Wednesday, October 30, 2019
Religion in America Essay Example | Topics and Well Written Essays - 1500 words
Religion in America - Essay Example A well-documented example is women who would not marry again following the death of their husband. Choosing to be a single woman was considered by the Puritans to be disregarding ‘God’s will.’ These women were looked upon suspiciously and this choice heightened the chance that they would be accused of being a witch. Many of the rights and freedoms enjoyed by women today were brought about by women recognized for their courage and their ability to stand up for their gender such as Mary Wollstonecraft, Elizabeth Cady Stanton and Queen Victoria. However, there were many women involved in these early migrations to the new continent who held many of the traditional concepts regarding women’s true proper place in society without sacrificing their concepts of strength within the home. One of these women was Anne Hutchinson who brought the ideals of her modified belief system into the new world and helped establish a community that continues to survive today. Hutchinson began her life in England and traveled through Massachusetts, Rhode Island and New Netherlands, now the Bronx in New York before being killed there by Indians in one of the many disputes between natives and settlers that occurred during that time. She was baptized as Anne Marbury in Alford, Lincolnshire, England on July 20, 1591 as a minister’s daughter, but her father always had questions about the church.1 Uncharacteristically, Anne was given a decent education and was permitted to reach a more mature age for marriage, not marrying William (Will) Hutchinson until she was 21. Throughout this period in England, Anne and her family had been following the teachings of John Cotton, whose views were strongly similar to those of Anne’s father, both of them taking exception with the structure of the church’s hierarchical configuration.2 Cotton was forced to leave England by the persecution of the Church of England authorities in 1633 and departed for
Monday, October 28, 2019
French Education System Essay Example for Free
French Education System Essay In France, education has a clear goal: the system must always produce a group of well-educated individuals with a common culture, language and abilities that can then serve the State. The French educational system has a very large emphasis on content, culturally specific knowledge, scientific and mathematic knowledge. The system is designed to serve the needs of the state; the individuality and originality are not considered worth while values The French Republic has 60 million inhabitants, living in the 22 regions of metropolitan France and four overseas departments (1. million). Despite the fact that the population is growing slightly (up 0. 4% a year), the number and proportion of young people under 25 are, however, falling: there are now fewer than 19 million of them in metropolitan France, i. e. 32% of the total population, compared with 40% around 1970 and 35% at the time of the 1990 census. France is seeing a slow aging of the population  less marked however than in other neighbouring countries (Germany and Italy), especially as the annual number of births is currently increasing slightly. 5 million pupils and students, i. e. a quarter of the population, are in the education system. Just over 2 million are in higher education. In 1999, Frances GDP was close to FF 9,000 billion (EUR 1,330 billion), i. e. FF 150,000 (EUR 22,000) per inhabitant. Of this total, just over FF 600 billion (EUR 95 billion) were devoted to initial or continuing education: 7. 2% of GDP. As far as school education spending is concerned, France is in a middle position, behind the Nordic countries (Sweden and Denmark), but fairly significantly ahead of Italy and Japan. France has a workforce today of 26 million, of whom fewer than 2 million are unemployed: the unemployment rate recently fell to below 9%. 6% of the labor force (about 1. 5 million jobs, including 1 million civil servants and local government officers) are undergoing training. Educational Structure Around 13 million pupils attend school in France. The system is a unified one, whose present general structure (primary schools, colleges, lycees) was gradually put in place during the 1960s and 1970s, ending the formerly more compartmentalized system which was based on a clear separation between rimary and secondary education. Since the 1970s, France has also had an outstanding record with respect to the development of pre-school education; all 3- to 5-year-olds can go to nursery classes. Since 1967, school attendance has been compulsory for those from 6 to 16 years of age. France has 60,000 primary schools catering to pupils during their first five years of formal education: the first three years (CP cours preparatoire cours elementaire 1 and 2) provide a grounding in the basic skills. The next stage CM1/CM2 (cours moyen 1 and 2) takes the children up to the end of primary school. Secondary schooling is divided into two successive stages, known as cycles. From 11 to 15 years, almost all children now attend a college, taking them from form 6 (sixieme) to form 3 (troisieme) (1). Since 1975 there has been a single mixed-ability college for all pupils regardless of their level of achievement. After form 3, they move onto a general, technical or vocational lycee. These prepare pupils for the corresponding baccalaureatexaminations (referred to as le bac), which they normally take at the age of 18.
