Examine some of the key principles of the argument for the...

Examine some of the key principles of the argument for the existence of God based upon religious experiences Religious experiences are experiences we have of the divine or God. These experiences may be Mystical experiences, conversion experiences or revelatory experiences. Paul Tillich states that religious experience is a feeling of ‘ultimate concern’, a feeling that demands a decisive decision from the one receiving it. He describes it as an encounter followed by a special understanding of its religious significance. The argument for religious experiences is based on 3 premises. Premise one states that the experience of X indicates the reality of X. One problem with this premise is that the experience of X does not always indicate†¦show more content†¦The problems with premise three can also be highlighted by looking at the religious experience of Mosses when he saw God in the burning bush. When God came to him, Mosses had just killed a man and run away into the desert. Therefore he could be experiencing extreme guilt which could cause him to have an illusion. Also if he is in the desert then he was most likely dehydrated which again could cause an illusion. Therefore other factors may be used to explain religious experiences. Another example to support premise three, and one that addresses the problem of the subjective nature of religious experiences, is corporate religious experiences. This is when large numbers of people all have the same religious experience at the same time. The fact that they are experienced by many leads to the fact that they can be objectively tested and the accounts validated adding further support for the argument. Those that argue that religious experiences are proof of the existence of God usually argue inductively. This means that they look at the subjective testimonies of individuals who claim to have had religious experiences in order to find similar characteristics and then draw the general conclusion that the experiences can only be explained in terms of the existence of God. For example Swinburne argued inductively supportingShow MoreRelatedPropelling Rational Thought Over Compelling Empiricism1459 Words   |  6 PagesThought over Compelling Empiricism Aaron Nicely Intro to Philosophy 02-09-2016 In this paper I intend to examine the rationalist philosophy of Rene Descartes and fundamental empiricism of John Locke’s philosophical arguments, in particular their ideas relating to the science of man, his identity and attempt to explain distinctions between the two. 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Compare and Contrast Essay on King Lear and Macbeth

Shakespeare had written many plays in his life time, some of them included various tragedies which included King Lear and Macbeth. All of Shakespeare’s plays had a theme which was used to help the story’s plot to advance further, making events much more interesting. King Lear and Macbeth both have a common theme of madness that is apparent throughout the play which has been depicted differently. They are both written in different ways but still share a same purpose. The essay will be broken down into three parts; firstly we will look at the way madness is viewed in Macbeth. Secondly, we will look at the way King Lear portrays madness lastly we will compare the two to see how differently madness is displayed. While both plays share this†¦show more content†¦Ross responds to him, What sights, my lord (III.iii.118). The Insanity of Macbeth is shown in these quotes. Shakespeares description of Macbeths thoughts visibly reveals the theme of madness. Shakespeare portrays madness among many of his characters, and he returns to the theme again and again. Indirect characterization in the form of Lears mad speeches allows Shakespeare to convey the theme of madness. For example one of Lears first speeches after things started to go bad for him, Poor naked wretches, wheresoeer you are, That bide the pelting of this pitiless storm, How shall your house-hold heads and unfed sides, Your loopd and windowd rag-gedness, defend you†¦ (III.iv.35-38). Lears insanity increases throughout the play, demonstrated to the audience through more speeches, until his emotions overthrow his reason at the climax of the play. Lear randomly shouts in to the storm, Rumble thy bellyfull! Spit, fire! Spout, rain! Nor rain, wind, thunder, fire are my daughters. I tax not you, you elements, with unkindness. I never gave you kingdom, called you children (III.ii.14-17). The example of Lear invoking the storm to destroy the seeds of matter along with many other absurd statements illustrates that he has anShow MoreRelatedEssay Prompts4057 Words   |  17 PagesAP ENGLISH LIT AND COMP FREE RESPONSE QUESTIONS 2004 (Form A): Critic Roland Barthes has said, â€Å"Literature is the question minus the answer.† Choose a novel or play and, considering Barthes’ Observation, write an essay in which you analyze a central question the work raises and the extent to which it offers any answers. Explain how the author’s treatment of this question affects your understanding of the work as a whole. Avoid mere plot summary. You may select a work from the list below or anotherRead MorePlay Macbeth11985 Words   |  48 PagesAt the beginning of the play, Macbeth is a respected general, a devoted husband, and a loyal subject of the king. The first of the witches prophecies bring out his ambitious nature, but he struggles with killing the king. By attacking his manhood, Lady Macbeth convinces him to committ the first of his evil deeds. Macbeths evil deed causes him to suffer from fear and guilt, which leads to even more evil crimes. Then Macbeth becomes paranoid, suffering from hallucinations and sleeplessness. He becomesRead MorePlay Macbeth11979 Words   |  48 PagesAt the beginning of the play, Macbeth is a respected general, a devoted husband, and a loyal subject of the king. The first of the witches prophecies bring out his ambitious nature, but he struggles with killing the king. By attacking his manhood, Lady Macbeth convinces him to committ the first of his evil deeds. Macbeths evil deed causes h im to suffer from fear and guilt, which leads to even more evil crimes. Then Macbeth becomes paranoid, suffering from hallucinations and sleeplessness. He becomes

