The Personality of Scrooge in A Christmas Carol - Free Essay Example

Sample details Pages: 3 Words: 852 Downloads: 9 Date added: 2019/07/03 Category Literature Essay Level High school Tags: A Christmas Carol Essay Did you like this example? Scrooge doesn’t know why Fred is happy when he’s poor. Scrooge sees good as referring solely to profits. Fred knows this, and counters that good means something else entirely. Don’t waste time! Our writers will create an original "The Personality of Scrooge in A Christmas Carol" essay for you Create order For characters like Fred and Bob Cratchit, Christmas represents the ideal of goodness and moral prosperity, but Scrooge is at his most miserly when Christmas is mentioned. Despite Scrooges ill temper Fred generously and authentically invites him over. Scrooge could have family, if only he would allow himself to. But he does not. Scrooge’s mainly economic view on Christmas causes him to reject it and the people around him trying to help him. Fan is important to Scrooge. Fan is an important character in Scrooge’s past. She represents the best of youth, innocence and goodness, and makes Scrooge’s childhood gleam compared to his cold, dark present. She shows that Scrooge has experienced both neglect and goodness in his young life, both cruelty and generosity. Also note that Scrooges present existence is not so different from that miserable world of his school,except that now, as an adult, he chooses to be alone. Fan eventually tells Scrooge that she is taking him home. Home, for good, she says happily. She says that their father is kinder now and has asked for his son to be brought home to become a man and never return to the schoolroom. Inferences: Scrooge is annoyed by happiness and marriage because his fiancee Belle left him around Christmas. Throughout the story Scrooge shows how he is annoyed by Christmas in many ways, and one of the most important ones is when his own family member, Fred, is introduced in the book. Although he is his nephew, Scrooge still shows no sympathy nor connection to him, one of his own family members. Scrooge’s choice to do this show how even he, a man rich enough to never have to work the rest of his life, still isn’t rich in happiness and neglects the only family he has left since his sister died. His annoyance with his nephew can also be thought of in a bigger picture as his hate for Christmas which may have all started with the loss of his fiancee Belle. Scrooge didn’t want to see the truth of the situation which the ghost of christmas past was showing him. The ghost of christmas past was showing Scrooge happier memories like when Scrooge’s sister, Fan, announces that she is taking him home. Home, for good, she says happily. She says that their father is kinder now and has asked for his son to be brought home to become a man and never return to the schoolroom. And also when Mr. and Mrs. Fezziwig take to the floor. After the dancing they see their guests to the door, and Scrooge and Dick go to their beds. Scrooge has been watching this display in a frenzy of excitement. It shows that something so little can give someone all the joy in the world. The ghost of christmas past then shows Scrooge how he changed from someone who loved Christmas to someone who hated it. The arrival of the husband-figure with Belle and the gossip about the old flame Scrooge made it clear to what he was missing out on. Scrooge’s reaction i s to shut it out and try to extinguish the ghost’s light. This light has shown him the truth and it disturbs him. he prefers his old darkness to this painful light. The ghost of christmas past was trying to shed light on the situation by showing Scrooge Belle’s past. Themes: Gratitude is able to remember the past, make sense of the present, and decide the future. Three ghosts appear to Scrooge to show him how he is living sinfully and what the consequences will be if he doesn’t choose to live a better life. The three ghosts throughout the story represent the past, present, and future, all beckoning him to make better choices throughout his life. They all try to teach him to appreciate and show gratitude towards everything you have. With the first two ghost Scrooge doesn’t show any change in his ways. However, throughout the course of his journey with the third ghost he begins to repent, and his future begins to change. Over the course of the book, the idea of it being based off of the past, the present, and the future is shown: First, the change in Scrooge’s personality is tremendous after not even giving the idea of Christmas a chance in the beginning to completely embracing and accepting it by the end. And second, the idea that eve n though one may not enjoy Christmas, everyone has their own way of celebrating it, there is Scrooge whenever he counts his money, and there are the rest of the characters who all enjoy and celebrate. Dickens writes about the Ghost of Christmas Past bringing Scrooge to a lighthouse where two men around a campfire, surrounded by the ocean were still able to celebrate Christmas even in their dire situation.

My Eulogy Essay - 1984 Words

Recently, an extraordinary person offered me the perfect muse to energize my stagnant existence, and therefore, its paramount I have a chat with my mother, Whitney West. Immediately upon arriving at Whispering Breeze, her country estate, I’m escorted out to the veranda by Franà §ois, her butler and since my mother sat alone, she requested I join her for lunch. While we enjoyed the repast, Lady Josà ©phine and Sir Bonaparte, my mother’s, two Doberman pincers, entertained us with an aggressive game of tug of war with a frayed piece of rope and within moments the rope snapped in half. At that point, Sir Bonaparte quickly ran off with his piece of the rope and a furious Lady Josà ©phine chased after him, demanding he relinquish it.†¦show more content†¦She even growled when I told her Tommy would be my mentor during a three year apprenticeship program and she snickered at the notion that I had the potential to be-come an ink icon, because of my freehand techniq ues. Before, I could continue, she contemptuously lambasted me with every negative adjective in her vocabulary and her favorite, ‘foolish’ she used redundantly. Indignantly, I replied, â€Å"Oh, Whitney, it would’ve been ‘foolish’ to turn down Tommy’s gracious offer. Maybe you’re not aware of the Ink Revolution rapidly moving forward. In consequence of it, remarkable artwork no longer has to hang in stuffy museums, out of sight, and viewed by a few. Now, it can promenade down the boulevards, and seen by the multitudes, be-cause, so unlike Michelangelo, who used a brush and paint on a canvas or ceiling, a tat artist uses a tattoo gun and ink on every inch of human skin.† Maybe I should’ve toned it down a bit, since my mother’s face turned a repulsive shade of green just before she shrieked, ‘Alea jacto est’ and promptly left the veranda. After her melodramatic display, I gave up and left. On my drive hom e, her comment, the die is cast, gnawed at me, since it meant her alter-ego Julius Caesar had crossed the Rubicon, the point of no return. And suddenly, I have a flashback of the night myShow MoreRelatedMy Eulogy Essay903 Words   |  4 PagesMy brother is not just someone I share blood with but someone I can rely on and look up to. Patrick, my seventeen-year-old brother, has been by my side since I was a little baby. The earliest memories I have are of Patrick and I running around in our backyard laughing and playing. As he grew older, I began to look up to him. He was everything I aspired to be: intelligent, passionate, and athletic. Patrick always seemed to know what he wanted in life, and I admired how he chased down his goals. ThereRead MoreMy Eulogy Essay2027 Words   |  9 PagesSunday school that morning (I was too shy). My family was taking up the full row of chairs. I was sitting in-between my mother and father, as I always did. 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Health Information System or Health It for Business

Question: Discuss about the Health Information System or Health It for Business. Answer: Introduction: The process of utilizing an array of technologies for sharing, storing and analyzing healthcare related information refers to the term Health Information System or health IT. The study includes various aspects and concerns of Health Information System. In addition, it suggests to uses some new technologies as well as existing technologies in a new way. The healthcare organizations utilize HIT or health information technology for improving patient care. Not only the healthcare organizations can make use of the health IT but also the patients can use HIS for contacting doctors and making an appointment with them (Gaspar et al., 2013). Need of IT in Health Care: At present world, the need of information technology is very crucial. As the number of patients have increased in last decade and continuously increasing it is a headache to manually handle all the information. In addition, through information technology the healthcare organizations can provide more care to the patients. Because of the new live video service, the patients do not need to visit the doctors anymore (Piho et al., 2014). Mobile applications can be used for setting appointment between doctor and patient. This way the patient satisfaction will be increasing day by day. The information systems are also very powerful to manage all the healthcares internal processes such as assigning nurses, doctor, making payments and receiving payments. So by using the IT resources, the health care can have their processes flexible as those were never before (Ryu et al., 2013). Furthermore, managing the huge amount of information will be an easy task. Why the organizations require IT? The or ganizations can use the IT for establishing communication between them so that their capacity will not be bounded only to them. Importance of IT in Business Survival: For surviving in the business, it is crucial to implement and manage new processes for enhancing internal and external business processes. The information technology assists the healthcare organizations to reach out to the possible patients and reduce the cost of the processes. Through the remote work structure, it allows doctors and the patients to contact each other from anywhere (Low Chen, 2012). Reducing the time and effort of the processes are essential for surviving in the market as only through concentrating on the enhancement of the core business processes the organization can go forward to improve its quality of service. Communication is also essential for business survival. The healthcare organizations can communicate with other to solve the problem so that they can manage the whole processes successfully. The patients are the main key to serving, so the IT resources also concentrate on providing better patient satisfaction and increase the flexibility of the patient proce sses (Gaspar et al., 2013). IT requirements in Business: Cost: The IT can be implemented in an organization through two ways. First, implementing the in-house system and second, cloud based system. For two of the cases, the cost is different (Piho et al., 2014). The in-house system refers to the system that exists in the office premise, and all the cost have to be barred by the organization. Though in the case of cloud based system, the system is deployed in the cloud and the organization access the system through the sound internet connection (Ryu et al., 2013). For cloud service, the consumer organization has to pay only the monthly or weekly charges, and the cost of the resources are completely of the provider. Planning: The planning phase depends on upon the requirements of the healthcare organization. It consists of the concerns like how much resources are needed and what delivery model to be used. The quality of service and risk minimization are also included in the planning stage. Designing: Designing mainly concerns over the architecture of the system (Low Chen, 2012). Equipment: Software, hardware, backup, disaster recovery, database and much more are the various tools that need to be decided carefully before deploying the system (Chiao, Kunzle Reichert, 2012). Installation: Experienced and well-qualified personnel will be responsible for installing the system. From the system to the required resources, all the tools must be installed properly, and they must have the connection between them (Piho et al., 2014). Utilization of Information Technology in Business: Through the advertisement and product promotion, the healthcare organizations will be able to do marketing. The IT will be utilized for digital marketing such as promoting the name of the healthcare in various websites and applications (Chiao, Kunzle Reichert, 2012). The IT also assist in increasing the productivity of the processes regardless whether those are internal or external. The attaining of healthcare gets enhanced as the processes become more connected and are executed in sequence. The chance of mixing the responsibilities of the worker gets almost eliminated. The contact with the medicine provider and other utensil providers get increased. The patients can contact the doctor immediately from anywhere. For getting the appointment, they do not need to visit the healthcare (Gagnon et al., 2012). For minor cases, the patients can do video chats with the doctor. Reaching the customer are now an easy task. If the patient is failing to visit a doctor for more than two times, the n he or she are contacted. And the applications that are installed in the smartphones gets notices of the appointment before a day so that the patient do not forget. In healthcare business reducing the cost of the process is a great advantage. As the IT will automatically do most of the minor and medium tasks, the cost paying additional employees will be no more needed (Low Chen, 2012). It will also do the repetitive works for reducing the cost of running activities. Advantages: The advantages that the healthcare organizations are having because of the use of Information Technology are as following. It offers up-to-date, accurate and complete information of the patients. More reliable prescribing (Gagnon et al., 2012). Improving security and privacy of patient information. Sharing of the patients electronic information with more security (Dinh et al., 2013). More efficiency in terms of business activities for meeting objectives. Fast access to the patient and employee information. Reduce paperwork by the use of electronic health record or HER (Kellermann Jones, 2013). Provide the information to the person who actually need it. Provide better coordination between the doctors. Eliminates unnecessary processes and tests (Dinh et al., 2013). Electronic health record stores all the information of the patients and make it accessible at anytime from anywhere through an application. Through communicating with each other, the healthcare organizations are discovering new possibilities (Dinh et al., 2013). Manages authentication to the information. Such as the patient cannot access health information of another patient but the doctors can access that information (Kellermann Jones, 2013). Various Risks of IT in Healthcare: The first kind of risk is a strategic risk. If the planning and scheduling are assessed in a wrong way, then it can be a devastating result for the organization. The healthcare organization will lose its money and time. The risk in strategic planning is proportional to the complexity of the system. Handling and inheriting the IT framework can create many risks (Chiao, Kunzle Reichert, 2012). After the successful implementation of the system, it may not be easy to maintain the system properly. In that case, the risk can be too high as it as harmful as the failure of strategic planning. Information is everything in business. So losing the information can mean losing business. If the healthcare loses vital information, it surely will get affected by the financial issues. Security is a huge issue in terms of information technology (Gagnon et al., 2012). The attackers can hack the system and get all the valuable information. If the information of the patient gets unauthorized personnel, it will be against the confidentiality. Business Maintenance and Monitoring: For monitoring the business, the healthcare organizations are making use of electronic health record. It stores all the information of the patient and makes it available to the authorized personnel. For monitoring, the employees and doctors the database are used. The appointments will be stored for future planning (Chiao, Kunzle Reichert, 2012). The healthcare will analyze the information of the doctors for planning the next schedules. Recommendations: The suggestions for improving the HIS are as following. The healthcare organizations are required to increase the security. For that purpose, more aggressive approaches are needed to take (Flottorp et al., 2013). The patient privacy must be increased by establishing new regulations and security controls. The patients must take responsibilities for securing their information. Limited legislative processes are needed to be established (Middleton et al., 2013). Conclusion: The study concludes that the use of the HIS is essential to all the mid and large level healthcare organizations. The healthcare information system makes use of electronic health record for storing and retrieving patient information. The next generation technologies will be used for enhancing the patient satisfaction. The electronic health record increases the efficiency of data availability. Maintaining the system after implementation is crucial for any organization as the flaw in maintenance will not provide any profit to the organization. The system automates many of the low, mid and redundant processes. The final conclusion is that the HIS can bring advantage in conducting business in the healthcare industry, but it had to be used properly for getting the benefit from it. References: Chiao, C. M., Kunzle, V., Reichert, M. (2012). Towards object-aware process support in healthcare information systems. Dinh, H. T., Lee, C., Niyato, D., Wang, P. (2013). A survey of mobile cloud computing: architecture, applications, and approaches.Wireless communications and mobile computing,13(18), 1587-1611. Flottorp, S. A., Oxman, A. D., Krause, J., Musila, N. R., Wensing, M., Godycki-Cwirko, M., ... Eccles, M. P. (2013). A checklist for identifying determinants of practice: a systematic review and synthesis of frameworks and taxonomies of factors that prevent or enable improvements in healthcare professional practice.Implement Sci,8(1), 35. Gagnon, M. P., Desmartis, M., Labrecque, M., Car, J., Pagliari, C., Pluye, P., ... Lgar, F. (2012). Systematic review of factors influencing the adoption of information and communication technologies by healthcare professionals.Journal of medical systems,36(1), 241-277. Gaspar, J., Chagas, J., Osanan, G. C., Cruz-Correa, R., Reis, Z. S. N. (2013). Maternal and neonatal healthcare information system: development of an obstetric electronic health record and healthcare indicators dashboard. InInformation Technology in Bio-and Medical Informatics(pp. 62-76). Springer Berlin Heidelberg. Kellermann, A. L., Jones, S. S. (2013). What it will take to achieve the as-yet-unfulfilled promises of health information technology.Health Affairs,32(1), 63-68. Low, C., Chen, Y. H. (2012). Criteria for the evaluation of a cloud-based hospital information system outsourcing provider.Journal of medical systems,36(6), 3543-3553. Middleton, B., Bloomrosen, M., Dente, M. A., Hashmat, B., Koppel, R., Overhage, J. M., ... Zhang, J. (2013). Enhancing patient safety and quality of care by improving the usability of electronic health record systems: recommendations from AMIA.Journal of the American Medical Informatics Association,20(e1), e2-e8. Piho, G., Tepandi, J., Thompson, D., Tammer, T., Parman, M., Puusep, V. (2014). Archetypes based meta-modeling towards evolutionary, dependable and interoperable healthcare information systems.Procedia Computer Science,37, 457-464. Ryu, S., Park, M., Lee, J., Kim, S. S., Han, B. S., Mo, K. C., Lee, H. S. (2013). Web-based integrated public healthcare information system of Korea: development and performance.Healthcare informatics research,19(4), 314-323.

