Indeterminacy in Milton’s Paradise Lost Essay Sample free essay sample

Historically fabulous and spiritual idea has made a Manichaean differentiation between â€Å"the perfectly sacred and originative being of a surpassing ‘kindlier’ God† as opposed to â€Å"the utterly profane void and nonbeing of a passively impersonal or actively aggressive chaos† ( Girardot. 1987. p. 214 ) . Such a differentiation is based upon the acknowledgment that pandemonium represents a â€Å"disordered nothingness which must be conquered for creative activity to occur† ( Hayles. 1991. p. 2 ) . If such is the instance. pandemonium thereby stands in a direct dialectical relationship to cosmos since pandemonium may be understood as stand foring the distinctness and therefore the unfamiliarity of being characterized by the indefiniteness of human buildings of world. In stead of this. this paper will reason that Milton’sEden Lostportrays the aforesaid indefiniteness in being which is apparent in his word picture of indefiniteness as being b uilt into the construction of the universe. I will reason that such a word picture of the indefiniteness of being serves as an illuminating tool for understanding the failing and ineffectualness of Milton’s God in Satan’s corruptness of Adam and Eve inEden Lost. The separation of pandemonium and universe withinEden Lostportrays the mode in which the different and the changing is reduced to the indistinguishable and the permanent. It is of import to observe that the necessity of such prevarications in the necessity of set uping a monistic position of the existence. Harmonizing to the monist position of the existence. all entities are composed of a remarkable substance. This is opposed to a Manichaean worldview. which states that a separation exists between stuff and religious entities. Within a Manichaean philosophy. material entities are thereby placed outside the rule of God. Such a position thereby leads to the exclusion of the belief in a individual omnipotent divinity. which will further take to the undermining of religion for those who live within the material universe. To forestall such a cogent evidence against the being of God. it is thereby necessary to picture evil as a volitional [ as opposed to significant ] construct. Evil there by stands as a wilful estrangement signifier the Godhead beginning of all being. Such a wilful act of alienation. on the other manus. leads to the decay into void. which is the ultimate result of alienation from God. Within such a strategy. an resistance exists between pandemonium and universe. which is tantamount to the resistance between good and evil. At the oncoming. one might province that the monist construct of world pervades Milton’sEden Lost.It might be argued that the grounds of such prevarications in the theological background [ and hence tilting ] of Milton’s doctrine. Milton himself notes inChristian Doctrine. â€Å"Original mater was non an evil thing†¦it was good. and it contained the seeds of all subsequent good†¦ ( since from its ) confused and disordered state†¦God made it ordered and beautiful† ( 1973. p. 308 ) . In relation to this. it might besides be posited that such a position is apparent if one considers the withinEden LostSatan sets his residence in the â€Å"originals of Nature† ( Milton. 1854. p. 6. 5 11 ) . Milton depicted pandemonium as the first locale Satan is said to allure ( 1854. p. 2. 404 ) . However. I would wish to reason that it is in fact Satan’s rule in the â€Å"originals of Nature† [ pandemonium ] which portrays the mode in which Milto n depicted the significant interconnection of pandemonium and universe and hence of good and evil. It is in this portion of the essay. that the debut of Adam and Eve enables the account of the aforesaid point. Similar to Milton’s theological description of the original affair. Eve may be depicted as incorporating the seed â€Å"of all subsequent good† . This is apparent if one considers the capacity of her â€Å"fruitful Womb† to convey forth â€Å"multitudes† and finally the Jesus of these battalions. Eve thereby stands as the human opposite number of pandemonium. At the oncoming. such a correlativity between Eve and pandemonium bears no important paradox since the immorality is originally attributed to Eve since she is perceived as the vas for the seduction of Adam. However. the paradox becomes apparent if one considers that Eve is besides critical to the licking of Satan’s dictatorship. Eve was Satan’s initial mark due to the potency of her uterus as a arm against God. In stead of this Rumrich notes that â€Å"maternal Eve ( thereby st ands ) as Milton’s human symbol of the helter-skelter authority of the first affair ( 1995. p. 1042 ) . The correlativity will go further apparent if one considers that correlation between universes and pandemonium. Chaos is depicted as the void. which pervades all of being. Cosmos nevertheless is depicted as a potency evident in pandemonium. Such a potency is enabled by the attending of God [ a being who has existed before the creative activity of the universe ] . As God enabled the activation of potency from pandemonium. he thereby used as first affair the void. which is an resistance to his catholicity. In the same mode. Eve. which is depicted as the beginning of immorality. is used as the initial vas for the redemption of world. From this. it is thereby possible to situate that the initial failing of God against Satan is a necessary consequence in order for him to enable the activation of free will upon existences who were ab initio dependent upon him. Such activation nevertheless is merely possible through the activation of indefiniteness within such existences. This was made possible though the autumn of adult male [ autumn of Adam and Eve ] . The point is clearly depicted by Rumrich as he states that it is merely through the word picture of the autumn that it is possible for monist and materialist divinity to enable one time utterly independent animals to be willingly independent of him and thereby develop free will ( 1995. p. 1045 ) . Mentions Girardot. N. ( 1987 ) . â€Å"Chaos. †The Encyclopedia of Religion.Ed. M. Eliade. New York: Milton. J. ( 1973 ) .Christian Doctrine.Ed. M. Kelley. Trans. J. Carey. New Haven: Yale University Press. ___ . ( 1854 ) .Eden Lost.Michigan: University of Michigan Press. Rumrich. J. ( 1995 ) . â€Å"Milton’s God and the Matter of Chaos. †PMLA110. 5: 1035-1046. Retrieved Feb. 25. 2008. from hypertext transfer protocol: //links. jstor. org/sici? sici=0030-8129 % 28199510 % 29110 % 3A5 % 3C1035 % 3AMGATMO % 3E2. 0. CO % 3B2-2.