Underground vs. Commercial Rappers free essay sample

Nevertheless Imaginations tree trunk they are trying to refurbish hip hop and shift it towards mainstream as it once was. Which if you were to ask my opinion, exactly what the industry needs. The talented mainstream artists is varied apparently, but its the lyrical content that is missing. Thats why a majority would say the underground is a better field. When we grow a bore of the same things we hear on the radio they look for more resources. I reflect back to listening to the radio shows Id wake up to, and got hooked to it.Now kids mind the new they want and place it on their pod, and they find out that at times the underground has better music. Some people would say they dont like rap music period. Others who argue that they dont like either the commercial artist or underground artist. The first thing I ask when I hear either argument is why? The most common answer I hear is its horrible! However anyone who says rap is horrible has only heard the horrible music they over play on the radio and MAT V. If you ever heard anyone rap that actually has lyrical skills, you quickly begin to see he poetry behind us not that Im not a fan of any of the famous rappers like IL Wayne, T. L, Gucci Mane, Notorious B. I. G, Tuba, etc. Its simply because I relate, and tend to show respect to those that rap about other issues other than what sells. Id rather listen to things that are more realistic. The theory of selling out is farfetched from where think the underground music affiliation is at this phase.Before the internet, artists were selling music at an all time high. The problem of music indefinite is something that has no value to most and is non consumable. The ideal of selling out hasnt ran across my mind after all these years, because just dont know if thats a possibility. Changing your music for whatever purpose being money or fame is up to you. Now and days, an artist can hardly live off of their music unless they tour endlessly, along many Other situations. How can some participate when they have a job they have a dedication to? I have no idea. Hind it is a dated notion with the way things are conducted today and becoming more impossible in the industrial scene seeing as we have never been that commercially feasible since the ass anyway. Eve made observed, and made my decision of the underground industry throughout a time frame of about 7 years (not a long yet enough) and Im aware that there are plenty of individuals that have become more appreciative when it come to the types of Hip Hop and music in general after being part of the underground industry and constantly listening to underground music.I have to agree that some people become ignorant to one or the other. However, it is not just in underground or commercial, but in all aspects of music period. My perception on commercial vs.. Underground is that each genre has its win purpose in the music industry. What set apart besides from style (instrumentals, delivery, etc. ) is the lyrics. Most often, lyrics meaning goes past a shallow phase in underground and is more attractive to me when artists connect personally with their content and is not spruced up to fit any artist.But when its all said and done, I enjoy a mix of music whether it is mainstream or underground. I have been an underground (independent artist, signed to small independent labels or no label at all) artist since the sass, when my oldest brother introduced me to rap music. M a supporter of the underground hip-hop movement. Being an aspiring artist, to tell the truth, their vocabulary and topics are well thought about, felt, and delivered than commercial artist. Where in the world are you going to get linguistic dexterity in any other music? Gucci Mane is one of the most common underground artist out now. He has made a three sixty from an underground to commercial artist. Some of his first reviews people would say his rap music is bad, and hypocritical. Now that hes a commercial artist you hear how he raps about how hard life is, yet he ivies in a fifty million dollar home. His music doesnt have any flow or real structure. Real music takes talent and anyone can rhyme to a beat.Ask yourself, is only fulfilling advertisement in his contract? The point is, if you arent made for it, you probably will not have an opportunity to go commercial. Back when Tuba and Biggie where both commercial artist, they also had respect, Back then a guy from New Jersey ardently defended Naughty by Nature, because he didnt like Trench, so I think some commercial artists still do have street credibility, depending on how immemorial they are. On the opposing hand, accent diluted his material for the mainstream.Commercial rap is not the problem, just a helping hand. The problem is the industry; it is because the industry that someone like Aims can drop a rhetorical rhyme about being hot and then telling us to move speaking of the rapture like Anita Baker, such garbage. The same industry that buries artist leaving them stuck putting out mix tapes because they wont play nice and conform with the game. Some artist may have ticked off some executives and other artist they were behind.Whats crazy about our music today is that its sort of hard to distinguish the quality. Besides, when compared to what the charts use to consist of just two or so years back, its hard to see the things that are accepted as top forty or the genre is horrible. Yet, when you conceder this generation as one with what was, there is a great difference. However lets say the President passed a music care, and we had to make an option of one generation of music sound to start today with and take off from there.What choice would you make, to discontinue all of todays music mounds and try it all over with the asss or even asss sound, or would you choose to not bother with it at all and just let things continue as is? Which generation would you choose to represent us, based off prior knowledge weve had to deal with in old music? Would we want do what was once done, or would we rather see how the current unravels? I say its complex to decide what is horrible. I wouldnt choose to turn my back on todays sound and go back to those days of music, in spite of the fact thats where some o f the best sound of our time is.If the president were to cancel out all the immemorial trends and make the underground sound the new commercial trend, can it still be considered as good as it was when it was underground? A big issue overlooked, is a problem with the commercial rappers is once theyve gone commercial, many of them lose the hunger and fight which allowed them to ascend to such a level in the fist place. Also the corporate influence allowed many of them to take their art to a different direction compromising their integrity for a few extra sales. Perception and personal stances on music definitely factor in a major ways.

