Cultural conflict Review Essay Example

Cultural conflict Review Paper Essay on Cultural conflict Sentimental genre in modern times booming. Such an abundance of new authors, hitherto unknown name that eyes just run away. Of course, I understand that the amount this is not quality, but by trial and error, I am still looking for its author, who does not simply translate paper, namely to create something worthwhile. And so I got up and creativity Elena Ronin and its collection of cultural conflict. All impressions, according to tradition, at the pros and cons, I report below. Lets start with the title. In general, it has played a key role in the choice of this particular book. Imagination painted a hundred interpretations of the name, which means that it has been selected by more than just successful. Plus. When it comes to the manner of narration, here I was waiting for the first surprise. By the way, very, very nice. From the first page, I was fascinated by literary language used. This, to my great regret, a rarity these days. Most of the authors of the sentimental genre are committed as it is possible to use a perverted Russian language, calling it a modernist or a new trend. Although, in fact, this is a common ignorance. But it is not about them it. Ronin for high-quality narrative put the second plus. We will write a custom essay sample on Cultural conflict Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Cultural conflict Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Cultural conflict Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer As for the collection, here, for me personally, it is expected first and foremost a disappointment. Yes, all described by the author sets recognizable, and I would even say, painfully familiar. Ronin was not engaged in reinventing the wheel, but simply describes a simple, and at times even very simple stories of life. It would seem that it is good, read it yourself, without straining your brain. However, here it is a passive reading, even at the n-th minute starts quietly annoying. I agree that the work Ronin clean, free from now fashionable cult action scenes or the abundance of nude. But it is not just pure fiction, it is sterile. Sickeningly delicate and gentle to shiver, firmly obey the moral described. After reading, you develop a strong feeling that the author is still retained a childlike and unsophisticated plain view and the feeling of this world. This is not a bad thing, but in the literature, and especially in the collection of diverse stories I want to at least some move ment, though some are not forced a bleached morality. For me, its a minus, and very significant. With such a high-quality manner submission of their ideas, I want to and quality of the plot. To each successive story was read avidly, to have something to take home. And that is something that was not intrusive good, namely, moral life. Wherefore I put two minuses one after the monotony of action, for the second -. Excessive simplicity and kindness pesky pins The decisive plus, and it is the third, I would like to put behind the story Musician. It was he who touched me deeply, and that is what I inadvertently reread several times. In summary, I can say that until I developed a certain impression about the work of this author. On the way, another book, yet she was already in the next time. And for the cultural conflict 3 on a 5-point scale. All interested pleasant reading!

buy custom Causes Bullying essay

buy custom Causes Bullying essay There are a number of factors which have been associated with causing bullying to take place. The factors can be categorized in the following manner: Family Factors The family setting and rearing of children has been under scrutiny as one of the causes of bullying. Though it might not be evident to the parents as such, it has been argued that the way a child is reared determines the kind of characters he/she acquires when she grows up to be old (school aged in this context).it has been argued that poor parenting is majorly the cause of bullying. Bad parenting practices will include lack of attention towards the children as they are growing up. Poor supervision of children leads to poor modeling which enhances the fostering of aggressive behavior (Patterson, DeBaryshe Ramsey, 1989; Loeber Stouthamer-Loeber, 1986; and Olweus, 1993). It is argued that when parent used harsh verbal language towards their children or even abuse the children physical, they instill some hatred and violent spirit with their minds which likely explodes when they come in contact with other children who can not protect themselves against the bullies. It is argued that ev en in the case of both parents arguing and using aggressive words towards each other the aggressive behavior is transferred to the children. According to Jaffe, Wolfe and Wilson (1990). The connection between witnessing wife assault by children, particularly male children, and bully behavior by children toward peers, has not been well studied, but studies do indicate that aggressive behavior of all kinds is elevated in children who witness violence by their father toward their mother. (Jaffe, Wolfe and Wilson, p. 57) The family by all means forms the basic foundation for the kind of a behavior that a child can acquire. Parents have a duty to bring up their children with love and help them not develop aggressive behaviors as they grow up towards the age of school going. It should be noted that the modern family has very busy parents and many are the moments that the children are left at the hands of the house-helps. This trait is likely to lead to developmnt of unbecoming behaviors for the children as they are supervised. At times there are traits which children might develop on their own. Such traits have been classified under the individual factors below. Individual factors It is argued that there are factors such as temperament which are independent of family upbringing. One of the well documented individual factors in the concept of children is temperament: Temperament refers to basic tendencies by children to develop certain personality styles and interpersonal behaviors (ASAP par. 6). It has been observed that being active and impulsive in temperament inclines one more to being bully (Loeber and Dishion, 1983). It has also been seen observed that, With boys, physical strength compared to age peers also seems to be a characteristic which is associated with bullying, although of course there are many strong, physically adept boys who never bully (ASAP, par. 6). School Factors The schools context can not be ignored because it the environment where bullying takes place. Two factors which are quite significant are the social context and the supervision level at the school.It is believed that with appropriate supervision, intervention and climate in a school (ASAP, par. 9) it is possible to control bullying to a great extent. The supervision levels are determinant of whether bullying takes places in a school environment or not. Close supervision of the school environment will create an environment where bullying will not be conducive to take place. Areas which ought to be well supervised are especially the playgrounds, and the hallways (Espelage Swearer 2004). The adults in the school setting are important as their intervention will help to reduce the incidences of bullying. If the adults will be able to intervene appropriately in cases of bullying then cases of bullying are likely to reduce. The school administration has a duty to make the social environment at the school to be warm and one in which all the students find acceptance by all the others without necessarily giving room for discrimination to take place. The teachers should cultivvate good relations with the entire student body to make it easy for the students who are bullied to report to the teachers for assistance. The teacher should discourage the habit of bullying by all means and should enact policies which discourage bullying. The policies should be enforced and should never be comprised. Compromising will allow bullying to flourish but strict rules with effectively curb the behavior. The school be the biggest single place where bullying can take place, there is need for c ooperation of the school body to ensure that all students are properly checked out (Sadock, Kaplan Sadock, 2007). For bullying to be curbed there needs to be cooperation from all the parties involved. It has been observed that the family setting, individual factors and the school setting all can contribute to fostering bullying. The parents have a duty to bring up their children in the right way and teach them social skills and how they can coexist with each other in harmony. Children brought in such a manner will not be very hard to handle at the school level because they will children who are well mannered and cultured up well. The school administration also needs to ensure that the school environment does not in any way act as a safe haven for those who wish bully others. It is the duty of the school administration to ensure that all its environs is safe for all the students. The victims ought to be free and cases of bullying at the times when such occur. This will make it possible to uproot bullying from schools and make the schools a safe place for all the school aged children (Pepler, Crai g, Ziegler, Charach, 1994; Smith, Pepler, Rigby, 2004). Conclusion Bullying comes into play due to a number of factors which balances out to make bullying possible. Bad upbringing is viewed as a major reason. Other reasons include individual factors and the school. It has been shown to be possible to control bullying through the cooperation of the school administration and the parents. The parents have a duty to present an upright child to the school administration and in return the school administration has a duty to ensure that the environment that the children operate is free of bullying. Buy custom Causes Bullying essay

