CONTEMPORARY PRACTICES AND DEBATES Essay Example | Topics and Well Written Essays - 3000 words

CONTEMPORARY PRACTICES AND DEBATES - Essay Example The book has been adopted and translated into many forms of media productions, these include; screen, audio, stage, and many others (Lerner, L. J. 2004, 3). A journalistic view of the book reveals so much about the contemporary life and the human behavior towards other people, those who they consider close acquaintances, and those perceived to be enemies (Johnson, K. A. 2012, 76). The little prince, George is a character from a different planet, in search of adventure, and because of boredom, he leaves his planet to explore the outside world. This shows how human beings are mobile and tend to travel a lot in search of the values they consider deer to them, in Antoine’s real life scenario, he left his country. France, and went to the United States to convince the country to join the in the anti-Nazi war (Shirer, W. L. 2011, 197). This is his driving force, he moved from his own home to a foreign place to satisfy his urge of wanting to help his country from a different perspecti ve. The same applies to the little Prince George, he left his own planet due to a driving force, the urge to find out more and move out of his free cocoon. This, he eventually achieves, he grabs the first opportunity that comes around, the bird migration, he uses the birds to move to other planets. Here we learn about the nature of humans to take advantage of things that come around to satisfy their own needs. People trend to have a strong pull towards achieving their goals such that they do anything possible to achieve it; they are opportunistic in nature, using something that they did not expect to come around to their advantage. Antoine creates a mental picture of a man clinging to the wings of numerous birds flying from one planet to another (Normington, K. 2007, 347). Thinking of it, it looks like a big risk to take, but the little prince takes it anyway. He has an opportunity that he knows might not come around again. The manner in which Antoine brings out all these is quite r emarkable. The scene has been translated into a graphical form by the media, a picture of a young boy waiting to cling to some flying birds; he stands on a small planet, which he considers to be home. What catches the eye is the fact that, the prince seems to be sad. This is probably because he is leaving his little rose behind. This, as we can see, is the only thing that he is emotionally attached to, he is sad to leave it behind, though they have had their differences. We are told how the little Prince George was so emotionally attached to the rose flower, all the things he did to prevent it from harm. How he uprooted all the weeds that prevented it from growing to maturity (Saint-Exupery, A.D. 2004, 35). At some point, they even quarreled and this is what prompted him to leave in the first place, he thought that the rose was taking advantage of him. However, they get through it and become friends again. This alludes to the human nature of having emotional attachments to other peo ple or things; these can be even pets or other gadgets, these are the things that people hold closest to the heart and are so deer to them, in most cases, these are persons of the opposite sex. the flower represented spouses, how relationships work, people get emotionally attached, they go through so much together trying to protect themselves, at some point they differ in opinions and fall apart, but sooner or later they mend things and come back together. The aspect of sacrifice also

Problem Solving Simulation Essay Example for Free

Problem Solving Simulation Essay Assignment:Â  Problem-Solving Simulation How did you interpret the problem? When I was interpreting the problem I was trying to look at the whole picture. When in all reality I should have been breaking down the problem into sections so I could concentrate on the issue at hand. I will have to admit that shook my head allot over this because it was hard to look outside the box, as one might want to say. The goal was to get all three animals to the other side of the river without any of them being harmed by one of the other animals. The cat would eat the mouse if left alone, or the dog and the cat would fight if left alone. The strange part was the mouse and the dog could not be left on the other side of the bank either. What strategy did you use and how did you evaluate your progress? The strategy I took was that to find most common problem between the three animals. When I was evaluating the possibilities of getting them all three over the river it was overwhelming at first. I was able to attain that the main problem was the cat. The cat did not get along with the dog, nor did it get along with the mouse. The only obvious thing to do was to get the cat across the river first. This way the dog and the mouse were safe on the other bank. My problem was once I got the cat across the river and came back for one of the other animals I soon realized that either one I took next would cause a problem with the cat. Did you encounter any obstacles while solving the problem? I was upset that I could not get my mind to look outside the box. There had to be a reasonable solution to this problem. A few obstacles were encountered along the way while I was trying to solve this mystery. I would take the cat over first which was fine, because the dog and mouse was okay while on the original side of the river. As soon as I would take over one of the other animals with the cat all heck broke loose due to the cat not getting along with either the dog or the mouse. I knew there had to be an easier answer to this problem. After thinking carefully, I took the dog over first then the cat and mouse fought and then when I took the mouse over first then the dog and cat fought. It almost seemed impossible. Were you aware of this thought process as you worked through the problem? Then after careful consideration and the knowledge I had that the cat had to be the instigator in all this fighting I knew for sure that the cat had to go first. After reading the assigned reading to this issue I knew the answer was outside the box. I will admit that I even placed this task to my mom just to see if she would be as stumped as I was. Now as a recap; I knew the cat was the bad guy in this scenario, so the problem was how would I get the other two over there safely? Then it came to my mom and me! Wow what a revelation it was. Yes the cat was the mean one, and could not be left alone. So, you had to send the cat over first and return raft for another animal. Once you had the other animal over to the bank you had to put the cat back onto the raft and leave him alone on the first bank. This gave you the time you needed to get the other animal over to the other side. So in all reality the cat was the first one to cross over to the other side and the last one to be left on the first side. I do have to say this was a mind stretcher of an activity. I do enjoy trying to figure things like this out. It may take me a while but it is awesome when you do figure it out, at that point you knew you looked outside the box and found your answer.