Saturday, October 26, 2019
Literary approaches :: essays research papers
Literature †¢Ã‚     Choose six of the following approaches and find one article for each approach. †¢Ã‚     Writing:      One page per article      2 pgs summary Critical approaches important in the study of literature: MORAL/INTELLECTUAL †¢Ã‚     Concerned with content and values †¢Ã‚     Used not only to discover meaning, but also to determine whether works of literature are both true and significant. †¢Ã‚     To study lit from this perspective is to determine whether a work conveys a lesson or a message and whether it can help readers lead better lives and improve their understanding of the world. †¢Ã‚     Answer these questions:      What ideas does the work contain?      How strongly does the work bring forth its ideas?      What application do the ideas have to the work’s characters and situations?      How may the ideas be evaluated intellectually? Morally? TOPICAL/HISTORICAL †¢Ã‚     Stresses the relationship of lit to its historical period †¢Ã‚     Investigates relationships of this sort, including the elucidation of words and concepts that today’s readers may not immediately understand. †¢Ã‚     Common criticism is that in the extreme, it deals with background knowledge rather than with lit itself. NEW CRITICAL/FORMALIST †¢Ã‚     Focuses on literary texts as formal works of art, and for this reason it can be seen as a reaction against the topical/historical approach. †¢Ã‚     Most brilliant in the formal analysis of smaller units such as poems and short passages. †¢Ã‚     Discussions of point of view, tone, plot, character, and structure are formal ways of looking at lit from this point of view. STRUCTURALIST †¢Ã‚     Stems from the attempt to find relationships and connections among elements that appear to be separate and discrete. †¢Ã‚     Attempts to discover the forms unifying all lit †¢Ã‚     Important because it enables critics to discuss works from widely disparate cultures and historical periods. †¢Ã‚     Furnishes an ideal approach for comparative lit and the method also enables critics to consolidate genres such as modern romances, detective tales, soap operas and film. †¢Ã‚     Best in the analysis of narratives and larger units. FEMINIST †¢Ã‚     Holds that most of lit presents a masculine/patriarchal view in which the role of women is negated or at best minimized. †¢Ã‚     Seeks to raise consciousness about the importance and unique nature of women in lit. ECONOMIC DETERMINIST/MARXIST †¢Ã‚     Features individuals in the grips of the class struggle. †¢Ã‚     Often called proletarian lit †¢Ã‚     Emphasizes persons of the lower class – the poor and oppressed who spend their lives in endless drudgery and misery, and whose attempts to rise above their disadvantages usually result in renewed suppression. PSYCHOLOGICAL/PSYCHOANALYTIC †¢Ã‚     Provided a new key to the understanding of character by claiming that behavior is caused by hidden unconscious motives. †¢Ã‚     Treat lit somewhat like information about patients in therapy. ARCHETYPAL/SYMBOLIC/MYTHIC †¢Ã‚     Presupposes that human life is built up out of patterns, or archetypes, that are similar throughout various cultures and historical times.