A comparing and contrasting paper about the work,lives and the impact Research

A comparing and contrasting about the work,lives and the impact on society of Kate Chopin and Winslow Homer - Research Paper Example However, the standard for a piece of work to qualify as art is the essence of aesthetics in the work. For instance, when a painter derives his imagination in the form of a painting, or an actor presents his work on a stage drama, or a writer consummates his feelings in the form of a story, these are all forms of art, and those producing such work with a sense of aesthetics are the artists. In this context, both Kate Chopin and Winslow Homer are distinguished artists in their respective fields with valuable contributions in the field. Kate Chopin was an American story writer and novelist, whose work consists of feminist elements. Her stories were targeted for almost all age groups, particularly for children, and were often published in magazines like the Atlantic Monthly and The Century Magazine. Her work led towards the attainment of the St Louis Walk of Fame Award for her diverse array of publications during the era (Tothe 1990). On the other hand, Winslow Homer was an American Landscape painter and also a printmaker. Working as a commercial illustrator, he eventually took up oil painting to produce studio work seeking advantage of the weight and density of the medium he was using. Later, he also utilized water colors for producing paintings and other studio works. One of his earliest works includes the painting of Prisoners from the front which was exhibited in Pari s. The main subject of interest was the life of the peasants and indulged into the marine themed paintings once he moved to Maine (Goodriche 1959). The greatest achievement of his work tends to be the commemorative stamp released by the US post office to honor his art. Though both the artists have immense contributions in the field of art during the initial phase of the twentieth century, yet their works differ to a large extent. On one hand where Chopin`s work focused on contemporary yet typical themes like

240 Essay Example | Topics and Well Written Essays - 750 words

240 - Essay Example George needed his son to aid him construct a new house during the summer. However, due to their strained relationship, Sam makes it his mission not to aid his father with the house’s construction George presents himself badly to his neighbours. For instance, during the first scenes, George is shown peeing into the ocean. Subsequently Alyssa and her mom Coleen see him naked. Consequently, Coleen gets mad or angry and goes to inform him that she (Coleen) does not like it when George pees in front of her daughter. Sam had an inadequate or wanting self-concept and identity. However, George considered himself to be an architectural models fabricator who is excellent at his work. Initially, George and Sam present themselves to other people poorly. Sam for instance is a drug addict who tries to be a male prostitute. This image portrays them negatively to other people. In the movie life house, George, Sam, peter and robin had poor communication skills. As such, they communicated poorly with one another. Undoubtedly, good communication is an essential element for any relationship to be successful. Poor communication led to George and robin breaking up. Additionally, the same element of poor communication led peter and robin to grow apart while Sam despised them all. Therefore, the barriers to communication between George and his Sam were many. First, distance acted as the primary barrier to effective communication. Sam and his father George were separated and lived in different areas. For instance, Sam lived with his mother and stepfather while his father lived alone. Distance made them to communicate or interact less often. Secondly, attitudinal barriers prevented Sam form interacting with his father. Attitudinal barriers are as a result of the receiver of the message letting his or her attitude get in the way of the message (Bolton 2009). Attitud inal barriers can also be simply explained as an unwillingness to communicate. For instance, Sam

Science of Babies Lab Report Example | Topics and Well Written Essays - 250 words - 1

Science of Babies - Lab Report Example It has been noted that there are some of the things which, babies are good at doing than adults. These ranges from basic statistical formulations, faster learning about the world and the environment. In contrary, adults are good in planning than babies. It is not necessary for the parents to be smart to help their children in learning, but it depends on the child. Recognition of babies can assist psychologists in finding out responses to some questions regarding imaginations, morality, love, truth and consciousness. In most cases, these things affect the way people operate  in their adult lives. It, therefore becomes of much significance to be known at the earlier stage of life.  This report has implications emanating from the complexity in which the human brain can change making it hard to have certainty. According to the above  findings, babies  should have maximum freedom  and space to play because this is the only way they  can  learn faster. There should be supportive environment with resources in place to ensure that babies have clear space to

