Silkie Sees Joan Essays - The Silkie, Silkie, Chicken, Free Essays

Silkie Sees Joan Essays - The Silkie, Silkie, Chicken, Free Essays Silkie Sees Joan The story "Silkie" by Joyce Carol Oates is a story that is set for today. It is the typical story of a female having unprotected sex with a male. The male then wants no part of this child, and sends the female off to send for herself. Usually the female must raise the child herself. This is not true in Silkie's case. She winds up living happily with the man of her dreams. Silkie realizes that she will have a place to live and a husband to take care of her child. When she comes home after talking with Nathan she tells her mother that, "it's all settled." Another reason why "Silkie" is a happy story is because Joan finally realizes that she can no longer be Silkie. She can not play this charade any more. Joan is getting older and learns the Silkie was a fantasy which she overplayed. "I rest my hand on top of his, like a woman in a movie . . ." Joan realizes that she is doing things that are not part of reality. She is living in a movie world but is trying to change herself for the better. "I shrug my shoulders again in a way I must have picked up from someone. It isn't a habit I like." Joan realized that she does not even like this Silkie person that she has become. She has picked up bad habits that she does not want but has acquired because of who she pretended to be. Realizing the errors of your ways is another part of growing up and realizing who you are. " And, like Mama said, making a hard mouth-mouthed little joke, if I had done some thinking a few weeks back I wouldn't need to be wearing myself out with it now." Joan realizes that getting pregnant was the irresponsible thing to do. By searching out Nathan she is trying to take responsibility for her actions. She does not tell her mother that she is wrong but instead agrees with her. Once again she realizes that Silkie must die. ". . ., but a real person standing here in flat black shoes wore over at the heel and a skirt that already felt too tight even if it is my imagination,..." The skirt that Joan is wearing is something only Silkie would wear. Joan realizes this and this is all part of her growing up. Also, Joans big realization is when she looks into the river. When looking into a river your reflection is usually seen. Joan did not see her reflection but instead saw a dirty creek. She realizes that she really has led a "dirty" life. She has gone out and gotten pregnant with a man who wants no part of her. " When we were little kids the river was always exciting . . ." The problem now is that Joan can not be Silkie the child any longer. Silkie is a dirty woman who can no longer live the way she was living. Silkie must now transform into Joan. Lastly, Silkie understands that if she marries Nathan she will not live an extravagant lifestyle. " I know that I will die in that room, that I will live out my life and die there or in a room just like it somewhere else or in a rented house with three or for rooms just like it, . . ." Nathan is only a gas station attendant who does not seem to be going far. She must live a normal everyday life without any "extras" but does not mind this. Growing up is not something that is easy to do. Going out into the "real world" can be a dangerous thing, especially if you do not know what you are getting into. This was the case with Silkie. Something bad had to happen to her to make her realize that Silkie must leave and Joan must now take over. Luckily there was a compassionate male in order to ease her trouble, and give her and her child a place to live.

The Role of a Writing Coach

The Role of a Writing Coach The Role of a Writing Coach The Role of a Writing Coach By Mark Nichol Do you have a desire to write, but perhaps you find yourself frustrated by an inability to develop or organize your writing, or perhaps you’re getting bogged down in the process? Maybe a writing coach can help you. This post discusses what a writing coach can do for you. What is a writing coach? He or she does not necessarily edit your work, though the writing coach may also be an editor (and/or a writer) by trade. He or she is not a ghostwriter. A writing coach is a guide, and in most other endeavors, the best point in a journey to hire a guide is at or near the beginning, although you’re likely to benefit from a writing coach’s assistance starting at any stage of the writing process. The relationship between a writing coach and a writer generally begins with a face-to-face or phone interview in which the writing coach asks the writer about the project, what the writer hopes to accomplish with it, and what’s holding the writer back. A writing coach then helps the writer organize his or her project, determine a schedule, and select a completion date as a goal. The writing coach discusses the stages of a writing project, including an initial outline, preliminary research, a revised outline, more extensive research (and, if necessary, interviews), another revised outline, and various drafts, followed by the editorial process (developmental or substantive editing, copyediting, and proofreading). A writing coach helps the writer develop a clear and compelling premise or plot, determine a tone, style, and voice based on the intended audience, and produce a coherent, captivating narrative, whether fiction or nonfiction. A writing coach can help a professional share expertise, a business owner sell a product, an academic report on research, or a student complete an application or course essay. He or she will benefit poets, short story writers, and novelists, as well as authors of nonfiction works, including articles, reports, and book manuscripts. A writing coach helps elicit the writer’s experience and expertise, guides the writer to develop a creative, productive spatial and temporal environment, and trains the writer to craft effective prose. He or she helps the writer find the heart of the content, what works and what needs work, how to carry out research and conduct interviews, and how to frame and organize the material (and what to include and what to leave out). A writing coach helps the writer focus, provides an objective perspective, and guides and encourages. A writing coach is like a personal trainer for a writer. A writing coach is a mentor. Writing coaches are likely to charge writers more per hour for their services, but their role is ultimately less costly than that of a developmental editor or copy editor, or even a proofreader. A writer may consult with a writing coach for only a few hours in all, but even if this stage in the writing process takes longer, it is probably well worth the expense you’re virtually guaranteed to benefit from the relationship, and to get that much closer to completion of the project and eventual publication. 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 Freelance Writing category, check our popular posts, or choose a related post below:75 Synonyms for â€Å"Angry†A While vs AwhilePersonification vs. Anthropomorphism