Why cant human dive us deep us other diving animals essays

Why cant human dive us deep us other diving animals essays When a diver dives deep for a period of time, breathing regular compressed air, a certain amount on nitrogen will be dissolved in the blood. If the diver comes back up to the reduced pressure of the surface too quickly, small bubbles of nitrogen will form in the blood stream. This is called "the bends" and requires the person to spend some time in a decompression chamber to gradually reduce the pressure and allow the nitrogen to escape the body. Some animals goes down much deeper then we do, so how come they don't get the bends are die from the pressure? Like some seals and whales that could go 10 times deeper then us and comes back to the surface 10 times faster. How come they don't suffer from this? Researchers had found that deep diving animals rely far less on air stored in their lungs and far more on oxygen stored in their muscles. Their muscles tend to hold unusually high concentrations of myoglobin. A myoglobin is a protein that picks up life-giving oxygen from the blood and stores it for later use in providing usable energy for muscles by oxidizing sugars. Humans on the other hand rely on only their lungs and the compressed air in their tank for diving. The myoglobin in the humans carries much less oxygen. Matter of fact we store very few of our oxygen in the myoglobin, we store the oxygen in the lungs and use the oxygen for the myoglobin when we need to use it. When the seal ascend the lungs collapse rapidly, keeping large amounts of nitrogen from entering the blood. The collapse of the lungs halts the flow of all atmospheric gases form the lungs into the bloodstream. They also prevent the flow of oxygen into the blood. When this animal does deep dives, the muscles are working much harder than any other organ. It will carry their own supply of oxygen in the form of myoglobin. Deep diving animals' stores 47 percent of its overall body oxygen in its muscles, the rest is circulating through the blood and lungs....

Compare and contrast the approaches to the learning and teaching in Essay

Compare and contrast the approaches to the learning and teaching in the early years utilised by Montessori with the EYFS - Essay Example She came to believe that with special educational treatment, their condition could be improved. Inspired by this new idea of pedagogy, she devoted herself to the teaching of defective children. Gradually, she began to realise that the methods she was using had nothing in them peculiarly limited to the instruction of the retarded. On the contrary, they contained educational principles more rational than those generally in use. She says, â€Å"This feeling, so deep as to be of the nature of an intuition, became my controlling idea. I became convinced that similar methods applied to normal children would develop and set free their personality in a marvellous and superior way.† Thus developed the Montessori Method, the educational system devised by Madame Montessori and which has undergone a process of birth, death and re-birth. In the last few years, innumerable books, magazines and newspaper articles have appeared in many parts of the world, singing the praises of Madame Montess ori. As a matter of fsct, a whole ‘Montessori Mystique’ has come into being. New theories have developed leading to new methods for pre-school education in different parts of the world. However, they are either adaptations of the Montessori Method, or deviations in some respect, yet, rooted somewhere in the Montessori Method. One such scheme operating in U.K. is the Early Years Foundation Stage (EYFS). Theory and principles: Montessori was not a theoretician in the true sense. Montessori education is based on an empirical experiment with children in concrete life situations. Madame Montessori was so struck by what she observed that she never felt the need to build up an abstract theoretical system. More important to her were not the theories but the child itself and the revelations of its spontaneous behaviour which touched her so profoundly that she devoted the rest of her life to provide him such conditions

Relationship between Direct Marketing and Branding Essay

Relationship between Direct Marketing and Branding - Essay Example This paper illustrates that the primary objective of branding application is to develop and reinforce central messages of a company along with the product brands. It aims at a high quality of service, environment-friendly attributes, longevity, durability, and cost-saving objectives in order to enhance brand image and ensure sustainability. Branding and direct marketing are two distinct approaches to marketing. Direct marketing is intended to drive immediate customer responses; however, branding is a delayed response advertising technique. Direct marketing activity is the process through which various advertising media interact directly with consumers and obtain responses about a brand. The responses that are obtained with the help of direct marketing can be tracked, analyzed and stored in a database, which can be used further for development of long lasting customer relationships. With the help of direct marketing application, most of the companies try to record the trial, purchase or inquiry related issues of Customers. These issues are analyzed by the companies and significant changes are incorporated if required. The changes or developments in an existing product of a brand are made after studying the demand of the customer market thoroughly. Direct marketing is generally controlled with the help of electronic or digital marketing strategy in the contemporary era. Most of the advertisements are sent via e-mails and phone messaging systems. In some cases, companies post their advertisements along with survey rating ability in social networking websites, such as Facebook and Twitter. The enhancement of direct marketing strategy sampling can be clearly observed in the fast food business operations. The advertisements provided by the Fox’s Crinkle Crunch biscuits illustrate the importance of customer responses for brand promotions.

