Baldwins Writing Style in Notes to a Native Son Essay -- James Baldwi

Father and Son: Bad to Regrettable James Baldwin is known to be extraordinary compared to other exposition scholars in the twentieth century who composed on a couple of themes including race, segregation, sexuality and above all else his own encounters. In â€Å"Notes of a Native Son†, he utilizes two fundamental systems to express what is on his mind. To begin with, he jumps at the chance to recount to a story in an account see. Following is typically his investigation of the occasion. He portrays the occasion and afterward gives his hypothesis on the issue. By doing this, he gives the peruser an opportunity to decode the significance. His understanding may not be what the reader’s is. He gets a kick out of the chance to contend and gives the premise to his contention in â€Å"Notes of a Native Son†. All through the article he discusses himself and his dad, their relationship and how their collaborations impact his last emotions toward his dad. He likewise coordinates open episodes during those o ccasions into the exposition. This strategy presents the peruser with a chance to comprehend the race issue around then. This paper is about piece of his life. In the first place he begins with his father’s passing. It was incidental that the memorial service was on his Baldwin’s nineteenth birthday celebration. Mr. Baldwin, his dad, and his better half considered a youngster close to a mind-blowing finish. This youngster was brought into the world a couple of hours after his passing. Here Baldwin presents a double of life and passing, alongside different models, that he executes all through the paper. In retrospection, he sees his father’s demise as a period of misery and second thoughts not having a more advantageous compatibility with him and he specifies that his kin are cheerful that their dad will never get back home again. He informs us regarding the race revolts in Detroit and New Jersey and censures a while later. These happenings show the influen... ...workmanship. Baldwin does this utilizing his very own encounters and integrating them with the more prominent image of society. All the accounts he has communicated in â€Å"Notes of a Native Son† can be resembled with what was happening during that period. He even clarified the mobs in that sense for the peruser. In the main section he expresses that they drove his dad to the burial ground over crushed reinforced glass (63). This was a consequence of the scorn and misery felt by the agitators. This visual is a portrayal of the scorn that had assisted with murdering his dad. The extreme aversion that assumed a job in the passing of his dad, he dreaded would do likewise to him. The finish of the article shows Baldwin relinquishing this disdain and misery. Works Cited Baldwin, James. â€Å"Notes of a Native Son.† 1995. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84.

Beauty of Sound (Citizne Kane) essays

Excellence of Sound (Citizne Kane) expositions In 1938, at the minor age of 23, Orson Welles' radio adjustment and execution of H.G. Well's great sci-fi spine chiller The War of the Worlds set up him as an easily recognized name and an ace of emotional creation. His past experience, in both coordinating and acting, in theater had shown him the fundamentals of account narrating and his association in radio idealized his capacity to utilize sound as a methods for passing on message and feeling. Therefore, his first since forever include film, Citizen Kane, has a soundtrack that is so expressive and receptive to the story, it would not be hard to understand the whole film without visual tangible at all. Indeed, even at a youthful age individuals around the youthful Orson perceived his virtuoso. His first stage appearance was at 3 years old. While the job presumably didn't require incredible acting expertise, by the age of 16 he introduced himself to the Gate Theater in Dublin as an expert entertainer and he made his Broadway debut at 19 as Shakespeare's Tybalt from Romeo and Juliet. In the following barely any years Welles built up himself as an extremely skilled figure in all parts of stage creation and even shaped a repertory organization with the chief/maker John Houseman. The Mercury Players, as they were called, disclosed a week after week radio program with CBS for a long time before Welles played out The War of the Worlds, as I stated, the creation which solidly settled him as an easily recognized name and which significantly affected RKO's choice to offer him an inconceivable agreement for practically complete creation control of six component films. This involvement with radio assumed a significant job in Welles' advancement of Citizen Kane. Since he had a lot of information on the most proficient method to communicate portrayal through sound, and practically none on the most proficient method to do as such in video form, he utilized the soundtrack as a vital piece of the narrating gadget of the film. Though most chiefs before Welles utilized sound as a sign for the a... <!

Sexual Assault Crisis Center Women Freedom Centre - 1650 Words

Sexual Assault Crisis Center: Women Freedom Centre (Research Paper Sample) Content: Sexual Assault Crisis Center: Women Freedom Centre Name Institution Date Sexual Assault Crisis Center: Women Freedom Centre I had the audacity to visit the Women Freedom Centre which began in 1974 by the name women crisis center was a grassroots response by the local women to solve the women problems such as rape and sexual assaults in their families. It began in the late 1960s when a group of women gathered at the common ground restaurant in Brattleboro and made a stand that women were no longer going to be used as sexual objects by the male counter parts. They decided to rent small few rooms where they would deliberate on the issues facing them as well as other economic activities. The paper examines the approach employed by the center to address the issue of sexual assault. The women formed a committee which was supposed to educate themselves on advocacy for rape victims which later led to establishment of a rape crisis center in the town which was establishe d in the early 1970s. Most of those cases were cases of beatings by husbands and boyfriends. So as to solve the issues some of the community members decided to take women to their homes for safety and continued to look for funds and grants to establish the finds. It was in 1974 the federal government heard their plea and decides to fund the project. They members decided to rent two small apartments in the downtown of Brattleboro which was seen as a safe haven for women as well as their children who were fleeing abuse. Volunteers were recruited and trained as well as studied legal and welfare system so as to offer support to battered women and survivors of sexual assault. The centre received more than 2000 calls and supported more than 600 women and children of rape victims and sexual assault. This number was alarming as the cases kept on escalating. However, in n1981 the center faced a blow from the federal government when it decided to cut the funding leading to the closure of the centre temporally. The directors did not lose as they kept fighting for the rights of women and looked for funds from donors. They wrote many letters to the town of Brattleboro so as to obtain funds to renovate a house that would be used as a shelter. Their efforts bore fruits in 1982 as they got funding and established their women crisis center in its current location. The center is specifically working to ensure that the men stop women violence in their families. The goal of the c entre is to ensure that women achieve the ultimate goal of being free from violence and abuses of men. Interview with a legal and system volunteer staff at the centre. I had a visit to the centre on 20th April 2016 to investigate how the centre deals with sexual assault. I met Malcolm who is a lead professional and volunteer in legal matters within the centre. He accorded me an opportunity to respond to all my questions. My first question; does the organization take the men who abuse the women to co urt to face judgment? He outlined to me that the centre has legal frameworks in which such as issue is addressed. The centre does not leave the offenders walk scot free after the ordeal with the woman since it’s like telling the offender it’s okay you can do it on other women as nothing will be do. The organization strives to report the matter to the police and ensure that the men are arrested and arraigned in court to face persecution. The centre has organized legal experts who defend the victims in courts and ensure that justice prevails. This is to ensure that there is zero sexual assault as well as the abuse of the women in the society. Second question; does the centre provide counseling to the victims of the sexual assault and domestic violence? He stated that most women are traumatized and other contemplates committing suicide. We have a team of councilors whose role is to counsel the victims and provide hope to them that all will be okay. We also provide mech anisms that ensure that the victims are talked to and engaged in activities to ensure that they do not spend time thinking about what happened to their life. We also encourage them to move on with life. Third question; what are the challenges the organization has faced since inception and how are you handling them? Since the institution was established there is inadequate funding to support the firm’s activities such as the catering the operational expenses of the firm. At times for instance in 1981 the firms was shut down temporality due to government cutting down financing. The firm has never obtained a permanent donor for the activities of the institution. This poses a great challenge regarding what the organization is expected to undertake and support the institution. The organizations strive to ensure that the victims are provided with shelter, clothing and entertainment especially t...

