Analysis of ‘Creep’ by Radiohead Essay

* How does the use of simile contribute to the persona’s expression of alienation? (2 marks) The simile â€Å"just like an angel, you’re skin makes me cry† compares the object of the persona’s desire to an angel, an ethereal being, in order to convey how unreachable and unapproachable she seems to him, thus contributing to his expression of alienation. * What is the effect of the repetition of the word â€Å"perfect†?(2 marks) The repetition of the word â€Å"perfect† emphasises the importance of achieving perfection to the persona. * Is the use of obscenity effective? Why? Why not? (2 marks) I believe the use of obscenity in this song is effective as it conveys the frustration and anger the persona feels at not belonging as well as his jealousy towards those who do. (â€Å"You’re so f**ing special, I wish I was special†) * How would you describe the tone of this song? (2 marks) The tone in this song ranges from calm and quiet reflection in the verses to anger and frustration during the choruses. * How is contrast used in these lyrics? (2 marks) The lyrics in the songs opening contain very soft, gentle imagery of things like angels and floating feathers â€Å"in a beautiful world.† Contrast is then created through the use of obscenity and a change from poetic language into blunt speech (â€Å"What the hell am I doing here?†) This contrast heightens the impact the persona’s anger and frustration over not belonging has upon listeners, emphasising how strongly he has been emotionally affected by it.  [That contrast is much greater, by the way, when you listen to the scala & kolacny brothers choir sing it because they’re children and their voices are so angelic, contributing to the angelic imagery in the lyrics] * How is a sense of realism and verisimilitude created through these lyrics? (5 marks) The realism in this song is achieved through the use of obscenity and the frank tone to lines like â€Å"What the hell am I doing here?† A sense of verisimilitude is also established through the use of slang words such as â€Å"creep† and â€Å"weirdo† which contextualise the song as describing what could be seen as a typical aspect of the teenage experience. Realism = achieved through obscenity, straight-talking, conversational-style (2nd person pronoun?) Verisimilitude = Perhaps to the teen, this is such a typical thing feeling like a â€Å"creep† and a â€Å"weirdo† just because you don’t belong. How do these lyrics contribute to your understanding of the Area of Study â€Å"Belonging†? (10 marks) These lyrics reinforce my understanding of the need to belong as an essential aspect of human nature that stems, in part, from a belief that there is a benefit in belonging; that it brings with it privileges which cannot be found in isolation. They also highlight for me the irony in people wanting to belong in order to â€Å"be special,† as the persona puts it, when in fact it is not belonging that really makes someone stand out as an individual. The persona in this song wants to belong with a person he uses simile to describe as an â€Å"angel,† a symbol of perfection. The repetition of â€Å"perfect† in the lyrics of the song emphasises the importance of achieving perfection to the persona, because it will allow him to belong with this â€Å"angel.† The persona is even jealous of the angel for being so â€Å"perfect† and â€Å"special†, as conveyed through the tone of jealous anger created by the use of obscenity in the line, â€Å"You’re so f**ing special / I wish I was special.† The persona thinks that if he can be â€Å"perfect† like the angel then he too  will be special and privileged. The irony of the song is that it is clear to the reader that it is the persona, and not the angel, who is really special. The persona is â€Å"special,† or different from what is usual, because he does not belong. If he were to be â€Å"perfect† like the angel then he would be just another beautiful person â€Å"in a beautiful world.† In other words, he would become ordinary. To conclude, the lyrics of this song show me how essential the need to belong is in humans and how this stems from a belief that there is a privilege in belonging; that it makes you special. More importantly, however, the lyrics demonstrate that, ironically, it is actually through not belonging that we make ourselves stand out as unique individuals.

Chapter 4 Case Problem Hamilton County

To: County Newspaper From: Amber Vlaminck Date: October 5, 2012 Subject: Hamilton County Judges Introduction In this analytical Report we will be analyzing and evaluating the performance of judges of Hamilton County, based on the amount of cases that were appealed. We will be counting appealed cases as mistakes that have been committed by the judges. In this report, will we go through and determine which judges in the county are making too many mistakes. 1. The probability of a case in Hamilton County being appealed and reversed in Common Pleas Court .04462 Domestic Relations Court .00403292Municipal Court .005556867 2. The probability of a case being appealed for each judge Common Pleas Court JudgeProbability of case appealed * Fred Cartolano. 04511 * Thomas Crush . 03529 * Patrick Dinkelacker . 03497 * Timothy Hogan . 03071 * Robert Kraft . 04047 * William Mathews . 04019 * William Morrissey. 03991 * Norbert Nadel . 04427 * Arthur Ney Jr. .03883 * Richard Niehaus . 04085 * Thomas N urre. 04033 ? * John O'Connor?. 04344 * Robert Ruehlman. 04524 * ? J. Howard Sundermann . 06283 * Ann Marie Tracey?. 04043 * Ralph Winkler . 02848 Domestic Relations Court JudgeProbability of case appealedPenelope Cunningham. 002565 Patrick Dinkelacker. 003166 Deborah Gaines. 005455 Ronald Panioto. 002467 Municipal Court JudgeProbability of case appealed Mike Allen. 006993 ?Nadine Allen. 004352 Timothy Black . 005155 David Davis?. 005558 Leslie Isaiah Gaines. 006626 Karla Grady. 001142 Deidra Hair?. 001975 Dennis Helmick . 003671 Timothy Hogan . 005633 James Patrick Kenney . 002144 Joseph Luebbers . 005321 William Mallory . 004591 Melba Marsh. 004137 ?Beth Mattingly . 004376 Albert Mestemaker. 005628 Mark Painter?. 003126 Jack Rosen. 005263 ?Mark Schweikert. 006108 David Stockdale?. 004096 John A. West . The Probability of the Case being Reversed for each judge Common Pleas Court JudgeProbability of case reversed * Fred Cartolano . 003951 * Thomas Crush . 002966 * Patrick Dinkelacke r . 006359 * Timothy Hogan . 003582 * Robert Kraft . 002231 * William Mathews. 007951 * William Morrissey . 007256 * Norbert Nadel. 006759 * Arthur Ney Jr.. 004349 * Richard Niehaus. 004772 * Thomas Nurre. 002192 * ? John O'Connor. 004042 * ? Robert Ruehlman. 005616 * ? J. Howard Sundermann Jr. 010471 * . Ann Marie Tracey. 004139 * ? Ralph Winkler . 001942 Domestic Relations Court JudgeProbability of case reversedPenelope Cunningham. 000366 Patrick Dinkelacker. 000667 Deborah Gaines. 001023 Ronald Panioto. 000231 Municipal Court JudgeProbability of case reversed Mike Allen. 000651 ?Nadine Allen . 000768 Timothy Black. 000754 David Davis?. 000646 Leslie Isaiah Gaines. 002461 Karla Grady0 Deidra Hair? 0 Dennis Helmick . 000633 Timothy Hogan. 000867 James Patrick Kenney . 000357 Joseph Luebbers. 001703 William Mallory. 001087 Melba Marsh. 000852 ?Beth Mattingly. 000337 Albert Mestemaker. 001809 Mark Painter. 001341 ?Jack Rosen?. 001669 Mark Schweikert. 001111 David Stockdale. 000745 ?J ohn A. West. 000715 4.The probability of reversal given an appeal for each judge Common Pleas Court Probability of reversal given Judgean appeal Fred Cartolano| 0. 08759124| Thomas Crush| 0. 08403361| Patrick Dinkelacker| 0. 18181818| Timothy Hogan| 0. 11666667| Robert Kraft| 0. 05511811| William Mathews| 0. 19780221| William Morrissey| 0. 18181818| Norbert Nadel| 0. 15267176| Arthur Ney Jr. | 0. 11200000| Richard Niehaus| 0. 11678832| Thomas Nurre| 0. 04958678| John O'Connor| 0. 09302326| Robert Ruehlman| 0. 12413793| J. Howard Sundermann Jr. | 0. 16666667| Ann Marie Tracey| 0. 1023622| Ralph Winkler| 0. 06818182| | | | |