An Overview Of Learning Three Theoretical Perspectives Education Essay

An Overview Of Learning Three Theoretical Perspectives Education Essay There are myriad perspectives on the learning process, understanding the mechanisms of and our understanding of learning as theory and the practical application of methodology has evolved considerably over time. Each theory contributes to our understanding of how learners integrate information and experiences from their environment. This has implications for individual growth and also for institutional policy and practice. In this paper I will review three theoretical perspectives on learning, namely the Constructivist/Cognitivist perspective, the Phenomenographic perspective, and the Socio-cultural perspective, I will describe the salient features and characteristics of each theory, and compare the similarities and differences across perspectives. This will include a discussion of how learners access information, make sense of that information, and act on it in deliberate and purposeful ways as a means of engaging with the world. From there I will investigate what these learning theories emphasize or give relevance to the concepts of context, meaning, and experience. The various perspectives each have something to say about the relationship between context, meaning, and experience as they relate to learning, however the importance of these core concepts differs in how each theory conceptualizes learning, and the importance of the role of context, meaning, and experience. Finally , I will conclude with examples that bring these perspectives to life in my everyday experience, and I will bind these theories together within a cohesive understanding of learning and education as it relates to the interrelationship of the concepts of intrinsic motivation, variation, and transfer. Three theoretical perspectives on learning There are numerous theories of learning, each emphasizing a particular feature of the learning experience. Various theories of learning also describe learning in different ways depending on the viewpoint of the observer. Each theory emphasizes ideas related to context, meaning, and experience in different ways as they relate to learning, both from the perspective of the learner and from the instructor/teacher/coach/mentor. Constructivist/Cognitivist Perspective Objectivity is the delusion that observations could be made without an observer (von Foerster, 1995, pg. 5) The Constructivist theoretical orientation holds that knowledge is acquired experientially, is mediated by our prior understanding, and is based on the belief that we learn by doing rather than observing, and that knowledge is built upon previous learning. The essential core of constructivism is that learners actively construct their own knowledge and meaning from their experiences (Doolittle, pg 1) Piaget was primarily concerned with cognitive constructions that occurred as a result of interactions with Constructivism emerged from early studies of learning, behaviour, and psychoanalysis, and the behavioural viewpoints of Watson, along with Kohler and Koffkas Gestalt psychology. (Tools pg. 7) Constructivism as theoretical understanding exists along a continuum from weak to strong forms constructivism This is an adaptive process whereby behaviours evolve to meet the changing demands of the environment, and cognition serves to makes sense of subjective experience. (Doolittle, 1999, 1) Constructivism emerged from schools of behaviourism and objectivism, which held that there was a knowable objective reality that existed independent of the individual. Constructivism takes the view that meaningful personal experience is the basis of knowledge and learning. Individuals construct meaning within a context of personal experience that is rooted in language, culture, and the social experiences of each individual. There can be no objectively verifiable truth or knowledge within constructivism, as each individual brings a unique perspective grounded in their own previous knowing. Much of this knowledge is tacit and resides in the implicit memory of the learner, but it exerts its influence and acts as a filter through which the individual sees new information and relates it to their understanding of the world. Knowledge and thus learning is constructed within the mind of the individual. Constructivism rejects the notion of an objective and knowable reality independent of the observer, and holds that knowledge of the world is constructed through the active cognitizing on the part of individuals. Constructivism rejects the notion of an oberver-independent world in favour of knowledge reflecting the subjective realities of the observer. (Glaserfeld, 1989, p. 3) Knowledge is not a representation of reality, but instead a collection of conceptual structures that turn out to be adapted or, as I would way, viable within the knowing subjects range of experience. (Glaserfeld, 1989, p. 4) Within Cognitive constructivism (explanation of scheme theory, accomodation, assimilation). Cognitive constructivism adheres to models of knowledge construction that consider the role of memory, cognitive constructs, and schemas without considering fully the subjective nature of knowledge as resident within the mind of the subject. Knowledge in this sense implies an internal representation that accurately reflects an observer-independent external reality. (Doolittle, 1999, 2) Radical constructivism differs from cognitive constructivism by advancing the idea that learning is an adaptive process, and that it is observer-dependent and resides in a fluid and dynamic cognition that considers the subjective experience of knowledge construction. Radical constructivism, like social constructivism, also accepts social interactions as informing knowledge construction. Social constructivism takes the view that social interactions contribute to knowing, and views the social and cultural context as anchoring knowledge to a specific time and place. (doolittle pg 4) These various perspectives exist on a continuum, however the most fundamental understandings are shared. We all hold memories of previous experiences; those collected memories and experiences, both tacit and explicit, become the lens through which we view our current unfolding reality. Emerging evidence within the realm of neuroscience and interpersonal neurobiology may predict further homogenization of constructivist philosophy and understanding. Interpersonal neurobiology views the brain as a social organ built through experience. This insight shifts Cognitive Constructivism further along the continuum in the direction of radical and social constructivism by lending supporting evidence to the two remaining epistemological tenets, namely that cognition organizes and makes sense of ones experience, and that knowing has roots in both biological/neurological construction, and social, cultural, and language-based interactions. (Doolittle, 1999) Learning is transactional, with experience influencing cognitive construction and the pliable cognitive constructions influencing our experience in a duality of experience and subjective reality. As Carr states, the growing body of evidence makes clear that the memory inside our heads is the product of an extraordinarily complex natural process that is, at every instant, exquisitely tuned to the unique environment in which each of us lives and the unique patterns of experiences that each of us goes through. (Carr, 2010, p. ) Carr recounts some of the current research on memory and experience, and expands on the idea that our brain structure continuously changes with experience; brain plasticity, the growing and pruning of synaptic connections over time, changes our very memories and our recollections of experience based on new experiences. (Carr, 2010, p. 190) Researcher Kobi Rosenblum further describes how memory, which in a sense is our recalled experience, can be a pliable and moving target. As he explains, ..the human brain continues to process information long after it is received, and the quality of memories depends on how the information is processed. (Carr, 2010, p. 191) Meaning within Cognitivist/Constructivist Perspective Meaning as significance for each perspective, but it is integral to an understanding of constructivism. Meaning is central to the intentionality of learners; relevance and meaning enhance a learners ability to relate with their world. It also relates to concepts of motivation as it relates to a learners sense of agency and engagement with their experience, ad it highlights the importance of culture and language as social mediators of learning The importance of these memory mechanisms to the development of cognitive psychology is that, once understood, they make it very clear that a persons ability to remember items is improved if the items are meaningfully related to each other or to the persons existing knowledge. The key word here is meaningful.Wynn pg.4 What is meaningful to people is determined by what they can remember of what they have already learned. Wynn pg 4 Opportunities for learning within a constructivist framework occur most readily when what is being learned has relevance or high emotional valence for the learner; in other words when information or experiences are meaningful. In order for learning to be meaningful it should be relatable to previous knowledge and experience. This building-block model of knowledge and experience is entirely consistent with a learner as meaning-maker. The implications for teaching and educational pedagogy are that tasks that have meaning and relevance tend to be of greater intrinsic interest to learners. Research on the experience of learning speaks to the importance of meaning as it relates to knowledge construction, and speaks of the importance of autonomy, agency, choice, and collaboration in driving our instrinsic motivational desires to engage in meaningful tasks, remember and recall information, self-organize, and be curious. A learning context rich in meaning is crucial. Context within Cognitivist/Constructivist Perspectives Learning occurs most successfully at the intersection of a learners previous knowledge of the world and the experience of socially mediated interactions with others, and is influenced by all accumulated social and cultural experiences. (Bodrova Leong, 2007, p. 9) The context for learning resides within the experience and imagination of the learner, and is rooted in prior experience and is mediated by teachers/facilitators and the ecological setting or context. Within this learning context, Feuerstein describes the role of mediation. The mediator creates in a person an approach, a form of reference, a desire to understand phenomena, a need to find order in them, to understand the order that is revealed, and to create it for oneself. (Feuerstein, Feuerstein, Falik, 2010, p. 37) Mediators can take many forms, but they share in common an ability to potentiate a learners ability to benefit from learning experiences. In the absence of a mediator, even in cases where individuals acquire knowledge, they may not understand its significance. (Feuerstein et al., 2010, p. 37) Experience within Cognitivist/Constructivist Perspectives As learners construct their own experiential reality within a social and cultural context, the dyadic interactions that unfold imply a degree of collaboration and engagement with learning that is intrinsically motivated by a meaningful context within which learning occurs/unfolds. Collaborative learning is by its nature socially constructed learning, where the interest of learners is central, meaningful, and contextual. Decontextualized learning by contrast lacks a sense of connection to the experience of learning. Prior experiences of learning are diminished when there is no meaningful context, and authentic experiential learning suffers. When choice around structure and content is collaboratively negotiated, learners are granted a level of autonomy around how and what they learn, and experiences that are meaningful place learning within a context more suitable to the learning style, goals, and priorities of the learner. Kohn emphasizes these conditions of collaboration, content, and choice, as creating the conditions necessary for authentic and intrinsically motivated learning to emerge. (Kohn, ) Phenomenograpy/Variation Theory There is no learning without discernment. And there is no discernment without variation. (Marton, Trigwell, 2000) The theory of phenomenography is connected with the study of human experience, particularly as it relates to educational research. Phenomenography examines thinking and learning within the context of educational research, and seeks understanding of the different ways in which people experience, interpret, understand, perceive, or conceptualize a phenomenon, or certain aspect of reality. (Orgill, ) Marton defines phenomenography as a qualitative research methodology, within the interpretivist paradigm, that investigates the qualitatively different ways in which people experience something or think about something (Marton, 1986). One of the key epistemological tenets related to Phenomenographic theory relates to concepts of variation, discernment, and transfer. Marton postulates that in order for learning to occur, there must necessarily be a pattern of variation present to experience, and this pattern must be experienced. (Marton, variation, pg.1). In order for learning to occur, learners must experience a wide range of variation in experience, with sameness or similarity contributing little to our understanding of experience. Variation and difference create a broader context for understanding experience, and also expand our repertoire when encountering novel situations or circumstances. This transfer of learning is integral to variation theory and a key underpinning of phenomenography. Experiencing difference or variation may be likened to experiences of cognitive dissonance within constructivist models of learning, where an individual experiences dissonance and a perturbation and must adjust their conception of this new information within their existing paradigm. How we categorize, makes sense of, or identify with that difference relates to our discernment skills. Discernment allows a subject to see or sense an experience against the background of his or her previous experiences of something more or less different. ( Marton, pg.386). In essence, as subjects experience greater variation they become more attuned to increasingly subtle differences between the physical, cultural, symbolic, or sensual world that they inhabit. (Marton, pg 386) Every phenomenon that is experienced only in contrast to alternate experiences of the same phenomenon (marton, pg 387) The implications for pedagogy center on the manipulation of the objects of variation in order for learners to experience variation, become adept at discerning, and transfer learning across situations. Excellence in teaching has very much to do with what aspects of the object of learning are subjected to variation, and what aspects of the object are subject to variation simultaneously. (Marton, pg. 391) Subjects learn to manage novelty as a result of having experienced novelty through variation. (Marton, pg. 394). Transfer is concerned with how what is learned in one situation affects or influences what the learner is capable of doing in another situation. (Marton, pg. 499) Meaning within Phenomenographic/Variation Theory Perspective Context within Phenomenographic/Variation Theory Perspective A concept that illuminates ideas of context within the phenomenographic perspective relates to concepts of situated learning. Situated in this instance refers to what surrounds the learning event; that is, to the socially constructed life-world in which a particular instance of learning occurs. (Sameness in transfer, pg. 511) Sameness and difference in learning and experience are acknowledged, however the extent to which we can make use of something we have learned in one situation to handle another situation is a ma Conclusion Learning is not simply acquiring new information and storing it on top of the information we already have. It involves meeting something unexpected (what might describe as a perturbation), something that cannot be easily explained by those theories or understandings we have already developed. To resolve that conflict we have to change what we previously believed (kohn, pg 187) This explanation is the tie that binds constructivism, variation, theory and scheme theory to social learning, along with ideas of motivation and personal agency.

A Comparison of Love According to Browning, Dickinson, Shakespeare and Harris :: Comparison Compare Contrast Essays

Love According to Browning, Dickinson, Shakespeare and Harris Men and women are very different creatures. We express our emotions differently. Women are typically ready to marry, settle down and have children much earlier than men. Men tend to want to experience life before settling. Yet, there is one thing we have in common. In relationships, men and women want to be loved for the person they are and for the rest of their lives. When people begin dating, they are usually playing the field. Few have a strategy for finding their life mate. It is something that happens over time and as you continue to see that person and get to know them, a bond builds that is not easily broken. This is demonstrated in "Wild Nights - Wild Nights!" By Emily Dickinson. "Futile - the winds-/ to a heart in port-/ Done with the compass/ Done with the chart" (line 5-8). No matter how hard outside forces try to tempt you away, you are finished searching for your true love. You have found it and are holding fast. We are all initially searching for romantic love that will hold fast through a lifetime. Romantic love is defined as love that is unrealistic, fanciful, passionate and fabulous. In "Beginning of the Songs of Delight", Papyrus Harris 500 demonstrates fanciful love through "†¦apportioned to you is my heart,/ I do for you what it desires,/ when I am in your arms" (lines 1-3). In Shakespeare's "Othello", the Moor and Desdemona declare their love for one another, at the protest of her father and the disbelief of the councilmen (Act I, scene iii). Their romantic love was unrealistic because of their age difference, and fanciful because she was intrigued by the stories of heroism and daring that he imparted to her. Passionate love is, by definition, ruled by intense emotion and marked by intense feelings as is expressed in "My body thrives, my heart exults/ At our walking together;/ Hearing your voice is pomegranate wine,/ I live by hearing it./ Each look with which you look at me/Sustains me more than food and drink" (lines 24-29). Love such as this can sustain us through all the joys and challenges life has to offer if it is without condition. Unconditional love endures over time. "But love me for love's sake, that evermore/ thou mayst love on, through love's eternity" (Browning, 260), speaks of love that is grounded in love alone and will last all forever.

Civil Peace

Civil Peace Chinua Achebe The short story â€Å"Civil Peace† by Chinua Achebe is about a man named Jonathan Iwegbu, his wife Maria and his three surviving children. Chinua Achebe’s emphasis in his short story is how Jonathan and his family are trying to get on with their lives after the Civil War in Nigeria. Moreover, there is a phrase that Jonathan says several times through his story, â€Å"nothing puzzles God†. What does Jonathan means when he says this?The story starts off with Jonathan realizing how lucky he is to have survived the war along with his wife and three of his four children, one of his sons did not survive. He also mentions that his old bicycle which he had buried in the ground a year earlier just needed a little greasing and was able to be used again. This is also where Jonathan first uses the phrase â€Å"Nothing puzzles God†, (page 29). I think that in this part of the story Jonathan means that although his bicycle had been buried in th e ground for a year all that it needed to work again was a little oil.Most people may have thought that the bicycle would have been no good or puzzled by the fact that it worked, but God knew that it would be okay, so Jonathan places his faith in God, â€Å"Nothing puzzles God†. Jonathan immediately put his bicycle to use as a taxi to earn money. He then mentions that he makes the journey to Enugu and when he arrives he finds another miracle. His little house is still standing, â€Å"he discovers that miraculously his own modest home is intact†, Dameron Charles, â€Å"Chinua Achebe†, A Reader's Companion to the Short Story in English, paragraph 15.He again uses the phrase â€Å"nothing puzzles God†. Jonathan talks about the fact that just two houses away a huge concrete structure is no longer there, but his tiny little house has survived. As this point, I think Jonathan means that despite the war and hardship a small house withstood the effects of the war and Jonathan and his family had a place to return to. Jonathan after fixing his home opens a palm-wine bar for soldiers and people who had a lot of money. He opens this bar rather than going back to work as a miner. Jonathan talks of receiving twenty pounds from the treasury which he eceived for turning in rebel money and how he felt like it was Christmas because he had so much money. He attracts the attention of thieves who show up at his home that night to steal the money. Jonathan explains how he is usually a heavy sleeper but on this night he hears ever noise. He finally falls asleep and is awakened by knocking at the door. Jonathan and his wife scream for the police and for their neighbors but no one comes to help them. The thieves want one hundred pounds, but Jonathan tells them that he only has the twenty pounds that he had received from the treasury.Jonathan agrees to hand over the twenty pounds and the thieves leave. When Jonathan tells people of the robbery the next morni ng, he again uses the phrase â€Å"Nothing puzzles God†, (page 34). I believe that Jonathan means that with everything that has happened, the war, his son’s death, his bicycle being recovered, his house still standing, and finally the robbery that God has a plan for everything and although we may not understand what that plan is God does and therefore nothing puzzles God.He is a humble man, â€Å"He is a modern, and modest, hero, a rural counterpoint to the doomed Gladys†. Dameron Charles, â€Å"Chinua Achebe†, A Reader's Companion to the Short Story in English, paragraph 15. Chinua Achebe is aware of Jonathan’s feelings and he knows about his suffering and of his family members. However, the writer mentioned that Jonathan has a strong faith of God. Moreover, Jonathan always keeps his optimistic view of life and that is very important for all readers.