Law Synopsis Essay Example | Topics and Well Written Essays - 500 words

Law Synopsis - Essay Example Justice Holmes of the Supreme Court began his ruling by giving a brief overview of the case. The Porto Rican leadership based the case. The Porto Rican leadership intended to introduce a bill that would enable the locals to dig deeper in their pockets while paying tax. It prompted the appellant to file a case to stop the implementation of the tax collection bill. The appellant succeeded in temporarily preventing the implementation of the bills when the District court gave an injunction on 31ST of March 1925. It directed the Porto Rican government to put on hold all the plans they had regarding the introduction of the bill while the case was being listed to before the court. Following the court injunction, the hearings for the case began on 7TH April 1925 at the Court of Appeal. The Court of Appeal reversed the ruling that had been made by the District Court thereby giving green light to the Porto Rican authorities to begin the implementation of the tax collection bill. The preparations by the Porto Rican government were nonetheless, put on hold when the Court of Appeal upon listening to further hearings temporarily suspended any preparations for the introduction of the bill and in the process transferring the case to the Supreme Court. The Act of September 14TH, 1922, c 305 allowed the Court of Appeal to transfer the case to the Supreme Court.

Ziziphus Mauritiana: Chemical Structure and Uses

Ziziphus Mauritiana: Chemical Structure and Uses Biological source : It consist of fresh leaf extract of Ziziphus mauritiana. Taxonomical classification : Fig 4 : Ziziphus mauritiana leaf Kingdom : Plant Subkingdom: Viridaeplantae Phylum : Tracheophyta Subphylum : Euphyllophytina Division : Magnoliophyta Subdivision : Angiosprm Class : Magnoliopsida Subclass : Rosidae Order : Rosales Family : Rhamnaceae Tribe : Paliureae Genus : Ziziphus Species : Mauritiana[42] Vernacular Names : Languages Vernacular Names Arabic Beri, Bor, Nabbak El Fil, Nabbak-El-Fil, Nobig, Sidr English Aprin, Baer, Baher, Bahir, Ber, Beri, Bor, Chinee Apple, Indian Plum, Indian-Cherry, Indian-Plum, Jujube, Ma-Tan, Malay-Jujube, Mangustine, Manzana (Apple), Manzanas, Manzanita, Perita Haitiana, Phutsa, Ponsigne, Putrea, Sour Jujube, Tao, Tao Nhuc, Widara, Yunnan Jujube, Yunnan Tamil Elandhai Hindi Ber Sanskrit Ajapriya, Badara, Karkandhu Gujarati Bordi[43] Synonyms : Rhamnus jujube Ziziphus jujube Ziziphus sororia Manasa arborea Ziziphus trinervia Ziziphus orthocantha Ziziphus rotundata Ziziphus abyssinicus Sarcomphalus mauritianus[44]. Growth and distribution : Ziziphus mauritiana, is present usually in the tropical and sub-tropical regions. It is mainly present in India and is now seen in tropical regions like Africa, Afghanistan, China, Malaysia, Australia and in around Pacific regions. The plant form dense stands and is invasive in some regions like Fiji and Australia. These days it an environmental weed in Northern Australia causing problems. It is grows very fastly with a medium life span, that can quickly reach up to 10–40 ft. tall. The plant is also known as Ziziphus mauritiana Narkeli kul, Ber, Boroi, Dongs, Bor, Beri [45]. Macroscopic characters : Ziziphus mauritiana is a thorny and evergreen shrub. Bark dark grey colour or dull black colour, irregularly fissured. It grows as a compact shrub of 3-4 m tall in severe climatic conditions Leaves are variable, alternate, in 2 rows, oblong elliptic in shape, 2.5-6 x 1.5-5 cm, rounded tip or somewhat notched base; exceptionally wavy-toothed on edges, shiny green and no hairs at the top; dense, whitish, soft hairs underneath. Inflorescence of the plant is axillary cymes, 1-2 cm long, with 7-20 flowers of 2-3mm; peduncles are 2- 3 mm long; greenish colour-yellow colour, indistinctly fragrant; pedicels are 3-8 mm long; calyx with 5 deltoid lobes, hairy outer, glabrous inner; petals are 5 and are subspathulate, concave, reflexed. Fruit is a drupe and globose to ovoid shape, grows 6 x 4 cm in cultivation, usually much smaller when wild; fruit skin is smooth or rough, glossy, thin but tougher, yellowish colour to reddish colour or blackish colour; flesh white, crisp, juicy, sub acid taste to sweet taste, becoming mealy in fully ripe fruits. Seed is a tuberculate and irregularly furrowed stone with 1-2 elliptic brown kernels sssof 6 mm long. The name ‘Ziziphus’ is often erroneously written as Zizyphus [46]. Microscopic characters of leaf : In Z. mauritiana, the abaxial leaf surface was characteristically densely pubescent, with numerous stomata arranged in the interveinal regions, whereas the adaxial surface was glabrous, with comparatively few, sunken stomata. Leaf hairiness, hypostomatous distribution and sunken stomata are all characteristic features of species that exist in droughtà ¢Ã¢â€š ¬Ã‚ prone regions. Transverse sections from fresh leaf lamina material showed that both Ziziphus species have characteristic C3 anatomy, with an abundance of mucilaginous material exclusively localized in the adaxial epidermal cells which stained intensely with the mucopolysaccharide stain, alcianblue. The mucilageà ¢Ã¢â€š ¬Ã‚ cell contents also indicates a high polysaccharide content throughout the cell. When stained with the PAS/toluidine blueà ¢Ã¢â€š ¬Ã‚ O combination for light microscopy, there was no discernible nucleus, vacuole or cellular organelles in the epidermal mucilage cells, but with numerous starch grains and nuclei clearly visible in the mesophyll parenchyma. Mucilage, produced in Golgi, accumulates initially between the plasmalemma and the cell wall, and after prolonged mucilage deposition, the remaining cytoplasm becomes compressed against the outer periclinal cell wall and degenerates[47]. Fig 5 : Micriscopy of leaf of Z. mauritiana Chemical Constituents : Plant contains crude protein, fat, fiber, ash, calcium, phosphorus, magnesium, potassium, sodium, chlorine, Sulphur. They also contain ceryl alcohol and the alkaloids, protopine and berberine, quercetin, kaempferol, sitosterol, stigmasterol, lanosterol, diosgenin. The leaves contain flavonoids, tannins, oses and holosides, mucilages, sterol, triterpenoids, cardiotonic glucosides, and leucoanthocyanes. Plant also contain Protein, Fat, Fiber, Carbohydrates, Reducing Sugars, Non-Reducing Sugars, Ash, Calcium, Phosphorus, Iron, Carotene, Thiamine, Riboflavin, Niacin, Citric Acid, Ascorbic Acid, Fluoride, Pectin. The fresh fruits also contain some malic and oxalic acid and quercetin. Protein, Fat, Carbohydrates ,Sugar, Fiber. Major characteristic constituents aretriterpenes and triterpene saponins, including alphitolic, betulinic, maslinic, oleanolic, ursolic,3-O-trans-alphitolic, 3-O-cis-p-alphitolic, 3-O-cis-p-coumaroylalphitolic, 3-O-trans-pcoumarylalphitolicacids; and zizyphus saponins I, II, III, jujuboside B, spinosin and swertisin[48]. Uses : Traditional uses : The fruits of wild trees are considered cooling, anodyne, astringent,stomachic, stypic tonic. The kernels are reported to have a sedative effect for relief from abxominal pain in pregnancy. They are also given as antidote to aconite – poisoning and used in poultices other application for wounds. The seeds are used as antidiarrhoeal. Leaves are eaten with catechu as astringent. It is regarded as diaphoretic and are prescribed for typhoid in children. They are also used as poultices. In soar throat, a leaf decoction is used as gargle. Paste of leaves and twigs are applied to abcess, boils and curbuncls to promote suppuration and stangury. Bark is sometimes used in india for tanning purposes. A decoction of bark is used in the treatment of diarrhoea and dysentery. It is also used as astringent in gingivitis. Juice of bark is purgative and externally applied to gout rheumatism. Decoction of root is beneficial in fever powder of root is used for old wounds an ulcers[49]. Scientifically proven uses : Antihyperglycemic activity of aqueous extracts of leaves has been evaluated on hyperglycaemia induced by oral administration of glucose in rabbits. Anti carcinogenic activity of leaf extract has been evaluated. Extract has showed significant action on cancer cells. Anti ulcer activity also have been evaluated by using anti ulcer models in rats. Survey of literature reveals that plant has been reported for antiteroidogenic, antianxyiolytic, sedative and hypnotic. Also it has antimicrobial and radioprotection[50]. Division of pharmacology, RIPER, ATP.Page 32