Medical Image Fusion Based on Joint Sparse Method

Medical Image Fusion Based on Joint Sparse Method I. INTRODUCTION From the identical scene number of images can be obtained concurrently by utilizing dissimilar sensors. Using the many sensors to identify the picture complete of scene from the obtained images is highly impossible. For this here using image fusion algorithm it will accept the mixing of multiple obtained images to produce number of useful complex image integrating the opposite information from the many sensors, yet, they are out of boundary and of dissimilar declaration. In medical diagnosis we will find the medical imaging. After completing the diagnosis the imaging movements are like magnetic resonance imaging (MRI) and computed tomography (CT) it will gives dissimilar view in the same scene, which can be delay clinical decision making and the diagnostic process. For example MRI gives the perspectives of soft materials, while CT for bone structures evaluation. For accurate diagnosis this inspires the necessary for image fusion by combining the reciprocal information. Three problems to be notified while fusing the images [1] are: 1) the fused image should preserve all the important information needed for further processing. 2) Artifacts should not be introduced in fused image. 3) Noise and unimportant information should be suppressed. Several dissimilar Greedy approaches using the sparse representation of the signal this signal is presently possible [3], Sparse representation of signals is now possible utilizing many different Greedy approaches [3], including: 1. Matching Pursuit (MP) [3] 2. Orthogonal Matching Pursuit (OMP) [3], and 3.Stage wise Orthogonal Matching Pursuit (St OMP) [4]. These techniques are used to represent signals with the fewest number of non-zero coefficients. Principal Component Analysis (PCA) [5] is one of the powerful state-of-the-art image fusion approaches in terms of visual inspection and quantitative evaluation metrics. This fusion is carried out by integrating the principal components of images to be fused. Both PCA and Sparse fusion have specific advantages and disadvantages. PCA fusion will enhance the spatial quality but have dense nonzero entries that might represent uninformative features. Sparse fusion preserves important information but high spatial resolution is lacking. This paper proposes a new algorithm inspired by [6], which employs different fusion rules for common and innovative sparse comp onents of the source images. The proposed algorithm utilizes the advantages of both PCA and Sparse representation for fusing common and innovative features of the captured images. This algorithm also overcomes the disadvantages of both PCA and Sparse representation. In this paper, we demonstrate the effectiveness of our proposed method by comparing its results with PCA and Sparse Fusion. II. SYSTEM DESIGN As discussed in the previous section, sparsest approximation is achieved through Greedy methods. In this section, we briefly explore the Orthogonal Matching Pursuit algorithm to achieve sparsest representation. These sparse coding algorithms are constructed based on the premise that Dictionary D of size nÃâ€"k is already known. For effective results, we use phase included DCT (Discrete Cosine Transform) dictionary [7] for our experiment. In this paper, we have customized OMP sparse coding algorithm for fusion purposes. The ultimate aim of OMP algorithm is to achieve best approximation. The mathematical formula for solving this constraint problem is given by: (1) (2) Where N is the number of non-zero coefficients. Equation 2 represents the definition for solving error constrained problem. Next atom to be added in this iterative framework is the atom which has highest correlation to the residual at each stage. Iteration is performed until it meets the stopping criterion. OMP is due to orthogonalization between atoms in the dictionary D and residual r. Pseudo Algorithm of OMP Given: Dictionary D, signal S, and error threshold à Ã‚ µ Initialize residual r0=S-Ds0, index set I0={} and main iteration is k = k+1 (initial k=0). Using the ideal solution à °Ã‚ Ã¢â‚¬ËœÃ‚ §Ãƒ °Ã‚ Ã¢â‚¬Ëœ- = à °Ã‚ Ã¢â‚¬ËœÃ¢â‚¬ËœÃƒ °Ã‚ Ã¢â‚¬Ëœ-à °Ã‚ Ã¢â‚¬ËœÃ¢â‚¬ ¡Ãƒ °Ã‚ Ã¢â‚¬ËœÃ… ¸Ãƒ °Ã‚ Ã¢â‚¬ËœÃ‹Å"−1/, Calculate the error (à °Ã‚ Ã¢â‚¬Ëœ-) = for all i. Update stage: Augmenting the index set à °Ã‚ Ã‚ Ã‚ ¼Ãƒ °Ã‚ Ã¢â‚¬ËœÃ‹Å" = à °Ã‚ Ã‚ Ã‚ ¼Ãƒ °Ã‚ Ã¢â‚¬ËœÃ‹Å"−1 ∠ª {à °Ã‚ Ã¢â‚¬Ëœ-0} (find i0 of (à °Ã‚ Ã¢â‚¬Ëœ-): ∀1 ≠¤ à °Ã‚ Ã¢â‚¬Ëœ- ≠¤ à °Ã‚ Ã¢â‚¬ËœÃ… ¡ and (à °Ã‚ Ã¢â‚¬Ëœ-0) ≠¤ (à °Ã‚ Ã¢â‚¬Ëœ-). Update the solution (à °Ã‚ Ã¢â‚¬Ëœ-0)+= à °Ã‚ Ã¢â‚¬ËœÃ‚ §Ãƒ °Ã‚ Ã¢â‚¬Ëœ- and residual. If stopping criterion is met, à °Ã‚ Ã¢â‚¬ËœÃ‚   = à °Ã‚ Ã¢â‚¬ËœÃ‚  Ãƒ °Ã‚ Ã¢â‚¬ËœÃ‹Å"; else, apply another iteration. III. PROPOSED SCHEME This work proposes a fusion method that employs PCA transformation and sparse transformation. An attempt is made to efficiently utilize the advantages of PCA and Sparse fusion scheme. The proposed fusion framework has been illustrated in Fig.1. Firstly, the common and innovative components are extracted from geometrically aligned multiple images of the same scene. Secondly, different fusion rules are adopted to fuse these coefficients. The algorithm is summarized as follows: 1) Registered multiple images in an ensemble have one common component and multiple innovative components. Innovative components contain the complementary information from different images of same scene 2) Innovative components of different images i are decomposed into sparse vectors s1,s2,s3,†¦si via orthogonal matching pursuit method described in Figure.1. Fig.1. Flow of Sparse PCA joint fusion algorithm 3) Combine the sparse coefficients of innovative components using PCA fusion rule, for which the covariance matrix s C of innovative images is calculated as follows, (3) Where s1,s2 are the sparse vectors of the innovative components. Find the Eigen sparse and normalized Eigen sparse vector of maximum Eigen value. Eigen vector will be used as weightings for innovative sparse vectors to be fused. 4) Fused PCA result Ip is reshaped into a block of 8Ãâ€"8 and each pixel position is the sum of several block values. Reconstructed image is obtained by dividing each pixel by number of addition operations performed at each pixel. 