Pttls Roles and Responsibilites of an Fe Teacher

| 2012 | | Blackpool and the Fylde College Leigharna McKenzie | [an examination of the roles and responsibilities and boundaries of a contemporary subject specialist teacher. ] | Within this essay the author discusses the roles and responsibilities of a teacher within the context of the teaching cycle and makes reference to legislation and codes of conduct, internal and external points of referral and record keeping. |As a contemporary teacher in Academic Studies there are many roles and responsibilities to be considered, most can also be found across a range of teaching sectors. Gravells suggests teachers practice differing roles within a model referred to as the Teaching Cycle, which encompasses five stages; Identify Needs, Plan and Design, Deliver, Assess and Evaluate. Gravells also states one is not only a teacher but a coach, counsellor, trainer, and assessor amongst others encouraging and supporting learners where necessary. Associated article: Roles, Responsibilities and Boundaries of a TeacherSuch roles and responsibilities are shaped by legislation, organisational policies, and situation requirements, (Gravells, 2010). At the initial stage of Identifying Needs, the teacher acts as an assessor of their learners, either using information from assessments on learning styles such as the Honey and Mumford test, (1986), which can aid in choosing assessments and learning activities, or information gathered from initial interviews/applications to the course, i. e. what learners wish to achieve at the end of the course.The teacher is responsible for selecting and applying different initial assessment methods and using information from these to create an inclusive framework. As a boundary, learners may not want to disclose needs and the teacher must respect their right to refuse to divulge sensitive information. The Data Protection Act (1998) provides key principles such as only be using data for the specific p urposes for which it was collected and not be disclosing to other parties without the consent of the individual whom it is about to guide teachers in this area.Inclusivity may be addressed by adapting lessons to fitting activities to the learning styles of the learners i. e. in respect to the Honey and Mumford test, having group discussions and role-play included for active learners but also having time to think about how to apply learning in reality for pragmatic learners in the class. Other needs may be physical e. g. with a leaner that is differently abled. Guidance in this area is covered by much legislation, such as the Disability Discrimination Act (2005).Norse and Wilkinson state that this act means legally an organisation should not treat disabled students less favourably than their peers however the Disability Rights Commission (2006) suggest 52% of those covered by the act do not consider themselves disabled and do not want to receive unfavourable/special treatment. With r espect to disability a teacher should find out what can be done to make things easier for the person concerned but also be aware that everyone’s abilities are different and different people have developed differing strategies to help them cope with challenging situations.It may be wise to discuss with the learner themselves how they wish to be treated within the learning environment at this stage, (Norse and Wilkinson, 2008). Gravells reminds us that there are also internal points of referral for instance such as Senior Tutor Support and Guidance who can give advice from their experience and the organisation’s policies or a teacher may wish to ask the college’s Learning Support department to become involved should the learner wish for additional aid. In the event that a learner discloses sensitive information that cannot be referred to internally, (e. g. here is an incident of violence in the learners home life) external points of referral such as the National D omestic Violence Helpline are available, (Gravells, 2010). An inclusive framework is of upmost importance in ensuring that no learner is excluded from the learning process and forms a major part of the second stage of the second stage of the cycle, Planning and Design. Ashmore et al. propose that valuing diversity creates a learning environment which includes and respects difference. Inclusivity can be as simple as using gender neutral language in presentations and hand-outs or being lexible with work arrangements to allow for cultural and religious practices. Legislation such as the Equality Act (2006), which has 9 areas protected by law, (age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; and sexual orientation), requires one to eliminate unlawful discrimination and harassment as well as promote opportunity between men and women amongst promoting other areas of inclusivity, and can be used by all teachers a s a guide to promote equality, (Ashmore et al. 2010). With an inclusive plan one can move into the third stage of the cycle, Delivery. Here a teacher acts as a guide to learning, it is key not to spoon-feed learners information but use a variety of approaches to engage and enthuse learners to take responsibility for their progress. To give teachers guidance on conduct during delivery the Institute for Learning provide a Code of Professional Practice which was enforced April 2008; it outlines the behaviours expected in terms of Integrity, Respect, Care, Practice, Disclosure and Responsibility.This code protects not only the interest of the learners but defines professional behaviours expected of a teacher. In Delivery teachers have a boundary to overcome in that they are also responsible, along with the learners, for being safe within the classroom; this is a requirement legally due to the Health and Safety at Work Act (1974) which covers a wide range of subjects, from control of sub stances to working at height. Being safe in the classroom can be as simple as ensuring bags are kept under tables or arranging the classroom so that routes to fire exits remain unblocked.During the Delivery there should be also be differing forms of Assessment which itself forms the fourth stage of the learning cycle. Gould and Francis suggest at this stage it is key to ensure that progression is checked and that methods are fair linking to planned tasks. Assessment on the course forms an on-going record, which is important to look at how learners are grasping objectives and provides valuable feedback for both the learners and teacher.Monitoring student achievements, skills, abilities and progress through on-going assessment tracks their progress and giving feedback using these records can confirm that learning objectives have been met. Records can also assist in evaluating the teaching programme, and show if improvements or redesigning is necessary, (Gould and Francis, 2009). Redes ign can form a part of the final stage of the teaching cycle, Evaluation. Morrison states evaluation  is an essential part of the educational process, and suggests that it ensures teaching is meeting students' learning needs.Through this stage teachers are constantly learning their best practice and improving standards so that correct deficiencies can be acted on, that methods continue to improve, and that content is updated. Once Evaluation is complete then the teacher can start the cycle all over again, (Morrison, 2003). From this review it may be suggested a teachers role is never stagnant and always adapting. REFERENCES: Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and Diversity (2010) in Avis.J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse. D. , Wilkinson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: C ontinuum. Gould J. , Francis M. , Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A. (2010) Passing PTLLS Assessments, Exeter: Learning Matters. Morrsion J. (2003) â€Å"ABC of learning and teaching in medicine: Evaluation†, British Journal of Medicine, vol. 26, February, p. p. 385-387 BIBLIOGRAPHY: Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and Diversity (2010) in Avis. J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse. D. , Wilkinson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: Continuum. Gould J. , Francis M. , Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A.Passing PTLLS Assessments, (2010) 2nd Edition, London: Learning Matters. Gravells A. Preparing to Teach in the Lifelong Learning Sector, (2010) 5th Edition: London, Learning Matters Morrsion J. (2 003) â€Å"ABC of learning and teaching in medicine: Evaluation†, British Journal of Medicine, vol. 326, February, p. p. 385-387 Tummons, J. , Powell S. , Inclusive Practice in the Lifelong Learning Sector (2011): London: Learning Matters Wilson L. , Inclusive Practice in the Lifelong Learning Sector (2007): London: Thomson Learning EMEA

Central African Republic Essay Example | Topics and Well Written Essays - 1000 words

Central African Republic - Essay Example Reports from humanitarian organizations providing assistance to the multitudes of displaced and wounded natives reveal the prevalence of countless human rights violations perpetrated by the conflicting parties. Understanding the etiology of ethnic conflict in the Central African Republic entails analyzing possible factors that instigated upheaval between natives in the region (Bouchard). Ethnic violence in the region predates the recent December 2012 violent attacks beginning in one year after the current President Franà §ois Bozizà ©Ã¢â‚¬â„¢s ascent to power in 2003. Michel Djotodia, leader of the UFDR based in the Northeastern region of the country instigated the Bush War, which involved indiscriminate violent attacks against the central government and its allies. Fighting spanned three years and finally ended in April 2007 after the signing of a peace treaty between rebel forces and the central government in Birao. All involved parties agreed to honor terms stipulated in the tre aty and work towards reconciliation. These included integration of rebel fighters into the central government’s army, a legitimization of UFDR, and provision of amnesty for the rebels affiliated with the UFDR. Amendments to the treaty occurred in 2009 resulting in the formation of a unity government and the setting of precise dates for the preceding local and presidential elections. Initially, both parties honored the terms of the agreement until President Bozizà ©Ã¢â‚¬â„¢s re-election whereby, he returned to his inhumane treatment of the civilian population living in the country’s northern region. Torture, extra-judicial killings, and brutality against women and children propagated by the central government’s army became rampant in the northern region.

Career and Employibility Essay Example | Topics and Well Written Essays - 2250 words

Career and Employibility - Essay Example This degree will also furnish me with the skills that will enable me to function efficiently and optimally in the organizations I work in the future. The third year will be completed in June 2013 To solicit a job in some reputed and big firm like Microsoft, Apple, HSBC, Google, Toyota, etc. To be willing to be mobile while hunting for jobs and to be willing to work at places which do full justice to my aspirations and skills, either in the UK or in some other country. To draft a perfect and practical CV and covering letter by procuring the services of some good professional organization. To proactively look for job opportunities in prestigious companies located across the world. To prepare for the interviews by seeking help of my teachers and colleagues. To actively engage in online tests designed by the professionals affiliated to placement firms. I am quite confident that once I manage to come out with an engaging CV and covering letter and submit it to the selected companies, I wi ll definitely get calls for interviews and assessments. Besides, the pains I will take in drafting my CV and covering letters and the hard work I put in the preparation for my interviews and assessments, this will bolster my chances of ending up with a desirable job in a good concern. Also, the hard work I have already put in grasping the conceptual aspects of my course and in understanding their practical ramifications, I am sure I will be able to meet any professional responsibility that will be assigned to me. November 2012 till January 2014 To make out time for participating in the real time businesses being carried on by my family members in the UK, to try to acquire the organizational skills, which will strengthen my theoretical knowledge and to seek a firsthand experience as to how businesses operate To dedicate a minimal of 12-15 hours helping some family member engaged in a business in the UK. To so organize my schedule that it may not hamper my studies. To work hard for th e acquisition of organizational skills, to actively engage with the customers at least on weekends and also to study the strategies being pursued by the competitors so as to be able to understand how consumer choices and expectations have a direct influence on the way businesses operate. Once I acquire multiple skills through my degree and by practically engaging in family businesses, I am confident that this will not only hone my career possibilities, but will also enable me to graduate to running my own business in the near future. These efforts will hone the entrepreneurial skills lying dormant within me. This practical engagement in a family business will facilitate me with skills and abilities in varied aspects of the business world and will also help me thoroughly understand as to how capitalist economies and markets work. June 2013 Engaging experiences; The very process of seeking employment in a big company like Microsoft or Google will not only directly help my career prosp ects, but will also allow me to seek higher positions in comparatively upstart companies expected to do well in the times to come. First and foremost to seek a placement in a big and reputed firm to bolster my brand appeal

Short answer 3 Essay Example | Topics and Well Written Essays - 750 words

Short answer 3 - Essay Example One of the key elements of the union’s struggle was related to social movement unionism. Staley workers played an integral role in motivating the union members and other public to raise their voice against unlawfulness and the exploitation of rights of the workers. Members of the union worked on the strategy of reaching the community to create a grassroots support network in order to get the workers involved in the struggle. Staley workers not only organized their efforts to gather the required support for the movement but also made use of non-violent civil disobedience for the cause. The most effective part of the struggle was that the union members tried to motivate and gather people even without much involvement of an effective leadership. The Staley workers’ activism proved to be the greatest effort of the union activists in this regard as they successfully brought a lot of workers on a single platform. The union members effectively organized the movement by involving the Staley workers in the struggle which not only revealed social movement activism in their fight but also left a message for future generations that struggle is always the first step towards achievement of a common goal regardless of the result. In order to be effective, there should have been a proper support and communication with international UPIU in order to avoid the major pitfall. Secondly, they should not only have developed a result-oriented strategy but should also have listened to the advice of other larger unions in order to succeed in the struggle. If I would have been one of the union’s members, I would have made every effort to create awareness among the workers as well as local public regarding the basic aim of the movement. I would have educated them that the goal of the union is not to create disturbance or anarchy in the country; rather we want to fight for the protection of our basic labor rights. If AFL-CIO