Free Trade and the Economy of Canada Essay example -- Economics Global

Free Trade and the Economy of Canada Free trade is the act of exchanging goods or services between countries for minimal tariffs or fees. Between countries, this is a method of exchange that is gaining more and more popularity. By importing and exporting for low fees, free trade is an efficient way to cover up weaknesses in the country and gain on strengths. Free trade is a very controversial topic that is viewed upon differently by many people in many different countries. Some oppose free trade; they feel it will cause production losses or low employment in their country. Many countries also embrace it and believe it helps create a strong and healthy nation. They join in free trade organizations or draft free trade agreements with other countries to try and capitalize on the potential benefits. In Canada, free trade with other countries is embraced and as a direct result, both business and consumers experience great economic and social prosperity. Ask any economist and they will tell you one of their main principles, which they rely on as if it were a verse from the bible, is: â€Å"free trade makes everyone better off (Mankiw, Kneebone, McKenzie & Rowe 9). To explain this, the terms opportunity cost and comparative advantage must first be defined. The opportunity cost of an item is whatever that must be given up to attain that item (Mankiw, Kneebone, McKenzie & Rowe 53). For instance, if you are a farmer and decide to harvest corn all today, you are deciding not to feed the chickens or milk cows. Thus, the opportunity cost to attain corn would be the milk or eggs that you cannot gather. When producing goods, each country has an opportunity cost for an item. They cannot produce every single item they want; some good must be given up in order to attain other goods. For example, Canada may have the decision on whether they should allocate resources to manufacture 500 computers or 1 car. The opportunity cost for one computer wou ld be the number of cars that can be produced divided by the number of computers that can be produced, which is 0.002 cars. Alternatively, the opportunity cost for one car would be the number of computers divided by the number of cars, which are 500 computers. Consider also, for instance, that another country, Japan, could produce 1000 computers for every 1 car. Then, Japan’s opportunity cost for computers would be 0.001 cars. When com... ...her developed countries. Free trade must be continually embraced in Canada for businesses and consumers to continue enjoying the high economic and social prosperity that is currently occurring. Works Cited: Bhagwati, Jagdish, â€Å"The Pure Theory of International Trade: A Survey†, The Economic Journal, Vol   Ã‚  Ã‚  Ã‚  Ã‚  74, No. 293, Mar 1994. pp. 1-84 BBC News, The Argument for Free Trade, http://news.bbc.co.uk/1/hi/special_report/1999/11/99/battle_for_free_trade/533208.stm, Feb 12, 2003 Bureau, Jean-Christophe, Salvatici, Luca, â€Å"WTO Negotiations on Market Access in Agriculture: a Comparison of Alternative Tariff Cut Proposals for the EU and the US†, Topics in Economic Analysis & Policy, Vol 4, Issue 1, March 26, 2004, pp 1152 International Trade Canada, Canada’s Trade Negotiations and Agreements, http://www.dfait-maeci.gc.ca/tna-nac/menu-en.asp, Nov 18, 2004 Mayer, Frederick, Interpreting NAFTA, Colombia University Press, Oct 15 1998 Mankiw, Kneebone, McKenzie & Rowe, Principles of Microeconomics 2nd Edition, Prentice Hall, 5th Edition, Jul 27, 2000 Murphy, Robert P., Who Benefits From Free Trade, and How, http://www.mises.org/fullstory.aspx?control=1429, Jan 23, 2004