Rock Music Rock And Roll - 1834 Words

Kerrange! is a UK based magazine design for people who listen to Rock music, ranging from hard rock to death metal. Rock music is a genre of popular music that originated as rock and roll in the United States in the 1950s and developed into a range of different styles in the 1960s and later, particularly, in the United Kingdom. Musically, Rock has centered on electric guitar, usually as part of a rock group with electric bass guitar and drums. Rock music and fashion have been inextricably linked. Rock musicians were early adopters of two British rivalry subculture fashion style, they were known as Rockers (who wore motorcycle leathers and usually used a vintage Triton motorcycle ) and Mods (who often wore tailor-made suits and use†¦show more content†¦The actual paper used for the magazine is thin and easy to get ripped; the cost of the magazine is  £2.50. This show that the main target is aimed at the young people who are less likely to spend lots of money on weekly magaz ine. The main things you will see in the magazine are news, CD reviews, gigs, gig guides, you will also see exclusive interviews with artist, bands, events, music and advert of free merchandise too. Typography used in magazines are usually colourful, bold and usual text and the masthead usually has its own design font for the specific magazine. For instances, the heading of the magazine which say â€Å"KERRANG!†, it has a large font and normally in colour red, yellow, black and white. The word has a crack which runs through the word, this tells the reader it has something to do with destruction, loudness and rebellion. It also gives the feeling of something being broken which maybe means they do their thing differently and do not follow the law or rudes. The masthead of Kerrange! uses the serif font style, which makes the magazine stands out from other rival magazines of same genre. It is also covered with the lead singer and guitarist of GUNS N ROSES. The magazine does not use a selling line, this may be because Kerrange! may feel that the image of their magazine already appeals to their target audience enough without needing selling line. The main cover line is presented by a large image of the

The Aesthetic Qualities Of A Musical Selection From Space...

Introduction From a young age, I’ve had a great interest in all sorts of music. I appreciate and enjoy listening to classical, opera, rap, hip-hop, country, contemporary and Mexican music. When I signed up for Music Appreciation, I was excited to learn more about the history of music and the instruments used. I wanted to learn what to listen for and how to understand the different types of music. There are many styles of music from different eras. After taking notes on a variety of listening exercises from different eras, I understand what composers were trying to accomplish with their music. I will discuss an influential composer and his musical time period, along with events that helped shape his career. I will also cover a musical period that I believe to be most important to music history. I would also like to discuss how this course has influenced the way I listen and hear music. Lastly, I will analyze the aesthetic qualities of a musical selection from Space Odyssey: 200 1. Wolfgang Amadeus Mozart A prolific artist, Austrian composer Wolfgang Mozart created a string of operas, concertos, symphonies, masses and sonatas that profoundly shaped classical music. Mozart was born on January 27, 1756, in Salzburg Austria, to Leopold and Maria Perti Mozart. His father was a successful composer, violinist, and assistant concertmaster at the Salzburg court. His mother was born to a middle class family of local community leaders. At an earlier age, they introduced music to MozartShow MoreRelatedProject Mgmt296381 Words   |  1186 Pagesbaseline schedule (1.3.5) [8.1.3] 6.5.2.3 Critical chain method Chapter 9 Chapter 10 Reducing Project Duration Leadership Chapter 2 Organization Strategy and Project Selection 1.4 Projects and programs (.2) 1.4.1 Managing the portfolio 1.4.3 Strategy and projects 2.3 Stakeholders and review boards 12.1 RFP’s and vendor selection (.3.4.5) 11.2.2.6 SWAT analysis 6.5.2.7 Schedule compression 9.4.2.5 Leadership skills G.1 Project leadership 10.1 Stakeholder management Chapter 11 Teams ChapterRead MoreMonsanto: Better Living Through Genetic Engineering96204 Words   |  385 PagesConsolidating the DirecTV acquisition C A S E S E V E N Shanghai Volkswagen: Implementing project management in the electrical engineering division C A S E E I G H T Television New Zealand: Balancing between commercial and social objectives C A S E N I N E From greenï ¬ eld to graduates: University of the Sunshine Coast C A S E T E N Whole Foods Market, 2005: Will there be enough organic food to satisfy the C A S E E L E V E N growing demand? Wal-Mart Stores Inc.: Dominating global retailing C A S E T W E L

