is important to reach the outcome, not putting the maximum effort into any of these phases may result in problems impacting on the outcome for a very long time. (Mullins, 2006) An understanding of culture in organisations can offer insights into individual and group behaviour, in addition to leadership. It can help to explain not just what happens in an organisation, however why it happens. (Mullins, 2006) However, many people are concerned not just by means of understanding culture, as well as hence organisational life. They see culture as something to be influenced to achieve organisational goals of productivity, profitability, and success in core business. They want to manage culture. (OConnor, 1997) High performance organisations are successful for the reason that they adapt and move by means of the changing times. They know that the most important thing in preparing for change and in implementing novel arrangements is ensuring they involve their key resource their employees. Effectively involving employees through consultation as well as participation at the outset in any change management process is vital to ongoing workplace productivity in addition to efficiency. (OConnor, 1997) Can culture be managed? Optimists believe culture can be managed; pessimists deny that it can be, according to (Mullins, 2006). They claim that optimists are often business oriented people, who optimistically see the culture of an organisation as being unified and unitary. On the other hand, pessimists are often academically or theoretically oriented, as well as more interested in explanations than practical utility. (Mullins, 2006) Realists, however, can see both sides of the debate. They are frequently interested in exploring culture change and are ready to admit some sway à ´Ã¢â€š ¬Ã¢â‚¬Å¾Ã†â€™ if not control à ´Ã¢â€š ¬Ã¢â‚¬Å¾Ã†â€™ of culture. Can culture be changed? One of the major ways that managers believe they can manage culture is by changing it. They can use one of the guides that are available, that suggest how to form, transmit or change culture, such as that by (Mullins, 2006). However, just for the reason that peoples behaviours have changed in a number of measurable way, it does not mean the organisational culture has changed à ´Ã¢â€š ¬Ã¢â‚¬Å¾Ã†â€™ although behaviour change may be all that managers are interested in. (Mullins, 2006) Difficulties in managing culture Management of culture is hard if there is no agreement on what culture is in addition to culture can be viewed in an enormous variety of ways. The complexity of culture can lead organisations to attempt „quick fixes ° that are superficial. Value-laden judgements on what is the right culture for organisations, devoid of taking into account the unique environments in which they exist, can also make success hard for managers. What are the ethics of trying to manage culture? (Proctor, 2002) poses organisations by means of ethical questions they could ask before attempting to manage à ´Ã¢â€š ¬Ã¢â‚¬Å¾Ã†â€™ or change à ´Ã¢â€š ¬Ã¢â‚¬Å¾Ã†â€™ culture to influence organisational capability: What are the moral and ethical implications of trying to alter such things as feelings, beliefs, values as well as attitudes? Is culture the prerogative of management furthermore does management having the right to try to control or change it? What does culture change do to the quality of life for people in organisations? What costs to individuality result as of encouraging people to devote themselves to the values and products of the organisation, and then asking them to assess their own worth in these terms? (Proctor, 2002) What tools can one use to manage culture? Tools for managing culture comprise: 1. Management systems 2. Organisation models 3. Strategies. A number of these have been influential for a time, and have then been replaced or extended by novel ideas. They can frequently be seen as trends as well as fashions à ´Ã¢â€š ¬Ã¢â‚¬Å¾Ã†â€™ a number of enduring in addition to some not. (Proctor, 2002) 1. Management systems A number of management systems used by managers attempting to manage organisational culture include: Organisational growth (OD): This is a management system of slow, planned change. It is slackly shaped around organisational culture, emphasising how participation, teamwork in addition to problem solving can assist an organisation survives environmental challenges. It is still being used; however its effectiveness is being challenged. (Proctor, 2002) Total Quality Management (TQM): This is a management system used to increase an organisations productivity and quality by focusing on people making continuous incremental development inside existing cultures. A number of see it, however, simply as a control system which produces as well as enforces uniformity, devoid of an understanding of existing organisational culture and the possibility of sub-cultures. (Proctor, 2002) Business Process Re-engineering (BPR): This is a management system of forced, speedy culture change. Where TQM builds a culture that supports improvement, BPR is a result of frustration over the time it takes to do this. Organisation models: A number of organisation models used by managers attempting to manage organisational culture include: Sustainable organisations: The sustainable organisation demands a radical change in thinking regarding culture, transforming the organisation as of being part of the problem to being part of the solution. It is concerned by means of increasing productivity in the long-term in order to survive. Its managers aim to build human capabilities that create continuing innovation as well as high performance. It challenges the dominant economic paradigm and involves broader interests than just shareholders, such as the community in general, the biosphere in addition to future generations (Senge, 1994). Innovative enterprises: This model is similar to that of the sustainable organisation; however its managers attempt to institutionalise innovation to give the market edge. They aim to make innovation ordinary and frequent good practice. This model is useful for those who want to build an organisational culture in which innovation flows naturally as of how the organisation faces its environment, structures its bureaucracy, leads itself, and manages its internal management system. (Senge, 1994) Learning organisations: This is not a one-size-fits-all model. The learning organisation continually expands its abilities to shape its own future, influenced by specific elements of organisational culture, which determine, for example, whether the organisation learns as of mistakes or ignores them, sees opportunities or threats, as well as is pro-active or reactive in its strategies. Such organisations try to make a working reality of such attributes as flexibility, team work, continuous learning in addition to employee participation and growth. (Rosenhead, 1989) High performing organisations: In this British model, managers focus on people and their learning, and the growth of trust, personal responsibility as well as leadership. Supporting elements such as structure, strategy, systems, procedures in addition to resources are seen as useful only in empowering people and enabling them to achieve the full measure of their abilities. (Senge, 1990) Strategies: Strategies used to manage culture include: Strategic alliances: These are cooperative efforts on specific ventures and joint projects, which demand an understanding of each partners culture. Knowledge management: This is a strategy of transmitting culture by making use of novel technology in information systems, as well as by reinforcing the value of people in addition to their contributions to organisations. Knowledge management can encourage organisations to be learning organisations which are open to change. (Proctor, 2002) Flexible learning, which includes e-learning, is regarding the learner deciding what, where, when and how they learned. Flexible learning therefore offers a client-centred and workplace-centred focus for an organisation. Flexible learning practices have had a wide impact on many determinants of organisational culture: learners; teachers, their job designs, work, safety in addition to professional growth; human resources practices; organisational management; as well as technological resources. (Pedler, 1992)