Investment and Portfolio Analysis Essay Example | Topics and Well Written Essays - 2000 words - 1

Investment and Portfolio Analysis - Essay Example There was automotive gross cash at June 30, 2007 of $37.4 billion. Ford Motor Company sales and revenue over the last three years has fluctuated tremendously, 2005 was 176.8 billion, 160.1 billion and for the year of 2006 and 172.5 billion for 2007. The current return on investment is -10.4 as of 2007. ( White, 2007). Investment is the commitment of money or capital to purchase financial instruments or other assets in order to gain profitable returns in the form of interest, income, or appreciation of the value of the instrument. (Reilly & Brown). It relates to saving or deferring consumption. Investment is involved in many areas of the economy, such as business management and finance no matter for households, firms, or governments. An investment involves the choice by an individual or an organization such as a pension fund. After some analysis or thought, to place or lend money in a vehicle, instrument or asset, such as property, commodity, stock, bond, financial derivatives (e.g. futures or options), or the foreign asset denominated in foreign currency, that has certain level of risk and provides the possibility of generating returns over a period of time. Investment comes with the risk of the loss of the principal sum. (Myles, 2003) The investment that has not been thoroughly analyzed can be highly risky with respect to the investment owner because the possibility of losing money is not within the owners control. The difference between speculation and investment can be subtle. It depends on the investment owners mind whether the purpose is for lending the resource to someone else for economic purpose or not. Through Investment analysis, an investor is in a good position to understand the trend of performance and the likelihood of getting suitable returns at the end of the investment period. Investment analysis is important to any sound portfolio-management strategy. At most, times, investors find it difficult to carry out

Compare and Contrast US policy toward Cuba under George H.W. Bush and Research Proposal

Compare and Contrast US policy toward Cuba under George H.W. Bush and Bill Clinton - Research Proposal Example Currently, there exists no official diplomatic relationship between Cuba and the U.S; rather the countries have maintained an embargo that makes any business association between Cubans and U.S corporations illegal. Analysts argue that the conflict between the U.S and Cuba is as a result of the Americans imperialism ideology that is invading the freedom of Cubans. The U.S has maintained its military troops in Guantanamo Bay despite Cuba’s independence in 1992. This move has continued hindering the process of transformation in Cuba and the diplomatic relationship between the two nations is described as tense. The Cuban ambassadorial representation in the U.S in handled by Interest sections in Washington D.C while the U.S is represented politically by similar interest section in Havana. The U.S administration has continued with the Business embargo in both president Bill Clintons Administration as well as the President Bush’s governance. The relationship between the U.S and Cuba is major dominated by restrictions and conflicts. These include economic sanctions and traveling limitations between the two countries. The consequence of such sanctions is reduced interactions in terms of commerce, politics and civilian relationships between the two countries. The U.S government idea of embargo is to facilitate peaceful transformation of Cuban governance from political instability to democracy and an administration that respects human rights (Roy 2000, 123). The embargo dates back to the Eisenhower’s administration in the U.S, this is the time when Fidel Castro took power. The U.S was so much involved with war against communism (Cold War) and it banned shipment of arms to Cuban since at the time, Castro was leading a large rebel group (Perez 2003, 274). The whole of the U.S administration since then has been characterized by

Pentateuch Essay Example | Topics and Well Written Essays - 1000 words

Pentateuch - Essay Example This text is predominantly for a first-time-reader. The narrative has many surprises, authentic innovations and ironies. Take for example Turner’s comments about the first verse of Genesis. To quote the first verse, â€Å"In the beginning God created the heavens and the earth. Now the earth was formless and empty, darkness was over the surface of the deep, and the spirit of God was hovering over the waters.†(Genesis 1:1, 2, NIV) Turner responds to this revelation thus: â€Å"The first verse of Genesis not only reveals a lot about God, but also attacks the common ancient view about religion. In doing this, it sets the trend of the creation account as a whole, which takes every opportunity available to confound the conventional wisdom of its time.†(p.19) The thinking of the people impacted by the materialistic civilization, scientific advancement, industrial and internet revolution have put many of the original contents of the Genesis in dock. Voluminous literatures, a number of books have been published on Genesis, and many attempts have been made to probe its depths. The intellectuals, the mind-level scholars interact with biblical texts in novel ways, and this stand was unthinkable a generation ago. Many have the audacity to comment that Genesis reflects the viewpoints of the time to which it belonged. Turner is quick to counter such mind-level architects of the scriptures vehemently. He writes, â€Å"This is not the case. Genesis has always been out of step, not only with the prevailing views of its own time, but also with ours today. It was radical then. It is radical now.†(p.19) To put God in the weighing scale of intellectualism and treat His revelations like the oscillating pendulum, is the worst mistake committed by the present day scholars who make attempts to interpret Genesis. But it is possible for a discerning reader or critic,

Summariz Essay Example | Topics and Well Written Essays - 500 words

Summariz - Essay Example It is interesting how he is sure that he would be able to give back life to individuals who have died. The writer has been able to bring out the critique of Mary Shelley on science. Science can be good or bad depending on the aim of the science. For example, she describes science as being bad if it aims ate manipulating the forces of nature. The writer has been able to clearly describe a wolf as who is motivated by the taste of flesh. It is interesting that the color of the eyes of wolves is as a result their pupils fattening which in turn flashes back light from a lantern. This makes their eyes look reddish yellowish. The writer has been able to relate monster to what people fear or what is not acceptable in the society. For example, if homosexuality is related to monster, this brings out the monstrosity that has been built around homosexuality. It is interesting the way the writer has been able to present current issues in the Twilight series. In particular issues related to race where whiteness is associated with superiority and purity while non-white is seen as inferior. The most interesting part of this article is how the author defines uncanny. The author acknowledges that the word is not always used in a clear sense, and has come up with the characteristics of uncanny. These include those feelings and properties that make someone uncanny. Written by L. Andrew Cooper and Brandy Blake, this article has been able to clearly relate fairly tales and children’s story with real life situations. For example, the Toy Story where toys came to life. The most interesting thing in this article is the fact that unlike what most people assume to be the characteristics of serial killers as being loners, they are social people, which make it easy for them to blend in the society easily. The writers here have been able to distinguish between popular monsters from earlier and of the twentieth and

Things Fall Apart by Chinua Achebe Essay Example | Topics and Well Written Essays - 2250 words

Things Fall Apart by Chinua Achebe - Essay Example People live in huts known as obis which are built at the center of the compound. Polygamy is also accepted in this community; as one man can marry as many women as he likes because having multiple wives and children is considered to be a source of wealth or that one was rich. Men and women had different roles in the community; men were responsible for growing yams as it was the most important crop in the community while women grew the less important crops like cocoa- yams, beans, cassava e.t.c. The setting also enables us to follow and understand the Igbo way of life. The people of Umuofia have some significant ceremonies like the week of peace that was greatly observed by everyone, and nobody caused any trouble during the celebration as seen (Chinua Achebe, Things Fall Apart. Page 23) Okonkwo is fined for beating his wife during the festival. This was followed by the planting of yams then the new yam feast. Other celebrated activities also include dance, rites of passage and above all proverbs. The people of Umuofia loved their proverbs, and they never missed to us them in all occasions. They even have a proverb that says â€Å"words are the palm-oil with which word are eaten†. Religion is very valuable to the people of Umuofia as the egwugwu are deeply respected and are believed to keep the peace in the land and administer justice. A lot of people was talented in Arts e.g. Okonkwo’s father they were good in music and poetry, thing that according to Okonkwo w ere not manly, and he hated hearted Arts and those who did them. Everyone in the community had something to add to the progression of the community including women and children. Laziness was discouraged and rebuked as in many other African communities. A lot has changed since the time of the setting of this great book; for example, today in my community we do not celebrate agricultural patterns or dance among others. Polygamy is also not practiced in my community, unlike Umuofia. However, we have wedding, dance celebrations, and we also do farming as the main economic activity. The setting of a book is what builds it. It is through setting that we are able to discover the economic activities of the community, its social activities, culture, and location among other factors that build the body of the book. A rural setting is always attractive and very informative compared to other kinds of settings. Question 2 Achebe wrote the novel â€Å"Things Fall Apart† to educate people, and to combat demeaning stereotypes about Africa. However, he does not present the Igbo society as ideal. He criticizes some aspects of the community through his characters. Achebe seems to challenge some traditional beliefs and practices. For example, the killing of Ikemefuna, Okonkwo’s adopted son. He does this through the character Obierika (Okonkwo’s best friend) who refused to join the rest of the village men in the walk to the forest were the boy was to be killed by say that he has better things to do(Chinua Achebe, Things fall Apart, page 32). Obierika also told Okonkwo that his deeds would not please the earth because of the men’s actions. This turns out to be true later, although Okonkwo disagrees with him, but he is later faced with a great misfortune and is exiled from his home for seven years. This shows that Achebe does not agree with the murder of the young boy for he had committed no crime to be killed in that manner. Achebe