Animal Farm Essay Questions Example For Students

Animal Farm Essay Questions The main purpose of satire is to attack, and intensely criticise the target subject. This is superbly carried out in the classic piece of satire, Animal Farm. The main targets at the brunt of this political satire are the society that was created in Russia after the Bolshevik Revolution of 1917, and the leaders involved in it. George Orwell successfully condemns these targets through satirical techniques such as irony, fable, and allegory. The immediate object of attack in Orwells political satire is the society that was created in Russia after the Bolshevik Revolution of 1917. The events narrated in Animal Farm obviously and continuously refer to events in another story, the history of the Russian Revolution. In other words, Animal Farm is not only a charming fable (A Fairy Story, as Orwell playfully subtitles it) and a bitter political satire; it is also an allegory. The main target of this allegory is Stalin, represented by Napoleon the pig. He represents the human frailties of an y revolution. Orwell believed that although socialism is a good ideal, it could never be successfully adopted due to uncontrollable sins of human nature. For example, although Napoleon seems at first to be a good leader, he is eventually overcome by greed and soon becomes power-hungry. Of course Stalin did too in Russia, leaving the original equality of socialism behind, giving him all the power and living in luxury while the common pheasant suffered. Orwell explains: Somehow it seemed as though the farm had grown richer without making the animals themselves any richer except of course for the pigs and the dogs. The perennial topic of satire is to point out the frailties of the human condition, and this is one of Orwells central themes in Animal Farm . That its not necessarily the system that is corrupt or faulty, but the individuals in power. Old Major, with all his good intentions, took no note of the crucial fact: whilst his ideals were sound and moral, corrupt individuals found ways and opportunities to exploit those ideals to suit their own purposes. So Orwell successfully points out the frailties of his satirical targets by using the satirical technique of the allegory. Another main satirical technique used to condemn these targets is the use of fable, or storytelling. A fable is a story, usually having a moral in which beasts talk and act like men and women. Orwells characters are both animal and human. The pigs, for example eat mash real pig food but with milk in it that they have grabbed and persuaded the other animals to let them keep (a human action). The dogs growl and bite the way real dogs dobut to support Napoleons drive for political power. Orwell never forgets this delicate balance between how real animals actually behave and what human qualities his animals are supposed to represent. Lets just say Orwell hadnt used the technique of storytelling, and had painted an objective picture of the evils he describes. The real picture would probabl y be very depressing and extremely boring. So instead, he offers us a travesty of the situation. The primary reason for this abstraction was to move readers from the concrete reality. So whilst entertaining us through a fantastic setting, he provides us reader with a critical vision towards his targets. It is written for entertainment, but contains sharp and telling comments on the Russian revolution and its leaders, offering imaginary gardens with real toads in them. Part of the fables humorous charm lies in the simplicity with which the characters are drawn. Each animal character is a type, with one human trait, or two at mosttraits usually associated with that particular kind of animal. Using animals as types is also Orwells way of keeping his hatred and anger against exploiters under control. Instead of crying, All political bosses are vicious pigs! he keeps his sense of humour by reporting calmly: In future, all questions relating to the working of the farm would be settled by a special committee of pigs. The story of Animal Farm is told in a simple, straightforward style. The sentences are often short and spare: Old Major cleared his throat and began to sing. It was a bitter winter. The story follows a single line of action, calmly told, with no digressions. Orwells style, said one critic, has relentless simplicity and pathetic doggedness of the animals themselves. There is a kind of tension in Animal Farm between the sad story the author has to tell and the lucid, almost light way he tells it. This is very ironic, because the content of the story is so very different from the style. You are expecting the story to be like every other fable youve read. Complete with cute characters, predictable plotline, and happy ending. But because of the nature of the content in Animal farm, the content is completely incongruent to the style. Another irony that occurs in Animal Farm is when pig becomes man. In that Old Major at the beginning assumes that man is the onl y enemy of the animals. He emphasises that animals must never imitate man, especially his vices. Gradually in their life-style and their indifference to the animals, the pigs exploit the animals much more than Jones ever did. This irony particularly depicts how low the pigs had actually become, and how Stalin had made things much worse than it had originally been under the Czars rule. This further enhances the satirical aim of condemning the target. Through satirical techniques such as irony, fable, and allegory, George Orwell paints a vivid picture of the evils in Stalinist Russia in his book Animal Farm. He is very effective in doing so and condemns his targets through every thread of his book including the characters, the themes, and even the style. He does so simply, yet poignantly, and is very successful in achieving the satirical aim of condemning his targets. .u2650051d90a51300dfeaad42c85136e4 , .u2650051d90a51300dfeaad42c85136e4 .postImageUrl , .u2650051d90a51300dfeaad42c85136e4 .centered-text-area { min-height: 80px; position: relative; } .u2650051d90a51300dfeaad42c85136e4 , .u2650051d90a51300dfeaad42c85136e4:hover , .u2650051d90a51300dfeaad42c85136e4:visited , .u2650051d90a51300dfeaad42c85136e4:active { border:0!important; } .u2650051d90a51300dfeaad42c85136e4 .clearfix:after { content: ""; display: table; clear: both; } .u2650051d90a51300dfeaad42c85136e4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2650051d90a51300dfeaad42c85136e4:active , .u2650051d90a51300dfeaad42c85136e4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2650051d90a51300dfeaad42c85136e4 .centered-text-area { width: 100%; position: relative ; } .u2650051d90a51300dfeaad42c85136e4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2650051d90a51300dfeaad42c85136e4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2650051d90a51300dfeaad42c85136e4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2650051d90a51300dfeaad42c85136e4:hover .ctaButton { background-color: #34495E!important; } .u2650051d90a51300dfeaad42c85136e4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2650051d90a51300dfeaad42c85136e4 .u2650051d90a51300dfeaad42c85136e4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2650051d90a51300dfeaad42c85136e4:after { content: ""; display: block; clear: both; } READ: okay.doc Essay

