Development and Diversity Essay Example for Free

Improvement and Diversity Essay At the point when a youngster is considered they start to create in the mother whom and keep on creating until adulthood. Today we take a gander at these turns of events and find better approaches to instruct kids that all create at various rates. From the beginning of time youngster improvement was disregarded and little consideration was paid to the focal points in their initial capacities, for example, language use, and physical development that happens during youth and puberty. During the time there has been numerous individuals have thought of hypotheses that help the development of the improvement of kids. I will discuss one of these speculations here. B. F. Skinner, who completed trial work primarily in similar brain science from the 1930s to the 1950s, yet remained behaviorisms most popular scholar and type practically until his demise in 1990, built up a particular sort of behaviorist way of thinking, which came to be called radical behaviorism. He likewise professed to have discovered another adaptation of mental science, which he called conduct investigation or the test examination of conduct (Richard Culatta) The behaviorist hypothesis is a perspective that works on a guideline of â€Å"stimulus-reaction. All conduct brought about by outside improvements all conduct can be disclosed without the need to think about inner mental states or awareness. Originators and significant givers of this hypothesis are John B. Watson, Ivan Pavlov, B. F. Skinner. The behaviorist hypothesis is dependent on positive and negative criticism to understudies in a homeroom. It is an approach to prepare the understudies in learning the right way so they can continue moving onto the degree of their training. A model can be a mouse in a pen that is extremely parched. Well the mouse will do and give anything to get a shot of that enclosure to get something to drink however when it finds the taking care of container and see that it should simply push the little tab on the conclusion to get some water the mouse is fulfilled. The equivalent go for understudies and kids. Youngsters will battle without holding back to attempt to escape whatever they don't care for yet on the off chance that they see an award toward the end they will remain with it to get the prize. This keeps them engaged and controlled simultaneously. There are three principle supporters of this hypothesis John B. Watson, Ivan Pavlov, B. F. Skinner. These three have all added to this hypothesis somehow. John B. Watson led research on creatures, kids, and promoting to assist the hypothesis. Ivan Pavlov led research on personality of youngsters, molding and automatic reflex activities. At last B. F. Skinner imagined his own way of thinking called radical behaviorism. These men have assisted with enhancing the hypothesis to assist us with comprehension children’s learn and improvement better so we can show them in better manners. Instruction is the thing that endures when what has been realized has been forgotten† (B. F. Skinner) The hypothesis of behaviorism can be utilized in a homeroom setting from various perspectives. The manner in which it is utilized that will decide whether it works for the educator and the understudy or damages the instructor and the understudy. Giving kids objectives at an early age to achieve errands in the study hall can be a great thing. Kids consistently need a prize for the things they do. They are instructed that at an early age with their folks while doing thing like getting their rooms and getting a prize for that at home. Well that conveys into the homeroom setting too. To remunerate understudies is giving them exceptionally positive criticism on their work numerous instructors utilize the star framework. An enormous graph on the divider with all the student’s names and stars for the great work they have done. This gives understudies a little push to do their best since they need those stars so they can be pleased or even get a compensation for the most stars. This is a good thought as a rule however instructors should be cautious with this additionally in light of the fact that it can reverse discharge on them. In the event that you have an understudy that is a more slow student and doesn't get stars like the others this can hurt that understudy and their learning. Truly there has be negative input with positive criticism yet on the off chance that all the kid gets is negative input it can prompt them simply surrendering and we don't need that. So we need to walk a barely recognizable difference with regards to utilizing various procedures in the study hall. All understudies are unique and learn extraordinary so we need to work around that so the entirety of our understudies get similar training as the other. You can utilize exercises in your study hall that accompany behaviorism and that will profit your understudies from various perspectives. For instance take ten sentences that accompany your exercise plan. Let's assume you are instructing about creatures in your group this week you can make up ten sentences and keep single word separate from each sentence. At that point you would list the missing words faulty and have the kids fill in the spaces with the words that are out of the way. You can give compensations for their work to animate them in giving a valiant effort by giving a sticker for every one they get right. This is a decent method to do it since you have a great possibility of getting in any event one sticker and all are cheerful however the greater part of the children will do well since they are going to pursue something other than one. There are a wide range of speculations in training that can help an instructor in the study hall. These all work to give the understudy a superior learning experience. It is the manner in which you use them that will decide whether they work or not for you and your understudies. With behaviorism you have to give positive and negative input to your understudy it is that you need to walk an almost negligible difference so you don't dishearten your understudies from adapting yet make them need to be the best understudy they can be.

Roles and Responsibilities of a Newly Qualified Nurse. Professional Essay

Jobs and Responsibilities of a Newly Qualified Nurse. Proficient Role Development - Essay Example This measurement shows the significance of expert job adjustment, development and improvement, just as the importance of information in the jobs and obligations of a recently prepared and qualified medical attendant. The school-reared qualities ought to accommodate with the ‘real world’ benefits of nursing practice. This is vital in relieving errors that may happen when the new alumni take up their jobs in social insurance administration conveyance (Duchscher 2008, p.3). Information on jobs and duties is essential in the pre-empting of job uncertainty and resultant occupation disappointment and vocation thwarted expectation that may emerge. The union of the accomplished information and abilities is fundamental in benefiting a smooth change from understudy to an expert specialist. For a recently qualified medical attendant, the center concerns lie in care conveyance and the board just as close to home and expert turn of events (Burton and Ormrod 2007, p.2). Basic Discussi on The fields of training that recently qualified medical caretakers can represent considerable authority in are different and may fuse intense consideration of the old, coronary and palliative consideration, psychological well-being nursing, or substance misuse. The jobs of a medical attendant range from being parental figures to advocates. They likewise advocate for the customer and are change operators in the feeling of adjusting the client’s way of life in a more advantageous example. The essential job of a medical attendant is arrangement of legitimate consideration and assurance to the patients to protect their wellbeing and prosperity (Duchscher 2008, p. 5). Nurses’ jobs incorporate giving appropriate wellbeing and social consideration in a sheltered and important way to patients (Burton and Ormrod 2007, p. 3). What's more, attendants ought to likewise react to patient’s needs and convey care inside their setting, for example, sedate organization and cont amination control. Attendants additionally give information and backing to patients and screen crucial indications of patients. Recently qualified medical caretakers have an obligation of keeping up the set gauges of care just as comply with the set moral and legitimate choices. The change into the nursing calling, particularly the underlying change is generally damaged by sentiments of uneasiness, uncertainty, deficiency, and unsteadiness. This spins around the recently prepared and qualified nurse’s jobs, duties, connections, and information (Burton and Ormrod 2007, p.4). Progress stun is occasioned by the way that new alumni are stood up to by a wide range and extent of physical, scholarly, enthusiastic, formative, and sociocultural switches as they take up their new jobs. The recently prepared and qualified attendants must, thusly, organization components that shape availability for the new jobs. Readiness and support in job progress is basic so as to accommodate the rela ted power and span of the change understanding. Recently prepared and qualified medical attendants ought to be prepared for the raising work environment desires. A recently prepared medical caretaker ought to be skillful in dealing with the new jobs. The substance of having earlier information on the calling and working environment desires is extraordinary as it connects the change stun. Information on job progress is urgent in developing fruitful combination of nursing experts into the possibly upsetting and exceptionally powerful setting of expert practice. This requires a superior