The Impact of Nuclear Weapons on Humans and Environment Research Paper

The Impact of Nuclear Weapons on Humans and Environment - Research Paper Example Chemical weapons have known to be mainly unproductive within combat; biological weapons have not been positioned at some major level. Both forms must be better selected as weapons of fear against residents and weapons of threat for armed forces. Conditions of their transportation method fluctuate very much from those for nuclear weapons. They are capable of causing significant apprehension, fright, and mental illness without perimeters in huge elements of the people. Accumulation of biological weapons is not feasible for an extensive time scale. Merely nuclear weapons are totally indiscriminate by their unstable influence, heat emission as well as radioactivity, and only they should â€Å"therefore be called a weapon of mass destruction† (Croddy et al, 2004). From the end of the Second World War, there have been many settlements focusing on the constraints, declines, and eradication of alleged weapons of mass destruction along with their delivery systems. A number of the settl ements are mutual, some multilateral, or, in exceptional cases, global. In this paper, chemical, nuclear, and biological weapons will be examined with stress on the standards to eradicate them (Busch & Joyner, 2009). Literature Review By their character, chemical weapons have a comparatively inadequate range: they form local instead of international security issues and decrease the pace of functions. In this respect, they are militarily more similar to conservative weaponry as compared to nuclear or biological arsenal (Hashmi & Lee, 2004). Even lengthened utilization of chemical weapons had no significant effect on results of wars, had just local achievements and created conflicts to no use. Due to these and other reasons, it is hard to observe why they are there to begin with. Nonetheless, they had been developed in huge amounts, and humanity has to cope with their very expensive eradication. Impact on Humans Not only scientists should be blamed for their creation, fabrication, uti lization, and also for the removal of chemical arsenal; armed forces and politicians also claimed their creation. On the other hand, people need the aid of scientists for the complicated task of neutralising or removing them (Kort & Nolan, 2010). The utilization of biological means as war tools has constantly had a doubly unfavourable world opinion in comparison with chemical warfare. A SIPRI Monograph (Prelas, 2005) explains, along with other issues, the varying view of biological and toxin warfare means, the fresh invention of biological weapons, the altering position of toxin weaponry, a latest production of vaccines to be used against biological as well as toxin artillery, and its inferences. Allegations that biological means have been applied as warheads of battle can be seen in both the printed accounts as well as within the artwork of a number of early societies. At some point in 300 BC, the Greeks contaminated the wells and other supplies of drinking water of their rivals wi th the dead bodies of animals. Afterwards, the Romans and Persians applied the similar methods. During 1155, in a battle in Tortola, Italy, Barbarossa widened the possibility of biological combat, utilizing the corpses of dead fighters along with animals to contaminate drinking water. During the year 1863, in the US Civil War, General Johnson did the same with the dead bodies of sheep as well as pigs to contaminate d

Does the possession of nuclear weapons have a positive or negative Essay

Does the possession of nuclear weapons have a positive or negative effect on a state security - Essay Example The effects of the nuclear weapons are negative to not only the states having them but to the rest of the world as well. The effects of possesion of nuclear weapons on the state security are negative because they cause massive mass desctruction, they increase disaster risks in case of accidents, they create fear than security to the people as well as increase poor relationship and diplomacy with the other nations especially the rival countries. The security of the state is even worse with the presence of a nuclear weapons at arms length because they can use them anytime to fight their enermies as they are already at their disposal similar with the way they fight using bombs and missiles as they have them at their disposal. With the war on terrorism increasing not only in these super power nations mentioned above but in their affiliate nations that support them such as in parts of Africa, the disamarment argeement made by these nations is bound to be ineffective. According to the resoulution made by majority of these nations starting with US and Russia, they will only refrain using the nuclear weapons if their territories or the territories of their allies are not invaded or attacked by a nuclear or a non-nuclear nation. In this case therefore, since their allies are being attacked, there is risk of them using their weapons to fight the enermies. The nuclear attack effcts are very much known to the world simply beucase of the negative effects they had in Hiroshima and Nagasaki in August of 1945 which lasted years after the bomb was thrown by the US. The radiation effects killed over 200,000 people in both cities with many others suffering ling term health problems. The problems include cancers, mutations in the DNA, 46% of the population suffered Leukemia majority of them being children. Almost seven decades later, the gene mutation led to children being born having deformities such as smaller head size, mental disability