What is reality, Dad Dont know, son Essay Example For Students

What is reality, Dad? Dont know, son Essay Frederick Neumann looks happy. Ruddy and white-haired, the 67-year-old member of Mabou Mines, New Yorks legendary avant-garde collective, breaks into a grin so beatific that, like the Cheshire Cats, it seems to linger in the room long after its owner has departed. For that matter, Neumanns conversation has a slightly Carrollian cast. Ask him a question, and his response will originate in deepest left field, as if in response to some other query. Minutes later, when he slams the point home, you realize he was never off the point in the first place. As we sit in the rehearsal studio of the picturesquely crumbling East Village schoolhouse that Mabou Mines calls home, Neumann talks about the troupes upcoming Reel to Real, which he has written and directed, and on which he collaborates with his 28-year-old son David. The piece will be seen in New York April 4 24 at the experimental venue the Kitchen. We will write a custom essay on What is reality, Dad? Dont know, son specifically for you for only $16.38 $13.9/page Order now Although not a member of Mabou Mines, the younger Neumann is a Bessie award winning dancer and choreographer, best known for his work with the Doug Elkins Dance Company. Father and son have appeared together as actors before most notably in the New York Shakespeare Festivals 1989 production of Cymbeline, directed by former Mabou member JoAnne Akalaitis. Reel to Real, Frederick Neumanns first original work, is their most substantial collaboration to date. Vintage Hollywood   Steeped in the language and imagery of filmmaking, the plays reference points include exploitation films (especially women-in-prison potboilers), existential road movies and vintage Hollywood melodrama. The first thing we see is a projected image: a closeup of a man driving in the rain, ruminating as the windshield wipers slap back and forth. The audience hears his thoughts on tape, and discovers that he is a B-movie director trying to reach a soundstage so he can finish the last scenes of a film called Y. A light comes up through a scrim, and we see the soundstage through the projection of his face as though were peering directly at the images flitting through his agitated brain. The projection fades out, and we watch the activities on the soundstage. Three women, convicted of murder, sit in prison cells; they are waiting both for the commutation of their sentences and for the director to arrive. The film crew serves as Greek chorus, commenting on the action through movement and occasional bursts of filmmaking jargon. David Neumanns choreography is especially crucial to Reel to Real, since the five actors-dancers who comprise the film crew bear so much of the plays thematic weight. According to Frederick, The art of making movies is expressed through their gesticulations, their body language, how they act individually, how they act as pairs how they act as a mass. In a way, they are like the audience. They are onlookers, not participants as the performers who verbalize their parts are. I feel that they are the heroes of the piece the eventual public that would be the consumers of this kind of film. Perhaps it was inevitable that David, raised in an atmosphere of intense creativity, should become an artist himself. Less expected is the intuitive rapport between father and son the mutual admiration, the relative absence of familial tension. Although the elder Neumann admits that he cant help acting like Dad every now and then, he feels that he and David have similar sensibilities. We know how to wait out a knot, a place where we might not understand each other, or where impatience gets in the way. But on the other hand, I understand that he is somebody else and that other person is not my son. Its something of his own making. .u1a34010945ddc86e32a65074026dd7fd , .u1a34010945ddc86e32a65074026dd7fd .postImageUrl , .u1a34010945ddc86e32a65074026dd7fd .centered-text-area { min-height: 80px; position: relative; } .u1a34010945ddc86e32a65074026dd7fd , .u1a34010945ddc86e32a65074026dd7fd:hover , .u1a34010945ddc86e32a65074026dd7fd:visited , .u1a34010945ddc86e32a65074026dd7fd:active { border:0!important; } .u1a34010945ddc86e32a65074026dd7fd .clearfix:after { content: ""; display: table; clear: both; } .u1a34010945ddc86e32a65074026dd7fd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1a34010945ddc86e32a65074026dd7fd:active , .u1a34010945ddc86e32a65074026dd7fd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1a34010945ddc86e32a65074026dd7fd .centered-text-area { width: 100%; position: relative ; } .u1a34010945ddc86e32a65074026dd7fd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1a34010945ddc86e32a65074026dd7fd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1a34010945ddc86e32a65074026dd7fd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1a34010945ddc86e32a65074026dd7fd:hover .ctaButton { background-color: #34495E!important; } .u1a34010945ddc86e32a65074026dd7fd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1a34010945ddc86e32a65074026dd7fd .u1a34010945ddc86e32a65074026dd7fd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1a34010945ddc86e32a65074026dd7fd:after { content: ""; display: block; clear: both; } READ: An Inspector Calls Missing scene Essay Typically atypical   Reel to Real cant necessarily be described as a typical Mabou Mines piece, since there aint no such animal. Perhaps the one thing it shares with its predecessors works ranging from stark and incantatory Samuel Beckett pieces to political burlesques such as Dead End Kids is its ability to juggle a number of massive themes without losing its sense of playfulness. The action takes place on several planes at once, and its simultaneous use of theatre, film and dance can be seen as representing the multilayered nature of everyday experience. Fact and fantasy blur (the women may be imprisoned, or may only be acting; the director exists only as a projection). The form suggests that art and life bleed into one another at indeterminate points, and that we may pattern our own lives according to preconceived images fed to us by movies. I didnt wish to be doing some kind of Pirandello play, the author says, but it begs comparison because of all this playing around with what is real and what is not real, and how the so-called unreal sort of takes over. Theres a kind of dark, dark thing about this piece that would suggest that this is terribly dangerous. That some of us are completely lost in the imagery of a life that we think were living. A disturbing thought especially coming from someone who makes a quasi living dreaming up fictional scenarios for audiences to consume. And yet what really comes across in this intergenerational enterprise is the two Neumanns overriding faith that art heightens and clarifies reality more than it distorts it. Thus, by closely examining the reel, we can if were very, very careful come closer to understand the real.

Healthcare in China

Healthcare in China Introduction China is one of the most populated countries whereby demographics shown that there were about 1.351 billion people in 2012. It was also estimated that Chineses people have a life expectancy of approximately 79 years and a population growth rate of 0.5 percent per annum (Hannum Park, 2010).Advertising We will write a custom research paper sample on Healthcare in China specifically for you for only $16.05 $11/page Learn More The massive population, controlled growth rate, and high life expectancy evoke a lot of curiosity as to how the country manages its healthcare system. It also raises concerns relating to health status of the country’s large population which could be one of the major challenges when it comes to maintaining good health. This paper will thus analyze the healthcare of China in terms of the general system as well as public health. Summary of the Healthcare Health Indicators According to a research conducted in 2005, it was estimated that the population has a fertility rate of 1.8 children per woman (Hannum Park, 2010). It was also discovered that 25.3 newborns die during birth for every 1000 infants. At this point, the government committed about 37.2 percent of public funds and expenditure to health care. From an analytical perspective, it is evident that the government has been capable of maintaining high health standards in the country. This is based on the premises that such scores are attained in a country with a massive population as compared to countries like India. Healthcare System The availability, accessibility, and capabilities of healthcare professionals determine the efficiency of a health system. As of 2005, the country had 1.9 million physicians so that the overall rate was 1.5 professionals per 1000 patients. In 2012, OECD noted that this rate had been rising continuously leading to a current rate of 1.9. The number of hospital beds per 1000 people has experienced a peculiar trend. Th e rate was estimated at 3.6 in 2010 and increased to 3.8 in 2011 because of timely adjustment to the rising population by the government. This shows how responsiveness of the authorities towards healthcare facilities in accordance to the country’s population. The government has also invested heavily on the construction of hospital in rural and urban residences. It has emphasized on devolving the health care facilities to the marginalized areas so that most people have access to medical services. In fact, it was the government discovered that about a 100 million people who resided in rural areas did not have access to healthcare services.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More This led to the conception of a program known as Healthcare System Reform that aimed to make the health services more affordable to them. The healthcare system is also characterized by t he combination of traditional and western medicine used for treatment. Strengths Professional Intellect China has been at the forefront of training highly qualified professionals, including nurses, doctors, and clinicians worldwide. In fact, students from European, African and Asian countries have been seeking to complete their medicinal courses in China. The proficiency of Chineses training system has not only become popular in the media commentaries, but has also proven its competence through practice where patients often travel for surgeries and other medical services. During training, students undergo a vigorous program that incorporates satisfactory theoretical understanding, practical work and research (Sorajjakool Carr, 2010). This implies that students have the capability of diagnosing complicated diseases and discovering new medicines and approaches to treatment. Therefore, the country uses locally available human resources to maintain high standards in their healthcare sy stems contrary to many countries that seek foreign professionals. In essence, using professionals from the country become less expensive, and enable the government to divert the additional funds, which could be needed for wages, to acquire other medical facilities. Use of Local Medicine Chinese has been producing traditional medicine for almost all illnesses and diagnoses required by patients. This implies that most of the medicines that are used in the country are produced locally while a little part of it is imported from European countries such as USA (Yuan Bieber, 2011). The local production of medicine supports availability of medicine to the growing population. Otherwise, if the country was relying on imported medicine only, it could experience a fatal deficit and economic depression when trying to satisfy the population’s medical needs. Besides the aspect of sufficiency, the traditional Chinese medicines have the capacity and quality to contain many diseases that pose a threat to human life. In fact, this could be the resultant of the low mortality rate, high life expectancy, and reduced maternal mortality among other indicators of health.Advertising We will write a custom research paper sample on Healthcare in China specifically for you for only $16.05 $11/page Learn More Availability of Funds China has been rising economically to become the second-largest economy in the modern world. A research that was conducted by Gong (2012) showed that the country experienced 7.7 percent economic growth rate and attained a GDP of $9.8 trillion. These statistics show empirically that the economy is capable of providing fund for development of a highly efficient healthcare system. Weaknesses The greatest weakness that has challenged the Chinese healthcare is imbalance of health facilities between the villages and cities. It was noted that the Chinese government put a lot of emphasis on improving healthcare in developed urban areas a nd neglected the marginalized ones. The health care facilities were concentrated within the cities while people living in the countryside were segregated. The healthcare reform, which was started in 2005, and named as New Rural Co-operative Medical Care System set out to transform this condition so that those people could be considered. Although the transformation has taken root in terms of facilities, the rural people have exhibited conservative behaviors regarding sex education, smoking and contraception (Chan, 2009). This conservativeness has led to increasing cases of abortion because of resistance against sex education. In addition, a lot of men have conserved the smoking tradition leading to increased cases of throat cancer and deaths. Solutions to Weaknesses It is evident that the Chinese government has played its role holistically in regard to ensuring sufficient availability of medicine, accessibility of healthcare services, and qualified medical professionals. Additionally , it has paid attention to the healthcare imbalance between rural and urban areas by conceiving the NRCMCS program that seeks to decentralize facilities in marginalized areas (Saich Hu, 2012). However, the conservativeness of the public is the most challenging problem as far as healthcare is concerned. This implies that the government, medical practitioners, and scholars should concentrate on civic education to create awareness on issues of smoking and contraception. This could eliminate the danger of creating a healthcare system that is developed in terms of facilities while leaving the public behind. Conclusion It is evident that the Chinese healthcare has developed profoundly when it comes to facilities, professionals and intellect. However, the public has been conserved most of the traditional ideologies and behaviors that impede good health (Chan, 2009). As a result, the interested personnel and entities should pay attention to civic education to raise awareness about those is sues.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Chan, Z. (2009). Health Issues in Chinese Contexts. Hauppauge, N.Y.: Nova Science Publishers. Gong, G. (2012). Contemporary Chinese Economy. London: Routledge. Hannum, E., Park, H. (2010). Globalization, Changing Demographics, and Educational Challenges in East Asia. Bingley, UK: Emerald. Saich, T., Hu, B. (2012). Chinese Village, Global Market: New Collectives and Rural Development. New York: Palgrave Macmillan. Sorajjakool, S., Carr, M. (2010). World Religions for Healthcare Professionals. New York: Routledge. Yuan, C., Bieber, E. (2011). Traditional Chinese Medicine. Sin: Informal Healthcare.