Building New Brands on the Internet

Buyers are the primary wellspring of incomes and benefits of numerous organizations. Organizations consistently attempt to guarantee that their consumers’ government assistance are noted and considered in their dynamic. Organizations plan their showcasing effort dependent on what their objective market needs. They attempt to make a name and notoriety for themselves that would be â€Å"loved† by the entirety of their shoppers and keep them returning. Organizations do this by doing regular types of advertising methodology which all around arranged. A portion of these showcasing methodologies are those that individuals see regular, all around, in various forms.These can be ads in bulletins, radio, TV, papers, flyers, and so on. Be that as it may, as innovation keeps on introducing new methods for correspondence, these structures have now advanced and now incorporate media, for example, cell phones and the web. Marking Defined What most organizations need is for their names or brands to be famous and notable. Most business people and friends administrators consider marking top need in their â€Å"to-do† list. A few people feel that marking is simply only a name or a logo that speaks to the organization or the product.In its most genuine quintessence, marking is, actually, more than that. Dunn characterizes marking as ‘a requesting, complex procedure that requires restrained consideration over an all-inclusive timeframe. ’ For organization heads who are not kidding in establishing a long term connection and an incredible picture for their organization or item, marking is a significant piece of their regular duties. Dunn clarifies more: Branding is possessing a solitary thought, idea or feeling in the brain or heart of the client. At times it’s only a word. An expression. An idea. A feeling. Whatever it is, you need to possess it in the brain of the customer.A brand separates you from the opposition. It makes your item, admini stration or experience not quite the same as all others. It lets you stand apart from the group. Without separation, you may wind up contending just on cost. What's more, with cost, there is by all accounts no base to the base. Markets today are amazingly serious and stretching out beyond contenders and winning the hearts of clients are extremely significant for any organization. Clients presently are additionally much more shrewd and more intelligent than previously. They realize what they need and they ensure that what they belittle is up to their set standards.Branding, without a doubt, is a deep rooted exertion as persistent improvement is important so as to stay aware of the present requests of clients. What individuals need today may not be a similar tomorrow. Focal points and Disadvantages of Branding Every company’s objectives are to be ahead in the business it has a place, be known to its objective market and be beneficial. A significant factor in accomplishing these objectives is to make a brand that will establish a long term connection to the company’s target market and make clients love it. Compelling marking requires a great deal of time, exertion and imaginative minds.Geoffrey Randall listed the accompanying that brands can profit the clients: †¢ Identity: the brand must recognize itself unmistakably and unambiguously, so name, legitimate security and structure components are significant. †¢ Shorthand outline: the personality should go about as a rundown of all the data the purchaser holds about the brand. [†¦] †¢ Security: purchasing a recognizable brand ought to be consoling. The brand should ensure to give the advantages anticipated. †¢ Differentiation: the brand should obviously separate itself from its rivals, and show purchasers how it is exceptional. †¢ Added esteem: the brand must offer more than the conventional product.These are only the five significant things, however there are considerably more that brands can do to clients. Clients disparage brands for a few reasons, for example, trust, impulse, saw quality, information and picture. Clients like to attempt new brands yet once they previously discovered one that is an ideal fit for their taste, all things considered, they will adhere to that brand for a specific timeframe. It may not be perpetually, however, that they will simply go with one brand, except if the brand continues rethinking itself and consistently keeps awake to date with the present market demands.Thus, it is significant for showcasing individuals or brand directors to consistently be refreshed with the most recent pattern and be learned on what clients need. These days, any industry, any market is dynamic to the point that changes happen from time to time. Being consistently insider savvy on all market refreshes is basic for all organization proprietors and officials. Marking, in reality, has a great deal of good advantages to the clients. Be that as it may, with all the upside comes the drawback of marking, for example, cost, time and trouble in rehashing the brand.For an organization to build up a brand, a great deal of cash is required. From innovative work, application, testing, up to at last advertising the brand, a tremendous speculation is certainly expected to guarantee everything turns out to be easily. There are likewise times when brands will in general as of now have a fixed picture which makes it hard for organizations to go astray a bit (I. e. including another result of various kind) and still keep up customers’ trust in the brand. Reevaluation is one factor to keep the ubiquity of the brand and make customers love it as time goes by.However, when individuals previously got so used to what the brand brings to the table, it might be hard to broaden the brand which may make another picture for it. Time is one more enormous speculation required in thinking of a brand and advertising it. Thinking of a decent b rand and make individuals love it doesn't occur without any forethought. These things, however, would all be able to be justified, despite all the trouble in any case when there is a strong arrangement on the table and a powerful group dealing with it. Sorts of Branding There are various kinds of marking systems that are received by various organizations relying upon how they need to be known by the market.Among these marking types are the accompanying: †¢ Unique Branding †‘A exceptional marking technique permits an organization to command an item territory by building an effective brand that represents only a certain something. Such a brand can frequently get equivalent with the item. ’ A genuine case of this marking system is Procter and Gamble. This goliath organization fabricates a wide scope of items. Every one of those items has its own image name, for example, Ariel, Pantene, Pringles, Pampers, Head and Shoulders, and significantly more. These brand nam es have been well known and have just been related to its single sort of product.But behind those easily recognized names, there is only a solitary organization getting a charge out of all the achievement. With this marking system, organizations can think of same item types and market them with various brand names. Be that as it may, ‘it takes a noteworthy interest in time, cash and exertion to build up another brand. ’ †¢ Corporate Branding †This marking methodology is some way or another something contrary to interesting marking. The organization has diverse item contributions yet all utilizing a similar brand. A case of an organization utilizing corporate marking methodology is Apple.When clients are as of now acquainted with the brand, it is simple for them to disparage new item arrivals of the organization. When the organization as of now has the customers’ trust, it can think of new items and not experience issues promoting it. Discharging another item utilizing corporate marking takes essentially lesser time and cash than one of a kind marking. Be that as it may, organizations utilizing this marking methodology ought to likewise be mindful so as to keep up the nature of their item as a disappointment of one may influence the whole brand. Likewise, scope of items might be restricted to dodge clients questioning the company’s commitment to its unique item line.†¢ Range Branding †This is a blend of the two previously mentioned marking methodologies. A solitary organization makes at least two brands relying upon the market needs and customers’ existing discernment to its unique image. A genuine case of an organization that used range marking is Toyota. The organization Toyota thought of Lexus, another brand of vehicles however intended to be promoted to the upper cultural class. Toyota chose to do this since individuals as of now have the impression of Toyota being a moderate brand and the vast majority of its customers have a place with the center class.Using a similar brand to arrive at the privileged might be hard for them as their unique image was at that point generalized. Marking Methods Development of brands should be possible in various manners. Marking begins in recognizing a striking brand name which may speak to the attributes of the item; or it might be a name that is anything but difficult to recollect. It requires some investment before organizations can concoct a brand name that will be discharged in the market. On the more innovative side, organizations additionally think of logos related with their image name.Logos assist organizations with pulling in more clients who will likewise will in general recall the brand better due to the visual portrayal. Brand names and logos are significant parts of marking in light of the fact that those are the things that truly speak to the item. Be that as it may, there is something else entirely to marking than simply those portra yals. Marking ought to likewise occur inside the organization. The workplace and culture of the organization ought to likewise correspond with what it is attempting to advance. Officials and all workers of the organization likewise speak to the brand. They should encapsulate the company’s and the brand’s convictions, crucial vision.In short, workers ought to have the option to â€Å"live the brand. † For instance, in an inexpensive food chain advancing fast, tantalizing food in a hurry, the staff should go about as snappy as conceivable yet at the same time treat clients quite well; bundling ought to be durable enough and truly implied for individuals who like eating while at the same time moving; machines and supplies ought to be effective to satisfy day by day needs. The general procedure in making the item and conveying the administration sh

Essay Vietnam War and Story

Article Vietnam War and Story Article Vietnam War and Story Rethinking Truth in Tim O’Brien’s The Things They Carried By: Rose Monahan May 2011 The Pennsylvania State University In a meeting with Tobey C. Herzog, Tim O’Brien talked about the benefits of truth by saying, â€Å"You need to comprehend about existence itself. There is a fact as we live it; there is a reality as we tell it. Those two are not good constantly. There are times when the story truth can be more genuine, I think, than an incident truth† (120). Numerous artistic researchers have battled with the â€Å"truth† in one of O’Brien’s most renowned works, The Things They Carried, an assortment of twenty-two stories on the Vietnam War that remain solitary similarly as unequivocally as they integrate. In spite of the fact that O’Brien is a Vietnam War veteran, reluctantly drafted in 1968 and serving until 1970, he purposively fictionalizes the war understanding all through The Things They Carried while at the same time demanding that the quintessence of the work is valid, a thought that numerous researchers question. Coaxing out which encounters O’Brien depicts are valid, which are fables, and which are creative mind would be a close to unthinkable assignment on the grounds that a significant number of the stories blend. Or maybe, the significance of O’Brien’s work is his work of metafiction account as a delegate vehicle for the Vietnam War. Incalculable war stories have been distributed, especially on the Vietnam War, and the effect or impact of these works enormously relies upon the abstract class picked to let them know. Albeit numerous critics1 have remarked on O’Brien’s reevaluation of â€Å"truth,† the need of metafiction to build up a reevaluation still can't seem to be enough investigated. In this article, I will talk about the utilization of metafiction and its definitive achievement reclassifying what is â€Å"true†-inside O’Brien’s Vietnam War story, The Things They Carried. To start, the meaning of metafiction must be thou ght of. Patricia Waugh, thought about a main master on postmodernist writing, has written in her work Metafiction: the Theory and Practice of Self-Conscious Fiction, â€Å"Metafiction is a term given to anecdotal composing which hesitantly and deliberately causes to notice its status as a relic so as to suggest conversation starters about the connection among fiction and reality† (2). Journalists of metafiction, for example, O’Brien, transparently think about the connection among fiction and diary, regularly doubting memory to precisely portray an occasion. While the creator draws on numerous authentic occasions or subtleties, a great part of the work is additionally absolutely imagined, and the creator will honestly express that the work isn't correct. For instance, The Things They Carried contains the admonition, â€Å"This is a work of fiction. Aside from a couple of insights about the author’s own life, all the episodes, names, and characters are imaginary. † Yet, the genuine components conjure the sentiment of a collection of memoirs, diary, or other kind of true to life. For example, the focal character and storyteller of The Things They Carried is named Tim O’Brien (like the writer), is a Vietnam War veteran in his late forties who is presently an essayist (like the writer), and has distributed the book Going After Cacciato (likewise, similar to the writer). These are plainly more than â€Å"a few details.† The differentiation between Tim O’Brien, the individual, and Tim O’Brien, the character, is hard for the peruser to adjust, and at last, brings up the issue of what is fiction and what is reality. As the peruser endeavors to unravel the interlaced connection among fiction and verifiable, the writer of a metafiction will remark on the composition of the piece. On account of O’Brien, his remarks remind the peruser that his accounts are developed. For instance, before disclosing into a grisly story of a trooper gradually slaughtering a child water wild ox, O’Brien composes, â€Å"This one does it for me. I’ve told it beforemany times, numerous versionsbut here’s what really happened† (78). By conceding that the story has been told in a few different ways, O’Brien is conceding the story has been fictionalized. Indeed