More Words That Turn on the Root Vert

More Words That Turn on the Root Vert More Words That Turn on the Root Vert More Words That Turn on the Root Vert By Mark Nichol A recent post dealt with many of the English words based on the Latin verb vertere, meaning â€Å"turn,† focusing on those that precede the root vert with a prefix, and their various grammatical forms. This follow-up post defines some additional words in the vertere family: those beginning with vert. Those with the variant stem vers rather than vert will be outlined in a subsequent post. Vertigo originally meant â€Å"a spinning or whirling movement† and later came to refer to a form of dizziness in which the sufferer has a sensation suggestive of spinning or whirling. The related adjective is vertiginous, which also applies neutrally to any spinning motion or judgmentally to frequent and unnecessary change. A vertebra (plural: vertebrae) is a segment of the system of bones that constitute the spine, or backbone, of vertebrates; that last word refers to two classes of animals, the higher and lower vertebrates, possessing a spine of bone or cartilage or a similar process. It also serves as an adjective, as does vertebral- the spinal column is also called the vertebral column- and as an adjective, vertebrate also means â€Å"well formed or â€Å"well organized,† though this usage is rare. The connection to vertere is of the spine’s hinge-like quality, which allows animals to turn or bend their bodies. An invertebrate is an animal lacking a spine or a similar process. In Latin, vertex and vortex both mean â€Å"whirl,† but in English the terms are distinct: Vertex applies to the top of the head, the highest point (such as a summit), or a point farthest from the base of an object or shape. (It also applies in geometry to the point at which two lines or curves meet.) A vortex, meanwhile, is a literal or figurative whirlpool. The adjective vertical is related and in one sense means â€Å"located at the highest point† but usually means â€Å"upright† or â€Å"lengthwise† and is an antonym of horizontal. In economic and sociological contexts, it can refer, respectively, to the scope of activity in the production of goods or to hierarchy. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and NumeralsFlier vs. FlyerDozen: Singular or Plural?

The Complete Guide to a Geology Essay Writing

The Complete Guide to a Geology Essay Writing Students will often be required to complete essays in the course of their careers. It can be intimidating or frustrating when a student does not understand how to complete an essay that can be appealing to the target audience. There is no need to worry as essays are quite simple and easy to write compared to other types of geology papers, such as term papers, research papers, and reports. However, there are some basics that students need to know in order to write an essay that is logical, flowing, and easy to comprehend. There is a high possibility that you cannot impress the audience if you do not follow these basic elements. That is why professors provide students with guidelines on how to complete various types of papers. Writing assignments, and in this case, essays provide an effective way of testing how students can link various concepts that they have learned in class. For example, the professor might want to seek whether you have grasped important ideas on the sequence of events that lead to the formation of a tsunami. A student who is able to connect the concepts shows that he or she can have wider perspectives about many different geologic processes. It is important to consider these aspects when planning and writing an essay so as to meet the expectations of your professor. This step-by-step geology essay guide can help you in the process of writing an appealing geology essay, from choosing the right topic to proofreading and referencing. Choosing a Topic for a Geology Essay: 5 Characteristics of a Strong Title The field of geology is wide and it is not possible to cover all concepts in a single essay. Hence, students have to choose a topic that can be covered comprehensively. The topic should not be too wide to the extent that it might not be possible to cover all ideas in a single essay. A topic such as â€Å"The Impact of Mineral Mining and Processing on the Environment† is a wide topic for an essay. The topic can be narrowed down into â€Å"The Impact of Oil Mining on Underground Water.† However, students might wonder how they can reach the most suitable topic. Here are some of the important geology essay tips that can help students during the process. Students should read through and understand instructions offered by a professor. They should cover all the materials in the syllabus and conduct online research where appropriate. If the instructor has asked for a specific topic for the essay, the student needs to focus on that topic. Moreover, they should understand whether there are specific points that should be covered in the essay. They should not stray away from these requirements. In case the instructor needs you to come up with your own topic, you should ensure that the selected topic is narrow enough to be covered within the limitations of the assignment. It is vital to stay open-minded and critical when brainstorming ideas for an essay. They can be obtained from a variety of sources, such as geology books, journal articles, research papers, etc. Taking into account all the previous points, you should be able to select the most suitable topic for the essay. They will now be ready to move to the next step and start planning the essay. Examples of possible geology essay topics: Environmental Effects of Coal Mining in Northeast Wyoming; Impact of Volcanic Activities in Hawaii; How to Undertake an Effective Landslide Risk Assessment; Effects of Groundwater Abstraction on Wetlands; How to Restore Self-sustaining Coastal Ecosystems. Getting Down to Writing: The Essential Steps Our Writers Also Make So, when the topic is chosen, the next step is to plan the essay. This step is generally focused on providing an overview of the main ideas. Otherwise, poor planning will lead to an essay that is incoherent and pointless. Students are recommended to be careful with this stage as it sets the foundation. At this point, they should pick an appropriate title and write a concise thesis statement. A Title for the Essay The title of an essay should be very specific, which means that students might have to refine the title of the topic that they choose. However, the same wording can be used in case it meets the requirements of an effective title. Although the title should be brief, it needs to be representative of the information in the essay. Word order is critical in conveying the intended meaning of the title. An example of a suitable title is â€Å"The Social and Economic Effects of Volcanic Eruptions in Hawaii.† This title is specific as it clearly shows that the reader should expect the essay that is limited to the social and economic issues. Selecting Suitable Sources to Support the Main Ideas After picking the title, students should focus on identifying sources that will be used to support the ideas that will be presented in the paper. For an academic essay, it is important to select sources from credible and reliable sources. Some of these sources include peer-reviewed journal articles, books, mainstream news media, government websites, etc. The sources should be relevant to the topic and contain information that is current and appropriate. Students should be able to extract ideas from these sources and understand how they will be linked to support the topic. A combination of ideas from the selected sources will result in the formulation of an appropriate thesis statement. Write a Concise Thesis Statement The thesis is considered a foundation of an essay as it presents a summary of the ideas that the author is presenting. It is important that you choose the strongest ideas that can be used to support the chosen topic. It is vital to note that these are ideas that will support the essay based on the evidence obtained from outside research. A thesis statement should not only provide a narrow focus on the topic but also the concepts that the essay will present. An example of a thesis statement is â€Å"The volcanic eruptions in Hawaii have led to the displacement of people, damage to property and infrastructure, and deposition of lava on the landscape.† This is a clear thesis that shows the main ideas that will be discussed in the essay and supported by outside research. The statement should be included at the end of the first or introductory part of the essay. Once all the elements are defined, a student should be ready to write the initial draft based on the outline provided in the following section. Meet the General Format for the Essay and the Instructor’s Demands At this point, students should have acquired all the vital skills that are needed in the writing of an effective geology essay. Since they have a clearly defined topic, this is the time you should put the ideas down using an appropriate essay format. The structure of an essay is quite similar to other types of papers as its main components include the introduction, main body, and conclusion. The content that is presented under each of the three elements is what differs. The outline presented below offers a detailed analysis of each segment. Introduction The introduction part of a geology essay is important as it can influence the audience to read the entire essay. Hence, it is a responsibility of the student to create a compelling introduction that can hook the reader. In other words, the introduction should orientate the reader to the idea of the essay in a manner that will capture his or her interest. After grabbing the reader’s attention, the introductory part should define the focus or purpose of the essay. These are statements that can enable the reader to understand the relevance of the essay. Hence, it is vital for the student to provide some background information about the topic. This is followed by information that offers an outline of the purpose of the essay. The final part of the introduction is the thesis statement, a brief summary of the objective of the essay. The formulation of a thesis was discussed in the previous section. Main Body The main body of the essay contains a series of paragraphs that are used to communicate the main ideas indicated in the thesis statement. Actually, the paragraphs should be a direct reflection of the statement. It would be important to balance the number of words in each paragraph and ensure that the entire essay remains within the word limit. Otherwise, exceeding the recommended limit can result in downgrading. Each paragraph should have three important components, including topic sentence, supporting details, and concluding the sentence. The topic statement introduces the main idea discussed in the paragraph. The supporting details are the concepts supporting the claims or ideas in the topic sentence. The supporting information is usually obtained from external sources that are relevant to the topic. The final part of a paragraph is the concluding sentence that provides a summary of the ideas discussed in the paragraph. All these components should be connected in a coherent manner and use appropriate transitions between paragraphs. Conclusion The conclusion is the last part of a geology essay and offers a summary of the main points and how they can be perceived in the larger sense. For example, it can show the implications of the entire idea or issues that are yet to be addressed. Besides, the conclusion can suggest the next steps after the thesis statement is discussed and proved. The information offered in the concluding sentence should enable the reader to reach a logical conclusion about the issue. Generally, the conclusion needs to repackage the thesis and assist the reader to recall the journey through the essay. The last sentence of the essay should be captivating to make the audience want to read the essay again. Moreover, this part of the assignment is to make the reader remember the main concepts of the essay and relate them to the bigger picture. Overall, this section should restate the thesis and close with a broad general statement related to the topic. Finalizing the Essay: Help Your Essay Stand out from the Crowd Proofreading The first draft of the essay can contain errors that might not be apparent during the writing process. It is an important process that can lead to the elimination of errors and ensure that everything is properly written and organized. It is not advisable to start proofreading immediately; it might not be possible to have the right amount of concentration to notice all the mistakes. A student should put the work aside for at least a day. In this case, proofreading would be more effective. Do not turn in the first draft make sure you have determined the grammar, stylistic, punctuation, and spelling errors. Besides, it is also important to remove unnecessary or repetitive words that make your paper difficult to read. Check the flow of ideas and ensure that they are connected in a smooth and logical manner. Referencing Referencing is vital for any information that is borrowed from external sources. As indicated previously, academic papers need credible and reliable sources of information. Students should avoid copying information directly from the sources. Instead, they should paraphrase it and apply the concepts. They should not just restate the information but integrate the ideas into the overall flow of the essay. It is important to avoid plagiarism as it can lead to a disciplinary action. The use of direct quotes should be limited; ask your instructor concerning the extent to which these quotes can be applied. In general, academic essays should have less than 20 percent of the cited information. Mind that all the citations in the text should have corresponding references at the end of the paper. References: OBrien Moran, M., Soiferman, L. (2013). A students guide to academic writing. Toronto: Pearson Canada. Pritchard, L., Roberts, L. (2006). The mature students guide to higher education. Maidenhead, England: Open University Press. Ravelli, L., Ellis, R. (2005). Analysing academic writing. London: Routledge. Soles, D. (2003). Writing an academic essay. Taunton: Studymates. Warburton, N. (2007). The basics of essay writing. London: Routledge.