Three Gorges Dam Essay Example | Topics and Well Written Essays - 2500 words

Three Gorges Dam - Essay Example The whole project is generally a hydroelectric engineering power generator constructed along Yangtze River; the longest river in China which runs across half of the land, horizontally into the Pacific. The project is the world’s biggest power station as far as installed capacity (22,500MW) is concerned. In addition, Three Gorges Dam is the 2nd biggest functional hydroelectric project in regard to annual energy production, generating in 2012 over 98.1Twh plus 83.7 Twh last year (Trouw, 2014). The idea of building a huge dam on River Yangtze was initially the brainchild of Sun Yat-Sen in 1919.He envisioned a dam with a capacity of producing 22 GW of power being feasible downstream Three Gorges. The government, in 1932, under the leadership of Chiang Kai-shek started preliminary plans on the Three Gorges. Japanese military occupied Yichang in 1939 and began surveying the area. The Otani plan design for the dam was finished in expectation of a possible defeat of China by Japanese. Engineer John Savage of US bureau of reclamation in 1944 designed a proposal of the dam project paving way for 54 Chinese engineers to leave for US to receive specialized training. The initial concept was for the dam to be utilized for unique movement of ships; however the project was stopped in 1947 due to Chinese Civil war. The project was in 1949 supported by Mao Zedong, though he started Gezhouba Dam. The idea would re-emerge in 1980s and finally the approval came from the National People†™s Congress in 1992.Construction of the dam started in earnest in 14th of December 1994 and was expected to be complete and fully operational by 2009.However, additional projects like the underground power facility with 6 extra generators delayed complete operations till the May of 2012(Trouw, 2014). The project has come with its own share of controversy. In 1958, for instance, engineers who spoke negatively

Quantitative Research Article Example | Topics and Well Written Essays - 1000 words

Quantitative Research - Article Example In essence, while the research could have reported the challenges facing existing structures, gaps, and failures as basis for the training program produced, it simply dwells on the aspects it considered important. This in essence results in some form of biased study with a predetermined direction. From the onset, it is evident that the study is limited to what the researchers prefer as important rather than on previous research support or any gaps previously identified. The literature review tries to address a number of issues in relation how counselors, ESL teachers and ESL learners interact amongst themselves. The literature reviewed in the paper puts emphasis in three distinct areas. â€Å"These are the significance of and need for multicultural competency in school counseling; the significance of serving ESL students in school counseling; and the significance of and need for collaboration in school counseling.† (p. 3) As much as these are an important part of literature re view and also highlight the importance of bridging the gap between the three groups, it falls short of identifying the areas of the existing structures and hence justifies need for the proposed experiential system. However, this gap is bridged by the section which addresses the rationale for the experiential training project. This however still fails to emphasize the selection of the research questions. As matter of fact, there is a visible detachment between the research questions and the literature. The study by Burnham, Mantero, & Hooper (2009) lists six variables which efforts to answer the research questions are directed towards. These include the following: 1. Pre-training education and assignment to an ESL class; 2. collaboration, coordination, consultation, and teaming with ESL teachers, which involved guidance curriculum planning, development, and implementation based on ESL student needs in the classroom; 3. Teaching classroom guidance lessons; 4. critiquing guidance lesso ns (i.e., self and peer critiques); 5. ongoing synthesis during class discussions; and 6. Post-training education (Burnham, Mantero, & Hooper, 2009). Nonetheless, it is important to mention that the variables are simply mentioned with no clear definitions. The authors also fail to create a clear illustration of what each of the variables constitute in the article. For as much as the variables are closely obvious, it would have been much more appropriate if the scope of each variable was well defined for the reader. Further, the variables enlarge the overall scope of the research making it almost impossible to cover each area of the research within a single paper. Focusing on a single area would have resulted into a more comprehensive research. The results section is perhaps the most useful and comprehensive part of the research. Using the pre-defined set of questions, the research offers a comprehensive analysis of the areas deemed as completely important in the study. The research adopted group interviews as the prime research methodology. The interview approach opens the study to a wide range of data. Issues not previously covered in the research questions also emerged as questionnaire sought to collect as much information as possible from the respondents. Additionally, as the researchers’

In what ways does the environment appear to shape organisations Essay

In what ways does the environment appear to shape organisations - Essay Example Political stability and civilized social culture are some other environmental factors; organizations are looking for before investing in a country. Most of the African countries are infamous for the internal agitations and political instability. Such countries are incapable of attracting foreign direct investment because of the negative environment they possess for the business build up. In short, healthy environment is essential for organizations to cement their bases and strategies. Business Psychology is one of the rapidly developing business segments in which the psychology of the employees, and the environmental parameters (customers, society and other stakeholders) are comprehensively investigated. Proper awareness of psychological dimensions of the environment can help the organization immensely in advertising, public relations and the way in which the organization visualise its customers and in the management of organization- employee relationships. This paper briefly explains the environmental impacts on organizations. Musacco Ph.D (2009) has argued that harassment, mobbing, bullying, and emotional abuses are common at the workplaces which resulted in increased fear and minimal trust between workers (Musacco Ph.D, 2009, p.2). No two individuals are alike either in their physical appearance or in their behaviours. An organization is a place where different people from different social, economical, cultural, communal and political backgrounds are working together. These people may have extremely different attitudes and characters. Even though they are working for the same organization, it is difficult for them to leave all their individual differences outside the organization and work for the common objectives inside the organization. Different opinions and views may occur between workers which may often result in harassment, mobbing, bullying, and emotional

Critical Thinking Process Case Study

Critical Thinking Process Case Study As Buckingham and Adams (2000) state, â€Å"getting a better understanding of their decision making processes has important benefits for nurses†, and for their employers and their patients (p 982). Critical thinking in nursing is related to the traditional nursing model of assessment, planning, implementation and evaluation, a fundamental nursing process (Lee et al, 2006). Because of the universal application of the nursing process, and its efficacy, there is an assumption that â€Å"the process of clinical problem-solving is well understood† (Taylor, 2000 p 842-849). This essay explores the critical thinking process related to one client, and evaluates the quality of that process and its relationship to effective planning and implementation of nursing care. Some theorists link critical thinking in nursing to diagnostic practice, particularly in relation to advanced nursing practice, and cite this as a new phenomenon (Lee et al, 2006). This author however, would argue that this is a part of nursing practice in every case, and that critical thinking and diagnostic processes are very similar, except it has never been called diagnosis in nursing until recently. However, Lee et al (2006) do cite the means by which nursing judgements on which plans of care are based, including systems-processing type judgements and intuitive reasoning. One of the criticisms of nursing decision making, however, and a problem which continues to trouble the profession, is the reduction of this process to little more than intuitive processes rather than rational ones (Buckingham and Adams, 2000). This is partly because â€Å"nurses have struggled continually to articulate the nature of their expertise† Buckingham and Adams, 2000 p 982). But the literature demonstrates that intuitive processes tend to represent subconscious decision making combined with conscious decision making, and this author believes that both are of equal value and importance in coming to decisions and planning nursing actions and ongoing care. Aitken (2003) suggests that clinical decision making starts with the development of a hypothesis, which is then proved or disproved by further gathering of clinical data, objective and subjective, including objective tests and nursing-process related observations and questioning. â€Å"Hypotheses were used to summarize attributes that had already been acquired, describe the possible problem that existed and direct future attribute acquisition.† (Aitken, 2003 p 481). Offredy (1998) in research on nurse practitioners found that hypothesis generation as part of the decision making process occurred even before the client history had been taken, and that this kind of ‘hunch’ was one which they believed to be borne out in later more objective clinical evaluation. This is related to the level of experience of the nurse (Offredy, 1998). Lee et al (2006 p 61)) cite the following variables as affecting critical thinking processes: knowledge; experience; discipline specific training, which provides the diagnostic labels that can be used to ‘classify and explain the data’ involved ; and the task. Aitken (2003) suggests that the strategies which are applied to nursing decision making is not necessarily a conscious plan but could be a process which is more subconscious. This may be related to what Offredy (1998) describes as pattern recognition. In this case, the critical thinking process was based on Jaslyn’s symptoms and presentation in terms of physical and emotional state, which in turn were identified and informed by the nurse’s own knowledge, nursing and symptom related knowledge, and by the nurse’s experience gained from training and previous practice. There were key factors which highlighted Jaslyn’s state of health/illness and also flagged up the warning signs that signified Jaslyn’s immediate needs. These were identified both through objective data and subjective data, which in terms of Maslow’s hierarchy of needs, could be seen as safety and security needs, related to the patient’s expressed suicidal thoughts, and physiological needs, related to her physical condition, which, once met, would allow for interventions to support in meeting her self-esteem and other psychological and emotional needs. Prioritisation of safety and physiological needs may be derived from p revious nursing experience, as already suggested, because, as Aitken (2003) suggests, clinical decision making processes can be affected by the decision-making environment, and also by â€Å"the potential consequences of each of the [potential] alternative decisions† (p 477). Thus previous experience of nursing, combined with knowledge from my training, which is also affected by the socialisation process of nursing, and by the shared knowledge of colleagues, placed the greatest emphasis on the prevention of harm occurring, which led to the decision to provide close supervision of the patient to prevent self-harm. Another attribute of this decision making process, one which I had hitherto not recognised, was the use of what Aitken (2003) calls â€Å"a think aloud† method (p 483). This is very much evident in the kind of decision making I engage in, and critical reflection suggests that I have learned this process from colleagues, because the process seems to be a communal one, in which colleagues (including myself) verbalise their judgements on findings and gain confirmation from each other that their findings and actions are correct. This might also be a means of trying to reduce the potential for error which is inherent in the decision making proc ess, and constitutes the risk element of the process (Buckingham and Adams, 2000; Round, 2001). The application of the nursing process has shown me that processes of decision making are based on experience, but that some of this experience is derived from shared knowledge and experience with colleagues. Throughout the decision making process involved in this case, decision making was more collaborative than unilateral, signifying the fact that no clinical decision is made in isolation. The decision making process was borne out in the clinical progression of the case, and reflection demonstrates that decision making is both objective, and informed by intuition, but that what is called intuition is simply the bringing to bear of knowledge developed through experience. References Aitken, L.M. (2003) Critical care nurses’ use of decision-making strategies. Journal of Clinical Nursing 12 476-483. Buckingham, C.d. and Adams, A. (2000) Classifying clinical decision making: a unifying approach. Journal of Advanced Nursing 32 (4) 981-989. Lee, J, Chan, A.C.M. and Phillips, D.R. (2006) Diagnostic practise in nursing: a critical review of the literature. Nursing and Health Sciences 8 57-65. Offredy, M. (1998) The application of decision making concepts by nurse practitioners in general practice. Journal of Advanced Nursing 28 (5) 988-1000. Round, A. (2001) Introduction to clinical reasoning. Journal of Evaluation in clinical practice7 (2) 109-117. Taylor, C. (2000) Clinical problem-solving in nursing: insights from the literature. Journal of Advanced Nursing 31 (4) 842-849.