History and Heritage

History and Heritage The Importance of the Past Human creatures occupy an entirely eccentric world. The human condition is a result of the cooperation between a large number of powers. So as to diagram their course through an erratic world, human people and social orders need a type of manual for figure out what conceivable result they take face, after making a specific stride. The investigation of the past is in this manner significant in light of the fact that it is a significant factor in deciding present and future direct (Lowenthal, 1998).Advertising We will compose a custom report test on History and Heritage explicitly for you for just $16.05 $11/page Learn More Another part of the past is its job in deciding the mental self portrait of a human individual or society. Social orders refer to the genuine or envisioned convictions and activities of their genuine or envisioned precursors as proof that they are a daring, liberal and simply individuals, correspondingly anecdotes about the historical back drop of adversary social orders are advised to show them in a terrible light when contrasted with one’s own general public (Lowenthal, 1998). History is likewise an apparatus used to set up the legitimacy of the present convictions or thoughts held by an individual, society or area of a general public and the shortcoming of the thoughts and convictions held by their ideological foes (Lowenthal, 1998). The Reason for Disagreement in the Views and Interpretations of the Past Because the past is utilized as a device to decide the present and future course of a general public, it’s mental self view and the legitimacy of its convictions. It turns into a gadget in the hands of individuals who wish to diagram a specific course for their general public, present a specific mental self view of the general public and build up the legitimacy of specific convictions (Lowenthal, 1998). A case of this can be found in the Enola Gay display debate at the Smithsonian Institution. The st udents of history at the Smithsonian were concocted what they thought was a target position on the besieging of Hiroshima and Nagasaki. The show delineated the loathsome devastation brought about by the shelling anyway the foundation see that the besieging of two Japanese urban communities was vital so as to constrain the Japanese government to give up unequivocally, was introduced in the display (Bird Sherwin, 1995). Different students of history questioned the display in light of the fact that it received a basically patriot position advocating American outrages, attempted to limit the portrayal of loathsome obliteration and the tremendous loss of non military personnel life brought about by the besieging and smothered different realities which would ponder severely the United States (Bird Sherwin, 1995). Be that as it may, as indicated by government officials upholding a hyper nationalistic and aggressive motivation, the display was an activity in hostile to Americanism. These go vernment officials were shocked that the gallery would display something that would show even the scarcest analysis of the United States or the military powers of the United States. Such a display may persuade the populace to restrict their political plan (Trescott, 1995).Advertising Looking for report on history? How about we check whether we can support you! Get your first paper with 15% OFF Learn More The display was additionally restricted by World War II veterans. They accepted immovably that their side in the World War II had been simply acceptable while their foes were absolutely insidious. They accepted that any activity attempted close by against the adversary was supported. The veterans additionally had a place with an age in which it was not viewed as hostile to attest that the lives of American warriors were worth more than those of Japanese regular folks (Ringle, 1994). Recommendations that the United States might not have been absolutely a power of good and may have pe rformed activities practically identical to the barbarities submitted by the German and Japanese foes caused a touchy passionate response in the veterans. As opposed to the veterans and the nationalistic legislators, the history specialists had a place with a period in which learned people embraced abhorrence for American militarism following thrashing in the Vietnam War. They likewise had a more extensive perspective on the world and enough information on history to realize that energy and patriotism are regularly expository gadgets utilized pretentiously by rulers whose activities are frequently persuaded simply without anyone else intrigue. Rather than accepting, as the legislators and the veterans did, that the United States was an absolutely considerate force, they perceived that the United States has regularly caused tremendous pulverization in different nations (Ringle, 1994). The discussion over the Kennewick Man was another case of a recorded issue which caused enthusiastic contradiction between ideologically restricted partisans. To the pioneer of the Umatillas clan, the Kennewick Man was proof that their clan had consistently lived in the Washington zone and that the logical conviction that they had traversed to the Americas from Northern Asia was false (Geranion, 1997). The Difference between ‘Heritage History’ and Objective Studies of the Past In the previous, history was essentially composed to actuate inside solidarity and upgrading the prosperity of a specific country. The composition of accounts was a piece of the country building endeavors of states. Accounts were a determination of realities and fantasies intended to give a positive picture to a specific country and to criticize its adversaries. The history books written in before hundreds of years were frequently charged by rulers and rulers for the communicated reason for lauding their predecessors and offering ideological help for their standard. The motivation behind history was to support a current populace and to make sure about its future. History was a socially developed story that Lowenthal expressions ‘Heritage History’ (Lowenthal, 1998). Progressively antiquarians have attempted to expand the objectivity of history and to recognize it from ‘heritage history’. History and legacy vary in their motivations. The reason for history is to investigate and clarify the past, perceiving its complexities and obscure perspectives (Lowenthal, 1998).Advertising We will compose a custom report test on History and Heritage explicitly for you for just $16.05 $11/page Learn More The motivation behind legacy then again, is to improve the past and to think of a translation of the past that might be helpful in the accomplishment of present purposes. As indicated by Lowenthal, the general population is just inspired by legacy, if account embraced by ‘heritage history’ leaves from the realities known through target history; it ju st pesters a few educated people (Lowenthal, 1998). History and legacy additionally vary in the strategy utilized to concoct a story. History relies upon the utilization of the logical strategy and the utilization of target standards to pass judgment on authentic sources. Target procedures utilized by history specialists so as to pass judgment on sources may incorporate literary analysis, unique mark coordinating, DNA testing, and cell based dating and so forth. Legacy pre-chooses those recorded sources which can be utilized to build up a specific story, paying little heed to their genuineness, and excuses every single other source. Source analysis and other target philosophies might be utilized in the structure of legacy history, yet just to desert awkward sources (Lowenthal, 1998). As indicated by Lowenthal, legacy and history are isolated yet connected marvel. Students of history endeavor to be fair-minded anyway it might be inconceivable for an authentic analyst to be totally im partial. Hence, it is conceivable that students of history may concoct a story that incorporates components of legacy, regardless of having an aim to think of a legitimate and unbiased history. References Bird, K., Sherwin, M. (1995, July 31). Enola Gay Exhibit: The Historians Letter To The Smithsonian. Recovered from doug-long.com: doug-long.com/letter.htm Geranion, N. (1997, September 21). The Kennewick Man emergency Archeologists and Indians conflict over a 9,300-year-old skull that could change New World history. The Toronto Star . Lowenthal, D. (1998). The Heritage Crusade and the Spoils of History. Cambridge: Cambridge University Press.Advertising Searching for report on history? How about we check whether we can support you! Get your first paper with 15% OFF Find out More Ringle, K. (1994, September 26). At Ground Zero; 2 Views of History Collide Over Smithsonian A-Bomb Exhibit. The Washington Post , p. a.01. Trescott, J. (1995, May 19). Representative Warns Smithsonian on Controversies. The Washington Post , p. D.06.

Gene Luen Yang and Toni Morrison, On the Triumvirate of Identity - Literature Essay Samples

