Written versus Spoken Grammar Free Essays

Dynamic Through assessment of the normal instructive results of TESOL courses, one can start to have a significant conversation with regards to the discussion among composed and spoken language structure. When all is said in done scholarly agreement it is indicated that the incorporation of spoken punctuation in English instructing is ideal as it is wanted by students and the results themselves. From that point, the difficulties confronting English educators in Kuwait will be resolved corresponding to this discussion to evaluate whether the consideration of spoken sentence structure notwithstanding composed language structure will have a general constructive outcome on tending to these difficulties. We will compose a custom exposition test on Composed versus Spoken Grammar or then again any comparative theme just for you Request Now It will be contended that the incorporation is profoundly important anyway not without appropriate administration by the instructors concerning the sorts of spoken language sources included. Presentation The learning condition that is given in unknown dialect grown-up instruction is novel in the difficulties that it presents to teachers and the learning strategies used to influence the different instructive results that are normal. The importance of these strategies is broadly pertinent to an assortment of circumstances and areas that present these one of a kind difficulties dependent on culture and topography. To this degree there are three contending contemplations with respect to the pertinence of the discussion among composed and spoken language to the English educators of Kuwait. The first is the discussion among composed and spoken sentence structure †which is to a great extent identified with whether spoken language ought to be remembered for the showing techniques of English educators. The second is the learning destinations of TESOL courses and how these identify with showing systems for the most part and anticipated instructive results. The third thought is whether the discussion considering the learning destinations of TESOL is applicable to instructing of English as a second language in the nation of Kuwait. The focal theory of this paper will analyze the distinction among composed and spoken sentence structure to decide the related instructive results that can be normal and how these identify with the specific points of TESOL type courses. From that point, the consideration of spoken punctuation and the discussion encompassing its incorporation will be talked about and investigated. The last thought will require a top to bottom examination of the specific difficulties of the instruction framework in Kuwait and this will at that point tie into the possibility of the significance of spoken and composed sentence structure discusses. The specific importance of these discussions with connection to Kuwait will be talked about as far as the results and difficulties experienced. From there on inferring that the specific subtleties of the training fram ework in Kuwait make the requirement for relational and intelligent language utilizes much progressively articulated. The foundation of the instruction framework in Kuwait is sensibly best in class as there has been an ongoing push by the legislature to improve training access and quality, anyway with the rise of these establishments and of the economy as a player in the worldwide economy has lead to the requirement for successful second language learning courses, for example, TESOL. Political conversation and monetary discussion is empowered in the Kuwait vote based system which separates it from other fundamental Arab Gulf nations, in this way making the requirement for compelling correspondence considerably increasingly articulated. The significant difficulties that Kuwait faces as far as the English language learning as a country and along these lines the issues and difficulties looked by English educators in Kuwait, are identified with the domineering impact of culture in language and the issues of inspiration with understudies. It will be talked about through cautious reflection that the incor poration of spoken syntax through certain bona fide material uses will help in fighting these difficulties looked by instructors. Through this incorporation it is likewise pertinent to take note of this has prompted the development of showing strategies and techniques for appraisal away from test based evaluation models as this has additionally been distinguished as a test to students in Arabic nations. Composed versus Spoken Grammar The distinction among composed and spoken sentence structure basically boils down to a discussion among formal and casual language structure. It is anyway imperative to take note of that there are contentions made that verbally expressed language structure is undeveloped and doesn't in fact exist, and that verbally expressed sentence structure is basically equivalent to composed punctuation as far as all having a place with the utilization of syntax for the most part instead of a specific framework. These various contentions, albeit noted, don't present trouble to the most generally recognized hypothesis of talked language structure and along these lines will not be considered inside the ambit of this conversation. Do the trick to state anyway that the contention introduced for spoken syntax is certifiably not a bound together position, albeit bolstered by most of scholastic scholars. The contention for spoken sentence structure is basically that it is a particular methodology from t hat utilized in composed language. There is a contention for a direct model of language structure with spoken syntax being isolated and unmistakable, albeit natural using composed sentence structure (Brazil, 1995). After some time this model has developed into a powerful arrangement of sentence structure that is effectively versatile and adaptable for language use and incorporation (Carter McCarthy, 1997). The qualification is for all intents and purposes significant for language use as frequently the utilization of composed syntax in discourse and on the other hand spoken sentence structure recorded as a hard copy, can regularly not be logically fitting and can prompt disarray. Basically, individuals by and large don't talk the way that they compose and they unquestionably don't compose the way that they talk. Spoken sentence structure regularly incorporates constrictions, for example, ‘I’ll’, ‘don’t’ or ‘can’t’ which are carefully talking not fitting in composed language structure, just as the consideration of slang words or sayings. Spoken language structure likewise incorporates breaking of exacting composed syntax rules, for example, starting sentences with relational words. Alternately, there is syntactic punctuation that exists only in composed syntax that isn't utilized in spoken language structure, for example, the presence of the ideal past tense. Spoken syntax is additionally increasingly unique and prompt, along these lines frequently including numerous linguistic mistakes that are unsuitable in composed sentence structure. This is as a profitable of fast discourse and thought improvement. Composed language structure is increasingly arranged and exact, subsequently permitting less edges for mistake and drawing in with a progressively modern jargon and organization of thought introduction. Spoken punctuation is regularly progressively informative as it presents thoughts at a lower level of commitment, making it increasingly available in a way and hence open. It likewise is prepared to do all the more adequately passing on a tone, advancing the evaluation of spoken sentence structure as open. TESOL Aims and Expected Outcomes The mission of TESOL is â€Å"[t]o advance proficient ability in English language educating and learning for speakers of different dialects worldwide† (TESOL, 2007). TESOL by and large can be supposed to be focused on grown-up students that are non-local English speakers. It is focused on expertly outfitting this segment with able English abilities. Remembering this, plainly there is an enormous component of competency based instructive results in TESOL educating. Competency â€Å"refers to a standard of execution either verifiably or unequivocally, the term intently matches meanings of authority or measure levels of performance† (Wong, 2008). This includes a more extensive consideration of social, intellectual and open aptitudes to take into account viable utilization of language. Just expressed, competency put together results are concentrated with respect to taking into consideration real correspondence in the manner that local speakers would utilize the language, wh ile not being excessively worried about the hypothetical information that the understudies have. The fundamental distinction between the different ways to deal with instructing can be summed up as various accentuation on ‘real’ English in educating and this will altogether influence the result of the learner’s language aptitudes. Supporters of the utilization of spoken syntax contend that the utilization empowers students to have an all the more genuine handle of the language as it is utilized by local speakers and without this incorporation, the hole between what is found out and how one must utilize the language will leave students unfit to impart in the ‘real world.’ It is obvious along these lines that the utilization of spoken punctuation might be progressively adjusted to the normal instructive results of TESOL as it takes part in a competency based methodology that will prepare understudies to successfully convey inside their specific needs. The Debate of Spoken Grammar Inclusion in Learning Generally The discussion encompassing composed and spoken syntax basically comes down to whether it ought to be remembered for showing English as a subsequent language and provided that this is true, how. The incorporation of spoken syntax in English boils down to pertinent contending contemplations all seemingly part of a competency based way to deal with language learning. There is by all accounts a noteworthy development towards articulation of language in the manner that local speakers utilize the language instead of fitting in with exacting linguistic gauges. This in itself is lined up with the results of TESOL which plans to outfit their understudies with an expert handle of the language and general accord concerning the points of second language instructing by and large. On the off chance that one remembers these instructive objectives while assessing the benefits of spoken sentence structure material incorporation in showing techniques, one can get a general perspective on the points o f interest managed by their consideration. A Lack of Spoken Grammatical Features McCarthy Carter (1997) demonstrate that there is an unmistakable absence of spoken punctuation presentation in training materials used to show English as a second language to grown-up students. The way tha