Unacceptable Female Roles in Shakespeares Macbeth :: GCSE English Literature Coursework

Macbeth's Unacceptable Female Roles      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   William Shakespeare's tragic play Macbeth scarcely deals women a fair hand; the drama contains only misfit women in the major roles. In fact, the witches are not fully women, with their beards and supernatural aspect. In this essay we will treat on Lady Macbeth, the greatest misfit of them all, in detail, and on other women only incidentally.    A.C. Bradley in Shakespearean Tragedy demonstrates Lady Macbeth's inflexibility of will which enables her to dominate her husband:    Sharing, as we have seen, certain traits with her husband, she is at once clearly distinguished from him by an inflexibility of will, which appears to hold imagination, feeling, and conscience completely in check. [. . .] On the moment of Macbeth's rejoining her, after braving infinite dangers and winning infinite praise, without a syllable on these subjects or a word of affection, she goes straight to her purpose and permits him to speak of nothing else. She takes the superior position and assumes the direction of affairs - appears to assume it even more than she really can, that she may spur him on. (336-37)    Lily B. Campbell in her volume of criticism, Shakespeare's Tragic Heroes: Slaves of Passion, discusses how strong-willed is Lady Macduff:    Lady Macduff is distinctly of the opinion that her husband fled the land from fear, even without having done anything which should make him fear retribution. To Ross she says:    His flight was madness. When our actions do not, Our fears do make us traitors.    As Ross argues that she cannot know whether it "was his wisdom or his fear", she very pertinently argues against the wisdom that will make a man fly from the place in which he leaves his wife and children, and she instances the courage of the wren that will make it fight the owl to protect its young ones in proof that Macduff's fear has made him unnatural in his actions.(230)    In Fools of Time: Studies in Shakespearean Tragedy, Northrop Frye shows that a lady is the actual driving force in the play:    That Macbeth is being hurried into a premature act by his wife is a point unlikely to escape the most listless member of the audience, but Macbeth comes to regret the instant of fatal delay in murdering Macduff, and draws the moral that

Earliest American Literature was English and Literary Essay

Earliest American writers were Englishmen who came to Jamestown, Virginia, the first of the permanent settlements of the English in America. These writers included John Smith, the author of A True Relation of Such Occurrences and Accidents of Note as Hath Hapned in Virginia Since the First Planting of that Colony, which is now resident in the South part thereof, till the last returne from thence; William Stratchey, author of True repertory of the wreck and redemption of Sir Thomas Gates, July fifteenth, sixteen hundred and ten; and the famous English poet, George Sandys, who completed Ovid’s Metamorphosis on the American soil (â€Å"Early Colonial Literature†). Since none of these writers were acquainted with American culture as we know it, their works must be considered English literature composed on the American soil. Although Smith’s A True Relation was a letter written to his friend in England, it is literary in the modern sense of the word. Like other pieces of historical literature, A True Relation is educational for the modern reader. What is more, the writer’s arrangement of the narrative is rather vibrant, making it by no means appear as everyday writing (Smith). Like Smith, Stratchey also wrote for readers back in England but his writing style was more masterful. Describing a shipwreck on the way to America, he writes, â€Å"The clouds gathering thick upon us, and the winds singing and whistling most unusually†¦Ã¢â‚¬  (Stratchey). In fact, Stratchey’s style is poetic throughout his work, rendering it not only literary but a work of art (Stratchey). Of course, Sandys’ translation of the Metamorphosis is incomparable. It continues to be a well-known piece of literature composed on the American soil by one of the first Englishmen to arrive in Jamestown bringing the spirit of the true English poet to the New World (Sandys). Because all three writers came from England carrying their own culture to the American soil, their works composed in America were entirely English. Moreover, all three writings mentioned were first published in England. Perusing these interesting, skillfully composed writings leaves no doubt in the modern reader’s mind that these works are literary indeed. Hence, earliest American literature must be described as English and literary. Works Cited â€Å"Early Colonial Literature. † Bibliomania: Free Online Literature and Study Guides. 11 Jan 2009. . Sandys, George. George Sandys, Ovid’s Metamorphosis (1632). 11 Jan 2009. . Smith, John. A True Relation of Such Occurrences and Accidents of Note as Hath Hapned in Virginia Since the First Planting of that Colony, which is now resident in the South part thereof, till the last returne from thence. 11 Jan 2009. . Stratchey, William. True repertory of the wreck and redemption of Sir Thomas Gates, July fifteenth, sixteen hundred and ten. 11 Jan 2009. .

The Most Complete Collection Of Narrative Essay Topics

The Most Complete Collection Of Narrative Essay Topics Topics For A Narrative Essay Narrative essays are probably one of the simplest types of essays not depending on whether you are in high school or college. They give you the freedom to choose from a wide range of topics, including your own experience, memorable situations, role models or even fictional stories. It is crucial to choose a unique and interesting topic to engage the reader, render your personality and writing skills. There are multiple ideas on various websites but none of them can compete with the list below! Before deciding what to write about, we strongly recommend you to get familiar with essays samples, which will inspire you and motivate to work. When the topic is selected, make sure you devote enough time to researching the information and providing a 100% original content. Never copy online examples, as it may cost you a grade or even your academic success. It is better to cite every source and show how competent you are. Try to focus on the discussed subject and guide the audience through your own memories and stories. If you give yourself the freedom to put all of your thoughts on paper, you will surely write an amazing story. Why a narrative essay topic is so important? When you are given a task to write an essay, you usually have a chance to decide whether to accept the topic, given by your tutor or to come up with your own.   There shouldn’t be any rush, because the success of the essay greatly depends on the topic you select. If you still don’t know how to do it yourself, just turn to professional writing services! You need to choose a topic, which is relevant to the audience, has plenty of information online and is able to light your inner fire. Narrative essay is probably the only academic genre, where you can show your creativity and imagination to the maximum. When working on such an essay, you can omit a strict structure and other guidelines. That’s why the narrative essay is definitely the most popular and liked genre among students. However, being able to choose the topic on your own becomes very challenging for a writer. When you get a chance to write about anything you want, you can experience a lack of ideas. That is why many students stick to the first idea, which comes to their mind but the result is usually very poor. Remember, the topic should make you feel emotional and be equally interesting for the reader. To boost your imagination and help to make a choice, we have made a list of outstanding topic ideas, organized in subcategories for your maximum convenience. Experience topics The main aim of a narrative essay lies in teaching you to tell about experiences and thoughts in a literary way. To be able to write a great essay you need to think about all the experiences of your own life, including positive and negative examples. Try to provide the reader with vivid pictures and bright details in order to grab their attention. Topics on your experiences include: What was the most embarrassing situation in your life? What experience made you scared? Experience, which showed your life values; Experience, which taught to appreciate what you have; Experience, which helped you to beat cowardice; Unpleasant situation you had to face; Situation, which taught you to value life; Unforgettable days with your relatives; Tell the story of your success in facts; Experience of traveling on your own. Childhood Childhood is a unique period, when every day you learn something new, get new experiences and impressions. Children are sincere and naive, so very often they are involved in funny or even ridiculous situations. Every person has interesting stories from childhood years and they are unique, having no similarities with stories of others. That is why choosing such a topic you will get the attention of the audience and create a solid foundation for the future essay. A time, when you were hurt in the park. What happened? What situation helped you to grow up? What was the most remarkable birthday party? What made it that way? Whom you wanted to be when you were a child? Your favorite childhood game. Why? Situation, when you got hurt, when playing outdoors; What you miss the most about childhood? The most valuable thing from your childhood; Did you love crafting anything, when you were a child? Who were your favorite fairytale and cartoon characters? School years School period is very important because it is a transition time between being a child and becoming an adult. We learn lots of skills, acquire knowledge and learn how to communicate. These years are filled with challenges, which improve our personality and shape our future selves. The problems you have to face and challenges you have to solve are unique, so writing about them in your narrative essay is surely an original way to be heard. Your favorite school subject. Why? Examples, when a teacher became your role model; The first time, when you participated in a school event; The most awful thing that happened to you in class; Would you like to be friends with a particular teacher? Why? Your favorite elementary school subject; A teacher from your kindergarten or school that you are friends with; Influence of your school friends on your life; Did some teachers influence your personality? Relationships People are social creatures, so it is impossible to imagine our lives without interacting with others. We all have memories of our parents, friends and the people we love. That is why your story is always private, soul-touching and unique. Such topics are always a great source of good ideas for a narrative essay. The person, who you fear losing the most; Do you have any loyal friends? Tell about them; A breakup with a friend you have ever experienced; Who you are most afraid of? A situation, when you were rejected; A misunderstanding with a person you love; The most serious argument you have had with parents; Have you ever been in love? How did it feel? Impact of love on your personality. Topics on morality Every country has its own laws, which regulate the everyday lives of its citizens. However, there are more universal laws that have no borders and concern morality and ethics. Morality has lots of unsolved questions and the solution usually contains different opinions. For example, to do something and meet ethics norms or to do something opposite and violate those rules. That is what makes morality topics so interesting and helps to stir arguments and discussions in the class. The most difficult choice you had to make; The time, when you rebelled against the society; What ethics issues bother you the most? An example of being a coward; What is your personal ethical challenge? Have you told much lies? How do you usually treat unknown people? Do you have a habit of eavesdropping? Interests and hobbies Interests make up a huge part of our lives and determine the way we create things. This sphere includes our hobbies and all the events we participate in. If you decide to write an essay on your interests, try to think of the things you like doing, what music you prefer and the ways how you usually spend your free time. It is a topic, which is able to render your passion and show the audience the things, which you care about. The most impressive movie you have ever seen; A song, which always touches you; What talent do you want to possess and why? Is there a book character that you associate yourself with? If you were a movie director, what film would you shoot? When was the time you realized you had a talent? What movie character you would be? TV celebrities you want to have dinner with; Are you good at sports? What activities do you like the most? Traveling Every country, city, street or brick in the wall has its own story. When you are traveling, every stage is full of emotions and impressions. It doesn’t matter how often your classmates go to the mountains or to the beach. Your journey is unique because you see everything with your own eyes. So why don’t you share that experience with the audience? Your first impression from the countryside/ a big city? How you like to travel most of all? Things you always take with you on a journey; If you had enough money, where would you travel to? A perfect vacation spot; Do you have friends from abroad? Tell about a negative experience from your traveling; If you had a chance to go to a school camp once again, would you change anything? A journey you liked most of all. College life College is completely different from school. It is filled with adventures and makes us one step closer to adult life. We meet lots of new people, learn new subjects and dive into the world of independence. Isn’t it a great foundation for outstanding topics? Write about the things, which happened to you in college or about the teachers, who always impress you. College years are by right considered the best in our lives, so don’t waste such an opportunity and share your stories with the world! The most difficult exam you had to take; The most impressive lecture you have ever had; Your first day at a dorm; The most remarkable party you have ever attended; What made you desperate during the college years? Do you befriend with foreign students? Tell about your college social life. Imagine if There is a particular kind of narrative essays, which starts with ‘imagine if’. Such topics usually give you a chance to create a story, which may be possible in the future. It is definitely one of the most simple and interesting types of essays because give students a chance to make up any story they want, giving freedom to imagination and creativity. Imagine if you invented the time machine. Where would you go to? Imagine if you could become an animal. Which one would you choose and why? Imagine if you originated from a different country. Which one would it be and why? Imagine if you had millions of dollars. How would you spend them? Imagine if you were a character from a comic book. What power would you choose and why? New and remarkable topics for a narrative essay Choosing a topic is always a real challenge. That is why our experts have examined the most popular categories and came up with a list of subjects that will surely inspire you. They will make it much easier to choose what to write about and to stand out from the rest! What would you do if you won 10 million dollars in a lottery; A thing you would want to change in your life; Your first job; What would you do if you could turn back the time; The most awful thing you have ever seen in your life; The worst experience of your life; When was the first time you faced fear; Everyday issues, which bother you the most; Your best accomplishments; What do you find annoying about your own personality? Family hobbies, which you like; What makes you different from others; Do your teachers give you the freedom to express yourself? Are you into a healthy lifestyle? Lessons you have learned from sadness; Do you spend much time alone? Are you good at time management? Have you ever faced the police? Useful tips Once you have found the most suitable topic for your narrative essay, you need to proceed with learning your professor’s recommendations. In addition, you should get familiar with the best tips on how to make your essay flawless: Concentrate on specific details, which help to cover the topic. Try not to mention irrelevant information; Never embellish facts. The audience always values sincerity, so try to concentrate on your experience and not on lies; Use transition words to connect various ideas, making the text readable and coherent; Don’t forget about the conclusion. It doesn’t matter what the structure of your essay is, there should always be a summary of everything you have discussed; Make sure you like what you have written. If you don’t like the text yourself, no one will be interested in reading it; Stick to the required format and try not to overload readers with excessive data; Use various stylistic instruments and the first person to show how creative you are; Pay careful attention to the professor’s instructions. Even though narrative essays are quite flexible, there are still patterns that should be followed.