The Cold War and U.S. Diplomacy Essay Example for Free

The Cold War and U.S. Diplomacy Essay The Cold War was the dominant conflict of the Twentieth Century. More than any other event, it defined the roles that virtually all nations played for almost 50 years. It was a truly World- Wide War, a content between two rival superpowers between the U.S. and the Soviet Union which for many years held the entire planet hostage to the threat of nuclear annihilation. By the time it was over, its players had spent the staggering sum of $15 Trillion (Windle, 2011). Regan Doctrine was not a label coined by President Reagan or his administration. It was a term used later by his critics to define his foreign policy strategy for countries around the world. The Reagan Doctrine was a strategy to aid anti-communist, or more specifically, anti-Soviet insurgencies in the Third World during Reagan’s two terms as president form 1981-1989. The primary goal was to overthrow Maxist regimes and prevent Marxist regimes from becoming established. Handelman referred Maixism as â€Å"Another of communism’s appeals was its centralized, state control of the economy. A command economy, first established in the Soviet Union, has two central features. First, the state largely owns and manages the means of production. That includes factories, banks, major trade and commercial institutions, retail establishments, and, frequently, farms. While all communist nations have allowed some private economic activity, the private sector has been quite limited, aside from nations such as China and Vietnam, which largely abandoned Marxist economics in recent years.   Second, in a command economy, state planners, rather than market forces, shape basic decisions governing production (including the quantity and price of goods produced) (Handelman, 2011, p.278). Under the Reagan Doctrine, the U.S. provided overt and covert aid to anti-communist guerrillas and resistance movements in an effort to â€Å"roll back† Soviet backed communist government in Africa, Asia, and Latin America. The doctrine was designed to diminish Soviet influence in these regions as part of the administration’s overall Cold War strategy. Reagan wasted no time getting started in the implementation of his foreign policy. The Administration’s first comprehensive â€Å"U.S. National Security Strategy.† Which was a document approved by the President in May of 1982, stated the objective to â€Å"contain and reverse the expansion of Soviet control and military presence throughout the world, and to increase the costs of Soviet support and use of proxy,  terrorist and subversive forces.† (Presidential Studies, 2006) Reagan made staunch calls for public support in his efforts. In the State of the Union Address in 1985, for example, he stated that the U.S. must â€Å"not break faith with those who are risking their lives—on every continent, from Afghanistan to Nicaragua—to defy Soviet-supported aggression.† One year later he boldly remarked that â€Å"America will support with moral and material assistance your right not just to fight and die for freedom, but to fight and win freedom†¦in Afghanistan, in Angola, in Cambodia, and in Nicaragua.† (Political Science Quarterly, 2007) In most of these nations, the aggressive policies and actions of Reagan caused severe damage. In Nicaragua for example, the economy was decimated by U.S. sanctions and manipulation of its banking institutions. The Administration, supported by Congress, funded a war against the Sandinista National Liberation Front (Frente Sandinista de Liberacià ³nNacional, or FSLN). It was a war fought by various Nicaraguan rebel groups, labeled the Contras, which sought to overthrow the Sandinistas, who came to power after the revolution in 1979. â€Å"The development of Contra forces began in 1981 when Reagan authorized $19.5 million in funding for the Central Intelligence Agency (CIA) to construct a paramilitary force of 500 Nicaraguan exiles from deposed President Anastasio Somoza’s National Guard.† (International Security, 1990) Along with congressionally funded aid, members of the Reagan Administration attained additional funds through the illicit sales of arms to Iran. Funds from these sales were funneled to the Contras. When this illegal activity was revealed in the â€Å"Iran-Contra Affair† in November of 1986, it led to the indictment and conviction of many of Reagan’s staff. Reagan policy in Nicaragua was failure in many respects. The Contra war was ill-conceived and did not enjoy support of the people of Nicaragua. The rebel forces never legitimately threatened the Sandinista government and military. The U.S. failed to gain international support for the war or its political and economic actions. In fact, Reagan was largely condemned by the international community. Domestic support and popular opinion was low as well. Reagan’s policies pushed communist nations into aiding Nicaragua. The FSLN enjoyed majority support of the people, and were not looking for a change until the end of the decade when they could no longer survive with the Sandinistas under U.S. pressure. Did Reagan really need to be concerned with Nicaragua? Probably not. In  damaging Nicaragua’s economy, Reagan Doctrine policy caused ripple effects on the USSR and Cuba who were aiding Nicaragua during this time. When the Administration began to halt trade and relations with Nicaragua, the USSR and Cuba began their efforts to provide the country increased economic aid, military aid, and trade revenue. By the time Reag an left office, economic aid from the USSR never came close to covering Nicaragua’s losses from U.S. sanctions on the economy. Reagan’s behavior toward Nicaragua, particularly in the glaring disregard for international law and world opinion, threatened to backfire and endanger broader U.S. interests, especially with foreign allies On the other hand, Reagan was widely eulogized for having won the cold war. Reagan helped end the Cold War by exercising prudent diplomacy and skillful statesmanship rather than by crusading against communism and exploiting Soviet vulnerabilities. The signing of the I.N.F. (Intermediate-range Nuclear Forces) treaty in 1987 marked the beginning of the end of the Cold War. I.N.F. was the first treaty to eliminate a complete class of weapons. It was also the first treaty to include an in-depth verification program. The INF treaty was the first to actually reduce the level of nuclear arsenals, or collections of weapons, rather than simply freeze them at certain levels. Reagans willingness to negotiate arms control agreements and support Gorbachevs reform efforts within the Soviet Union was key to the eventual fall of communist governments, first across Eastern Europe in 1989, and soon after in the Soviet Union in 1991. The foundation for ending the Cold War had been laid (Historycentral.com, ). Nicaragua was one piece to Reagan’s global foreign policy strategy. Nicaragua was not the only victim to Reagan’s aggressive policies. Countries such as Afghanistan, Cambodia, and Angola were infiltrated by U.S.