Thursday, October 24, 2019
Classroom Management And Discipline In Regular Classrooms
In â€Å" Learning to Teach, Teaching to Learn, †Harry and Rosemary Wong describe the successes and the jobs encountered by Jessica Fenton, who portions how she overcame some major obstructions she faced in her first twelvemonth of instruction. Fenton ‘s first challenge was that she was trained as an simple school instructor, but upon graduation, she was offered ( and accepted ) a place learning 9th grade English. Fenton felt overwhelmed and unprepared from the beginning, confronting jobs that were ne'er addressed in her college instruction classs. She was beguiling her clip instruction, coaching, chaperoning school dances, volunteering on assorted commissions, and assisting with graduation. Fenton was working from seven A.M. to midnight and still felt unprepared. By Christmas interruption of her first twelvemonth of instruction, Fenton was close to giving up on her dreams of being a instructor. Alternatively, she decided it was clip for a alteration and committed herself to larning how to go a better instructor. She attended seminars, attended workshops, read books, and stole any good thought she discovered along the manner. Fenton shortly realized that, with a few alterations, she could turn it all about. She started by developing a list of processs that would do her schoolroom modus operandis run swimmingly. Using the three measure theoretical account taught in The First Days of School by Harry Wong, Fenton taught these processs to her pupils by explicating each process, patterning and practising them with the category, and implementing a method of follow through to reenforce each process. Once Fenton created a new degree of direction and organisation to her schoolroom, she was able to learn with easiness. She besides distributed two press releases to her pupils. The first was a department-wide class lineation that explained the literature they would be analyzing, how they would be graded, and the policies for assignments and prep. Most significantly, at the underside of the paper was this statement: â€Å" The grade of success earned by the pupil will depend on committedness and ownership. If the three participants: pupil, parent/guardian, and teacher, work together, the pupil will see success. †This press release was sent place to parents and defenders to see. The 2nd press release was a Course Information page that laid out her major processs, listed the specific dislocation of how each twenty-four hours was traveling to be run, explained their forenoon bellwork, what to convey to category every twenty-four hours, and how they were to form their work. When F enton returned to school from the vacation interruption, she was a changed instructor. Because Fenton set clear outlooks of her pupils and herself, she set the phase for a successful remainder of the twelvemonth. At the beginning of the school twelvemonth in 2009, Fenton got the chance to run into her long-time graven image, Erin Gruwell, the instructor of the Freedom Writers. As a new instructor in Long Beach, CA, Gruwell was shocked to larn that merely one pupil in her category knew of the Holocaust. At that minute, she decided that her course of study would focus on on tolerance. Gruwell inspired 150 deprived pupils write their narratives, do films about their lives, keep diaries, read books about other adolescents, and associate the stuffs they studied to their ain lives. These pupils became known as the Freedom Writers. Gruwell founded the Freedom Writer Foundation in 1997. The end of the foundation is to â€Å" animate immature pupils to pick up pens alternatively of guns. †Now Gruwell portions her experiences with instructors across the state. After run intoing Fenton, Gruwell offered her an chance to come to the Freedom Writer Institute in California. Fenton gracefully attende d the Institution, and took what she learned back to her schoolroom. Fenton and Gruwell portion a deep passion for pupils and their profession. One of Fenton ‘s ends is to associate to each of her pupils in a personal manner. Now, on the first twenty-four hours of school, Fenton begins with a Power Point presentation presenting herself, her personal grounds for why she loves to learn, and fun facts about herself. Subsequently, her pupils make full out an in-class checklist to place the manner they learn best, what their concerns are, and what countries of the stuff they are fighting with. This encourages unfastened communicating between Fenton and her pupils. Inspired by Gruwell, Fenton sets high outlooks for her pupils by holding them make full out a study that asks what grade they hope to accomplish and how they plan to make so. The pupils are required to subscribe a statement that states their personal committedness to accomplishing their ends. Fenton is now in her 4th twelvemonth of instruction, and she believes that she has the best occupation in the universe. As an active subscriber to the New Brunswick Teachers ‘ Association and a member of the Ad Hoc Planning Committee, she portions her passion and dedication to doing a difference in her pupils ‘ lives. Though Fenton is a successful instructor, her end is to go on to larn from her pupils and to go