Zora Neale Hurston essays

Zora Neale Hurston essays Zora Neale Hurston was an African American writer. She grew up in an all black town of Eatonville, Florida. Zora was born January 7, 1903. When she was young her father, John Hurston, tried to crush her spirit. However, her mother urged all eight of her children to be ambitious. This encouragement made Zora continue her writing skills. Hurstons writings reflect her immersion in black folk life. Racism played a relatively minor role in her fiction. Out of the many books she wrote, she was self possessed and self confident enough to deal with racism. Zora did not have to deal with the early abrasive contracts with racist whites that had deeply influenced almost all other Afro-American writers. Zora lost her mother at a young age and this caused her father to remarry quickly after her death. She despised her stepmother so much that she decided to leave her home. Zora later decided to drop out of school. For several years she wandered from house to house of family and friends. At the age of 16 she worked as a maid for a white singer. After about 18 months she moved to Baltimore. A while after she arrived, Zora was ready to renew her education. After she waited tables for a while she returned to night school. Hurston attended Morgan College in the high school department for two years. She also won a scholarship to Barnard College. She then continued school at Howard University in nearby Washington. She was influenced by Lorenzo D. Tuner of the Department of English. Alain Locke, a member of a campus literary group known as The Stylus, also encouraged her writing efforts. She was also the favorite pupil of the great Franz Boas. She wrote, Drenched in Light and it was soon published by Charles S. Johnson in December 1924. In New York, 1925, Zora won second prize in the opportunity competition for both short story and play. Zora graduated in 1928 and ready to write. ...

Ethics Research Paper Example | Topics and Well Written Essays - 1000 words

Ethics - Research Paper Example Besides, such practice of discussing patient information in public places would result in the complete trust of the patient on the entire health care staff. Hence, I will advice the nurse of the nursing staff to be more responsible by maintaining confidentiality and comply with the hospital rules. It is also important for me to discuss the issue with the nursing instructor as they will determine the penalty for such issues. For the first time the penalty for the student would be to read the policy about confidentiality and signed the form. By signing the form the student comes in agreement to maintain confidentiality and if not followed serious action may be taken. The nursing instructor may also decide to take special counseling sessions with the individual student or a general class for all the student nurses and warn them of the eventualities if not followed. ANSWER: I spoke to one of my cousin and asked her if she had taken the support of a lie at any point of time. She shared about a vehicular accident that took place in her life. She had to hide this fact from her husband and said to her husband that she had sprained her leg while walking. She justified her telling lie because if she had mentioned the truth, her husband would have unnecessarily worried at all times when ever she took her vehicle out. Besides, she said that she loved her husband so much that she did not want to share her pain and put him in tension. She is doing it out of her love and sometime she is doing it to hide her pain. In my view, there is no exact absolute truth that may work in subjects like science and math, but this is not the case in human society where psychology, sociology and humanities are involved. There are so many dynamics situations that surround us that our views on certain aspect may differ from others and I feel that this makes each human unique in this world. Chapter 8 Discussion Question: Your patient has been diagnosed with a terminal illness. His family asks that he not be told his diagnosis, and the physician agrees not to tell him at this time. During his morning care, he tells you that he thinks he is not being told everything. a) What do you say to him, and why b) Do you believe he has the right to know c) Do you believe his family is making decisions for him in his best interests d) Ask a staff nurse in your clinical setting how she or he would handle a situation like this. ANSWER: First of all I will ask the patient what makes him think that he is not being told everything. I will try to make the patient comfortable by reinstalling the faith in him that the health care team is doing their best to help him recover fast and can be only possible if he has a 100 per cent faith. This faith is of utmost importance for any treatment to be successful. I would appreciate the patient because he/she found me to be a confidential person to share their sincere feeling. I will further encourage them to share their feelings to whom-so-ever they feel comfortable with and if they have any doubt about the treatment or the illness to enquire with the authorities such as the doctor. This kind of attitude helps in bringing out any kind of

The role of Finance and Accounting in Business Essay

The role of Finance and Accounting in Business - Essay Example Therefore, to sell at a breakeven price, 100 bags need to be sold. The amount of funding that need to be raised is $ 500. To get the number of bags that need to be sold to raise the $ 500 net income, we derive another equation by equating number of baskets to z. z*3 + (all the fixed costs) = z*5-$ 500†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (5). 3z +$ 200= 5z -$ 500 Bringing like terms together; $ 700= 2z which gives a z value of 350 bags. The total figure of 350 bags is not realistic since only 100 customers are available. At this point, measures to trim down the charge of the bags. The marketing and distribution charges (advert, posters and vendor charges) add a significant percentage to the initial cost. The charges take 40% of the total cost. Although marketing and supply chain requires input, it should not add excessive expenditure in the total cost as it might lead to customer suppression in the final product price. To override the cost larger volumes of the commodity should be sold, as in the ca se scenario above. If it was possible to sell all the 350 bags, the fixed costs would have no significant effect and the income would be generated. Since the customer number is limited to 100, other measures have to be taken to reduce the fixed charges or override them. Charges need to be prioritized according to necessity. Both posters and College newspaper adverts communicate the same thing. It would be wise to evaluate the most efficient means of capturing sales. If an advert is placed in the newspaper, it might not capture a lot of attention to students who do not read it. It might, however, capture the attention of the staff. Posters, on the other hand, might do the trick when strategically placed within the college premises. They would be placed on all main notice boards, lecture rooms and corridors. These would easily catch the attention than a page in a newspaper. If only posters are used, the fixed charges will reduce by a considerable proportion. Considering the equation 2 above, the new cost would be $ 400. The net income will be $ 100. If the newspaper is favored than the posters, the net income amounts to $ 60. In a scenario where both charges are scrapped, the only cost will be that of shipping the baskets and the new net income would be $ 160. However, this would jeopardize the sale due to low awareness. Still, a net income of $ 500 will not be realized. The other approach will be setting up a higher sale price for the basket. Since the purpose of the sales drive is to raise funds for scholarships, an exaggerated price would not necessarily have a negative impact. The valentines’ period is also characterized by increased spending. By taking this position and selling the bags at a price of $ 9, while scrapping the newspaper and retaining the poster advert it would be possible to obtain the net income of $ 500 as shown in the equation below; Total cost = (3*100) + (cost of poster supplies$60) + (Vendor charges$ 40) = $ 400. Total sales= $9* 100=$ 900 Net income = $900-$400=$500 The resulting price is triple the initial cost of the basket. This would have a risk of reducing the purchasing power especially if the role of the fundraiser is not elaborated enough. By

Assignment . MKT 586 Example | Topics and Well Written Essays - 250 words

. MKT 586 - Assignment Example The increase in percentage of elderly means an increase in healthcare and pension costs against a backdrop of a dwindling work force resulting in tax burdens on future workers. It is also expected that a larger percent of the over 65 will remain in the labor force as well as forcing the government to change existing laws to allow mass migration to balance the worker-retiree ration. On the other hand, developing nations with an increasing number of young people will have an increase in the costs of healthcare and education. The rural-urban migration, especially if unplanned will put pressure on the already limited public amenities and social services. Unemployment rate will increase as the work force will be higher than job creation, leading to high levels of crime. Inevitably, these countries will experience similar problems; slower economic growth, financial problems for senior retirement programs, deterioration of public and social services and ultimately social unrest. These will have a negative effect on world business and world economic

Integration of Third Country Nationals in the EU Essay

Integration of Third Country Nationals in the EU - Essay Example In the last 20 years the issue of migration of third world citizens to the European countries has gained particular importance and the member states of the European Union have shown special concern to the matter. The first such move to address the matter was taken in the early 1990's with the treaty of Amsterdam which was first such move of the European Council taken in order to safeguard the social and political rights of third country nationals within the Europe. Such a move along with the ongoing efforts in trying to curtail the immigration in the Europe and tightening the Immigration and Asylum policies was conceived by many observers a stride towards a new culture that will be tolerant, supportive and nondiscriminatory towards the immigrants. Consequently the European Council met in 1999 and drafted a set of procedures at Tampere that guaranteed political rights and a treatment to the third world citizens that would be analogous to EU nationals. The main aim of the conference was to design an integrated policy for the entire European Union. Despite these efforts to homogenize the policies regarding the assimilation of the third world national a number of imperative decisions regarding the employment and other important economic and social aspects were left with the member states and this marked for the insufficiency of the measures to a great extent. One of the factors underlining the varying responses amongst the Europeans has been the d iscrepancy in the level of exposure to the immigrants. Certain have developed a great deal of deal of acumen regarding the issue through continuous interaction with the immigrant inflow for over a long time as compared to these nations a few of the EU member states have only lately been faced with immigration. This factor has resulted in a wide variety of approaches to find a resolution to the matter. As the percentage of the non-Europeans increases and with the every chance of further enhancement in the number the need for a regulated and uniform effort becomes more than significant. Moreover to eliminate the possible threats of discrimination, social exclusion, xenophobia and racism it is extremely vital to make a concerted effort to develop an effective set of policies and procedures regarding the integration of the third country inhabitants. What is Integration This has been subject that has been dealt with respect to a number of principal subject areas including sociology, mathematics and a number of other sciences. Often it has been defined as a term but very seldom has it been looked upon as a concept. Integration as a concept in the context of this subject has been defined as a dynamic, multidimensional process that incorporates mutual socioeconomic, political, legal and cultural accommodation by all immigrants and residents of Member States of the European Union. The basic aim behind the introduction of the phenomenon is to assimilate a universal culture within Europe and to train the third world nationals in the local language, norms, values and to develop them as a permanent fragment, notwithstanding of the color, of the European Society. Importance of Integration to the EU member states Democracy and equality have been popular slogans of the West in the latter part of the 20th century. Realizing that equal contribution by all parties is at the heart of democracy and that

AUCA Essay Example | Topics and Well Written Essays - 1250 words

AUCA - Essay Example Also, their stories captivate people such that for instance the tale of Ghismunda and Tancredi is translated into so many languages like Latin severally and Italian among others because it appeals to people’s emotions greatly. These two stories are similar in a number of ways. Both Ghismunda and Madonna Filippa stand up for themselves. Nobody would stand up for them and they both brave up and speak up to defend themselves. Moreover, they both stand up to defend their love. Filippa Madonna is accused of adultery and she is encouraged to plead innocent but she boldly pleads guilty and even goes ahead to speak against the cruelty that the society has on women. She sees it unfair for all the blame to be put on the woman yet even the man in adultery and the husband of the adulterer could be at fault. She explains that, â€Å"†¦Sir, it is true that Rinaldo is my husband, and that last night he found me in Lazzarinos arms, in which I enjoy myself. And because of the good and perfect love I have for him, many times I have done this, which I would never deny. But as I am certain that you know, the laws must be fair and made with the agreement of those who are affected by them. In this case it is not so, sinc e this law affects only the unfortunate women, who much better than men could satisfy many. And besides this, no woman agreed when the law was made, and no woman was ever consulted. Therefore, we could justly define this law as unfair.† â€Å"†¦Is it not much better to serve a gentle man who loves more than himself than let it wither or go waste?† On the other hand, Ghismunda stands up to her father for her right as a woman and states all the reasons she actually took matters to her hands and found for herself a lover. She also gives her reasons for choosing the man she chose despite the father’s seemingly displeasure for choosing