Learning in a Group Essay

1. What do you learn from working in a group? I learnt that by working in a group, we work towards a shared purpose and common goals in doing so shared our varied experiences and skills and in the cooperation with each other. Students are much likely to perform well when they work effectively in a group. This is because good group work creates synergy – where it combine effect of the group is greater than the sum of individual effort. Working together as a group can apply individual perspectives, experiences and skills to solve complex problems, creating new solutions and ideas that, and be beyond the scope of any one individual. As well as enhancing class performance. Good group work benefits individual too. It enables mutual support and learning, can generate a sense of belonging and commitment. I also learnt the following benefits on working in groups: †¢Apply a mix of skills that go beyond the scope of one individual. †¢Solve complex problems that take more than one mud. †¢Generates new ideas. †¢Provide support and help group members. †¢Give students a sense of belonging. †¢Enhance communication. †¢Help students to learn from each other and develop. †¢Generate commitment. Q.2 what do you think can be done to make this course (Lifelong Education/ more interesting. INTRODUCTION Lifelong learning skills are wide concern in tertiary education. Fostering these skills requires reconsideration and changes to traditional approaches to teaching and learning. We are living in a time of knowledge explosion. University or colleges are unlikely to be able to teach all the essential knowledge a student needs for their whole career within a four-year period. Moreover, much of the knowledge student learn in the university will be out of date when they leave, because of the rapid technical developments. This means student and have to master a self-learning method and a set of lifelong learning skills in order to meet the demand of their future, professional lives. Quality teaching and learning in tertiary education should aim to develop student’s lifelong learning skills. Each teacher  should make a contribution in developing these skills when teaching a certain course. How to make the course (lifelong Education) more interesting includes †¢Group working tutorials; workshop tutorial classes are aimed at developing student’s self directed leaving, group work and interpersonal skill the classroom for intervals should have movable desk and class. Each interval class should contain about 15 student and last one hour. The tutor will ask question to guide students to think and to work together to determine potential solutions to a problem. Some questions will challenging and relevant to real world, while some are from previous lectures and assignments. Student in each group are expected to work with each other, to share their ideas to discuss, and to debate and convince each other, thus creating an active and interactive learning environment. One student in each group will be asked to give a short presentation to the whole class. †¢Interaction in lectures Whatever the similarities and differences in learning styles and intelligence among your student, you can help your entire student by employing a range of active learning approaches (talking and listening, writing, reading, reflecting) and by using varied teaching techniques and strategies. †¢ The course lifelong education is suppose to be handle by a professional lecturers, people like Prof .M.B Shitu, Mal. Sani Bala Hassan, those who during the lectures will give students the opportunity to think and talk, and set some time during lectures for asking question or encouraging student to answer and ask question: In this way student understanding can be assess and make them engage with the activity. There is also need to introduce hardware demonstration in lectures. Although software demonstration are cheap and convenient, it is a virtual world . When doing demonstration let student predict what will happen next, and ask them to observe things going on and explain the theory behind it .Some question may follow to make the student learn interactively and to establish connections between pre-existing knowledge and new information. In this way student are expected to develop observational skills and thinking and these will make the course more interesting. †¢The lecturer supposes to use two o three case studies in the course. Case studies tell real and complete story, usually interdisciplinary and set in a real world context, and have academic and  professional significance and social implications. With case studies, students can develop problem solving skills for seeking and assessing information and interdisciplinary knowledge. †¢Students should be taught according to their aptitude. Give excellent student’s additional training. For example, a few exemplary students will be encouraged to give mini lectures to review material or less important sections. Thus, they develop oral and leadership skills from the process of searching for information and inquiry about classmates understanding. †¢Lecturers for the course must consider the features of their courses and the characteristics of their learners before they think about what kind of knowledge and skills students will learn from the course. Then they must decide which teaching strategies are suited to their course. They should try and adapt contemporary teaching strategies to create a more student – centred teaching and learning climate for developing students’ lifelong learning skills. Students are expected to develop problem solving skills, lateral thinking skills, group work ability, self-directed learning skills, and communication skills in the cause of lifelong education. †¢Lecturers’ must adopt student-centred approaches in teaching and learning. The so called student-centred approach means that teachers should think about how the learners learn and make the student actively involved in the teaching process. In most cases, a combination of several teaching outcomes. Lectures in this course should work out the suitable strategies for themselves, the students and the course content. CONCLUSION Teaching and learning is a cooperative process between teachers and students. Before a lecturer tries to teach in a different way, he/she needs to introduce students to new teaching and learning theories. And also need to seek colleagues support and finds to implement appropriate changes. The work may be challenging and time consuming. Hopefully, opportunities will coexist with challenges. A good lecturer motivates him/her self in pursing quality teaching.

