How to Use the Italian Verb Piacere

Step by step instructions to Use the Italian Verb Piacere Backhanded item action word subject. Not your typical sentence structure, yet on account of piacere (to if it's not too much trouble to like) that is the manner in which it works in Italian, and heres why: In English, you state that A preferences B. In Italian, however, a similar significance is comprehended in various terms: B satisfies A. Here are a few models: Agli italiani piace il calcio. (Italians like soccer. Actually: Soccer is satisfying to Italians.)Ai professori piace insegnare. (Educators like instructing. Actually: Teaching is satisfying to professors.)Mi piacciono le carote. (I like carrots. Truly: Carrots are satisfying to me.) Note that in these models, piacere is conjugated to coordinate the subject of the sentence; in the main model, agli italiani piace il calcio, piacere is conjugated as an outsider looking in particular structure, to coordinate with calcio (soccer) and not with agli italiani (all Italians). Different action words that follow this development of reversal and carry on likewise to piacere are recorded underneath. Action words That Act Like Piacere bastare-to be adequate, to sufficedispiacere-to disappoint, to upsetmancare-to be missing, to missoccorrere-to require, to needservire-to serve, to be useful More on Italian Verbs When contemplating Italian action words, however, maintain a strategic distance from the compulsion to make outright correlations with English. Despite the fact that there are numerous likenesses between the two dialects, there are additionally numerous central contrasts. Also, there are consistently special cases to the standard. So while adopting a sorted out strategy to Italian action words is a dynamite approach to improve your Italian, consider it like requesting in an Italian eatery: be set up to arrange an alternate primo if your preferred dish isnt accessible. When learning Italian, understudies normally will in general search for syntactic examples. Examining Italian action words in an automatic manner is an astute thought since its an effective utilization of time, and Italian action words are grouped in an assortment of ways. When considering Italian action words, however, stay away from the compulsion to make outright correlations with English. Despite the fact that there are numerous likenesses between the two dialects, there are likewise numerous key contrasts. What's more, there are consistently special cases to the standard. So while adopting a sorted out strategy to Italian action words is a breathtaking method to improve your Italian, consider it like requesting in an Italian eatery: be set up to arrange an alternate primo if your preferred dish isnt accessible. There are three essential gatherings of Italian action words, grouped by the consummation of their infinitives: first conjugation (- are action words), second conjugation (- ere action words), and third conjugation (- wrath action words). Most Italian action words have a place with the primary conjugation gathering and follow an exceptionally uniform example. When you figure out how to conjugate one - are action word, youve basically learned many them. Furthermore, shouldn't something be said about those Italian action words that dont end in - are? Second-conjugation (- ere) action words represent around one-fourth of every Italian action word. Albeit many have a type of unpredictable structure, there are additionally numerous customary - ere action words. The last gathering of Italian action words is those that end in - wrath. Exercise manual Exercises Questions | AnswersAdjectivesA. Complete the accompanying with the right type of the stressed action word. Mi ________________ dieci dollari. Puoi prestarmeli? (servire)Ti ________________ quel ragazzo? (piacere)Mi ________________ le forbice. (occorrere)________________ dopo dieci pagine per un saggio. (bastare)Quanti fogli vuoi? Me ne ________________ due. (occorrere)Ci ________________ il tuo aiuto. (servire)Ci ________________ molto che tu non sia potuto venire. (dispiacere)Ai Rossi ________________ molto la figlia. (mancare)Non mi ________________ il pesce. (piacere)Mi ________________ molto I miei genitori. (mancare) Different Resources for Learning Italian Italian Language Audio LabItalian Language Lessons for Beginners with AudioHow Not To Learn Italian

Soil Permeability †Constant Head Test free essay sample

Porousness is estimated in term of water move through the dirt in a given time. The dirt penetrability is a significant factor to consider the conduct of soil in its regular condition as for water stream. The size of pore space and interconnectivity of the spaces help decide penetrability, so shape and course of action of grains assume a job. Regularly the term water powered conductivity is utilized while talking about groundwater properties. Pressure driven conductivity basically expect that water is the liquid traveling through a dirt or rock type. (http://www.co.portage.wi.us/groundwater/undrstnd/soil.htm) Water can pervade between granular void or pore spaces, and cracks between rocks. The bigger the pore space, the more penetrable the material. Be that as it may, the more inadequately arranged an example, the lower the porousness in light of the fact that the littler grains fill the openings made by the bigger grain. The most quick water and air development is in sands and emphatically amassed soils, whose totals demonstration like sand grains and pack to frame numerous enormous pores. We will compose a custom article test on Soil Permeability †Constant Head Test or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Then again, mud has low penetrability because of little grain sizes with huge surface zones, which brings about expanded erosion. Likewise these pore spaces are not very much associated. Dirt regularly makes limiting layers in the subsurface. (http://www.co.portage.wi.us/groundwater/undrstnd/soil.htm) Along these lines, for this examination to test for the porousness of soil is utilizing the consistent head test. The consistent head penetrability test is a typical lab testing strategy used to decide the porousness of granular soils like sands and rock containing next to zero cut. This testing technique is made for testing reconstituted or upset granular soil tests. The consistent head penetrability test includes stream of water through a section of barrel shaped soil test under the steady tension contrast. The test is done in the porousness cell, which can differ in size contingent upon the grain size of the tried material. (http://www.geotechdata.info/geotest/steady head-porousness test.html) The coefficient of porousness shifts with the sort of soil and condition. It is affected by: †¢Size and state of the dirt particles †¢Void proportion †¢Temperature †¢Degree of immersion Objective The target of this examination is to present the possibility of penetrability of a dirt through tests intended to discover the coefficient of porousness, which directs how rapidly water at certain temperature will move through a dirt. The test is executes the consistent head and falling head strategies for figuring the porousness steady.

Idioms and Admissions Apples and Oranges COLUMBIA UNIVERSITY - SIPA Admissions Blog

Idioms and Admissions Apples and Oranges COLUMBIA UNIVERSITY - SIPA Admissions Blog The earliest memory I can seem to muster of the idiom, That is like comparing apples to oranges is from high school. I can not remember if it was my personal finance teacher or my cross country coach, but it was one of the two (and comparing those two certainly is like comparing apples to oranges). I remember being stumped by the idiom at first. I did not understand the context and asked around until some other examples finally brought the point home to me. While Wikipedia delves into the validity of the usefulness of the idiom, to me the admission decision season provides a scenario where the idiom makes perfect sense.   Most applicants apply to several different schools and it is only natural not only to compare the characteristics of those schools, but the admission decisions of those schools. When decisions go out each year applicants will often contact our office to discuss their SIPA admission decision. Statements and questions like the following are not uncommon: I dont understand why I was put on the waitlist at SIPA when I was admitted to all of the other schools I applied to. Can you explain why? I received a fellowship offer from another school but not from SIPA. Why didnt I get SIPA fellowship funding? SIPAs letter said that I should get more experience and apply again at a later time but other schools admitted me? Why? My decision letter from SIPA said I could benefit from more quantitative preparation but I was admitted to other similar schools. Why is this the case? My decision letter from SIPA said I could benefit from additional English language study but I was admitted to other U.S. programs. Why? Why have I heard from other schools but not SIPA? From an administrators point of view statements and questions like these are, well, like comparing apples to oranges. If it were an apples to apples comparison, every single applicant would have had to apply to the same exact schools, have been read by the exact same committee, and the committees would need to share the exact same budget. Obviously this is not what happens. Sure policy schools are similar in many ways. We have similar core classes, faculty that study, teach, and practice common subjects, and we seek to prepare students for similar careers. However, each school is quite different in many ways when it comes to shaping an incoming class. Each school has its own unique Admissions Committee structure. Each school has its own unique applicant pool. Each school has a different fellowship endowment and can choose to use it in different ways. Each school has different donors who set different criteria for awards. Each school has its own time lines. I am not going to pretend that by reading this entry all of your questions or concerns about admission decisions will be put at ease, but I hope it does provide insight into the big picture. Each policy school is different in its own way and will make decisions based on its history, goals, preferences and yes, limitations. Thus, comparing a decision from one school to another is often like comparing apples to oranges.   I will attempt to address many of the questions posted in future entries, but for now I just wanted to provide a bit brief insight into the process from the prospective of someone on the other side of the process.