Revolution in France: Who Benefited Most From The Collapse Of The Ancien Regime? :: European Europe History

Transformation in France: Who Benefited Most From The Collapse Of The Ancien Regime? The Ancien Regime (French for Old Order) was how society was run, in a period in French history happening before the French Revolution (1789 - 1799). France was managed by an outright government (a framework where the ruler was classed as awesome - a faultless job) King Louis XVI and Marie Antoinette. The French society was isolated into classes or Estates. The main Estate was the Clergy who were incredibly rich. There were around 100,000 of these individuals. They had power over oversight of the press and of instructive organizations Their riches originated from the Roman Catholic Church, which was comprised of the upper and lower Estates. The upper, Bishops and Abbots who had the position and the lower, Priests and Monks who had a humble salary and had nothing to do with chapel undertakings. The Second Estate was the Aristocracy or Nobility, which was comprised of around 400,000 individuals. They possessed 20% of all the land in France and settled no duties. They were affluent and delighted in a lighthearted life. Their lone complaint was the force that the First Estate held. The Second Estate were the men who held situations in the legislature. They were additionally absolved from charges. The uncommon worry of the Second Estate was to see that the King didn't present assessment change. They needed progressively political capacity to ensure occasions like this didn't occur. While they censured the government's absolutism they needed to set up their own type of it. The third and biggest Estate was comprised of the Bourgeoisie (instructed and special white collar class) and the Serfs (workers). The King and the Aristocracy delighted in gatherings, feasts and expense exceptions, while the Bourgeoisie and serfs needed to make good on overwhelming duties. A large number of the serfs kicked the bucket from starvation and the living endured under gigantic money related hardships. The Third Estate had no achievement in casting a ballot as a result of the contrasting conclusions about the expense framework among them and the Second Estate. The Third Estate disdained the benefits of the Second Estate and despised the assessment framework, which included just themselves, the larger part, making good on the substantial charges. There was a tremendous need among the Third Estate, who spoke to the 'individuals' of France for charge change. The Second Estate compounded this circumstance since they were resolved not to surrender their assessment concessions. Transformation in France: Who Benefited Most From The Collapse Of The Ancien Regime? :: European Europe History Transformation in France: Who Benefited Most From The Collapse Of The Ancien Regime? The Ancien Regime (French for Old Order) was how society was run, in a period in French history happening before the French Revolution (1789 - 1799). France was managed by a flat out government (a framework where the ruler was classed as heavenly - a reliable job) King Louis XVI and Marie Antoinette. The French society was isolated into classes or Estates. The primary Estate was the Clergy who were very rich. There were around 100,000 of these individuals. They had authority over restriction of the press and of instructive organizations Their riches originated from the Roman Catholic Church, which was comprised of the upper and lower Estates. The upper, Bishops and Abbots who had the power and the lower, Priests and Monks who had an unassuming pay and had nothing to do with chapel undertakings. The Second Estate was the Aristocracy or Nobility, which was comprised of around 400,000 individuals. They claimed 20% of all the land in France and covered no expenses. They were extremely well off and delighted in a cheerful life. Their solitary complaint was the force that the First Estate held. The Second Estate were the men who held situations in the administration. They were additionally absolved from charges. The exceptional worry of the Second Estate was to see that the King didn't present duty change. They needed progressively political capacity to ensure occasions like this didn't occur. While they censured the government's absolutism they needed to set up their own type of it. The third and biggest Estate was comprised of the Bourgeoisie (instructed and advantaged white collar class) and the Serfs (workers). The King and the Aristocracy delighted in gatherings, feasts and duty exclusions, while the Bourgeoisie and serfs needed to make good on overwhelming charges. Huge numbers of the serfs kicked the bucket from starvation and the living endured under colossal budgetary hardships. The Third Estate had no achievement in casting a ballot due to the varying assessments about the duty framework among them and the Second Estate. The Third Estate loathed the benefits of the Second Estate and abhorred the duty framework, which included just themselves, the lion's share, making good on the overwhelming duties. There was a tremendous need among the Third Estate, who spoke to the 'individuals' of France for charge change. The Second Estate exacerbated this circumstance since they were resolved not to surrender their expense concessions.

Why Are Statistics Necessary in Psychology

Why Are Statistics Necessary in Psychology Student Resources Print Why Are Statistics Necessary in Psychology? By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on September 17, 2019 Hero Images / Getty Images More in Student Resources APA Style and Writing Study Guides and Tips Careers A lot of psychology students are surprised (and sometimes dismayed) to realize that statistics courses are required for graduation in their chosen major. Yes, statistics courses are a major part of virtually all psychology programs. Not only will you need to take at least one or two courses of statistics, but you will probably also encounter the subject in many of your other classes, particularly those that involve experimental design or research methods. In other words, you not only need to be able to pass a statistics class, but you also need to be able to understand statistics as well. The Importance of Statistics in Psychology So why are statistics important in psychology? First, lets think about the importance of statistics in general. Statistics allows us to make sense of and interpret a great deal of information. Consider the sheer volume of data you encounter in a given day. How many hours did you sleep? How many students in your class ate breakfast this morning? How many people live within a one-mile radius of your home? By using statistics, we can organize and interpret all of this information in a meaningful way. In psychology, we are also confronted with enormous amounts of data. How do changes in one variable impact other variables? Is there a way we can measure that relationship? What is the overall strength of that relationship and what does that mean? Statistics allow us to answer these kinds of questions. Statistics allow psychologists to: Organize Data: When dealing with an enormous amount of information, it is all too easy to become overwhelmed. Statistics allow psychologists to present data in ways that are easier to comprehend. Visual displays such as graphs, pie charts, frequency distributions, and scatterplots make it possible for researchers to get a better overview of the data and to look for patterns that they might otherwise miss.Describe Data: Think about what happens when researchers collect a great deal of information about a group of people. The U.S. Census is a great example. Using statistics, we can accurately describe the information that has been gathered in a way that is easy to understand. Descriptive statistics provide a way to summarize what already exists in a given population, such as how many men and women there are, how many children there are, or how many people are currently employed.Make Inferences Based Upon Data: By using whats known as inferential statistics, researchers can infer things about a given sample or population. Psychologists use the data they have collected to test a hypothesis or a guess about what they predict will happen. Using this type of statistical analysis, researchers can determine the likelihood that a hypothesis should be either accepted or rejected. Statistics in Daily Life Now that you have a better understanding of why statistics are essential in psychology, it might be helpful to look at how taking a statistics course can help you. Obviously, having a solid understanding of statistical methods can help you excel in almost all of your other classes. No matter what type of class you are taking, whether it is social psychology or human sexuality, you will be spending a great deal of time learning about research. Your foundation of statistical knowledge will allow you to make better sense of the research youll find described in your other psychology courses. Secondly, think about all the claims about psychology that you encounter on a daily basis outside of class. Magazines publish stories about the latest scientific findings, self-help books make proclamations about different ways to approach problems, and news reports often exaggerate or misinterpret psychology research. By understanding the research process, including the kinds of statistical analysis that are used, you will be able to become a wise consumer of psychology information and make better judgments of the information that you come across. Such judgment can help you determine which information is important and should be attended to and which information is safe to ignore. By understanding statistics, you can make better decisions that may affect your health and well-being. Getting Help With Statistics Of course, knowing why statistics are important might not necessarily help with that sense of dread you feel before stepping into your very first stats course. Theres good news, though! Even if you dont consider yourself good at math, you can still succeed in your behavioral stats classes. Sure, you might have to put in some extra effort, but there are plenty of tools and resources out there that can help. Start by discussing your concerns with your instructor. He or she might be able to recommend books, online tools, and on-campus resources that can be helpful. Consider joining or forming your own study group with your classmates. Dont overlook the assistance that might be available at your school. Many colleges and universities offer a math lab where students can go to receive extra help and tutoring with any type of math course, including statistics. Does Majoring in Psychology Require a Lot of Math? At first glance, many prospective psychology students assume that their chosen major will require very little math. After all, psychology is the science of the mind and behavior, so what does math have to do with it? Quite a bit actually. Math classes, and statistics, in particular, are an important part of any psychology program. Psychologists need to be able to utilize statistical methods to conduct research, analyze data, interpret results, and report their findings. As a psychology major, you will need to take math classes that fulfill your schools general education requirements as well as additional statistics requirements to fulfill your programs core requirements. So just how many math classes will you end up taking if you major in psychology? In most cases, you will have to take at least two, but in other cases, it might end up being between three and five. Check your schools graduation requirements as well as your psychology programs core requirements for more information.