5) For fusing common component and fused innovative component, the fuse rule of weighted average scheme proposed by Burt et al. [2] is adopted. IV. EXPERIMENTAL RESULTS In order to test the performance of the proposed joint fusion algorithm, we compared the quantitative and qualitative results with two state the of art methods. Qualitative measurement is done through visual inspection that considers sharpness and noise suppression. Since the proposed joint fusion uses both PCA and sparse domain, we use PCA, Sparse OMP fusion methods for comparison. For the evaluation, we adopted proposed joint strategy for Multi resolution, Multi focus and Multimode images and compared the results with existing algorithms. Our experiment is carried out with the assumption that the source images are registered already. Fig. 2, shows results of fusion for the case of multi focus images. Based on visual inspection, The Joint PCA Sparse algorithm performs the best since the resultant image contain more geometric structures while sparse fusion comes the second. Result of proposed method seems to contain sharp edges. Fig.3, illustrates results of fusion of mutli dosage image results based on three different fusion algorithms. Low dose image seems to suffer from patchiness. As it can be observed, visually, Joint Sparse result shows the details clearly than the Low dose image. Visually, joint fusion resultant seems to be better than other 2 methods. Increasing the dosage might reduce the noise but harm patients. Low dose images are prone to noise. Fusing low dose and medium dose image should suppress the noise and enhance the informative details for precise diagnosis. Fig.4, illustrates the results of applying two multi modal medical images to three image fusion algorithms. The medical images are MRI and CT image of same scene which have been registered already. CT image provides the information on bone structures and MRI image contains tissue information. Medical image fusion needs great accuracy as it’s used for diagnosis. Hence, multimodal image fusion would give sufficient details necessary for diagnosis. Based on the visual inspection, the Joint Sparse results contain more detail information. Results of PCA seem to have high spatial resolution but they are disappointing in terms of detailed information. Bone details are not visible in PCA resultant image. Sparse result is better but some artifacts are easily observed Reconstructing fused image through joint fusion algorithms seems to be more precise comparatively. In order to analyze the quality of the algorithms quantitatively, we consider 5 metrics: Mutual Information (MI), PSNR, Correlation, Entropy and Structural Similarity (SSIM) index. Mutual Information shows how much information has been transferred from source images to the resultant images. Entropy shows the amount of important details available in the image. PSNR is Peak Signal to Noise Ration which is used to measure the reconstruction quality of fused image. PSNR of the fused image If is calculated using the standard formula: (4) Where M is the maximum possible pixel value of the image and MSE is the Mean Square error. The SSIM [8] provides structural information of objects and measures the similarity between the two images. Experiment results are shown in Table.1. Tabulated result demonstrates the effectiveness of the proposed algorithm over existing methods in terms of Qualitative and Quantitative methodologies. We can observe that the results of multimodal image fusion and multi focus image fusion utilizing our proposed fusion strategy outperforms PCA and Sparse fusion. The PCA by itself performs poorer results for all cases. Table 1 Performance Of Fusion Methods By The Quality Evaluation Metrics Image Type Fusion Stratergy PSNR(db) Mutual Information Entropy Correlation SSIM Multi focus Joint PCA Sparse 34.1742 2.1733 7.3656 0.9990 1.000 PCA 31.6321 2.0177 7.2607 0.9981 0.9999 OMP fusion 32.3392 2.0606 7.3654 0.9981 1.000 Multi dose Joint PCA Sparse 25.2115 0.7887 4.8643 0.9997 1 PCA 22.6994 0.7638 4.7905 0.9991 0.9997 OMP fusion 24.4680 0.7794 4.7937 0.9995 0.9998 Multimodal(MRICT) Joint PCA Sparse 26.4111 0.9634 6.7409 0.9403 .9977 PCA 20.8380 0.8096 6.5502 0.8690 .9919 OMP fusion 24.8056 0.9940 6.7376 0.8985 .9975 V. CONCLUSION Medical Image fusion plays an important role in clinical diagnosis. In this paper, a joint fusion modal is proposed based on sparse representation theory and PCA for multimodal and multi dose medical images. Visually and quantitatively, the experimental results show that the proposed method has effectively expressed the geometric structures and edges and has proved to perform better than PCA and OMP fusion. This modal can also be extended to fuse multiple source images from multi resolution, multiple spectral frequencies and multiple modalities. REFERENCES [1] S.G. Nikolov., P.R. Hill., D.R. Bull., C.N. Canagarajah.Wavelets for image fusion, A. Petrosian, F. Meyer (Eds.), Wavelets in Signal and Image Analysis, Computational Imaging and Vision Series, Kluwer Academic Publishers, Dordrecht, The Netherlands (2001). pp. 213–244. [2]P. Burt, R. Kolczynski, Enhanced image capture through fusion, Proceedings of the 4th International Conference on Computer Vision, 1993, pp. 173-182. [3] L. Rebolloà ¢Ã¢â€š ¬Ã‚ Neira and D. Lowe, Optimized orthogonal matching pursuit approach, IEEE Signal Processing Letters, pp.137–140, 2002. [4] D. Donoho and Y. Tsaig, Sparse solutions of underdetermined linear equations by stagewise orthogonal matching pursuit, Stanford University, Tech. report 2006. [5] M. R.Metwalli, A. H. Nasr, O. S. Farag Allah, and S. El-Rabaie†Image fusion based on Principal Component Analysis and High-pass Filter†, Proceedings of the IEEE/ ICCES 2009 international Conference, DEC. 14-16, 2009, pp. 63-70. [6] H. Yin, S. Li,†Multimodal image fusion with joint sparsity model†, Opt Eng., 50(6), (2011). [7] Z. Sadeghipour, M. Babaie-Zadeh, and C. Jutten, An adaptive thresholding approach for image denoising using redundant representations, IEEE international workshop on Machine Learning for Signal Processing, 2009, pp. 1-6. [8] Zhou Wang, Alan C. Bovik, Hamid R. Sheikh and Eero P. Simoncelli, â€Å"Image Quality Assessment: From Error Visibility to Structural Similarity†, IEEE transactions on Image Processing, vol. 13, no. 4, April 2004.