V. Henderson Theory Critique Essay - 1385 Words

Virginia A. Henderson’s Nursing Theory Critique Gaylinn Breeze Maryville University Abstract This paper aims to provide an in depth critique of Henderson’s Nursing Theory using Fawcett’s framework for analysis and evaluation of nursing models. This paper will provide an analysis of the theory based on its scope, context and content. Secondly, the paper will provide an evaluation to unearth its significance, internal consistency, testability, as well as provide empirical and pragmatic adequacy. Lastly, the paper will give a detail of its assumptions and limitations. Virginia A. Henderson’s Nursing Theory Critique Virginia A. Henderson was†¦show more content†¦The nurses are also supposed to assist the sick in their recovery process and ensure they regain their dignity in addition to basic functioning. Persons who are alive and breathing according to the theory are to be cared for, listened to, talked to and loved. The theory is non discriminatory and can be used for all ages and races in nursing practice globally. Henderson describes the person’s environment as limiting them from living (McEwen Wills, 2002). Her theory consisted of concepts that contributed to the well being of people. She highlighted that human beings have physiological aspects contributing to wellbeing. These physiological aspects according to her theory are attached to psychosocial and biological aspects of health. Henderson engaged environmental concepts into her research and found that environmental factors, directly or indirectly; are involved in th e patients’ wellbeing. She noted that basic needs are derived from the environment and their use or provision to the patient would only count if they were used in environments that favored the patient’s conditions. She also noted that human beings rely on their personal concepts too, for good health and independence. She outlined certain morals of achieving a wellbeing status and incorporated that as a concept towards achieving independence and wellbeing. Her research was geared towards achieving proper nursing careShow MoreRelatedBcg Matrix Critique1958 Words   |  8 PagesMarketing Critique: BCG Matrix Your Name Here Table of Contents Introduction 3 Concept Overview 3 Functional Critique 5 Intellectual Critique 6 Ethical Critique 7 Political Critique 8 Conclusion 8 Bibliography 9 Introduction This paper will attempt to provide a broad critique of the Boston Consulting Group Matrix in light of the ideas of Hackley (2009). In his book Marketing:A Critical Introduction, Hackley presents a framework for analysing marketing models. He suggestsRead MoreHistorical Development of Nursing Timeline1033 Words   |  5 Pageson Nursing†. The basis of nursing practice was based on this theory. 1960s Theorist Year Nursing Theories V. Henderson 1960 Basic Principles of Nursing Care I.J. Orlando 1961 The Dynamic Nurse-Patient Relationship: Function, Process, and Principles. E. Wiedenbach 1964 Clinical Nursing: A Helping Art J. Travelbee 1966 Her theory is based on existential humanity , meaning humans are constantlyRead MoreQantas Understanding Organisations Essay2806 Words   |  12 PagesMMM262 Matthew Acciarito Contents: Introduction - 3 Modernist Analysis – 4 Environment - 4 Social structure - 5 Technology - 5 Culture - 6 Problem Statement - 7 Solutions – 7/8 Symbolic – Interpretive Critique - 9 Post Modern Critique - 10 Conclusion - 11 Reference List - 12 Introduction Qantas is the world’s second oldest airline, founded in the Queensland outback in 1920. The organisation has dominated the Australian aviation industry to now be the largestRead MoreWhat’s Wrong with Executive Compensation?6661 Words   |  27 Pagesalso that incentive pay ultimately exacerbates the very agency problem it is purported to solve. 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Max Weber Contribution to the Methodology of social sciences:Read MoreThe Power of Media Framing Essay2628 Words   |  11 Pageswill greatly expand the ability of researchers to accurately measure the effects of framing on individual cognitions and will at least in part fulfil the call of Scheufele and Scheufele (2010) to integrate disparate sociological and psychological theories into our understanding of framing (p. 131). This literature synthesis draws upon recent research to show that the occurrence of framing effects may be dependent upon the processing strategy utilized by the message receiver (Stewart, 2013). ThisRead MoreDoes Study of the Information Content of Profits Announcements Explain Why Firms Use Particular Accounting Practice? Does It Help to Predict Which Firms Will Use Particular Accounting Practices?10615 Words   |  43 PagesIssue 1 Australasian Accounting Business and Finance Journal Article 1 Accounting Research and Theory: The age of neoempiricism M. Gaffikin University of Wollongong, gaffikin@uow.edu.au Follow this and additional works at: http://ro.uow.edu.au/aabfj Copyright  ©2007 Australasian Accounting Business and Finance Journal and Authors. Recommended Citation Gaffikin, M., Accounting Research and Theory: The age of neo-empiricism, Australasian Accounting Business and Finance Journal, 1(1), 2007. AvailableRead MoreDanshui Essay10393 Words   |  42 PagesAccounting Business Finance Journal, February 2007 Gaffikin: Accounting Research and Theory: the age of neo-empiricism. Vol. 1, No.1.pp. 1-19. Accounting Research and Theory: The age of neo-empiricism Michael Gaffikin, School of Accounting Finance, University of Wollongong ABSTRACT The theorising in accounting prior to 1970 was rejected as not providing sufficiently general theories. Informed by theories in economics and finance (and other disciplines such as psychology) and with the aidRead Morevolunteer tourism Essay9739 Words   |  39 Pages2009). 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For the purposes of this review, the authors will focus specifically on international volunteer tourism, exclude volunteering at home, and place volunteerRead MoreCompetition in Global Semiconductor Industry a Case Study Analysis on Chinese Threats to Samsung Electronics Superiority14405 Words   |  58 Pagessystem model: - 47 - 4.8.3: Rational goal model: - 47 - 4.8.4: Human relation model: - 48 - 4.9: Innovation Circle: - 48 - 4.9.1: The creation phase: - 48 - 4.9.2: The implementation phase: - 49 - 4.9.3: The capitalization phase: - 50 - 4.10: Henderson and Venkatraman’s Strategic Alignment Model: - 50 - 4.10.1: Strategic development: - 51 - 4.10.2: Technological potential: - 51 - 4.10.3: Competitive Potential: - 52 - 4.10.4: Service level: - 52 - Chapter 5: Proposed Solution to Problem: -

