Promoting Individual Informal Workplace Learning †Free Samples

Question: Talk About The Promoting Individual Informal Workplace? Answer: Presentation Casual learning is one of the most notable and perceived angle in the business associations in the current situation as it offers a critical number of favorable circumstances to the associations. Casual learning is a preparation that offers expanded degree of opportunity and adaptability to the workers in learning new procedures and approaches. It distinguishes the social ramifications of gaining from others however has a more extensive degree for the individual perspective rather than socialization. It centers upon the realizing which happens in the general condition and the exercises however with an a greater amount of formal goal and it happens in an all-encompassing assortment in correlation with the proper preparing or learning (Le Clus, 2011). It is likewise called as gaining from the encounters as there is conversation and taking in picked up from the encounters of others and oneself. In present time, the associations are framing a working environment culture where there is a greater amount of casual realizing so it can bring about expanded worker commitment, socialization, successful workplace and advancement of creative thoughts and approaches (Cross, 2011). The key reason behind building up this paper is to advance the individual casual working environment realizing so the quality and the amount of the individual learning could be upgraded by the methods for work. The report will toss lights upon perspectives, for example, factors that oblige or empower work environment learning, individual attributes and its effect on learning, likely focal points of learning and proposals for expanding the degree of casual learning at the work environments. Discoveries The manner by which people learn in the work environment In the current situation, there exist high persformance associations; there is a broad need that the workers must be set up for the ceaseless changes, advancements and development. There are some significant and improve approaches to learn at work regarding discussion and experience. There are a few different methods of casual realizing which can be utilized in the associations that includes basic reflection for example at the point when one gains from oneself, learning by the relational sources and gaining from others (Ellstrm, 2011). The most noteworthy path for creating casual learning at the working environment with no costs is through the worker coordinated effort. According to this methodology, every one of the ten hierarchical representatives team up and function as group. There are group developments which help sharing of criticisms, information and experience among the colleagues with the goal that progressively imaginative thoughts can be created and quicker achievement cou ld happen (Ley, et al., 2013). Along these lines of casual learning is otherwise called agreeable realizing where there happens bunch learning by having inactive and solid conversations in gatherings to pass data with one another and have progressively suitable methods of performing undertakings. Such method of casual learning helps in upgrade of both the amount just as the nature of the individual learning. Learning by means of understanding, inputs and reflection are another manners by which people can learn in the work environment in the best and proficient way (Choi and Jacobs, 2011). These methods of casual learning can likewise be clarified through a unique model of learning. At the point when the people get inputs from others or the higher specialists then it is a key wellspring of accomplishing casual learning. The inputs are both formal and casual however when given in a manner which can assist the people with learning, comprehend just as have further conversations on the equivalent creates it is a casual method of giving criticisms which improves the students capacity to comprehend with a constructive methodology. To improve the quality and amount of individual learning, the most ideal way is reflection as self-reflection is the point at which one gains from oneself (Webb, 2006). Reflections helps in breaking down ones own exhibition with basic focal points which help the people in investigating what has realized with the assignment, what are the confinements and what all can be improved (Hager, 2011). With such a casual learning, the people pattern to comprehend their more vulnerable portions of execution without anyone else that both upgrades their inspiration just as learning power. The following generally noteworthy and essential casual adapting way are encounters for example gaining from others work or experience as in at the work environment there are a few other senior representatives or friends who have experience a comparable circumstance in the past working experience and they can support the new students or others by imparting their encounters to them. This outcomes in compelling progression of correspondence among the representatives and accomplishing increasingly improved casual learning (Eraut, 2004). Elements empowering or compelling casual work environment learning There are a few variables at the working environments that empower or compel the casual working environment learning. These components can be either inherent or extraneous. The learning and the setting factors that impacts the casual work environment learning can be comprehensively ordered in three fragments for example the authoritative components, social factor and occupation related variables. Every one of these variables influence the adequacy of the casual learning (Tynjl, 2008). Variables empowering casual working environment learning The authoritative variables that help the casual working environment learning incorporate the inputs offered by the hierarchical directors and the criticism direction. As positive inputs offers a lift to the students to build up the casual learning by having consistent conversations and trade of thoughts. The other hierarchical variables involve the difficulties and the worth related with the work. At the point when the casual learning offers an incentive to the representatives likewise at their people level then it empowers the working environment learning (Griffiths and Garca-Pealvo, 2016). The activity related elements includes the portion and organizing of work as when the work is organized in a fitting way then it brings about powerful relationship with the individuals at work and upgrades the casual work environment learning among the people. The social factor that empowers learning incorporates the inspiration level of the people and their will to take an interest in the learn ing forms. The other empowering factors are expanded degree of certainty and duty towards an associations which causes the people to take part in the casual working environment learning rehearses (Berg and Chyung, 2008). Components compelling casual working environment learning There are likewise a portion of the variables that compel the casual working environment learning, for example, the pessimistic authoritative atmosphere, inadequate coordinated to participate in such exercises, less consolation ands support from the hierarchical key people, diminished degree of inclusion and inspiration of the representatives, diminished mindfulness with respect to the significant e of casual work environment learning and dread of accepting a contrary criticism which can decay the open picture and confidence of the people (Noe, Tews and Marand, 2013). Impact of individual attributes on the adequacy of casual work environment learning There is a solid impact of the individual attributes of the people on the adequacy of casual work environment learning through creation choices, speaking with others and carrying on in the associations. The individual qualities if the people contains instructive foundation, age, understanding, inspirational level, and so on. Every one of these components impact the level of commitment of the people in the casual work environment learning (Le Clus, 2011). The impact old enough of the people can be dissected as it is recognized that the more youthful ones in the associations are bound to have their commitment in the proper adapting instead of in the casual learning as a result of the viewpoints, for example, they are new just as need to acquire information through the conventional trainings and instructing offered to them as the hierarchical practices. Then again it is seen that, the more established ones are increasingly engaged to have casual learning in the associations in light of the explanation that they have increased a lot of understanding from the past working encounters and they need to impart it to others as a casual learning. In this way, from singular points of view these variables influence the casual working environment learning (Tannenbaum, et al., 2010). The other individual attributes are sex, culture and instructive foundation. the people with upgraded level of capability and high instructive profile are a lot of prone to have a casual learning as a reality that they attempt to have conversations on a few themes and concerned regions of undertakings yet family the other hand people with less information capability attempt to get away from such conversation as a result of less inclusion and they incline toward the conventional trainings more in correlation with the casual work environment learning (Mezirow and Taylor, 2011). The decent variety in the way of life additionally limit people to have their interest in the casual learning as when the people are of differing society then they have a feeling of modesty or feel awkward to include in casual conversations at the working environments and the reasons can be the language related issue, and so on. At not many associations, the one of the individual trademark could likewise be sex related factor as male representatives additionally limit them to have a casual learning or conversations with female workers and the other way around. Furthermore, consequently, it brings about blockades to the viable casual work environment learning (Manuti, et al., 2015). Expected advantages for people and the association of expanded casual working environment learning The degree and hugeness of casual learning is enlarging step by step and extraordinarily in the hierarchical working environments. There are a few expected b

Film and Television Genres Essay Example | Topics and Well Written Essays - 2000 words