Disability Policies For Disabled Individuals - 2194 Words

Disability in Australia has progressively become a more recognised social issue in todays contemporary society. The perception and ideas of disability has transitioned from one of institutionalisation to one of extensive support, which has lead to the development of many disability policies within Australia that aims to holistically meet the needs of disabled individuals. The development of three central disability policies, The National Disability Insurance scheme, National Disability Strategy 2010-2020 and the National Disability Agreement 2012 has altered the services available to disabled citizens, how supports are implemented, the wellbeing of disabled individuals and societal attitudes towards disability. The policy area conns†¦show more content†¦Under Australian disability policies, there is a significant focus on individuals with disabilities making their own decisions regarding what services they wish to use and which agencies/ organisations will provide those serv ices for them. This is highlighted in the NDIS provision of financial funding to the individual, not a service provider in order to allow the individual to choose their path as opposed to being told what services they are being allocated to. This gives the disabled individual a great sense of autonomy and empowerment as they are provided the opportunity to self direct their service use by being given choice and control over the supports they need to meet their goals. The central value of equality focuses on the attainment of an inclusive society that enables people with disability to reach their potential as equal, active and participating citizens while promoting equality of opportunities, financial stability, accommodation, employment and social participation. As a result of the value of human equality, social inclusion emerged as an essential value across policies. Social inclusion is recognised across policies as a foundational belief that disabled individual are active, included and valued members of society, therefore strategies have been implemented to increase their involvement in society. For example a central vision of the NDS aims for â€Å"people with disability to live in accessible and well designed communities with opportunity

Perspectives On Street Beggars And Homeless People

To Give or Not to Give? Perspectives on Street Beggars We have all walked past beggars on the street asking for money. Some people will routinely give money, others categorically refuse, and some are more undecided. Every time a beggar approaches us, we are instantly forced into an inner ethical dialogue about what is right and what is wrong? Street Beggars and homeless people is one of the social problems that every country all has to deal with it. Sometimes, when we walk on the streets, we are all seeing the beggars and homeless people and they are asking for money to buy food and drink. Some people will give the money to them because they feel sympathy for the poor people, but sometimes, they give the money just because they are force into an inner ethical that â€Å"the human should care, share and help each other† and some people are refused and undecided to give or not to give because the people they wonder if the Beggars do really need their help or the Beggars just take advantages from the people’s kindness. However, in my opinion, to give or not to give is all about your choice and is it right or wrong depended on your judgement. First of all, we need to define â€Å"what is the beggar mean†. The Beggars are a person who begs alms or lives by begging. In a big city, it is not hard to see beggars or homeless people on the street and the number is always increased. 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SmithRead MoreAmerica As A Safe Haven For The Stricken And Oppressed1711 Words   |  7 Pages a gift from France a century after the Declaration was signed, became an icon of the American Dream. She greeted immigrants as they first approached Ellis Island, an awe-striking, hope-infusing monument engraved with the words, â€Å"send these, the homeless, tempest-tost to me / I lift my lamp beside the golden door† (Lazarus s Poem). Now in the 21st century, the definition of the American Dream has remained relatively stagnant, as citizens, foreigners, and refugees alike still expect libertà ©, à ©ga lità ©Read MoreWilliam Swift s A Modest Proposal1483 Words   |  6 Pagescontrol of the British. They also owned Northern Ireland. The British were causing immense numbers of problems for the Irish people because their policies were leaving people homeless and starving. Jonathan Swift was a man who was born and raised in Ireland during these times. 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Jesus’ main goal was to teach everybody A survey of ten random people was conducted. This survey was about answering the question on who Jesus was to them. Amongst men and women, those who have

An Analysis of My Fair Lady Free Essays

HIS first big number, â€Å"With a Little Bit of Luck† was hilarious, and I think I enjoyed It more than â€Å"Get Me to the Church on Time† even though the latter Is the song you first think of associating with his character. HIS two dustmen friends were perfect as well, the three of them did the funniest little gig and the harmonize they did on the refrain was spot on. Scarcest sounded so exactly like Rexes Harrison it gave me chills. We will write a custom essay sample on An Analysis of My Fair Lady or any similar topic only for you Order Now I have seen the 1964 film version of My Fair Lady eternally hundreds of times, I’m pretty sure I wore out the VS. version that my parents had when I was very young. I can hear Harrison reciting some of the most famous lines in my head. When Scarcest said â€Å"She’s so De-Al-callously low, so HO-rivalry dirty,† the hairs on the back of my neck stood up. The best number that Higgins did was probably â€Å"I’m an Ordinary Man†. The orchestra was fabulous especially In that song. â€Å"Vive Grown Accustomed to Her Face† has to be a close second. Aurora Florence played Elise Doolittle. Just because she wasn’t my favorite character In this particular reduction does not mean she wasn’t wonderful, because she was. She obviously worked very hard on her accents, and really she had the most work in that area to do since she had to learn both a Cockney accent and a proper English one. There was a few times where her Cockney fell flat, however. It seemed like she was concentrating too hard on the most â€Å"important† lines (â€Å"I washed me face an’ ‘ands before I come, I did†, â€Å"C’mon Dover, move hay blooming’ ears†) and I became aware that she was doing an accent, which is exactly what you don’t want to happen, it breaks the magic. That Ewing said, Ms. Florence has a beautiful singing voice and played a very touching and convincing Elise. The costumes were unbelievable. All of Elijah’s costumes were replicas of the costuming done in the film version. Even down to the flower girl outfit and the green skirt and white blouse that she wears In the â€Å"The Rain in Spain† scene. I didn’t really realize It until the scene at the Ascot racetrack when Elise emerges In that white dress with the horizontal black and white ribbon and the enormous feathered hat. I’m pretty sure I squealed. My favorite costume of Elijah’s is of course en gown Tanat seen wears to ten Massey Ball Ana ten costume gleaner 01 disappoint. The Jewels dripping from Elijah’s neck, ears, and wrists (not to mention that gorgeous tiara) seemed even more dazzling in the bright stage lights than they did in the film version. To summarize, this was the best production that Vive seen outside of Chicago or SST. Louis. I would argue that it was done as well or better than most of the productions Vive seen at the Lyceum as well. Big League Productions has its own website, and is touring extensively all over the country. If you get the chance to see this play, Jump on it. How to cite An Analysis of My Fair Lady, Papers