Reading habits Essay Example for Free

Reading habits Essay First of all I would say thank you to our Almighty God for giving me the wisdom and the knowledge in doing this project. To my very intelligent, kind, and very patient Instructor, the Area chairman of the Teacher Education Student, Dr Angelita S. Nagun for giving advices to make this successful. Of course to my supportive and loving Parents, â€Å"Mr Danilo C. Cabato Sr and Mrs Violeta M. Cabato who sacrificed and giving their efforts for me especially for financial things. And to my friends and classmates, cousins, Especially Mr Nesty Esteben, for helping me to do this project and giving me the words of wisdom and  encouragement, all of you thank you so much and God Bless.!! APPROVAL SHEET In Partial fulfillment of the requirements for the degree, Bachelor of Elementary Education, this research proposal entitled â€Å"LEVEL OF READING HABITS OF THE TEACHER EDUCATION STUDENTS OF PSU URDANETA† has been prepared and submitted by Philip Anthony M. Cabato who hereby recommended for oral examination. Angelita S. Nagun, Ph. D. Adviser Approved by the Committee on Oral Examination Angelita S. Nagun, Ph. D. Chairman Mariluz Segui , Ph. D Ofelia Imatong, MA. ED Member Member Accepted in partial fulfillment of the requirements for the degree of Bachelor of  Elementary Education. CRISTITA C. DULOS, Ph. D. Zenaida U Suyat, Ph. D. Area Chairman, College of Teacher Education Campus Executive Director LEVEL OF READING HABITS OF THE TEACHER EDUCATION STUDENTS OF PSU URDANETA CHAPTER 1 THE PROBLEM BACKGROUND OF THE STUDY Francis Bacon’s off quoted observation that â€Å"reading make the man full† was made almost five Centuries ago, but still rings true today in an age of wireless communication and computer technology. Educators have expounded on the significance of reading in enhancing individual development and Cultural awareness. Whether pursued us as a pastime or as a means of furthering one’ education,  for both reading keep us aware of what is going around us. It enforces us of what took place in the past affords us glimpses of what will happen in the future. The world of one who reads in necessarily wider than that of the other who does not. It is on the forgoing premise that the literate populace, especially the youths, are argued to devote more in readings broaden their mental horizon increase their awareness of the environment, and be abreast of the chances in modern society Reading is a very important issue which is not only about enjoyment but a necessity: basic tool of education (Makotsi, 2005). The impact of reading in people lives is extraordinary widespread. A reader can learn new skills, can become a more knowledgeable person of the whole world, and he can be stimulated to both thought and emotion. One should read books and other materials to acquire knowledge. If the reading habits is not inculcated among the student community, the school of knowledge will go in vain. The hour is come for the student community to rise up and read books. So it is found necessary to study about the reading habit to the student especially to the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN. The TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN are now having a problem as regards to their reading habit. As the researcher observed, many of the TEACHER EDUCATION STUDENTS OF PSU URDANETA, URDANETA CITY CAMPUS are reading only when they are told to do so and when examination or quizzes are coming. This study will conduct to help the students and encourage TEACHER EDUCATION STUDENTS OF PSU URDANETA, URDANETA CITY CAMPUS to determine the level of reading habits and to help them determine to themselves if they have good or poor reading habits. STATEMENTS OF THE PROBLEM. The study will seek to determine the Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015 Especially, this study will sought to answer the following questions. What is the Demographic Profile of TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015. a. Age b. Sex c. Parents Educational Attainment; and d. Family Income What is the Level of Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA, CITY PANGASINAN as measured by the Likert Scale questionnaire when group in terms of: a. Age b. Sex c. Parents Educational Attainment; and d. Family Income What is the Level Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN as measured of by Likert Scale when group as a whole? SIGNIFICANCE OF THE STUDY This study will be focusing on the Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN and deemed to benefit several factors. INSTRUCTORS. Teacher may be able to realize that they have the ability to motivate and encourage students to read. STUDENTS. The researcher will help the students know their level of Reading  Habits and for them to be aware to themselves if they have good and poor Reading Habits. PARENTS. Parents may be able to realize that they have a certain influence to make their children read and make it one of their Habits. RESEARCHER. The whole process of the research will serve as a training on how to become an effective and efficient teacher. SCOPE AND DELIMINATION OF THE STUDY The research study will conduct to the TEACHER EDUCATION STUDENTS OFPSU URDANETA CAMPUS , URDANETA CITY PANGASINAN during Second Semester of A. Y. 2014-2015. DEFENITION OF KEY TERMS The following terms are defined lexically and operationally to provide a  common understanding of terms in the study. READING. In this study, it is thee cognitive process of understanding a written linguistic method. It also means the action or practice of a person who reads. HABIT. In this study, it is a tendency or disposition to act in a particular way. It also means an established custom, usually practice. READING HABITS. Reading Habits refers to the behaviour which express likeness of reading of individual types of reading and tastes of reading. (Sangkeo, 1999) In this study, it is the creation of a strong desire to read that continues throughout the student’s life. LEVEL. It is a position on a real or imaginary scale of amount, quantity, extent or quality. As used in this study, it refers to the degree or standing of the TEACHER EDUCATION STUDENTS for their reading habits. CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents a brief discussion of relevant and selected literature and studies. This will give the researcher the needed insight and background for discussion and analysis of the finding in this study. It includes Literature and studies reviewed by the researcher which serves as guide and references for the paradigm of the study. RELATED LITERATURE Reading is important for students in general in order to cope with new knowledge in a changing world and technological age. The ability to red is the hearth of self- education and lifelong learning. Reading according to Fatimayin and Lawa(2010), connotes the ability to read well not only English Language and literature text, but also newspaper, magazines, journal, periodical, etc. Reading is a key to a wealth of experience that links people in a way unlimited by distance or time. It provides experience through which the individuals may expand his horizons, identify and develop his  interest while gaining a deeper insight of himself, his fellow human beings and the world generally. Potter (2011) opines that reading fire’s children’s imagination and encourage quick learning as well as widens, expand horizons, and help reader learn about dimes. He further argues that it encourages imagination, curiously and the ability to handle complex ideas. Reading plays a vital role in any worthwhile efforts to learn English. It is also a tool for learning other subjects and a yardstick for measuring academic progress. It is also a through reading that educational objectives can be accomplished. Above all, reading is related to other language skills. Bright and McGregor(1971:3) describe that it has the â€Å" core of the English Language Syllabus† by explaining that the language acquisition of the large extent on reading. It is a gateway to academic success, that is the reason on its importance cannot be overstated. Reading makes way for a better understanding of one’s experience and it can be exciting voyage to self-discover ( Panigrahi and Panda, 1996: Eyre, 2005). According to Deverajan and Gray, as cited in Panigrahi and Panda (1996)0, reading influences the extent and accuracy of information as well as the attitudes,  morals, belief, judgement and action of reading. According to William S. Grey, reading influences the extent and accuracy of information as well as the attitudes, moral beliefs, judgments and action of readers. Books are one of the best tools for training and upbringing. A good book always has a salutary effect on the mind of a reader. It will elevate spirit and thoughts. It will augment his store of knowledge. It is possible that the reading of book might have a deeper impact on the minds of the readers than the other sources of acquiring knowledge. Sometimes, reading brings about a revolutionary change in the outlook  of a person. Reading is the basic foundation on which academic skills of an individual are built, and that has been verified by various studies time and again. Frequent reading is related to the development of sophisticated language structures; higher levels of comprehension, improved word analysis skills, and fluency in significant amounts of voluntary reading are associated with greater interest and skill development (Irving, International Reading Association, 2000). According toChow Chou, 2000, â€Å"a moderate amount of reading will lead to substantial vocabulary gains†. Also in the subject of vocabulary, Parry (1991)  investigated how language learners acquire vocabulary. The subject in her study, whose vocabulary is limited, read very little. She concludes; â€Å"To establish a firm foundation for the vocabulary building to be done in academic courses, we should encourage our students to read as much as they can before they leave our classes† (Parry, 1991:649). RELATED STUDIES Reading habit refers to the behaviour which express the likeness of reading of individual types of reading and tastes of reading ( Sangkaeo 1999). It is a pattern withwhich an individual organizes his or her reading. Similarly, Shen(2000) identifies  reading habits, as how often, how much, and what student read. Researchers in the past decade have devoted efforts to examining learner’s reading habits( e. g. Mokhtari, and Sheorey, 1994). With their endeavours, these researchers have discovered that reading habits are associated with student’s gender, age, educational background, academic performance and professional growth. A good reading habit is necessary for a healthy intellectual growth and play’s a very crucial role in enabling a person to achieve practical efficiency. Furthermore, an individual interest are determine to a considerable extent by the amount he will  read and the intensity with which he will pursue his reading activity. By reading books, onegets confirmation or rejection of one’s own ideas, which makes one think more critically about right and wrong in a society. Reading provides people with a sense of values which enable them to gradually to develop the greatest of all virtues, that is the ability to understand rather than condemn. Books can also be very comforting, especially at times when one doubt’s one’s self and one’s belief. THEORETICAL FRAMEWORK Behaviourist psychology of the 1950’s influenced the Traditional Bottom-up  Approach to reading, which claimed learning was based upon â€Å"habit formation, brought about by the repeated association of a stimulus with a response† and language learning was characterized as a â€Å"response system that humans acquire through automatic conditioning processes,† where â€Å"some patterns of language are reinforced (rewarded) and others are not,† and â€Å"only those patterns reinforced by the community of language users will persist† (Omaggio 1993, 45-46). Behaviorism became the basis of the audio-lingual method, which sought to form second language â€Å"habits† through drilling, repetition, and error correction. The main method associated with the bottom-up approach to reading is known as phonics, which requires the learner to match letters with sounds in a defined sequence. According to this view, reading is a linear process by which readers decode a text word by word, linking the words into phrases and then sentences (Gray and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988: 25), the emphasis on behaviorism treated reading as a word-recognition response to the stimuli of the printed words, where â€Å"little attempt was made to explain what went on within the recesses of the mind that allowed the human to  make sense of the printed page†. In other words, textual comprehension involves adding the meanings of words to get the meanings of clauses (Anderson 1994). These lower level skills are connected to the visual stimulus, or print, and are consequently concerned with recognizing and recalling. Like the audio-lingual teaching method, phonics emphasizes on repetition and on drills using the sounds that make up words. Information is received and processed beginning with the smallest sound units, and proceeded to letter blends, words, phrases, and sentences. Thus, novice readers acquire a set of hierarchically  ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. Another theory closely related to top-down processing called schema theory also had a major impact on reading instruction. It describes in detail how the background knowledge of the learner interacts with the reading task and illustrates how a student’s knowledge and previous experience with the world is crucial to deciphering a text. The ability to use this schemata, or background knowledge, plays a fundamental role in one’s trial to comprehend a text. Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help a reader make sense of new experiences. Smith (1994: 14) calls schemes the â€Å"extensive representations of more general patterns or regularities that occur in our experience†. For instance one’s generic scheme of an airplane will allow him to make sense of airplane he has not previously filed with. This means that past experiences will be related to new experiences, which may include the knowledge of â€Å"objects, situations, and events as well as knowledge of procedures for retrieving,  organizing and interpreting information† (Kucer, 1987: 31). Anderson (1994: 469) presents research showing that recall of information in a text is affected by the reader’s schemata and explains that â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message†. Comprehension is the process of â€Å"activating or constructing a schema that provides a coherent explanation of objects and events mentioned in a discourse† (Anderson, 1994: 473). For Anderson and Pearson (1988: 38), comprehension is the interaction between old and new information. They emphasize: â€Å"To say that one has comprehended a text is to say that she has found a mental ‘home’ for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information†. Therefore, a learner’s schemata will restructure it to accommodate new information as that information is added to the system (Omaggio, 1993). According to Block (1992), there is now no more debate on â€Å"whether reading is a bottom-up, language-based process or a top-down, knowledge-based process. † It is also no more problematic to accept the influence of background knowledge on readers. Research has gone even further to define the control executed by readers on their trial to understand a text. This control is what Block has referred to as meta-cognition. In the context of reading, meta-cognition involves thinking about what one is doing while reading. Strategic readers do not only sample the text, make hypotheses, confirm or reject them, and make new hypotheses while reading. They also involve many activities along the process of reading, whose stages can be divided into three, i. e. before reading, while reading, and after reading. The activities the readers involve before reading are to identify the purpose of the  reading, identify the form or type of the text. In the second stage (while reading), they think about the general character and features of the form or type of the text— such as trying to locate a topic sentence and follow supporting details toward a conclusion, project the author’s purpose for writing the text, choose, scan, or read in detail, make continuous predictions about what will occur next based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages. Finally, in the last stage, they attempt to form a summary, conclude, or make inference of what was read. PARADIGM OF THE STUDY  This study shown in Figure 1 in the study next page shows the direction of the study. The Paradigm further shows the demographic profile of the Teacher Education Students. Such as age, sex, parents educational attainment, and family income also respondents with regards to their level of reading habits. Figure 1. Paradigm of the Study The Teacher Education Students Profile in Terms of: Age Sex Parent’s Educational Attainment Family income Level of Reading Habits of Teacher Education Students Age Sex Parent’s Educational Attainment Family Income Figure 1. A paradigm showing the demographic profile of the respondents in  terms of their age, sex, parents educational attainment and family income as well as the levels of reading habits of the respondents. Chapter III METHODOLOGY This chapter presents the research methodology. This contains the research design used, the subjects of the study, sample population, data-gathering instrument, datagathering procedures, and the statistical treatment of the data. Research Design The researcher made use of the Descriptive Survey Method. We will this method through giving our questionnaires to our respondents which are the Teacher-Education students in their most convenient time. The use of the method is to justify by the purpose of the researcher to gather information about the said topic. Respondents The respondents of the study were sixty (60) students. In every section of the Teacher-Education Department of Pangasinan State University from first year BEED and BSED to third year. A random sampling of students in every section was made. Table 1 Presents the distribution of Respondents Course/Section Number of Respondents BEED I 10 BEED II 10 BEED III 10 BSED I 10 BSED II 10 BSED III 10 Total number or Respondents 60 Ten (10) students from every section/course will be select. The chosen  respondents are cooperative and willing to answer the questionnaire. All the respondents in the study will answer the questionnaires in order to find and determine their level of reading habits. Sample Population The researchers will be using random sampling since we are only limited from first year to third year students. Random sampling is the selection of a random sample; each element of the population has an equal chance of being select. The researchers will select the students that belong to the desired course and year level. Data Gathering Instrument The main data-gathering instrument was the two (2) set of survey questionnaires. The first part is intended to gather Teacher – Education students’ background information and the next part is a five-point Likert-Scale Type questionnaire. The questionnaire consisting of items under reading habits that requires the students to rate themselves in terms of scale: 5 – I strongly disagree, 4 – I disagree, 3 – I partly agree, 2 – I agree, 1 – I strongly agree. The researchers made use of the five-point scale likert type test as the main data gathering instrument. The test is made up of 27 questions to be answered by the respondents. Each questions as well as its corresponding options will explain thoroughly. All the  options given are correct except that they differ on the degree on how the respondents answered the questions. Data Gathering Procedure The researchers will personally administer and retrieve the questionnaires to the respondents in the Teacher-Education Department. Assistance from their friends will seek in the administration and the retrieval of the questionnaires in other sections. Data from the questionnaires will be tally and tabulate for interpretation. Statistical Treatment of Data For the profile of the students of this research study, will tally and tabulate in the frequency (f) and percentage (p) table using the formula shown below. P= f/n (100%) Where, P = percentage equivalent f = frequency n = total number of respondents The mean use in describing the language acquisition will determined using the scale below: Mean Scale Rating Verbal Interpretation 4. 20 – 5. 00 Very High 3. 40 – 4. 19 High 2. 60 – 3. 39 Average 1. 80 – 2. 59 Low 1. 00 – 1. 79 Very Low To be able to answer the problem number 2, the Weighted Average Point (WAP) was employed to determine the reading habits level of the Teacher – Education students of the Pangasinan State University – Urdaneta Campus. The following formula used to compare for the Weighted Average Point (WAP). WAP = (f5x5) + (f4x4) + (f3x3) + (f2x2) + (f1x1) N Where: N = total number of respondents WAP = f5 = number of the responses who answered â€Å"I strongly disagree. † f4 = number of the response who answered â€Å"I disagree. † f3 = number of the response who answered â€Å"I partly agree. † f2 = number of the response who answered â€Å"I agree. † f1 = number of the response who answered â€Å"I strongly agree. † Pangasinan State University Urdaneta Campus Urdaneta City, Pangasinan March, 2014 Dear fellow Education Student in Pangasinan State University, May I request you to kindly fill up the attached questionnaire in connection  with my special problem entitled Level of Reading Habits of the Teacher-Education Students of Pangasinan State University year 2014-2015. This will fulfil the requirements for the completion of our subject Introduction to Research. Thank you very much for your kind and cooperation. Very sincerely yours, Philip Anthony M. Cabato BEED II Direction: Please supply the needed information by filling up the given blanks or checking your answer to the questions asked. Name: Sex: Age: Birthday: Course/Section: _____________________ Parents: Father: Mother: 1. Educational Attainment: a. Father: Elementary Secondary. Vocational College b. Mother: Elementary Secondary Vocational College 2. Occupation: a. Father: Manual Vocational Technical Professional *manual *vocational *technical *professional Laundering Dressmaker/ Tailor Technician Lawyer -Teacher Carpenter Beautician/ Barber Mechanic Doctor -Employee Baker Driver Electrician Nurse Housekeep Midwife Mason Dentist Janitor Engineer Farming Architect Labourer a. Mother: Manual Vocational Technical Professional *manual *vocational *technical *professional Laundering Dressmaker/ Tailor Technician Lawyer -Teacher. Carpenter Beautician/ Barber Mechanic Doctor -Employee Baker Driver Electrician Nurse Housekeep Midwife Mason Dentist Janitor Engineer Farming Architect Labourer 3. Family Income: a. Father: _____ Low (P7, 000 below) _____ Average (P8, 000-P10, 000) _____ High (P11, 000 above) b. Mother: _____ Low (P7,000 below) _____ Average (P8,000-P10,000) _____ High (P11,000 above) Self- Assessment Questionnaire for Reading Habits Directions: For each of the following statements, put a check mark on the appropriate column that corresponds to your answer. SCALE RATING 1 I strongly agree 2 I agree. 3 I partly agree 4 I disagree 5 I strongly disagree Statements 1 2 3 4 5 1. When I read books, I feel happy. 2. When I have to read something, I feel anxious. 3. Reading books helps a person learn a language. 4. I read only when I need to find some information. 5. I would rather see a play in a theatre than read the play in a book. 6. I enjoy reading things on the Internet. 7. I enjoyed reading at school. 8. I didn’t enjoy reading at school. 9. I have many books at home. 10. I don’t have much free time for reading. 11. Reading teaches me a lot about life and about people. 12. I get bored in my free time if I don’t have a book to read. 13. I learn more from TV than from reading books. 14. If you want to be well- educated, you must read books. 15. Reading books teaches you things that help you make decisions. 16. I would rather spend money on books than on clothes. 17. I read books only when my teacher tells me I should. 18. I think reading books will be helpful for me in my life. 19. I don’t think reading books will be helpful for me in my life. 20. When I don’t understand something I am reading, it makes me feel less confident about myself. 21. I want to be like my friends, and they don’t read. (If your friends like reading,   don’t answer this question. ) 22. I had a teacher or teachers who enjoyed reading and made me feel I would like to read. 23. My parents encourage/have always encouraged me to read. 24. I think books are too expensive for me to buy. 25. I have a quiet place where I can read undisturbed. 26. At University, I had a quiet place where I could read and study undisturbed. 27. I don’t think books will be important fifty years from now. Bibliography (http://balaibahasa. upi. edu/wp-content/uploads/2011/07/01_Noorizah-R eading_habit-edited. pdf ) (http://www. buzzle. com/articles/importance-of-reading. html).