Film and Television Genres - Essay Example There are such huge numbers of various film kinds that are available in the media world today, and albeit some of them surely have their similitudes, they considerably more so have their disparities, and by comprehension about both the likenesses and contrasts of each film class, we will have the option to get a significantly more mindful and basic comprehension on every single one. What is much more, by breaking down all the diverse film kind's we won't just have the option to turn out to be progressively learned on the class, yet on the universe of media all in all too. By doing this we will have the option to go to a substantially more understanding and educated perspective on the current topic in general. This is the thing that will be dissertated in the accompanying. There is actually a huge number of various film sorts that exist, and in film hypothesis explicitly, the term 'classification' alludes to that of the essential strategy for film arrangement, and it is a term which is fundamentally utilized so as to permit partition between films, not just so as to make it simpler for film watchers to have the option to foreordain the kind of film that it is, however too with the goal that each film can be all the more explicitly and appropriately recognized and reprimanded. A 'kind' by and large alludes to films that share likenesses in the story components from which they are developed (Wikipedia, 2007). 'Setting', 'temperament', and 'arrangement' are altogether terms which are utilized in the film kind order process: the setting is the place the film happens; the passionate charge which is carried on all through the film is known as the state of mind, and the organization is the way or way wherein the film was really shot. Every one of these three terms is similarly as significant in the following with respect to the way toward arranging a film's class, and they should all in this manner be considered so as to appropriately survey a film's type. Film sorts are considered as being different structures or recognizable sorts, classifications, arrangements, or gatherings of movies which have comparative or conspicuous examples which partner them as being in a specific branch of knowledge. There are film types, and afterward there are types which are considered as being non-film sorts. Probably the most famous and notable film sorts would incorporate that of: activity, experience, parody, wrongdoing/criminal, dramatization, stories/chronicled, awfulness, musicals, sci-fi, war, and westerns; the absolute generally mainstream and notable non-film types would incorporate that of: enlivened movies, British movies, children's/kids/family films, exemplary movies, clique films, narrative movies, sequential movies, and quiet movies. The f undamental contrast between film class and non-film sorts is that the film kind titles are increasingly explicit and all the more regularly utilized, while the non-film type titles are progressively unpretentious and generally less well known. The more traditional meanings of kind tend to, generally, be founded on the idea that they can appropriately establish for specific shows of substance, and this would incorporate issues, for example, the topic or setting for example, or some other film sort subjectivity. It is staggeringly imperative to understand that the endeavor to characterize specific classes regarding essential and adequate literary properties is genuinely exceptionally fundamental, and that in spite of the fact that it is frequently observed as being hypothetically appealing, customarily it very well may be amazingly hard to finish this procedure,

Can I Send Supporting Documents to be Included with my Application COLUMBIA UNIVERSITY - SIPA Admissions Blog

Can I Send Supporting Documents to be Included with my Application COLUMBIA UNIVERSITY - SIPA Admissions Blog Some applicants have contacted our office and asked how they may submit supplementary materials with their application.   At SIPA we only include the materials we ask for on the application site when we forward a file to the Admissions Committee.   We therefore do not accept supplementary materials such as writing samples from applicants.   There are two main reasons for this. First, we wish to be fair to all applicants.   To use a common expression, the Committee wishes to “compare apples to apples.”   If we allowed one applicant to include supplemental materials it would not be fair to the rest of the applicant pool.   In evaluating applicants it is important that each applicant be judged upon the same criteria. Second, the Committee must read several thousand applications in approximately a six week period and we are confident that we can do so based upon the current materials we require from applicants.   Although an applicant may wish to include a writing sample or a copy of a thesis completed at the undergraduate level, perhaps copies of certificates earned, or achievements noted in publications of some sort, the Committee simply would not have the time to read and/or review such materials. While the Committee does not allow for the submission of supplementary materials, there is a way for applicants to inform the Committee of personal achievements.   Instead of sending in full copies of supplemental materials to note personal achievements, applicants may include such information in the résumé/CV. At SIPA we are not concerned with the length of your résumé/CV.   This document may be as long as you believe is necessary to summarize your qualifications for our program.   Applicants should also not feel pressure to conform to typical résumé/CV standards that might be associated with applying for a job.   When applying for a job it is common to limit your résumé to a page or two â€" but when applying for graduate school the process is different and the typical résumé we review is three to four pages in length. The résumé/CV may include whatever information you feel is important to informing the Committee of your qualifications as well as circumstances that may have impacted your academic or professional record.   For example, let us say that an applicant suffered a serious illness while completing their undergraduate degree and dealing with the illness impacted academic performance.   This is something that could be noted in the résumé/CV in a section labeled “Miscellaneous Academic Information.” Or perhaps an applicant is particularly proud of their undergraduate thesis maybe the applicant won an award or was invited to a conference to present their thesis.   While we will not accept a thesis to forward to the Committee for evaluation, an applicant would be welcome to briefly summarize their thesis and any associated awards or recognition in the résumé/CV. So while the application process at SIPA does not allow applicants to submit supplemental materials, you may exercise discretion by including information that you feel is pertinent for the Committee to be aware of in the required résumé/CV.

Character Analysis Of Animal Farm By George Orwell

Although Animal Farm does not have any heroic characters, in the story there is a death of a supporting character. The death of a supporting character neither glorifies nor diminishes the supporting character to anything more or less significant. All characters, whether they are the major characters or even a minor, supporting character, they all do not have a complete story. There are no completely round characters in literature. Characters die; characters exist, simply for the sake of the plot, not so that the reader would know the life story of each and every character. Boxer, once a strong horse, gradually becomes weak and dies in a brutal way. Although it seems his death is meaningful through the eyes of a reader, the author,†¦show more content†¦Boxer’s death has become a lie, a dramatic irony. The readers know how Boxer dies but yet the animals are not sure about Boxer’s death. Keeping Boxer’s death in mind, Orwell has a scene when the pigs acquire the money from somewhere â€Å"to buy themselves whisky† (Orwell 126). The readers can surmise, under the context of the chapter, the death of Boxer is how the pigs might have acquired alcohol. Although it does not say Napoleon had nothing to do with the scandal behind the money for whisky, Napoleon as a ruler does not do his job. He abuses his authority every now and then. The readers can see Napoleon’s irresponsibility when the pigs for the first time drink alcohol, which they find â€Å"in the cellar of the farmhouse† (Orwell 107). The day after the pigs first drink alcohol, Squealer comes out and says, â€Å"Napoleon† is â€Å"dying† (Orwell 107). But then â€Å"by evening, however Napoleon† appears â€Å"somewhat better† (Orwell 108). The reader can surmise from these scenes that Napoleon is experiencing a hangover, from the whisky. And the reader can also conclude that Squealer might have lied about how severe Napoleon’s sickness is. The scene of the pigs first trying alcohol, shows how much corruptive, addictive the pigs get over whiskey, up to the extent that they would kill an animal just for whiskey. Napoleon is not completely dynamic; he is antagonizing from the beginning to the very end of Animal Farm. And yet, the readers do not get the complete characterShow MoreRelatedCharacter Analysis Of George Orwells Animal Farm923 Words   |  4 PagesAnimal Farm Character Analysis Essay â€Å"Old major†¦ was so highly regarded on the farm that everyone was quite ready to lose an hour’s sleep in order to hear what he had to say† (Orwell 1). The author, George Orwell, portrayed Old Major as the wisest of all the animals on the farm, and without being said, Major was a big part of Animal Farm. In fact, he influenced the lives of all the animals with just one speech. On the day of this speech, Major taught all the animals his wise ideas in a kind supportingRead MoreHow Is Marxism Portrayed in Animal Farm by George Orwell? Essay1369 Words   |  6 PagesHow is Marxism portrayed throughout ‘Animal Farm’ by George Orwell? The main aim of Marxism is to bring about a classless society, and ‘Animal Farm’ is generally considered to be a Marxist novel, as all its characters share a similar ambition at the beginning. ‘Animal Farm’ represents an example of the oppressed masses rising up to form their own classless society, whilst offering a subtle critique on Stalin’s Soviet Russia, and communism in general. Orwell is, ironically, revolutionary in hisRead MoreAnimals Take Over in Animal Farm by George Orwell1370 Words   |  6 PagesIn the novel â€Å"Animal Farm† by George Orwell, the animals take over the farm and develop their own independent society. Just as it happened during the Russian Revolution of 1917. George Orwell underlies the tension between the oppressed and the exploiting classes between the condescending ideals and harsh realities of socialism. During the course of the literary piece by George Orwell makes it clear how the animals are mistreated by â€Å"Mr. Jones â€Å", because of this treatment they are receiving; OldRead MoreHow Has George Orwell Used Animal Farm to Present His View of Human Nature?789 Words   |  4 PagesGeorge Orwell’s Animal Farm is a satirical allegory through which he presents his cynical view of human nature. He uses the animal fable effectively to expose the issues of injustice, exploitation and inequality in human society. Orwell uses the allegory, Animal Farm, to present the story of The Russian Revolution and essentially express his opinions on the matter. By plainly exposing the unjust and corrupt system that is communism, Orwell is ultimately presenting his pessimistic view of humanRead MoreLiterary Analysis Of Animal Farm By George Orwell1310 Words   |  6 PagesLiterary Analysis of Animal Farm Although they claimed the farm to be a utopia, the pigs secretly were deceiving their fellow animals and turning the farm into a dystopia. In George Orwell s Animal Farm all of the animals are mistreated by Farmer Jones, but they wish to be treated as equals and live in a utopia so they rebel and take over the farm. The animals first write commandments to avoid chaos, but the leader pigs selfishly modify the commandments in their favor. In the end, the farm is worseRead MoreAnimal Farm Film Analysis838 Words   |  4 Pages This essay is a comparative analysis between the film and novel, Animal Farm. Animal Farm was written by George Orwell in 1943 and published on the 17th of August 1945. A motion picture of the novel was later produced on the 29th of December 1954 by director Joy Bachelor. There are many differences and similarities between the novel and film involving the use of characters, symbolism, themes, dialogue and events. Animal farm was a successful novel as the length was 112 pages, therefore the movieRead MoreLiterary Analysis Of Animal Farm By George Orwell1460 Words   |  6 PagesLiterary Analysis of Animal Farm A quote from Wayne Dyer, a late American author and motivational speaker, says that â€Å"[f]reedom means you are unobstructed in living your life as you choose. Anything less is a form of slavery.† This promotes the idea that ultimate freedom to control one’s life is the only way to live. One way to achieve this freedom, if not given, is to stage a revolution against authority. In Animal Farm, a novel by George Orwell, parallels are drawn between his characters and theRead MoreCritical Review of Animal Farm2575 Words   |  11 Pagesâ€Å"Animal Farm† Bibliography: Orwell, George. â€Å"Animal Farm.† New York: Penguin Books Ltd, 1989 Introduction and Summary: Animal farm is an animal fable with a deliberate purpose. It is very realistic about society and its politics.  There are a number of conflicts in Animal Farm: the animals versus Mr. Jones, Snowball versus Napoleon, the common animals versus the pigs, Animal Farm versus the neighbouring humans, but all of them are expressions of the underlying tension between the oppressorsRead MoreLiterary Analysis Of Animal Farm By George Orwell1405 Words   |  6 PagesLiterary analysis of Animal Farm The rebellion was to escape from people and their cruel ways, but can they escape the death-grip of their own kind? The animals of animal farms are mistreated and have no rights. Mr and Mrs. Jones were the owners of Manor Farm, the human oppressors, and authoritarians of the animals. The animals rebel against the Jones and take over the farm. They create a utopian society for themselves, but the utopia quickly turns into a dystopia when the pigs take control ofRead More Animal Farm as a Political Satire to Criticise Totalitarian Regimes4636 Words   |  19 PagesAnimal Farm as a Political Satire to Criticise Totalitarian Regimes This study aims to determine that George Orwells Animal Farm is a political satire which was written to criticise totalitarian regimes and particularly Stalins practices in Russia. In order to provide background information that would reveal causes led Orwell to write Animal Farm, Chapter one is devoted to a brief summary of the progress of authors life and significant events that had impact on his political convictions. Chapter