JAVA INCLUDES A LIBRARY OF CLASSES AND INTERFACES Essays

JAVA INCLUDES A LIBRARY OF CLASSES AND INTERFACES: The Java platform includes an extensive class library so that programmers can use already existing classes, as it is, create subclasses to modify existing classes, or implement interfaces to augment the capabilities of classes. Both classes and interfaces contain data members (fields) and functions (methods), but there are major differences. In a class, fields may be either variable or constant, and methods are fully implemented. To use an interface, a programmer defines a class, declares that it implements the Interface, and then implements all the methods in that interface as part of the class. These methods are implemented in a way that is appropriate for the class in which the methods are being used. Interfaces let one add functionality to a class and give a great deal of flexibility in doing it. A package is a collection of related Java classes and interfaces. The following list, however not complete, gives example of some Java packages and what they cover. Java.lang: The basic classes. This package is so basic that it automatically is included in any Java program. It includes classes that intercepts with numeric, strings, objects, runtime, security, and threads. Java.io: Package that includes classes managing reading data in input streams and writing data into output streams. Java.util: Miscellaneous utility classes, including generic data structures, bit sets, time, date, the string manipulation, random number generation, system properties, notification and enumeration of data structures. Java.net: Classes for network support. Java.awt: Classes that manage user interface components such as windows, dialog boxes, buttons, checkboxes, lists, menus, scrollbars, and text fields, the AWT stands for Abstract Window Toolkit. Java.awt.image: Classes for managing image data, including color models, dropping color flittering, setting pixel values, and grabbing snapshots. Java.applet: The Applet class, which provides the ability to write applets, this package also includes several interfaces that connect an applet to its documents and to its document. Java.sql: The JDBC API, classes and interfaces that access databases and send SQL Statements. The first three packages listed, java.lang, java.io and java.util form the basis, they are basic classes and interfaces for general-purpose programming. Java development kit version1.1 added some new packages, with JDBC being one of them. Other new packages include such thing as Remote Method Invocation, Security and Java Beans, the new API for creating reusable components. In Java, packages serve as the foundation for building other packages, as discussed in the following section. JAVA IS EXTENSIBLE: A big plus for Java is the fact it can be extended. It was purposely written to be lean with the emphasis on doing what it does very well, instead of trying to do everything from the beginning, it was return so that extending it is very simple. The JDBC API, the java.sql package, is one example upon which extensions are being built. In addition to extensions there are also main tools being developed to make existing capabilities easier to use. For example, there is already a tool that greatly Simplifies creating and laying out Graphical User Interfaces such as menus, Dialog boxes and buttons. SECURITY: It is important that a programmer not be able to write subversive code for Applications or applets. This is especially true with the Internet being used more and more extensively for services such as electronic commerce and electronic delivery of software and multimedia content. The Java platform builds in security in four ways. The way memory is Allocated and laid out: In Java an objects location in memory is not determined until The runtime, as opposed to C and C++, where the compiler makes memory layout Decisions. As the result, a programmer cannot look at a class definition and figure out how it might be laid out in memory. Also since, Java has no pointers, a programmer cannot forge pointers to memory. The way incoming code is checked: The Java virtual machine doesnt trust any incoming code and subjects it to what is called throughte code verification. The throughte code Verifier, part of the virtual machine, checks that the format of incoming code is correct incoming code doesnt forge pointers, it doesnt violate access restrictions, it accesses objects what they are. The way classes are loaded: The Java throughte code loader, another part of the virtual machine, whether classes loaded during program execution are local or from across a network. Imported

tHOMAS jEFFERSON essays

tHOMAS jEFFERSON essays "Thomas Jefferson and the American Ideal" Thomas Jefferson was the third president of the United States. He was from Virginia and was one of the youngest men in Congress. He had only recently become involved in politics. John Adams, the delegate from Massachusetts, had years of experience. Jefferson thought it was only logical that the task of writing this important document should fall to the older, more experienced statesman. Adam's wanted Jefferson to write the Declaration of Independence, but Jefferson did not want to do it because he thought it would be too hard and it would take a lot of thinking. Jefferson was a writer, inventor, a statesman, and an architect. He explored the new ideas about science and government that were taking shape all around him. When he was told that he had to write the Declaration of Independence, he started right away which is contradictory to what we would think, because he didn't want to do it. It took him 2 weeks to write the Declaration. With this document, the colonies were declaring themselves independent. Americans would govern themselves. Thomas Jefferson had first learned the principle of individual freedom as a student in Williamsburg. He had learned that there were certain rights by which all people had to live to be able to make their own choices, and to be free to do as they wished as long as it didn't hurt others. Today we take these ideas for granted, but they were fairly new in the 1770's. The Americans were not allowed to govern themselves, to set taxes for themselves, or to defend themselves. Thomas' first home was the family plantation of Shadwell on the Rivana River. When Thomas was nine years old, his family moved from the Randolph's place back to their own plantation, Shadwell. On a bright September morning in 1752, a wagon drove up the path to Shadwell. The driver gave a shout and the family hurried outside. Everyone help...

Auspices and Guises

Auspices and Guises Auspices and Guises Auspices and Guises By Maeve Maddox In an interview with Palestinian film-maker Hany Abu-Assad about his film Omar, NPR’s Rachel Martin made the following statement: He [Omar] goes there [to the other side of a wall that separates him from his sweetheart] under the auspices of planning some kind of attack with Nadia’s brother† The context implies that planning the attack is a subterfuge for Omar, an excuse to be with Nadia. Martin’s use of the expression â€Å"under the auspices of† is inappropriate in this context. Auspices is one of those words we inherited from ancient Roman religion. In ancient Rome, the auspex observed the flight of birds for the purpose of obtaining an omen from the gods. The work of the auspex was known as â€Å"taking the auspices.† When the auspices were favorable, people proceeded with whatever enterprise they were planning, confident of success. In modern usage, auspices has come to mean â€Å"patronage.† It refers to influence exerted by a person or organization on behalf of an undertaking. This patronage usually spells the difference between success and failure. Here are some examples of the usage: Under the auspices of the Catholic Monarchs of Spain, he [Christopher Columbus] completed four voyages across the Atlantic Ocean. Extended Participation in General Multilateral Treaties concluded under the auspices of the League of Nations (title of a monograph) For the first time in nearly 50 years, the Commonwealth’s scientists are coming together under the auspices of the Royal Society for a groundbreaking conference â€Å"In the guise of† is probably the expression the NPR interviewer was reaching for. Worded both as â€Å"in the guise of† and â€Å"under the guise of,† the expression means â€Å"an assumed appearance or pretense.† The expression can be used to mean simply â€Å"dressed as† or â€Å"disguised as†; for example, one might go to a costume party â€Å"in the guise of Cinderella.† More often, the pretense is intended to deceive: If Tyranny and Oppression come to this land, it will be in the guise of fighting a foreign enemy. –James Madison Mr. Fox befriended Jemima Puddle Duck in the guise of a friendly neighbor. Urban Shield exists under the guise of fighting terrorism and â€Å"disaster preparedness† in heavily-populated areas. Protestors stormed a McDonald’s franchise demanding justice for an employee they say was fired under the guise of feeding the homeless, but was really let go for political reasons. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:100 Words for Facial ExpressionsBest Websites to Learn EnglishA Yes-and-No Answer About Hyphenating Phrases