There is a common symbol found throughout ancient culture, the triumvirate. From the Christian Holy Trinity, the Islamic Wudu and Salat, the First Triumvirate of Rome, etc., the number three is important. This matters to us why? Because in American Born Chinese, by Gene Luen Yang, and The Bluest Eye, by Toni Morrison, three is the number of self. Both novels explore their themes and ideas through the idea of a triumvirate, or three part identity. This is best summarized in the Judeo-Christian interpretation of the first three numbers, starting one is perfect singularity, two is dualistic chaos, and three is perfect synthesis. It is one and two, chaos and order, synthesized by three. This concept of three representing synthesis is an excellent example of its meaning in the books, wherein the authors show that the characters have three aspects to their own identity. While identity is limitlessly complex and discrete, the three sections the authors divide it into are as follows: one, in ternally idealized self image, the idealized version of oneself constructed in ones own mind; two, the externally created image and identity, the version of oneself created from societys stereotypes and ideas; and three, the true internal self, someones actual, not socially unmodified, but self made identity. Internal idealized and externally created image are constantly in conflict, but united in their attempted modification of the third. Both works use their themes and literary structures to show us the power society has upon individual identity and agency, and that when social identity and self image is convoluting one’s true self, one must remember that one’s true identity is who one is. American Born Chinese, by Gene Luen Yang, is a story told, akin to our main theme, in three parts. It begins in a mystical Chinese kingdom, where the Monkey King is birthed from rock to rule all other monkeys. He masters the disciplines prerequisite to deity-hood, and is prepared to attend a heavenly dinner party, reserved for those of godhead. He arrives, but is refused entry by a guard. This moment, as we later see, is representative of what aspect of identity the king represents. The guard, while treating him with seemingly the utmost courtesy, refuses him entry, first citing his shoes, but then outright stating: â€Å"Look. You may be a king- you may even be a deity- but you are still a monkey† (p.15). In this line, the guard is implying: â€Å"you are not wanted or accepted, leave.† This rejection, leads the king to leave heaven in anger and embarrassment, but upon his return, the meaning of the guard’s words are cemented by his thoughts: â€Å"When he ente red the royal chamber, the thick smell of monkey fur greeted him. He’d never noticed it before. He stayed awake the rest of the night thinking of a way to get rid of it† (p.20). This is accompanied by him sitting on his throne, alone, surrounded by darkness. This is symbolic of his resolve. He only noticed the smell for the first time, because he was made aware of the fact, that he, as a monkey, is considered a lower-class citizen in the deific, a metaphor for white dominated, society. This is the Monkey Kings identity crisis, he is a monkey, but because of how the other deities think of monkeys, he doesnt want to be one. Even though the deities arent forcing it on him, he has taken their mental image of what a â€Å"good god† is and wants to become that. The monkey king is representative of internally idealized self image. He has used external, sociological views on abstract concepts such as â€Å"the ideal monkey† and, â€Å"the ideal god† and has made it his goal to become them, he has said, â€Å"My ideal identity is this, because I want my ideal identity to reflect other’s ideals for me.† It is Yang’s way of telling us why people become internally idealized images of themselves, why they give up their essence to become what they are not, for acceptance, and for love. Our next story, is that of our main character, a small boy name Jin Wang, born to Chinese immigrants who came to America for school. He was born in San Francisco’s Chinatown, and grew up there with several friends, all of Chinese descent. On a weekly visit with his mother visit to a Chinese herbalist, Jin waits in the front, with the herbalists wife, playing with a Transformer toy. One day, she asks him: â€Å"So little friend, what do you plan to become when you grow up?† (p.27). Jin tells her, an idealized fantasy of being a transformer, and she responds with a simple declaration: â€Å"It’s easy to become anything you wish†¦ so long as you are willing to forfeit your soul† (p.29). This is symbolic of the central identity conflict: you can achieve your goals of becoming an idealization, if youre willing to become iconoclastic to your true self. Yang is telling us the result of trying to accept your internally idealized self image and make it who you are, you forfeit your rights to your true self, your â€Å"soul.† This concept of internally idealized self image taking over true identity is also illustrated in a quote from Toni Morrisons novel, The Bluest Eye: â€Å"It had occurred to Pecola some time ago that if her eyes, those eyes that held the pictures, and knew the sights-if those eyes of hers were different, that is to say, beautiful, she herself would be different† (p. 46). This quote illustrates that the main character, Pecola has internalized an image of perfection and beauty, in this case, as stated throughout the text: â€Å"Pretty eyes. Pretty blue eyes. Big blue pretty eyes†(p.45). This is a unifying theme of the two texts; they use their characters thoughts to show how society affects their perception of themselves and others.We see the Monkey King is told he is less because he is a monkey, so he wants to become what others consider the ideal, a great and powerful sage who is not a monkey, but is â€Å"civilized.† Pecola sees this cherry cheeked, idolized girl , with big, blue eyes, and is enraptured, seeing it a societys epitome of beauty, as illustrated here: â€Å"She was never able, after her education in the movies, to look at a face and not assign it some category in the scale of absolute beauty, and the scale was one she absorbed in full from the silver screen† (p. 122). Society has beamed a message, via the movies, right into her mind; it has said â€Å"beauty is on a scale, this is where you fall, if you had blue eyes, you would be here instead.† Both of these characters, though a world and a species apart, are representative of the same idea, of what happens to someones true self when their idealized self image overtakes their true identity. As previously touched upon, in Morrisons text, Shirley Temple is the â€Å"ideal beautiful American girl,† but in Yang’s novel, we see the darker side of externally created images, the racist stereotype. It is presented in a Saturday morning cartoon called, â€Å"Everybody Ruvs Chin-Kee.† From the start, we see the stereotype of Asian accents switching l’s and r’s, and Chin-Kee’s name is both reminiscent of the demonym Chinese, and the racial slur â€Å"Chink.† We also see at the bottom of every panel taking place during the show, there is laughter, and while Chin-Kee’s mouth is nearly always open, the laughter is not his, it is the laughter of the children, laughing at a racist stereotype. This is representative of what aspect of identity Chin-Kee symbolizes, the externally created image. Because this is an image created by society, the children accept it as truth and something to be laughed at. Chin-Kee, in his physical appear ance is also a walking stereotype. He is constantly jumping around, has caricatured buck teeth, and a calf-length braid. He is constantly drooling, and when he sees Melaine, he is openly perverted towards her. In everything from his appearance to his suitcases being Chinese take out containers, Chin-Kee is a stereotype. He exists to show the negative result of an externally created image. Because of society’s pessimistic and flaw seeking nature, the negatives are amplified, and everything else is minimized, similar to the internal effect of adopting an internally idealized self image. Yang uses this to show the relationship between the one and the two of identity, to show how they are connected and interrelated, and Yang does nothing but reaffirm this later.Morrison continues this trend of stereotypes, but in her novel, the focus of externally created identity is not a direct negative; however, by definition, when you create a standard, something must be lower than something else. The following quote illustrates this concept exquisitely: â€Å"Along with the idea of romantic love, she was introduced to anotherphysical beauty. Probably the most destructive idea in the history of human thought. Both originated in envy, thrived in insecurity, and ended in dissolution.† While in Chin-Kee and Yang’s text, this external image is blatant and loud, Morrison shows a subtler, seeming more dangerous side of it. Powerful words like â€Å"envy, insecurity, and dissolution† set a tone of mourning and loss, central tones of the book. Morrison aims to create a pervasive feeling, as if this physical beauty, an abstraction of a specific figure, (i.e. Shirley Temple) is the idealized external identity, it is dangerous, it can corrupt your true self, hiding who you really are under a miasma of darkness and dissent. Even though Morrison’s identity based miasma may seemingly be limited to abstract ideas of physical beauty, it simply is not. It is a pervading theme, and though in different forms, we see it manifest across both novels. In Yang’s text, we see it manifest as the result of senseless violence. Because of how the Monkey King is treated, he first, the day after his embarrassment, declares that all monkeys must wear shoes, and the first panel of this section shows them stumbling and unable to jump around the trees. This is Yang showing the effect of coercing an internally idealized image upon oneself. While it’s not shown, it can be assumed that the king himself has the same issue, yet he does not repeal his decree. It is debilitating, yet because of the society, here, celestials denying him entry and citing his lack of shoes, he goes through with it. He then retreats into a cave to master the eight other heavenly disciplines of kung-fu, and when he returns, his appea rance physically changed into a more human like form. In the fields of psychology and psychotherapy, changing ones appearance can indicate a shift in fundamental identity and being. Here it indicates a fundamental continuation of the change in identity. The Monkey King then receives a message, saying he has been sentenced to death, but when he arrives at his execution and announces his changed name: â€Å"I shall now be called-The Great Sage, Equal of heaven† (p.60), he is met with laughter and derision. The author uses this to communicate to us the Monkey King’s changed thoughts and ideals, how they have been shifted by the societal structure, but how because of his physical appearance, a show of strength is necessary. We see the King continue to rampage across the land, defeating Lao-Tzu, Death, and even Taoism’s second highest God. Eventually, in defeat, the celestials flee to emissaries of Tze-Yo-Tzuh, the creator of everything. When the King meets him, he i s immediately arrogant and scornful. Saying that he is beyond even Yo-Tzuh’s reach and no one created him. It is then revealed to him that, â€Å"It was I who formed you within that rock† (p.70). This is implicative of Yo-Tzuh’s symbolic place in the web of identity. He is the most pure form of true self, as he knows all and created all in its original form, so, implicitly, he created everyones true identities. Despite this, in line with his previous actions, the king is scornful, claiming that he can easily escape Yo-Tzuh’s reach. He flies up, seemingly escaping the stretching hand of god, quickly dashing through the entire universe, past its border, to five golden pillars, seemingly at the end of creation. He proceeds to write his â€Å"name† and urinate on the pillar, to illustrate his supposed dominance. He zooms back to Yo-Tzuh, scornfully laughing at his achievements, but is shocked to see that those golden pillars at the end of creation, wer e Yo-Tzuh’s five fingers. He flew past what he thought what was every boundary, and was still bound. This is Yang showing us the underlying power of true identity. Yo-Tzuh never even lifted a finger, and still was substantially more far reaching and powerful than the king. Even when either of identities externally created factors battle, true identity remains, always patient, omnipresent. While this show of power is somewhat humbling to the kings, he refuses to believe Yo-Tzuh. This is symbolic of internally idealized identity refusing to accept its own origin. Because it is something held in the mind, it insists it must be created mainly by the mind. Contrary to this, Yo-Tzuh tells the king: â€Å"I do not make mistakes little monkey. A monkey I intended you to be. A monkey you are† (p.81). Of course, the Monkey King, so altered by Society, that god himself cannot shake his resolutions, rejects this and seemingly in sadness, Yo-Tzuh seals him in a mountain of rock, wi th a golden seal preventing his Kung-Fu, the magic with which he became the â€Å"Great Sage†While the â€Å"Great Sage† is the internally idealized identity, we have yet to touch heavily upon our main character in Yang’s work, Jin. We return to Jin in middle school, and see he has begun to fall in love with a girl named Amelia, and seeing that she is best friends with a boy who previously (p.33) showed Jin some compassion in the face of racism, Jin begins to see that boy, Greg, as an ideal. He sees Gregs image in his mind, then Greg and Amelia, then Just Greg’s perm. This is a signal of Jin internalizing what he thinks is an American social ideal, permed hair, and the next day, makes it physically part of himself. The next day, we begin to see a visual motif, Jin’s hair literally crackling with lightning, representative of his confidence, gained because he feels more in tune with society. This begins a switch in identity between Jin and the Monkey King. The King’s side of this is shown to us in the parable of a humble monk named Wong Lai-Tsao. After showing compassion to the disguised emissaries of Yo-Tzuh for many years, they reveal themselves and give Wong a sacred task: To deliver three parcels west, and along the way find several companions, the first of whom is a familiar human shaped monkey. This entire story, as well as the rest of the Monkey King’s plot is based on a famous Chinese novel from the 16th century: Journey To The West, which details the story of the Monkey King, Sun Wukong and 3 others delivering sacred Buddhist texts, after Wong is freed from the punishment garnered by going on a heavenly rampage and revolt (sound familiar?). This connection to one of the four great novels of classical Chinese literature is purposeful, as the text promotes themes of virtue and cooperation of spirituality and identity. As Wong begins his journey, he travels far across the land, eventually arriving at the monkey king’s mountain, in the middle of demon infested land. Despite his knowledge of the demons about to attack him, Wong tries to talk to the King, convince him of his place, summed up here: â€Å"To find your true identitywithin the will of Tze-Y o-Tzouthat is the highest of all freedoms† (p.149). This quote, coupled with that fact it is spoken as Wong is about to die pushes the king to realize that he doesnt need Kung-Fu and magic to return to his true form, i.e. his true identity, he just need to accept himself for who he is. As the king escapes and frees Wong, he is ecstatic, but before he brings the grievously wounded monk to medical aid, he must do one thing, he removes his shoes. This indicates his full rejection of his previously adopted identity, he is no longer â€Å"The Great Sage† he is who Yo-Tzuh intended, a monkey, and as we all know, why would a monkey need shoes?This is the place where Jin and the Monkey King switch. They walk a mile in each others shoes before uniting. This begins, with a lie. Jin wants to go on a date with Amelia, and needs Wei, his best friend to lie that he is at his house, as Jin’s family has a â€Å"no dating till master’s degree† rule. Wei, who we late r learn is forbidden from lying is forced into the idealized self image, that all American world that Jin has made part of himself, and removed out of his own true self and convictions. This is further evidence of Jin’s identity transformation. As evident by the back cover: â€Å"He’s just an all American boy whos in love with an all American girl† (p.back cover). Jin just wishes for a â€Å"normal† and â€Å"American† life despite both being abstract and unattainable concepts. This idea is present within both novels: in Morrisons text, the idea of a societal ideal, as previously stated, is represented by Shirley Temple. Because Claudia doesn’t like Shirley Temple, she is ostracized, as illustrated here: â€Å"Frieda and she had a long conversation about how cu-ute Shirley Temple was. I couldnt join them in their adoration because I hated Shirley† (p.35). Claudia views this as internalized American racism. Because of the fact that she, a black girl, doesnt look up to Shirley, a white girl, she is alienated. This internalized belief, while held not by Pecola, but by Claudia, is an expression of Pecola’s deeply held belief about blue eyes. She is shown having a burning, powerful conviction about the eyes, as illustrated here: â€Å"Each night, without fail, she prayed for blue eyes. Fervently, for a year she had prayed. Although somewhat discouraged, she was not without hope. To have something as wonderful as that happen would take a lon g, long time. Thrown, in this way, into the binding conviction that only a miracle could relieve her, she would never know her beauty. She would see only what there was to see; the eyes of other people† (p.47). The repetitive and seemingly psychotic nature of this practice, its obvious futility, and the fact that Pecola repeats this nightly, fervently, and powerfully, shows the conviction she holds:that if she prays and believes she will be considered beautiful, because in Pecola’s mind:Blue eyes => Beauty => Social acceptance This logical sequence is expressive of Pecola’s internally idealized identity. In her identity crisis, fighting with her externally created image, of an ugly black girl. Pecola has the insurmountable struggle of overcoming her own psychological barrier that she perceives as external, with only weak belief and pathetic prayer to protect her. She’s trying to climb a mountain with a stepladder. This is symbolized in the disconnected way Pecola’s story is told, an omniscient, third person point of view, which represent Pecola’s crisis. The narrator is someone omnipresent and all encompassing, and it knows nearly everything about her, but notice, the narrator never actually looks into her thoughts, we never see direct thought dialogue from the Pecola’s head in the narrator’s perspective, this is representative of the fact that Pecola is fighting her crisis internally. Because she knows subconsciously she can never change her eyes, i.e. become beautiful to herself, she has blocked off her mind internally to allow it to create its own fantasy. The theme parallel to this is in Yang’s text. Jin’s conflict does not serve as a mountain and stepladder, but instead Jin forms a physical external shell, in the form of Danny. Because of the abuses from his fellow classmate Greg, who asked him to stop dating Amelia, implying that Jin is a bad influence on her, because of his race. After quietly and sadly agreeing to Greg’s â€Å"favor,† we see Jin proceed through the day, with his perm a-crackle, a symbol for his determination, but as he suddenly approaches Greg, who is standing with Amelia, that fire dies. He had to work up that electricity and fervor over the entire day, and Greg, sitting there passively, snuffs him out. It is symbolic of the power someone whos â€Å"universally† accepted by society has over an outsider. Jin has tried so hard, even physically changing his appearance with his hair, and this boy, who is and has been shown to be part of the popular and accepted kids in elementary sc hool â€Å"defeats† him in less than a second. This expresses to Jin’s mind that no matter what he does, people who are American and White, or more abstractly, societally accepted, are better, universally, no matter what. As a last ditch effort to try acceptance, while sitting with Suzy, waiting for Wei, as she begins to cry about being called a Chink, he, with crackling hair reaches over and kisses her. She immediately punches him away, screaming at him, asking why he would do that, and storms off. He then gets visited at home by Wei, distraught, and wanting to know why his best friend just tried to kiss his girlfriend. They begin to fight, eventually ending in Wei punching Jin and leaving. That night, he remembers the herbalists wife, all those years ago, telling him what to do to become anything he wants. This triggers a fusion of identities within Jin. His internally idealized image creates a physical shell, Danny, the boy from the cartoon, who is an externally cre ated image. This physical change represents two things, first, a change in dominant identity, which for Jin, has always been, in majority his true identity, has now become his own internally idealized image and externally created image. Secondly, it represents a fusion of the worlds and storylines. Yang does this to show how these stories are all aspects of the same identity, how they are interconnected and incomplete without each other, but if they get thrown out of balance, it can be disastrous, a metaphor for the triumvirate identity itself. Because, for the time, Jin is gone, all that is there are the two externally created identities that need to fill that space, so one will try to take over. This is expressed by the author as a fight between Danny, Jin’s ideal self, and Chin-Kee, Jin’s stereotyped and caricatured externally created self. We physically see symbols of internally idealized identity and externally created image battling it out to see who, and which w ill dominate. It begins with Chin-Kee resisting violence, but eventually, unleashes his stereotypically racist â€Å"Chinese food Kung-Fu† moves to almost defeat Danny, who, trying to end it all, punches his head, and physically knocks Chin-Kee’s head off, to see the Monkey King in disguise. We see him return, implying a synthesis of identities, as the King started as internally idealized identity, then learned to be his true self, and Chin-Kee, externally created image being the King in disguise shows what he, after his â€Å"reformation† has become: True Synthesized Identity. Not just true self, but as said at the beginning, perfect synthesis. The line: â€Å"Now that I’ve revealed my true form, perhaps it is time to reveal yours Jin Wang† (p.214). Reverses Jin’s transformation into Danny. He is serving to begin Jin’s healing process he explains to Jin, he is serving as his â€Å"Conscience, a signpost to [his] soul† (p.221). The king is symbolizing an anchor for Jin to latch on to, an ideal of the self, he will realize and internalize a part of himself, or in essence, learn to love himself. The King tells him, right before he return to heaven: â€Å"I would have saved myself from 500 year’s imprisonment in a mountain o f rock had I only realized how good it is to be a monkey† (p.223).While Jin’s identity crisis is something resolvable, Pecola’s is inverse, her crisis arises from the abuses of others, and requires others to stop, as illustrated in the beautiful quote: â€Å"All of our waste which we dumped on her and which she absorbed. And all of our beauty, which was hers first and which she gave to us. All of usall who knew herfelt so wholesome after we cleaned ourselves on her. We were so beautiful when we stood astride her ugliness. Her simplicity decorated us, her guilt sanctified us, her pain made us glow with health, her awkwardness made us think we has a sense of humor. Her inarticulateness made us believe we were eloquent. Her poverty kept us generous. Even her waking dreams we usedto silence our own nightmares. And she let us, and thereby deserved our contempt. We honed our egos on her, padded our characters with her frailty, and yawned in the fantasy of our strength † (p.205). In essentia, this quote represents the flaws Pecola sees in herself, and where they come from. She wasnt born hating herself, but because the white society used her as a dumping ground for all the negatives of themselves, they have made it so that to fit in you must serve them and make yourself lower, but in doing this, you raise your status, as is apparent, a paradox that only serves the societal bourgeoisie. The fringe of society is a place many live on, many more have experienced, but even more, are stuck in. Because of the intrinsic nature of humans to find and recognize patterns, we also have the need to organize, everything from taxonomic classifications, to the nature of subatomic particles, and this is apparent in our society. Even in today’s â€Å"classless† nations, we have a social hierarchy, and as is in the nature of a hierarchy, someone is at the bottom. These people, even if they support and are the base of society, they are ignored, abused, and treated as less than human because they are not included above. This leads into the central theme of both books, in the socially classed world someones true identity is corrupted, it is twisted, sometimes beyond recognition, all in the name of create perfection for those â€Å"Above.† and both use their literary structure to tell us: â€Å"Remember who you are, you have your own unique true identity, who you are . You are not a by product of society, you are an integral piece of a worldwide system, just as every other human is. You are valuable in your own identity, as is everyone else, but everyone must remember that their identity cannot be transformed by others, for if we forget this, we will crumble, ashes to ashes, dust to dust.