Genetic engineering2 Essay Example For Students

Genetic engineering2 Essay The idea of studying genetic engineering and revealing those results intrigues me thoroughly. Studying these coded proteins or genes brings about revolutionary advancements in the fields of medicine and bioengineering. The possibilities that genetic engineering make are endless. For example, genetic engineering can improve nutritious quality and enhance the flavor in foods. We can also look forward to new techniques in disease prevention and treatments, improve the quality of life. However, as stated by James Watson, genetic engineering is also has ethical, medical, and societal implications. If genetic engineering is not used wisely and ethically the results can reduce our health and seriously endanger the environment. It is up to us, as a society to make the correct choices involving genetic engineering. Genetic Engineering is the alteration of an organisms genetic, or hereditary, material to eliminate undesirable characteristics or to produce desirable new ones. Since Watson’s discovery in 1953, genetic engineering has made profound advancements. Through Recombinant DNA or gene splicing scientists can directly alter genetic material. Recombinant DNA is DNA that has been created artificially. Recombinant DNA is made from two or more sources that are incorporated into a single recombinant molecule. The first step in recombinant dna is to isolate the genes in question. Then two molecules or genes are treated with a restriction enzyme. Restriction enzymes are DNA-cutting devices found in bacteria (and harvested from them for use). A restriction enzyme recognizes and cuts DNA only at a particular sequence of nucleotides. Treating the DNA of two different organisms with the same restriction enzyme produces complementary fragments, or fragments with ends that fit together. These end s that fit together are called â€Å"sticky ends† because they are able to join with any DNA molecule that contains the complementary sticky end. Mixed together, these molecules can join with each other by the base pairing between their sticky ends. The union can be made permanent by another enzyme, DNA ligase, which forms covalent bonds between the molecules. The result is a molecule of recombinant DNA (rDNA). The ability to produce recombinant DNA molecules has not only revolutionized the study of genetics, but has laid the foundation for much of the biotechnology industry. In humans, recombinant DNA is the basis of gene therapy, in which the DNA is introduced into body, or somatic cells, where it may alter their genetic makeup. These alterations cannot be passed to future generations since sperm and eggs, or germ cells, are not affected. There are many methods of introducing new genetic material into a cell or organism, or altering the existing material. A vector is something that can carry the gene into the host, or rather into the nucleus of a host cell. Special viruses have been altered and put to use, which can introduce new genetic material to an organism. One such virus is the adenovirus, which affects the respiratory system. The adenovirus equipped with genetic altered material is inserted into the host and then the virus inserts its genome into the host. The host then divides spreading the genetically engineered material. Another way is through liposomes, which are injectable microscopic fatty globules that can enclose and protect DNA. In lame man’s terms it means to enclose the gene in the cell membrane of an organism and then the membrane will recognize certain cells. Vectors are commonly bacterial plasmids (see below and next page) or viruses Another method is the SHOTGUN TECHNIQUE which blindly sho ots masses of tiny gold particles coated with the gene into a plate of cells, hoping to land a hit somewhere in the cells DNA I’m strongly for the uses of genetic engineering in advancing medicine. Gene therapy can be used to treat desperately ill patients, or to prevent a disease. Under the Hippocratic oath doctors are obligated to help patients in any way possible. Doctors, patients, and scientists have rights to explore gene therapy and create new medicines to save people. The uses of gene therapy are unlimited. Presently patients are being saved. Patients with clog arteries in the lower extremities can be injected with genes that make the protein to manufacture new blood vessels. By making new blood vessels, the clot can be bypassed, saving the patients life. Another treatment is growing new skin to heal wounds, or to increase the effectiveness of the immune system using specific genes. The long-term uses will include the treatment of disease. Gene therapy can be used to prevent mental illness or even alcoholism. But more importantly cancer and HIV can be prevented by expressing genes that block or protect us from growth of infectious agents (carcogens or viruses). Finally gene therapy will likely be developed for correction of genetic defects in families by transferring genes to reproductive cells (germ-line). Whether gene therapy will be used for enhancement is questionable, but it does seem inevitable. Presently gene therapy can save lives and in the future it will save more live. But although I have hopes for the positive effects of gene therapy, I have fears about the negative consequences of gene therapy. There are many societal concerns arising from genetic engineering. The public is concerned that insurers will use genetic information to deny, limit, or cancel insurance policies. Also that employers will use genetic information to deny, limit, or cancel insurance policies. But already Ex-President has taken steps to protect citizens from unf air uses of gene therapy. On February 8, 2000 President Clinton signed an executive order prohibiting every federal department and agency from using genetic information in hiring or promoting action. Some skeptics state that germ-line (reproductive) gene therapy experiments would involve too much scientific uncertainty and clinical risks, and the long-term effects of such therapy are unknown. Germ-line therapy should be banned. The problems that arise from future generations such as malformed babies make germ-line therapy intolerable. For now only laboratory and animals are allowed to under go germ-line therapy. Another skeptic might hypothesize that gene therapy is very expensive, and only the wealthy will be allowed the benefits of gene therapy. Presently gene therapy such as making new blood vessels is cheaper than surgery or medicine. Prevention has always been cheaper than treatment. Plus only single-cell gene diseases are currently treatable such as heart disease. This treatme nt is relatively low in cost compared to surgery and rehabilitation. .u7032df1f17fc2f8fca512482a0b39959 , .u7032df1f17fc2f8fca512482a0b39959 .postImageUrl , .u7032df1f17fc2f8fca512482a0b39959 .centered-text-area { min-height: 80px; position: relative; } .u7032df1f17fc2f8fca512482a0b39959 , .u7032df1f17fc2f8fca512482a0b39959:hover , .u7032df1f17fc2f8fca512482a0b39959:visited , .u7032df1f17fc2f8fca512482a0b39959:active { border:0!important; } .u7032df1f17fc2f8fca512482a0b39959 .clearfix:after { content: ""; display: table; clear: both; } .u7032df1f17fc2f8fca512482a0b39959 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7032df1f17fc2f8fca512482a0b39959:active , .u7032df1f17fc2f8fca512482a0b39959:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7032df1f17fc2f8fca512482a0b39959 .centered-text-area { width: 100%; position: relative ; } .u7032df1f17fc2f8fca512482a0b39959 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7032df1f17fc2f8fca512482a0b39959 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7032df1f17fc2f8fca512482a0b39959 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7032df1f17fc2f8fca512482a0b39959:hover .ctaButton { background-color: #34495E!important; } .u7032df1f17fc2f8fca512482a0b39959 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7032df1f17fc2f8fca512482a0b39959 .u7032df1f17fc2f8fca512482a0b39959-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7032df1f17fc2f8fca512482a0b39959:after { content: ""; display: block; clear: both; } READ: Health promotion EssayBibliography:the environmental magazine jan/feb 2001 designing people