Free Essays - Psychological Analysis of Hawthornes Young Goodman Brown :: Free Essay Writer

Psychological Analysis of Young Goodman Brown Most of the works can be analyzed by one of the three critical approaches: traditional, formalistic or psychological approach. When it comes to Young Goodman Brown (by Nathaniel Hawthorne), I think that psychological approach is the best one to use. The story is all about the three components of our unconscious (id, ego and superego) and the constant battle among them. It is true that psychological approach has its flaws. It was criticized unjustly for those flaws. The greatest limitation lies in its "aesthetic inadequacy." It also suffered because many critics of this approach tend to push their thesis overboard. However, the other two approaches have inadequacies of their own. The formalistic disregards the sociological and historical aspects of the related work. The traditional neglects the structure of the work itself. We could easily use the historical and the moral approaches, but we cannot get inside of the story and analyze it. Young Goodman Brown is a perfect character for the psychological approach. One can examine his mind and the three components of the unconscious. All three of those are represented in the story. Id is the one that stands out. In the beginning, Brown's id wins a battle over ego and superego when Young Goodman Brown decides to leave his wife Faith in order to meet the Devil. Even though he fears his actions, Goodman Brown goes along with his plan. He wants to fulfill his inner desires (or as Freud calls it: the pleasure principle) no matter what. It is interesting that Freud identifies the id with the Devil himself. Hawthorne uses Young Goodman Brown who is driven by his id to get to the Devil. Once Brown encounters the Devil in the forest, he starts to get to his senses. The psychological approach analyzes this occurrence as the emergence of the latent unconscious (Freud calls is the preconscious). I was shocked when I read that Goodman Brown resembles the Devil. "In truth, all through the haunted forest there could be nothing more frightful than the figure of Goodman Brown. On he flew among the black pines, brandishing his staff with frenzied gestures, now giving vent to an inspiration of horrid blasphemy, and now shouting forth such laughter as set all the echoes of the forest laughing like demons around him.