-sponsored military insurgencies and suffered from U.S. economic policies. Though it can be argued that Reagan’s intervention in the Third World was essential in bringing down the USSR two years later, many people suffered the consequences of Reagan Doctrine. Nicaragua is an important case study of how effective and ineffective Reagan’s policies were in the Third World. Reagan Doctrine was a policy that gave military and material aid to countries that showed resistance against the USSR and the tyrannies they sponsored. Countries like Afghanistan, Cambodia, Angola, and Nicaragua were helped b  the United States; the Vatican and AFL-CIO’s international wing were also enlisted in the Doctrine to keep the Polish trade union intact. In his 1985 State of the Union Address, Reagan said, â€Å"We must stand by all our democratic allies. And we must not break faith with those who are risking their lives†¦ to defy Soviet-supported aggression and secure rights which have been ours from birth.† Then, in 1983, Reagan led troops into Grenada and overthrew the Marxist government and held free elections. : In regards to communism, the Reagan Doctrine’s â€Å"rollback mentality† broke the rule of containment set up by the Truman Doctrine, and this dissent played a huge hand in bringing down the Soviet Union and ending the Cold War. Reagan knew that the Russian economy would eventually fracture if there was an ongoing â€Å"arms race† between the Soviets and the United States; this is why Reagan began to build up the American military. Reagan threatened the Soviet Union by saying â€Å"We won’t stand by and let you maintain weapon superiority over us. We can agree to reduce arms, or we can continue the arms race, which I think you know you can’t win. One of Reagan’s first enhancements was the implementation of the Strategic Defense Initiative, or SDI. The SDI was a new program that would research and eventually develop a missile defense system that offered the promise of, in President Reagan’s words, â€Å"making nuclear weapons obsolete† The Soviets were afraid of such technology because it would render their weapons useless and leave them vulnerable. In October of 1986, in response to the SDI program, Mikhail Gorbachev agreed to a mutual disarmament of weapons in Euro pe but only if the United States agreed not to deploy the missile defense system. Reagan literally stuck to his guns and refused to tell the American people that their government â€Å"would not protect them against nuclear destruction.† The Soviets were beginning to realize that they didn’t stand a chance in an arms race with America, so in December of 1987, Gorbachev came to Washington, D.C., to sign the Intermediate Range Nuclear Forces Treaty, which would eliminate an entire class of nuclear weapons. If Reagan had not continued the arms race, the Soviet Union may still be around today. Gorbachev’s trip to Washington was the first sign of Soviet surrender, and without Reagan’s military build-up, it would have never been possible. Ronald Reagan helped end the Cold War, such as the Reagan Doctrine, American military build-up, and his use of humor to shed a negative light on communism. The Reagan Doctrine was a strategy orchestrated and implemented by the United States to oppose the global influence of the Soviet Union during the final years of the Cold War. While the doctrine lasted less than a decade, it was a centerpiece of American foreign policy from the mid-1980s until the end of the Cold War in 1991. Under the Reagan Doctrine, the U.S. provided overt and covert aid to anti-communist resistance movements in an effort to roll back Soviet-backed communist governments in Africa, Asia and Latin America. The doctrine was designed to serve the dual purposes of diminishing Soviet influence in these regions of the world, while also potentially opening the door for democracy in nations that were largely being governed by Soviet-supported dictators. The most conspicuous examples of the new activism came in Latin America. In October 1962, the administration sent American soldiers and marines into the tiny Caribbean island of Grenada to oust an anti-American Marxist regime that showed signs of forging a relationship with Moscow. In El Salvador, whose government was fighting left-wing revolutionaries, the administration provided increased military and economic assistance. In neighboring Nicaragua, a pro-American dictatorship had fallen to the revolutionary â€Å"Sandinistas† in 1979; the new government had grown increasingly anti-American (and increasingly Marxist) throughout the early 1980s. the Reagan administration supported the so-called contras, an antigovernment guerilla movement fighting (without great success) to topple the Sandinista regime. References Chester Pach, â€Å"The Reagan Doctrine: Principle, Pragmatism, and Policy,† Presidential Studies Quarterly 36.1 (2006): 80. Handelman, H. (2011). the challenge of third world development. upper saddle rive nj: prentice hall. Historycentral.com. (n.d.). Retrieved from http://www.historycentral.com/Europe/ReaganandGorbMeet.html James M. Scott, â€Å"Interbranch Rivalry and the Reagan Doctrine in Nicaragua,† Political Science Quarterly 112, no. 2 (Summer 1997): 237. Kenneth Roberts, â€Å"Bullying and Bargaining: The United States, Nicaragua, and Conflict Resolution in Central America,† International Security 15, no. 2 (Autumn 1990): 78. Windle, J. (2011, December 20). Aol government. Retrieved from http://gov.aol.com/defense-spending-wizardry/