Paulo Freires Life, Philosophy and Teachings

Introduction According to Gadotti (1994), one of the most famous philosophers of the 20th century was Paulo Freire. Born and raised in Brazil, Freire was subjected to living in poverty, which later influenced his works. Freire is well known for advancing the theory of pedagogy by authoring the piece of work known as the â€Å"Pedagogy of the Oppressed’. This piece of work is termed as the main foundation on which the critical pedagogy movement was based. Freire made a great contribution to the theory, as well as by his actual deeds during his lifetime.Advertising We will write a custom research paper sample on Paulo Freire’s Life, Philosophy and Teachings specifically for you for only $16.05 $11/page Learn More Thus, his works can be compared to the works of other theorists and educators like John Locke, Plato, John Dewey, Booker T. Washington, and Jean-Jaques Rousseau among other renowned philosophers. This paper explores life, philosophy and teachings of Paulo Freire. In the discussion, the paper takes an analytical comparison of the teachings and philosophies of Freire with those of other renowned philosophers, like Rousseau, Dubois, Locke, and Plato. An overview of the works of Paolo Freire Freire contributed a lot to philosophy as observed in the introduction. It is critical to look at a number of philosophical works of Freire in order to comprehend the scope of his study. Freire is considered as one of the most remarkable thinkers in education of the 20th century, who did a lot for development of the educational theory and philosophy. The works of Freire can be traced back to the mid 1940s when he was working at the Department of Education and Culture in Pernambuco, one of the states in Brazil. His tenure with the department exposed him to an environment where he was working with the poor and illiterate population. The nature of his work made him start thinking about developing a liberation theology to help sal vage the masses from poverty and illiteracy. For one to participate in presidential elections in Brazil, one had to be literate. Owing to the fact that most people were illiterate, only the few literate had the chance to take part in the presidential elections, locking out a vast number of the people from taking part in this critical exercise. Apart from the liberation theology, which resulted in a political uprising in the country forcing him to left the country, the other works of Freire include ‘The Pedagogy of the Oppressed’ and ‘Education as the Practice of Freedom’. The ‘Pedagogy of the Oppressed’ gave Freire his identity as a true educator because it explained most of the issues that were impeding the advancement of education. This work was quite enticing as it had a lot of information on the interplay of factors in education, which impeded the development of the society. It was one of the most influential tools for liberalization the so ciety from the antecedents of poverty, illiteracy and political suppression. He became a sought after education advisor (Gadotti, 1994).Advertising Looking for research paper on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More The contribution of Freire to the philosophy of education is outstanding. It can be compared with both, an intense classical philosophical approaches by Plato and neo-classical approaches like the ones utilized by Karl Marx and other thinkers. A great number of his works can be easily interconnected with the neo-classical pieces of work in philosophy. It is vital to bring out the main argument in Freire’s work, ‘The Pedagogy of the Oppressed’, in order to understand the point and dimension of the argument about social change in the society. A study of the philosophical work of Freire, particularly his contribution to educational theory and philosophy, reveals that education can be used as a tool for demolishing the structures of domination in the society, besides promoting social transformation. When compared with other works by other classical philosophers, it comes out that illiteracy is a form of oppression that cannot be washed away. People get oppressed because of their failure to understand the society in which they live (Schugurensky, 2011). Understanding the theoretical underpinning in ‘The Pedagogy of the Oppressed’ It should be noted that ‘The Pedagogy of the Oppressed’, was published in the year 1970, but it was accepted in Brazil only four years after because political regime in the country did not like the content of this work, which strongly addressed the issue of justice from the educational point of view. The inspiration to develop this piece of work came from the situation of illiteracy in Brazil, which was utilized to support control over the people and authorize justice in the country. According to Freire, education ought t o be used for liberating the oppressed by giving them a sense of humanity, which is critical to help people fight the oppressive conditions. However, Freire reiterated that it could not be attained without the participation of the people who were oppressed. This implies that liberation is a process that begins with self. Therefore, the oppressed have to play a greater role in their redemption by showing the willingness to change their ways of life. This can be attained through careful thought and a re-examination of the role that can be played by the oppressed in the liberation movement (Freire, 2004). According to Freire, it is quite difficult to separate education from pedagogy. This argument is based on the view that education is considered to be a political act. Freire was of the opinion that politics must be †a diet for students and their teachers†. The manner of teaching and the education content itself act to fulfill political goals. He argued that teachers in the ir own sense often have political notions, which they explore in the classrooms. According to Freire, education provides people with a lot of benefits, since through education men and women attain the sense of responsibility, which comes from the commitment of knowing the unknown (Freire, 2004).Advertising We will write a custom research paper sample on Paulo Freire’s Life, Philosophy and Teachings specifically for you for only $16.05 $11/page Learn More Freire attacked what he referred to as ‘banking’ on education. This concept implies that the student is an empty entity that has to be filled by the teacher. Therefore, under this concept, the teachers are seen as the main sources of content in education. This is undesirable according to Freire, as it makes teachers have absolute dominance over the students, who are only seen as the receivers of the content from the teachers. This inclination of the learning environment is undesirabl e as it depicts the control of thought, which is critical to the adaptation of people in the world. The transformation of students into receiving entities suppresses the creative power of the students. There is a close relationship between the synthesis of education by Freire and the conception of education by Jean-Jaques Rousseau. In his conceptualization of education, Rousseau saw children as a critical part of the learning process. He termed them as active learners, meaning that they were not just meant to be receivers, but also contributors to the learning process (Golby et al., 1975). The conceptualization of educational theory and philosophy by Freire In the theoretical explanation of his philosophy, Freire made emphasis on the role of both teachers and students in what can be termed as a liberated education environment. Teachers are critical elements of every teaching environment, same as students. A simple reasoning is that the learning environment cannot be complete without the presence of either teaches or learners. For learning to result in the social transformation and the liberalization of the society, both teachers and learners must play their roles. No one can conceive a teaching environment without the presence of teachers and students. According to the conceptualization of learning by Plato, Freire, and Buber, learning helps in the development of individuals who later play a major role in development of the society. Through imparting of knowledge to the individuals in the society, teachers also gain the sense of self realization. Teachers are supposed to bringing about a socially conscious society. To attain this, the teachers should be in a position to understand the society. Therefore, the direct contact and participation of teachers in the developments taking place within society is a vital feature of attaining the goal of developing social consciousness (Shim, 2008). It can be said that the active participation of Freire and Plato in the s ociety acted as a means of understanding the society and a means of addressing the issues affecting the society through education. In his book, ‘The Republic’, Plato presents a two fold depiction of the society, a human being with education and a human being without education. Plato sought to derive an explanation of the role that is played by education in the life of man (Rosen, 2005).Advertising Looking for research paper on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, Freire discovered the values of education by assessing the measure of education in the society. In an era where education was supposed to be the key to liberalizing the society, Freire discovered that it was being used as a tool for dividing and suppressing people in the society. Therefore, the philosophical concept of education was developed as a means of streamlining the role of education, as opposed to the manner in which it was being conducted in Brazil (Shim, 2008). Education, according to Plato, is taken as a gradual process which aim is to lead to understanding. Therefore, Plato argued that human beings often exist in darkness, which implies the state of ignorance. The realization of the existence in the status of ignorance acts as the ignition to the search for light, which in this case means the search for education. Plato heavily relied on abstractions when explaining the essence of education in the society, which was then marred by illiteracy, which com pounded the rate of suffrage of people (Beck 1985). Freire conceived the status of illiteracy in the society by experiencing it. His argument about the liberalization of the society comes from the fact that the elites in the society were taking advantage of the state of illiteracy for pursuing the political and social goals. Freire’s work also shows that education was the most valid way of propelling people from the bondage of darkness. Teaching is a facilitative process that requires consciousness on the part of the society, as well as the teachers. The freedom of human beings is highly dependent on the knowledge that freedom exists. Education enables men live, communicate, and think, which in turn helps in improving the life of men (Shim, 2008). The role of teachers is expanded by the virtue that they have to aid students in synthesizing knowledge. Teachers are required to go beyond the teachings as coded in the learning materials used in imparting knowledge in students. By the virtue of borrowing from the happenings in the society, teachers have to help students stand against social change (Roberts, 2003). This is a precursor to the attainment of a just society. A just society implies a society that embraces democracy and the observance of the rights of human beings. However, just as was opined by Socrates, the attainment of a just society is a complex exercise that requires a combination of numerous factors. Both teachers and students need to constantly and consistently play out their roles, something that is quite daunting to attain (Noddings, 2003). Unlike the theoretical explanation of education, such as utilization of education as a means of attaining status in the society, as explained by John Locke, Freire’s approach to education is more radical as it entails the search for social order through participatory education. There are calls for revolution in the works by Freire, which are meant to free the oppressed people in the society thro ugh education. The issue of oppression is revealed in the philosophical works of Freire. Therefore, the essence of education is making the oppressed realize the origins of their oppression. If education is to bring about social order and liberalize the society, then it has to be cultivated in such a way that the students are made to realize the need for education. On the same question of oppression, John Locke had emphasized the need for the development of human potential in all aspects as a way of promoting reason. In the theory of social contract, Locke dwelled on the address of the issue of individual liberties by the government as one of the ways of attaining social order. Locke dwelt on the role of the state as a facilitating tool for the achievement of individual liberties. The same issue of individual liberties was expressed by Freire through educational activism, where the fate of individual liberty was seen as lying so much within the same individual (Wall, 2001). The promo tion of an educational environment that allowed people learn in a participative environment allows people to realize the sources of the oppressing factors. Freire further advanced that freedom of an individual is not only dependent on the sources of power in the society, but also on the ability of the individual to decentralize the opportunities, to learn things that are critical to the development of a balanced social state in the society. Locke influenced Freire by bringing about the issue of individual liberties and the need to attain them in order to gain social justice and balance in the society. As a believer in practice rather than sheer praxis, Freire saw the need for actualizing the liberalization of individuals, which he did through active sensitization on how to attain liberalism through education (Eagan, 2010). Freire reiterated that the setup of the education environment was critical to the attainment of liberation, and went further to explain how education ought to be structured to meet its objective. Contrary to the theoretical underpinning of Locke, Freire sidelined the role of the state and emphasized on the role of the teachers and the students (Ornstein Levine, 2006). Dewey developed a phonological insight into fear and what it brings in learning. Freire, on the other hand, sought to put away the aspect of fear in learning and education by emphasizing on the position and role of individuals in the attendance of knowledge. Fear, which is an emotional state, can be used to bar individuals from opening up to learning, which is a key to liberation (English Stengel, 2010). Conclusion Paulo Freire is one of the renowned theorists of the 20th century. He is widely known for active contribution to the theory and philosophy of education. This paper has explored the life and the contribution of Freire to the theory and philosophy of education through the comparison of his work with the works of other classical and neo-classical philosophers. From th e research conducted in the paper, it can be stated that philosophy of education remains a wide field that can only be understood by exploring the diverse arguments from classical times to the contemporary theories. According to the paper, the contribution of Freire is based not only on the theoretical underpinnings of other philosophers, but also his active participation in advocating for liberty in the society through education. References Beck, R. (1985). Plato’s views on teaching. Educational Theory, 35(2), 119–134. Eagan, J. (2010). Paulo Freire’s pedagogy of the oppressed.† Administrative Theory Praxis, 32(3), 429-430. English, A., Stengel, A. (2010). Exploring Fear: Rousseau, Dewey, and Freire on fear and learning. Educational Theory, 60(5), 521-542. Freire, P. (2004). Pedagogy of the oppressed. New York, NY: Continuum. Gadotti, M. (1994). Reading Paulo Freire: His life and work. Albany, NY: State University of New York Press. Golby, M., Greenwald , J., West, R., Open University. (1975). Curriculum design. London: Croom Helm [for] the Open University Press. Noddings, N. (2003). Is teaching a practice? Journal of Philosophy of Education, 37(2), 241–251. Ornstein, A. C., Levine, D. U. (2006). Foundations of education. Boston, MA: Houghton Mifflin Co. Roberts, P. (2003). Pedagogy, neoliberalism, and postmodernity. Educational Philosophy and Theory, 35(4), 451–465. Rosen, S. (2005). Plato’s Republic: A study. New Haven, CT: Yale University Press. Schugurensky, D. (2011). Paulo Freire. London: Continuum International Pub. Group. Shim, S. H. (2008). A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire. Teaching and Teacher Education, 24, 515–535. Wall, E. (2001). Educational theory: Philosophical and political perspectives. Amherst, NY: Prometheus Books. This research paper on Paulo Freire’s Life, Philosophy and Teachings was written and submitted by user Case Alexander to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Art and architecture around the world essays