a better pedagogue. Analysis The text edition states that Jacob Kounin conducted schoolroom surveies in the 1960 ‘s to nail the best manner to near schoolroom direction and subject. He found that good instructors used identifiable processs for deriving pupil attending and clear uping outlooks. These thoughts, which coincide with the Managerial attack, were used by Jessica Fenton to go a more effectual instructor. By puting up clear regulations, processs, and outlooks, Fenton was able to pull off and form her schoolroom in the 2nd half of her first twelvemonth. This is the recommended attack for new instructors, and one time in topographic point in, Fenton ‘s schoolroom modus operandis flowed swimmingly. By puting up clear modus operandis and processs, her pupils were organized and ready to larn. This besides left less chance for misbehaviour, because Fenton was maximising their acquisition clip. The text edition besides discusses the work of William Glasser, a head-shrinker and a great educational mind. He believes there are seven linking wonts that instructors can utilize to better dealingss between themselves and their pupils: lovingness, listening, back uping, lending, promoting, swearing, and befriending. These wonts, portion of the Humanistic attack, are used by Fenton to better her relationship with her pupils. On the first twenty-four hours of school Fenton portions facts about herself that allow the pupils to acquire to cognize her better. She besides uses an in-class checklist, in which the pupils tell her about themselves and their concerns. This opens up the lines of communicating between pupil and instructor, and promotes a figure of the linking wonts mentioned by Glasser. Fenton besides promotes ripening by holding the pupils fill out a study inquiring the class they hope to accomplish, and how they plan to make so. The pupils sign a personal committedness to ac complishing this end. In drumhead, the acquisition in Jessica Fenton ‘s schoolroom did non happen merely for her pupils. Because she was passionate about her pupils and her profession, she worked to better fix herself as an pedagogue. Her penetration was non new, as evidenced in the work of Kounin and Glasser, but her cognition of the attack to learning was new to her. Her committedness to personal growing and larning sets a criterion for her pupils to follow. A Wong, Harry and Rosemary. â€Å" Learning to Teach, Teaching to Learn. †Teachers.Net. Mar. 2010. Web. 04 June 2010. & lt ; hypertext transfer protocol: //teachers.net/wong/MAR10/ & gt ; .
Wednesday, October 23, 2019
Medicine Sources Question Essay
What can you learn from these two sources about Pare’s contribution to medicine? (5 marks) Ambroise Pare was a French war surgeon who worked in a number of public hospitals and helped many times on the battlefields, giving him ‘war wound’ knowledge. He lived between 1510 and 1590. Before Ambroise Pare, soldiers who received a gunshot wound during battle were prone to a lot of pain and suffering. Wounds were burnt with red hot iron called a cautery or would be filled with boiling oil. All doctors knew this was a very painful action but didn’t know any different ways to treat the wounds. This is shown by the picture in source two. Source one shows what actually happened when Pare discovered the improved method for treating gunshot wounds. It tells us that there were many issues to the success of the discovery. The issues include chance, war and printing. It also shows how he thought that the oil and the cautery did actually work. The written source shows that the war was a great help for the discovery. He was working on the battlefield so he could try his new discovery on the patients of the war. Without him running out of oil on the battle field Pare would not have had to make up the remedy of egg yolks, oil of roses and turpentine. The printing helped him spread his knowledge around and let other people know his new method. ‘Anaesthetics alone led to major progress in surgery in the nineteenth century.’ Do you agree? Explain you answer. (15 marks) Anaesthetics make surgery pain free and are available in two forms: general, which makes the patient unconscious; and local which numbs an area of the body. Before anaesthetics there were a number of problems. Surgery was limited to amputations as infection couldn’t be stopped and operations had to extremely quick. Due to the high risk of infection deep internal operations were out of the question and many people died due to the trauma of pain. Some people said the pain was as bad as being like a criminal preparing for an execution. The fear of surgery was immense which meant both patients and surgeons suffered with stress. Operations before anaesthetics had no hygiene measures and ordinary equipment, like outdoor saws, were used. The first form of anaesthetic was by Humphry Davis who made patients inhale nitrous oxide. Crawford Long found out that ether was another useful anaesthetic in 1842. After 1846, the public became more accepted to anaesthetics and on the 21st December Robert Liston successfully amputated a leg using ether in twenty-six seconds, the patient even asked whether they started the operation as it had been totally pain free. In 1847, James