The Friend Essay Samples Diaries

The Friend Essay Samples Diaries You might just have good friends that you are able to count on sometimes, but to be dependable on an individual and knowing they'll be there for you, it's difficult to find someone like that. In summary, being faithful, funny and friendly are definitely the most important features for a best friend. An individual who is not loyal isn't eligible for becoming even a friend. You are able to go and ask friends and family if you're being a very good friend or you may just sit down and assess yourself. A very best friend does not back away from you whenever you believe you've lost it. Second, acquiring a friendly friend makes me learn the way to deal with people. There's something about a very best friend that cannot be duplicated. A real friend is always prepared to obey whatever we wish to say. He is not a fair-weather friend. He is not scared to tell you what you're doing wrong. He is one of the most precious possessions that one can have in his life. Loyalty is a critical virtue for virtually any friendship. Friendship is among the most important values in our life. It is the most wonderful relationship that anyone can have. It is the relation which is not limited to any particular age group. Blogs about friendship is found using a search engine by employing some clever search strings. Be inclined to produce a challenging call If you believe your friend's safety is in danger, you may need to act without their consent and get assist. Our customer support will gladly tell you whether there are any special offers at the present time, and make sure you are getting the very best service our business can deliver. Being in the organization of that individual gives immense comfort. The Importance of F riend Essay Samples Sharing of private information is the toughest portion of somebody's life, but with buddies, it becomes quite easy. Trust good friends ought to be trustworthy. Personal and emotional you're writing to someone you've known for many years so that it won't be difficult to acquire emotional with them, open your feeling toward them and share. In the end, don't hesitate to share this article with family members and friends. People all feel overwhelmed sometimes. People that have many friends may find he or she doesn't need because many friends anymore. Thing is, great friends share. Speak to friends only once you have something nice to say. Whispered Friend Essay Samples Secrets College Essays Essay papers can about my very best friend essay be a good deal of unique types and all of them depend on your academic institution and the objective of the job. This essay will also assist you to prepare the ideal speech and also to compose a paragraph on my very best friend in your exams. Five unique essays are given within this section on the subject of A great friend'. Send this previous erev shabbos, essay describing a very best essay my very best friend rohit agarwal. Rumors, Deception and Friend Essay Samples You may always tell your trusted friend your flaws and remember your revelations are safe. It is extremely important to have somebody with whom you may share your thoughts freely. A lousy friend will always benefit from your kindness. Friends play a significant role in an individual's life. A great friend is an excellent blessing of God. A real Friend is the best gift of our life that is difficult to discover and after you get never let him go. A loyal friend always assists in need, care one another's feelings and shares secrets with no question. It is possible to also find a variety of discounts on our site which will help you to save some more money for future orders or anything you want to spend them on. O f course, occasionally a friend will go through a hard time, and we will need to be prepared and eager to hold a hand and offer a listening ear. True friend is the one, where the individuals do not need to maintain formalities with one another. A lousy friend will spread your business to everyone with the aim of make people believe they are much better than you are.