College Transfer Student

College Transfer Student October 12, 2012 President Kennedy was a college transfer student. He began his college career at Princeton. He graduated from Harvard. Did you know that this presidential election marks the first time in our nations history whencollege transfer students are competing against each other for the nations top job? Thats right: President Barack Obama and Governor Mitt Romney both transferred colleges, points out Jay Mathews of The Washington Post! President Obama began his college career at Occidental College in California. But he transferred to Columbia University in New York for his junior year. Meanwhile, Governor Romney began his college career at The Farm (Stanford University) but transferred to Brigham Young University for his sophomore year. What does the fact that both candidates transferred during their college careers say about them? Does it say theyre flip-floppers? Does it say they make wrong decisions and then try to correct them? President Obama is not the only United States President to have transferred colleges. President John F. Kennedy began his college career at Princeton University, but he had to drop out after six weeks because of illness. JFK would later graduate from Harvard University. Does it surprise you that a transfer student hasnt faced a transfer student in the presidential election before when one third of college graduates are transfer students? And how do you think the schools that the presidents (or candidates) transferred from think of them? Occidental happens to love President Obama and have made it quite clear how proud they are of him. They believe those two years that he spent at Occidental shaped the man and president he is today. What about Stanford? Will they embrace Romney should he be elected president? Who knows. Theres a plaque at a Princeton dorm in memory of President Kennedy. Hey, sometimes its just good PR to be proud of those who once attended your collegeeven if they ended up leaving it for another!