A Comparison of Vistor Frankenstein and Henry Jekyll Essay -- Papers C

A Comparison of Vistor Frankenstein and Henry Jekyll Mary Shelley's Frankenstein and Robert Louis Stevenson's Dr. Jekyll and Mr. Hyde are two horrific tales of science gone terribly wrong. Shelley?s novel eloquently tells the story of a scientist, Victor Frankenstein, who creates a living monster out of decomposed body parts, while Stevenson?s novel describes the account of one, Henry Jekyll, who creates a potion to bring out the pure evil side to himself. Although the two scientists differ in their initial response and action to their creations, there are strong similarities between their raging curiosity to surpass human limitation, as well as their lack of responsibility concerning their actions. These similarities raise an awareness of human limitation in the realm of science: the further the two scientists go in their experiments, the more trouble and pain they cause to themselves and to others. In Frankenstein, Victor is extremely excited about his creation, but once the monster becomes animated with life, he is horrified and abandons his work. Dr. Frankenstein, upon seeing the reality of what he had created, had a moment of realization, ? . . . when those muscles were rendered capable of motion, it became a thing such as Dante could not have conceived? (Shelley 57). In the previous quotation, we, the reader, see Victor?s utter shock and abandonment of the project. When Victor notices the creature?s muscles twitching, his eyes are opened to what he has really done: ?Oh! No mortal could support the horror of that countenance? (Shelley 57). He had not thought about the consequences of creating a being, only the actual task. Unlike Dr. Frankenstein?s abandonment, Dr. Jekyll finds his experiment intriguing eve... ...ankenstein is horrified of what he is done, whereas Jekyll seems to be virtually proud of his scientific accomplishment and murderous ruse. Both scientists discover that all of their pride and knowledge cannot conquer the unknown and unimaginable. For this and other reasons, despite their differences, Dr. Frankenstein and Dr. Jekyll are both captivating literary characters that attempt to create and conquer the human mind. By investigating their similarities, we, as readers, critics, and scholars, can more fully understand the mode of scientific thinking and rationale in the nineteenth century. We also observe the consequences of two characters that overstep the bounds of reality and human conscience. Bibliography: Shelley, Mary. Frankenstein. New York: Penguin, 1983. Stevenson, Robert Louis. Dr. Jekyll and Mr. Hyde. New York, Penguin, 1978.