The Middle English Period (1100-1500) Essays

The Middle English Period (1100-1500) Essays The Middle English Period (1100-1500) Paper The Middle English Period (1100-1500) Paper social life fashion and learning . So, English became dominant in Britain again, but with many French words added. This language is called Middle English. It was the language of the great poet Chaucer. The changes that occurred during this period may be noted in every aspect of the language : in its sounds, in the meanings of its words and in the nature of word stock, where many Old English words were replaced by French ones( like cafe and chef). Also, many of the grammatical distinctions of the Old English period disappeared. Medieval Culture The Middle Ages saw the emergence of great changes in English culture. The violent times of the Dark Ages had led to a primitive society lacking in elegance or refinement . The Middle Ages saw society changing due to the influence from various foreign cultures . The Characteristics of the Medieval Culture The society was organized as a pyramid of sorts. The nobles were at the top, with a great many peasants at the bottom. Peasants worked on the land and lived in rough huts, which they often shared with their animals. They slept on straw mattresses on the floor. In the middle were the scientists, merchants, craftsmen. Attitudes towards women changed. Now, women were treated with respect. But, women were seen as helpless, beautiful, and pure . In Europe during the Middle Ages the only recognized religion was Christianity, in the form of the Catholic religion. The lives of the Medieval people of the Middle Ages was dominated by the church. The Normans were tremendous builders of castles built much of what we now see as the surviving medieval look of England. The Linguistic Features of the ME Middle English spelling Consonants Most of the Old English consonant sounds remained unchanged in Middle English. Important spelling differences occur, however, most of them due to Anglo-Norman influence Some of the apparent innovations in middle English spelling were ,in fact, a return to earlier conventions. For example the diagraph th that had been used in some of the earliest English text but was replaced in later Old English by writing by ? and ? ; during the Middle English period ,th was gradually reintroduced again . Similarly, uu ,used for [w] in early manuscripts was brought back to England by Noman scribes in a ligatured form as w. The consonantal sound [v] did not occur initially in Old English . All Middle English words with initial v have been taken from Latin or French such as very, voice (French) ,vocal, vulgar (Latin). Ch was used in Middle English under French influence, to indicate the initial sound of child ,which in Old English had been spilled simply with c as in cild. The Old English hw (as in hw? t) was replaced by the Middle English wh (as in what) . The Old English cw (as in cwen ) was replaced by the Middle English qu (queen). French language was responsible for the Middle English spelling qu. The old English cg (ecg edge) was replaced by French gg in Middle English as egge edge. Double consonants were lost in (OE mann ) Vowels To indicate vowel length ,Middle English writing frequently employed double letters( e. g ee or oo). Final unstressed e following a single consonant also indicated vowel length in Middle English, as in fode (food) and fede (to feed). Short u in Old English was written o during the latter part of Middle English period if m,n,u were contiguous . The Middle English writings sone (son) and sonne (sun), thus indicate the same vowel sound [U] in old English respectively sunu and sunne. O for u servives in a number of Modern English words as son, come (OE cuman) and love (OE lufu). The French spelling ou was used to represent Old English long u(and sometimes short) as hous(OE hu? s) . In older inscriptions, documents, works and texts (nearer to Old English), you may find vowels with a macron (a bar) written above (like name). The macron simply tells you that the vowel is long, and follows the pronunciation guides above for long vowels. Also, any vowel written double (aa, ee, oo, uu) is long Middle English Pronunciation Middle English Consonants Most consonant sounds act like English. Since consonants in most words are nearly identical to their Modern English counterparts, lets focus on the differences. ?By default, the letters /th/ and /f/ are voiceless like in thing and fish. They are only voiced (like this and of) between two vowels: ferne, fowles, forward, oft VS. yfe, ofer, efer that, thoghte, thonder VS. bathen, sothe, fother ?The combination /wh/ represents the sound of h + w (like h) pronounced just before the start of the Modern English version of the word): whanne, what, who ? The letter /s/ sounds like seem, unless its between two vowels, then its like please:seyde, sothe VS. cosin. ?The sound of /r/ is typically trilled, like Spanish r :rood, ferne ? Initial stops in clusters gn- and kn- still pronounced: ME gnat, gnawen, knowen, knave ? Double consonants were lost in (OE mann ) Many words were borrowed from Old French (and much less frequently from Latin) beginning with[v] (for instance ,veal ,virtue ,visit) and later with [z]( for instance,zeal,zodiac). Middle English Vowels ?Long /a/ sounds like a lengthened version of father (pronounced for a slightly longer time). Short /a/ sounds more like pat:name (or naame) VS. bak ? Long /e/ sometimes sounds like the /e/ of they and other times like the /e/ of let (both sounds held out for a longer time). Short /e/ sounds like let:sweete, breeth, mete VS. tendre ? Long /i/ or /y/ sounds like seem, while short /i/ or /y/ sounds like sit or seem pronounced for a shorter amount of time: my, ire VS. ynogh ? Long /o/ sometimes sounds like boo and other times like British rock (both for a slightly longer time). Short /o/ always sounds like the /o/ in British rock: good, wo VS. oft, holt ? Long /u/ sounds like cue, while short /u/ sounds like full:nature VS. unstraunge ? The final e on many words may be sounded if it helps the meter of an individual line. ?E. g. , When that Aprille with his shoures sote The droughte of Marche hath perced to the rote

Communication Law Essay Example | Topics and Well Written Essays - 1000 words

Communication Law - Essay Example During that time, obscenity was defined as anything that can and or had the tendency to corrupt and debauch susceptible minds that were open to such immoral impact and to those hands the content might happen to fall. This was called the Hicklin rule. It meant that if any section of a book or other works could corrupt and or deprave the minds of any person who sees the work, the material was obscene, and no one was allowed to buy or see it (Rault, 2006). This facilitated the censorship of a wide array of materials by the government. Roth simply recapped the proposals lower courts had been trying to put across for years-the test for obscenity should be based on whether an average person, considering the prevalent community standards, the main theme of the material as a whole applies to the voyeuristic interest. This standard offers guidance in the determination of materials that should be considered obscene.it was essential to distinctly identify actual obscenity and materials that mer ely delve in the areas that are not traditionally bound to society’s norms and acceptability. The court started to consider the many problems that Roth had not covered. In small groups justices sought to clarify queries such as: What is the average person? What is prurient interest? What are the contemporary community standards? In 1950s and 1960s, the Supreme Court adopted a new definition and test for obscenity (Rault, 2006). This was the Roth-Memoirs test. It differed from the previous standard in that: The main theme of the material that was taken as a whole, appeals to the average prurient interest in sex of the person. Materials were taken patently offensive if they affront the contemporary standards of the community on sexual matters. It assumed a single country-wide standard was applicable in the whole country. The material has no social value at all that is, it’s utterly without any redeeming social value. Today, a miller test is used to determine obscenity. S omething is considered obscene if viewed as a whole where the work: Appeals to the prurient interest to the average person applying contemporary community standards. Depicts sexual conduct in a patently offensive manner, measured by the contemporary community standards Lacks serious artistic, literary, political and scientific value. In the past two decades, conformist groups have applied significant pressure on the music and arts industry. The 2 Live Crew is a good example where the band was tried for use of obscenity. For the first time apparently, the court of appeals applied the Miller test to a musical composition with instrumentals and lyrics. The case is particularly controversial as the only evidence presented was the tape recording and the case was tried by a judge with no jury. According to the court, the materials in the 2 Live Crew’s album As Nasty As They Wanna Be was officially obscene considering the community standards and it became illegal to sell or perform in any of Florida’s counties. For instance, the movie: Columbia Holocaust has been a target for censorship by animal and moral activists and has seen about five minutes cut to remove rape scenes and animal cruelty. Applying the Miller test, it is certain that the movie, especially by the community standards at the time of its release, appeals to the prurient interest of an average person. It also contains numerous scenes of high levels sexual violence. The level of artistic, scientific and literary value

ENERGY WEDGES Lab Report Example | Topics and Well Written Essays - 500 words - 1

ENERGY WEDGES - Lab Report Example Lastly shifting to bio fuels seems as an easy way of reducing carbon emission The world yearns to reduce carbon emission especially after Kyoto protocol and Copen Hagan reports were released. Environmentalists and human rights activists are putting pressure on countries that are producing high carbon energy on the environment to reduce or pay heavy fines with the aim of reducing carbon emission for sustainable development. Our energy wedge is based on conservation of green resources and use of renewable sources of energy as a means of conservation. Nuclear wedges comes in second as a means of preventing of cutting carbon emission by half by the year 2055. Nuclear energy is capable of producing a lot of energy but is not widely used since it possesses high risks to the environment. The above two wedges are good ways of producing energy without production of carbon. (Wardlaw, 2009). A growth rate of 5.3% annually is projected in production of low carbon environmental goods and services (Nesta, 2009). There has also been tremendous increase in green jobs from 13 70 billion dollars from now to 2740 billion dollars by 2020, which is projected as a growth rate of 5.5% annually (Office, 2009). Due to the involvement of new technology while shifting from fossil energy sources to renewable sources of energy, it is expected that job creation will rise from 24% annually to 42% by 2020 (UNEP, 2007). The demand for low carbon activities is exceptionally high. The next wedge of conservation is efficiently producing electricity. Use of coal as a source of energy leads to production of about a fifth of worlds carbon. Conserving forests ensures that trees absorb carbon emitted and use it as a source of food production. Soil is also another form in which carbon products can be stored. This can be supported by planting cover crops and preventing soil erosion. Use of biofuels is believed to be cost

Brazilian Wine Industry Essay Example | Topics and Well Written Essays - 1500 words

Brazilian Wine Industry - Essay Example Accordingly the foreign investment of Brazil in other economies and the investments made by other economies in Brazilian markets have also increased. Thus, it can be stated that the foreign relations of the economy and its friendliness towards foreign investment is quite effective proving that the government’s contribution in promoting political stability is quite significant (Woodrow Wilson International Centre for Scholars 2007). From the above discussion it is apparent that the political environment of the economy is quite stable and the government is also providing considerable significance to the attribute. Moreover, the foreign trade is also efficiently encouraged in the economy. Therefore, it is most likely that the entry of Australian Vintage Ltd. in the Brazilian economy will receive moderate political interventions, which in turn would make the entry easier. Rules and regulations with respect to the foreign investments are controlled and supervised by the Federal Government of Brazil. However, the states of the economy control the commercial registration of a foreign firm, the yield on investments and the terms of infrastructure projects. The participation of foreign companies in this regard is entirely depended on the approval of the Brazilian Government. The economy also has a Commercial Code in order to regulate the operations of commercial firms, both national and foreign. The economy also serves the opportunity to the foreign firms to enter the