Simpson found that chloroform could be used during childbirth, as it didn’t cause inflammation. Having anaesthetics it meant that surgery could be more widely available. With anaesthetic anything from a sore tooth to a tumour could be removed. It would all be pain free, which meant there was less stress on surgeons to carry out quick operations, and the fear of operations was reduced. As operations could take longer they were more successful and death rates lowered considerably and more complex surgery could be carried out. Although there were many advantages to using anaesthetics there were still a number of disadvantages. Many doctors didn’t want to use anaesthetics because people had side affects due to the wrong amount being administrated and some people even suffered overdoses. Some surgeons were also seen as too inexperienced to use it as they had to be so careful about the dosage. Although the fear of surgery had reduced, many people were now scared because during the whole operation, their lives were in the hands of the doctors and so couldn’t stop the surgery until the surgeon wanted to. Although a wider range of surgery could be carried out, there was still no chance of complex heart surgery as the of infection was too high. One of the most important disadvantages of anaesthetics was that no antiseptics had been formed and because longer, deeper surgery was being carried out there was a greater risk of infection. It has been shown that anaesthetics alone did not lead to major progress in surgery. Without antiseptics which stop infection, anaesthetics are not useful as patients are likely to die of infection, and so, antiseptics are useless without anaesthetics as antiseptics don’t relieve pain. Antiseptics are really more important because although during surgery anaesthetics were a ‘dream come true’, antiseptics made sure that the wound was no longer infected. There were many years when there were no antiseptics but a lot of anaesthetics. This led to people not dying from shock from the operation but from the infection from the machinery.
Tuesday, October 22, 2019
From Communism To Democracy Essays - Geography Of Asia, Asia
From Communism To Democracy Essays - Geography Of Asia, Asia From Communism To Democracy Gradualism is naturally the most feasible approach to any situation. Since the fall of the iron curtain, these two Communist power houses have chose to move towards democracy. China has chosen to take the natural, more gradual approach to democracy where as Russia has chosen the fast-paced, more dangerous approach. These two nations have chosen to change their economies from a collectivized command one to a market oriented one in order to increase the standard of living in their countries. As we have seen in recent years, China is booming and becoming more and more successful, while Russia seems like it is regressing back to parochial ways. It is impossible to compare anything but Russia and China's approaches to change, and the results that incurred. The two nations have vastly different economies and to compare one economy to another would be illogical. China and Russia's approach to change are vastly different, almost like night and day. China's political and economic policy has always been to do things gradually. Whereas Russia believed in going through the necessary changes quickly, so that the hardship would in turn pass just as quickly. In the implementation of their policies, we have seen that China's approach has led to a 29% of growth in their industrial field. But in comparison, Russia only yielded 15% with their approach. But one must keep in mind that China has more industrial sectors than does Russia, so their job in improving industry is notably easier than Russia's feat in developing an industry. Politically, the two nations have the same policies that they held in their economies. China believes in gradually letting the people have more access to political freedom. And again, Russia's policy has been to flood them all at once with these new found freedoms. Unfortunately Russia's policy hasn't been the most naturally feasible approach again. Their people have been suddenly bombarded with all of these new found freedoms they have never experience before. They are like little children let loose in a candy store. There are all of these new things available to them, and most of the younger generation wants too try everything at once. All of these citizens experimenting with their new freedoms are creating political chaos. The Russian citizens don't have time to savor their new freedoms and are just trying to grab them from left and right. For they are probably afraid that if they don't take their freedoms quickly, they will leave as quickly as they came. On the other hand, China refuses to allow their citizens run the nation. Instead they are continuing to shun democracy. They refuse to have democratic elections, pro-democracy demonstrations, and still censor the press. They are still trying to maintain that wall that separates them from the rest of the world. From a democratic aspect, China's approach is appalling. China is refusing basic democratic rights that the Western nation citizens take for granted. China is under the misconception that they can give it's people little crumbs of freedom and keep them from wanting more. China's leaders think that they can keep controlling that many people for an undetermined amount of time, they don't realize that once the people know about a better life, nothing can stop them from pursuing that life also. So looking at Russia and China's political policies, it is safe to say that what is good for the economy may not necessarily be good for the people. When looking at evolution and physiology, one will also notice that changes naturally happen gradually. Over time, living organisms change and evolve, but the key ingredient is time. Sometimes