Art and architecture around the world essays On Friday night, November 12th, I attended the lecture about Art and Architecture around the world, given by Dr. Irini Vallera-Rickerson. Being that I am very interested in both art and architecture, I was very excited to see different cultures forms of these subjects. Dr. Irini Vallera-Rickerson had the goal of filling the Robert B. Moore Theater in order to raise $10,000 for many helpful causes, including AIDS awareness...and her goal was definitely achieved. The theater was full of many different people and their families, including students, teachers, and community members. The lecture began with an informative discussion about AIDS and how it affects the people around the world, and our community. There were many new and interesting facts and statistics concerning this matter, some being a bit saddening, while others were more hopeful and optimistic for the future of those infected with the disease. Soon, Dr. Vallera-Rickerson took the stage as our tour guide around the wor ld of art and architecture within different eras and cultures. Some main focuses of the lecture were sites in Greece, Italy, Spain, and a few in America. The most interesting to me were the creations of the Spanish artist and architect, Antonio Gaudi, whose masterpieces were breathtaking. His works were so creative and odd, and he added great detail that presented such a unique style. Every piece of art I saw that night was amazing, and I would recommend everyone to attend one of these special events; it is definitely worth it. Anyone who enjoys any type of art, travel, entertainment, or just helping out the community shouldnt miss out on this insightful presentation. ...