Sexual Offenders Registration Essay Example | Topics and Well Written Essays - 1000 words

Sexual Offenders Registration - Essay Example Registering sexual offenders is similar to indication that they are not welcomed back to society even after serving their sentences. Registering sexual offenders with local authorities amounts to interference with their personal freedoms. Sexual offenders should not be registered with local authorities. Sexual offenders should not be registered with local communities after they serve their sentences whether in prison, juvenile centers or probation centers. When sexual offenders are served with sentences, it means that the justice system has given a ruling that is just both to the offender and the person that was offended. Therefore, when the offender serves his or her sentence and comes back to society, the local authorities should not register them because this is a way of indicating that the sentences they served is not enough and that they have not paid for they did the way they should (Meiners 32). The system of registering sexual offenders is approved because it is seen as one w ay that will prevent sexual offenders from repeating the mistake they did because the local authorities will be able to monitor them. However, this is a wrong assumption because when a sexual offender is sentenced, he or she serves the sentence term while undergoing rehabilitation and treatment where he or she learns that a mistake was done and should never be repeated again. Therefore, rehabilitation and treatment programs are enough because if they offer the right treatment and rehabilitation, then the offender should be able to rehabilitate and live a normal life in the society. Therefore, the need to register them becomes unnecessary. Moreover, in case treatment and rehabilitation programs fail, then registering them for the reason of monitoring will not work in any way. This is because registering a sexual offender does not mean that he or she will be followed anywhere he or she goes or anything they do every time. Therefore, when sexual offenders are served with sentences, whi ch they serve, registration with local authorities is not helpful because the justice programs remain with their records (Levenson, et al. 138). Registering sexual offenders is similar to indication that they are not welcomed back to society even after serving their sentences. Each person does a mistake at a certain point in his or her lives whether it is seen as a serious mistake or a minor one or whether a person knows it or not. However, for people to coexist peacefully in society, forgiveness must exist where people forgive each other for the mistakes they do at one point. Without this, the society will be a place of commotions where people cannot live peacefully. Thus, registering sexual offenders with local authorities amounts to stating that the sexual offenders are not forgiven and they are not welcomed back in society. The justice system has a role in the society to provide justice for everyone irrespective of whether one is an offender or the offended person. When the just ice system serves a sentence to sexual offenders, this should be enough for the sexual offenders to serve their sentence, undergo through rehabilitation and treatment and integrate with the society without difficulty. Registering offenders makes them feel unwanted in the society because of a mistake they may have done knowingly or unknowingly. In fact, registering offenders is like putting those who were sentenced wrongly, those who actually did it knowingly, and others unknowingly

Integration of Third Country Nationals in the EU Essay

Integration of Third Country Nationals in the EU - Essay Example In the last 20 years the issue of migration of third world citizens to the European countries has gained particular importance and the member states of the European Union have shown special concern to the matter. The first such move to address the matter was taken in the early 1990's with the treaty of Amsterdam which was first such move of the European Council taken in order to safeguard the social and political rights of third country nationals within the Europe. Such a move along with the ongoing efforts in trying to curtail the immigration in the Europe and tightening the Immigration and Asylum policies was conceived by many observers a stride towards a new culture that will be tolerant, supportive and nondiscriminatory towards the immigrants. Consequently the European Council met in 1999 and drafted a set of procedures at Tampere that guaranteed political rights and a treatment to the third world citizens that would be analogous to EU nationals. The main aim of the conference was to design an integrated policy for the entire European Union. Despite these efforts to homogenize the policies regarding the assimilation of the third world national a number of imperative decisions regarding the employment and other important economic and social aspects were left with the member states and this marked for the insufficiency of the measures to a great extent. One of the factors underlining the varying responses amongst the Europeans has been the d iscrepancy in the level of exposure to the immigrants. Certain have developed a great deal of deal of acumen regarding the issue through continuous interaction with the immigrant inflow for over a long time as compared to these nations a few of the EU member states have only lately been faced with immigration. This factor has resulted in a wide variety of approaches to find a resolution to the matter. As the percentage of the non-Europeans increases and with the every chance of further enhancement in the number the need for a regulated and uniform effort becomes more than significant. Moreover to eliminate the possible threats of discrimination, social exclusion, xenophobia and racism it is extremely vital to make a concerted effort to develop an effective set of policies and procedures regarding the integration of the third country inhabitants. What is Integration This has been subject that has been dealt with respect to a number of principal subject areas including sociology, mathematics and a number of other sciences. Often it has been defined as a term but very seldom has it been looked upon as a concept. Integration as a concept in the context of this subject has been defined as a dynamic, multidimensional process that incorporates mutual socioeconomic, political, legal and cultural accommodation by all immigrants and residents of Member States of the European Union. The basic aim behind the introduction of the phenomenon is to assimilate a universal culture within Europe and to train the third world nationals in the local language, norms, values and to develop them as a permanent fragment, notwithstanding of the color, of the European Society. Importance of Integration to the EU member states Democracy and equality have been popular slogans of the West in the latter part of the 20th century. Realizing that equal contribution by all parties is at the heart of democracy and that

Sexual Offenders Registration Essay Example | Topics and Well Written Essays - 1000 words

Sexual Offenders Registration - Essay Example Registering sexual offenders is similar to indication that they are not welcomed back to society even after serving their sentences. Registering sexual offenders with local authorities amounts to interference with their personal freedoms. Sexual offenders should not be registered with local authorities. Sexual offenders should not be registered with local communities after they serve their sentences whether in prison, juvenile centers or probation centers. When sexual offenders are served with sentences, it means that the justice system has given a ruling that is just both to the offender and the person that was offended. Therefore, when the offender serves his or her sentence and comes back to society, the local authorities should not register them because this is a way of indicating that the sentences they served is not enough and that they have not paid for they did the way they should (Meiners 32). The system of registering sexual offenders is approved because it is seen as one w ay that will prevent sexual offenders from repeating the mistake they did because the local authorities will be able to monitor them. However, this is a wrong assumption because when a sexual offender is sentenced, he or she serves the sentence term while undergoing rehabilitation and treatment where he or she learns that a mistake was done and should never be repeated again. Therefore, rehabilitation and treatment programs are enough because if they offer the right treatment and rehabilitation, then the offender should be able to rehabilitate and live a normal life in the society. Therefore, the need to register them becomes unnecessary. Moreover, in case treatment and rehabilitation programs fail, then registering them for the reason of monitoring will not work in any way. This is because registering a sexual offender does not mean that he or she will be followed anywhere he or she goes or anything they do every time. Therefore, when sexual offenders are served with sentences, whi ch they serve, registration with local authorities is not helpful because the justice programs remain with their records (Levenson, et al. 138). Registering sexual offenders is similar to indication that they are not welcomed back to society even after serving their sentences. Each person does a mistake at a certain point in his or her lives whether it is seen as a serious mistake or a minor one or whether a person knows it or not. However, for people to coexist peacefully in society, forgiveness must exist where people forgive each other for the mistakes they do at one point. Without this, the society will be a place of commotions where people cannot live peacefully. Thus, registering sexual offenders with local authorities amounts to stating that the sexual offenders are not forgiven and they are not welcomed back in society. The justice system has a role in the society to provide justice for everyone irrespective of whether one is an offender or the offended person. When the just ice system serves a sentence to sexual offenders, this should be enough for the sexual offenders to serve their sentence, undergo through rehabilitation and treatment and integrate with the society without difficulty. Registering offenders makes them feel unwanted in the society because of a mistake they may have done knowingly or unknowingly. In fact, registering offenders is like putting those who were sentenced wrongly, those who actually did it knowingly, and others unknowingly

Kerala Essay Example for Free

Kerala Essay Kerala, the ‘God’s Own Country’, lies in the extreme Southern part of India. It has an area of 38863 sq. km and a population of 3. 18 crores. Kochi, or more familiarly, Cochin is a city of many parts. Around for a long, long time, Kochi played a pivotal role in the development of shipping and trade in the region. Kochis prime location on the west coast, its fine bay and protected harbor made it popular with seafarers and merchant ships who made frequent stops to stock up on spices, coffee and wood enroute to the rich markets of Europe and West Asia. And so down the ages, Kochi prospered as a busy port city and commercial centre. Its seafront is still extremely relevant to Cochin and to India: it houses a Naval Base and one of India’s busiest ports. It’s twin city, Ernakulam, is an important railhead and industrial centre. Kerala – God’s own Country tagline has been used because of its location, landscaping and its surroundings. It is the amalgamation of lush and tropical Malabar Coast on the west along with verdant backwaters in the centre ranging from Cochin to Kollam and Nilgiri mountain range covered with tea plantations in the east. Kerala The God’s own country Kerala, meaning â€Å"land of coconut trees†, is one of the relatively well kept secrets of all the exotic destinations in the world. However, Kerala’s popularity has increased over recent years. National Geographic† travel magazine lists Kerala among the fifty must see locations in the world. Not surpirisingly, the State Tourism Department promotes Kerala’s natural beauty, breathtaking lush landscape and tropical beaches as â€Å"God’s own country†. The result has been a signifiant influx of tourists and foreign visitors. The Sanskrit saying â€Å"athithi devo bhava†( treat your guest like God, with respect and honour) is ingrained in the collective ethos of the people of Kerala.