Persian Battle at Thermopylae in 300 Movie

Thermopylae (lit. hot gates) was a pass the Greeks tried to defend in a battle against the Persian forces led by Xerxes, in 480 B.C. The Greeks (Spartans and allies) knew they were outnumbered and hadnt a prayer, so it was no surprise that the Persians won the Battle of Thermopylae. The Spartans who led the defense were all killed, and they may have known in advance that they would be, but their courage provided inspiration to the Greeks. Had the Spartans and allies avoided what was, in essence, a suicide mission, many Greeks might have willingly medized* (become Persian sympathizers). At least that is what the Spartans feared. Although Greece lost at Thermopylae, the following year they won battles fought against the Persians. Persians Attack the Greeks at Thermopylae Xerxes fleet of Persian ships had sailed along the coastline from northern Greece into the Gulf of Malia on the eastern Aegean Sea towards the mountains at Thermopylae. The Greeks faced the Persian army at a narrow pass there that controlled the only road between Thessaly and Central Greece. Spartan King Leonidas was general in charge of the Greek forces that tried to restrain the vast Persian army, to delay them, and keep them from attacking the rear of the Greek navy, which was under Athenian control. Leonidas may have hoped to block them long enough that Xerxes would have to sail away for food and water. Ephialtes and Anopaia Spartan historian Kennell says no one expected the battle to be as short as it was. After the Carnea festival, more Spartan soldiers were to arrive and help defend Thermopylae against the Persians. Unfortunately for Leonidas, after a couple of days, a medizing traitor named Ephialtes led the Persians around the pass running behind the Greek army, thereby squashing the remote chance of Greek victory. The name of Ephialtes path is Anopaea (or Anopaia). Its exact location is debated. Leonidas sent away most of the amassed troops. Greeks Fight the Immortals On the third day, Leonidas led his 300 Spartan hoplite elite troops (selected because they had living sons back home), plus their Boeotian allies from Thespiae and Thebes, against Xerxes and his army, including the 10,000 Immortals. The Spartan-led forces fought this unstoppable Persian force to their deaths, blocking the pass long enough to keep Xerxes and his army occupied while the rest of the Greek army escaped. The Aristeia of Dieneces Aristeia relates to both virtue and the reward given the most honored soldier. In the Battle at Thermopylae, Dieneces was the most honored Spartan. According to Spartan scholar Paul Cartledge, Dieneces was so virtuous that when told there were so many Persian archers that the sky would grow dark with the flying missiles, he replied laconically: So much the better -- we shall fight them in the shade. Spartan boys were trained in night raids, so although this was a show of bravery in the face of countless enemy weapons, there was more to it. Themistocles Themistocles was the Athenian in charge of the Athenian naval fleet that was nominally under the command of the Spartan Eurybiades. Themistocles had persuaded the Greeks to use the bounty from a newly discovered vein of silver at its mines at Laurium to build a naval fleet of 200 triremes. When some of the Greek leaders wanted to leave Artemisium before the battle with the Persians, Themistocles bribed and bullied them into staying. His behavior had consequences: Some years later, his fellow Athenians ostracized the heavy-handed Themistocles. The Corpse of Leonidas There is a story that after Leonidas died, the Greeks tried to retrieve the corpse by means of a gesture worthy of the Myrmidons trying to rescue Patroclus in the Iliad XVII. It failed. The Thebans surrendered; the Spartans and Thespians retreated and were shot by Persian archers. The body of Leonidas may have been crucified or beheaded on Xerxes orders. It was retrieved about 40 years later. Aftermath The Persians, whose naval fleet had already suffered seriously from storm damage, then (or simultaneously) attacked the Greek fleet at Artemisium, with both sides suffering heavy losses. According to the Greek historian Peter Green, the Spartan Demaratus (on Xerxes staff) recommended splitting the navy and sending part to Sparta, but the Persian navy had been too heavily damaged to do so -- fortunately for the Greeks. In September of 480, aided by northern Greeks, the Persians marched on Athens and burned it to the ground, but it had been evacuated.

Thyroid Glands - 2730 Words

The thyroid gland is an integral part of the endocrine system in the human body. The thyroid gland secretes the thyroid hormone, which plays an important role in the growth of the body. The thyroid is butterfly shaped, and located at the bottom of the neck. Two important hormones produced by the thyroid gland are thyroxine and triidothyronine. Both of these hormones help the body grow after birth, and they also aid tissues increase their oxygen use within these tissues. The thyroid gland secretes another hormone that plays a part in skeletal growth called thyrocalcitonin. â€Å"It decreases circulating calcium by inhibiting bone resorption and by promoting calcium deposition in the bones,† Haywood and Getchell (2005) state. According to†¦show more content†¦You can also opt to have your thyroid surgically removed because the medication can’t be tolerated by your body or because you do not want to take the radioactive iodine. In the United States, thyroi d conditions affect â€Å"nearly 30 million Americans, and yet more than half of them remain undiagnosed, â€Å" Dr. Simona Scumpia (2006) warns. The disease is more common than diabetes or heart disease. Thyroid conditions can lead a person to develop other health problems, such as heart disease, high cholesterol, osteoporosis, and depression. Dr. Simona Scumpia, Medical Director of the Austin Thyroid and Endocrinology Center, explains: Because the symptoms of thyroidism can be associated with commonly occurring conditions, it is extremely important that people who have the symptoms be checked with a test known as a TSH test.† The TSH test, or Thyroid-Stimulating Hormone test, is a simple blood test that measures the thyroid glands condition. My mother, Connie L. Gullion, suffers from Hashimoto’s syndrome. Connie was diagnosed with the disease in her mid 30’s. Connie’s doctor had her look at a list of symptoms and asked her to let him know which o nes she was experiencing. Connie checked  ¾ of the list handed to her; increased sensitivity to cold, constipation, puffy face, high cholesterol level, unexplained weight gain, pain and stiffness in your joints, swelling in your knees, and excessive or prolonged menstrualShow MoreRelatedThe Function Of Thyroid Gland1988 Words   |  8 Pages The thyroid gland is butterfly-shaped organ located in the front of the neck just above the trachea connected by an isthmus [1]. the major function of thyroid gland is the Production of the T3, T4 and calcitonin hormones. Dysfunction of thyroid gland causes the shortcoming in the production of thyroid hormones. Thyroid disorders related to dyshormonogenesis e.g. (Goiter, Thyroiditis, hyperthyroidism, hypothyroidism, Graves disease, thyroid cancer, thyroid nodule, thyroid storm)[2]. For theRead MoreThe Thyroid Gland1243 Words   |  5 PagesHYPERTHYROIDISM- GRAVES’ DISEASE The thyroid gland is very important in proper functioning of the human body. The hormones it releases are vital in regulating growth and metabolic reaction. The thyroid gland is relatively small (about 20g) and is located at the base of the neck, connected to the windpipe and voicebox. Its structure may be described as ‘butterfly-shaped’ as it is composed of two connected lobes. See image: The two main hormones secreted by the thyroid gland are tetraiodothyronine (thyroxineRead MoreThe Thyroid Gland1216 Words   |  5 PagesThe thyroid gland is a butterfly shaped endocrine gland that is normally located in the lower front of the neck behind the adam s apple and along the windpipe. The thyroid gland is very rich with blood vessels. The main purpose of the thyroid is to make, store, and release thyroid hormones into the blood which is then carried to every tissue in the body. 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The Constitution Of The United States National Government

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Apple Cider Essay Example For Students

Apple Cider Essay Celia AsinorOctober 3, 2000Biotechnology pd 1stThe Young Students Learning Library defines fermentation as a chemical change caused by many different kinds of bacteria, molds, and yeasts. These different types of fermentation give off certain chemicals. The chemicals found in most are enzymes. An enzyme is a chemical compound that makes the chemical reaction faster. Our bodies also have enzymes, which help the digestion process. Cider by UK definition is wholly or partly from the fermented juice of apples. In colonial times North Americans loved to drink the warm cider to get them through long winters. Cider seems to have been made in the Mediterranean basin around the time of Pliny (1st century AD), around Europe. This is the home of Louis Pasteur. Louis Pasteur worked with the fermentation and pasteurization of wine and beer. In the UK and other parts of the world hard cider has become popular. This is because of its five to seven percent alcohol content. Crushing apples and getting the juice by machines makes cider. Hard cider is produced when the apples are allowed to ferment. The yeast, which is already in the juice, ferments the sugar and turns it into alcohol. To stop the cider from spoiling it is pasteurized. The hard cider can even be turn into vinegar; when the bacterium transforms to alcohol to acetic acid. During the Thanksgiving and Christmas time cider is consumed. It has been apart of these holidays since the pilgrim days. Many people drink the hard cider at mealtimes with dinners. Because of the alcohol levels some drink it instead of wine. BIBLIOGRAPHYPhillips, Micheal. Juice of the Apple. Seasons Cheer. December 01, 1994. http://www.elibrary.com/s/edumark/getdoc.cgi?idCider. Microsoft Encarta Online Encyclopedia. 2000 ed.