What Does Fitzgerald Establish in the Opening of the Great Gatsby Free Essays

What does Fitzgerald establish in this opening? In the opening of The Great Gatsby, Fitzgerald establishes to readers that the book will be narrated by a man who supposedly ‘reserve[s] all judgments’. Through Nick, Fitzgerald establishes the hypocrisy and possible unreliability of the narrator – he makes judgments despite claiming that he ‘reserves’ them (saying ‘the intimate revelations of young men’ are ‘plagiaristic and marred by obvious suppressions’); the ambivalence of the narrator (and consequently the reader) towards life in the East, for which he has both an ‘unaffected scorn’ and fascination; and ultimately how the ‘foul dust’ that surrounded Gatsby, and indeed the American dream has diminished the ‘infinite hope’ of humanity to come to nothing. Fitzgerald immediately establishes that Nick is a privileged person, who has had ‘advantages’ that other people did not. We will write a custom essay sample on What Does Fitzgerald Establish in the Opening of the Great Gatsby? or any similar topic only for you Order Now He was educated at Yale, and as such he has connections to some ‘enormously rich’ people, among them being Tom and Daisy Buchanan. At the same time, however, readers are made aware that Nick chooses to ‘reserve all judgments’, which he claims has made him ‘privy to the secret griefs of wild, unknown men’. There are times when Gatsby, Daisy, and Tom share confidences in him, which consequently allows Nick to see both the hollowness of Daisy’s (and indirectly humanity’s) ‘sophisticat[ion]’, as well as the ‘extraordinary gift of hope’ that Gatsby possesses. This also makes readers aware of these different characteristics, and through Nick, readers can form their own judgments of the different characters. Although Nick claims to ‘reserve’ judgments, Nick makes or encourages judgments throughout the opening (‘the intimate revelations of young men†¦ are usually plagiaristic and marred by obvious suppressions’). He boasts of his tolerance, and then immediately asserts that it has a ‘limit’, encouraging readers to question just how true his statements and claims really are. Fitzgerald establishes hypocrisy in Nick, the narrator, and forces readers to consider just how reliable he is in terms of telling his story. Throughout the book, Nick continues to make judgments about people (for example, referring to Gatsby’s partygoers as a ‘rotten crowd’), and readers must constantly ask themselves just how reliable what they read is. The theme of hope, of believing in something better, is established when Nick refers to reserving judgments. Reserving judgments is a matter of infinite hope’ illustrates the optimism that Nick hopes he can have, that by reserving judgments he hopes someone can better themselves. Perhaps it is this ‘infinite optimism’ that keeps Nick fascinated by Gatsby, and subsequently life in the East. Nick is at first ambivalent re garding these wealthy individuals, having an ‘unaffected scorn’ for everything that Gatsby represents, but also a borderline obsession (which he untruthfully claims as ‘casual’) for the lifestyle and people. He is disgusted by the moral decay of the East, but enjoys the fast-paced lifestyle; this is accurately described by how Nick was ‘flattered to go to places with [Jordan Baker] because†¦ everyone knew her name. ’ Despite this, Nick’s optimism and hope is reflected in Gatsby, who is ‘gorgeous’ and possesses a ‘gift for hope’. This hope however ultimately comes to nothing, as Nick realizes the hollowness and immorality of life in East, and wanted the world ‘to be at a sort of moral attention forever’. This letdown links closely to Gatsby’s dream of Daisy that has gone ‘beyond everything’; Gatsby had built an ‘illusion’ that had a ‘colossal vitality’, of which Daisy had no hope of satisfying (‘no amount of fire or freshness can challenge what a man can store up in his ghostly heart’). Nick states that ‘Gatsby turned out all right in the end’, yet Gatsby dies. This hints at the cynicism that Nick develops towards humanity after he sees the ‘foul dust’ that ‘floated in the wake of [Gatsby’s] dreams’ – the hollowness, the materialism, the moral decay. Daisy is eventually shown to be materialistic, and she chooses the ‘revolting’ Tom over Gatsby in a matter of minutes, causing Gatsby’s dream to fall apart irreparably. Gatsby had ‘added to his fantasies’, had poured so much into his single goal of winning Daisy, that when it was destroyed, he had nothing left to live for. Fitzgerald finishes the opening by hinting at how the people around Gatsby (the ‘foul dust’) and their actions led Nick to lose faith in humanity and to ‘temporarily close out’ his interest in the ‘shortwinded elations of men’. In his opening, Fitzgerald establishes the questionable nature of the information transmitted to readers through Nick’s ironic statements, while also foreshadowing what is to come. The ‘intimate revelations’ and ‘scorn’ of Nick towards life in the East is overlapped with fascination, and it is ultimately established that despite his ‘tolerance’, the hollowness and immorality of the ‘foul dust’ that ‘preyed on’ Gatsby and the ‘last and greatest of human dreams’ made Nick lose faith in humanity. How to cite What Does Fitzgerald Establish in the Opening of the Great Gatsby?, Essay examples

One Of The Biggest Reasons Why Assignments Get A Bad Mark Or Are Incom

One of the biggest reasons why assignments get a bad mark or are incomplete is because of procrastination. Procrastination has a bad effect on work, and on you. When you procrastinate you don't learn how to discipline yourself, the quality of work suffers, and you get stressed out. The first reason why procrastination is bad is because the quality of work suffers. Sometimes an assignment needs to be proof read first. If you procrastinate you will be more inclined to skip this important step. Another big problem is that you run out of ideas. At one sitting ideas don't come as freely as they do over several days. People who leave assignments to the last minute are more likely to resort to cheating. When an assignment is left to the last minute, you worry more and cheating and cutting curners happens a lot more. Procrastination also affects the quality of work because your assignments looks hurried and just thrown together. Another danger that comes with procrastination is an increase in stress. When an assignment is left to the last minute, it lingers in the back of your mind the whole time. Once the day arrives that you must do it, any other plans must be put on hold. You end up being frustrated and upset with yourself, and the teacher. If several assignments are due at the same time the stress increases even more. Not only do you have to rush to get everything done, you have to worry about whether you'll get it finished in time. Stress also increases when you procrastinate because you start to doubt yourself. When you make up your mind that you won't leave the next assignment until the last minute, and you end up doing it, you get frustrated and upset with yourself. The last and most important reason is because you learn poor work habits. As you further your education you will no longer be able to leave things to the last minute. As assignments get bigger they require more planning and thought; if you haven't learned the skills to plan before, these assignments won't get done properly. When you make excuses to put off assignments, you learn to make excuses for other things as well. You'll start making excuses to cheat on your diet, or quit exercising. This is a bad pattern to get into, you start to realize that you won't get it done early so why bother trying. Once you start to doubt yourself you self-confidence drops and all kinds of other problems start to happen. When you procrastinate a lot of bad things can happen. You don't learn to discipline yourself, your work suffers, and you get stressed out. Prcrastination is dangerous, you fool yourself by thinking up reasons to wait one more week or one more day. The worst thing is, is that procrastination is so easy to stop. You just have to quit being lazy, make up your mind to get it done, and just do it!

John Donne essays

John Donne essays John Donnes The Sun Rising. Metaphysical love poetry such as John Donnes The Sun Rising has certain characteristic features. The frequent use of colloquial speech stresses the occasional quality of the poems in the sense, that they often seem to rise out of a specific occasion, and in some cases they even seem to be deliberately provocative. Further characteristics are the elaborate and innovative metaphysical metaphors, that deliberately distance the tenor from the vehicle, thus stressing the unusual and original by startling contrasts. Also intricate rhythmical patterns aim towards wit and originality. The love poetry often features a deliberate intellectualisation of emotional states (love); The lover becomes a logician instead of a suffering victim, and the poetry addresses the mind rather than the heart. Although metaphysical love poems acknowledge the poetic tradition of the renaissance - the Petrarchian love sonnet as a part of the courtly love tradition - it nevertheless represents a distinct break with that tradition according to form and content. Since I find it impossible to touch upon all of the above characteristics in a limited analysis like this one, the following aims to point to the ways, in which Donnes love poem treats a traditional theme in an innovative manner by turning the Petrarchian conceits up side down, creating instead a poetical universe that not only demands an imaginative effort on the part of the reader but also seems to challenge, provoke and transcend a well established literary tradition. Busy old fool, unruly sun/ Why dost thou thus/ Through windows and through curtains call on us?(ll.. 1-3). The opening lines of the first stanza of Donnes The Sun Rising are constructed in intricate, varying and abrupt rhythmical patterns that seem to mirror the speakers state of mind. In an emotional out...

What Judges Look for in a Science Fair Project

What Judges Look for in a Science Fair Project How do you know what makes a great science fair project? Here are some pointers for making sure you have a good project, based on what science fair judges are looking for in your project. Be OriginalScience fair judges are looking for inventions and innovations. Try to come up with an original idea for your science fair project. Find a new way to test something or a fresh application for a product or a novel way to process data. Look at something old in a new way. For example, rather than compare different types of coffee filters, you could compare different household materials (paper towels, napkins, toilet paper) for use as coffee filters if you ever ran out. Be ClearHave a well-defined, easy-to-understand goal or objective. Make sure the title of your project is related to your purpose. Make it crystal clear what you are doing and why. Understand Your Science Fair ProjectIts not enough to have an easy-to-understand poster or presentation. Judges will ask you questions about your project, in part to see whether or not you understand what you have done. This weeds out people who basically had their parents, friends, or teacher do their project for them. You need to understand what you did, why you did it, and what conclusions you could make based on your results. Be ProfessionalHave a neat, professional-looking poster and dress nicely for the science fair. While you should do your project yourself, its fine to enlist help from a parent or teacher in putting together a poster and an outfit. You are not being graded on your appearance, but taking pride in your appearance will help you radiate confidence. Neatness counts with your project since good organization will be  making it easier for the science fair judge to follow what you have done. Time EffortScience fair judges reward effort. You can get excellent marks on a science fair project that only took you an hour to do, but you should realize investing time and energy in your project will give you an edge over other good projects. A project does not need to be time-consuming or complicated, but one which requires you to collect data over time will do better than a project you whipped out in a weekend. Spending time on your project demonstrates your interest in it, plus taking the time t o think about it usually means you come out of the project with a better understanding of how science works. Answer QuestionsYou can impress science fair judges by answering their questions politely and completely. Try to radiate confidence. If you dont know the answer to a question, admit it and try to offer a way you could come up with the answer. Here are some common questions asked by science fair judges:How did you come up with the idea for this science fair project?How long did you spend on the project?What background research did you conduct? What did you learn from it?Did anyone help you with the project?Does this project have any practical applications?Did you try anything that did not work or did not give you expected results? If so, what did you learn from this?What would be the next step in this experiment or study if you wanted to continue your work? Do you need more help? Here are 10 tips to help you impress the science fair judges.