Broken Windows And The Cpted Policing Strategies Criminology Essay

Broken Windows And The Cpted Policing Strategies Criminology Essay CPTED and Broken Windows policing are both successful strategies for reclaiming crime-ridden public spaces (i.e., crime hot spots) by reducing crime opportunities and changing the publics perceptions of what are acceptable behaviors in those specific areas. The Broken Windows theory is a policing strategy based on the basic principles, which holds that ignoring the little problems such as graffiti, loitering, houses and building with broken windows tend to add up and typically end up destroying a neighborhood good social life. The term Broken Windows come from the term used in 1982 article in The Atlantic Monthly by James Q. Wilson and George L. Kelling. Broken Window s theories, propose that in addition to ignoring minor crimes and the minor sings of disorder the results will be additional disorder and ultimately lead to serious crimes to be committed. In additional program capable of altering the safety and live hood of a community is one that requires the physical environment to be altered. Before one considers implementing Crime Prevention Thorough Environmental Design (CPTED), a working definition and basic understanding is essential. The CPTED is a very broad study and it entails a re-design of hot zone environments to encourage desirable behavior, and functionality, and decreased antisocial (criminal) behavior. Although the CPTED field is gradually expanding to encompass affective, psychological, and sociological environmental design-known as the second-generation CPTED, its traditional focus has still been emphasized on altering the environment through effective physical design. The Broken Windows theory created a positive environment were people who feared becoming crime victims would no longer want to abandon their communities. Instead it promoted community members to stay active in programs focused on prevention and reduction of criminal activity. In addition Broken Window policies sparked a revolutionary change in policing. In trouble neighborhoods were home foreclosures were the highest, the police worked with the community to improve the foreclosed homes physical appearance in turn improving the appearance of the community. If a window was broken the owner had to immediately replace it, if an owner was not found then the community replaced the broken windows. If the front yarn needed maintenance once again the owner was contacted if the owner could not be contacted the community would set up volunteer to help clean the yard. If there was graffiti on the walls they would immediately get painted over or scrubbed, then establish tough zero tolerance polic y to deal with graffiti artist. If there were abandoned cars then immediately haul them out. The Broken Windows theory can be applied to almost every other city or county where one resides. There is always that one part of a city where its known to fit into this theory. For example in some phoenix neighborhood that had drinking bars and liquor stores, customers were not allowed to drink outside. The business in collaboration with local police would make sure that there wouldnt be any homeless and drunks on the sidewalls. The residents would also establish community programs to help the homeless and individual dealing with alcoholism. Another example would apply to the growing problems the Buckeye police had to deal with, due to the high rates of foreclosed homes. The Broken Windows theory has implied that crime is more likely to occur in areas that are abandoned and not well taken care of. Broken Windows theory as explained by James Q. Wilson and George Kelling in 1982 (Peak and Glensor 99), they describe how not only physical signs that an area is unattended is where crime will more likely take place, but also the type of public it is attracting to those areas. When home owners abandon their homes, criminals would tend to hide or be out of the publics sight on foreclosed homes. The homes are also a loitered and frequented by drug users. Foreclosed homes will then tend to become hanging out spots for the local youths. The abandoned homes will then tend to get vandalized and have possible property damaged. Eventually these homes will deter potentially home buyers. However, Broken Windows Policing is not an answer to eradicate all crime, instead policies are intended to be proactive and preventive in working with the community and the local police to prevent and deter crime. Adequate implementation of broken windows policies and the ability to carry out Crime Prevention thorough Environmental Design resourcefully, play the most important role in removing un-wanted targets that may lead to opportunities for offences to be committed, such as larceny, auto theft, home burglary and many white collar crimes. When youre able to carry out broken windows policies and prevention through the effective implementation of the CPTED then the community would be and will remain crime free. Crime Prevention Thorough Environmental Design (CPTED) is different from other crime control approaches that attempt to change the disposition or surrounding factors the offenders. Crime Prevention Thorough Environmental Design (CPTED) policies do not deal with the crime or the criminal activity directly. Instead, situational Crime Prevention Thorough Environmental Design (CPTED) theories are based on changing the individuals environment. Crime Prevention Thorough Environmental Design (CPTED) prevention also targets potential victims by changing their interaction with their environment , with an end goal of positively changing the victims behavior .Effecting an environment is a way to reduce the likelihood of individuals of becoming crime victims as a cause of their environment conditions (wrong place at the wrong time). Crime Prevention Thorough Environmental Design (CPTED) will also tend to target public building designs that will target women and children for immediate situational crime intervention, since they will have higher chances of victimization. Crime Prevention Thorough Environmental Design (CPTED) ignores the individual, instead if focuses on the individuals interaction with its immediate social, psychological and physical environment. The theoretical stance in s Crime Prevention Thorough Environmental Design (CPTED), has a great deal in com ­mon with social learning theory (R.V.G. Clarke 1982), determines a productive interaction between the individual and the environmental scenarios. To prevent and to reduce crime the individuals interaction with their environment must be analyzed. Architects emphasise that to reducing delinquency in high schools it is just as plausible to locate the causes of delinquency in the individual as in the environment (1980: Newman) .Crime Prevention Thorough Environmental Design (CPTED) policies have enable the reduction of crime though environmental design by deterring low-rate offenders form being able to coming any crime, in addition (CPTED) policies are geared to identify and eliminate h igh-rate crime zone (such as alley ways, dark hallways and dead ends) to directly deter offenders. Crime Prevention Thorough Environmental Design (CPTED) offers effective design measures for the community and will most likely change the criminal to be perception of committing a crime in that particular neighbourhood. In an attempt to change the disposition or personality of hot zone environment ffor example, the introduction of technology which enabled telephones to display the calling number on a potential victims phone served to reduce the number of obscene phone calls (Clarke, 1991). Immediate physical changes on an environment, such as security visible cameras and constant recordings on videotape or DVDs on hot zones (such as liquor stores, alley ways, dark hallways and dead ends), will not only aid the police in convicting criminals but the cameras presence can also reduce the risk of personal items from being stolen and private property from being vandalized. For example in High School with dozens of unsecured and poorly labeled exterior(emergency) doors will not able to effectively control who comes and goes thought the doors. Intruders will have no restrictions and are free rein; as a result schools officials must rely on other security measures. Without the existence of a natural access control, school security officials much place a greater emphasis must on surveillance, territoriality, school social climate, and relying on security personnel to step in and compensate thus by changing the method on which unsecured doors are monitored the safety of the schools students have been increased . A similar argu ­ment concerning the negative aesthetics of an environment such as loud guard dogs, barbed wire and security cameras will deter any criminal activity from occurring. Policies through Crime Prevention Thorough Environmental Design (CPTED) will have an effect of changing the (criminals) individuals perception of a good target area prone to commit a crime; effective environmental designs will act a positive crime deterrent. To effectively maintain a crime free environment , governing bodies along with community planes must be required to approve effective planning policies but must also to effectively consult and address a communities social and criminal problems. Sometimes by just implementing slight aesthetic changes will imply that a criminal should be frustrated by CPTED measures being enforce. Adding lights to hot spots will additionally effect the deception of easy crime, (quick cash, etc.) and will also change a criminals decision, as to the time; location and ty pe of crime to be committed. The extend, under which these Crime Prevention Thorough Environmental Design (CPTED) policies get applied with immediately effect the motivation of the perpetuator and effectively deterring the opportunistic offender will be determined by its environmental designs. , both of these strategies CPTED and Broken Windows have the effect of increasing residents willingness to apply informal social control in an area These policing methods, Broken Windows Policing, Crime Prevention Thorough Environmental Design (CPTED) strategies require a substantial amount of trust on the police officers part as well as an active commitment/participation for the citizens part. Both of these methods of policing allow citizens to collaborate with community leaders, architects, social workers, designers and police agencies and develop environments that are not just esthetically pleasant but offer its inhabitants a guaranteed sense of safety and thrust. All participants will have to trust each other and know that each other is looking out for them to help everyone stay safe By understand how situational crime prevention is different from other crime control approaches by being able to bring together the policies and theories incorpo ­rated in rational choice theory and routine activity .Tends to lead to an increased focus on the relationship between certain environments and types of crime. We understand why certa in locations usually generate more crime, or whether they just provide a suitable environment in which crime just happens to occur. The environment does not so cause crime as merely provide an appropriate setting for it to occur ­. It very important to understand broken windows theories and Crime Prevention Thorough Environmental Design (CPTED), perspectives within certain environments are more likely to encourage criminal activity and focus in positive environments are less likely to do so. CPTED and Broken Windows policing are both strategies for reclaiming crime-ridden public spaces (i.e., crime hot spots) by reducing crime opportunities and changing the publics perceptions of what are acceptable behaviors in those areas. Broken windows theories and Crime Prevention Thorough Environmental Design (CPTED) promote the quality of life and sustainable living environments through enhanced community safety. .

Internet - We Must Put an End to Virtual Rape :: Argumentative Persuasive Essays

We Must Put an End to Virtual Rape "Any unwanted sexual act is a crime of violence" (Victims Information, 1998). Do you believe that? When referring that quote to rape, it almost sounds like a broad definition of it. But what about virtual rape? Does an unwanted sexual encounter on computers also count for a crime of violence? This is an important question for our society today to address for the simple fact that technology is the wave of our future and as our world becomes increasingly intertwined with the virtual world, we need to be prepared for the problems that our new virtual world might present. For me, as for many others, rape is definitely a much more serious and dangerous encounter than virtual rape. But all the same, virtual rape should not be dismissed for the effects it has on the people involved. I am going to present to you three main points. First, I'm going to define virtual rape by taking you through one of the most well known cases that actually occurred in the virtual world. Second, I w ill define rape in our world. Third and finally, I will take you through some of the different issues that are brought up while discussing virtual rape versus real rape. We'll start off with my first point of what is virtual rape? "They say he raped them that night" (Vitanza, 448) is the beginning of an intriguing story, A Rape in Cyberspace, in which the author, Julian Dibbell, answers that very question. With the horrifying tale of Mr. Bungle and his victims, legba and Starsinger, Dibbell reiterates the events that took place on the LambdaMOO on that Monday night in March. The LambdaMOO is a MUD, which is short for "multi-user dungeons." According to a journal article in Maclean's, "MUDs are virtual communities, little universes that exist only on the Internet. Users from around the world can access the host program, which allows them to assume an identity and develop an alternative self" (Chidley, 51). With the LambdaMOO defined, let's look more closely at the virtual rape Mr. Bungle committed on legba and Starsinger that took place there. Mr. Bungle, Starsinger and legba are persona's of the people who created them for the use of virt ual portrayal while logged on at the LambdaMOO.

The Tell Tale Heart Essays -- Poem Poetry Analysis Edgar Allen Poe Sym

In the â€Å"Tell-Tale Heart† by Edgar Allan Poe, the narrator is extremely uncanny due to the reader’s inability to trust him. Right from the beggining the reader can tell that the narrator is crazy although the narrator does proclaim that he is sane. Since a person cannot trust a crazy person, the narrator himself is unreliable and therefore uncanny. Also as the story progress the narrator falls deeper and deeper into lunacy making him more and more unreliable, until the end of the story where the narrator gives in to his insanity, and the reader loses all ability to believe him. In the first lines of â€Å"The Tell-Tale Heart†, the reader can tell that narrator is crazy, however the narrator claims the he is not crazy and is very much sane, because how could a crazy person come up with such a good plan. â€Å"How, then, am I mad? Hearken! And observer how healthily – how calmly I can tell you the whole story,† (Poe 74). The reader can see from this quote that narrator is claiming that he is not insane because he can tell anyone what happened without having a mental breakdown or any other problems that people associate with crazy people. This is the begging of the unreliability of the narrator. Here the reader is merely questioning the amount of details. The narrator then goes on to explain how he didn’t hate the old man but he hated his eye. Upon reading a little bit into the story the reader finds that the narrator likes the old man or rather doesn’t having anything against him, except for his eye. The pale blue eye was the focus point for his rage he hates but not the old man. How can anyone just hate someone’s eye without being mentally unstable? â€Å"I think it was his eye! Yes, it was this! One of his eyes resembled that of a vulture – a... ...o trust him at all. The reader cannot really believe that the narrator could hear the beating of the dead man’s heart. So they think and they might realize that it is one of the police men’s pocket watch, because earlier in the story the narrator describes a beating heart as a pocket watch wrapped in cotton. Now with narrator completely mad and his reader confused and dazed Poe ends his story to leave it filled with suspense. Thought the entire story there is a constant uncanny element, the unreliable narrator, and with it the questioning reader. In â€Å"The Tell-Tale Heart† by Edgar Allan Poe, the reader is forced to think whether they should believe the ramblings of a crazy and unreliable narrator or not. This really brings out the uncanny in the story. Works Cited Poe, Edgar Allan. Edgar Allan Poe: The Gold-Bug and Other Tales. Mineola: Dover Publications, 1991.