Memory in relation to Jordan, Mary Ellens Balanda My Year in Arnhem Land

Memory in relation to Jordan, Mary Ellens Balanda My Year in Arnhem Land Balanda: My Year in Arnhem Land is Jordan Mary Ellen’s personal reflections about her experiences back in Arnhem Land, a region in northern Australia that is inhabited by Aborigines. As such, the book assumes a more personal tone and the author confesses that any lack of objectivity is deliberate.Advertising We will write a custom essay sample on Memory in relation to Jordan, Mary Ellen’s â€Å"Balanda: My Year in Arnhem Land† specifically for you for only $16.05 $11/page Learn More Within this book the author selectively chooses what to write about her past, what it was to live among the Balandas in Maningrida, her transformation and lesson learnt. Since this book is about the author past, the author has to rely heavily on her memory. She has to recall what happened and put it in the context of her story. As such, Balanda: My Year in Arnhem Land is a splendid exhibition of the power of writing memory. In this story, the author uses the power of memory to reveal to the reader not only her past experiences, but also make the reader to live through those experiences. Memory works in different ways bringing in different results in Jordan’s work. Not only does the author use memory to imaginatively recreate and reconstruct her past, but also as a device through which the past is brought to bear on the present. Furthermore, Jordan’s memory acts as a reservoir, a rich source of historical facts from where the reader learns a lot about the history of the Aborigine as well as the relationship between Aborigines and the Balandas. Jordan tries her best to put pieces of facts together to compose the whole story. Despite the fact that the story is based on factual information, it has a fictional ring to it. The fact that this story is told from first person point of view means that it is subjective and as such not far from fiction. As such memory bears strongly on Jordan’s work. Balanda: My Year in Arnhem Land is a very useful personal account that presents memory as a tool that imaginatively reconstructs Jordan’s past experiences. The story reconstructs Jordan’s amazing and unanticipated discovery of long running intercultural differences between the Balandas and the Aboriginals. Even though this story is a recreation, Jordan tries her best to make her recreation as truthful and factual as possible. Jordan remarks that this story is about her and the time she spent living and working in Maningrida and that the story is a personal account of her experiences in Arnhem Land (2005, p. vii). This means that the story is not about facts that have been gathered and proven empirically.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Even though she might have taken notes (about actual occurrences) and involved the Balandas and the Aboriginals in as much dialogue as possible, all these are stored in her memory and only retrieved during the time of writing the book. Furthermore, Jordan states that she chooses what to write about based on how she could interpret those facts, how interesting the events were to her and how the events shaped and fitted into her story (Jordan 2005, p. vii). From this confession, the reader concludes that Jordan’s works are based on two things; what she could remember and how it fit into the story she wanted to tell. As such the reader concludes that Jordan’s historical representation is based on memory and that this is intended at fulfilling Jordan’s present need to retell her story. Why say that Jordan’s works are an imaginative reconstruction of memorable facts? There are a number of aspects in this book that are purely fictional. Jordan has deliberately made them so, for a number of reasons. In the story, all the characters are based on real people from Arnhem Land. However, Jordan out of her ne ed to protect the real identities of the real characters she uses â€Å"changes their names, and also blended them with her story, stripped them back and changed them completely† (2005, p. vii). She claims that she is doing so, to successfully attain her goal of creating characters that are as similar as possible to the real people she encounters in Arnhem Land. This implies that Jordan’s characters in this story are just an imitation of the real people that. Her story characters are therefore fictional and created from her recollection, through memory, of the real ones she encountered. In this case, thus, her idea of memory in relations to writing is to help her to recollect and recreate what she can remember so as to suit her present intensions. Another of the aspect of fictionalization of her works is seen in the very first line of her book. At the beginning of Chapter One, Jordan claims that â€Å"just after the small town along dirt road that is otherwise seen as the highway, the Aboriginal world begins† (2005, p.1). This is fictional since she implies that the beginning of the aboriginal world is limited to small geographical location. In the real sense the Aborigines have a rich history which cannot be limited to a singular location, especially one that has a physical dimension. This limitation is work of the limited understanding of human memory. Yet through her memory she imaginatively recreates a fictional Aboriginal past.Advertising We will write a custom essay sample on Memory in relation to Jordan, Mary Ellen’s â€Å"Balanda: My Year in Arnhem Land† specifically for you for only $16.05 $11/page Learn More Despite the fact that Jordan’s idea of memory in writing can be termed as an imaginative work that helps to reconstruct the past, it heavily relies on historical facts. As such Jordan memory draws a lot of inspiration from real life facts that happened in Arnhem Land. Therefore, Jordan’s writing memory is a reservoir of historical facts (Larson 2007, p. 35). It is a rich field within which lie innumerable artifacts, all of which have been stored there through memorization. As such her memory acts as a treasure house, rich in valuable historical artifacts. Such treasures can only be retrieved through a process of remembering. Jordan uses her memory to retrieve to the reader valuable factual