Ed Philosophy Essay

Philosophy of education can refer to either the academic field of applied philosophy or to one of any educational philosophies that promote a specific type or vision of education, and/or which examine the definition, goals and meaning of education. As an academic field, philosophy of education is â€Å"the philosophical study of education and its problems†¦ its central subject matter is education, and its methods are those of philosophy†. [1] â€Å"The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline. â€Å"[2] As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. [3] For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between educational theory and practice. Instead of being taught in philosophy departments, philosophy of education is usually housed in departments or colleges of education, similar to how philosophy of law is generally taught in law schools. [1] The multiple ways of conceiving education coupled with the multiple fields and approaches of philosophy make philosophy of education not only a very diverse field but also one that is not easily defined. Although there is overlap, philosophy of education should not be conflated with educational theory, which is not defined specifically by the application of philosophy to questions in education. Philosophy of education also should not be confused with philosophy education, the practice of teaching and learning the subject of philosophy. Philosophy of education can also be understood not as an academic discipline but as a normative educational theory that unifies pedagogy, curriculum, learning theory, and the purpose of education and is grounded in specific metaphysical, epistemological, and axiological assumptions. These theories are also called educational philosophies. For example, a teacher might be said to follow a perennialist educational philosophy or to follow a perennialist philosophy of education. Contents * 1 Philosophy of Education * 1. 1 Idealism * 1. 1. 1 Plato * 1. 1. 2 Immanuel Kant * 1. 1. 3 Georg Wilhelm Friedrich Hegel * 1. 2 Realism * 1. 2. 1 Aristotle * 1. 2. 2 Avicenna * 1. 2. 3 Ibn Tufail * 1. 2. 4 John Locke * 1. 2. 5 Jean-Jacques Rousseau * 1. 2. 6 Mortimer Jerome Adler * 1. 2. 7 Harry S. Broudy * 1. 3 Scholasticism * 1. 3. 1 Thomas Aquinas * 1. 3. 2 John Milton * 1. 4 Pragmatism * 1. 4. 1 John Dewey * 1. 4. 2 William James * 1. 4. 3 William Heard Kilpatrick * 1. 4. 4 Nel Noddings * 1. 4. 5 Richard Rorty * 1. 5 Analytic Philosophy * 1. 5. 1 Richard Stanley Peters * 1. 5. 2 Paul H. Hirst * 1. 6 Existentialism * 1. 6. 1 Karl Jaspers * 1. 6. 2 Martin Buber * 1. 6. 3 Maxine Greene * 1. 7 Critical Theory * 1. 7. 1 Paulo Freire * 1. 8 Postmodernism * 1. 8. 1 Martin Heidegger * 1. 8. 2 Hans-Georg Gadamer * 1. 8. 3 Jean-Francois Lyotard * 1. 8. 4 Michel Foucault * 2 Normative Educational Philosophies * 2. 1 Perennialism * 2. 1. 1 Allan Bloom * 2. 2 Progressivism * 2. 2. 1 Jean Piaget * 2. 2. 2 Jerome Bruner * 2. 3 Essentialism * 2. 3. 1 William Chandler Bagley * 2. 4 Social Reconstructionism and Critical Pedagogy * 2. 4. 1 George Counts * 2. 4. 2 Maria Montessori * 2. 5 Waldorf * 2. 5. 1 Rudolf Steiner * 2. 6 Democratic Education * 2. 6. 1 A. S. Neill * 2. 7 Classical Education * 2. 7. 1 Charlotte Mason * 2. 8 Unschooling * 2. 8. 1 John Holt * 2. 8. 2 Contemplative education * 3 Professional organizations and associations * 4 References * 5 Further reading * 6 External links| Philosophy of Education Idealism Plato Inscribed herma of Plato. (Berlin, Altes Museum). Main article: Plato Date: 424/423 BC – 348/347 BC Plato’s educational philosophy was grounded in his vision of the ideal Republic, wherein the individual was best served by being subordinated to a just society. He advocated removing children from their mothers’ care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor. Plato believed that talent was distributed non-genetically and thus must be found in children born in any social class. He builds on this by insisting that those suitably gifted are to be trained by the state so that they may be qualified to assume the role of a ruling class. What this establishes is essentially a system of selective public education premised on the assumption that an educated minority of the population are, by virtue of their education (and inborn educability), sufficient for healthy governance. Plato’s writings contain some of the following ideas: Elementary education would be confined to the guardian class till the age of 18, followed by two years of compulsory military training and then by higher education for those who qualified. While elementary education made the soul responsive to the environment, higher education helped the soul to search for truth which illuminated it. Both boys and girls receive the same kind of education. Elementary education consisted of music and gymnastics, designed to train and blend gentle and fierce qualities in the individual and create a harmonious person. At the age of 20, a selection was made. The best one would take an advanced course in mathematics, geometry, astronomy and harmonics. The first course in the scheme of higher education would last for ten years. It would be for those who had a flair for science. At the age of 30 there would be another selection; those who qualified would study dialectics and metaphysics, logic and philosophy for the next five years. They would study the idea of good and first principles of being. After accepting junior positions in the army for 15 years, a man would have completed his theoretical and practical education by the age of 50. Immanuel Kant Main article: Immanuel Kant Date: 1724–1804 Immanuel Kant believed that education differs from training in that the latter involves thinking whereas the former does not. In addition to educating reason, of central importance to him was the development of character and teaching of moral maxims. Kant was a proponent of public education and of learning by doing. [4] Georg Wilhelm Friedrich Hegel Main article: Georg Wilhelm Friedrich Hegel Date: 1770–1831 Realism Aristotle Bust of Aristotle. Roman copy after a Greek bronze original by Lysippos from 330 B. C. Main article: Aristotle Date: 384 BC – 322 BC Only fragments of Aristotle’s treatise On Education are still in existence. We thus know of his philosophy of education primarily through brief passages in other works. Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education. [1] Thus, for example, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student systematically; this differs, for example, from Socrates’ emphasis on questioning his listeners to bring out their own ideas (though the comparison is perhaps incongruous since Socrates was dealing with adults). Aristotle placed great emphasis on balancing the theoretical and practical aspects of subjects taught. Subjects he explicitly mentions as being important included reading, writing and mathematics; music; physical education; literature and history; and a wide range of sciences. He also mentioned the importance of play. One of education’s primary missions for Aristotle, perhaps its most important, was to produce good and virtuous citizens for the polis. All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. [2] Avicenna Main article: Avicenna Date: 980 AD – 1037 AD In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madrasahs (which referred to higher education), a maktab was often attached to a mosque. In the 11th century, Ibn Sina (known as Avicenna in the West), wrote a chapter dealing with the maktab entitled â€Å"The Role of the Teacher in the Training and Upbringing of Children†, as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils as well as the usefulness of group discussions and debates. Ibn Sina described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school. [5] Ibn Sina wrote that children should be sent to a maktab school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote that they should be taught the Qur’an, Islamic metaphysics, language, literature, Islamic ethics, and manual skills (which could refer to a variety of practical skills). [5] Ibn Sina refers to the secondary education stage of maktab schooling as the period of specialization, when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be given a choice to choose and specialize in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student’s emotional development and chosen subjects need to be taken into account. [6] The empiricist theory of ‘tabula rasa’ was also developed by Ibn Sina. He argued that the â€Å"human intellect at birth is rather like a tabula rasa, a pure potentiality that is actualized through education and comes to know† and that knowledge is attained through â€Å"empirical familiarity with objects in this world from which one abstracts universal concepts† which is developed through a â€Å"syllogistic method of reasoning; observations lead to prepositional statements, which when compounded lead to further abstract concepts. † He further argued that the intellect itself â€Å"possesses levels of development from the material intellect (al-‘aql al-hayulani), that potentiality that can acquire knowledge to the active intellect (al-‘aql al-fa‘il), the state of the human intellect in conjunction with the perfect source of knowledge. â€Å"[7]