Plans After Graduating Essay

My primary purpose of applying for the distance learning program is to further my studies by undertaking a Master’s degree course which is in line with my Bachelor’s degree. As a graduate of sociology I am aware that my expertise is in line with studying society in general and also studying specific aspects of our society. However since this is only a Bachelor’s degree it is imperative for me to pursue further studies and I feel that a more focused degree like MPM can benefit me the more as it has more theories in a specific strata of society. My secondary goal is to assure me of a long-term career in education as I am currently a college instructor in STI College Santa Rosa. It is a prequisite for any budding educator to always pile up on one’s credentials to attain not just the knowledge but also an assurance of better opportunities both in the academic world but also in government agencies as well. Upon completion of said degree I see myself continuing in the academe and also go into research on government policies and possible ways of improving the country’s state in terms of governance. My background in sociological studies is a tool that can help me be effective in research and MPM will enhance my skills and my knowledge in terms of public management. I also plan to take up my PHD inside the next 5 years depending on how long it would take to finish up my master’s degree. I am also looking forward for a possible opportunity to work for my alma mater if not Open University perhaps UPLB either a researcher or a professor. It is also my goal that through the program that I am applying for I could impact the lives of my students by sharing with them what I have learned both from the program and also from whatever research materials are already available. If I would be able to do this, the impact will be tremendous both intellectually and also in the lives of my students. From their ranks are future leaders of this country or perhaps citizens that would help improve the lives of their countrymen their different contributions.