information about the intricate Aboriginal-Balanda relationship, the aboriginal culture as well as the way of life and the various meanings of various symbols that do exist within the Aboriginal world. Through her memory the reader can be able to see the Aboriginal lifestyle as depicted through certain features such as their utilitarian houses. The reader is also able to see that the dilapidated nature of their life depicted by the waste and dirt spread all over in some places such as the school and the art centre (Jordan 2005, p, 8, 13 and 14). Jordan’s nar ration recollects her experiences of her life with the Aborigine in a span of just one year. As such she only recollects her memories about life in Arnhem Land from one strategic point; her own experiences are limited to a very short period of time. Larson (2007, p. 67) explains that when writers recollect small and minute bits of their past from one strategic location, they act like archeologists. This means for Jordan to tell her story she has to go, through memory, into her past and excavate as much detail as she can regarding her own experiences. Like an archeologist, Jordan exposes to the reader small bits of her recollection, one at a time, and tries to piece all them into a final and complete story. Jordan does this without laboring too much, yet maintaining her involvement in the whole process. She keeps the reader active by narrating in first person point of view, a style that asserts more claim to the assertion that she behaves like an archeologist. Within the book Balanda : My Year in Arnhem Land, the reader is able to identify two aspect of time: the present and the past (Larson 2007, p. 31). Within the book, the present exists now and the readers can be able to experience it. The present is depicted in the context in which Jordan narrates her story.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The past is depicted in the artifacts that Jordan exhumes and narrates: she narrates them in past tense. There is a missing link between these two aspects of time. There is no connection between the present and the past. However, the author tries to bring the past to bear on the present through memory. Thus, as Cixous (1997, p. 33) argues, memory makes the things past to become meaningful on the present time. Cixous (1997, p. 33) asserts that memory is the â€Å"present of the things past† as such the writer who relies on memory tries to make the past have meaning in the present circumstances. Since the writer cannot re-live the past in any other way, then memory becomes the only vehicle through which the writer goes back in time and recollects what happened there. Jordan makes her past experiences bear on the present by reciting to the reader her own past experiences of her life in Arnhem Land. The author remembers some useful facts about her experiences such as the aborigin al form of English, their form of lifestyle, the strained but tolerable relationship between the Balandas and the Aborigines and in her own words makes them relevant to the present time (2005). Jordan thus sees memory as a bridge between the past and the present, a bridge that not only makes the past known but adds meaning to it and makes it relevant to the present. Jordan goes to Arnhem Land willing to serve the aboriginal but at the end of it all, she discovered that their culture runs deep and is un-transformable. Instead of transforming the Aborigines, in her words, she explains that instead her cultures are transformed (2005, p. 3). Jordan narrates her cultural transformation experience through a recollection of memorable events. Through out the story the reader sees Jordan slowly change her attitude towards the aboriginal way of life. The changes are evident in so many memorable events such as when she visits the art centre. The place is strewn with dirt (the word dirt is init ially used in the novel to depict her un-approving attitudes about Aborigines, but is eventually dropped from her choice of words as the story progresses). Initially she used to notice the litter strewn all over but with time she becomes oblivious of it. This is a signification of the fact that she has involuntarily imbibed new attitudes, attitudes that made her ignore things she could not. So much is her transformation that at the end of the novel when she recollects feelings of the time she is about to leave for Melbourne, she claims that it had been a pleasurable experience living alongside another culture. She also recollects that as she was preparing to leave this land she had â€Å"packed her Maningrida life away† meaning that she had already adopted Maningrida’s way of life (Jordan 2005, p. 212). Larson (2007, p. 164, 165) explains that in this manner, memory is a depiction of a world that a person inherits. Through these memorable narrations, Jordan is able to narrate to us a world in which she had inherited: the art, the culture the language and the attitudes of the aboriginals. Jordan work is an exhibition of memory at work. This assertion is further enhanced by the fact that she confesses that she selectively chooses what to write. As such her story relies heavily on recall of her past experiences. Jordan uses memory effectively in combination with imagination to recreate her past experience in the land of Arnhem. Through this creative memory the reader is able to see her life as it was in Arnhem Land. That Jordan relies on memory does not mean that her work has lost any artistic appeal to the reader. On the contrary, it is within the use of this combination that her book gains the artistic appeal. So powerful, is the power of memory that she is able to recreate even the minute detail about her experiences. Even though the events of this story are a re-creation of the author, the power of memory is so powerful that through it the reade r can identify the subtle nuances on the meaning of life to the Aboriginal and the Balandas. Reference List Cixous, H. 1997. Rootprints: Memory and Life Writing. New York: Routledge, 33. Jordan, M. 2005. Balanda: My Year In Arnhem Land. Sydney: Allen Unwin, vii – 212. Larson, T. 2007. The memoir and the memoirist: Reading and writing personal narrative. Athens, OH: Swallow Press, 35 – 167.