Professional Development and Research Essay Example | Topics and Well Written Essays - 1000 words

Professional Development and Research - Essay Example There is the need to incorporate organizations into research because individually; it is harder to pursue more complex research (Zuber-Skerritt, 1992). It is crucial to have such organizations incorporated into learning institutions because; there is a chance of increasing effectiveness from all quarters. This paper will examine articles that look into the growing career path taken by many, and how it is impacting school cultures. Article by Zuber-Skerritt, Ortrun on Professional development in higher education: A theoretical framework for action research. In this article, the biographer believes that by incorporating educational research and teaching in higher learning institutions, action research has a chance at giving professional development a theoretical framework. This means that different assumptions and theories about learning may be provided from the well-known paradigms of learning, considered by many, traditional. Action research involves the enquiry into different subjec ts, providing the results to the public, and actively participating in problem solving in many fields. The basics for the theoretical framework are provided in this article. It provides the foundation from which action research can build an institution, and help it address most of the issues it faces. Professional development is crucial in the growth and development of an institution. Professionals are likely to find out the best possible areas that need addressing. They can, therefore, provide theories, strategies and methods that build on this framework. Advocating for an action research model may assist education personnel develop an attitude toward problem-solving. Article by Darling-Hammond, Linda on Professional development schools: Schools for developing a profession. A description of recent trends affecting schools is found in this article. The acquisition of knowledge among schools is paid attention to by the author in the article. Schools are keen on getting this knowledge , and sharing it among institutions in their circle. They have one common characteristic; they depend on the collaboration between research practitioners to feed them this knowledge. The structure, function and philosophy that guide the professional development school are covered in the article. Such trends affect the learning environment positively. Research conducted in the same area or locality may provide an avenue for all the education facilitators. This is through sharing ideas about the development and growth of the learning environment. Eventually, this works in pushing for education reforms. The evaluation of professional development is expanding so as to allow for student achievement. This goes a long in promoting the education sector, and not just some its divisions. Training, implementation, and transfer to teacher’s repertoire (adapted from Joyce & Showers, 1995). In this article, cartain theories are presented to the audience. One, if a concept in an area of lea rning is introduced; there is the probability that a high number of people may understand its introduction. This goes for its modelling in the same capacity. However, in both cases, it is next to impossible for the learner to apply most of the skills they gain from such concepts. They tend to grasp little skills from the concepts from theoretical work. In other cases, it is possible for practice and coaching to achieve different results. Those

Managing People Global Context-Human Resources Management Essay

Managing People Global Context-Human Resources Management - Essay Example Indeed, it seems that in Starbucks the contribution of employees in organizational performance is highly appreciated. The role of intrinsic and extrinsic motivation in Starbucks is analyzed below using appropriate literature. It is proved that emphasizing on employee motivation can help an organization to increase its competitiveness even when market conditions are quite turbulent, as today. In order to understand the importance of employee motivation for the standardization of business performance, it is necessary to understand the context of employment relationship, as developed in businesses of different size worldwide. According to a description provided by ILO (2005) the employment relationship is a framework in the context of which an individual, called ‘worker’ provides services to the employer, an individual or an organization, under specific terms (ILO 2005, p.22). The terms of the employment relationship, including the level of payment, the length of days-off and so on, can be differentiated in each country according to the local laws and ethics (ILO 2005, p.22). In the literature, the aspects of employment relationship have been extensively explored. Most theorists have focused on the importance of employee satisfaction for employee performance, at the level that an employee who is satisfied with his job he is more likely to perform high compared to an employee who is dissatisfied, i.e. an employee who feels that his contribution in the development of daily organizational activities is not appropriately appreciated (Kaufman 2004). Reference can be made, for example, to the Motivation - Hygiene theory of Herzberg. The specific theory promotes the idea that ‘employee satisfaction and dissatisfaction have two different dimensions’ (Pride et al. 2011, p.283). In fact, the factors that can influence employee satisfaction are divided into two categories, Motivation factors and Hygiene factors.