Learning Journal Essay Example | Topics and Well Written Essays - 3500 words

Learning Journal - Essay Example During this time I gained insight into my strengths and weaknesses and realized that my strong work ethic and reliability made me an effective leader and manager of people. I realized that management was the path in life I am best suited for, so I entered University, and these module courses to further strengthen my management skills and develop my areas of weakness. I appreciate the environment of people with whom I carry out my learning experience. It’s essential to have an informative and critical group of minds that can offer constructive advice on a variety of issues that I can then incorporate into my individual learning experience. I also think that my University experience challenges me to develop greater time management skills and learn better ways to balance my priorities. I believe that my University experience will help me strengthen my writing and analytical skills. I believe that there is an important social realm to obtaining a University degree. While itâ€℠¢s absolutely necessary to have a degree to attain many jobs, the accomplishment of being accepted to University, attending lectures, and successfully completing a University degree is a great personal accomplishment that will bring me confidence and a sense of accomplishment in my life. I’m idealistic. I believe in meaning, or at least something that transcends blind allegiance to the dollar. I understand that I am possibly in the prime of my life and I want to grasp hold of it and make the most of my situation. I am studying at University because I believe ideas and concepts are essential, and that they offer much needed supplements to the ideas and experiences we encounter in our daily lives. I believe the same thing is true of students and professors and I want to make the most of my collaborative relationships with them. Because I am not sure if it Socrates (Plato, p. 32) was right when he said, â€Å"the unexamined life is not worth living,† but I constantly am reassessing the

Environmental Racism Essay Example | Topics and Well Written Essays - 250 words

Environmental Racism - Essay Example It is because their focus is not on clean air and water. They get it by default hence consider other important areas for grooming. On the other hand, deprived people strongly emphasize on physiological needs and tend to ignore other social and self esteem needs. Environmental racism is a reality because it is mainly the poor economic conditions which force the people to live in unhygienic conditions. It is the responsibility of government to ensure healthy lifestyle for all the citizens. The provision of clean air and water, hygienic food, safe and healthy environment is the right of every individual. Another important point in this regard is related to pollution control so that risk of environmental racism can be mitigated. In most of the countries, garbage is burnt to dispose it off. The toxic chemicals from industries are thrown in the water resources. These practices should be combated so that just (Westra, 2012) and fair environment can be enjoyed by