The Merchant of Venice Is Shylock a villain or a victim who deserves our sympathy Essay Example

The Merchant of Venice: Is Shylock a villain or a victim who deserves our sympathy Essay The Holocaust was a period of time from the late 1930s to the middle 1940s where Germany, who had just lost the war, decided to try to make Germany pure, and in doing so, exterminated 6 million Jews. Their idea of a perfect person was one who had blonde hair and blue eyes. However, the hatred and anti-semitism towards the Jews didnt start here. It started a long time back, around the time of the 11th century. Near the end of the 11th century, the Christian church taught its followers that usury was morally wrong, and that Christians were forbidden from doing so. Jews, not included in that rule, but barred from most other professions, turned towards usury as a way of earning money. The Christian church, a lot different to what it is today, taught that Jews should be despised for their rejection of Jesus, to do with the crucifixion of Jesus Christ on the cross. The persecution of the Jews was at an early stage when Christians, after being influenced by the Church, spread lies about Jews, saying that they killed Christian children during Passover, and used the blood to make unleavened bread, which in its own way was morally wrong, and something Jesus did not teach to his followers. We will write a custom essay sample on The Merchant of Venice: Is Shylock a villain or a victim who deserves our sympathy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Merchant of Venice: Is Shylock a villain or a victim who deserves our sympathy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Merchant of Venice: Is Shylock a villain or a victim who deserves our sympathy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The term blood libel led to such travesties as the mass-suicide of Jews in York in 1190, and many anti-Jewish riots during the 12th century Crusades. After several kings had imposed heavy taxes on Jews, probably because they were Jewish firstly, and secondly to increase Royal Revenue, Edward I was the king who would get rid of most of the Jews who lived in England, in 1190, and those who remained were forced to wear a badge of identification from 1220 (similar to the time spent in the ghettoes during the Holocaust). The opportunity to be anti-semetic (towards Jews) was rarely let by, as during the 14th century, as Europe was gripped with fear due to the Black Death, Jews were blamed for these deaths because they poisoned wells because as the argument goes the superior hygiene of the Jews, along with their better diet, meant they were less like to catch the disease, and therefore did this out of hate, a ludicrous theory. Even during the period of the 14th to 17th centuries, when Jews were largely absent, anti-Jews stereotypes were created by the church. You can see a major difference from the Church now, to the church only 400 years ago Two or three years before the first showing of The Merchant of Venice, a controversial event happened, possibly bigger than any other of the events I have noted in this introduction, bar perhaps the Holocaust or the mass-suicide in York in 1190. A Portuguese Jew, Dr Rodrigo (or Ruy) Lopez, who had converted to Christianity already, was accused of trying to poison Queen Elizabeth. The trial was notable for the amount of anti-semitism in it, even the judge, supposed to be impartial, called him that vile Jew, and, despite Queen Elizabeth herself trying to stop the execution, Lopez was hung in June 1594. Venice, however, was a much safer place to be in if you were a Jew. Their strict, impartial laws gave foreign traders and people the confidence that they would be treated as equally as possibly. Unlike many other Christian countries, Venice did not accept the belief that Jews should be persecuted or hounded, and gave them certain legal right, at a monetary cost however. The life of a Jew in Venice was a nice one. They had been allocated a district, the Ghetto Nuevo (new iron foundry) where they could run what happened in that certain section of Venice. However, there were drawbacks to this. They had to be locked up in the ghetto at night and on Christian holidays, and were obliged to brick up any windows facing outside of the ghetto. Jews were also made to wear a yellow spot, or when covered, a yellow hat or turban, to identify themselves. This reminds us of the Star of David worn on the arms of the Jews during the Holocaust. However, during Shakespeares time, most of these restrictions were lifted, and Venice had the Jews to thank for making them a more reputable place, for reasons such as learning, money-lending for the poor, and for bringing a great deal of trade to the city Shylock: Villain or Victim? In Act 1, Scene 3, we get our first introductions of Shylock, a money-lending Jew, currently living in Venice. He seems to be a good person when discussing the loan with Bassanio, showing a peaceful kind of man in him, and complimenting Antonio, although his compliment was a sarcastic one, Bassanio might not have got this. Shylock explains that his interpretation of a good man in Antonio was that he had enough money to repay the loan, although is aware of the doubts concerning his finances. He comments on how he has squandered his money somewhat, but, despite all this, he is still rich enough to pay back the bond. He feels reassured about getting his money back, but when Bassanio asks to dine with him, he refuses, because he knows there will be pork there, and Jews are forbidden to eat pork. When Antonio comes in however, his attitude changes a bit, and, talking to the audience, he sounds his displeasure towards Antonio, not only for being a Christian, but for lending money without interest, and therefore making his business suffer. He thinks about the bond, and notes that he cant raise the funds all by himself, but is willing to bring someone else in, Tubal, to complete it, to make it seem he is going the extra mile of sorts to get the money Bassanio needs. He questions Bassanio with Me thoughts you said you neither lend nore borrow / upon advantage, showing a witty and clever side. He explains his motive for usury with a religious example, with the lines When Jacob grazed his uncle Labans sheep This Jacob from our holy Abraham was, As his wise mother wrought in his behalf, The third possessor; ay, he was the third. Antonio questions Was this inserted to make interest good? Or is your gold and silver ewes and rams? Shylock says that he cannot tell, because he makes the money bred as fast, meaning that his money increases all the time due to the interest. From all that I