The Use of First Person Narration in The Cask of Amontillado Essay

The Use of First Person Narration in The Cask of Amontillado Edgar Allen Poe’s tale of murder and revenge, â€Å"The Cask of Amontillado†, offers a unique perspective into the mind of a deranged murderer. The effectiveness of the story is largely due to its first person point of view, which allows the reader a deeper involvement into the thoughts and motivations of the protagonist, Montresor. The first person narration results in an unbalanced viewpoint on the central conflict of the story, man versus man, because the reader knows very little about the thoughts of the antagonist, Fortunato. The setting of â€Å"The Cask of Amontillado†, in the dark catacombs of Montresor’s wine cellar, contributes to the story’s theme that some people will go to great lengths to fanatically defend their honor. Because Montresor narrates the story in the first person, the reader is able to perceive his thoughts and understand his motivations and justifications for his ruthless murder in a manner which a third person point of view would not allow. Montresor’s personal narration of the events of the story does not justify his crime in the audience’s eyes, but it does offer a unique opportunity for the audience to view a murder from the perspective of a madman killer. It is Poe’s usage of this unique angle that causes the story to be so captivating and gruesomely fascinating. As the story opens, Montresor explains why it is necessary that he â€Å"not only punish but punish with impunity† to avenge for Fortunado’s insult to him. This justification for his crime is a piece of information that the audience is able to learn only because they are permitted inside the mind of the protagonist. In the final scene, when Montresor is carrying out his murder pl.. . ...ause this statement reveals Montresor’s satisfaction in his belief that justice has been served through his actions when he has actually removed a body from its resting place in order to replace it with a live one. Edgar Allen Poe’s gruesomely fascinating tale of vengeance and murder, â€Å"The Cask of Amontillado†, achieves its effect only through its usage of the first person point of view. This unusual perspective enables the reader to view the characters and conflicts through the eyes of the narrator, as he first discusses and justifies, and eventually, carries out his plans for the ruthless murder of his friend. The eerie tone and disorienting and materialistically-related setting of the story contribute to its theme of defending one’s honor and name and avenging all wrongdoings, even something so small as an insult.