Placement Reflection On Caring For The Dying Nursing Essay

Placement Reflection On Caring For The Dying Nursing Essay When I told people that I was going to do my practicum with people who are dying I felt like an alien. And yet death is a part of the life process. Death is something that touches every individual and family but the reality is that we live in a contemporary death denying culture. To confirm this fact, numerous expressions are used to describe dying. To conceal fear of death people use euphemisms like, gone to meet his or her maker, gone on to a better place, passed on and numerous other expressions that do not engage the word died. The idea of doing my practicum at a hospice excited me because it was a new domain for me. I was ready and eager to apply theories learned into a practical setting. My placement experience provided me insight that as a social worker one is never better prepared to deal with death of a client or even ones impending death. I watched clients grapple with mental and emotional turmoil that comes with having a terminal illness and my religious perspective shifte d. While working with individuals who are dying can be complicated and stressful, it provided potential to bring countless personal and professional rewards which helped me challenge my own mortality. Philip Aziz Centre is a home hospice created as an alternative discourse addressing service users needs beyond gender or medical diagnosis. Services provided include practical, physical, emotional and spiritual support for people living with HIV/AIDS, cancer and other life threatening illnesses. Because bureaucracy is one of the tools of development that organizes and structures operations of any efficient agency, my placement is no exception. Autonomy of both worker and client is carefully regulated in relation to specific rules of behaviour. Hence, the importance of analyzing the potential impact organizations may have to exert power and influence on employees and clients (Handy, 1997). My placement agency like any other hierarchical bureaucracy provides both social care and social control. During my first few weeks, I recall being sceptical and uncomfortable about the spiritual component. This was because of an incident that happened a few weeks into my placement. I was assigned to work with the Chaplain to organize a retreat for a group of terminally ill clients who access spiritual care services from the agency. I started to increasingly feel uncomfortable when the Chaplain started to make unreasonable demands on me; that she wanted to pray for me. Ogbor (2001) contends corporate culture can be used to reinforce informal norms and can become an expectation on the part of employees that would be otherwise lost (p.594). Indeed, I felt lost in this religious dilemma and felt like I was in what Ogbor refers to as psychic prison. A mechanism often constructed by individuals to protect against internal tensions. It occurred to me that I was not only losing my sense of self but my identity was being manipulated through the prayer rituals. Couzen (2005) citing Foucault states that through norms individuals can be programmed by social institutions. This is because once there is dominance normalization makes dominance invisible. Hence, I found myself assimilating into the assigned organizational religious cultural values and norms. When I reflected on the theories of corporate hegemony, I became aware of the intersections of whiteness and the cultural imposition that was taking place. Why was I succumbing to what appeared as religious indoctrination? Was I being manipulated? Institutional patterns operate as techniques of power and domination (Ogbor, 2001). The imbalance of power was emotionally unsettling. Using Foucaults work to examine self-regulation, I take full responsibility for self-regulating and being complicit in my own domination. My failure to be critical about ideological practices that went against my personal beliefs and values gave the Chaplain permission to legitimize and enforce the prayer rituals. Thu s, techniques of domination intersect with self to produce what Foucault describes as governmentality. . The self-imposed surveillance constituted a form of internalized panopticon (Ogbor, 2001). As a result, self-oppression and conformity was hindering my project of freedom. My consciousness was provoked by this realization. The harboured angry feelings turned me into an ugly person. Unable to contain the anger, the situation exploded into a nasty confrontation with the Chaplain. Imagining that the Chaplain perceived me as a transgressor requiring to be saved by religion, I became what Zimbardo (1971) describes as a dangerous prisoner. I lashed out at the Chaplin; yelling and accusing her of trying to be self-righteous and ethnocentric. I regret this verbal altercation because it was not professional on my part. In retrospect, I realize that the factors influencing my angry reaction ran deeper and were political. I felt that as a person of colour, the Chaplain was using the historical colonial weapon of religion to save me from myself. I grew up during the apartheid and religion was sh oved down my throat from childhood until high school. Religion then was used as an ideological tool to teach Africans morals and civility. Thus, the very idea that the Chaplain may have been reproducing my painful colonial past made my blood churn. It is through such learning processes that my individual colonial past and fears manifest into a defence mechanism. This defence mechanism often times projects the deep colonial scars that lie deep inside. Now, I am aware that the residue of what happened in the past can mar my social interactions. For the most part, I have spent my life focussing on my painful colonial experiences of being treated as the Other and reacting negatively. I am aware that when a white person speaks I find myself analyzing every single word just to ensure that there are no racial connotations. This is a problem because it means that I enter into this conversation with strong biases and prejudice. I realize the need to look beyond my physical and psychological trauma in order to move forward. Nonetheless, I am encouraged by Bell Hooks (1990) thesis in Choosing the margin. Through practice, I have learned that we choose our marginal identities but are not confined to these rigid positions. I admit that I ha ve to change the way I speak. My language should not bind or fence in my dominator. Because words have meaning, I have to engage in meaningful and respectful dialogue. When the conflict with Chaplain escalated, I recalled the words of one of my professors in College that: conflict was healthy and a normal part of any human relationship. I knew that allowing conflict to escalate can limit opportunities to engage in open and respectful dialogue. But, for some strange reason, I allowed the conflict to fester for too long. I lost the learned key conflict resolution principles of using the I statements rather that you statements. In fact, I cast blame on the Chaplain and turned myself into a victim; a principle we learned in the first year that it did not exist because power is everywhere. A fact I later disproved by exercising negative power through yelling at the Chaplin. Lessons from Foucault came into focus that power is not always repressive because it is relational. Eventually, I took ownership of my role in this particular conflict, an opportunity that enabled me to step back from the emotional attachments that went with the religious disagreemen t. This introspection allowed me to seek help from my Faculty Field Supervisor. It was after my meeting with my Faculty Supervisor that I began to reflect on my own behaviour in the whole process. I took ownership and apologized to the Chaplain for behaving in an unprofessional manner. I was able to convey to her my feelings about the situation and the matter was resolved amicably. She in turn apologized because she had not realized the implication of her behaviour. She immediately stopped bringing the idea of praying for me in our work relationship; a decision that I appreciated because it allowed my individuality and growth in my practicum. I must admit that this conflict was a driving force for my improved performance in my practicum. My relationship with the Chaplain turned into a healthy and positive experience which led to better team decisions and more creative ideas. My Faculty Adviser helped me realize the importance of taking a step back before reacting. In our meeting, I recall him advising me to use a critical reflective approach as a tool to resolve practice dilemmas in a constructive way. This useful advice was turned a somewhat poisoned environment into an amenable situation. Through dialogue this situation was resolved and my relationship with the Chaplain became cordial. In fact, she became one of the people I sought advice from as I encountered my clients struggling with the meaning of life after a terminal diagnosis. Through this experience, I gained insight into my workplace, my colleagues and myself. I was able to identify my own assumptions and biases about religion which was interfering with my professional practice. I have learned that spirituality is an essential component of the bio-psycho-social framework particularly in palliative care. Identifying spiritual assets and strengths can help clients cope with or solve problems. The conflict with the Chaplain was pivotal in my self-awareness and consciousness raising as I pursued my journey with Grace, a fifty year old woman battling terminal cancer. My journey with Grace (pseudonym) gave me prose to think about the meaning of life. As a social worker, my client taught me that when a life threatening illness such as cancer confronts us, it is the realities of death and questions about life that prompt us to step back from our lives including theory. Ironically, my perspective on realities of implications of a terminal illness emerged from spiritual and philosophical orientation. It became evident that the end of life was one of the most important times for a social worker to address spirituality. In this process, I discovered that spirituality is an essential yet undeveloped component of cultural competence. My interaction with my client led me to examine spirituality as a form of cultural competence. Spirituality represents a potential influence on emotional well-being of the cancer patient as well as the family members or caregivers. As Graces cancer progressed she confronted me with a myriad of questions. When Grace said why me? Why now? My social work textbooks could not provide practical solutions. What do you tell someone asking you why she is dying? At that moment, I realized that cancer causes not only physical but mental, emotional and spiritual suffering. I discovered that some clients find safety in discussing spiritual issues with a social worker because of the professions lack of alignment with a specific religious or spiritual base (Healy, 2001). However, as a social worker, I felt challenged because my training does not incorporate the topic of spirituality as part of service provision. But, through our interactions, Grace was able to teach me that spirituality was in fact a significant part of ones cultural identity and can be a source of healing. Healy (2001) provides helpful account of benefits of spirituality in palliative care. My experience at Philip Aziz made me aware of the importance of spirituality in social work practice. Healy argues spiritual issues are often apparent in palliative care and require social work to extend practice which may at times be limiting because of opposition by some proponents who argue that religious and spiritual care are incompatible with the image of modern profession (p.85). The incident described above, allowed me to reflect on my own practice and confusion arising from my failure to understand the difference between spirituality and religion. Working with Grace raised my consciousness in understanding that spirituality refers to search for meaning and mutually fulfilling relationships. Religion on the other hand is often an organized activity for the expression of faith. This distinction helped me to be reflexive and draw on social work theory to come up with creative solutions to help my client. I was able to explore a broad range of practice options for my client. For example, conducting a needs assessment helped to identify my clients strengths and capacities that were evidently invisible because of my resistance to spirituality as a form of intervention. Despite the fact that cancer was ravaging her body, Grace was able to let me know that her priority need was working on spiritual distress she was experiencing. Integrating spirituality in my work practice presented incredible effective cross cultural communication techniques in palliative care. Using the strength perspective framework, she was able to articulate her hopes for the future in our relationship. I discarded my idea of seeking to remedy her personal cancer pathology and focussed on her need. Our relationship blossomed until Grace died peacefully on February 26, 2010. Because Grace was Jewish, I had the honour to be invited by the family to what is called a Shiva, an occasion for family and close friends only. I learnt that in Judaism, a person mourns for a relative in seven stages. The mourners sit on low stools throughout that period to symbolize the mourners awareness that life has changed. The low chairs shows desire to be close to the earth in which the loved one was buried. Finally, I concluded that social work and spirituality had much to learn from each other. I learnt that death is central to the meaning of human life and provides a backdrop against which life is lived. Throughout this process, my greatest learning outcome came from understanding that as a social worker my role is not to work miracles but to provide support and actively listen. To help people discover their own strength rather than an attitude of rescuing them. I will value taking fifteen minutes of my every day to reflect on how my actions negatively or positively impact everyone I come into contact with. This reflective process will enable me to avoid pointing fingers to other but at myself and find ways to change whatever needs to be improved.