have written so far, he seems to be a clever person. Shylock doesnt react angrily to Antonios comment of him as a devil, one of many times he does this, he simply reminds him of how harshly Antonio has treated him in the past, stating to Antonio that You call me misbeliever, cut-throat dog, And spit upon my Jewish gaberdine. Hew now brings into play the fact that the shoes is on the other foot. We now see Shylock twisting Antonio round his finger of sorts, saying all the bad things he has done to him, such as You, that did void your rheum upon my beard And foot me as you spurn a stranger cur and Fair sir, you spit on me on Wednesday last; You spurnd me such a day; another time You calld me a dog, then, although he knows he will, contemplates whether he will actually give him the money, saying What should I say to you? Should I not say Hath a dog money? Is it possible A cur can lend three thousand ducats? , then again reminds him of the horrible things he has done to him, with Fair sir, you spit on me on Wednesday last; You spurnd me such a day; another time You calld me a dog; and for these courtesies, Ill lend you thus much moneys? Antonio makes another threat to Shylock, saying that I am as like to call thee so again, To spit on thee again, to spurn thee too then, about the loan, says If thou wilt lend this money, lend it not As to thy friends; for when did friendship take. Shylock portrays the friend again, with, I would be friends with you and have your love, Forget the shames that you have staind me with, Supply your present wants and take do doit Of usance for my moneys, and youll not hear me: This is kind I offer. Bassanio asks if this were kindness, to which Shylock responds; with a penalty issued in it This kindness will I show. Go with me to a notary, seal me there Your single bond; and, in a merry sport, If you repay me not on such a day, In such a place, such sum or sums as are Expressd in the condition, let the forfeit Be nominated for an equal pound Of your fair flesh, to be cut off and taken In what part of your body pleaseth me. Antonio and Bassanio sign to this, eventually, and the scene ends. After Act 1, Scene 3, Shylock, villain or victim? Victim Shylock, in his next scene, is in his home, with Launcelot, to do with Launcelot leaving his service and joining the service of Bassanio. Shylock warns Launcelot that there will be difference between the two, although one thing wont change, that Launcelot will still sleep and snore and ruin his clothes, just that he will be in worse company. When Launcelot calls for Jessica, Shylock tells him off somewhat for this. Even though he is not really in his service any more. When Jessica comes in, Shylock tells her that he is going to dinner, but it is not a dinner with a friend , more as with a business partner (Antonio, business partner because of the loan he needed to repay), and to keep the house safe by locking it up, showing a sense of safety, but mistrust of Christians, maybe a fair mistrust due to the hatred Christians have shown to Jews in the past. He doesnt really want to go, but he will do, even though he thinks he will have bad luck (ironic because Jessica, an intricate part of his fortunes, escapes from his household, so in some ways he was true). He tells her not to look at the windows, and not To gaze on Christian fools with varnished faces,, also not to let any sounds get in and perhaps tempt her to leave, and tells Launcelot to come with him. From here he seems to show protection, maybe a little too much, for his daughter. He catches Launcelot talking, and asks What says that foot of Hagars offspring, ha? , probably thinking something might be up, which Jessica denies. Shylock berates Launcelot again, saying The patch is kind enough, but a huge feeder; Snail-slow in profit, and he sleeps by day More than the wild-cat: drones hive not with me; Therefore I part with him, and part with him To one that would have him help to waste His borrowd purse. After Act 2, Scene 5, Shylock is a: Victim In this scene, Shylock doesnt have anything to say, but is a main focus of the conversation. , Upon finding out his daughter is missing, and crying (according to The Merchant of Venice film), he gets the Duke to search for her, showing that he wants to find her, and will take great measures to do so. He was too late, which caused him to make a big scene down the streets of Venice. He said the following, after Solanio and Salerio again call him a dog Jew, which is so prominent in the film; My daughter! O my ducats! O my daughter! Fled with a Christian! O my Christian ducats! Justice! The law! My ducats, and my daughter! A sealed bag, two sealed bags of ducats, Of double ducats, stolen from me by my daughter! And jewels, two stones, two rich and precious stones, Stolen by my daughter! Justice! Find the girl; She hath the stones upon her, and the ducats. This could be seen as the beginning of Shylocks transformation into a villain, as he is showing more care about money than his daughter, which is morally wrong. After Act 2, Scene 8, Shylock is a: Victim, but nearer to villain than before In Act 3, Scene 1, set in a street in Venice, Solanio and Salerio are confronted by a rather angry Shylock, who accuses them of knowing about the plan to take Jessica away. Salerio and Solanio admit to this, but say that And Shylock, for his own part, knew the bird was fledged; and then it is the complexion of them all to leave the dam. This means that Shylock knew that Jessica was ready and fully fledged, and ready to leave the house and make her own decisions. Shylock damns his daughter, not a very nice thing to do, and also notes that his deal with Antonio was a bad one, due to the fact Antonio is in financial trouble, but says that he must pay the bond, or else the consequences will be felt (pound of flesh off Antonio). He makes his big, sympathetic speech in this scene. He lists all the things he has suffered, although gaining an Elizabethan audiences disrespect with the use of the word Revenge. This is his speech, probably the most important one he makes; I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions? Fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer, as a Christian is? If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge? A modern day audience would feel sympathy, but back then, this would be more comedic, and respect and sympathy would be lost. Upon hearing that they have not found his daughter, Shylock has a whine, complaining about how he is the only one to have suffered, although this is completely untrue, and a very selfish thing to say. He also says, distastefully; I would my daughter were dead at my foot, and