Assessor Award

A1 Assessor Award BY fiffi20 7317 Vocational Assessors Award Underpinning Knowledge Requirements QI. The way how I identify and use different types of evidences when carrying out assessments are by reading through all the chosen units assessment reports to have a clear understanding of the criteria/elements which the candidate must meet. The different types of evidences which can be used are, Task Statements, Work Product/ Work Evidences, Observations, Supplementary Evidences, Questionnaires, Professional Discussions and also Witness Statements. Q2. When comparing different types of evidences, I make sure the work product overs either, the Skills and Techniques or the Performance Indicators depends on the NVQ course, this get done on both the mandatory unit as well as the unit the candidate is working on. This is done by me checking the evidence against the Assessment Report and referencing the elements which have been met. Q3. When it comes to me collecting evidence I normally get my candidates to print their evidences in black and white instead of colour to save the cost of their ink cartridge. If possible I would also ask them to print double sided to save paper. I always ask my candidates if they have created any sort of evidence prior to our eeting, that way I could see if the evidence is suitable for the task and if its meets any of the elements on the assessment report if so this saves a lot of time on the candidate behalf if not, I do set my candidates deadlines for them to meet, so that way then can complete to hand over evidences. Q4. If a candidate has completed evidences prior to the assessment process I would ask them to demonstrate how they started and completed the task. I would also have a Professional Discussion with them to cover certain Performance Indicators as well as getting a Witness Statement completed by a person high then he candidate, someone who can confirm that the candidate was able tackle this task. Depends on the unit, I would sometimes also give Questionnaires to them to cover their Knowledge and Understanding. Q5. To develop and agree assessment plans with the candidates I consider all Performance Indicators and Skills and Techniques for each chosen unit, I then advise them on the assessment methods which will be used to collect the evidence and also a date/time of completion is set and agreed by both the candidate and myself. Q6. To assess the performance of my candidate I observe them while they are ackling the work evidence and I also question them this could either be verbal or written. Through this method I can pin point their performance against specific parts of the standard. evelop their competency would be to give them extra training on specific areas which they lack knowledge in and also set them task where I could observe them on that particular training to see whether or not they understood to concept and learnt from the training. I would also question them to confirm they understanding. By doing this I can make sure the candidate will be able to meet the criteria/element. Q8. Diff erent candidate have different needs, some need more training and guidance than others. So when changing assessment procedures all aspect must be considered. For example I have a candidate who is a Personal Assistant for a Head Teacher in a school which I assess in. I show her the Action Plans and Assessment Reports and explain the criteria/element which she must meet, she is able to produce evidence instantly due to IT knowledge and Job role, this candidate need very little training in her Business and Administration course as long as I explain what is required from her and her work products/work evidences. However I then have a candidate who is a receptionist at a medical centre, this candidate has dyslexia and needs a huge amount of training and guidance, especially with her Task Statements. A lot more time must be spent with this candidate and the deadline of evidence must be slightly longer then others. Q9. When collecting evidences must ensure there are no confidentially information which relates to neither the company nor their clients/customers. The evidences must be created by the candidates so that way they are valid and fair. If the candidate does not create the evidence then it is hard to identify whether or not it is air. All evidences must be valid. I must check dates and check the assessment reports. I must speak to the Manager and advise them which type of evidence the candidate will be submitting. QIO. When completing work evidences, the evidence must follow the assessment standard of the CADCentre unit standard booklet. QI 1. To measure existing levels of competence I always question my candidates, this could either be verbal or written. I also get the candidate to perform the task so Im able to observe and Judge their competency level. Q12. To make a valid and reliable assessment of my candidates knowledge I ormally hold a professional discussion with them and also given them questionnaires to complete. Q13. To make a valid and reliable assessment of my candidates performance I get my candidate to produce work evidence to support there claim, to complete a Task Statement and I then type out the Observation which will backup the task which they completed and also to reference the criteria/elements which they successfully matched. collect the work evidence and the Task Statement from the candidate and then I would go through the assessment report and tick off the criteria/elements which they uccessfully met. This is done once IVe collect all evidences towards the relevant unit. This will show that the candidate was capable to meeting the required criteria/ elements. QI 5. To check that the evidence was created by the candidate I always ask them to demonstrate who they created the evidence and also I would take down the file path. The file path is added to the candidates work evidence as well as in my Observations. Q16. To make sure that supporting evidences supplied by other people are reliable I ask the Manager to write out a Witness Statement, I would also speak to the witness egarding the candidates unit, explaining the criteria/elements which they need to cover and will be assed on. The witness must have knowledge and experience in the area which I will assess to allow them to write up the statement otherwise it will not be valid. QI 7. I always tell the candidates that they can use evidences which they previously created towards the chosen unit. For instance an ITQ candidate might have already created a Powerpoint presentation a few weeks ago and as she/he Chose this particular unit, instead of getting them to re-create another resentation we would use the same as long as it met all the relevant criteria/ elements. This saves the candidate a lot of time and effort and fast tracks he collection of the evidence. Q18. The way how I give constructive feedback to my candidates is by after the completion ofa task I would sit down with them and go over the task again. My feedback sheet will state the unit number, the task which the candidate has completed, date of completion, a brief paragraph giving a positive feedback on the task, state any issues which the candidate might have had during the task and also I ention the next stage which they will be moving on to. Q19. The way how I involve my candidates in the planning of assessment , I sit with them and explain all the criteria/elements which they will need to meet, the date of completion must also be agreed by both parties. I would also Judge whether or not the candidate will need extra training times on certain criteria/element to allow them to meet them. Q20. To keep to the data protection act I must store all candidates details safe and secure. Candidate detail must not be shown nor shared with any other candidates or any one outside the CADCentre. Q21. I have a lot of patients and give a lot of my time to my candidates who I feel lack to take part in different in their assessment. Im constantly training them to regain their confidences and knowledge. I also advise them that they can email or call me regarding any questions which they might have. I also give them the option of training them through specific area. IVe noticed that more practice the candidate has the better their understanding is. Q22. I make sure that I treat all my candidates the same, all with the same respect regardless to age, gender, race or beliefs. I train all my candidates equally, however I o sometimes give extra time/training to those who are in need. Q23. To meet the needs to each of my candidate, I assess them on the second initial visit after the signup. I question them verbally to have a clear view of the competency and needs. From that I can Judge which candidate will need extra training. Q24. I always give a feedback to all my candidates after the completion ofa task or even a unit. Again in this I will verbal talk to them as well as write out a feedback sheet. Feedbacks are very important to candidates, they can see their progressions and also identify their weaknesses. Q25. I have always built a good friendly relationship with all my candidates, make them feel at ease to ask questions and get in contact with me at any time regarding any issues which they might have with the course/evidence. Q26. To monitor and review the progress of my candidates I always complete an eight week review which states and identifies how the candidate is progressing, whether its a slow progression or an up to date progress. Deadlines are always set with my candidates and some do meet them and some do go over the deadline. Q27. Candidates are always upgrading their positions within companies. I must ake sure that my knowledge and understand of the course, assessment reports and standards are ofa high level to allow me to assess the candidates. Knowledge in softwares are also very important, as a candidate might chose to complete their NVQ in a specific software such as Access. Access is a database software which not many people know how to use and not many companies use, so to be able to assess and train in Access my knowledge and understand must be high. Q28. To update my existing skills and experience I would take full advantage of any training/course opportunities which may arise. This will enhance my skills, nowledge and also experience. Q29. I would take in consideration any Internal Verifier feedbacks, I would also constantly look at the City and Guilds web site and also sign up for the Newsletters. Q30. To improve my personal development I would again take full advantage of any qualifications and criterias. Q31. To meet my candidates needs in a safe, fair, valid and reliable manner I would take in to account there needs and work in line with the relevant legislations. As I mentioned before I have a candidate who suffers from Dyslexia, with her I need to print the text in a larger font and explain each point to her fully for her to have fully nderstanding of what is required from her. Q32. To recognise and challenge unfair discrimination in assessments I would refer back to the procedure, CADCentre Handbook. Q33. I would liaise with the Internal Verifier and then External Verifier to get advice on meeting candidates special assessment requirements. Q34. To identify and plan for issues of confidentiality and data protection during the assessment process I would either collect the Work Product or if the data is confidential then I would only request the file path. The file path is needed in case he Internal Verifier or External Verifier wanted to go to the company and have a look and the evidence. Q35. The way how I would record, store and pass on assessment decisions to other people within an agreed system would be by recording it on assessment plans and completing a summary of achievement. Q36. I would say to identify and assess things that could influence my own competence, could be an ITQ unit such as (214). By observing another person I could learn new skills on a particular software. Q37. I would liaise with my manager and request training in either a particular course, scheme, FL, CPD and also PTTLS.