Obama’s Education Promise, a Rhetorical Analysis Essay

â€Å"Education is the best provision for the journey to old age.† – Aristotle Today, 314.5 million people call themselves Americans. Each of them, with God permitting, will make the journey to old age. However, in this huge set of individuals, roughly fifteen percent of adults over the age of twenty-five have not received a high school diploma (â€Å"Educational Attainment in the United States: 2009†). By itself, this percentage feels rather small, and so we as Americans pride ourselves in our educational system. After crunching the numbers, however, this measly percentage actually represents twenty-nine million Americans, twenty-nine million individuals who lack an accomplished high school education. Aristotle would be displeased to say the least. In 2008, then senator Barack Obama delivered a speech to the Mapleton Expeditionary School of the Arts titled â€Å"What’s Possible for our Children.† Though intended for his election campaign, the speech also reflected this introduction’s attitude, calling attention to the gaping holes in American education. More specifically, however, Obama promoted educational reform based on a three-point platform: â€Å"fixing† No Child Left Behind (an act which encourages state standardized tests to measure and regulate primary and secondary education in the United States), encouraging teacher reforms and furthering teaching employment, and increasing opportunities for minor ethnicities and other disadvantaged students. In retrospect, his speech met with great optimism and is often quoted by leaders in education. To explain this speech’s success more fully requires an analysis of Obama’s seasoned rhetorica l strategies, of ethos, logos, and pathos—respectively, as well as an explanation of how each of these three strategies establishes an effective speech. Obama sprinkles ethos, or ethical proof, throughout his three-point platform. In doing so, he gears his audience’s attention towards his assessment of the ethical standards in American education to inspire  motivation and change. For example, in the introduction, Obama states, â€Å"This kind of America is morally unacceptable for our children† (qtd. in â€Å"Full text of Obama’s education speech†). Through this statement, Obama assumes the role of an ethical mediator; he creates situated ethos whereby, as a presidential candidate, he has the power to tell us as a society where we are correct and where we can improve. By equating American education with moral irresponsibility, he calls society to consider the issues he addresses later in his speech. One such issue is No Child Left Behind, his first premise. In discussing the problems within the act passed by former President Bush in 2001, Obama repeats the phrase â€Å"we must† almost religiously. Must is a strong word choice; it implies an obligation to something. As an audience member, we make the connection that the obligation is precisely what Obama stated in the introduction. We must make our educational standards higher for our children; thus, we become motivated to fix No Child Left Behind. Likewise, in his second point, which promises teacher reforms and employment, Obama begins with a simple commonplace: Individuals who do good jobs should be rewarded. Using the ethos from his introduction, he concludes that teachers who do good jobs should be rewarded, which gives motivation for teachers to do well. Obama even goes so far as to inspire change in education among ethnic minorities, his final point. In this point, he calls upon hope—hope that disadvantaged students will one day rise from the bottom with his new learning opportunity programs. His optimism and confidence calls us, his audience, to change. Obama further generalizes this notion of change during his conclusion when he states, â€Å"We have to hold ourselves accountable† (qtd. in â€Å"Full text of Obama’s education speech†). By holding the audience accountable, educational reform becomes both a private and public matter. Therefore, the audience, 314.5 million Americans, feel more personally compelled, motivated even, to follow his advice—to change No Child Left Behind, to reward teachers for good work, and to give more opportunities to disadvantaged students—to reform much of the current educational model, in effect. Logos and pathos, however, are still needed to solidify such an undertaking. Realizing he is delivering a speech about education, an intellectual topic, Obama adds several textbook examples of logos, or logical proof, to his  speech. Simply put, after he explains the unacceptable educational current model to his audience using ethos, he uses logos to depict the reality of how unacceptable the system is. In his introduction, for instance, Obama equates knowledge to the â€Å"currency† of the Information Age, stating that an individual should use his or her knowledge to â€Å"sell† himself or herself to a career position. A cause-and-effect relationship soon follows to support this extended metaphor: â€Å"If the more than 16,000 Colorado students who dropped out of high school last year had only finished, the economy in th[e] state would have seen an additional $4.1 billion in wages over these students’ lifetime† (qtd. in â€Å"Full text of Obama’s education speech). Logically, we as the audience then deduce that education , in reality, is profitable. It is in our interest to be well-educated, but as of now, we are losing money from being uneducated. From there, Obama makes a more explicit logical deduction to support his first premise. If we as Americans want to help the economy, we should fix No Child Left Behind. His logical reasoning for fixing the program stems from its seemingly insufficient economic policy, which stifles the paychecks of teachers who we as a society want to inspire. Because of such, he suggests that, while No Child Left Behind’s goals are noble on paper, its functional mechanics are illogical and unacceptable in the real world. By doing so, he gains more support from educators and economists. Obama also uses logos in his third premise, albeit implicitly. Back in the introduction, Obama quotes the following from Thomas Jefferson, a well-respected president from American history: â€Å"[T]alent and virtue, needed in a free society, should be educated regardless of wealth or birth† (qtd. in â€Å"Full text of Obama’s education speech). Obama knows that the general public will agree with anything Thomas Jefferson says because he is so well respected in American history. Therefore, when he discusses the current issues of ethnic minorities, he conjures support from a broader spectrum of Americans because he is in accordance with Thomas Jefferson. In that respect, he is able to use logos as a means to show the unacceptable truth behind the educational system—to showcase the relationship between revenue and education as well as highlight student-teacher discrimination—to the widely diverse American people. Among all the strategies Obama uses in his speech, pathos, or emotional  proof, is the most commonly used, especially in the introduction and conclusion. The reason for this distinct placement of pathos is elementary: In order to grab the audience’s attention and illustrate the realities of America’s educational system, of which both processes require ethos and logos, Obama must connect to the audience’s emotions—to bring about changes in thought and heart. His most effective strategy that does so is his appeal to children. Countless numbers of times, Obama urges us as older Americans to provide better education for our posterity. By doing so, he uses our unconditional love for children, perhaps seeing our own children in other children, in a way that grabs our attention so that we may listen and critically think about what he has to say regarding education. On top of using the obligation to children as the basis for attention, Obama also invokes imagery during his oration. An example of this imagery is found in his third premise: â€Å"When they [students at disadvantages] look around and see that no one has lifted a finger to fix their school since the 19th century, when they are pushed out the door at the sound of the last bell—some into a virtual war zone—is it any wonder they don’t think their education is important? Is it any wonder that they are dropping out in rates we’ve never seen before?† (qtd. in â€Å"Full text of Obama’s education speech†) The very thought of a neglected child, or a child in a â€Å"war zone† for that matter, tugs at the hearts in the audience. By using such imagery in the third premise, the audience is helpless, for not many people can resist such raw emotion. The audience’s helplessness makes them vulnerable to changes in thought. In this case, the audience’s thoughts will largely favor Obama’s intent to dampen the disadvantages of ethnical minorities and mentally handicapped students. To conclude his emotional journey and to leave his audience emotionally â€Å"fulfilled,† Obama taps into the biggest patriotic commonplace in America—the â€Å"American dream.† He takes the one idealistic value that all 314.5 million Americans hold in common and equates the chance to educate oneself with that core value. It leaves a powerful, lasting impression on his audience and, alongside all the other pathetic strategies mentioned previously, heightens the audience’s interest in investing in educational reform. Hence, after looking extensively at all these different strategies at work,  is it any wonder why the speech did not meet with such critical acclaim? Ethos persuaded us as the audience that our educational system was ethically unacceptable. Logos described the current state of the educational system in a way that made us want to change it to Obama’s standards. Pathos sweetened our perception of that change, making us believe that educational reform will correct the current unacceptable model. Together, the three major strategies mixed in just the right proportions to yield instantaneous changes in audience perception and evaluation of America’s educational standards. It created waves which propagated Obama’s educational reform ideals to all parts of the United States. In fact, these waves continue to ripple throughout the American political arena; one needs to look no further than the 2012 presidential debates to confirm such a statement. Ultimately, education is on the minds of everyone, as well it should be. True as it is to say that agriculture started civilization, it is equally as true to say that education started modern civilization. Therefore, we as citizens of the entire world should be concerned with the development of our education, for when we lose our education, we lose our modern civilization. Aristotle is correct. As humanity matures, it ages. How does humanity mature? It educates itself. Without education the future remains uncertain, for there are no provisions to account for the uncertainty. As Americans, all 314.5 million of us would like to believe that the future of our nation is determined to stay. To claim such a belief with any amount of certainty, however, requires all 314.5 million individuals to be educated. Until then, we continue to build provisions for the hazy future that awaits us. Works Cited â€Å"Educational Attainment in the United States: 2009.† U.S. Census Bureau. Feb. 2012. Digital file. â€Å"Full text of Obama’s education speech.† denverpost.com. 2 Dec. 2008. Web. 2 Oct. 2012.