Conflict Between Mole National Park And Larabanga Community Politics Essay

Conflict Between Mole National Park And Larabanga Community Politics Essay Historically, conservation strategies have been dominated by exclusive management approaches, reserving places for nature, and to separate humans and other species. According to Adams and McShane (1996) the method for establishing parks has always involved the expensive operation of removing those people living on the newly protected land. In almost all cases, the result is a park surrounded by people who were excluded from the planning of the area, do not understand its purpose, receive little or no benefit sharing and hence do not support its existence. As a result, local communities develop a lasting distrust of park authorities, in part because of the glaring lack of attention those authorities, supported by conservationists, have traditionally paid to the link between park ecology, the survival of wildlife and the livelihood of the displaced people. In the longer term the effect of the de-linkage of park wildlife from village livelihoods, encouraged by the preservationist views of nature on which the national park as an institution is founded, is to make local people hostile to wildlife conservation (Knight, 2000). In Ghana, the Mole National Park and one of its surrounding communities, Larabanga, have for a long time being involved in a series of conflicts that have negatively affected the peaceful co-existence of man and nature. This paper explores the causes of the conflict and the values, interests and positions of the key stakeholders involved in the conflict. An analysis of the conflict using the social conflict theory and various techniques in conflict management is also employed. The authors also present a new view of the conflict and present alternative dispute resolution methods that are applicable in resolving the conflict. Inclusive governance as a key participatory process is also discussed in the paper. Key words: Environmental Conflict, Alternative Dispute Resolution, Inclusive Governance, Protected Area, Stakeholders Introduction National parks and other wildlife reserves are a major source wildlife conservation conflicts in most parts of the world. In Ghana, wildlife conservation conflicts are prevailing in the north of the country between the park authorities of the Mole National Park (NP) and the park-adjacent communities especially Larabanga (Marseille, 2004). Mole NP is a typical example of coercive conservation or exclusive management, during its creation a policy of externally enforced exclusion was pursued and no serious attempts were made to involve the local communities in the management of the park (Marseille, 2004). The control of Mole NP is vested in central government by means of the Ghanaian Wildlife Division [WD]. Throughout the years the WD and the communities have been engaging in a poor relationship which created a breeding chamber for different conflict situations (Marfo, 2003). Marfo (2003) however states that recently there has been a shift from the traditional preservation approach in p rotected area management to the more flexible concept of conservation through sustainable use. Despite a range of protected area [PA] outreach strategies targeted at improving the relationship with the local communities and reducing the conflicts tension still exists. The lack of communication and the tension between local people and park staff is a common theme from different parks (Newmark et al 1993 in Bergin 2001). The WD holds the view that local communities have done little to change their negative perceptions about the activities of the Park. Particularly the communities surrounding the Mole NP are notorious in violating park boundaries and regulations. Among the local communities both suspicion and mistrust for wildlife staff and bitterness over the process by which the Park was created is prevailing. Hulme and Infield (2001) found that the community attitudes towards protected areas is influenced by the nature of community use of park resources, the physical proximity to the park, influencing both problems caused by wild animals and negative interactions with game officials, and the history of both positive and negative interactions with park staff. Problem statement Though the Mole NP authorities have made efforts to reduce local conflicts there appears to have been little concerted effort to apply the principles of conflict management to protected area-people relationships (Hough, 1988). It is almost universally evident that the question of power and how it plays itself in specific conflict setting is an important dimension to the conflict management problem. The crucial role of power in natural resource conflict management has driven the debate in search for its dynamics and how to deal with it in policy and practice. Conflict is a complex phenomenon, with the possibility of involving several actors. However, at a superficial level there are only two actors involved in wildlife conservation conflict, namely the local national park administration and the local communities (Hough, 1988). Within natural resource management one major reoccurring issue relates to the question of how to control and manage natural resources on an official level while simultaneously taking into account the needs of the local population (Caspary, 1999). The emerging challenge is to encourage a scientific and policy rethinking of wildlife conservation conflict management intervention processes, guiding wildlife conservation conflict towards constructive rather than destructive results favors both the communities living on the fringes of the Mole NP as well as the park management. 1.3 Aim of the study The aim of the study is formulated as follows: To explore conflict management strategies in wildlife conservation conflict using Mole National Park and the Larabanga Community in Ghana as a case with a view to making appropriate recommendations for wildlife conservation conflict management Objectives In order to achieve this aim, the following specific objectives are formulated: To identify the background and basics of the conflict To explore the positions, interests and values of the key actors and the strategic action exercised during the conflict To examine the linkages of the conflict to the foundations and theories of conflict and conflict management By identify conflict management approaches that are currently being used to address the conflict To propose alternative conflict management and participatory approaches that could be used Research questions What is the basis of the conflict? Why? Which actors are involved in the conflict? Why? What conflict management approaches are being used or could be used Which concept(s) of inclusive governance, which theories of democracy, is Is the governance process participatory and which theory of democracy is it built on? The analysis of this case study will focus clearly on conflict management techniques and interventionist strategies. A third party intervention strategy will focus on understanding the strategies different actors use to empower themselves during conflict and providing alternative ways of resolving the conflict towards a constructive end. Mole National Park The Ghanaian Wildlife Division is responsible for 15 integrated protected areas covering a total area of 13,489 sq. km under which Mole National Park, see map of Mole NP in figure 1. Mole NP is one of the six national parks in Ghana and one of the three established in the interior savannah. Fig. 1: Map of Ghana showing Mole NP and LarabangaThe IUCN defines a National Park as a protected area managed mainly for ecosystem protection and recreation. Mole NP is a category II park by IUCN classification of protected areas (IUCN, 2010). A National Park is a national asset and as such remains under the jurisdiction of a central authority personified by the WD (Symonds and Hurst, 1998). The Mole NP Protected Area in Ghana and it is considered to be the most prestigious in terms of its attraction to visitors facilities for visitors (IUCN, 2010). The protected areas system in Ghana is designed to conserve key representative areas of Ghanas varied wildlife habitat (Symonds and Hurst, 1998). ontextMole National Park (4840 km2) is found in the western half of the Northern Region in the Guinea grassland zone (see figure 1). Mole is named after the river Mole which runs through the conserved area. In the 1930s about 2330 km of Mole was initially designated a Game clearance area for purposes of tsetse control. The policy of game clearance was abandoned and in 1958 an area of 1,916 sq. km. was officially constituted as the Mole Game Reserve and placed under the Forestry Department (FC, 2010) In 1971, the reserve was almost doubled in size (4912 km) and gazetted a National park under legislative instrument 710 of the wildlife reserves regulations. In 1992, with the removal of another village in the North west the park (Gbantariga), Mole NP was subsequently extended to the present 4840 km (Marseille, 2004). The park is very popular with tourists visiting northern Ghana, 93 mammals, 33 reptiles, 9 amphibians and 304 bird species have been recorded at Mole. The dominant faunal species are elephant (Loxodonta africana cyclotis), buffalo (Syncerus caffer), waterbuck (Kobus defassa), roan antelope (Hippotragus equnus), kob antelope (Kobus kob), bushbuck (Tragelaphus scriptus), warthog (Phacochoerus aethipicus), green monkey (Cercopithecus aethiops), patas monkey (Erythrocebus patas) and olive baboon (Papio anubis) (FC, 2010). Larabanga community Approximately 4 kilometres from the entrance gate of Mole NP lies the village of Larabanga, or Home of the Arabs as its name signifies. The Larabanga community is a 100% Muslim which has being in existence since the 15th century and originally a hunting tribe (Marseille, 2004). Larabanga is poor rural community whose main source of livelihood is farming closely followed in importance by hunting and fishing. Basic social amenities and infrastructure are critically lacking in the community (UNDP, 2007). Larabanga has a population size of about 3800 people, most community members are engaged in farming subsistence crops such as yam, maize, guinea corn and cassava (UNDP, 2007). The farm lands surround the village in all directions and are communally owned with most farmers practicing shifting cultivation. The ancient mosque of Larabanga is of Sudanese architectural style and is recognized officially as a World Heritage Site. A few retailers in the village also generate some profit by selling provisions to visiting tourists. In Larabanga 99% of the community is illiterate, the same situation counts for all other fringed communities (Marseille, 2004). Causes of the Conflict Knight (2002) describes human-wildlife conflict as relations of rivalry or antagonism between human beings and wild animals which typically arise from territorial proximity and involve reliance on the same resources or a threat to human well-being or safety. It is proposed there are two dimensions of human-wildlife conflicts: political and social. Political An increasingly important factor in the political determination of wildlife conservation conflict is the role of the established political actor, the state. Many wildlife conservation conflicts are informed by people-state conflict. When wild animals become the object of official protection measures whether in the name of game management or wildlife conservation, local victims of wildlife damage may well attribute blame to and seek political redress from, state authorities (Knight, 2000). In this case study wildlife conservation conflict is defined as follows: a situation where an actor experiences the action of other actors in the use and management of wildlife resources as an impairment to their interest in those wildlife resources The state through the Wildlife Department (WD) has adopted a preservationist approach in managing the Mole NP (Jachmann, 2008). This has resulted in the alienation of local communities and has excluded opportunities for participatory rural development activities and the sustainable use of the reserves resources, thus generating antagonism resulting in conflicts between local communities and wildlife/forestry officers (Marseille, 2008). One of the key obstacles to establishing key processes for the effective management of national park-people conflict identified by Hough (1988) is the large difference in power between government-backed parks and local people in rural areas. Central government has the weight of the legal and enforcement mechanisms of the nation state. The key infraction during the creation of the park was the compulsory acquisition of land without due compensation being paid to the evicted communities. The state has also being accused of using its power to expand the park several times without the consent of the local communities (Bosu, 2010). The local communities however are relatively powerless, the villagers try to get something back by poaching park animals or by collecting inside the park and thereby restore some degree of balance in the village-park relationship. According to Hough (1988) this difference in power is the root cause of the conflict in that the desires of central government were initially forced on the relatively powerless resident populations. Social The conflict is manifested through three major social conflict bases; issues of illegal hunting, crop damage and land access into Mole NP (Marseille, 2004). Source: Marseille, 2004 Illegal hunting Illegal hunting can be defined as the unauthorised harvesting of any wildlife species for either subsistence or commercial purposes (FC, 1994). Regulation 2 of the wildlife reserves regulations of 1971 (L.I. 710) prohibit any person at any time to hunt, capture or destroy any animal or collect or destroy any plant within the reserve (FC, 2010). Group hunting, a group of two or more individuals hunting together, is with or without a license prohibited. Nearly all hunters surrounding the park however do not carry valid licenses and hunt mainly inside the park (Marseille, 2010).Once hunters and patrolling scouts clash with each other conflict is initiated, this practically means that causing arrest is similar to causing conflict Crop damage Crop damage occurs when animals cross the boundaries and move into the farm fields to feed on the cultivated crops like maize, millet, cassava, yam, guinea corn and ground nuts. The most troublesome animals are elephants, baboons, green monkeys and red monkeys. The WD is seriously concerned about crop damage and problem animals but does not have financial resources available to grant compensation for lost crops (Wildlife Division, 2001). The current legislation does not provide sufficient incentive for farmers to care and protect wildlife on their properties. The result is that wildlife for most farmers is considered a pest that in many cases is directly competing with their agricultural activities (Wildlife Division, 2001). The farmers feel the WD should take responsibility of their animals to reduce the amount of damage. The WD has the opinion that the farmers are exaggerating the actual amount and frequency of damage, farmers are using crop damage only to create resentment (Wildlife Division, 2001). Resource access The wildlife reserves regulations of 1971 (L.I. 710) states that no person at any time can enter a reserve except with the consent of the Senior Wildlife Officer. It