the jewels in her ear! Would she were hearsed at my foot, and the ducats in her coffin! , meaning that he wishes his daughter were dead, and the ducats be in her coffin. In my opinion, this completes the transformation to a villain for Shylock. Tubal notes that other have bad luck, including Antonio, which immediately puts a smile on Shylocks face. When he hears that he is in financial trouble, he is happy, but then gets a bit angry at hearing that Jessica traded the ring to a man, for a monkey, explaining that his (deceased) wife, Leah, gave it to him, and that he would not have given it away for anything. He is more complimentary at the end to Tubal, because he brought the news of Antonios sudden downfall in riches After Act 3, Scene 1, Shylock is a: Villain This scene is set in a jail (note that the Narrator called Shylock the Jew). Shylock seems to be only interested in revenge, and not in the bond, due to everything he claims Antonio has done to him. Antonio makes a soft, sympathetic plea for himself, making Shylock look more merciless than he already is. He forces onto them the agreement he has from the bond, and using the insults he has been suffering against Antonio, says But since I am a dog, beware my fangs. Shylock has no wish to listen to Antonios reasonings as he is fuelled only by revenge. After Act 3, Scene 3, Shylock is a: Villain This scene, one of the most important in the play, is in the Court of Justice, where Shylock wishes to exact his revenge. He says that by our holy Sabbath have I sworn To Have the due and foreit of my bond. He tells the court that they must wonder why he wouldnt want money over A weight of carrion flesh, but that he wont answer those thoughts. He notes that some men have strange reactions for strange things, his case being exacting revenge on Antonio, using examples such as Some men there are love not a gaping pig, Some, that are mad if they behold a cat; And others, when the bagpipe sings I the nose, Cannot contain their urine: for affection,. He tells the Duke that he cant give reasons for his desire for revenge, apart from his obvious hatred of Antonio. When Bassanio says that This is no answer, thou unfeeling man, To excuse the current of thy cruelty. , Shylock responds with I am not bound to please thee with my answers. Shylock says, after being offered six thousand ducats, that If every ducat in six thousands ducats Were in six parts, and every part a ducat (36,000 ducats), I would not draw them; I would have my bond! , showing that no amount of ducats could sway him. When the Duke questions How shalt thou hope for mercy, rendering none? , Shylock comes back with What judgement shall I dread, doing no wrong? You have among you many a purchased slave, Which, like your asses and your dogs and mules, You use in abject and in slavish parts, Because you bought them: shall I say to you, Let them be free, marry them to your heirs? Basically, Shylock says that he should not have to hope for any mercy, when the Duke himself has many slaves himself, and therefore Shylock asks whether they should have mercy as well. He asks whether they deserve to get the worst accommodation, why they should be treated badly, why they should have the worst jobs, even though they are human beings like himself and the Duke He says that their reasons are because The slaves are ours, therefore the pound of flesh deserves to be his, and whether he may have the flesh no. When Shylock is asked why he gets his knife out so quickly, he explains it is to get the pound of flesh from Antonio (That bankrupt there! ). When Gratiano gets into a rant and rave about this, Shylock comes back with Till thou canst rail the seal from off my bond, Thou but offendst thy lungs to speak so loud: Repair thy wit, good youth, or it will fall To cureless ruil. I stand here for law. Basically, until Gratianos words can remove the seal from his bond, then he is only wasting his breath. When the clerks (Portia and Nerissa) come in, and ask Shylock what his name is, he peacefully does so, saying Shylock is my name. When told that he should be merciful, Shylock asks On what compulsion must I? Tell me that. , asking why should he show mercy, and to give a reason. When given an explanation from Portia, he says that he will accept the consequences of his actions, and that I crave the law, The penalty and forfeit of my bond. When Portia says something backing up Shylocks views on law, he instantly commends her and compliments her, with lines such as A Daniel come to judgement! Yea, a Daniel! O wise young judge, how I do honour thee! and Here tis, most reverend doctor, here it is, but that he has to keep his oath, as it is in heaven, and that he will not go against the heavens, not for Venice. Portia notes that the bond is forfeit, but asks for Shylock to take three times the bond (9,000 ducats), he refuses, once again stamping on his feeling of not letting go of his bond. After another two compliments, he is told he can go ahead with the cutting of the flesh. When asked whether a surgeon is at hand to look after Antonios wounds, Shylocks distasteful response is Is it so nominated in the bond? , and will not do it out of any kindness, as he seems to have none. He makes more note to his hate of Christians, saying that Christians would not be worthy of his daughter, and that he would rather have any relative of Barrabas as a husband. After more compliments, that wouldnt have been viewed greatly by Elizabethan audiences, he finds out that he cant shed a drop of blood, and, instantly, his attitude changes, and he wants the money, but Portia says that this must go ahead. Shylock, nervous now, asks for the money and for him to let go, and is refused, he says that he wishes to be no part of this debate any longer. He knows that in failing, he will lose everything, and says Nay, take my life and all; pardon not that: You take my house when you do take the prop That doth sustain my house; you take my life When you do take the means whereby I live. , showing that his fortunes are more important than his life, that his life revolves around what he owns. When Portia finally shows mercy, he takes the bond, and leaves. Throughout the play, we see a complete change in the character of Shylock. From the start, he appears to be the victim, who is being mistreated and is living a hard life, however, as the play progresses, Shylock brings upon himself the transformation from victim to villain, and eventually is a fully fledged villain who seems to not want to take any prisoners, however, in the end he loses. Shylock starts off as a victim, but as the play progresses he slowly turns into a villain, and ends up as a villain