Odysseus in The Odyssey Hero or Not Essay - 577 Words

The majority of those who read The Odyssey consider the protagonist of the story, Odysseus, a hero. On many occasions, however, Odysseus makes decisions beneficial to himself alone. For example, when Odysseus and his men find themselves on Polyphemuss island, Odysseuss actions are self-centered and at the expense of his men. This can be said for most of Odysseuss actions in the story, as his main objective is to reach his home. Having his men by his side when he returns seems a trivial thing to him. Odysseus could be considered a hero, but many of his actions say otherwise. Due to the many unfaithful and self-centered decisions he makes in the story, Odysseus is not a hero. Emphasizing on Odysseuss time on Polyphemuss†¦show more content†¦His bragging almost results in the death of his entire crew. Odysseus doesnt think highly of his men, and this is apparent throughout the entire story. One can be judged by their actions, but what truly shapes a person is their person ality. Odysseus is an over-confident and ill-tempered man. On the cyclopss island, Odysseuss boasting nearly proves costly. A modest and heroic person would have had his men in mind, rather than himself, and left the island. Also, Odysseus revealing his true identity to the cyclops could very well have resulted in the death of his men. After Odysseuss boasting, Polyphemus prays to his father, Let him lose all companions, and return / under strange sail to bitter days at home (Homer 9. (537-8). This prophecy, of course, becomes a reality. Another sign of Odysseuss over-confidence shows while he is explaining himself to King Alcinous. In some of his first words to the king, Odysseus again boasts of his accomplishments. Men hold me / formidable for guile in peace and war: / this fame has gone abroad to the skys rim (Homer 9. (127-8). Another very important fact is Odysseuss position on monogamy. Odysseus believes hes above monogamy, as he stays with many goddesses during h is journeys while Penelope stays faithful at home. A hero is not a boasting, over-confident person, but someone who does their actions for no reward. In conclusion, many of OdysseussShow MoreRelatedOdysseus : The Hero Of The Odyssey1912 Words   |  8 PagesThroughout the Odyssey, Odysseus experiences many ups and downs throughout his journey home. He is throw into peril and there often seems to be no hope for his return home. While he remains victorious in the end, returning to his wife, son, and father, the poem itself is filled with many darker moments filled with doubt and sadness. Odysseus is the hero of the Odyssey, and in order to exist as a hero he must be relatable. His story cannot be one entirely of triumph, it must include a more human perspectiveRead MoreOdysseus As A Hero In Homers The Odyssey1223 Words   |  5 Pages In the epic poem â€Å"The Odyssey† Odyssey, Homer gives Odysseus characteristics of a hero, but breaks the idea of this stereotype by giving Odysseus relatable characteristics making him more relatable. In the first half of the epic poem The Odyssey, readers are introduced to Odysseus, whose heroic characteristics outweigh his few relatable characteristics due to the intense heroic portrayal created by Homer. Homer describes Odysseus as a man who is proficient in everything: a wanderer; plunderingRead MoreOdysseus As A Hero In Homers Odyssey778 Words   |  4 Pagesnine of The Odyssey, â€Å"In the One-Eyed Giant’s Cave,† used the character Odysseus to appear heroic by showcasing the traits readers would find most desirable in a person. Homer showed such characteristics in Odysseus when he wrote him to be brave when confronted with danger, intelligent in problem-solving, and extremely loyal to his homeland. When forced into situations of great danger and in which they are challenged, heroes prevail, emerging stronger than before. Homer wrote Odysseus to be no differentRead MoreThe Odyssey: Is Odysseus Really a Hero?872 Words   |  4 PagesOdysseus can be portrayed as an antihero in The Odyssey. A hero is clever, respectful, brave, and shows mercy. Odysseus is the complete opposite of a hero. He is immature, barbaric, unfaithful, and a coward. Being faithful, or loyal, is one of the main aspects of being a hero. Book V shows us that Odysseus might not have been so faithful to Penelope: â€Å"Now as he spoke the sun set, dusk drew on/ and they retired, this pair, to the inner cave/ to revel and rest softly, side by side† (5. 234-236) Read MoreOdysseus As A Hero In The Odyssey By Homer1227 Words   |  5 PagesA hero is someone who is admired for their noble qualities. For example Odysseus in the story has the necessary qualities to classify him as a hero. Odysseus shows determination throughout the book, his entire journey back from war is all determination to get home. He exhibits strength and great powers at many different points like, when he is killing the suitors. Odysseus is brave even when times are rough, he mostly can push through anything. These traits can be seen as heroic today because theyRead MoreOdysseus As An Epic Hero In The Odyssey By Homer1109 Words   |  5 Pagesthe epic poem The Odyssey by Homer is about Odysseus, an epic hero. He is the king of Ithaca who goes to fight in the Trojan War. After 20 years, Odysseus finally returns home, although through many obstacles. Once in Ithaca, Odysseus kills the suitors who plague his wife, along with all other disloyal subjects. He fits the definition of an epic hero, which is an admirable character who displays courage while working towards a noble cause. More specifically, Odysseus is an epic hero because he makesRead MoreOdysseus As The Epic Hero In Homers Odyssey1019 Words   |  5 PagesOdysseus as the Epic Hero in Homer’s The Odyssey A style of work often explored in Greek literature is that of the epic. An expansive poem of a wide scope centered on and regarding the wondrous deeds of the main, heroic figure, on whose actions depend the fate of a nation. The definition of an epic can be used to describe The Odyssey by Homer. In The Odyssey we are introduced to our main character, Odysseus, the former king of Ithaca and a Trojan war hero who has been trapped on an Island by theRead MoreOdysseus, An Unconventional Hero Depicted in The Odyssey Essay1935 Words   |  8 PagesAn Unconventional Hero According to Greek mythology, a hero is one who values glory above life itself and honorably dies in the battle during his prime period of his life. After the gods and demi-god of Greece, heroes probably are the most admirable figures in society. However, Odysseus seems to defy the conventional definition of a hero. He is overwhelmed with tremendous obstacles and difficulty, often beyond that a normal man could endure but he determines to stay aliveRead MoreOdysseus was the Hero in the Epic, The Odyssey, by Homer827 Words   |  4 Pages Odysseus is the hero in the Epic â€Å"The Odyssey† by Homer. He embodies many characteristics of a typical Epic hero, but he still strays from the norm in some ways, which makes him unique. He values Ithaca, his home, so much that he spends years getting back, struggling the whole way, and doing what it takes to protect his home. Throughout the whole story, Odysseus is trying to get home. Odysseus’s purpose is to get his men and himself back to Ithaca. On the way, he and his crew face many challengesRead MoreOdysseus And His Throne : A Hero Of Homer s Odyssey995 Words   |  4 PagesOdysseus and His Throne Known as a hero of Homer’s epic poem the Odyssey, Odysseus was king of Ithaca and a legend amongst men. He was also an important figure in Homer’s Iliad. In Latin, he was known as Ulysses or Ulixes in Roman mythology hence there may originally have been two separate figures, one called something like Odysseus, the other something like Ulixes, who were combined into one complex personality.[1] Son of Laertes and Anticleia, Odysseus was renowned for being cunning and clever