is thus illegal to enter Mole NP without official permission. The denial of land access is the third identified social conflict base, meaning that the villagers are not allowed to enter the reserves, also for purposes other than hunting such as fetching water, collecting fire wood and NTFPs as well as visiting sacred groves (Marseille, 2004). The sacred stream case for example is a conflict relating to the issue of land access. Villagers are not permitted access to the stream creating disagreement which is primarily values and interest-based. The villagers value the stream based on its traditional and spiritual importance whereas the WD values the stream for its biological and ecological features. The villagers also have a different interest in the stream, they would like to use the stream for both swimming and fishing purposes as well as the fetching of water. The interest of the WD in the stream is linked to conservation purposes (Marseille, 2004). Also, more indirectly the conflict is history-based, culture-based due to the way the park was created and the influence of government institutions. The situational circumstances that surround the initial conflict setting determine the actual conflict base. The identified conflict bases are the surfacing fundamentals of the wildlife conservation conflict in general, however, these conflict bases have by no means static characteristics. As the conflict evolves the initial conflict base might develop into another conflict base. Conflict bases are also interrelated with each other. Ghana ´s Wildlife laws Ghana ´s wildlife policy states that although the Government cannot be liable for damage caused by wildlife, it will take reasonable measures to protect people, crops and property against wild animal damage. The 11th and 12th item of the Policy states that the conservation of wildlife within Parks and Reserves will over-ride all other interests in them (FC, 2010). No use of Parks and Reserves that will conflict materially with wildlife conservation will be allowed. It presents specific principles on rights of local access to basic natural resources, local democracy, participatory management and protection of forest and wildlife resources (Kotey et al, 1999). The policy entrenches a biocentric approach to wildlife conservation which is reflected in exclusive management and thus denies human access to resources because degradation of biodiversity has been verified (Caspary, 1999) Stakeholder analysis The stakeholders, generally referring to all the people who affect and/or are affected in the conflict situation, are hereby classified into these three broad groups namely; government, local community and third party. By analyzing using the conflict onion, the positions, interests, needs and fears/hopes of these stakeholder groups were identified and presented in the table 1 below. Table 1: Stakeholder classification using the conflict onion Elements of conflict Stakeholder Government Local Community Third party Position In favour of the national park Against the national park In favour of the national park Interest Biodiversity conservation Exertion of authority Access to resource Protection of heritage Resource conservation Social justice need Income (tourism) International convention Subsistence Employment Cultural values Sustainable resource management Political success Fear/hope Biodiversity loss Loss of land and cultural heritage funding The government being in favour of the creation and maintenance of the national park could be considered as the proponent in contrast with the local community as opponents in this conflict situation. The third party could be regarded as social based group which is also in favour of the national park in terms of position in the conflict. There are varying interests from the stakeholder groups with only resource conservation overlapping between the government and the third party as opposed to resource access by community. However, while the governments interest is to show that it holds the final authority over all forest and natural resources, the local community is also interested in preserving the heritage their ancestors had handed over to them from generation to generation and the third party is also interested in social justice for the local community. Power structure of stakeholders The government represents all agencies in favour of the national park comprising the Ministry of Land and Natural Resources (MLNR), Forestry Commission (FC), Wildlife Division (WD). These are state agencies are mandated by law to manage the forest and wildlife resources for the common good of all Ghanaians. With the decentralized system of governance, the Ministry of Local Government (MLG) and the District Assembly (DA) form an allied group that supports the government in its decision. Though the MLG and the DA have the mandate to see to the sustainable development of the district, with respect to forest and wildlife resources the MLNR and the FC wield more power in this conflict situation. Hence, the DA is seen to be indifferent in this situation. The local community comprises farmers, hunters, youth group, women group and community-based organizations. These are mostly individuals and informal community associations which are easily alienated from any formal decision making processes. The third party in this conflict case is the Netherlands Development Cooperation (SNV) and other local and international non-governmental organizations such as Plan Ghana. These are considered to be social based group which operate as watch dog to ensure social justice. They serve as intermediary between the government and the local community. The power relation is depicted in the figure 1 below. Figure 3: Relationship between key stakeholders in the conflict Conflict Theory The power relation between the stakeholders is asymmetrical and could be analysed with the social conflict theory. This theory argues that in any conflict situation where power is unevenly distributed, the stakeholder group with more power exploits those with less power (Bartos and Wehr, 2002). This is the case where the government by executive instrument forcefully evicted the inhabitants during the creation of the national park without adequate compensation and resettlement plan. Type of conflict The conflict is basically over the forest and wildlife resource. The land and the wildlife resources served as the source of livelihood to the local community. The denial of access and use right to the park signifies the removal of the local communitys source of livelihood and threat to their lives. The use of arms to guard the borders of the park and ward off entry by local community members has resulted in the conflict taking on a relational dimension. Hatred and unfriendly relation between local community and staff of the park is a key factor in the conflict. Moreover, the conflict encompasses different form and nature of incompatibility. These interconnected elements culminate in the complexity of the conflict. The different bases of incompatibility (Wehr, 1979 in Walker and Daniels, 1997)), see table 2, are all to a varying degree included within the different conflict bases. Table 2: examples of incompatibility in the conflict Nature of incompatibility: Example: Fact-based The actual amount of crop damage reported by farmers Value-based The elephant :a farm pest or a valuable species Interest-based The presence of fertile arable land within the park Person-based Suspicion and mistrust among villagers about the wildlife staff History-based The way the park was created; exclusive management Culture-based Traditional linkages with sacred places within the park It could be seen that this case of a resource conflict is multifaceted and all these elements presented in table 2 above must be addressed and an acceptable agreement achieved through a participatory decision making process. The conflict phases Using the conflict escalation model, the conflict has been a long standing one with multiple phases. The resource area was first created as a wildlife reserve in 1958 and later re-designated at a national park in 1971 (FC, 2010). The period between 1958 and 1971 could be considered as the pre-conflict phase because during this period the local community started to sense the threats to its very existence. Though during this period the local community members could have access into the reserve and some communities were actually sited in the reserve, they were not allowed to engage in any commercial activity from the resources they have customary rights over (Marseille, 2010). However in 1971 when the reserve was re-designated as a national park, all the local communities within the area were forcefully evicted by the use of state security apparatus and that led to the first eruption of conflict (Marseille, 2004 ). Prior notices had been given to the local communities to evacuate from the area where they lived to outside the borders of the national park without any resettlement plan by the government for the local communities. Hence, the community readied itself to engage in open confrontation and the government knowing this also deployed the military to maintain order. The violence continued because the local communities were not ready to give up the historical heritage but with the heavy presence of military forces the violence finally calmed down (Marseille, 2004). After the eruption of the first conflict, no efforts were made to address the concerns of the local communities but between 1971 and 1992 the conflict became latent largely due to the military political regime. However, from 1992 when Ghana became a multi-party democratic state the local communities started to mobilize themselves for an action to attract attention to their plight. In 2004, an invasion of local community farmlands by wild animals, particularly elephants, triggered a massive community protest with attack on the national park through killing of animals and bushfires (Marseille, 2004). This represents the second eruption of conflict and being a democratic society, a peaceful solution was sought to resolve the conflict this time. This brought in the third party group in 2005 to address the conflict situation. Hence, the conflict is in its second post-conflict phase till date. The figure 2 below gives a representation of the stages of the conflict. Fig.4: Phases of the conflict between Larabanga and Mole NP Previous conflict resolution approaches The first formal process of conflict resolution started in 2005 with the coming in of the Netherlands Development Organization (SNV) as a third party to bring the opposing sides together to find a peaceful agreement between them. Two alternative dispute resolution (ADR) approaches were employed; namely facilitation and mediation. The facilitation process sought to deal with the strong emotions and to prepare the two sides to engage in a formal process of dialogue towards finding a common solution to the conflict. This was followed by a mediation process where the opposing sides presented their cases to the neutral mediator. In the end, the mediation process saw to the shifting of the position of the local community from opposing the existence of the national park to a new position of acceptance for the common good of the whole country (Marseille, 2004). Consequently, a agreement was successfully negotiated with the local community demanding adequate compensation, proper resettlement plan and participation in the management of the national park. (Mason and Danso, 1995) Challenges of the conflict resolution process It is indisputable that the facilitation and mediation processes employed by SNV were successful in dealing with the strong emotions and bringing these opposing sides to sit down to dialogue. Also, a peaceful agreement was reached with some level of satisfaction by both sides at the end of the negotiation (Marseille, 2004). However, the implementation of the outcomes and the action plan of the mediation process were faced with some challenges that were overlooked during the negotiation process. Stakeholder representation: from the stakeholder analysis above it could be realized that not all stakeholders were represented at the negotiation process. Typically, only the leaders of the community and the park managers were brought at the table. Hence the issue of legitimization became a limiting factor to the implementation of the outcome of the process. The park managers do not have the constitutional mandate to pay compensation and to meet the other demands of the local community. It is not clear the strategic behaviour of the MLNR, which have the ultimate authority to implement the outcomes, to stay out of the negotiation process. The legitimacy of the outcome was questioned since the creation of the national park was by executive instrument and the conflict transcends the domain of the local community and the park management team to the bigger domain of national politics. Non-binding agreement: the non-binding agreement was not appropriate for the conflict resolution process since the outcome required more of a legislative or executive instrument to implement. Again, because the agreement is non-binding, with every change of government the new administration tends not to continue with any programme of the previous government if it is not legally binding. It must be emphasized that when a new government comes to power, certain positions in the state organizations, mostly the Ministers, Chief Executives and directors, are replaced by new ones for political reasons. A new view of the problem A theoretical approach to the conflict Conflict may involve various kinds of issues: substantive, procedural and relationship. Substantive issues refers to interests that relate to tangible (observable, definable, measurable) products such as availability of firewood, protection of crop-raiding animals or stopping illegal hunting activities (Walker and Daniels, 1997). Procedural issues include a groups need to be included in decision-making, to have their opinions heard and to be respected as a social entity (Borrini-Feyerabend et al, 2000). Conflict management involves making progress on these three fundamental dimensions of a conflict situation. Any conflict situation includes substantive, procedural and relationship dimensions (the type of conflict) and a conflict situation is initially addressed through any of the three dimensions. Natural resource policy conflicts are complex; they arise within some context which typically is defined by a complex array of factors, such as numerous parties, multiple issues, deeply held values, cultural differences, scientific and technical uncertainty and legal and jurisdictional constraints (Walker and Daniels, 1997). It has been contended that natural resource conflicts are inevitable and unavoidable but also desirable to the extent that it can lead to negotiated, innovative agreements among stakeholders (Daniels and Walker, 1997). While conflicts over resource use are never favourable, when they do occur they can be used to demonstrate the need for a conflict management approach. According to Walker and Daniels (1997) well-managed natural resource conflicts can lead to better decisions, improve social cohesion, stimulate innovation and increase morale. Complex conflict situations may never be resolved, so that an agreement is reached that puts an end to those incompatibilities that caused the conflict. Whatever the conflict situation and how it is characterized, co