The Leap

Francisco Mata Mrs. Harschlip Eng 102 â€Å"The Leap† In James Dickey’s poem â€Å"The Leap,† he tells about his memory of a â€Å"thin/and muscular, wide-mouthed, eager to prove† (21-22) girl, Jane MacNaughton. He talks about how she goes from being, â€Å"the fastest runner in the seventh grade†, (3) to a â€Å"Mother of four. † (28) Jane who spurned the earth, as a seventh grade runner, left behind the â€Å"slow-footed yokels† (44) in her cloud of dust. The playground champion is finally overcome by reality. She returns to dust as a victim of the â€Å"eternal process†. During a school dance, Jane â€Å"with a light/Grave Leap†, touches the end of a paper ring.Dickey sees this as a farewell to childhood and a new beginning into adulthood. She is well respected by others and has self-respect, at least enough to leap to touch the paper chain in front of her classmates. She is a young, strong girl and has a world of oppo rtunities at this time in her life. He describes her as the, â€Å"the fastest runner in seventh grade. † (3) This implies that she is a girl who capable of accomplishing any dreams she wishes. Dickey knew and admired Jane, he was â€Å"nailed to the ground†, unable to escape his feelings for her ever since the seventh grade.He feels a connection to her when she touches the paper ring hanging from the ceiling. He says that she â€Å"touched the end of something I began. † (47) He does not make it sound as if he had a personal relationship with her; however he says that she should hold on, â€Å"to that ring I made for you. † (51) He wants the Jane of his school age memory to hang on to the paper ring so that he will always remember her as a young, â€Å"muscular, wide-mouthed, eager to prove,† (22) girl that is capable of doing anything. He uses the ring as a symbol in his memory, as a way to keep her alive so that he does not have to cope with her eath. The ring can also be a symbol of marriage or companionship. He uses this first leap to represent Jane in all of her brilliance, as he remembers, so that he will not have to face the fact that she is not who she used to be and to honor her as the outgoing seventh grader who was willing to live life to the fullest. He does not go into detail to describe the second leap. This may be because he knows more about her in her childhood, or it may be because he does not want to know about her death at length. When she commits suicide, he knows she is not the same person that he once knew; she is now a, â€Å"mother of four. (28) She has changed, but it has not been for the better because she may have had a hard life. One day she was unable to handle the pressures of her life any longer and committed suicide. He says, as he holds the newspaper containing the article of her suicide, â€Å"that I held / without trembling a picture of her lying cradled / in the papery steel as though ly ing in the grass. † (30-32) It is not that he does not care about her death; he just cannot face her death and this is why he does not tremble. She is hardly the same person to him, and so he is able to save the image of her first leap.He will always use this one image as her identity, full and alive, to him. These two leaps are different, but are used to represent the same idea. Jane leapt in order to express her sense of freedom in the first leap. She leapt with strength; she showed to everyone around her that she was very alive, free and capable. Yet, the second leap was a cry for help, a searching for freedom. By taking this second leap she was able to become free by death. Her life was hard by, â€Å"some boy who did not depend/On the speed of foot, caught and betrayed her,† (40-41) and the heartache was too much for her to handle, so she took the leap so she can be free.The two instances are so different that he is able to separate them in his mind and supplement his memory for childhood Jane, who he saw gracefully leaping with a sense of ambition to touch the paper ring and the Jane of modern reality, who leapt to her death from a hotel window to rest in the, â€Å"papery still† (32) of a taxi cab, still graceful as â€Å"though lying in the grass. † (32) Work Cited Dickey, James. â€Å"The Leap†. Literature and the Writing Process. Ed. Elizabeth McMahan, Susan X Day, Robert Funk, and Linda S. Coleman. 9th ed. 2011. pg 630. Print.

Essay on Camus’ The Stranger (The Outsider) Reader...

Reader Response Criticism to Camus’ The Stranger (The Outsider) In The Stranger (The Outsider), Albert Camus anticipates an active reader that will react to his text. He wants the reader to form a changing, dynamic opinion of Meursault. The reader can create a consciousness for Meursault from the facts that Meursault reports. By using vague and ambiguous language, Camus stimulates the reader to explore all possibilities of meaning. Camus also intends to shock the reader into rereading passages. Through discussion of narrative structure, the opening lines, the role of pity, resentment toward Meursault’s judges, and the relationship between murder and innocence, I will prove that Camus’ purpose is to bring the reader to†¦show more content†¦The reader is intentionally left to compare Meursault’s impression on themselves with the consciousness that Camus creates. Camus uses this other, reader-created Meursault as a bridge and a tool to put the reader in Meursault’s shoes. On trial, the reader compares the mental reaction of Camus’ Meursault with their consciousness for Meursault. Already the reader sympathizes with Meursault (ostensibly because we create his consciousness and it is inherently similar to the reader’s), but in the court, Camus has the reader to place themselves on trial. The reader introspects on whether they are guilty of indifference to society. Camus has the reader create a consciousness for Meursault so that Camus can inspire introspection in the reader. Camus anticipates the reader will re-read his startling opening. By the opening lines, he sets a tone and standard that the reader should continually reassess their attitude toward Meursault. Aujord’hui, maman est morte. Ou peut-à ªtre hier, je ne sais pas. J’ai reà §u un tà ©là ©gramme de l’asile: lt;lt; Mà ¨re dà ©cà ©dà ©e. Enterrement demain. Sentiments distinguà ©s. gt;gt; Cela ne veut rien dire. C’à ©tait peut-à ªtre hier (L’Etranger 9). 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