One Look Can’t tell the Whole Story free essay sample

â€Å"Why don’t you start speak it out loud instead of living in your head†- Matt Healy. We’re all constantly wondering why we get judged but never think who we judge.My name is Guadalupe.I have short brown hair and big glasses.My skin is a light coffee caramel color. Music is my sanity. My family members are my motivators.Becoming a nurse is my dream. I may look shy but look a little deeper into my eyes and you’ll see who I am. Music will always be a big support in my life. The basics are; they help me study and it keeps me sane. Music goes a little more deeper.I find music to be a portal to another universe.The lyrics draw an image in my head and all the problems seem to go away or easily get resolved. Sometimes we all need an escape from the outside world and take a moment to gaze out from beyond our limit. We will write a custom essay sample on One Look Can’t tell the Whole Story or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If music has ever taught me anything is if it’s different it’s better understood. My family has gone through so many heartbreaks yet they still manage to have a smile on their face just for the sake of their kids.Everything they do is for us whether we understand it or not.For me Family goes farther than being blood.If someone has been there by your side for all your problems through thick and thin and have made you grow as a person;they are worth being called family.One way my family gets along is we set aside all our jobs,duties,meetings.etc for one weekend and sit at a long table and we tell stories.They are all so interesting because most of my cousins are adults and they love to explore the world with their own eyes.Others are personal stories from my great grandparents and they talk about songs they sang when they came to America illegally and when they worked picking up fruit in the fields.After we tell stories we go to the nearest park and play soccer like if it was for the fifa world cup.My family is alway on the move we always active.I guess we are our own hype-family if you will. For me motivation is key. In this generation, it’s hard to not get distracted so I just self-check myself and sometimes it works. Growing up I didn’t have anyone near my age;that being said I had a lot of pressure and expectations being thrown at me from my family.I know important a life means so I want to become a nurse.Not for the money but because I want to know I helped a family do a right decision I love knowing I helped someone. Sometimes it will be hard but seeing the smile on people and knowing you brought it to them is a feeling you get addicted to. Aside from being a nurse I’ve always wanted to got to UC Davis to get the full college experience and grow more as a person. I am misguided but also fearless. Music keeps me sane. My family is my motivation. The future is an uncovered treasure waiting to be unlocked. Every moment is too precious to be taken for granted. I have the picture in my head although it may be blury; in the end it will all come together.

Portfolios And Standardized Tests - Pros And Cons Essays

Portfolios And Standardized Tests - Pros And Cons Portfolios and standardized tests are two types of ways teachers can assess their students. There are many advantages and disadvantages to both assessments. Right now, whether teachers agree with standardized tests or not, all teachers have to give them to their students. Portfolios on the other hand, are not required in a classroom, because it is not a required assessment for all teachers to use. Portfolios are folders that hold students works in any or all subjects that teachers choose to use them for. They hold all different types of work a student creates. It has A work to work that needs more improvement on inside the folders. The students choose what goes in their portfolio, not the teacher. Standardized tests are tests administered to each student at the same time. They have a time limit to them and their test scores are based on the norm. Much of school-based assessment does actually prevent students from becoming thoughtful respondents to, and to be able to judge their own work. Portfolios help students learn to assess their own progress as learners, and teachers gain new views of their accomplishments in teaching. They also give students responsibility for taking the lead in evaluating their own work, enlarging the view of what is learned, a place for process and a developmental point of view. Some important things that matter when dealing with portfolios is a student's performance on the kind of skills that appear on tests, that first-draft work is good enough and achievement matters to the exclusion of development. There are centrally two aims that teachers have for student portfolios. The first is to design ways of evaluating student learning that, will be essentially providing information to teachers and school systems, it will also model personal responsibility in questioning and reflecting on one's own work. The second is to find ways of capturing growth over time so that students can become informed and thoughtful assessors of their own histories as learners. What teachers have students do is at the end of the school year, is let the student go back inside their portfolio and reflect on their own work. The students return to their portfolios or collections of work, and see what has changed from the beginning of the school year or what still remains to be done or worked on. This gives students a responsibility, because they are responsible for evaluating their own work. Authentic or performance assessments do provide opportunities for students and teachers to learn, often together, about the standards of good work with respect to more valued outcomes. Each student is often incorporated in as an active agent in the evaluative process, not as an object to be evaluated. The portfolio activity is a process of production, perception, selection, and reflection that is exercised by each student over his or her collections of school work. Portfolios even provide a school district with a level of achievement. Portfolios are profoundly important to children. All children have a natural ability and desire to tell a story through the contents of the portfolio. Student portfolios tell a story. The real contents of a portfolio are the child's thoughts and his or her reasons for selecting a particular entry. That selection process reflects the interests and the metacognitive maturity of a child and the inspiration and influence offered by the teachers. Portfolios serve as a metaphor for our continued belief in the idea that children can play a major role in the assessment scene of their own learning. Using an authentic assessment tool could provide a more realistic picture of each student's individual subject achievement and progress by demonstrating growth and development over a period of time, involving students in assessing their own growth and reflecting many aspects of students area of knowledge and understanding. Portfolios provide teachers with information about students' progress, thought processes, achievements and needs. They should accommodate teachers' and students' individual needs, while allowing students to take an active role in assessing their work and encouraging them to take responsibility for their own learning. Students should begin to set goals for themselves and check their progress toward reaching these goals. This will help promote self-esteem. Students and teachers

Sample of Myself Essay - Is it a Good Way to Start Writing?

Sample of Myself Essay - Is it a Good Way to Start Writing?A sample of myself essay is used by the students in their writing sessions. It is very important that you develop a well-structured essay and the sample of myself essay will help you to do so.The essay is a perfect example of how a writer needs to build his/her essay. If you plan to write an essay, you need to know what the characteristics of a good essay are. The good essay tells about you and is able to make your reader want to know more about you.Sample of myself essay is a great way to start when you start writing your own essay. You can also use the sample of myself essay as a guideline to follow when you are doing the writing. The sample is able to give you some good pointers on how to write an essay. The examples will make you able to write a better essay.Your essay will be one of the most important things that you have written because it is the first thing the reader will see when he or she reads your work. In this ca se, you need to be able to capture the essence of yourself in your essay, which will make your reader want to know more about you.Writing an essay will be one of the best things that you can do for yourself because you will be able to impress your teacher, impress your friends and impress yourself. All of these reasons can be explained with the sample of myself essay.When you decide to write an essay, it is important that you think about what the qualities of a good essay are. The sample of myself essay will help you to learn the traits of a good essay.As a writer, you will be able to write a good essay if you learn the traits of a good essay and then try to combine them with the qualities of a good writer. This will enable you to write a great essay in no time.Your essay will be the best tool that you will have to impress others. When you have a great idea for an essay, your sample of myself essay will give you the best idea on how to go about it. So, you can see that writing a gre at essay is not that hard and the sample of myself essay will help you to get it done.