History Of Our Fear Of Aging Philosophy Essay

History Of Our Fear Of Aging Philosophy Essay Abstract The fear of aging and death in America has grown into quite the headache. People today seem more concerned with their physical appearance and age than they are with their physical or mental health. Not only is this a factor, but the media, as well as the commercial sales industry, are taking advantage of this fear and using it to their advantage. This fear grips people for many reasons, but the 2 biggest are: 1.) they are afraid of the unknown, and 2.) they are afraid of being alone. Americas Fear of Aging Many people today are convinced that if they can just lift one more weight or just run one more mile, they will never get old. Even if they dont give in and end up getting cosmetic surgery or spend too much money on expensive anti-aging creams that dont work, there comes a day when its too much effort any longer to keep up the fantasy. What began with simply trying to look pretty has become a never-ending battle to be or to find the next fountain of youth in America. If someone has age spots, theres a cream that for that. If you have stretch marks or cellulite, theres a salve or lotion for that. Dark circles under your eyes? Theres a tonic for that as well. Give it time and Apple will develop an app for all your cosmetic woes! Fears and concerns about growing old are being addressed by those who are growing old. They arent content to sit idly by and let death come swooping in on them. Instead they have become more proactive in the fight against the clock (e.g. participating in more physical activities, sharpening their mental abilities via games, puzzles, being more socially interactive with others, etc.). Our Fear of Aging Americans today are in a constant push to keep up with trends. Buy this new car, try this kind of new weight loss shake, etc. Not only do they push you to buy their product, they also bombard you with reasons why their product is so much better than their Brand X competitor. The biggest culprits: The Cosmetic Industry. The message being broadcast by the cosmetic industry is if theres something you that you dont like, well fix it. Bayer (2004) said that from 1997 to 2001, cosmetic procedures increased 311% for women and 256% for men (p. 9). But why are we so afraid of being perceived as old? I have a rule that I can apply to practically anything in life: Everything is just a matter of perception. much like the dichotomy between good and evil. In a standard story or movie, the good guy perceives his actions as being in the good, but the bad guy also sees his actions to be in the good. And each perceives the others actions to be bad. But how they are perceived is determined not only by them, but by outside sources as well (e.g. the readers of the story, the viewers of the movie, etc.). In America, people are more concerned with the perceptions of others rather than of their own. But since when have we let the views of others govern our self-esteem? Growing old shouldnt be viewed as such a bad thing. In some cultures, being old is viewed in an opposite light. There are cultures in which aging is welcomed, as age signifies wisdom. This is usually accompanied by deep respect, honor, and reverence, which ensures that the elderly are well cared for by family members. This is the goal of people in these cultures; to live long enough to get to this place where they can be revered by the younger people for their knowledge and wisdom. In todays society, old people are laughed at and scoffed at by younger people. Old people have become a punch-line for numerous jokes and stereotypes. Rarely are they looked up to for their wisdom; they arent respected for what theyve done in their lives to be able to have the wisdom and knowledge that they do. Younger people laugh at them because they are afraid of getting old just like them, as well as being afraid of looking as old as them. But what drives this fear? The answer is simple: when we get old, we are afraid that we are more than likely going to end up being alone. As we age, our physical appearance drastically changes. Our hair loses its color, our skin loses elasticity which results in wrinkles, we get liver spots, and the list goes on. Its all centered around how we look, and most people think if they look old, no one will want to be with them. Maybe people are afraid of the inner physical changes that take place. As people age their bodies become more worn out, especially if they havent been very physically active or their diet hasnt been the best in the world. And what else accompanies all these aches and pains? Medications that have a dozen or more side-effects, numerous trips to the doctor for this and that ailment, which it-turn gets you MORE medications. Mark Twain once said Life would be infinitely happier if we could only be born at the age of eighty and gradually approach 18 (Drye, 2011.) In other words, we worry about losing our looks, our vitality, our strength, or our sexual energies. If what Mark Twain said were made into reality, we would instead be constantly looking forward to gaining these instead of losing them. The years between eighteen and twenty five are considered to be the best years of anyones life. During these years of early adulthood, humans are the strongest physically and sexually than they will be any other time in their life, and reliving those memories only reminds people of this joy (Berger, 2011.) Our Fear of Death Even worse than fearing growing old is fearing what is almost always associated with growing old: death. A theory by Dr. Sigmund Freud states that peoples fear of death was more of a disguise for some other hidden concern (Encyclopedia of Death and Dying, 2011.) Dr. Freud claimed that the unconscious cannot deal with the passing of time and the concept of life ended cannot register in our brain. With the mind being unable to register our own death, Dr. Freud theorized that everyone is convinced he or she is immortal (Encyclopedia of Death and Dying, 2011.)Â   But what about what happens when we die? Nobody truly knows what will happen or where we will end up, and this stirs peoples fear of the unknown. Will we end up in total annihilation (no afterlife, just non-existence), will we be reincarnated and if so what will we be, or will we go to heaven or hell? No one can really know until death happens to them, and by then its too late. People have always feared the unknown, which has been a severe detriment to humanity throughout history. This has also motivated them to look for answers to whatever it is that they dont know. In 1973, Ernest Beck theorized that the fear of death is real. Not only is the fear real, but it is so intense that the fear of death is the reason for all phobias that exist. Beck noted that people only function day to day because they are able to temporarily deny death. (Encyclopedia of Death and Dying, 2011.) Beck has a very good point, though, because practically all phobias involve death. Someone with Arachnophobia is more than likely afraid that a spider will bite them and theyll die. Someone with Hydrophobia may be afraid of dying from drowning. And someone with Kinemortophobia, even though they have probably watched way too many horror movies/ TV shows, is still afraid of dying at the mercy of a zombie attack. It all comes back to being afraid of death. But no matter which fear someone happens to fear the most, theres one thing that will always remain true: aging and death are inevitable. Theres nothing anyone can do to avoid them and theres nothing that can be done to stop or even slow the progression of either one. So you could ask yourself, If aging and death are going to happen whether I like it or not, should I be afraid all the time? Therapists usually tell people with major phobia issues that in order to conquer their fears, they must first face them. Facing this kind of fear would probably involve more understanding of the reality of the situation than anything else. Conclusion William Alexander Stiling once said Of all things that are feared, the last is death (Lockyer, 1969, p.209.) Aging and death are both facts of life, and theres nothing we can do about it. Changing your appearance in an attempt to look younger may help you hold on to your self-perception of youthfulness, but it wont have any effect on biological progression. The best therapy for this would be to just accept that aging and death will happen. Dont try to fight it; dont try to hide from it. Embrace the fact that theyre inevitable and prepare yourself mentally, spiritually, and physically.