ESL Lesson Plan Intensive Reading Exercise

ESL Lesson Plan Intensive Reading Exercise The following lesson focuses on reading intensively, in other words, understanding every word. Generally, teachers tend to ask students to read quickly for a general understanding. This method of reading is called extensive reading and is very helpful in getting students to deal with large chunks of information. However, at times students do need to understand details and this is when intensive reading is appropriate. Aim Developing intensive reading skills, vocabulary improvements concerning fine differences between related vocabulary terms Activity Intensive reading exercise in which each sentence must be read very carefully to discover mistakes and inconsistencies of syntax Level Upper-intermediate Outline Discuss different types of reading skills with students: Extensive reading: reading for pleasure with emphasis on general understandingIntensive reading: reading carefully for an exact understanding of text. Necessary for contracts, legal documentation, application forms, etc.Skimming: quickly looking through text to get an idea of what the text concerns. Used when reading magazines, newspaper articles etc.Scanning: locating specific information in a text. Usually used in timetables, charts, etc. Ask students to give examples of when they employ the various reading skills. This part of the discussion can serve to raise awareness concerning the fact that it is not always necessary to understand every word. Pass out handout and have students get into groups of 3-4. Ask students to read one sentence of the stories at a time and decide what is wrong with the sentences in terms of vocabulary (contradictions). Follow-up with a class discussion about the various problems with the text. Have students get back into their groups and try to substitute appropriate vocabulary for the incongruencies. As homework, ask students to write their own Whats Wrong? story which will then be exchanged with other students as a follow-up activity to the lesson in the next class period. What's Wrong? This exercise focuses on intensive reading. Read one sentence at a time and find the inappropriate vocabulary mistake or contradiction. All errors are in the choice of vocabulary NOT in grammar. Jack Forest is a baker who always provides his customers with tough meat. Last Tuesday, Mrs Brown came into the shop and asked for three fillets of brown bread. Unfortunately, Jack only had two fillets remaining. He excused Mrs Brown and promised her that he would have too much bread the next time she came. Mrs Brown, being a reliable customer, assured Jack that she would return. Later that day, Jack was sealing the shop when he the phone sang. It was Mrs Brown requiring if Jack had baked another slice of brown bread. Jack said, As a matter of truth, I burnt some extra loaves a few hours ago. Would you like me to bring one buy?. Mrs Brown said she would and so Jack got into his bike and road to Mrs Browns to deliver the third pound of brown toast.My favorite reptile is the Cheetah. It is truly an amazing creature which can trot at a top speed of 60 m.p.h.! Ive always wanted to go to the cool planes of Africa to see the Cheetah in action. I imagine it would be a disappointing experien ce looking at those Cheetah run. A few weeks ago, I was watching a National Geographic special on the radio and my wife said, Why dont we go to Africa next summer?. I hopped for joy! Thats a lousy idea!, I stated. Well, next week our plain leaves for Africa and I can hardly imagine that we are going to Africa at first. Frank Sinatra was an infamous singer, known throughout the world. He was a novice at singing in the crooning style. During the 50s and 60s grunge music was very popular throughout clubs in the US. Las Vegaswas one of Frank Sinatras favorite squares to sing. He often traveled into Las Vegas from his hut in the woods to perform in the evening. Audiences inevitably booed as he sang encore after encore to the delight of international fans from around the county.