Political Rhetoric Essay

John F. Kennedy and Barack Obama both make successful attempts at addressing the thoughts, concerns, and fears of the American people in their speeches made on the Democratic platform. John F. Kennedy addresses the nation in his 1960 â€Å"Inaugural Address,† while Obama addresses Bostonians at Democratic Convention in a speech entitled â€Å"The Audacity of Hope.† Both speakers demonstrate the skilful use of the rhetorical devices ethos, logos, and pathos for the purpose of garnering support for policies and ideas thought to be important in shaping the future of the country. The appeals made by these speakers demonstrate an ability to grab the interest of the audience and engage their attention through continued appeals to their conscience as humans and Americans (Callaway). Both Obama and Kennedy succeed in employing these ethical, logical, and pathetic modes of discourse in a tone that seeks to motivate and inspire their audiences to support them in their endeavors. As a young Catholic, John F. Kennedy’s road to the white house was filled with difficulties. He lost the ballot for the Democratic candidacy in 1956, and was forced to wait four more years before he could gain the chance to run for the American Presidency. His victory over Richard Nixon in November of 1960 was very hard won, with many persons apprehensive of his campaign strategy involving making the United States a new frontier. As the country had entered an economic slump and faced the threat of communism, his job was difficult on both domestic and foreign frontiers. Yet, his policies were dynamic, and he audibly heralded the dawn of a new generation (The White House).   John F. Kennedy gave his inaugural speech on January 20, 1961 as the 35th president of the United States and the youngest one to date (Carter 36). This inaugural speech is an exemplary one in the discipline of rhetoric for it skillfully engages its audience with tone at the beginning of the speech, as he downplays the Democratic victory and calls attention to the tradition of liberty that has been the heritage of the American people (Meyer 239). He speaks not of â€Å"victory of a party but a celebration of freedom—symbolizing an end as well as a beginning—signifying a renewal as well as change† (Kennedy). Using well chosen diction, he declares unselfishly an eagerness to protect the hard-won freedom and a determination to act morally on the national and international scene. He makes the claim that â€Å"civility is not a sign of weakness,† thereby underscoring the importance of ethical conduct and principled behavior (Kennedy). Kennedy’s assertion of the unity of his country is one that, according to his discourse, aims to extend to the entirety of the Americas. He clarifies the context of this civility by highlighting the courage that should attend all diplomatic endeavors. This was the period of the Bay of Pigs in which Russia’s apparent aim was to establish a presence in Cuba. Kennedy declares, â€Å"Let every other power know that this hemisphere intends to remain the master of its own house† (Kennedy).   This represents an ethical claim which finds it just and right for the stronger nations in the region to stand guard on behalf of the weaker ones. Kennedy makes this statement in order to show that the United States does and should consider it its duty to safeguard the interests of the countries of Earth’s Western Hemisphere.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   John F. Kennedy also appeals to the logical sense of the entire nation in a number of ways throughout his speech (Meyer 239). For example, he refers to the diplomacy he intends to undertake with other nations and announces that logic and discussion will attend such diplomatic meetings for the discussion of arms and hostile military activity. He displays the logic of his belief in his statement that nations in conflict do well to â€Å"formulate serious and precise proposals for the inspection and control of arms† (Kennedy). The systematic method in which these proposed ideas are to be dealt with underscores the logical construction of the manner in which such negotiations are to proceed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The speech by Kennedy also reflects a significant appeal to the sentiments of the nation (Meyer 139). The pathetic sympathies of his audience are aroused in his appeal to the traditions of liberty upon which the nation has been built. This patriotism elicits the pride and nationalism of the audience in the hope of identifying and exploiting the connection between the militarist actions of the past and his proposal for diplomatic action in the future. He appeals for their support in his famous lines, â€Å"Ask not what your country can do for you, but what you can do for your country. Ask not what America will do for you but what together we can do for the freedom of man† (Kennedy). He makes this appeal, and in doing so requests the assistance of Americans’ sense of duty, which should be â€Å"unwilling to witness or permit† any form of encroachment upon the freedom hard won by those forefathers who died on the battlefields (Kennedy). Here he indicates that the Soviet efforts to establish threatening communist connections with Cuba would not be tolerated by the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kennedy also appeals to the trepidation felt by many Americans because of the stand-off developing between the United States and the Soviet Union. He refers to the state of atomic warfare in the world and speaks to the widespread fear that seemed to permeate the nation since the atomic bomb became a threat. He demonstrates his understanding of people’s concern with what he terms â€Å"the steady spread of the deadly atom† (Kennedy). He makes this appeal to the fear they feel in order to win their support for the military budget he subsequently proposes. Kennedy evokes the deep sense of endurance of the people in a â€Å"call to bear the burden of a long, twilight struggle, year in and year out† (Kennedy). This reflects the depth of the seriousness which he attributes to the threat of atomic aggression by hostile Communist states. Furthermore, the fact that this idea is given immediately following the allusion to â€Å"the graves of young Americans who answered the call to service around the globe† points to the gravity of the situation that faces the United States. Kennedy, therefore, stirs the feelings of his audience in order to garner their acceptance of the idea that the costly upkeep of the military – most likely leading to a greater tax burden – is of great necessity to the preservation of American life, liberty, and dignity. It will be seen that the effectiveness of Barack Obama’s speech utilizes techniques that are similar to those used by Kennedy. Barack Obama’s keynote speech to the National Democratic Convention was given on July 29, 2004 before he became a Senator (African-American 16). His goal in giving this speech is to promote the idea of living the American dream under the democratic candidate John Kerry. It is an example of a speech written to appeal to readers on several levels of the rhetorical scale. At this point in Obama’s life, he is a member of the Illinois state legislature and has recently announced his candidacy for the United States Senate. As a legislator, he has had exposure to the responsibility of making ethical decisions that result in the better regulation of the liberties promised in the constitution (Mack 99). He has also done work in very poor neighborhoods, and knows firsthand the problems faced by the people in those areas. The moral credibility of this speech is embodied in this central purpose: to promote and support â€Å"life, liberty and the pursuit of happiness† (Obama). He cites these qualities as being attributable to a â€Å"faith in simple dreams, an insistence on small miracles; that we can tuck in our children at night and know that they are fed and clothed and safe from harm; that we can say what we think, write what we think, without hearing a sudden knock on the door† (Obama). The knowledge Obama has gained from his diverse experience qualifies him to speak on the behalf of a candidate whose aims are drafted along the lines of enacting legislation that will improve people’s social condition. Obama also uses ethical reasoning in his charge to the American leaders to engage the governments of other nations in talks that will unite countries under the banner of their common problems rather than divide them based on conflict. He charges such leaders to encourage them to explore the areas of science that give wonder and hope, rather than those areas that terrify and promise harm. In this way, Obama appeals to the deep sense of moral character and integrity possessed by his hearers, and which he knows they hope for the person he introduces – John Kerry – to bring to his agenda as a democratic candidate for the presidency. Obama also utilizes the rhetorical device of pathos in his Democratic Convention speech. From the very beginning of his speech, his words appeal to the sentiments of his audience as he reminisces on the ancestral lines that brought him to where he now stands. He highlights how unlikely it is for him to have achieved the privilege of being in his current position, because of the lowliness of his father’s birth (Mack 101). His humility is evident in his use of the phrase â€Å"Thank you† eight times in the first two lines. He mentions the goat-herding vocation of his father, and yet contrasts this with the strength of the dreams his grandfather had for his goat-herding son. Obama appeals further to the audience’s sentiment by underlining the level of hard work to which his maternal grandfather committed himself, emphasizing his eagerness to enlist in the American military on the day that Pearl Harbor was bombed. He also does this in his reference to the variety of people who seek a land in which they call home. He says, â€Å"It’s the hope of slaves sitting around a fire singing freedom songs; the hope of immigrants setting out for distant shores; the hope of a young naval lieutenant bravely patrolling the Mekong Delta; the hope of a mill-worker’s son who dares to defy the odds; the hope of a skinny kid with a funny name who believes that America has a place for him, too† (Obama). In this way, he appeals to the patriotic nature of the audience and to highlight the right he and the diverse population have to claim this nation as their own. Barack Obama also makes a joint appeal both to the logos and pathos of the audience in his allusion to the job and health care situations in America. He says, â€Å"It is that fundamental belief: I am my brother’s keeper. I am my sister’s keeper that makes this country work,† and this represents his rousing of the conscience of the people toward a more communal type of social policy he advocates (Obama). He also demonstrates reasoning and in his treatment of specific problems, evoking a sense that justice fails where people who have worked diligently all their lives are now required to compete with teenagers for low-paying jobs. This form of appeal also comes to the fore where he mentions the hardworking father who is at a loss to figure out how he can pay a $4500 weekly bill for his sick son when he cannot afford insurance (Obama). The dismal circumstances evoke the sympathy of his hearers. He also combines logos and pathos in his mention of the health care situation. From a logical point of view, humanitarian considerations support the idea of universal health care and hard work should logically be rewarded with proper medical treatment when necessary. The tone of Obama’s address is one of patriotism and urgency. He speaks of the drive and heart of the American people underscores his point that the leader he endorses believes strongly in the ideas he has put forth. He says, â€Å"Now even as we speak, there are those who are preparing to divide us — the spin masters, the negative ad peddlers who embrace the politics of ‘anything goes.’ Well, I say to them tonight, there is not a liberal America and a conservative America — there is the United States of America† (Obama). His tone is also inspirational and motivational, and he highlights the ways in which the passion and ambition of the American people has the ability not just to make them succeed in the things to which they put their hands and minds, but also to unite them as one nation. Yet he also highlights the areas that need change, and encourages all the audience that together such goals can be achieved if the American initiative and ingenuity is employed. He exhorts his audience with his words and provocative tone to move forward by selecting the right candidate.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The speeches of John F. Kennedy and Barack Obama use rhetoric as a means of constructing logical and ethical arguments that appeal also to the sentiments of their audience. Both speakers show themselves to be exceptional orators and to possess skill in rousing the spirits of the nation in support of their political campaigns. They also show themselves to be united in their efforts to earn the backing of the American people for future domestic and foreign policies. Obama appeals to the deepest and most immediate concerns of the people, and by insisting on his interest in social welfare programs, shows himself worthy of their trust and sympathies. Kennedy’s inaugural speech highlights the endeavor of a newly elected Democratic president to air the qualities of an unproven leader as being propitious for the direction the country seeks to take. Kennedy makes himself one with the people by referring to the areas in which they share ethical beliefs and logical connections. Both speakers allude to recent and older historical periods in which wars were fought and Americans died. In so doing, the speakers are able to garner support for the policies that will preserve freedom and prosperity for many gave their lives. Works Cited â€Å"An African-American Law School Professor Aims to Become the Fifth Black U.S.   Ã‚  Ã‚  Ã‚  Ã‚   Senator.† The Journal of Blacks in Higher Education. Vol. 43 (Spring, 2004) pp 16 – 17.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   JSTOR. http://links.jstor.org/sici?sici=10773711%28200421%290%3A43%3C16   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   %3AAALSPA%3E2.0.CO%3B2-R. Callaway, Michael. â€Å"Logos, Ethos, and Pathos.† Arizona State University. 26 January 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.public.asu.edu/~macalla/logosethospathos.html. Carter, Burnham Jr. â€Å"President Kennedy’s Inaugural Address.† College Composition and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Communication. Vol. 14 No. 1 (February, 1963) pp 36 – 40. JSTOR. 1 February 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://links.jstor.org/sici?sici=0010096X%28196302%2914%3A1%3C36%3APKIA%3   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   E2.0.CO%3B2-Q Kennedy, John Fitzgerald. â€Å"Inaugural Address.† 20 January 1061. American Rhetoric: Online    Speech Bank. 26 January 2008 http://www.americanrhetoric.com/speeches/ jfkinaugural.htm. Mack, Kenneth W. â€Å"Barack Obama before He Was a Rising Political Star† The Journal of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Blacks in Higher Education. No. 45, pp 99 – 104 (Autumn, 2004). JSTOR. 1 February   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2008 http://links.jstor.org/sici?sici=1077-3711%28200423%290%3A45%3C98% 3ABOBHWA%3E2.0.CO%3B2-N. Meyer, Sam. â€Å"The John F. Kennedy Inauguration Speech: Function and Importance of Its   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ‘Address System’.† Rhetoric Society Quarterly Vol. 12 No. 4 (Autumn, 1982), pp. 239-   Ã‚  Ã‚   250. JSTOR. 1 February 2008 http://links.jstor.org/sici?sici=0277-3945%28198223 %2912%3A4%3C239%3ATJFKIS%3E2.0.CO%3B2-M . Obama, Barack. â€Å"The Audacity of Hope.† 27 July 2004. American Rhetoric: Online Speech   Ã‚  Ã‚  Ã‚   Bank. 26 January 2008 http://www.americanrhetoric.com/speeches/convention2004/ barackobama2004dnc.htm. White House, The. â€Å"John Kennedy.† Past Presidents. Washington. Retrieved on February 18,    2008 from http://www.whitehouse.gov/history/presidents/jk35.html Annotated Bibliography â€Å"An African-American Law School Professor Aims to Become the Fifth Black U.S. Senator.†      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Journal of Blacks in Higher Education. Vol. 43 (Spring, 2004) pp 16 – 17.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   JSTOR. . This article from The Journal of Blacks in Higher Education appeared in the Spring 2004 edition. It is an un-authored article that talks about Barack Obama’s rise through the political ranks all the way up to running for Senator. This article will help provide background information related to Obama’s early years in the State Legislature and later on in the Senate. Blakesley, David, and Jeffrey Hoogeveen. The Brief Thompson Handbook. Ohio: Thomson   Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wadsworth, 2008. This book is a handbook used for reference in all forms of writing. It has unique sections such as MLA documentation and how to research writing critically. It served a dual purpose in my paper as it was able to help me define several key terms as well as cite all appropriate sources properly. Callaway, Michael. â€Å"Logos, Ethos, and Pathos.† Arizona State University. 26 January 2008   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . This site presents a helpful chart on the ethos, pathos, and logos, which clearly differentiates each of the three styles of presenting an argument.   It also presents clear definition as well as some examples from known articles written by recognized celebrities. It also gave insight into how to prepare a well-developed essay on rhetoric. Carter, Burnham Jr. â€Å"President Kennedy’s Inaugural Address.† College Composition and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Communication. Vol. 14 No. 1 (February, 1963) pp 36 – 40. JSTOR. 1 February   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2008 http://links.jstor.org/sici?sici=0010096X%28196302%2914%3A1%3   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   C36%3APKIA%3E2.0.CO%3B2-Q This five page article by Burnham Carter Jr. was written two years after President John F. Kennedy gave his Inaugural Address. It praises Kennedy’s words and goes on to explore why it was such a great speech. This article is very well organized and uses outsides sources to get its point across. The ideas in this article will provide a basis upon which to build further arguments concerning the effectiveness of John F. Kennedy’s speech. Clarke, Thurston. â€Å"The Inauguration of John F. Kennedy and the Speech That Changed   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   America.† The San Francisco Chronicle. 24 October, 2004. 26 January 2008     Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . This article from the San Francisco Chronicle by Thurston Clarke recounts one of the most famous speeches ever given: The Inauguration of JFK. There was a myth that the speech could have been written by JFK’s assistant, Ted Sorensen. However, in the article Thurston disproves the rumor and demonstrates how JFK was the true author of his own remarkable words. The work helps give insight into the strategic mind of John F. Kennedy, and will apply to the logical aspects of the analytic paper.. Kennedy, John Fitzgerald. â€Å"Inaugural Address.† 20 January 1061. American Rhetoric: Online      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Speech Bank. 26 January 2008   . John F Kennedy’s Inaugural Address can be found in the Online Speech Bank of the American Rhetoric website. On this specific page it has the audio, video, and text of the speech that I will be analyzing. The speech will be examined on the following areas of rhetoric: pathos, logos and ethos, and will provide the primary material to be assessed. Mack, Kenneth W. â€Å"Barack Obama before He Was a Rising Political Star† The Journal of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Blacks in Higher Education. No. 45, pp 99 – 104 (Autumn, 2004). JSTOR. 1   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   February 2008 . Kenneth W. Mack wrote this four page article for The Journal of Blacks in Higher Education in the Fall of 2004. In the article, Mack addresses his relationship with Barack Obama on both a political and personal scale. He recounts anecdotes of himself and Obama along with other important political figures to shed light on hwo deserving Obama is of his acclaim. He also analyzes the Keynote Address that Obama gave at the 2004 Democratic National Convention. This article will provide deeper insight into the Obama’s character, and will inform the main ideas presented in the analysis of his speech. Meyer, Sam. â€Å"The John F. Kennedy Inauguration Speech: Function and Importance of Its   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã¢â‚¬ËœAddress System’.† Rhetoric Society Quarterly Vol. 12 No. 4 (Autumn, 1982),   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   pp. 239-250. JSTOR. 1 February 2008 . This twelve page article is an in-depth analysis on John F Kennedy’s Inaugural Speech. It explores all aspects of the speech with topics ranging from the audience to logos, pathos, and ethos. It breaks down different quotations and analyzes the content and not only the textual meaning but possible broader meanings. It will aid in the relation of the ideas presented in JFK’s speech to the context in which it was made. Obama, Barack. â€Å"The Audacity of Hope.†Ã‚   27 July 2004. American Rhetoric: Online Speech   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bank. 26 January 2008 . The American Rhetoric is a website that houses famous pieces of literature, both American and Foreign. This particular piece is a speech from the 2004 Democratic National Convention and is the Key Note Address. The speech is given by Barack Obama when he was still a member of the Illinois State Legislator. I will be examining the speech for the main elements of Rhetoric: logos, pathos and ethos. It will be used as the main source from which quotations and examples will be drawn in an analysis of the speech’s effectiveness. Ramage, John, John Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 7th   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ed.   White Plains, NY: Longman, 2006. This is a book that revolves around the topic of arguments.   It defines argument, presents numerous argument readings over the pages, and then tackles on assisting readers into writing arguments. One of the arguments in the text is a speech by Former Attorney General John Ashcroft titled, â€Å"Testimony to the Senate Committee on the Judiciary.† Using pathos Ashcroft states that America must not be complacent and should be one-on-one in defending the nation against terrorist attacks. Another argument in the book is made by Patricia Williams in an article titled â€Å"To See or Not to See.† This article tackles the invalidity of the antiterrorism policies, especially when it comes to liberty and human rights of the minorities. The methods in which these state officials tackle these tough problems will give insight into the difficulties facing Kennedy at the time. Comparisons of his attitude with that of these contemporary leaders will help to indicate the extent to w hich his proposed policies were necessary. United Sates. Senate. Barack Obama: U.S. Senator for Illinois. 1 February 2008. This website is the homepage for Senator Barack Obama. It is a very detailed site with many subsidiary pages that include things from biographical information to his previous speeches on podcast. The homepage has an RSS feed that gives up to the minute latest news relating to the Senator. It also indicates the issues for which Obama argues and different committees with which he is associated. This source gives an idea of the Obama’s political interests and facilitates the comparison of his speech’s main points. It also gives insight into the areas in which Obama may have done (or found) research for his speech. White House, The. â€Å"John Kennedy.† Past Presidents. Washington. Retrieved on February 18,    2008 from http://www.whitehouse.gov/history/presidents/jk35.html This article is a biography of John F. Kennedy, detailing his birth, tour in Japan, road to the White House and subsequent assassination while in office. It also tells of other accomplishments, the Bay of Pigs campaign, and the overall mission that he had in store for the country. It is useful as a source of general background information concerning Kennedy.