Holocaust Awareness…Contemporary Lessons Essay

Few events in recent history have had as dramatic an impact on history as the mass murder of Jews in concentration camps during World War II, the Holocaust. The Holocaust appears to be a well documented event (Hilberg, 1992), yet today there are those who feel it is just a myth. When he discovered the concentration camps, General and future President Dwight David Eisenhower knew that a future day would come when people would claim that the Holocaust never happened, so he took great pains to document and record the events on film so that the world would never forget. Even so, his efforts did not eliminate what he knew would happen. In spite of evidence to the contrary, today, there are many who claim that the Holocaust did not occur and that there is no evidence that it did. Yet the evidence suggests that is did happen and similar events such as the murder of more than 2 million people by the Khmer Rouge in Cambodia plus mass murders ethnic intolerance in Iraq, the Sudan, Rwanda and Yugoslavia continue to take place even now. During the early hours of September 1, 1939, Adolph Hitler invaded Poland bringing about the Second World War. Historically, this war began because of Hitler’s contempt regarding the way Germans were treated at the end of the First World War and other related issues. At the time World War II began, there was a world wide depression that helped bring Hitler rose to power in Germany and President Franklin Delano Roosevelt to power in the U. S. It is generally viewed that Hitler used the issue of Jewish economic domination in Germany both to push for war and as an excuse for the economic woes of Germany. (Bartov, 2000; Friedman, 1993). Ultimately, Hitler blamed the Jews for Germany’s economic problems and to begin exterminating them in concentration camps—mass genocide. (Gigliotti and Lang, 2005) on a scale that surpassed anything that had ever happened up to that time within so short a time span. Does engraining memories of past atrocities into the public psyche eliminate future atrocities? Political campaigns demonstrate that by slinging mud candidates provide name recognition for their opponent(s). In a similar vain, perhaps remembering the events of the Holocaust and similar events throughout history (and unfortunately, still occurring around the world today) will only drive home the fact that those events exist and are continuing. Do we really want to do that? We could be reinforcing the Holocaust in the minds of individuals who might not otherwise be aware that any such thing has ever happened or ever will. We have every reason to believe that Hitler knew of the mass extermination of the millions of Jews but ironically, there is no documented evidence in writing to confirm this idea. (Irving, 1977) Most German citizens during WWII also claimed ignorance of the Jewish extermination in progress at the time. â€Å"How could such a widespread extermination and mass murder have gone unnoticed† and â€Å"Where are the documents to show that Hitler was aware of it? † Today, nearly seventy years after the beginning of WWII and Jewish extermination, the question is still asked, â€Å"Did Hitler even know about the Jewish extermination process underway? † The fact that anyone even asks this question is, perhaps, the greatest evidence that we need to teach that it is a real part of human history. While it seems irrational to assume that Hitler actually had no knowledge of what was going on, it appears to be equally true that few if any documents exist to demonstrate his knowledge of what was going on (Irving, 1977) even though there certainly appears to be a great deal of documentation about the war and the Holocaust (Wolfe, 1990). We can only wonder why these contradictory situations exist. In his 1977 book Hitler’s War, one noted British historian, David Irving, outlines why he feels that stories of the mass killings of European Jews in Death Camps are merely British and American inventions, war-time propaganda perpetrated by the Allies. Irving presents several lines of argument to support his claims. For example, he points out that there is no archival evidence anywhere for the gassings, no wartime German documents that refer to the gassings of human beings and there is no clear evidence as to who gave the orders to gas people. He also claims that forensic tests of the laboratories, crematoria, gas chambers and Auschwitz fail to find any trace or significant residue of a cyanide compound. Irving dismisses eye witness accounts on the grounds that there are equal numbers of eye witness accounts of the gas chambers in Dachau even though there weren’t any gas chambers in Dachau and he believes that photographs documenting the Holocaust have been misrepresented. Why is it so vital that we remember the Holocaust? Arguments can be made both for and against that stance, but certainly, the history of the Holocaust should not be slighted or overlooked. The repeated efforts to try to wipe the memory of the Holocaust out of the human psyche as if it never occurred may be one of the strongest points in favor or remembering it. The intended purpose of â€Å"engraining† events from the Holocaust into the mind of today’s generation is to allow them to learn the lessons of horror from the past and avoid them—so that we won’t repeat them. Whether this is true or not, we more or less taking comfort in the belief, right or wrong, that if people see the horrors of those events, they will make every effort to avoid them, prevent them and take precautions against repeating them whenever they see the signs in the future. Perhaps the way to combat future human atrocities is to focus on the opposite rather than to memorialize them. What lessons can we learn from the Holocaust? First, the Holocaust demonstrates how large groups and numbers of people, even on the scale of nations, can subtly be influenced into â€Å"groupthink† (i. e. , where groups of people think and behave alike because others are thinking and behaving the same way) (Janis, 1972) and manipulated by a very few influential individuals. Second, the Holocaust demonstrates that all too often, man treats his fellow man inhumanely. â€Å"How do we avoid this in the future? † I fear that there is no global answer. Whenever such a situation begins in the future, only then can we address the issue. Another lesson we can learn is that anyone can be the victim, so everyone should recognize and acknowledge it whenever it happens. When we recognize it, we must act together to stop it, and that, unfortunately, is much easier said then done. Perhaps there is no satisfactory solution to preventing future atrocities like the Holocaust. In he end, perhaps all be can do is to try to recognize such events when we see them approaching and then to do everything we can to prevent them. References Bartov, Omar. The Holocaust. Origin, Implementation, Aftermath. New York, NY: Routledge, 2000. Friedman, Saul S. Holocaust Literature. A Handbook of Critical, Historical and Literary Writing. Westport, CT: Greenwood Press, 1993.Gigliotti, Simone and Berel Lang. The Holocaust. A Reader. Oxford: Blackwell Publishing, 2005. Hilberg, Raul. Perpetrators Victims Bystanders. The Jewish Catastrophe 1933-1945. New York, NY: Aaron Asher Books, 1992. Irving, David. Hitler’s War. New York, NY: Viking Press, 1977. Janis, Irving L. Victims of Groupthink. Boston: Houghton Mifflin Company, 1972. Levi, Neil and Michael Rothberg. The Holocaust. Theoretical Readings. New Brunswick. NJ: Rutgers University Press, 2003. Wolfe, Robert. Holocaust. The Documentary Evidence. Washington, DC: National Archives and Records Administration, 1990.

Essay about Technology Integration in Schools - 1012 Words

The following paper will summarize the book reviews suggested for this class. Through this paper two questions will be answered. Do you see an immediate opportunity for technology integration into these school settings? What may be some barriers to integration? These questions will be answered after all book reviews have been read and analyzed. The following paragraphs will go into depth over these two questions. The first book review was completed by Theresa Richardson, Department of Educational Studies, at Ball State University. Richardson reviewed the book Revolution of the Margins: The Impact of Competition on Urban School Systems by Frederick M. Hess. This book looked at the differences between two public voucher programs and a†¦show more content†¦Although technology is a large part of our educational system today, some individuals in the private school system may not be as open to introducing new technology to the school. The phrase, if it isnt broke dont fix it, come s to mind. Schools may be slow to implement technology if they know there is a chance that the constituencies may refuse to fund the school if the curriculum or style of teaching, in the classroom, changes. The next review was completed by Marilynn M. Quick, about the book Against School Reform (And in Praise of Great Teaching): Getting Beyond Endless Testing, Regimentation, and Reform in Our Schools. In this article Temes focuses on the three dos of keeping great teachers in their positions. The first do that is explained by Quick is, emphasizing the individual. Quick stated that, â€Å"although schools can be improved, they are doing better than they did in the past† (Temes, 2002). Temes was pushing for focus on great teachers and not necessarily improving the entire school or district. The next do is, keep it real, meaning great teachers focus on relating to their students by using honesty and showing them that you care. The last do was, make it new, which involved class room experimentation. 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Among 1999 and 2003, the US Department of Education’s â€Å"Preparing Tomorrow’s Teachers to Custom Technology† (PT3) financed over $750 millionRead MoreThe Impact Of Technology On Education And Revealed Reactions1666 Words   |  7 Pagesdetect the impact of technology on education and revealed reactions for both students and teachers of using technology in classroom. These researches has given us three results: 1) Some research has shown a dramatic difference between the schools in the past and now. 2) What Is Successful Technology Integration? 3) However, some of researches indicate to several difficulties and disadvantages that associated with using technology. What Is Successful Technology Integration? The education in theRead MoreThe Impact Of Technology On Education And Revealed Reactions1668 Words   |  7 Pagesdetect the impact of technology on education and revealed reactions for both students and teachers of using technology in classroom. These researches has given us three results: 1) Some research has shown a dramatic difference between the schools in the past and now. 2) What Is Successful Technology Integration? 3) However, some of researches indicate to several difficulties and disadvantages that associated with using technology. What Is Successful Technology Integration? The education in theRead MoreThe Belief And Attitude Toward New Technology978 Words   |  4 PagesIndividual difference among teachers 3.1 Belief and attitude toward new technology Previous research demonstrates that a teacher’s teaching philosophy, attitude toward new technology and teaching style will affect the effectiveness of technology integration in education (Demetriadis et al., 2003). Among potential influential factors, teachers’ attitude is one of the critical variables discriminating the successful technology integration and the unsuccessful one. With same teaching level, teachers holdingRead MoreEssay on My Technology Integration Vision922 Words   |  4 PagesThe coursework I have completed through the Distance Educational Technology Masters Program at the University of Alaska Southeast (UAS), has immersed me in educational technology research supported by collegial discussions. Through the supervised field-based activities from the UAS program and my ongoing professional activities, I have developed a shared vision for the comprehensive integration of technology. Technology integration has been my priority focus academically and pr ofessionally. As I