Powerful Approach To Teaching Physics Education Essay

In most local schools, structured enquiry, a really controlled attack, is the most prevailing type of enquiry instruction. Guided enquiry on the other manus is a modified construction in which the elaborate stairss on how to look into are non provided. This helps pupils to explicate their ain solutions when work outing the job. Students get critical thought accomplishments during this procedure. Open enquiry may non be suited for secondary degree because of its non-structured attack. Making usage of incompatible events in natural philosophies enquiries, consequences in cognitive struggle that enhances pupils ‘ conceptual apprehension and their attitudes towards critical thought activities ( Fensham & A ; Kass, 1988 ) . Discrepant events are fun to utilize because it creates this cognitive struggle that motivates pupils to believe critically, discuss and seek to explicate the incompatible event. There are many more ways of bring forthing enquiry such as utilizing presentations, prosecuting in hypothesis testing, affecting pupils in making scientific discipline and weaving inquiry-based research lab probe into every lesson. I feel that the burden lies on instructors to assist pupils do advancement from structured to guided enquiry by scaffolding the lesson ab initio. As pupils get better and confident at utilizing enquiry, this aid can bit by bit be removed, taking to guided enquiry. By fiting pupils to understand their milieus, they will be able to use the scientific procedure accomplishments learned in the schoolroom to every country of their lives. Harmonizing to Gardner ( 1983 ) , people express their acquisition in eight different ways. Every pupil has a preferable manner of acquisition and showing themselves. Classs are really diverse, therefore differentiated direction is required to provide to the multiple intelligences of pupils. Teachers must be unambiguously cognizant of the pupils in their schoolrooms every bit good as the content they are presenting ( Tomlinson & A ; McTighe, 2006 ) . Since pupils think really otherwise and larn constructs with assorted grades of success, it is imperative for instructors to happen ways to ease acquisition for everyone. Effective instructional schemes meet the demands of multiple groups of scholars at the same clip. Teaching with assortment can assist relieve ennui, supply more chances to larn and let pupils to believe and larn in their ain ways. Concurrently, this allows chances for instructors to widen students ‘ thought and acquisition repertory. Amongst there may be loath sch olars of natural philosophies who may hold some ability but deficiency motive. This is where differentiated direction might pull their attending and focal point on the topic. I believe that the key to differentiated larning includes working collaboratively with pupils to be after learning attacks so that many different attacks are available, letting pupils select ways that fit them best ( Kottler & A ; Costa, 2009 ) . Everyone additions non merely new information but new ways of larning through different look of thoughts and sentiments. When discoursing hard subjects in natural philosophies, the category can be divided into assorted ability groups. A set of inquiries with different trouble degrees are given to each ability group and pupils are to discourse their solutions to the job. I will name upon weaker pupils to show replies to simpler inquiries and better pupils to show replies to more ambitious inquiries. By using differentiated direction as an instruction tool, everyone learns collaboratively, and assurance can be built when pupils are able to reply the inquiries. Overall, pupils will profit through peer-mediated acquisition. Learning can be thought as roll uping information and apprehension it. It is of class possible to hive away big sums of information in your caput and regurgitate as needed. However, understanding makes productive believing possible ( Moseley et al. , 2005 ) . In natural philosophies, there are many facts and expression to retrieve. Schools have become good at jaming in and proving this sort of information ( Kusukawa and Maclean, 2006 ) . Students are frequently encouraged to memorise facts and expression in order to salvage the fuss of understanding them to the full. However, being able to remember facts and supply the right reply is nil compared to the value of understanding. Teaching for understanding is non easy. Understanding is the procedure of doing mental connexions to fall in spots of cognition into larger units so they make sense to one ( Newton, 2008 ) . Even if a instructor explains natural philosophies good, pupils may non hold grasped the construct because he/she might non understand in the manner a instructor does. As a instructor, we provide them parts of a saber saw and at the same time assist fall in these spots to other saber saw they already possess ( Cerbin, 2000 ) . In my sentiment, developing apprehension of natural philosophies cognitions can be fulfilling and actuating to pupils as it can assist them foretell or explicate new state of affairss. Although some things have to be memorised, we as instructors should promote pupils to construct on their apprehension before memorising the construct. As get downing instructors, we have to bear in head that the twenty-first century demands novel ways of job resolution and critical thought. A bove that, we need to hold the ability to dismantle thoughts and reassemble them. Our present learning methods must be invariably re-evaluated and aligned to the complexnesss of our society by emphasizing â€Å" significance over memorizing, quality over measure and apprehension over consciousness † ( Mintzes, Wandersee and Novak, 1998 ) . Teaching of natural philosophies requires both information and counsel from instructors in order to assist pupils larn. I now realize that there is a profound difference between geting information and gaining true apprehension. As a beginning instructor, I feel that alternatively of merely conveying information through one-way communicating, the instructor should make bipartisan or multi-way exchange, to assist pupils come on on the way to greater understanding. To represent this, I believe that we can do usage of end-of-unit undertakings to measure pupils ‘ apprehension of a peculiar subject by using the relevant natural philosophies constructs to undertake real-world state of affairss or jobs posed to them. Harmonizing to Schon ( 1983 ) , the first measure in looking in front requires one to look back and reflect upon your ain acquisition. It is of import to recognize what learning methods or schemes did or did non work when I was a scholar and interpret this to the same degree when I become a instructor in the current twenty-first century context.

Frederick Douglass Learning to Read Essay

In Frederick Douglass’s narrative essay, â€Å"Learning to Read,† he explains how he taught himself how to read and write. His slave owners did not want him to earn an education, since they feared a slave who thought independently. I believe Douglass does not have an enabling figure in his life because he taught himself, through challenging other children, how to read and write. This was the stepping stone to achieving his education. Douglass overcame various obstacles in his life, such as learning to read and write, and gaining his freedom. Initially, his mistress tutored him, but turned cold-hearted and quit. Luckily, Douglass befriended the little white boys who helped teach him to read. For example, Douglass claimed, â€Å"The plan which I adopted and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers† (Douglass 347). With the aid of the white boys in the neighborhood, Douglass successfully learned to read; in other words, he creatively manipulated a negative obstacle into a powerful tool. As Douglass became more interested in reading, he contrived little steps to build his writing techniques to a climax. His masters worried that if a slave were to get an education they could endure ideas that would be harmful. He started to read newspapers and books in the free time he had between errands. This being, as Frederick began to read more he discovered what it really meant to be a slave. He started to wonder why he would not be free, unlike the other white boys. Douglass began to despise his masters because he considered that everyone should have the freedom to be educated. Thus, as Douglass worked in the ship-yard, he became more familiar with the alphabet. After learning his first four letters, he began to compose words consisting of them. Next, he would challenge other boys in the neighborhood whether they could write better than him. For example, Douglass expresses, â€Å"I would then make the letters which I had been so fortunate as to learn, and ask him to beat that. In this way I got a good many lessons in writing†¦Ã¢â‚¬  (Douglass 349). This being said, Douglass learned how to write successfully with the lessons learned from challenging the other boys. In conclusion, Douglass recognized the inequality that his masters were making because they thought that slavery and education were not  compatible. Succeeding at reading gave him the power to make his own decisions in discovering who he really was. His perseverance emphasizes that the only teacher, who taught him to read and write, was himself.