Is Money Truly Not Buy Happiness - 1457 Words

It is often said that money cannot buy happiness. Money can buy the best of food and drink. It can buy land and with enough it can even buy social status. The availability of monetary funds also ensures that bills will be paid and that in and of itself reduces stress. Knowing all of this, the old adage, money cannot buy happiness becomes questionable. Can money truly not buy happiness? Anton Chekov’s Yermolà ¡i Lopà ¡khin and Leo Tolstoy’s Ivan Ilyich are two fictional characters that explore men of money and status. Each story and character are unique in various ways, but they have glaring similarities. Ultimately, Lopà ¡khin and Ilyich depict happiness as relative to the individual and the result of their own actions. Lopà ¡khin and Ilyich are both sociable men who turn serious when a job related task is at hand. Lopà ¡khin spends his spare time with the people at the Cherry Orchard. He teases and utilizes sarcasm in conversation, but turns serious wh en speaking of business matters. He does not take his work lightly. Ilyich plays takes great joy in playing bridge after work hours with his friends. Illyich, like Lopà ¡khin, is very serious about his work. Ilyich is born to a ranking official. His family affords him the luxury of an education. He goes to law school and later becomes a member of the court of justice. Lopà ¡khin is born in a much lower status: his father is a serf. During Lopà ¡khin’s lifetime, the serfs are emancipated and although it is not explainedShow MoreRelatedMoney Can Buy Happiness : Happiness1653 Words   |  7 PagesMoney Can Buy Happiness Happiness, has long been an estate that huge numbers of individuals endeavor to create a path, that seeks to find it. Extensive research, surprisingly enough, does not have definitive answers on the concept of what makes one happy. 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It should therefore be understoodRead MoreCan Money Buy Happiness?1646 Words   |  7 PagesCan Money Buy Happiness? Happiness is a positive emotion which all humans experience but which cannot be defined through a monetary value. Money is the symbol of greed and desire. It leads to overconsumption allowing for us the consumers to forcibly satisfy all of our desires in life instead of on spending our money on our needs and on the essential things in life that people need in order to survive and maintain a well-balanced lifestyle. Although some people may say that money can buy happinessRead MoreMoney Can t Buy Everything Essay1134 Words   |  5 PagesMoney Can’t Buy Everything What is the necessity of money in life? Does it truly bring us happiness? How much do I want or need the comforts of material objects in my life? There is a famous song from Chris Janson that does a pretty good job of summing it up. Chris says Money can t buy happiness, but it can buy me a boat. 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Although money can buy you thing you want to make you happy, happiness is only bought by the people you surround your self with. Many people are convinced that money can buy a person happiness, however most happiness comes from families and friends. Money can buy you happiness because, m oney can buy you security, stress free, healthcare, andRead MoreValues In The Great Gatsby Analysis878 Words   |  4 Pagesdancing the same dances, and overall having the same values, people felt united. In the novel, The Great Gatsby, by F. Scott Fitzgerald, these values are reflected in the characters’ lifestyles. A recurring theme in the novel is that money cannot buy a person’s true happiness, and this theme is exhibited in the various characters actions, choices, and what they value most in their lives. The first character who captures values of the people in the 1920s is Gatsby. Living a lavish lifestyle, GatsbyRead Moremoney can buy you happiness Essay767 Words   |  4 Pagesï » ¿ Money can buy you happiness. Discuss with references to the theory and some empirical evidence on the issue. The set point theory According to this theory,the individual propensity to happiness is a personal trait of largely genetic origin and influenced by personality.The explanation for the stagnation of happiness is that happiness is a stochastic phenomenon.Chance distributes unequal amounts of happiness among people’s genetic codes ,leaving the average level unchanged. The decreasing

International Relations ( Ir ) - 983 Words

International relations (IR) is one of the fascinating fields of political science that different ancient and modern philosophers have written about. When reading for David Hume or Renà © Descartes, I have found many ideas that could be applicable to global politics and the relations between states. Even though these ideas might not be aligned with Hume or Descartes’s individual political philosophies, they are worth applying to the current global political system. The first idea is Descartes’s doubting of everything and anything around us except for the â€Å"I†, or what he also referred to as the â€Å"ego.† Second, is Hume’s idea of relying solely on our sense experience in determining the reality around us. These two ideas are both applicable to the current global political system which has been characterized as anarchic. The system is considered anarchic because there is no government of governments, and there is no one sole power controlling all matters of the world politics. All of the main IR theories are trying to answer the question of how we could live in peace with each other. This question is important when knowing that there is no one centralized government that we can relate to when in dispute. Renà © Descartes idea of doubting everything around us came from his belief that there is nothing we are sure about except for our inner-selves, or clearly put, our ego. It implies questioning everything made of matter and not relying on our human senses because they are vague andShow MoreRelatedIr An Examination Of A Nuclear Iran Through International Relations Theory1992 Words   |  8 PagesZiad Jawadi International Relations: Gabe Scheinmann 4/12/11 Why is Iran Arming: An Examination of a Nuclear Iran through International Relations Theory A nuclear Iran may be inevitable within the next decade. There is ample evidence suggesting that Iran has the intention and capability of obtaining nuclear weapons. According to Fox News, a new document issued by the Department of Defense on the Iran nuclear threat states: â€Å"Iran could probably develop and test an intercontinental ballistic missileRead MoreThe Importance Of Research Program1471 Words   |  6 Pagesprojects with undergraduates and PhD students through investigation of international law, lobbying, military activity, and banknotes (â€Å"IR 392: Undergraduate Research Program†). Within the college of arts and sciences at USC, undergraduates travel all over the world to perform service, study culture, or engage in a research program for a summer, semester, or even a year (â€Å"Overseas Studies†). Johana Reyes, graduate of USC’s IR program, was able to study in France, travel to China, and run funded researchRead MoreForeign Policy And The C urrent Syrian Conflict993 Words   |  4 PagesIn the study of International Relations there exists a number of different theories, each in which try to explain the role of America in foreign policy and world politics. This essay will work to explain the purpose of theories in foreign policy and the limits they have when they are applied to particular policies. President Barack Obama, for example, has come under sustained criticism regarding his foreign policy. Many have wondered whether Obama is a â€Å"realist† or â€Å"idealist† with his policy decisionsRead MoreIs the State Still the Most Important Actor in International Relations1097 Words   |  5 PagesIs the state still the most important actor in International Relations? State is commonly referred to either the present condition of a system or entity, or to a governed entity, such as a nation or a province. The state itself consists of the society, government as well as the people living there. Before the Second World War, State is often seen as the main actor in international Relations as it can declare states of wars, control most of the economic influence within the region and larger statesRead MoreLiterature Review : Classics Of International Relations2502 Words   |  11 Pagesit may be their first time reading the text. But what does this mean in the International Relations dimension. How do texts become classic? In this essay, I will be addressing this concern by deciphering two texts that are, arguable, classics in the IR community. In addition to this I will be investigating the concepts and thoughts of Bliddal, Sylvet and Wilson in their collaborative text ‘Classics of International Relations: Essays in Criticism and Appreciation.â⠂¬â„¢ By doing so I will be discussing theirRead MoreNational Security in Foreign Policy645 Words   |  3 Pagesabout maximising national security through different means such as by military force, economic prosperity and/or the general welfare of its people. †¢ Difficult to analyse to what extent national security is a primary objective of states – theories of IR will help explain states’ motives and how they go about maximising state security, if it is their prime objective at all. †¢ This essay will analyse the concept of national security through realism (focused on military power), liberalism (focused onRead MoreThe Conflict Of The United Nation1256 Words   |  6 Pagesother. The United Nation is the mediator amongst these countries to hopefully come into a state of resolution or compromise in order to reduce massive destructions. The economy and trade amongst nations often determine the power, status, and the relations amongst each country as to be either good or bad. Conflict of ideas consists of ethnic, religious, ideological, territorial, governmental, and economic. According to Goldstein and Pevehouse (2014), â€Å"the first three are conflicts over ideas, theRead MoreInternational Relations : The Field Of Public Policy871 Words   |  4 PagesIntroduction International relations can be described as the particular study of the relationships that exist among various countries of the world (Tight 2005, 9). In this process, it focuses on the specific roles conducted by sovereign states, non-governmental organizations, multinational companies, internationally recognized non-governmental organisations as well as various inter-governmental organisations and groups. Alternatively, international relations can also be referred to as the fieldRead MorePol S Final Spring 20141351 Words   |  6 Pagescontribute, and what would improve the Quality of Life and benefit our interests. The states are the most important actors in realism. Realism is a broad intellectual tradition that explains international relations in terms of power. More specifically, when states work in an effort to increase their own power in relation to other states. With Realism there are claims made, such as the world is a harsh and dangerous place, and the only certainty in the world is power. If a state is powerful, that state willRead MoreIr and Glocalization1154 Words   |  5 PagesIr and globalization CONENT: Introduction Body 1. What is Globalization and how it is related with the International Relations; 2. Advantages and Disadvantages of the Globalization; 3. Effectiveness of the Globalization Conclusion NTRODUCTION In my work I talk about the Globalization and its relation with the Globalization where I dwelled upon the Globalization. In the second part I did survey and focused on the advantages and disadvantages of globalization as the statistics show.After hammering