Moral and Ethical Concepts in Nursing Free Essays

Moral and ethical concepts form a benchmark into the activities of the healthcare profession.   The decency of the profession is ratified and defined by the basic modalities of profession moral and ethics in its jurisdiction.   Through ethical and moral parameters in the nursing profession we will try to elaborate phenomenological aspect that would define the scope of the wrongs and rights observed within the spectral frontiers of the issue. We will write a custom essay sample on Moral and Ethical Concepts in Nursing or any similar topic only for you Order Now Perhaps, the current trend in the psychoanalysis is one of the nursing health care issues that have propagated the zeal for various ethical and moral issues.   By its nature, psychoanalysis draws a close synonymous to the field of psychotherapy.   The issue of psychoanalysis requires a broad domain into ethical codes of standards and requirements as governed by the ethics into the discipline of social work, psychology, counseling and psychiatry. The basics of psychoanalysis are to formulate treatment to its victims who are subject of disorders or even ill-health due to psychological problems. As a disorder therefore, adequacy into ethics and morals of the defining subject are important. (Mason, et al, 39) Moral healthcare issues are diverse. These include bad decisions by patients, complexity into the relationships of the family above that of suffering.   These will have various effects to the healthcare practitioners. Perhaps, complexity into the family relationships is a basic ethical issue that has unfolded various issues of concern in to the nursing profession.   Currently, suffering has not been a sole problem operating between the patient and the health care officer (nurse), However, the same suffering has been the backbone of various related psychological issues provided to the broad family. From the health care dimension, the relationship has diversely changed to incorporate various ethical dimensions of their sick people.   The same family members have also welcomed differently the diverse health care management provision within the society. To the nurses, relationships complexity within the families has been a foremost persuasion into the change of the professional roles.   Beyond, their activity of providing health care support for the sick persons, these people have integrated the professionalisms to incorporate methods that seeks to provide a support for the broad family loopholes.   Nurses have constantly acted as important organs of the general society where various health issues have lead to a change in the roles of the family members. Different psychological problem such as ill-health of the family members and changing social structures of the society have only worked to bring a change into the former state of the family to a more complex one.   As social counselors, nurses, have not overlooked this ethical issue but have changed their morale of service to even incorporate counseling, psychoanalysis and psychotherapy issues for the complex family. Elsewhere, complexity in the family relationships has worked to bring various health disorders and illnesses.   Due to the stress factors borne by people from complex families, these people will be endowed by various disorders.   From the basis of this understanding, the role of the nurse in reducing the side effects of complexity in families has never been over looked.   Many global conditions with which nurses can provide social and psychological therapies to such disordered or depressed persons from the family backgrounds. These therapies have involved the integration into various psychotherapy ethics such as psychiatry social work and family counseling to the victims. Different governments have rationalized by providing efficient structures for this development. (Mason, et al, 24) Consequently therefore, the role of the nurses have changed from the former basic healthcare activity to the sick and integrated into providing therapies to the societies as a crucial method of reducing various disorders and also illnesses. The progression curriculum is also changing to incorporate methods which the nurses should adequately employ to foster such therapies Work cited. Mason, T, et al. Stigma and Social Exclusion in Health Care. London, Routledge, 2001    How to cite Moral and Ethical Concepts in Nursing, Essay examples

The Things They Carried Possessions Of Character free essay sample

The Things They Carried: Possessions Of Character Essay, Research Paper The Things They Carried: Possessions of Character # 8220 ; The Things They Carried, # 8221 ; by Tim O # 8217 ; Brien, contains many mentions to # 8220 ; ownerships of character. # 8221 ; Many things Lt. Cross carries were carried by all, including: military equipment, letter paper, exposure, diseases, nutrient, the land of Vietnam itself, their lives, and even more. O # 8217 ; Brien high spots these along with particular things that Lt. Jimmy Cross carries. He, therefore, reveals something of what Cross values. Properties reflect his character and ideas. # 8220 ; Grief, panic, love, hankering # 8211 ; these were intangibles, but the intangibles had their ain mass and specific gravitation, they had touchable weight. # 8221 ; Lt. Jimmy Cross carries letters and a pebble from Martha, a miss whom he attentions about greatly, but she does non portion the same emotions for him. He carries these things to remind him of her, of his feelings for her. At the terminal of every twenty-four hours he ceremonially unwraps them and reads them. We will write a custom essay sample on The Things They Carried Possessions Of Character or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These letters are light in weight, merely 10 ounces, but turn out to be a heavy load. Above all, he carries the duty for the lives of his work forces. He is dr eaming when Lavender is shot, and so he blames himself for it. Lavender # 8217 ; s decease was something which # 8220 ; He would hold to transport like a rock in his tummy for the remainder of the war. # 8221 ; He does non ever pay attending to what is most of import, his work forces. Lt. Jimmy Cross burns all of Martha # 8217 ; s letters at the terminal of the narrative, seeking to bury her, to wipe out the memory. Still, he carries her in his head along with the stalking memory that she was non involved. Martha is merely a portion of the trifles now, he bids her farewell in his head and decides to free himself of the pebble. He is past his yearss of woolgathering and trusting. Everything that Lt. Cross carries has more physical weight than those letters, but none were more of a load to him. Everything that Jimmy Cross carries bears more physical weight than the letters. Nothing, nevertheless, seems to be about every bit much of a load. Cross is an nescient immature adult male traveling into the war. Lavender # 8217 ; s decease and everything traveling on around him opens his eyes to the immediate dangers. What he has, both inside and exterior, have kept him from recognizing this. # 8220 ; His duty was non to be loved but to lead. # 8221 ;

Revolution and Enlightenment essays

Revolution and Enlightenment essays There is a thin line between enlightenment and revolution. Usually the events of one lead to the events of the other. Which one comes first is not really important, but what is important is that they took place. Some times it takes as little as a single piece a literature to unite people and make them go to war or make them see the world through a different perspective. No matter what happens during these events the end is always the same. For better of for worse the world is changed forever. Revolution and enlightenment have several relationships that allow them to coexist, and it is these relationships that allow them to simply bring people together and change the world forever. Revolution and enlightenment have a cause and effect relationship. Hardly ever does one occur without the other. The Scientific Revolution fundamentally changed the way people looked at things. It took peoples mind off God and gave them the power to answer the questions of the universe. It was a very controversial subject because before this point people did not question why things were. The people just believed that God had created things this way for a purpose. When this new way of thinking came out the church saw it as a threat to their way of life, but people began to catch on and started to like it. These events lead directly to the Enlightenment in which people began to question other things that were unknown, and realize there were answers to the questions that no one had challenged before. Around this time is when Francis Bacon came along with his guidelines for rational thinking. These things show that with out the revolution there would not have been an enlightenm ent. The Industrial revolution did not have a declared enlightenment, but it did enlighten the people. The Industrial Revolution was not just about inventing machines that could build things faster and more efficient. It was about the people of the revolution realizi...