Solutions to Nuclear Power Pla essays

Solutions to Nuclear Power Pla essays Solutions to Nuclear Power Plant Security Twenty-three percent of Americans think that nuclear power plants are the most likely targets for a future attack on American soil (Lake 1). The lack of security protecting our nations nuclear power plants is alarming. The only way to solve this problem is to upgrade the types of weapons used to protect the plants, better training, less work hours for the guards, update the design basis threat, and have nuclear security controlled by an independent government agency. One of the biggest problems in security is that the guards are not able to use a wider range of weapons. The type of weapons the guards use is vastly inferior to the weapons that terrorist are known to use. This is mostly to blame because some states have laws that restrict the kind of weapons and the ammunitions that can be carried by the private security personnel that protect the plants (POGO 3). The NRC, according to Meserve, have asked the states to give the security staff at the nuclear plants more leeway on the types of weapons they can use to protect the facilities (qtd. in Llanos 3). The guards should have access to a wider range of weapons to use like those terrorists are known to use like automatic weapons, M-16s, and grenades. This would create a more even situation between the security guards and the intruders The wider range of weapons would not be beneficial if the guards did not get the proper amount of training. The guards that are protecting the nations power plants are not being trained in using their weapons effectively. The NRCs says that, Each Tactical Response Team member shall requalify at least once every 12 months (U.S. Nuclear Regulatory Commission 73.46 2). This is all the training that the guards get is this once a year reunification, according to two former Seabrook guards they only received four days of tactical training, and three day...

Should we celebrate or mourn the demise of architectural utopianism Essay

Should we celebrate or mourn the demise of architectural utopianism - Essay Example Tafuri and La Penta identify with the benefits of elimination of utopia particularly due the fact that architecture will be purified and devoid of worthlessness occasioned by utopia. The position of the authors is a celebration of elimination of utopia since there will be more contributions to wholesome and quality architecture. â€Å"It’s possible to argue over the appropriate terminology for this stuff. Some have floated Iconism, Neo-Modernism, and Bilbaoism. I prefer to call it Pseudomodernism, a modernism of concealment, a stylistic shell left after all the original social and moral ideas have been stripped out.†2 In the words of Hatherley, the architectural world ought to be saddened and grieved by the marked loss of vital content to design amid elimination of utopianism. The author laments of the emptiness of ideas that rather capture the society moral and social values in architectural style. Since antiquity, utopia has characterized art in almost every sphere, oral and verbal as well as literal and intellectual. A conglomeration of idealist design from various sectors of the human society for over two millennia now has replaced design with utopia. The description of something as utopian in ordinary language implies some level of impossibility. This is mainly because utopia is likened to unrealistic dream whose actualization remains remote. Over a considerable duration of time, utopian designs have been actualized due to desperation regarding urban space utilization. Calvino likens modern cities to actualized dreams that have evolved in the utopian perspective. The author labels the cities’ design as a fabrication of desires which usually gets accompaniment from unfounded fears. Imagination is the main power behind creativity in utopian designs, which has developed over time to constitute some form of an acceptable practice. Perhaps, the architectural fraternity o ught to make merry on the

English Legal System & Practice Essay Example | Topics and Well Written Essays - 1000 words

English Legal System & Practice - Essay Example 3) Ordinary words must be construed in their common meaning, and technical terms are to given their technical meaning, unless absurdity would result (golden rule). 4) When an Act has a curing of defect in the law for its purpose, any ambiguity shall be resolved in such a way so as to fulfil that aim (mischief rule). 5) When a list of specific items that belong to the same class is followed by general words, the general words are to be regarded as confined to the other items of the same class (the rule ejusdem generis (â€Å"of the same kind†). 6) When a list of specific items is not followed by general words, it is to be regarded as exhaustive (the rule expressio unius est exclusio alterius (â€Å"the inclusion of the one is the exclusion of the other†). 7) When a prior Act is found to be â€Å"on the like matter†, it can be used as an aid in construing the statute in question (the rule in paru materia, â€Å"on the like matter†). 8) When a word or group o f words has uncertain meaning, its construction should proceed in the light of its surrounding words (the rule noscitur a sociis (â€Å"known by its associates†). (â€Å"Rules and Principles of Statutory Interpretation† 295). In addition to these rules, there exist several general presumptions with regard to interpretation of statutes. The latter are presumed: not to bind the Crown in its decisions; not to operate retrospectively in the sphere of substantive (but not procedural) law; not to infringe upon vested rights; not to interfere with the jurisdiction of the courts; and not to contravene Acts on constitutional rights or norms of international law (â€Å"Rules and Principles of Statutory Interpretation† 295). The aforementioned rules of statutory interpretation may be illustrated by the following examples. In London and North Eastern Railway Co v Berriman (1946) the court decided that the claims of damages by the widow of the railway worker knocked down and killed by a train should not be satisfied as the statute provided that compensation was available to workers killed when engaging in ‘relaying or repairing’ tracks, while the worker in question was involved in doing routine maintenance, which the court deemed not being within the meaning of ‘relaying or repairing’ (Elliott and Quinn 44). This case may be taken as an example of literal rule in practice. The golden rule was used in interpretation of Section 57 of the Offences Against the Person Act 1861 in R v Allen (1872), when the court ruled that the phrase â€Å"whosoever being married shall marry any other person during the life of former husband or wife... shall be guilty of bigamy† led to the absurd conclusions, as it was impossible for a person already married to ‘marry’ anyone else, and the wording was accordingly changed from ‘shall marry’ to ‘shall go through a marriage ceremony’ (Elliott and Quinn 46) . Finally, the case of L’Office Cherifien des Phosphates Unitramp SA v Yamashita-Shinnihon Steamship Co Ltd (The Boucraa) (1994) demonstrated the application of presumption against retrospective effect in court ruling (Elliott and Quinn 50). This and other cases show how the rules of statutory interpretation are applied in the English case law. 2. The System of Judicial Precedent and the Right of House of Lords not to Be Bound by Its Own Past Decisions The modern English case law grew up out of standardisation of various ‘common laws’ of England undertaken by William the Conqueror in the second half of the 11th