I Do Not Speak English (Naia) Essay Example | Topics and Well Written Essays - 1250 words

I Do Not Speak English (Naia) - Essay Example I had seen and heard too much about the USA in books and media throughout my childhood, but this was my first chance to move to the USA. Coming to the USA was a different and new experience for me altogether. I had come from a society which was not as diverse as the society in the USA in terms of race, color, ethnicity, or religion. In the USA, the first thing my parents did for me was look for a good school for me. I got admitted in the Carmel High School. It was way big as compared to the school I had come from. When I arrived in the USA, I knew very basic English, if any. It was so difficult to communicate with the local people in the USA. I did not even know how to put words together to form a sentence. It took me so long to translate everything I thought into English that I frequently would become conscious that I was boring the person listening to me. The local people said things so fast that it was nearly impossible for me to catch what they said. I had to make them come again and again until I finally got their point. This was very emotionally demanding. It was indeed as difficult for them to cooperate with me as for me to catch up with them. Because of my language problem, I used to remain generally quite unless it was extremely necessary to talk. The local people there did not understand that this was the reason behind my quietness, and many would take me for proud, which I was absolutely not. I was missing my hometown a lot, but thinking about Bogota was useless as my parents would not allow me to live alone there. I had to stay in the USA. I realized that to adapt to the new culture and adjust in the American society, the first thing I needed to do was improve my English, so I started taking English classes. I worked with will, determination, and hard work. It did not take me much time to get hold of the basics. Within a year or so, I was able to write comprehensive essays in English. Every day, I learned at least two new words of English from the d ictionary, and would incorporate them in my writing the very day. This practice not only helped me polish my writing skills, but also helped me improve my English vocabulary. Today, I am proficient enough in English to qualify as an American citizen. One thing that I was always sure about was that in order to integrate into the American society, I would have to appreciate diversity as it happens to be a very integral trait of the American society. I started reading books about different cultures, and their individualistic trends, traditions, norms and values. I even studied comparative religious books in order to have an insight into the fundamentals of the beliefs of people belonging to different religions. This not only helped me understand the people around me better, but also increased by general knowledge a lot. Being aware of the religious and cultural norms and values of people in my class, neighborhood and the marketplace helped me socialize with them in such a way that they felt comfortable in my company and became my friends. I have seen tough times when I was in the high school. Bullying in the high school was very common. Senior students bullied the younger ones in a large number of ways including abusing, threatening, punching, and calling names. Laws of the high school were flexible, which was one reason why the students behaved irresponsibly. Although when I was in my high school, I had been living in the USA for quite some while, yet my English at that point in time was not very good. As my class-fellows

Heart of Darkness by Joseph Conrad. Marlows lie Essay

Heart of Darkness by Joseph Conrad. Marlows lie - Essay Example Marlow’s lie is in the focus of further discussion on the example of his interpretations of Kurtz’s phenomenon. He claims that he does not lie, though he confirms that there were three cases when he lied: the station manager, Kurtz and the Intended heard wrong things from Marlow (Stape, 2004). Marlow lies throughout the novel though contextual background of the novel differs greatly. He is thrown back and forth from savage customs identification and civilized behavior distinction. His further ideas and behavior are developed under conditions of blurred borders between noise of savage and civilization: â€Å"Yet despite Marlow’s insistence, all binary oppositions collapse in the course of his narrative: colonists prove to be conquerors, the gang of virtue is indistinguishable from the gang of greed, the illusions of women merely echo the illusions of men, and there is no clear distinction between lies and truth† (Kaplan 1997, p. 323). This way, Marlowâ€⠄¢s attitude to lie can be interpreted in these frames. Moreover, his acts of lying can be considered on three main backgrounds: his desire to preserve his own ideas about Kurtz, lie as an act of humanity and lie as a means of reality hindrance. Marlow’s lie: lie for what? Generally speaking, Marlow is a complicated and interesting character depicted in the novel. The author intentionally contrasts a human nature to black background. Maybe, Conrad’s intention was to show the darkness of human inner world and not the darkness of African continent: â€Å"The monstrous prevails and the human and artistic potential miscarries. There is a downward tug in Kurtz's involvement with the wilderness and he descends into a brute existence† (Billy 1997, p. 26). Madness dominates in the inner world of Kurtz. Kurtz reflects a dualistic human nature. Lights and darkness exist one by one. When darkness starts prevailing, then anarchy exists everywhere. A strange and dualistic na ture of human darkness can be defined as â€Å"something strange that derives its existence from the hinterland of man's mind, as if it had emerged from the abyss of prehuman ages, or from a superhuman world of contrasting light and darkness. It is a primordial experience which surpasses man's understanding and to which in his weakness he may easily succumb" (Boyle 1964, p. 160). Marlow should not be considered as a liar. He talked about darkness of London in Roman epoch. Romans conquered Britons and Conrad talked about the Belgians conquering Africans. Generally, Conrad intended to show an inner struggle of the self within his inner world. A personified symbolism (Bloom 1987, p. 34) of the ways human soul fights against duality and lie is shown by Conrad throughout the paper. Marlow’s lie is interpreted by Brown (2004) as follows: "Despite his [Marlow's] earlier avowal of a profound aversion to lying, Marlow has already admitted to sacrificing truth to expediency on three p revious occasions" (Brown 2000, p. 14). Still, Brown’s arguments are often criticized. It is necessary to discuss what is lying for Marlow in more details. A breakdown of Marlow's character could be seen when he lied to the Intended. Marlow wanted to give a wrong impression about what happened. Marlow’s intention to give a different representation of real facts to public about himself was seen from the very beginning of the novel, when he sat like Buddha. In that case he wanted to show that he takes nothing with him, but peace. Further wanderings and adventures of Marlow revealed real intentions of this character. Therefore, lying accompanies Marlow throughout the novel. In case when he needed more rivets for his boat, he asked the brickmaker about them but did it through lying.