The Site Formation Processes in Archaeology

The Site Formation Processes in Archaeology Site Formation Processes- or more simply formation processes- refers to the events that created and affected an archaeological site before, during, and after its occupation by humans. To gain the best possible understanding of an archaeological site, researchers collect evidence of the natural and cultural events that happened there. A good metaphor for an archaeological site is a palimpsest, a medieval manuscript that has been written on, erased and written over, again and again, and again. Archaeological sites are the remains of human behaviors, stone tools, house foundations, and garbage piles, left behind after the occupants leave. However, each site was created in a specific environment- lakeshore, mountainside, cave, grassy plain. Each site was used and modified by the occupants- fires, houses, roads, cemeteries were built; farm fields were manured and plowed; feasts were held. Each site was eventually abandoned- as a result of climate change, flooding, disease. By the time the archaeologist arrives, the sites have lain abandoned for years or millennia, exposed to weather, animal burrowing, and human borrowing of the materials left behind. Site formation processes include all of that and quite a bit more. Natural Transforms As you might imagine, the nature and intensity of events that occurred at a site are highly variable. Archaeologist Michael B. Schiffer was the first to clearly articulate the concept in the 1980s, and he broadly divided site formations into the two major categories at work, natural and cultural transforms. Natural transforms are ongoing, and can be assigned to one of several broad categories; cultural ones can end, at abandonment or burial, but are infinite or close to it in their variety. Changes to a site caused by nature (Schiffer abbreviated them as N-Transforms) depend on the age of the site, the local climate (past and present), the location and setting, and the type and complexity of occupation. At prehistoric hunter-gatherer occupations, nature is the primary complicating element: mobile hunter-gatherers modify less of their local environment than do villagers or city dwellers. Types of Natural Transforms View of Point of Arches on the Ozette Reservation North of Cape Alava. John Fowler Pedogenesis, or the modification of mineral soils to incorporate organic elements, is an ongoing natural process. Soils constantly form and reform on exposed natural sediments, on human-made deposits, or on previously formed soils. Pedogenesis causes changes in color, texture, composition, and structure: in some cases, it creates immensely fertile soils such as terra preta, and Roman and medieval urban dark earth. Bioturbation, disturbance by plant, animal and insect life, is particularly difficult to account for, as shown by a number of experimental studies, most memorably with Barbara Boceks study of pocket gophers. She discovered that pocket gophers can repopulate the artifacts in a 1x2 meter pit backfilled by clean sand in the space of seven years. Site burial, the burial of a site by any number of natural forces, can have a positive effect on site preservation. Only a handful of cases are as well-preserved as the Roman site Pompeii: the Makah village of Ozette in Washington state in the US was buried by a mudflow about 1500 AD; the Maya site Joya de Ceren in El Salvador by ash deposits about 595 AD. More commonly, the flow of high- or low-energy water sources, lakes, rivers, streams, washes, disturb and/or bury archaeological sites. Chemical modifications are also a factor in site preservation. These include cementation of deposits by carbonate from groundwater, or iron precipitation/dissolution or diagenetic destruction of bone and organic materials; and the creation of secondary materials such as phosphates, carbonates, sulfates, and nitrates. Anthropogenic or Cultural Transforms The Pompeii of North America, Joya de Ceren, was buried in a volcanic eruption in August 595 CE. Ed Nellis Cultural transforms (C-Transforms) are far more complicated than natural transforms because they consist of a potentially infinite variety of activities. People build up (walls, plazas, kilns), dig down (trenches, wells, privies), set fires, plow and manure fields, and, worst of all (from an archaeological point of view) clean up after themselves. Investigating Site Formation To get a handle on all of these natural and cultural activities in the past that have blurred the site, archaeologists rely on an ever-growing group of research tools: the primary one is geoarchaeology. Geoarchaeology is a science allied with both physical geography and archaeology: it is concerned with understanding the physical setting of a site, including its position in the landscape, types of bedrock and Quaternary deposits, and the types of soils and sediments within and outside of the site. Geoarchaeological techniques are often carried out with the aid of satellite and aerial photography, maps (topographic, geological, soil survey, historical), as well as the suite of geophysical techniques such as magnetometry. Geoarchaeological Field Methods In the field, the geoarchaeologist conducts systematic description of cross-sections and profiles, to reconstruct stratigraphic events, their vertical and lateral variations, in and outside of the context of archaeological remains. Sometimes, geoarchaeological field units are placed off-site, in locations where lithostratigraphic and pedological evidence can be collected. The geoarchaeologist studies the site surroundings, description and stratigraphic correlation of the natural and cultural units, as well as sampling in the field for later micromorphological analysis and dating. Some studies collect blocks of intact soils, vertical and horizontal samples from their investigations, to take back to the laboratory where more controlled processing can be conducted than in the field. Grain size analysis and more recently soil micromorphological techniques, including thin section analysis of undisturbed sediments, are conducted using a petrological microscope, scanning electron microscopy, x-ray analyses such as microprobe and x-ray diffraction, and Fourier Transform infrared (FTIR) spectrometry. Bulk chemical (organic matter, phosphate, trace elements) and physical (density, magnetic susceptibility) analyses are used to incorporate or determine individual processes. Formation Process Studies Restudy of Mesolithic sites in Sudan excavated in the 1940s was conducted using modern techniques. The 1940s archaeologists commented that aridity had affected the sites so badly that there was no evidence of hearths or buildings or even post-holes of buildings. The new study applied micromorphological techniques and they were able to discern evidence of all of these types of features at the sites (Salvatori and colleagues). Deep-water shipwreck (defined as shipwrecks more than 60 meters deep) site formation processes have shown that the deposit of a shipwreck is a function of heading, speed, time, and water depth and can be predicted and measured using a set basic of equations (Church). Formation process studies at the 2nd century BC Sardinian site of Pauli Stincus revealed evidence of agricultural methods, including the use of a sodbuster and slash and burn farming (Nicosia and colleagues). The microenvironments of Neolithic lake dwellings in northern Greece were studied, revealing a previously unidentified response to rising and falling lake levels, with the residents building on platforms on stilts or directly on the ground as needed (Karkanas and colleagues). Sources Aubry, Thierry, et al. Palaeoenvironmental Forcing During the Middle-Upper Palaeolithic Transition in Central-Western Portugal. Quaternary Research 75.1 (2011): 66-79. Print. Bertran, Pascal, et al. Experimental Archaeology in a Mid-Latitude Periglacial Context: Insight into Site Formation and Taphonomic Processes. Journal of Archaeological Science 57 (2015): 283-301. Print. Bocek, Barbara. The Jasper Ridge . American Antiquity 57.2 (1992): 261-69. Print.Reexcavation Experiment:Â  Rates of Artifact Mixing by Rodents Church, Robert A. Deep-Water Shipwreck Initial Site Formation: The Equation of Site Distribution. Journal of Maritime Archaeology 9.1 (2014): 27-40. Print. Ismail-Meyer, Kristin, Philippe Rentzel, and Philipp Wiemann. Neolithic Lakeshore Settlements in Switzerland: New Insights on Site Formation Processes from Micromorphology. Geoarchaeology 28.4 (2013): 317-39. Print. Linstdter, J., et al. Chronostratigraphy, Site Formation Processes and Pollen Record of Ifri Netsedda, Ne Morocco. Quaternary International 410, Part A (2016): 6-29. Print. Nicosia, Cristiano, et al. Land Use History and Site Formation Processes at the Punic Site of Pauli Stincus in West Central Sardinia. Geoarchaeology 28.4 (2013): 373-93. Print.

Constructivists approach towards management of change Essay

Constructivists approach towards management of change - Essay Example This research will begin with the statement that social constructionism is considered to be an ‘epistemology’ owing to its approach of knowledge. The philosophy of social constructionism accentuates on the communication among the people in a particular group. Basically, social constructionism is based on three main assumptions. The relational and the social constructionist perspective would be discussed in this paper in order to understand about personality clashes. These perspectives would be discussed so as to bring in clarity for the reason of professional effectiveness. The notion of ‘construct’ focuses on the structure of reality that is made. In other words, it can be said that people build up stories, theories, and ideas in order to assist them in coping up with the real world. Furthermore, the knowledge possessed by people does not impartially mirror the outside reality. It is all the time shaped from one’s own insights, knowledge, and princip les. The notion of ‘social’, states that the structures which are concentrated on the surrounding world are possible to be developed only with the help of communication with others. Knowledge or experiences are said to subsist only in the instance when it is communicated with another individual. Constructs are communicated stories and these facilitate people to operate as a collective group. The notion of social constructionism stresses on the fact that these structures are practical and is bound to be helpful in the course of daily activities.... 00) and Botella & Herrero (2000) that an amalgamative connection between the approaches of social constructionism and cognitive constructionism could be termed as ‘relational constructivism’. The perception of Adlerian reverberates with the theory of social constructionism in relation to the socio-cultural sources for the growth of human psychology. Although it was agreed that humans lived in a world that has individuals or persons and which is socio-cultural but each and every person had a differentiating feature of personhood which is being obtain by every individual. The theory of relational constructionism defines the process undertaken which leads to effective and developmental social construction. A perspective in relation to the relational constructionist provides fresh and prosperous likelihoods for importance in the courses of relations as well as social communications. Relational constructionism facilitates an individual or a person to have a â€Å"participato ry world view† and presumes the dominance of relations to be the source in which identities, intercultural relations, learning and communities, which are viewed as social structures, are constantly formed and altered. In case of relational constructionism, relating is not considered to be a personal action any more and no more condensed to be one-sided informal relations with comments. Being a perspective, it provides a more prosperous set of probabilities in regard to the way relating can be theorized. To add further, the principle of relational perspective is regarding what subsists or is present which is also referred as ontology. It is then linked with the way people recognizes it and makes it probable and helpful to inquire about the methodical suppositions of participants as well as the academic

Colonialism. Ottoman Empire Essay Example | Topics and Well Written Essays - 1500 words - 1