How to Say to Teach in French

How to Say to Teach in French The French verbs apprendre, enseigner, instruire, and à ©duquer all mean to teach but have different uses and nuances. Learn how to recognize and use these four verbs correctly with this lesson. Teach a Technique or Something Apprendre means to teach a technique. It can only be used in the following constructions: apprendre quelque chose quelquun  - to teach someone somethingapprendre quelquun faire quelque chose - to teach someone (how) to do something Chantal apprend la guitare mon fils. -  Chantal is teaching my son (to play the) guitar. Il apprend aux enfants skier. -  He teaches children to ski. Pouvez-vous mapprendre lire? -  Can you teach me to read? Apprendre also means to learn and can be used in two constructions: apprendre noun and  apprendre infinitive Mon fils apprend la guitare. -  My son is learning (to play the) guitar. Les enfants apprennent skier. -  The children are learning to ski. Je veux apprendre lire. -  I want to learn to read. Teaching a Subject Enseigner means to teach in general or to teach a subject. It is used in the following construction: enseigner [quelque chose] [ quelquun] The items in [brackets] are optional. Jenseigne le franà §ais aux adultes. -  I teach French to adults. Mon mari enseigne la chimie en France. -  My husband teaches chemistry in France. Nous enseignons depuis 5 ans. -  Weve been teaching for five years. Teach Someone Instruire  means to  teach someone. It cannot be used to specify what is being taught and is used only in the construction  instruire quelquun: Elle instruit les à ©tudiants à ©trangers. -  She teaches foreign students. Il faut instruire les enfants par exemple. -  You have to teach children by example. Teaching Éduquer  is used just like instruire, except that it is very  general: it can refer to vague  concepts, particularly morals and manners. Là ©glise doit à ©duquer son peuple. -  The church must educate its people. Ces enfants sont bien à ©duquà ©s. -  These children are well educated (well-mannered).