Babi Yar - Analysis Of The Poem Essays - The Holocaust In Ukraine

Babi Yar - Analysis Of The Poem Essays - The Holocaust In Ukraine Babi Yar - Analysis of the Poem Yevtushenko speaks in first person throughout the poem. This creates the tone of him being in the shoes of the Jews. As he says in lines 63-64, "No Jewish blood is mixed in mine, but let me be a Jew . . . " He writes the poem to evoke compassion for the Jews and make others aware of their hardships and injustices. "Only then can I call myself Russian." (lines 66-67). The poet writes of a future time when the Russian people realize that the Jews are people as well accept them as such. If you hate the Jews, he asks, why not hate me as well? True peace and unity will only occur when they have accepted everyone, including the Jews. Stanza I describes the forest of Babi Yar, a ravine on the outskirts of Kiev. It was the site of the Nazi massacre of more than thirty thousand Russian Jews on September 29-30, 1941. There is no memorial to the thirty thousand, but fear pervades the area. Fear that such a thing could occur at the hands of other humans. The poet feels the persecution and pain and fear of the Jews who stood there in this place of horror. Yevtushenko makes himself an Israelite slave of Egypt and a martyr who died for the sake of his religion. In lines 7-8, he claims that he still bars the marks of the persecution of the past. There is still terrible persecution of the Jews in present times because of their religion. These lines serve as the transition from the Biblical and ancient examples he gives to the allusions of more recent acts of hatred. The lines also allude to the fact that these Russian Jews who were murdered at Babi Yar were martyrs as well. The next ezza reminds us of another event in Jewish history where a Jew was persecuted solely because of his religious beliefs. The poet refers to the "pettiness" (line 11) of anti-Semitism as the cause of Dreyfus' imprisonment. Anti-Semitism is his "betrayer" (line 12) when he is framed, and anti-Semitism is his "judge" (line 12) when he is wrongly found guilty. Lines 13-14 claim that even the fine and supposedly civilized women of society shun Dreyfus because he is a Jew and fear him like they would fear an animal. In ezza III, Yevtushenko brings himself to the midst of the pogroms of Bielostok. He gives the readers the image of a young boy on the floor being beaten and bleeding while he witnesses others beat his mother. In line 24, he gives the reader the rationale of the Russians who are inflicting such atrocities on the Jews. "'Murder the Jews! Save Russia!'" They view the Jews as the curse of Russia; a Jewish plague that must end in order to save their country from evil. In a way they think that they are acting in patriotism. The poet transports us to Anne Frank's attic in the fourth ezza. He describes to the reader the innocent love that has blossomed between Anne and Paul. Her love of the world and life and spring has been denied her (line 30). Yet, she manages to find comfort for her loss in the embrace of her beloved. In line 33, Yevtushenko shows the reader Anne's denial of what is going on around her. She tries to drown out the noise of the Nazis coming to get her. When her precious spring comes, so do the war and the Nazis to take her to her death. Stanza V brings us back to the ravine of Babi Yar. In line 40, the poet chooses to personify the trees. They "stare down" on him in judgement as G-d would. Line 41 is oxymoronic. There is a silent mourning for the martyred Jews by the air; a force in nature. The air around Babi Yar howls for the massacre it has witnessed. The poet himself claims to be "an endless soundless howl/ over the buried" (lines 43-44). He is a mourner for the thirty thousand, but there is nothing that can be said. He writes that e is every one of thirty thousand and feels