Franz Kafkas Use of Humor Essay -- Biography Biographies Essays

Franz Kafka's Use of Humor Franz Kafka, born on July 3, 1883 in Bohemia, in the city of Prague, has been recognized as one of the greatest writers of the twentieth century. His works have been called "cloudy, mysterious, inexplicable" (Oates ix). Most people hear the term Kafkan or Kafkaesque and think of dark, fantastic tales with almost no basis in our known reality. But what of Kafka's sense of humor? I personally laughed out loud several times while reading Kafka's Amerika. Were these snippets of humor part of Kafka's plan or mere accidents? According to Roy Pascal, author of Kafka's Narrators: A Study of His Stories and Sketches, "There is a good deal of humour in these early stories, as in the novels and later stories, but it is often ambiguous and can be overlooked" (Pascal 40). The humor that Pascal refers to is not the usual vaudeville, slap- stick so common in today's society. "Kafka never laughed so much as he did with [Felix] Weltsch, and it was Weltsch who first stressed the role of humor in Kafka's work - gallows humor spiked with desperation, but liberating for them both (Pawel 131). Kafka was a man who was more subtle than most and preferred his humor in a more deliberate vein. Irony was a flavor that seemed to work better for Kafka. By taking a look at some of Kafka's works we can see this irony more clearly. In Kafka's short story entitled, "The Judgement," written in 1912, we see one of the unusual uses of irony by Kafka. The central figure, Georg Bendemann, has just gotten into a long and somewhat heated argument with his aging and infirm father. Suddenly Georg's father "threw the blankets off with a strength that sent them all flying in a moment and sprang erect in bed. Only one hand touched the ... ...afka used humor, as shown here, he used it to further emphasize the horror of what was going on in his worlds. Works Cited Gray, Ronald. Franz Kafka. London: Cambridge University Press, 1975. 74-75. Janouch, Gustav. Conversations with Kafka. Trans. Goronwy Rees. New York: New Directions Publishing Corporation, 1971. 33. Kafka, Franz. The Complete Stories & Parables. Trans. Willa and Edwin Muir. New York: Quality Paperback Book Club, n.d. - - -, Amerika, Trans. Willa and Edwin Muir. New York, Schoken Books, 1974. Oates, Joyce Carol. Foreword to: The Complete Stories & Parables. Trans. Willa and Edwin Muir. New York: Quality Paperback Book Club, n.d. Pascal, Roy. Kafka's Narrators: A Study of His Stories and Sketches. Cambridge: Cambridge University Press, 1982. 189-230. Pawel, Ernst. The Nightmare of Reason. New York: Farrar, Straus, Giroux, 1984.

ICT and Education Essay

Information and Communication technologies (ICTs) are invaluable in the education of young people today. The internet is the most recent ICT development that is popular with the young generation and can therefore be a very important tool in the education of the young people. Internet-based instruction and course delivery is convenient since it makes education more meaningful, responsive, reliable and relevant. Education technology has embraced the internet both for teaching and learning since it is a paradigm shift that enables both beginning computing level, undergraduate or elementary level, and the advanced computing level, for graduates to be more reliable and responsive. A digital native refers to those people who are born in places where digital technologies- ICT, such as computers, mobile phones and the internet already thrive. The ICT will at this juncture be less important to the education of such young people as compared to those who had no access to ICT earlier at home therefore have to learn and adopt ICT later in life (Anderson & Garrison 2003). This term is used to refer mostly to young people in the 21st century who are in deed in the digital age as compared to those born before this period. ICT will be invaluable to digital natives, also called the millennium learners, as they are well endowed with the necessary skills required for one to be in tandem with the dynamic teaching and learning techniques. ICT is significant to education in a number of ways such as: Facilitating faster access to varieties of learning resources that will enhance teaching and learning, provides immediate feedback from people who are remote of distance, provide authentic and updated information, learning can take place at any time of the day or night, facilitates multimedia education approach, provides online libraries and even caters for children with disabilities (Linn, Davis & Bell 2004). Students are able to actively contribute to the construction of knowledge since the internet promotes cooperative learning while at the same time the students can receive immediate feedback from the teachers. The internet has led to a redesigning of course features such as: online resources, syllabi, virtual classrooms, online discussions, interactive learning and fewer lectures (Roxanne & Turoff 2007). Learning is shifted from teacher centered to learner centered as a result of the internet which caters for the needs of the students more adequately and is self-regulated by the students. In addition, the learners develop critical thinking skills, interpersonal skills, better cognition and better management skills. Virtual classrooms are the simulated and computer based environment where there is real time teaching of students from different locations all over the world as if they were at one place at the same time. Instructions are delivered remotely via the internet in these virtual classrooms to teach at high schools, colleges and university to deliver distance education Kariuki & Louis 2004). This method is increasingly becoming popular with students who can now learn from the comfort of their homes and is therefore becoming a major component for education mostly in the developed nations like Britain, the United States, China and Germany. Interactive learning has been developed through the use of engines and programs like face book and twitter where students can chat with their tutors and class mates live to get reading materials, instructions, submit their completed tasks to their tutors and receive immediate feedback on their progress (Plank et al 2009). The internet is therefore an invaluable tool that has significantly impacted to the development of teaching and learning in line with the dynamic world. Reference Kariuki James & Louis Henry (2004), â€Å"The myths about e-learning in higher education,† Taylor & Francis: London Anderson T. & Garrison R, (2003), â€Å"E-learning in the 21st century: a framework for research and practice,† Routledge, London. Starr Roxanne & Murray Turoff, (2007), â€Å"Education goes digital: The evolution of online learning and the revolution in higher education, Routledge Publishers: London. Plank D et al (2009), â€Å"Emerging Web Technologies in Higher Education: A case of incorporating blogs, podcasts and social bookmarks in a web programming course based on students learning styles and technology preferences,† Taylor & Francis: London. Linn M. , Davis E. & Bell P. (2004). â€Å"Internet environments for science education,† Routledge: New York.

Personality Traits Within The Workplace - 1342 Words

Five-factor trait theory As a professional many struggle with attempting to control the dominance of his/her personality trait, in fear that it may be damaging to one s current position. Personally, there has been several instances when an employee was ridiculed because he/she expressed personality traits within the workplace, opposite of what the employer personally desired. Within this paper, one will discuss how the connection of an individual personality trait can be beneficial, as well a productive level of on the job training, for entry level employees, and transitioning from one position to another. Personality Personality has been viewed by many as a way for an individual to express his/her inner most beliefs and values embedded as early as infancy. Psychologists strive to understand how personality develops as well as how it influences the way we think and behave; this area of psychology seeks to understand personality and how it varies among individuals as well as how people are similar in terms of personality (Cherry, 2016, p. 1). In order to gain a proper understanding one s own personality, the individual must first be able to identify and accepts each active traits exercised throughout his/her life. Though the acceptance of personality traits can de demanding , causing many do become intimidated or distracted professionally. It is understood that all employees should collaborate his/her personality traitsShow MoreRelatedThe Big Five Personality Constructs1654 Words   |  7 PagesPersonality theories, or models, are metaphors for describing something which is intrinsically indescrib able, the human personality. 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