Colonialism. Ottoman Empire - Essay Example mpire, the ideas is to trace the history of the Ottoman empire and link it with colonialism, thus trying to understand the impact of colonialism through the example of the Ottoman empire. Colonialism is defined as the process of acquiring a foreign territory. The art of acquiring a foreign territory along with maintaining the territory without treating the people as equals has been the pattern of colonization throughout history. It has led to many bloody battles, while the Europeans have been at the centerfold of colonizing the entire world, from the Americas to Africa, Asia and the new worlds. It has been the practice of domination and was mastered by the European for ages. It involves political and economic control over a country, while the people are treated as second-class citizens. The European masters would extract the last bit of money from the controlled territories and it involved utter domination over the natural citizens of the country. The Ottoman Empire has been recorded in the history as one of the most significant and dominating empires of all time. The timeline of the empire ranges from 1301-1922. The empire was at its peak in the medieval ages and continued to thrive for six centuries. The empire has been a long lasting legacy of the Mediterranean countries. Islam and the Islamic philosophy heavily influenced it. The Ottoman Empire started during the 13th century AD. The ruler Osman 1 was the man who initiated the conquest of the Ottoman Empire. The name ‘Ottoman† comes from Osman, who was the founder of the empire. The Ottoman Empire at its heights was considered as one of the most powerful empires of all times. There are three significant periods in the timeline of the Ottoman Empire. The first is the ascendancy and rise of the empire, which took place between 1299-1453. The second and the most significant period of the empire then come between 1453-1683. This is the time when the empire was growing rapidly and made huge strides. This