Philosophy :: essays research papers

My Philosophy 02150 I often sit and wonder is there a greater being that created all that is around us? I always find myself with the same conclusion there must be. Everyone was created for a purpose even if that is to be a shoulder to cry on or an ear to listen, that might make a difference in their life. Everyone has their place and who they are in the world. Everyone should have the freedom to not be judged and the freedom to express their individuality. Love should be expressed more between people, a simple smile is a sign of love for another. Love can't be defined but only felt. Be grateful for the gifts God has given you, you don't understand what they meant to you until they are gone. Relationships with others good and bad; build character. Don't worry about the small things as much focus on the larger and the future. We feel emotion it is a great gift given to us, emotion are the basis of life, all our thoughts are surrounded by emotion. Emotions can't be defined they are to complex to understand and try to explain; a child could say they are sad when a parent dies while another child could say they are sad when a parent hits them; is this the same emotion? the eyes are a window to the soul. They give us a sense of emotion that is being felt, looking deep Into someone's eyes can create many complex feelings. Communication is the most important aspect within a relationship it help to express feelings, thoughts, dreams and it takes a good listeners to carry a conversation. The best thing you can do for someone is love them. Nature cleanses the soul a cool rain or just string at the stars on a clear night can do wonders for the soul. If it's to be it's up to me. Life is full of excitement it's a matter of waking up to discover it. It's a good quality to be a dreamer and always imagine what or how things could be different. A bigger problem then world hunger or war is how we treat each others not everyone is treated equal or with respect. This is what we have to start worrying about before the larger issues. Life's stories and experiences make us who we are.

Essay on Loss of Faith in Hawthornes Young Goodman Brown

Young Goodman Brown: Loss of Faith Faith can be defined, as a firm belief in something for which there is no proof. "Young Goodman Brown" is about a man who leaves his wife, Faith, at home alone for a night while he takes a walk down the road of temptation with the devil. Along the road he sees many people that he would never expect to see on this road, his wife included. He returns to his life in Salem a changed man. In "Young Goodman Brown" Nathaniel Hawthorne uses symbolism and characterization to imply that when individuals lose their faith in the goodness of mankind, they may begin to imagine that their peers have yielded to temptation. Hawthorne uses symbolism to imply that when individuals lose their faith in the goodness of mankind, they may begin to imagine that their peers have yielded to temptation. The character of Faith is Goodman Brown's spouse, but she is also a symbol of his faith in mankind. Brown's relationship with Faith changes as the story progresses, from tender and caring love to judgmental scorn. Brown's thoughts about Faith as he leaves on his journey are: "Poor little Faith...she's a blessed angel on earth; and after this one night, I'll cling to her skirts and follow her to Heaven"(212). This statement shows that the protagonist has a deep love for his faith and knows that it can be his salvation. Later in the journey Brown offers his faith as the last reason to abort his walk with the devil: "Well, then, to end the matter at once,... there is my wife, Faith. It would break her dear little heart; and I'd rather break my own!" (214). At this point his faith is still more important to him than his own life. Later, just... ...e wizard pray to?" (220). The experience in the woods causes Brown to imagine that even his wife has yielded to temptation: "He spied the head of Faith ... gazing anxiously forth, and bursting into such joy at sight of him ... But, Goodman Brown looked sternly and sadly into her face, and passed on without a greeting." (220). Brown's once steadfast faith in mankind is damaged to the point that he is suspicious of all his peers. Hawthorne uses symbolism and characterization to show how easy it is to imagine that our peers have yielded to temptation when faith in the goodness of mankind is lost. Brown loses faith in humanity and starts imagining that all his peers are guilty of sin. Is mankind unworthy of our faith? No. Faith in the goodness of mankind is a belief in something for which there is proof.

Researching Socratic Pedagogy and Education in Platos Republic Essay

Researching Socratic Pedagogy and Education in Plato's Republic ABSTRACT: Though Plato never wrote a dialogue that explicitly asks, "What is education?", few argue that he is uninterested in the subject; after all, Plato, like Socrates, was a teacher. In his magnum opus, the Republic, Plato deals with education repeatedly. The eduction of the guardian class and the allegory of the cave present two landmark pedagogical passages. Yet to catch a glimpse of Socratic pedagogy, we must first sift through the intricacies of dialogue. In addition to the complexity inherent in dramatic context, it seems clear that Socrates’ remarks are often steeped in irony. Thus, we stumble upon a problem: how should we read these passages on education? Does Plato mean for us to read them genuinely or ironically? I will argue that Plato uses the dramatic context of the Republic to suggest that Socrates presents the education of the guardians ironically, while reserving the allegory of the cave for a glimpse of Socrates’ genuine pedagogy. I. Introduction Though Plato never wrote a dialogue that explicitly asks, "What is education?", few argue that he is uninterested in the subject; after all, Plato, like Socrates, was a teacher.(1) In his magnum opus, the Republic, Plato deals with education repeatedly. The education of the guardian class and the allegory of the cave present two landmark pedagogical passages. Yet to catch a glimpse of Socratic pedagogy, we must first sift through the intricacies of dialogue. In addition to the complexity inherent in dramatic context, it seems clear that Socrates' remarks are often steeped in irony.(2) Thus, we stumble upon a problem: how should we read these passages on education? Does Plato mean for us to rea... ...l 1988) 214-231. (10) by undesirable, I mean that Socrates wants to prohibit the guardians from even considering something contrary to the ideal for fear that they may be corrupted. (11) Werner Jaeger, Paideia: The Ideals of Greek Culture (New York, NY: Oxford University Press, 1943), 294. (12) Again, this is just the sort of response we see in Glaucon when Socrates begins the analogy of the cave (515a). (13) both the convention of those in his environment and the convention that he himself has sensorily experienced to be true in his environment (14) In light of the perdicament of the cave dwellers, it is clear that the teacher is absolutely necessary if philosophic insight is to occur. The cave dweller will never leave the prison on his own, only the teacher can forcibly free him from his shackles. (15) op cit. (16) op cit. (17) Miller, 5.1