The Environmental Impact of Slash and Burn Agriculture

The Environmental Impact of Slash and Burn Agriculture Slash and burn agriculture- also known as swidden or shifting agriculture- is a traditional method of tending domesticated crops that involves the rotation of several plots of land in a planting cycle. The farmer plants crops in a field for one or two seasons  and then lets the field lie fallow for several seasons. In the meantime, the farmer shifts to a field that has lain fallow for several years  and removes the vegetation by cutting it down and burning it- hence the name slash and burn. The ash from the burned vegetation adds another layer of nutrients to the soil, and that, along with the time resting, allows the soil to regenerate. The Best Conditions for Slash and Burn Agriculture Slash and burn agriculture  works best in low-intensity  farming situations when the farmer has plenty of land that he or she can afford to let lay fallow, and it works best when crops are rotated to assist in restoring the nutrients. It has also been documented in societies where people maintain a very broad diversity of food generation; that is, where people also hunt game, fish, and gather wild foods. Environmental Effects of Slash and Burn Since the 1970s or so, swidden agriculture has been described as both a bad practice, resulting in the progressive destruction of natural forests, and an excellent practice, as a refined method of forest preservation and guardianship. A recent study conducted on historical swidden agriculture in Indonesia (Henley 2011) documented the historical attitudes of scholars towards slash and burn and then tested the assumptions based on more than a century of slash and burn agriculture. Henley discovered that the reality is that swidden agriculture can add to deforestation of regions  if the maturing age of the removed trees is much longer than the fallow period used by the swidden agriculturalists. For example, if a swidden rotation is between 5 and 8 years, and the rainforest trees have a 200-700 year cultivation cycle, then slash and burn represents one of what may be several elements resulting in deforestation. Slash and burn is a useful technique in some environments, but not in all. A  special issue of Human Ecology  suggests that the creation of global markets is pushing farmers to replace their swidden plots with permanent fields. Alternatively, when farmers have access to off-farm income, swidden agriculture is maintained as a complement to food security (see Vliet et al. for a summary). Sources Blakeslee DJ. 1993. Modeling the abandonment of the Central Plains: Radiocarbon dates and the origin of the Initial Coalescent. Memoir 27, Plains Anthropologist 38(145):199-214. Drucker P, and Fox JW. 1982. Swidden didn make all that midden: The search for ancient Mayan agronomies. Journal of Anthropological Research 38(2):179-183. Emanuelsson M, and Segerstrom U. 2002. Medieval slash-and-burn cultivation: Strategic or adapted land use in the Swedish mining district? Environment and History 8:173-196. Grave P, and Kealhofer L. 1999. Assessing bioturbation in archaeological sediments using soil morphology and phytolith analysis. Journal of Archaeological Science 26:1239-1248. Henley D. 2011. Swidden Farming as an Agent of Environmental Change: Ecological Myth and Historical Reality in Indonesia. Environment and History 17:525-554. Leach HM. 1999. Intensification in the Pacific: A critique of the archaeological criteria and their applications. Current Anthropology 40(3):311-339. Mertz, Ole. Swidden Change in Southeast Asia: Understanding Causes and Consequences. Human Ecology, Christine Padoch, Jefferson Fox, et al., Vol. 37, No. 3, JSTOR, June 2009. Nakai, Shinsuke. Analysis of Pig Consumption by Smallholders in a Hillside Swidden Agriculture Society of Northern Thailand. Human Ecology 37, ResearchGate, August 2009. Reyes-Garcà ­a, Victoria. Ethnobotanical Knowledge and Crop Diversity in Swidden Fields: A Study in a Native Amazonian Society. Vincent Vadez, Neus Martà ­ Sanz, Human Ecology 36, ResearchGate, August 2008. Scarry CM. 2008. Crop Husbandry Practices in North America’s Eastern Woodlands. In: Reitz EJ, Scudder SJ, and Scarry CM, editors. Case Studies in Environmental Archaeology: Springer New York. p 391-404.

Cochlear implants history and its impact on deaf and hard of hearing Research Paper

Cochlear implants history and its impact on deaf and hard of hearing - Research Paper Example A cochlear implant consists of internal and external parts that act to facilitate sound perception. The external portion has a microphone, a speech processor and a sound transmitter. The microphone role is to pick up external sound, playing similar role like a hearing aid. It sends it directly to the speech processor that does analyze and digitalize the signals, sending them to the transmitter. The transmitter is worn by the victims just behind the ear, and sends the coded signals to the receivers implanted in the skin. Some electrodes are implanted in the cochlea through a surgical process. Such electrodes do stimulate the auditory nerves fibers arraying the sensations to the sounds (Clark, 2008, P 657 C 2 L 1-15). There are various centers in the country that does carry out the implantation process. There are multidisciplinary team involvement and multi-sectorial approach. The teams comprise of a surgeon, nurses, psychologists, language pathologist, and audiologist. Such a team does work hand in hand with the relatives of the client for the sake of health education and follow up. Not every person with a hearing deficit does qualify for an implant. For adults, one must be having profound hearing loss, does not benefit from hearing aids and with no chronic conditions that may put the surgical procedure at risk. In addition to that, the person should have a strong ambition to be a part of those who hear, listen and speech read. Of the critical factors, they should have lost their hearing ability shortly after the speech and language development duration. Children should be actively involved in the rehabilitation process after surgery to enhance coping mechanism. They should also receive immense educational support from the institutions where they do study so that they can have a chance to develop their auditory skills (Kermit, 2009, P 378 C 2 L 7-14). The process of implantation involves a multidisciplinary approach. A series of investigations have to be