Challenges To Singapores Education

Challenges To Singapores Education At the Teachers Day Rally last September, Prime Minister Goh Chok Tong outlined the challenges to our education system. A key imperative was National Education. Many Singaporeans, especially pupils and younger Singaporeans, knew little of our recent history. They did not know how we became an independent nation, how we triumphed against long odds, or how todays peaceful and prosperous Singapore came about. This ignorance will hinder our effort to develop a shared sense of nationhood. We will not acquire the right instincts to bond together as one nation, or maintain the will to survive and prosper in an uncertain world. For Singapore to thrive beyond the founder generation, we must systematically transmit these instincts and attitudes to succeeding cohorts. Through National Education, we must make these instincts and attitudes part of the cultural DNA which makes us Singaporeans. The Prime Minister set up a committee, chaired by Mr Lim Siong Guan, to study how to introduce National Education into our education system. The Committee has worked out a plan to do so. To take the next step forward, we need the full commitment of every teacher and principal. National Education is not just a book subject. It must appeal to both heart and mind. Unless you are personally convinced of its importance, committed to the cause and have the knowledge and passion to teach National Education competently and whole-heartedly, the plan will fail. Lessons from Other Countries Singaporeans are not unique in needing National Education. Other countries take National Education as a matter of course. Japan is a tightly-knit, cohesive and group-oriented society, with a long history and a strong sense of unique identity. Yet Japanese schools start early to teach pupils Japanese culture, values, history and geography, and even the politics and economics of Japan. As pupils get older, they also learn about the cultures and histories of other countries. In so doing, they understand even better what makes them uniquely Japanese. Japanese schools go to great lengths to instill group instincts and a sense that every student is an equal member of the group. They have strict regulations on school uniforms, school bags and shoes. Students are grouped into teams called hans. Members of each han play together and eat together. They take turns to perform specific responsibilities, whether it is the daily cleaning of school premises or serving lunch. Academically stronger students are expected to help their weaker friends. Those who do not are ostracised. Students organise the school sports day themselves. Competition is based mainly on team events; there are few or no individual events. All students participate, including those with disabilities. Japanese schools do all this not because they believe that all students are the same in every respect or have identical abilities. But they want every student to be equally valued as a member of the group, recognised for his strengths, and for what he can contribute to the group. And so it goes for Japanese society. In US schools, every child is taught the American heritage George Washington, the Declaration of Independence, the US Constitution, the Civil War, and the Civil Rights movement. Students take part in community service. Learning to be a responsible citizen begins young. It is a deliberate inculcating of American political and social values and ideals, to ensure the next generation grows up with these ideas deeply ingrained. It is a process of indoctrination like any other, no less so because the children are brought up to cherish American values of individual liberty. And it is so successful that many Americans are completely convinced that American values are universal values of mankind. If countries like Japan and the US, with long histories and deep roots, have found it essential to pass on national instincts systematically from generation to generation, all the more Singapore, a young country barely one generation old, must make a concerted effort to imbue the right values and instincts in the psyche of our young. Objectives Of National Education National Education aims to develop national cohesion, the instinct for survival and confidence in our future. We cannot offer our next generation any fixed formula for success, or even any set goals in life. They will face new circumstances and problems. They will need to think through and work out their own solutions. But we must equip them with the basic attitudes, values and instincts which make them Singaporeans. This is the common culture that will give them a shared perception of life, and draw them closer together as one people when confronted with serious problems. This will give them a well-founded faith in the countrys future. This is the DNA to be passed from one generation to the next. There are four elements to achieving this objective. First, we must foster in our young a sense of identity, pride and self-respect as Singaporeans. This will strengthen their emotional attachment to the nation, and their sense of rootedness. We are proud of our country. We are proud of what we have achieved together our economic progress, our clean and green environment, our open and clean system of government, our way of life. We are proud that each of us, in his or her own way, contributes to Singapores success. But success must not lead to hubris. We must never be over-bearing or arrogant, or look down on people from other countries. We do not have all the answers for ourselves, much less for other countries. But neither have we any reason to be ashamed to say, I am a Singaporean. In fact, quite the contrary. Second, our young must know the Singapore Story how Singapore succeeded against the odds to become a nation. National Education is not an abstract sermon on general principles of nationhood. It is to do with a special story, our story. It is the story of Singapore, how we came to be one nation. We did not start off with this goal, or even as one people. Nobody imagined this would be the outcome. As a British colony, from 1942 to 1945 for 3Â ½ years of the Japanese Occupation we suffered a traumatic experience of cruelty, brutality, hunger, and deprivation. We lived through the post-war years of Communist-inspired unrest and upheaval. We then joined with the Federation of Malaya to form Malaysia. Despite pressure and intimidation we stood firm in Malaysia against the communalists. The issue was a fundamental one: equal basic rights and opportunities for all Malaysian citizens under the Malaysian Constitution, and no special rights for anyone in the State of Singapore on the basis of race, language and religion, as was agreed in the State Constitution of Singapore. As a result we suddenly found ourselves out on our own as an independent country, with few means to make a living or defend ourselves. Yet we developed our economy, built up the SAF, educated and housed our people, got them to work together, and gradually became one nation. Year by year we transformed Singapore int o what it is today. Knowing this history is part of being a Singaporean. It is the back-drop which makes sense of our present. It shows what external dangers to watch out for, and where our domestic fault lines lie. It explains what we stand for and believe in, and why we think and act the way we do. It gives us confidence that even when the odds look daunting, with determination and effort we will prevail. Thirdly, our young must understand Singapores unique challenges, constraints and vulnerabilities, which make us different from other countries. Singapore is not as other countries. We will always be small, we will always worry about our water supply, we will always have to work harder and do better than other countries. That is the hand which geography and history have dealt us. Overall it is not a bad hand, nor have we played it badly. We have compensated for these constraints by being more resolute and resourceful, more efficient and productive, and quicker and nimbler than other countries which are better endowed and have larger margins for error. And we have been so successful that sometimes we forget that the underlying realities endure, and have not gone away. Singaporeans need to understand these realities, to work together and support the policies that are necessary to deal with them. Knowing our constraints should make us more determined to overcome them. It is no cause for despair. We overcame more severe difficulties in our first years of nationhood, with far fewer resources, and in more dire circumstances. We are much better placed to tackle them now. Finally, we must instill in our young the core values of our way of life, and the will to prevail, that ensure our continued success and well being. Our core values include the system of meritocracy which guarantees fair and full opportunities for all, multi-racial and multi-religious harmony, and honest and competent government working for the long-term interests of all Singaporeans. We often take these for granted, because things have been this way in Singapore for a long time. But not new citizens, who often come with fresh direct experience of very different societies. Pupils must learn to treasure and uphold these social and political values. If we ever lose them, Singapore will quickly become a very different place. Strategies We need to develop national instincts among pupils at all levels. National Education will begin in schools and continue in post-secondary and tertiary institutions. After ten to fifteen years of education, all students should know the facts about Singapore and feel attached to Singapore, their best home. Those likely to go on to play leadership roles later should at least have had some preliminary preparation for their responsibilities. We will achieve this through both the formal and informal curricula. Formal Curriculum We will introduce National Education content across the formal curriculum. We can do more of this in some subjects than others. The main subjects will be Social Studies and Civics and Moral Education (CME) at the primary level; History, Geography and CME at secondary level; and the General Paper and CME at the Junior Colleges. In addition, Literature and the languages can also be used. Subjects at Primary level In primary schools, we will start teaching Social Studies earlier -beginning from Primary 1 instead of Primary 4. Social Studies will complement Civics and Moral Education. CME will emphasise teaching of values and correct individual behaviour, while Social Studies will give pupils an understanding of Singapore society. Pupils must start early to learn about the society around them, to feel a sense of belonging to family, school and community, to befriend and accept pupils of all races, and to develop a simple, unabashed pride in Singapore. They recite the pledge, sing Majullah Singapura, and recognise our flag. Later they will learn the meaning of the crescent and five stars. But long before that, when they see the helicopter flying past with the state flag on National Day, they should sense that it is a very special occasion. Subjects at Secondary level At secondary level, students currently learn the history of our independence period only in Secondary 1. The O level History syllabus stops in 1963, which perversely omits the vital period leading to our independence. We will extend the O level History syllabus for Singapore to 1971. The period of Merger, Separation and the early years of independence will also be taught in Secondary 2 instead of Secondary 1, so that the students will be a little more mature, and appreciate better what was at stake. At the upper secondary level, we will develop a new Social Studies subject. It will cover issues central to Singapores survival and success our principles of governance, the strategies that have brought Singapore here, the role of key institutions like the SAF, HDB, CPF, EDB and NTUC, and our future challenges. It will use examples from other countries to explain what works and what fails, and derive lessons for Singapore. Subjects at the JC level In the junior colleges, students should start to learn what leadership involves, and to develop a commitment to serve society. Through the General Paper and Civics lessons, they must acquire the sense that they can shape their own future and, more important, that it is their responsibility to shape Singapores future. They must be able to think independently and rationally, and reach informed conclusions about national issues. MOE will take 3-4 years to implement the new syllabi. As the school curriculum is already heavy, we will make the changes without increasing the curriculum load. We want the new syllabi to give teachers more time, not less, to engage in creative ways to bring issues to life for their students. Informal Curriculum National Education is much more than learning facts. Knowing facts in itself will not develop the group spirit and emotional instincts of nation-hood among pupils. This will depend on the informal curriculum. Attitudes and values picked up through team ECAs and group activities, and the rituals of school life, will sink in deeper than anything learnt in the classroom. Each year, schools will also commemorate a few key events that mark defining moments of our history. These will include: Total Defence Day on the 15th of February, the anniversary of the surrender of Singapore to the Japanese in 1942, as a reminder of every citizens responsibility to defend Singapore. Racial Harmony Day on the 21st of July, marking the day in 1964 when racial riots broke out, to remind pupils of the importance and fragility of racial harmony. International Friendship Day to stress the importance of good relations with our neighbours, and to remind pupils that such good relations cannot be taken for granted. The actual date will vary from year to year, to mark such occasions like the end of the Second World War in the Pacific, the day Singapore joined the United Nations, or the end of Confrontation and the establishment of diplomatic relations with Indonesia. And finally, National Day on the 9th of August. Schools will arrange regular visits to national institutions and economic facilities, such as Parliament, SAFTI, water treatment works, the port, or the stock exchange. These visits will help to build pride and confidence among our students, and show them how Singapore has overcome our constraints through sheer will and ingenuity. Community service will strengthen social cohesion and civic responsibility among our young. At the lower primary level, we will encourage pupils to do community service within their own school taking care of the school grounds, keeping common areas clean. For the upper primary and secondary levels, a school may adopt an orphanage or old folks home, or take on long-term community projects like keeping a park or a residents corner clean. The Challenge of Teaching National Education I do not underestimate the difficulty you will have teaching National Education in schools. This is not just another school subject for pupils, or another duty for overworked teachers. We seek from pupils not just intellectual comprehension or accumulation of facts, but a personal commitment to Singapore, and an emotional bonding and identification with their fellow Singaporeans. To achieve this, you must yourselves feel passionately for the country, and understand instinctively our collective interests and what we stand for. Only then can you teach with conviction, instill pride and confidence in your students, and help them to acquire the right instincts. The Singapore Story is based on historical facts. We are not talking about an idealised legendary account or a founding myth, but of an accurate understanding of what happened in the past, and what this history means for us today. It is objective history, seen from a Singaporean standpoint. Not all the history books have been written, because hitherto many documents have been locked away in archives. But now 30 years after our independence the archives are starting to be opened, and the documents for this period are becoming available to historians. Progressively, a more complete picture will emerge. But the Singapore Story is also a live story. It concerns not only events which are receding into the past, but developments which continue in the present. Both teachers and pupils must take an interest in current affairs. They should know what is happening in the world or in our region which can affect us; what economic, social and political developments are taking place in Singapore. They should know what the national debate is about, what is at issue. The most vivid lessons in National Education are to be found not in the books, but in what we live through and what we observe happening around us. I am not proposing that students should form mini-political parties in schools, or demonstrate on the streets, as Chinese school students manipulated by Communist agitators did in the 1950s and 1960s. But students and their teachers must be alive to events around them, so that when they later become adults and exercise their duty as citizens to decide the future of the country, they will decide wisely. From time to time, issues will arise which contain lessons for the future for example when Michael Fay had to be caned for vandalism, or Flor Contemplacion was hanged for murder. Whenever this happens, we must make a special effort to get Singaporeans to understand what is going on, why we did what we did, and what it all means for us. Each such episode will be another piece of the Singapore Story. This makes the Singapore Story harder to teach, but also more exciting and relevant. In teaching the Singapore Story, you will have to deal with delicate issues, especially race and religion, and sometimes relations with our neighbours. We must treat such issues sensitively, but we cannot gloss over them. Amnesia is not an option. We cannot pretend that incidents involving race and religion never happened. They are part of our history. This is not a unique problem for us. For example, in America descendants of Unionists and Confederates both study the American Civil War; descendants of slave owners and slaves both learn about slavery and the civil rights movement. America is the stronger country for acknowledging these divisions in its past and coming to terms with them. In Singapores case, different races, owing loyalties to different countries, lived in the same British colony. They were moulded into one Singaporean people by their experiences before and after independence. Two race riots took place in 1964, which had been deliberately instigated to intimidate Singapores Chinese population. Many Chinese and Malays were killed. Riots occurred again in 1969, after independence, a spillover from the May 13 riots in Malaysia. Race relations in Singapore took years to recover from the trauma of these events. Unless pupils know these facts, and learn what they mean, they will never understand why we emphasise racial harmony so strongly, and insist that the majority Chinese community should never make the minority communities feel oppressed. Such ignorance will pose a real risk of racial conflict happening again one day. All Singaporeans, whether Chinese, Malay, Indian or Eurasian, can identify with the ideal of a multi-racial, multi-religious society which Singapores leaders fought for while in Malaysia, and which we have tried to realise as an independent country since 1965. It is because Singaporeans of all races, and especially their leaders, stayed united and refused to be intimidated that we separated from Malaysia. The issues which led to Separation were fundamental, and remain so today. By teaching the history of how we became one people, we will draw our races closer together. But our aim is not to expunge the differences between the ethnic groups. Each community contributes its own unique characteristics and strengths to our society. If Chinese Singaporeans lose their Chinese cultural heritage, or Malay Singaporeans discard their traditional customs and Islamic values, we become a much weaker society. We must create unity in diversity. Conclusion This National Education programme is a major undertaking. Its effects are long term. We will not know for many years how well we have inculcated values, attitudes, and habits that emotionally bond our people to one another, as proud co-owners of their best home, Singapore. As teachers and principals, you carry most of the responsibility for giving your pupils a total education, and for their National Education. The Ministry will back you up with the resources, guidance, and materials that you need. For example, MOE will produce a monthly series of videos for schools, to keep teachers updated on current affairs. The National Education Web Page we are launching will provide more information and be a channel for teachers to discuss ideas and share resources. The moulding of the next generation is in your hands. You must imbue them with a strong sense of national identity and social responsibility. If we fail, all that we have painstakingly built up over decades can unravel and fall apart within a few years. But put our best effort into this vital task, and we will succeed.