Philosophy of Education Essay Example for Free

Philosophy of Education Essay The word education is used sometimes to signify the activity, process, or enterprise of educating or being educated and sometimes to signify the discipline or field of study taught in schools of education that concerns itself with this activity, process, or enterprise. As an activity or process, education may be formal or informal, private or public, individual or social, but it always consists in cultivating dispositions (abilities, skills, knowledges, beliefs, attitudes, values, and character traits) by certain methods. As a discipline, education studies or reflects on the activity or enterprise by asking questions about its aims, methods, effects, forms, history, costs, value, and relations to society. Definition The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline. However, even in the latter case it may be thought of as part of the discipline, just as metaphilosophy is thought of as a part of philosophy, although the philosophy of science is not regarded as a part of science. Historically, philosophies of education have usually taken the first form, but under the influence of analytical philosophy, they have sometimes taken the second. In the first form, philosophy of education was traditionally developed by philosophers–for example, Aristotle, Augustine, and John Locke–as part of their philosophical systems, in the context of their ethical theories. However, in the twentieth century philosophy of education tended to be developed in schools of education in the context of what is called foundations of education, thus linking it with other parts of the discipline of education–educational history, psychology, and sociology–rather than with other parts of philosophy. It was also developed by writers such as Paul Goodman and Robert M. Hutchins who were neither professional philosophers nor members of schools of education. Types As there are many kinds of philosophy, many philosophies, and many ways of philosophizing, so there are many kinds of educational philosophy and ways of doing it. In a sense there is no such thing as the philosophy of education; there are only philosophies of education that can be classified in many different ways. Philosophy of education as such does not describe, compare, or explain any enterprises to systems of education, past or present; except insofar as it is concerned with the tracing of its own history, it leaves such inquiries to the history and sociology of education. Analytical philosophy of education is meta to the discipline of education–to all the inquiries and thinking about education–in the sense that it does not seek to propound substantive propositions, either factual or normative, about education. It conceives of its task as that of analysis: the definition or elucidation of educational concepts like teaching, indoctrination, ability, and trait, including the concept of education itself; the clarification and criticism of educational slogans like Teach children, not subjects; The exploration of models used in thinking about education (e.g. , growth); and the analysis and evaluation of arguments and methods used in reaching conclusions about education, whether by teachers, administrators, philosophers, scientists, or laymen. To accomplish this task, analytical philosophy uses the tools of logic and linguistics as well as techniques of analysis that vary from philosopher to philosopher. Its results may be valued for their own sake, but they may also be helpful to those who seek more substantive empirical of normative conclusions about education and who try to be careful about how they reach them. This entry is itself an exercise in analytical philosophy of education. Normative philosophies or theories of education may make use of the results of such analytical work and of factual inquiries about human beings and the psychology of learning, but in any case they propound views about what education should be, what dispositions it should cultivate, why it ought to cultivate them, how and in whom it should do so, and what forms it should take. Some such normative theory of education is implied in every instance of educational endeavor, for whatever education is purposely engaged in, it explicitly or implicitly assumed that certain dispositions are desirable and that certain methods are to be used in acquiring or fostering them, and any view on such matters is a normative theory of philosophy of education. But not all such theories may be regarded as properly philosophical. They may, in fact, be of several sorts. Some simply seek to foster the dispositions regarded as desirable by a society using methods laid down by its culture. Here both the ends and the means of education are defined by the cultural tradition. Others also look to the prevailing culture for the dispositions to be fostered but appeal as well to experience, possibly even to science, for the methods to be used. In a more pluralistic society, an educational theory of a sort may arise as a compromise between conflicting views about the aids, if not the methods, of education, especially in the case of public schools. Then, individuals or groups within the society may have conflicting full-fledged philosophies of education, but the public philosophy of education is a working accommodation between them. More comprehensive theories of education rest their views about the aims and methods of education neither on the prevailing culture nor on compromise but on basic factual premises about humans and their world and on basic normative premises about what is good or right for individuals to seek or do. Proponents of such theories may reach their premises either by reason (including science) and philosophy or by faith and divine authority. Both types of theories are called philosophies of education, but only those based on reason and philosophy are properly philosophical in character; the others might better be called theologies of education. Even those that are purely philosophical may vary in complexity and sophistication. In such a full-fledged philosophical normative theory of education, besides analysis of the sorts described, there will normally be propositions of the following kinds: 1.Basic normative premises about what is good or right; 2. Basic factual premises about humanity and the world; 3. Conclusions, based on these two kinds of premises, about the dispositions education should foster; 4. Further factual premises about such things as the psychology of learning and methods of teaching; and 5. Further conclusions about such things as the methods that education should use. For example, Aristotle argued that the Good equals happiness equals excellent activity; that for a individual there are two kinds of excellent activity, one intellectual (e.g. , doing geometry) and one moral (e. g. , doing just actions); that therefore everyone who is capable of these types of excellent activity should acquire a knowledge of geometry and a disposition to be just; that a knowledge of geometry can be acquired by instruction and a disposition to be just by practice, by doing just actions; and that the young should be given instruction in geometry and practice in doing just actions. In general, the more properly philosophical part of such a full normative theory of education will be the proposition it asserts in (1),(2), and (3); for the propositions in (4) and hence (5) it will, given those in (3), most appropriately appeal to experience and science. Different philosophers will hold different views about the propositions they use in (1) and (2) and the ways in which these propositions may be established. Although some normative premises are required in (1) as a basis for any line of reasoning leading to conclusions in (3) or (5) about what education should foster or how it should do this, the premises appearing in (2) may be of various sorts–empirical, scientific, historical, metaphysical, theological, or epistemological. No one kind of premise is always necessary in (2) in every educational context. Different philosophers of education will, in any case, have different views about what sorts of premises it is permissible to appeal to in (2). All must agree, however, that normative premises of the kind indicated in (1) must be appealed to. Thus, what is central and crucial in any normative philosophy of education is not epistemology, metaphysics, or theology, as is sometimes thought, but ethics, value theory, and social philosophy. Role Let us assume, as we have been doing, that philosophy may be analytical, speculative, or narrative and remember that it is normally going on in a society in which there already is an educational system. Then, in the first place, philosophy may turn its attention to education, thus generating philosophy of education proper and becoming part of the discipline of education. Second, general philosophy may be one of the subjects in the curriculum of higher education and philosophy of education may be, and presumably should be, part of the curriculum of teacher education, if teachers are to think clearly and carefully about what they are doing. Third, in a society in which there is a single system of education governed by a single prevailing theory of education, a philosopher may do any of four things with respect to education: he may analyze the concepts and reasoning used in connection with education in order to make peoples thinking about it as clear, explicit, and logical as possible; he may seek to support the prevailing system by providing more philosophical arguments for the dispositions aimed at and the methods used; he may criticize the system and seek to reform it in the light of some more philosophical theory of education he has arrived at; or he may simply teach logic and philosophy to future educators and parents in the hope that they will apply them to educational matters. Fourth, in a pluralistic society like the United States, in which the existing educational enterprise or a large segment of it is based on a working compromise between conflicting views, a philosopher may again do several sorts of things. He may do any of the things just mentioned. In the United States in the first half of the twentieth century professional philosophers tended to do only the last, but at the end of the twentieth century they began to try to do more. Indeed, there will be more occasions for all of these activities in a pluralistic society, for debate about education will always be going on or threatening to be resumed. A philosopher may even take the lead in formulating and improving a compromise theory of education. He might then be a mere eclectic, but he need not be, since he might defend his compromise plan on the basis of a whole social philosophy. In particular, he might propound a whole public philosophy for public school education, making clear which dispositions it can and should seek to promote, how it should promote them, and which ones should be left for the home, the church, and other private means of education to cultivate. In any case, he might advocate appealing to scientific inquiry and experiment whenever possible. A philosopher may also work out a fully developed educational philosophy of his own and start an experimental school in which to put it into practice, as John Dewey did; like Dewey, too, he may even try to persuade his entire society to adopt it.Then he would argue for the desirability of fostering certain dispositions by certain methods, partly on the basis of experience and science and partly on the basis of premises taken from other parts of his philosophy–from his ethics and value theory, from his political and social philosophy, or from his epistemology, metaphysics, or philosophy of mind. It seems plausible to maintain that in a pluralistic society philosophers should do all of these things, some one and some another. In such a society a philosopher may at least seek to help educators concerned about moral, scientific, historical, aesthetic, or religious education by presenting them, respectively, with a philosophy of morality, science, history, art, or religion from which they may draw conclusions about their aims and methods. He may also philosophize about the discipline of education, asking whether it is a discipline, what its subject matter is, and what its methods, including the methods of the philosophy of education, should be. Insofar as the discipline of education is a science (and one question here would be whether it is a science) this would be a job for the philosopher of science in addition to one just mentioned. Logicians, linguistic philosophers, and philosophers of science may also be able to contribute to the technology of education, as it has come to be called, for example, to the theory of testing or of language instruction. Finally, in a society that has been broken down by some kind of revolution or has newly emerged from colonialism, a philosopher may even supply a new full-fledged normative philosophy for its educational system, as Karl Marx did for Russia and China. In fact, as in the case of Marx, he may provide the ideology that guided the revolution in the first place. Plato tried to do this for Syracuse, and the philosophes did it for France in the eighteenth century. Something like this may be done wherever the schools dare to build a new society, as many ask schools to do. Dewey once said that since education is the process of forming fundamental dispositions toward nature and our fellow human beings, philosophy may even be defined as the most general theory of education. Here Dewey was thinking that philosophy is the most general normative theory of education, and what he said is true if it means that philosophy, understood in its widest sense as including theology and poetry as well as philosophy proper, is what tells us what to believe and how to feel about humanity and the universe. It is, however, not necessarily true if it refers to philosophy in the narrower sense or means that all philosophy is philosophy of education in the sense of having the guidance of education as its end. This is not the whole end of classical philosophy or even of philosophy as reconstructed by Dewey; the former aimed at the truth rather than at the guidance of practice, and the latter has other practical ends besides that of guiding the educational enterprise. Certainly, analytical philosophy has other ends. However, although Dewey did not have analytical philosophy in mind, there is nevertheless a sense in which analytical philosophy can also be said to be the most general theory of education. Although it does not seek to tell us what dispositions we should form, it does analyze and criticize the concepts, arguments, and methods employed in any study of or reflection upon education. Again it does not follow that this is all analytical philosophy is concerned with doing. Even if the other things it does–for example, the philosophy of mind or of science–are useful to educators and normative theorists of education, as, it is hoped, is the case, they are not all developed with this use in mind. See also: ARISTOTLE; AUGUSTINE, ST. ; BAGLEY, WILLIAM C. ; BODE, BOYD H. ; BRAMELD, THEODORE; CHILDS, JOHN L. ; COMENIUS, JOHANN; COUNTS, GEORGE S. ; DEWEY, JOHN; FREIRE, PAULO; HERBERT, JOHANN; JAMES, WILLIAM; KILPATRICK, WILLIAM H. ; MONTESSORI, MARIA; NEILL, A. S. ; PESTALOZZI, JOHANN; PLATO; ROUSSEAU, JEAN-JACQUES; WHITEHEAD, ALFRED NORTH. BIBLIOGRAPHY ANDERSON, R. N. , et al. 1968. Foundation Disciplines and the Study of Education. Toronto: Macmillan. ARCHAMBAULT, REGINALD D. , ed. 1965. Philosophical Analysis and Education. New York: Humanities Press. FRANKENA, WILLIAM K. , ed. 1965. Philosophy of Education. New York: Macmillan. JARRET, JAMES L. , ed. 1969. Philosophy for the Study of Education. Boston: Houghton Mifflin. LUCAS, CHRISTOPHER J. 1969. What Is Philosophy of Education? New York: Macmillan. MORRIS, VAN CLEVE. 