“Out of area treatments in mental health” the Leeds experience The WritePass Journal

â€Å"Out of area treatments in mental health† the Leeds experience Introduction â€Å"Out of area treatments in mental health† the Leeds experience ) ‘Out of area treatments in mental health: the Leeds experience’, mentalhealth Today, May/June 2012, pp. 19-21

Macro-3 Essay Example | Topics and Well Written Essays - 750 words

Macro-3 - Essay Example because aside from transportation costs, and other costs that are related to international trade which are included in the price of goods when they enter another market is not present when it is bought where it is produced. Second, the prices in the United States are affected by stiff competition, which is influenced by information about book prices on the internet, which causes book prices to drop. While I cannot assume that this is not happening in the Philippines, the fact that the United States is one of the countries that utilizes the internet heavily as for the information regarding prices, in order to regulate competition can be one of my solid bases. Thus, generally, I could expect that book prices in other countries such as the Philippines would be higher. This case proves to be inconsistent with the purchasing-power parity. While the theory assumes that the purchasing power parity can equalize the prices over the long-run, during the years because of market influences such as competition in one country which lowers down the price, or economic influences such as trade costs in another country which increases the price can cause divergence in prices. This purchase situation therefore, is inconsistent with the purchasing power parity if gauged for many years before prices generally equalize. 2. What is the importance of trade agreements and how is international trade related to the standard of living of the United States (as opposed to that of a small industrial nation or to a developing nation)? What significance do trade agreements have to your own company? Trade agreements are important in such a way that dealing with other countries regarding trade has significant economic impacts to a firm conducting the agreement. Different countries have different restrictions and economic policies as regards trade, which can impact the firm’s operations in that country. Trade agreements are made depending on the restriction of the country and the chosen mode of

Marketing of Services Term Paper Example | Topics and Well Written Essays - 1250 words

Marketing of Services - Term Paper Example Research has shown that the design of a services cape influences a customer’s expectation, choice, satisfaction and other behaviour. The four strategic roles service scopes are as follows: Package The service scape and other physical evidence wrap the service so that it conveys a clear message to the consumers of what is inside. It is just like packaging a tangible product. The physical setting of a service essentially does the same thing through the interaction of the complex stimuli. The service scape is essentially the outward appearance of an organisation and hence it is critical in forming the first impression of customer expectation. Facilitator The service scape can aid in the performances of the persons in the environment. The design of the services cape can enhance or inhibit the efficient flow of the activities in the service setting. Thus it makes it easier or harder for the employees and the customers to accomplish their respective goals. A well designed functional facility can make a customer experience pleasure while an inefficient and poor design can frustrate both the employees and the customers. Socializer The design of a service scape can help in the socialization of both the employees and the customers. ... Any changes in the physical environment can be used to signal reposition a firm or to target new market segment. Question 2 Global business environment has become highly competitive as several organizations within the global business environment are implementing unique business operation strategies in order to gain potential competitive advantages. Several service providing organizations always try to ensure high quality customer service in order to develop potential customer base. It is true that high engagement service providing organizations need not have to concern about the issues of customer loyalty. Now-a-days, consumers always demand effective customer service from the organizations against their money. Satisfied customers always intend to stick with the brand or the organization. The do not try to take the risk of switch over another brand. Several service engagement organizations used to focus on strong and effective customer relationship management practices in order to re tain its existing potential customer base. However, these organizations have to focus on developing new client base as the business environment in this world is becoming competitive and saturated. People are becoming loyal to particular brands due to high satisfaction from the offered services. Therefore, it is highly important for the organizations to attract the new customers who have never experienced about the services of other service providers. It is quite easy for an organization to gain customer loyalty of a new and inexperienced customer about different service. If the customer chose another brand then it will be difficult for that organization to attract the particular customers. High service engagement firms should not