Edwardian family Essay

The furniture alone really shows the wealth and opulence of this upper class Edwardian family. The furniture and clothes also develops trust between the audience and characters as it gives off a cosy home feel.  It is obvious from when you first read act one that JB Priestley has made a deliberate effort to change the tone from how it was at the beginning (relaxed) to how it ended (tense). When we read the play for the first time, we get the impression that for people as superior as the Birlings to take any notice of somebody in a lower social class than them, somebody such as Eva Smith actually has to die. This shows huge injustice and makes us feel very sympathetic for Eva Smith. The main way he achieved this is by the use of the plot. This is because they are having a nice relaxed dinner party, and then an Inspector who they have never meet before knocks on their door, and begins to interrogate them about a suicide. This puzzles them as the police officer openly says that it was definitely a suicide, therefore what crime could they have committed.  Although this is the main reason for the drastic change in tone, Priestley does many other things to show this change. One aspect of his writing which does this is the way in which he wrote the inspectors lines. The inspector’s lines are all written so that it sounds extremely aggressive from the Birling’s point of view. One example of this, is when Shelia is being extremely honest, and is telling the Inspector how she got Eva Smith sacked. Shelia really shows how guilty she feels, how deeply sorry she is and how she would behave differently a second time. However the Inspector very bluntly says â€Å"Yes but you can’t. It’s too late. She’s dead. This is an extremely upfront and abrupt way of saying it. So he changes the mood from relaxed/happy to almost awkward and upsetting.  Due to this aggressiveness which the Inspector shows from the moment he walks in the door, Mr Birling almost tries to fight back which results in both of them almost competing in a childish game, where they keep trying to get one up on each other. E.g. (who’s the bigger man) This is shown by Mr Birling consistently mentioning that he has friends in high places. He does this in a very subtle and sly manor. At this point both of them know the involvement Mr Birling had with Eva Smith. Mr Birling remembered Eva Smith because he fired from his company her due to a campaign she led for higher pay. Therefore he last meet Eva Smith under unpleasant circumstances. This secret that both the inspector and Mr Birling had was probably what sparked off this aggressiveness. The first time we see this happening is when Mr Birling says â€Å"Perhaps I ought to warn you that he’s an old friend of mine, and that I see him fairly frequently. We play golf together at the West Bromley†. The â€Å"old friend† being the inspector’s chief constable. In a way Mr Birling is trying to tell the Inspector to tread carefully, by letting him know he has friends in high places.  This aggressiveness certainly demonstrates how Priestley changes the tone so drastically and so effectively. It also keeps the audience gripped making it very exciting.  All of the characters in this play have very strong personalities one way or another, and all of them represent some kind of portrayal above everybody else in the play. Shelia, for example, shows that she feels more remorse than anyone else by far and seems truly hurt and guilty by the whole thing. For example when the inspector asked Shelia â€Å"And was it the girls fault?†Ã‚  Shelia replies â€Å"No, not really. It was my own stupid fault†.  She has shown her honesty by owning up to it unlike her self obsessed father who would argue everything until he was proved completely wrong. She also displayed remorse by ridiculing herself, saying â€Å"It was my own stupid fault†.  Again she shows that she is sorry when she says â€Å"Oh-why had this to happen†. Rather than saying something like Mr Birling would say e.g.: â€Å"Well it was her own fault in the first place†. Shelia plays the kind understanding character to the play, who comes across as more innocent than anybody else. She brings reason to the equation and we probably feel the more sympathy for her than anyone else. This is because when she tells her story, Priestley writes it as if it was from the bottom of her heart/sincerely. Another reason we feel this sympathy for her is because we feel she has been conned out the most, when we find out that the inspector is a fake. This is because she seems to have poured her heart out more then everybody else and after she finds out that the inspector is a con she still defends the morals the Inspector was saying even though the entire Eva Smith scenario, was completely false based on the knowledge they had at the time. This happens in the 3rd act when Shelia says to Mr Birling â€Å"It doesn’t matter now of course, but was he really a police inspector?† Mr Birling then replies â€Å"Well if he wasn’t, it matters a devils lot. Makes all the difference.†Ã‚  Shelia then snappily responds â€Å"No it doesn’t†.  She says this meaning that just because the Inspector is gone nothing is changed because what he was saying was correct even if it was fictional. However Mr Birling cannot understand that the message has not changed, now they know the story was fiction and just says â€Å"Don’t be so childish, Shelia†.  This is another event in the play which supports Shelia’s kind, understanding and more mature than her father’s personality. She represents a possibility of social change and seems to have some basic morality.

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A society ruled by a single commander who possesses all of the power can be an intimidating deliberation. Political philosopher Thomas Hobbes’ had this sort of thought though- a supreme leader was the best way to create absolute sovereign and remove civil war within society. Hobbes believed that if citizens created a social contract, it would be the ideal way for citizens to live within peace and adhere to the law of nature. Within the graphic novel V for Vendetta written by Allan Moore and illustrated by David Lloyd, the aspect of their totalitarian government, The Norsefire reflects Hobbes’ ideology of the social contract. V for Vendetta encompasses Thomas Hobbes’ social contract theory, illuminating what could happen is society†¦show more content†¦The law of nature essentially forbids humans from committing an act that would be reprehensible to his well being. This left humans to act in a way that was enforced by the a law. Hobbes analyzed both of t hese human natures and came to the conclusion that the ideal way for humans to exist within a peaceful environment would be be through the law of nature. In order for humans to live by the standards of the law of nature, humans must surrender their rights to a supreme leader (or small assembly)- this surrender is known as a social contract. Hobbes explained that people would would simple put their â€Å"Right[s] aside, either by simply renouncing it, or by transferring it to another† The social contract would involve all of the members of society to transfer their power to the all mighty leader. This all mighty leader would have complete control over the society, with no input from the members of societies. To continue, V for Vendetta was Allan Moore s response to what he witnessed as a corrupt government under the rein of the late Margaret Thatcher. V for Vendetta is a graphic novel that demonstrates what would happen if humans fully committed themselves to the social contract, the law of nature, as illustrated by Thomas Hobbes. V for Vendetta is set in a