On the Idle Hill and The Drum Essays

On the Idle Hill and The Drum Essays On the Idle Hill and The Drum Paper On the Idle Hill and The Drum Paper Essay Topic: A. E. Housman Poems Poetry War, in any shape or form, affects people in many different ways. Many people choose to express their feelings and experiences of war in poems. The two poems I have chosen all have different moods, structures and rhythms but their meaning is all the same- war is ruthless, terrifying and pointless. The poem On the Idle Hill is by A. E. Housman (1859-1936). Housman wrote the poem in 1896 and he was not writing about any particular war but just the horror of battle in general. Housman never partook in any war but heard about the terror of it from other peoples experiences. The first verse portrays a peaceful, happy and a warm scene. Words such as summer, sleepy and streams emphasises this. However, the steady drummer cuts through this peaceful atmosphere. It is the sound of the army coming, looking for new recruits to go to war with them. The first stanza seems to be about the drum and how it calls people to war and tears them away from their homes. The line; Drumming like a noise in dreams. Makes the drum seem like a nightmare, something everyone dreads. In the second verse, the tone is lot sadder and darker. The phrases, Far and near and low and louder are suggesting war is everywhere, and can be seen in different levels all over the world. Probably one of the most striking and powerful lines in the poem, Dear to friends and food for powder is very shocking and adds a more personal theme to the poem, because the soldiers are now being seen as friends, fathers and real people instead of just toys in war. The powder is gunpowder so the poet is hinting at the fact that the men are just food for the war. The war is made to sound like a real living thing; this is a good example of personification. The final line of verse two, Soldiers marching, all to die. is depressing and it emphasises the pointlessness and horror of war. The rhyme in On the Idle Hill is a b a b and it keeps a slow, steady rhythm throughout the poem, giving a sad, melancholy tone to the poem. The form is which the writer has set out the poem, in four verses; it is effective because each one talks about a different aspect of war. This poem shows A. E. Housmans hatred of battle and how pointless and ruthless he thinks it is. War has obviously affected him deeply and we can see from his language throughout the poem that he feels very strongly about it. In both poems, they both use similar devices such as similes, metaphors and personification. They were both set in the Pre 1914, the effectiveness of both poems have a very big impact because of these quotations: Lovely lads and dead and rotten; for the Idle Hill and for the Drum its this: And burning towns, and ruined swains, both poems show the misery of war and it impacts the reader making them, feel more sorry for the people that went to war and the people will think war is not patriotic but its unpatriotic. The cultural and social background for Drum and Idle Hill are between wars.

Accommodating English Language Learners in the elementary classroom Essay - 1

Accommodating English Language Learners in the elementary classroom - Essay Example This would help comply with the Federal standard of No Child Left Behind by facilitating English Language Learners’ attainment of Annual Measurable Achievement Objectives (AMAO) (Whitsett & Hubbard, 2009). To accommodate English Language Learners in my elementary class, I would acquaint myself with their family backgrounds. This would help me understand some of the things that I should avoid in class in order not to come out as stereotypical thus fulfilling the federal standard of diversity in education. Additionally, I would accommodate English Language Learners in my elementary class by fostering rapport with their parents because they are crucial in the success of these learners. Fostering rapport and liaising with the parents of these learners would facilitate my compliance with Federal legal requirement that accords these parents the right to decline an English Language learner program. Finally, I would accommodate English Language Learners in my elementary class by giving them language acquisition tests that match their level. This would help me prepare them for the federal legal requirement that all learners, including English Language Learners, be subjected to an annual statew ide assessment (Whitsett & Hubbard,

Legal Counsel Exercise Assignment Example | Topics and Well Written Essays - 750 words

Legal Counsel Exercise - Assignment Example This he can do whether or not the organization, person or state can be linked to any specific terrorist incidents. He will justify his actions by arguing that, being the Commander-in-chief of the U.S armed force, the constitutions vets him with the authority to use military force in response to emergencies caused by unforeseen, sudden terrorist attacks on citizens, properties or the U.S territory. In certain circumstances, the U.S government transfers foreign detainees suspected of terrorism acts to foreign states where they believe international legal or foreign safeguards do not apply for detention, questioning and interrogation. If your soldiers are detained, they might be transferred to U.S detention facilities are outside the American sovereign authority. They will be interrogated using methods and tactics that are not acceptable according to both international and federal standards. This process I usually referred to as extraordinary rendition. Does the U.S public policy allow for such a practice? No! It does not, but it is still practiced in certain circumstances. Extraordinary rendition or rendition is deemed to be illegal. This is a view shared by the U.S President, Congress, Justice Department and the United Nations. If your soldiers are taken to Guantanamo Bay, Cuba, even if they are non-U.S citizens, the Supreme Court in 2004 ruled that, they have the right to challenge the U.S. government in regards to the state of their detention. This can be done within the U.S federal court system. Military tribunals or commissions are a form of military courts that are meant to try enemy forces during war times. They operate outside the scope of normal civil and criminal courts. Their judges are usually military officials who perform the roles of the jurors and are very different from court Martials. The United States have used military tribunal in the past during the reign of President Abraham Lincoln and Roosevelt. In 2001, President Bush tried to form milita ry tribunal to try army detainees from Afghanistan. His attempt was met with very stiff opposition. The Supreme Court declared that they did not conform to the standards of the Geneva Convention. Currently, the U.S government is not using military tribunals. The U.S government has for a longtime been spying on its citizens. ‘Operation Chaos’ established in 1967 is a perfect evidence of the U.S spying on its citizen. This operation was established to spy on American citizens who objected the Vietnam War. Agencies involved in spying activities include the CIA, NSA and the Pentagon. It is not only unlawful for the military to participate in domestic spying activities, but the whole activity by government agencies such as the NSA spying on the U.S citizens is unlawful. It is not lawful for you to attack the United States first even if you believe they are going to attack you. You must have viable reasons to warrant lawful attacks against the U.S. If you decide to proceed an d attack them on the basis of your belief that they are going to attack you, your actions will be deemed to be acts of terrorism. Therefore, I would advise that you reconsider and clearly revaluate your reasons for wanting to attack the U.S. The United States has a constitution. This is the supreme law of the United States of America and all persons are accountable under it. All the other laws are derived from the Constitution. Whenever