Essay Analysis of Anthem for Doomed Youth - 1506 Words

Wilfred Owen the son of Tom and Susan Owen was born on March 18, 1893, in Oswetry, England. He was educated at the Birkenhead institute and at Shrewbury Technical School. At the age of 17, Owen began to show an interest in arts, and poetry. He worked as a pupil teacher at the Wyle Cop School while he was preparing for his exam to attend the University of London. After he failed the entrance exam he worked as an English teacher in the Berlitz School in Bordeaux. Wilfred Owen was a famous British war poet in World War I. The horrible violence of war turned Owen into a poetic genius. In a two-year period during the war, Owen published only four of his poems, and grew from a negligible minor poet into a famous English-language poet. His†¦show more content†¦It highlights the huge and crazy sacrifice that the soldiers gave. This opening line is an example of how Owen asks the questions of the reader in order to make them think more about the poem. ‘Only the monstrous anger of guns.’ Is the answer to this question, describing what the soldiers received. Through personification the guns responsible for taking so much human life are made out to be evil. The image that is created is that there is massive destruction and a force of exploding shells. ‘Guns’ is a loud and rhythmic word, creating the impression that war is fierce, like a monster. ‘Only the stuttering rifles’ rapid rattle can patter out their hasty orisons,’ are two effective lines that imply that instead of prayers, the soldiers received the firing of bullet.’ Stuttering’ is onomatopoeia to add the sound into the image that is formed in the readers mind. It also implies that the sound was not fluent, Alliteration is used on the ‘r’ sounds to emphasise the sounds of destruction that were occurring. ‘No mockeries no prayers nor bells nor choirs,’ is the opening to the second quatrain and illustrates the horrific way in which these soldier departs from this world and they do not even receive basic objects that would be expected in a traditional ceremony. Instead, these soldiers who have dies fighting for their country received ‘The shrill demented choirs of wailing shells and bugles.’ ‘Shrill’ isShow MoreRelatedAnalysis of Anthem for Doomed Youth1382 Words   |  6 PagesAnalysis of â€Å"Anthem for Doomed Youth† Originally published in 1920, shortly after World War I, â€Å"Anthem for Doomed Youth† demonstrates the horror of the unjust deaths of young soldiers. â€Å"Anthem for Doomed Youth† is a poem about Owen’s distain towards the honourless way in which young soldiers pass on, and the impact their deaths have on the loved ones they leave behind. The following essay will show that in the anti-war poem, â€Å"Anthem for Doomed Youth†, Owen uses sensational descriptionRead MoreAnthem for Doomed Youth - Analysis1143 Words   |  5 PagesAnthem for Doomed Youth - Analysis The very title that Wilfred Owen chose for his war poem, Anthem for Doomed Youth is an apt representation of what he wanted the poem to encapsulate and the emotions he wanted to evoke in the readers. The word anthem and doomed youth is a stark juxtaposition when placed in the same sentence. An anthem is supposed to be something revered, something that represents the glory of a country and is bursting with national pride. However, when placed rightRead MoreAnalysis Of The Poem Anthem For Doomed Youth Essay2140 Words   |  9 Pagesmost successful text is one which challenges us to re-asses out thinking. â€Å"Anthem for doomed youth† According to Google dictionary, an anthem is, â€Å"a rousing or uplifting song,† whereas this poem is more like a dismal song about mourning the deaths of those lost at war. Owen’s description of adolescent male soldiers being doomed augments his interpretation of young soldiers being extremely at risk within combat. ‘Doomed’ is a word that carries the effect and imagery of these young men being sentRead MoreWilfred Owen Anthem for Doomed Youth Analysis1000 Words   |  4 PagesAnthem of the Doomed Youth by Wilfred Owen The poem I chose to study is Anthem of the doomed youth by Wilfred Owen. Wilfred Owen, the son of a railway worker, was born in Plas Wilmot, near Oswestry, on 18th March, 1893. Owens youthful illusion of the glory of fighting as a soldier was reflected in his words to his mother on his return to England shortly before volunteering for the army...I now do most intensely want to fight. In the summer of 1917 Owen was badly concussed atRead MoreAnalysis Of Wilfred Owens Anthem For Doomed Youth911 Words   |  4 Pageshumanity sealed in its first global conflict, Wilfred Owen reveals the plight of soldiers to ‘warn’ those who remain oblivious of the ‘pity of war’. The poet delivers critique on the lack of empathy from authoritative institutions in his 1917 ‘Anthem for Doomed Youth’, educating the audience on information which had previously been withheld in its time. ‘Dulce et Decorum est’ enlightens further by expounding on the physical and mental trauma of his ‘generation’, questioning age old paradigms on warfareRead MoreEssay about Analysis of Anthem For Doomed Youth by Wilfred Owen937 Words   |  4 PagesAnalysis of Anthem For Doomed Youth by Wilfred Owen The first poem that I am to analyse is Anthem for Doomed Youth, written by Wilfred Owen. This poem is a sonnet. It has fourteen lines. In this poem, the first and fourth lines rhyme, as do the second and third. The first stanza is mainly about the battlefield, whereas the second stanza is more about the feelings of friends and family back at home. This poem starts off at a quick pace, and then slows down throughout Read MoreWilfred Owens Anthem for Doomed Youth Analysis Essay777 Words   |  4 PagesWilfred Owens Anthem for a Doomed Youth is exactly that, an anthem ( a solemn song) to commemorate the innocent youth, whose lives were taken to soon by war. By using the word anthem, he calls to mind the glory and honor of a national anthem, however; he goes on to explain that there is no honor or glory in death, pairing the words doomed and youth together creates so much sorrow as well, it provides a woeful impression as it foretells of young people having no hope. Written in sonnet form, it isRead MoreAnalysis Of Owen s Poem Anthem For Doomed Youth 831 Words   |  4 PagesIn Owen’s poem, â€Å"Anthem for Doomed Youth†, the speaker meditates on both the brevity and value of life. From the very beginning of the poem, it is evident that Owen (the author and speaker) has a negative view of the war, believing tha t the political powers that are using the soldiers do not value them either as people or as soldiers, either when they are living or as they die. As he reflects on how little effort is put forth to honor the death of the soldiers with funeral rites, he also pondersRead MoreAnalysis Of Poem Anthem For Doomed Youth By Wilfred Owen And Trench Duty927 Words   |  4 PagesThroughout history, wars have been an important factor affecting many people’s lives. The two sonnets â€Å"Anthem for Doomed Youth† by Wilfred Owen and â€Å"Trench Duty† by Siegfried Sassoon are two tales inspired by their experiences fighting in WW1 and all the horrors that war made them experience. Both poets use different sonnet structures, yet convey quite similar messages. In addition, these poets develop powerful images and metaphors, but in subtly different ways. Sassoon and Owen use structure, imageryRead MoreAnalysis Of Wilfred Owen s Anthem For Doomed Youth And Dulce Et Decorum Est 1224 Words   |  5 Pagesor wonderfully exciting and the most eloquent poems can leave anybody rewinding over the story of the poem for a time afterwards. Wilfred Owen was a poet who became well renowned after World War I where he unfortunately died in battle. Anthem for Doomed Youth (Anthem) and Dulce Et Decorum Est (Dulce) by Wilfred Owen both portray various themes including horrors of war, the futility of war and the pity and sadness of war. War is full of horrendous acts that every side of war commits, even if it is for