Teaching a Specialist Subject Essays

Teaching a Specialist Subject Essays Teaching a Specialist Subject Essay Teaching a Specialist Subject Essay Wider Professional Practice Assignment 1 How Recent Changes to UK Immigration Legislation Affect ESOL Provision in the Further Education Sector (Level 6) BryAnne Conley 7 January 2011 Introduction In recent years the English for Speakers of Other Languages (ESOL) sector has been dramatically affected by top-level UK immigration legislation. Immigration changes emanating from the Home Office, as well as corresponding funding changes for ESOL through Skills for Life, have significantly impacted public-sector Further Education (FE) teaching of ESOL. This essay will outline the recent history of national legislative changes affecting English-language teaching and identify the current operating policy and include a description of my education sector and learners. Following this description will be a detailed analysis of how the policy has been implemented in the public FE sector and especially within my own organisation. The analysis will begin by examining funding issues that affect the implementation, followed by a point-by-point discussion of positive benefits as well as negative impacts of each aspect. Both pre-existing and pending funding changes which impact ESOL provision will also be briefly mentioned. Historical Overview Hamilton and Hillier (forthcoming, p 1) could not have been more accurate when they stated It is clear from the historical record that ESOL has received uneven and often unhelpful attention from government. In the early 2000s the UK began significantly tightening immigration controls in an effort to reduce the number of immigrants to this country, and many amendments were added to the main law controlling immigration to the UK: the Immigration Act 1971. Prior to this time, the law specified only that any immigrant desiring British citizenship should have a sufficient knowledge of English (British Nationality Act 1948). In the last decade, however, an astounding 267 Statutory Instruments and 5 Acts dealing with immigration have been approved. These changes began with the Nationality, Immigration and Asylum Act 2002 and eventually led to the complete restructuring of the UK immigration system. A new Five-Tier Points-Based System (HC 439) was introduced and phased in during 2008 and 2009. This system tightened language regulations considerably, requiring different levels of English for different types of immigrants. HC 439 is the pertinent policy which this report will analyse, and one which significantly affects the FE ESOL sector, as it further restricts specifications regarding proof of English language progress and proficiency: A person is deemed to have sufficient knowledge of English and of life in the UK if he has attended a course using teaching materials derived from ‘Citizenship Materials for ESOL Learners’ and has thereby obtained a relevant accredited qualification in ESOL (or if he has passed the test known as the Life in the UK Test). [that] evidenced progress from one [ESOL] level to the next is required and that qualifications can only be obtained through attendance at a college that is subject to inspection by [approved agencies are listed]. This means that immigrants seeking to settle in the UK must now submit formal proof of their initial level of English in addition to proof of their final level, thus confirming an improvement of one whole ESOL level. In addition, instruction must now be provided by an approved, inspected college a change that could leave many private English language colleges without enough students to survive. (Tahir, 2010) Sector and Learners However, I teach in the public (approved) sector of Further Education: specifically in Adult and Community Education. ESOL provision in our sector is divided into several types of courses; the two areas I currently teach in are Skills for Life and Family Learning. Skills for Life ESOL, at the lower levels, has experienced significant cuts, whereas Family Learning ESOL is the only type of course for which funding has remained relatively stable. (NIACE, 2007) Our students are a mix of those who are settled, or wish to settle, permanently in the UK, and those who arrive from EU or EEA countries and want to improve their English for work purposes. As the Home Office has no power to regulate EU/EEA citizens in this country, this report will deal with the former group of students and how we help them achieve the required levels of proof of language proficiency and cultural knowledge for settlement (Indefinite Leave to Remain or ILR) and ultimately British citizenship. Implementation of Home Office Policy Backdrop: Funding Cuts An analysis of the implementation of Home Office policy in the Further Education sector would not be complete without mention of the effects of recent FE-wide funding cuts, for they have dramatically increased the negative impact of changes in immigration legislation. In 2007, the UK government introduced a major restructuring of the funding for the FE sector which included monetary cuts, reworking of fee remission structures, an increased emphasis on certain areas of Skills for Life, as well as workforce reforms requiring the upskilling of teachers in the FE sector (Learning and Skills Council, 2007). According to the 2007 NIACE report, all providers of FE and Adult Education experienced a reduction in LSC funding, which was their major source of revenue. The institutions surveyed by NIACE cited a few positive changes, such as becoming more focused and efficient, and learners benefiting from a sharper focus on quality. However, most of the changes cited were negative: reduction in learner numbers increased course fees and other supplementary charges (eg exam fees) significant barriers raised for low-income learners including ESOL learners staff reductions including teachers, support staff and managers reduction in administrative capacity cuts in the range and locations of provision reduction of course lengths shorter planning horizons need to invest in additional staff training In my own organisation, I have seen the following impacts of these funding changes: Job losses have caused demoralisation and increased stress for tutors, and especially for managers, as an increas ed workload is shared among fewer people. The target-driven climate has resulted in more paper shuffling by tutors and learners. Much time has been wasted by tutors and managers tracking targets on computer programs that dont work, trying to force the reality of students learning and progress into pre-determined aims, and the necessity of managing the numbers to satisfy funding requirements. Fewer locations of provision have meant that learners and tutors must travel further to classes, resources such as libraries have been considered luxuries and closed, and there has been a constant reshuffling of offices resulting in cramped, or a complete lack of, office space for many staff. Cuts in administrative staff and services have meant extra planning and workload for tutors, and learners are short-changed by receiving reduced resources and support. Selection of students is now often based on factors such as motivation or ability to complete exams rather than the need to learn the language. Our funding is now inconsistent, erratic and short-term, leading to general confusion, lack of continuity and increased spin -up time for everyone involved. As early as 2003, Lea noted problems with this approach to funding, stating that an environment in which FE is considered a profitable business †¦ could affect which ESOL students we take in or not. Requirement One: Life in the UK HC 439 requires proof that our courses include materials from the approved Citizenship Curriculum. These must be used in our planning, and we must specify what we have covered on each students Individual Learning Plan. This specification has an overall positive impact in that learners gain greater cultural knowledge of the UK; the negative impact is a small amount of extra paperwork for tutors. Requirement Two: Increase English One Full ESOL Level This requirement of the law is significantly more involved in its implementation, and has several aspects which will be discussed in turn. Aspect 1: Initial proof of English level is now required in addition to final level proof. Before, a quick initial assessment of learners’ skills levels sufficed, but now we must perform a more-thorough and well-documented diagnostic assessment. This assessment forms critical evidence that may be inspected by agencies such as Ofsted. The impact of this is significant: nearly all of the first one or two class sessions are now devoured by extensive assessments. These are stressful for the students and require huge amounts of time for tutors to prepare, mark, record and file. Additionally, because this is the public sector, Ofsted monitoring and funding concerns have led to creating a new electronic Data Return to track this assessment data. It has taken phenomenal amounts of time over two years to implement this system and train staff to use it. An unintended positive impact of these assessments has been a more detailed knowledge of students’ strengths and weaknesses, which targets the delivery of learning more precisely. Aspect 2: Students must pass exams to show an increase of one complete ESOL level from their initial assessment. This requirement has led to more teaching to the test which puts pressure on students and tutors alike to have exam success. Areas of vocabulary, grammar or knowledge which fall outside the scope of the exam are less likely to be covered in class. In the short term, this can be frustrating to learners and does not positively contribute to the quality of educational provision; in the long term, it may negatively impact other areas of students lives such as their job or family where they may need this extra information to function well and enhance their quality of life. This can lead to negative consequences for learners’ equality of opportunity in society. A further negative impact is the pressure on tutors to under-assess students levels initially, so that they can achieve an increase of one complete level in one year. It is essential for funding that students pass a minimum of one exam annually. ) Some students may not be accepted to learning programmes if it is not felt that they can achieve the required exam results; this can potentially lead to a lowering of the diversity in the class. One positive benefit, however, has been greater motivation by students to attend classes, focus on their studies and do well. Aspect 3: The Home Office is only interested in increased proficiency in speaking skills; reading and writing skills are not a priority. As a result of this, reading and writing skills can tend to fall by the wayside, and this can impact on students employability, especially for higher-skilled or higher-paid jobs. Students may be quite qualified in their own country, but unable to obtain jobs in the UK in the fields in which they were trained. A possibly-unintended consequence of this is keeping immigrants job prospects low, thus preserving higher-skilled jobs for British nationals; this is in direct contradiction to the points-based immigration scheme and the stated intentions of government policies! Future and Wider Issues At the time of this writing (Nov 2010) another change to the point-based immigration system is about to be implemented (Command Paper Cm 7944, 2010). The rule change will require spouses of UK settled individuals to have level A-1 level English before they can even enter the country. This pre-entry spouse language requirement has the potential to impact our sector significantly by reducing the number of students and making it more difficult to reach our target group of priority ESOL learners under the governments ‘New Approach to ESOL’ scheme. (DIUS, 2009), thus leading to further reductions in the diversity of our classes. It may even violate human rights and race relations laws. (Travis, 2010). Although this policy does not emanate from the Home Office and is therefore not considered directly in this report, it will nevertheless impact our sector with perhaps even greater intensity. The New Approach to ESOL was introduced by the UK government in the summer of 2009 as a joined up approach for handling ESOL provision (ibid. , p 23). A New Approach does indeed echo many of the aims of the Home Office legislation such as a refocus on ESOL priority learners, ESOL as part of preparing for work, and English to gain citizenship and integrate into communities. However, no new funding is provided to accomplish these additional tasks, and this will be intensely problematic. The Union of Colleges and Universities (2008) has stated categorically: Laudable government aims to lift migrant workers out of poverty and to deliver its community cohesion strategy [will] not happen unless appropriate funding is found. Conclusion The research done for this report suggests that ESOL provision in the Further Education sector is reaching a crisis point. More requirements are being piled on by government legislation emanating from a variety of agencies, while at the same time crippling funding cuts are being made across the sector. Staff in the sector are being stretched and stressed to the maximum. Barriers are being raised for learners that will keep immigrants in an economically-disadvantaged position in direct opposition to touted government ideals. It appears to be mainly funding policies, rather than requirement policies, which drive improvements or lack thereof in educational provision. In my opinion, the current situation is untenable, and prospects for the near future of ESOL provision are bleak. word count = 2164 Bibliography Ainley, B. (2007). Guide to Race Equality in FE. London: Continuum. Avis, J. (2007). Education, Policy and Social Justice. London: Continuum. Borders, Citizenship and Immigration Act 2009. (20 January 2010). [Electronic version. ] The Guardian. Retrieved October 2010 from: guardian. co. uk/commentisfree/libertycentral/2009/feb/13/civil-liberties-immigration. British Nationality Act 1948 (11 12 Geo. VI. c. 56) British Nationality Act 1981 (1981 c. 1). Command Papers. (2010). Statement of Changes in Immigration Rules, presented to Parliament by Command of Her Majesty October 2010. (Cm 7944). London: HMSO. Department for Innovation, Universities and Skills (DIUS). (n. d. ) Skills for Life: ESOL for Work - A new suite of qualifications. 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