1969. Modern Movements in Educational Philosophy. Boston: Houghton Mifflin. OCONNOR, DANIEL JOHN. 1957. Introduction to the Philosophy of Education. London: Routledge. PARK, JOE. 1968. Selected Readings in the Philosophy of Education, 3rd edition. New York: Macmillan. SCHEFFLER, ISRAEL, ed. 1966. Philosophy and Education, 2nd edition. Boston: Allyn and Bacon. WILLIAM K. FRANKENA Philosophy of education is a field characterized not only by broad theoretical eclecticism but also by a perennial dispute, which started in the mid-twentieth century, over what the scope and purposes of the discipline even ought to be. In the Philosophy of Education article that was included in the previous edition of this encyclopedia, William Frankena wrote, In a sense there is no such thing as the philosophy of education (p. 101). During certain periods of the history of the philosophy of education, there have been dominant perspectives, to be sure: At one time, the field was defined around canonical works on education by great philosophers (Plato of ancient Greece, the eighteenth-century Swiss-born Frenchman Jean-Jacques Rousseau, and others); at other times, the field was dominated, in the United States at least, by the figure of John Dewey (1859–1952) and educational Progressivism; at other times, the field was characterized by an austere analytical approach that explicitly rejected much of what had come before in the field as not even being proper philosophy at all. But even during these periods of dominance there were sharp internal disputes within the field (such as feminist criticisms of the Great Man approach to philosophy of education and vigorous critiques of the analytical method). Such disputes can be read off the history of the professional societies, journals, and graduate programs that institutionalize the field, and they can be documented through a succession of previous encyclopedia articles, which by definition attempt to define and delimit their subject matter. These sorts of struggles over the maintenance of the disciplinary boundary, and the attempt to define and enforce certain methods as paramount, are hardly unique to philosophy of education. But such concerns have so preoccupied its practitioners that at times these very questions seem to become the substance of the discipline, nearly to the exclusion of thinking about actual educational problems. And so it is not very surprising to find, for example, a book such as Philosophers on Education. Consisting of a series of essays written by professional philosophers entirely outside the discipline of philosophy of education, the collection cites almost none of the work published within the discipline; because the philosophers have no doubts about the status of the discipline of philosophy of education, they have few qualms about speaking authoritatively about what philosophy has to say to educators. On the other  hand, a fruitful topic for reflection is whether a more self-critical approach to philosophy of education, even if at times it seems to be pulling up its own roots for examination, might prove more productive for thinking about education, because this very tendency toward self-criticism keeps fundamental questions alive and open to reexamination. Any encyclopedia article must take a stance in relation to such disputes. However much one attempts to be comprehensive and dispassionate in describing the scope and purpose of a field, it is impossible to write anything about it without imagining some argument, somewhere, that would put such claims to challenge. This is especially true of categorical approaches, that is, those built around a list of types of philosophy of education, or of discrete schools of thought, or of specific disciplinary methods. During the period of particular diversity and interdisciplinarity in the field that has continued into the twenty-first century, such characterizations seem especially artificial–but even worse than this, potentially imperial and exclusionary. And so the challenge is to find a way of characterizing the field that is true to its eclecticism but that also looks back reflexively at the effects of such characterizations, including itself, in the dynamics of disciplinary boundary maintenance and methodological rule-setting that are continually under dispute. One way to begin such an examination is by thinking about the impulses that draw one into this activity at all: What is philosophy of education for? Perhaps these impulses can be more easily generalized about the field than any particular set of categories, schools of thought, or disciplinary methods. Moreover, these impulses cut across and interrelate approaches that might otherwise look quite different. And they coexist as impulses within broad philosophical movements, and even within the thought of individual philosophers themselves, sometimes conflicting in a way that might help explain the tendency toward reflexive self-examination and uncertainty that so exercises philosophy of education as a field. The Prescriptive Impulse The first impulse is prescriptive. In many respects this is the oldest and most pervasive inclination: to offer a philosophically defended conception of what the aims and activities of teaching ought to be. In some instances, as in Platos Republic, these prescriptions derive from an overall utopian vision; in other instances, such as seventeenth-century English philosopher John Lockes Some Thoughts Concerning Education or Rousseaus Emile, they derive from a fairly detailed reconception of what the day-to-day activities of teaching should look like; in still other instances, such prescriptions are derived from other social or moral principles, as in various Kantian views of education (even though eighteenth-century German philosopher Immanuel Kant himself had very little to say on the subject). These prescriptive inclinations are in many respects what people expect from philosophy of education: a wiser perspective, a more encompassing social vision, a sense of inspiration and higher purpose. It is what people usually mean when they talk about having a philosophy of education. A broad range of perspectives in the field share this prescriptive impulse: many of these perspectives can be comprised in what was once called the isms approach (perennialism, idealism, realism, Thomism, and so on)–the idea that a set of philosophical premises could generate a comprehensive and consistent educational program. For many years, working out the details of these philosophies of education was considered the main substance of the field, and the debates among the isms were typically at the very basic level debates among fundamentally different philosophical premises. An implication of this approach was that disagreements tended to be broadly paradigmatic in the sense that they were based on all-or-none commitments; one could not, of course, talk about a synthesis of realist and idealist worldviews. One wag has suggested that the isms have more recently been replaced by the ists–less purely philosophical and more social/political theories that now typify many scholars working in philosophy of education (Marxists, feminists, multiculturalists, postmodernists, and so on). These will be characterized as critically oriented philosophies below, but at this stage it is important to see that these perspectives can be equally driven by the prescriptive impulse: many writers (for example, neo-Marxist advocates of Paulo Freires critical pedagogy) offer quite explicit accounts of how education ought to proceed, what it is for, and whose interests it ought to serve. The Analytical Impulse The second impulse that drives much of philosophy of education is analytical. In a broad sense this includes not only philosophical approaches specifically termed analytical philosophy (such as conceptual analysis or ordinary language analysis), but also a broader orientation that approaches the philosophical task as spelling out a set of rational conditions that educational aims and practices ought to satisfy, while leaving it up to other public deliberative processes to work out what they might be in specific. In this enlarged sense, the analytical impulse can be seen not only in analytical philosophy per se but also in studies that focus on the logical and epistemological criteria of critical thinking; in the diagnosis of informal fallacies in reasoning; In certain kinds of liberal theory that spell out broad principles of rights and justice but that remain silent on the specific ends that education ought to serve; and even in some versions of German philosopher Jurgen Habermass theory, which proposes a structure of communicative deliberation in which conversations must satisfy what he calls a set of general validity claims, but which does not specify or constrain in advance what that process of deliberation might yield. The analytical impulse is often seen as expressing a certain philosophical modesty: that philosophers do not prescribe to others what their educational choices ought to be, but simply try to clarify the rational procedures by which those choices should be arrived at. Here metaphors such as referees who try to adjudicate an ongoing activity but remain nonpartisan within it, or groundskeepers who pull up weeds and prepare the soil but do not decide what to plant, tend to predominate in how this version of philosophy of education is presented and justified to others. The idea that philosophy provides a set of tools, and that doing philosophy of education (as opposed to having a philosophy of education) offers a more workmanlike self-conception of the philosopher, stands in sharp contrast with the idea of philosophy as a system-building endeavor. Of course, it must be said that this impulse is not entirely free of the prescriptive inclination, either. For one thing, there is a prescriptiveness about the very tools, criteria, principles, and analytical distinctions that get imported into how problems are framed. These are implicitly (and often explicitly) presented as educational ideals themselves: promoting critical thinking or fostering the conditions for Habermasian communication in the classroom, for example. However rationally defended these might be, they will undoubtedly appear to some as imposed from on high. Moreover, at a deeper level, the analytic/prescriptive distinction is less than clear-cut: a theory of logic, or a theory of communication, however purely procedural it aspires to be, always expresses conceptions of human nature, of society, of knowledge, of language, that contains social and cultural elements that might appear natural or neutral to the advocates of those procedures, but that will be regarded as foreign and particularistic by others (why must I justify my educational choices by your criteria? ). This is not meant as a criticism of the analytical orientation, but it just shows how these impulses can and do coexist, even within accounts that regard themselves as primarily one or the other. The Critical Impulse Similarly, the third impulse, a critical orientation, can coexist with either or both of the others. The critical impulse, like the analytical one, shares the characteristic of trying to clear the ground of misconceptions and ideologies, where these misrepresent the needs and interests of disadvantaged groups; like the prescriptive impulse, the critical impulse is driven by a positive conception of a better, more just and equitable, society. Where the critical impulse differs from the others is in its conception of the contribution philosophy can play in serving these ends. From this orientation, philosophy is not just a set of tools or an abstract, programmatic theory; it is itself a substantive personal and political commitment, and it grows out of deeper inclinations to protect and serve the interests of specific groups. Hence the key philosophical ideas stressed in critically oriented philosophies of education (reflection, counterhegemony, a critique of power, an emphasis upon difference, and so on) derive their force from their capacity to challenge a presumably oppressive dominant society and enable put-upon individuals and groups to recognize and question their circumstances and to be moved to change them. As there are prescriptive and analytical elements in critically oriented philosophies of education, so there can be critical elements in the others. Philosophers of education more driven by a prescriptive or analytical impulse can and do share many of the same social and political commitments as critically oriented philosophers of education; and some of them may see their work as ultimately serving many of the same goals of criticizing hegemonic ideologies and promoting human emancipation. This is why these three impulses or orientations must not be seen as simple categories to which particular philosophies (or philosophers) can be assigned. Stressing their character as impulses highlights the motivational qualities that underlie, and frequently drive, the adoption of particular philosophical views. While philosophers tend to stress the force of argument in driving their adoption of such views, and while they do certainly change their minds because of argument and evidence, at some deeper level they are less prone to changing the very impulses that drive and give vigor to their philosophical investigations. By stressing the ways in which all three impulses can coexist within different philosophical schools of thought, and even within the inclinations of a given philosopher, this account highlights the complex and sometimes even contradictory character of the philosophical spirit. When philosophers of education teach or speak about their views, although they certainly put forth arguments, quotations of and references to literature, and so forth, at a deeper level they are appealing to a shared impulse in their audience, one that is more difficult to argue for directly, and without which the arguments themselves are unlikely to take hold. Implications of the Impulses for Philosophy of Education Given the existence of these three impulses, how can they help in providing an overview of the field of philosophy of education that does not fall into arguments about disciplinary boundary maintenance? First, these very broad orientations are in many respects easier to generalize within the field than would be any specific set of disciplinary criteria; many different kinds of philosophy of education can manifest these sorts of inclinations. Indeed, it makes for strange bedfellows when people consider that despite their vigorous paradigmatic differences they are actually motivated by very similar underlying philosophical commitments. Perhaps this recognition might create a stronger incentive for them to engage one another respectfully across those differences. Second, it is beneficial for philosophers to consider that the validity they attribute to certain kinds of arguments may not be driven simply by the objective force of those arguments, but also by a particular appeal those kinds of arguments have for them. This sort of reflectiveness might be fruitful for various reasons, but a significant benefit could be in raising a persons appreciation for why others may not be moved by the arguments that seem so patently obvious to that person; and why the force of argument alone may not be sufficient to generate philosophical agreement or reconcile disagreement. Given the pervasively eclectic and interdisciplinary nature of the field of philosophy of education, such a spirit of tolerance and inclusiveness, while not needing to be unbounded entirely, would be a valuable corrective to the historical tendency to establish the methodsor the philosophical school that will separate proper philosophy of education from the imposters. Advocates of more prescriptive approaches typically buttress their case for dominance by reference to canonical Great Works (Plato, ancient Greek philosopher Aristotle, Locke, Rousseau, Dewey). This sort of system-building across epistemological, ethical, and social/political issues is what the great philosophers do, and it is revealing that for them philosophy of education was rarely seen as a distinct area of inquiry but merely the working out in p