Monday, October 21, 2019
Essay sample on #8220;The Socratic Method#8221;
Essay sample on #8220;The Socratic Method#8221; The Socratic method was developed by none other than Socrates- the godfather of western philosophy. The objective of it is to break down what we think, and to see reality with fresh eyes. It is done through a dialogue between people, where someone states something as true, and other individuals ask questions to critically assess whether the claim is correct. Socrates developed this method through his informal talks with a wide range of people. Eventually, through his questions, the individuals he talked to began to doubt their answers to fundamental inquiries, such as, â€Å"What is justice?†Thus, the Socratic method penetrates deep into thinking processes and exposes the flaws of our essential reasoning. In the following paragraphs, the method will be discussed in detail, from its development, process, and applications. Development Socrates (c. 470– 399 BC) believed that learning was not so much about gathering information, but more about keeping an open mind. His style of teaching was through dialogue, whereby the student would think he or she knows something, but was shown that his or her knowing was not exacting. Socrates started to teach through these dialogues after a friend of his, Chaerephon, had visited the Oracle of Delphis of his dialogues were recorded and expounded on his Plato’s works. Though Socrates may have come off as pretending not to know anything, through his wisdom and philosophical introspection, he understood that knowledge cannot be attained (Jarratt, Susan C.). Process It requires two people: one person with a claim, and one person who asks questions about the statement. It follows several steps:] The questioner allows the other person to encapsulate his or her claim. The questioner asks for evidence from the other person. The questioner challenges the assumptions of the individual making the claim. The questioner finds an exception in the idea of the person who made the original statement. The questioner asks the person to reform his or her original claim. The questioner goes through more inquiries and exceptions to show that the reforming of the original idea is not correct. Either the person who made the claim becomes exasperated or expresses doubt, or the questioner makes a conclusive statement about the false nature of the claims that have been made (wikiHow). Throughout this process, it is key that both sides do not become angry or frustrated- especially the questioner. The Socratic method is done with mutual respect, decency, and diplomacy. Applications The main application for the Socratic method is showing how concepts that are vague or lack concreteness can be exposed as false. These are often general principles we hold dear. It makes us reevaluate our foundations of thought and values. This method is also good for breaking down philosophical theories one has or other people have. It is a way to test theories of the intellect. Modern usage of the Socratic method can be found in not only philosophy but also in tutoring and teaching. Instead of telling students what to fix in their assignments, many teachers believe it is better to employ the Socratic method so that students arrive at the answers themselves. This process allows learners to resonate strongly with answers (â€Å"Socratic Method of Teaching: Pros and Cons†). The Socratic method was developed by one of the founders of western philosophy, Socrates. After hearing he was supposed to be the wisest person in Greece according to the Oracle, he tested out the claim by having dialogues with prominent thinkers of the time. He determined through his questions that his wisdom lay in knowing that he did not know anything, whereas other people thought they knew something. These dialogues formed the Socratic method, which was later adopted by Plato. This tool is not used to prove anything. Rather, it is for breaking down thoughts and concepts that are taken as facts or true, and showing that knowledge is essentially non-obtainable. Jarratt, Susan C. Rereading the Sophists: Classical Rhetoric Refigured. Carbondale and Edwardsville: Southern Illinois University Press, 1991., p 83. â€Å"Socratic Method of Teaching: Pros and Cons.†Portland, 15 Feb. 2018, education.cu-portland.edu/blog/classroom-resources/should-educators-use-the-socratic-method-of-teaching/. wikiHow. â€Å"How to Argue Using the Socratic Method.†WikiHow, WikiHow, 28 Mar. 2019, www.wikihow.com/Argue-Using-the-Socratic-Method.
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