Character, Dignity, and Self-Respect Essay Example for Free

Character, Dignity, and Self-Respect Essay This paper will summarize the movie Glory and relate one or two characters to Aristotle, Epictetus, and Saint Augustine on character, dignity, and self-respect. Alina Campbell This paper will summarize the movie Glory and relate one or two characters to Aristotle, Epictetus, and Saint Augustine on character, dignity, and self-respect. The movie Glory is based on a true story about the Commander of the 54th Massachusetts Volunteer Infantry which was the first black regiment to be listed in the service of the United States. It is based on the letters by Col. Robert Shaw. Col. Shaw felt he was involved in something that he was not completely sure about, considering he had previously lost a lot of soldiers to battle. He was now faced with survivor’s guilt which he knew would heal in time. Shaw later became a mighty leader that lead the black regiment to take on the battle in Fort Wagner. Aristotle Character is mental and moral qualities distinctive to an individual. Aristotle believed character to be neither a feeling or a capacity or a mere tendency to act in certain ways (Sommers amp; Sommers, 2010). He believed instead that character was a settled condition we are in when we are well off in relation to our feelings and our actions. The virtues of character are dispositions to act in a certain way in response to similar situations. Good conduct arises from habits that in turn can only be acquired by repeated action and correction. Col. Robert Gould Shaw fits Aristotle’s view of Character best in my opinion. He was not only the commander of the 54th Massachusetts Volunteer Infantry, their voice. The black men that fought with Shaw were slaves that wanted to fight for their freedom. When Shaw was told of the United States Government planning to form this regiment of black soldiers he agreed to take the Commanding position. He then asked his best friend Major Cabot Forbes to fight along with him and Forbes accepted. At one point Shaw fights for these men to get the proper uniform and boots. He also refuses pay along with them after finding out that they are paid less than the white soldiers. Both Shaw and Forbes strongly connected with this group of men: the angry Private Trip (Denzel Washington); Private Jupiter Sharts (Jhine Kennedy); Corporal Thomas Searles (Andre Braugher), a very smart and educated man that grew up with Shaw and worked for Shaw’s father, and Sgt. Maj. John Rawlins (Morgan Freeman), a runaway slave who speaks with the voice of wisdom and reason. Dignity is the state of quality of being worthy of honor or respect. Aristotle’s view on dignity consists of the consciousness that we deserve honors, not in processing them. You cannot earn dignity through external awards; instead it is something you bestow upon yourself. â€Å"Dignity consists not in possessing recognition from others, but in consciousness that we deserve recognition from others† (Sommers amp;Sommers, 2010). The character played by Morgan Freeman, Rawlings, knew that being a slave was not worth much, so he decided to help Shaw fight the battle at Fort Wagner. Forbes also displayed dignity in the movie. Forbes was Col. Shaw’s best friend and is who told Col. Shaw of this regiment. Due to the type of relationship the two had, Col. Shaw asked Forbes to come along with him to prepare the black slaves. Forbes agreed and stood by Col. Shaw and these black men through the name calling, getting the proper shoes, and receiving their uniforms like the white soldiers had while fighting in the Civil War. Aristotle describes the position of character, dignity and self- respect as character being a state concern with choice, lying in a mean relative to us, that this is determined by reason and in such a way that a man of wisdom would determine it. It is a mean between two vices that depends on excess that depends on defect (Sommers amp; Sommers, 2010) Aristotle feels neither a feeling nor a capacity nor a tendency to behave in specific ways. It is the settled condition we are in when we are well off in a relation to our feelings and actions when we are in a mean or intermediate state in regard to them. Meaning we have a vicious character that we are badly off in relation to feeling and actions, and we fail the means in regards to them. The character that I felt showed this type of role would be Denzel and Andre’s characters, known as Trip and Thomas. Trip was a runaway slave that was very angry. He didn’t have anybody and had been previously beaten several times. Trip had specific thoughts of the white man and they were that the slaves were seen as monkeys. He thought that the slaves should be dressed up in uniform and fight, since the white men would only get themselves killed and wouldn’t be able to win. Andre Braugher played Thomas. He was an educated man that had worked for Col. Shaw’s father. He believed that black men should know how to read and have pride within themselves. In the movie Glory, Thomas had learned to take a lot. Thomas assumed that since he and Col. Shaw were close friends that he would be treated a bit differently, but to his surprise, he was called out by his best friend to train a lot faster than he was and then yelled at. Thomas learned much at the end of the movie, including self-respect. Thomas had been shot in a previous battle and he asked Col. Shaw to promise that he wouldn’t send him back, which Shaw didn’t allow Thomas to continue in battle. Later in the movie, Col. Shaw asks who would be willing to standin the place of the flagman, should something happen, and Thomas stated that he would and did. Epictetus Epictetus held the Orthodox Stoic view that everything in the universe is directed by divine will. Epictetus was different from the early stoics in that he believed happiness was found in maintaining one’s moral character as opposed to striving for moral excellence. He emphasized self-knowledge and keeping one’s moral character in order as the way to achieve a happy life. Epictetus warned his students to expect persecution since their actions and attitudes would be different from those around them. He encouraged them to view life as an athletic challenge, a festival or a short military service, where success would come from a combination of correct choices and skill. Epictetus believed that â€Å"grief was the most offensive emotion; he considered the suffering of grief as an act of evil. It was a willful act, going against the will of God to have all men share happiness† (Stockdale, 1995). Col. Robert Shaw, through his personal growth and internal realizations fulfilled his leadership duties on the battlefield, as well as beyond. He chose to take the beliefs he had from his life prior to war to another level. Shaw struggled with the question of equality among the races yet he recognized the character and desires of the Black Americans and chose to act on their behalf as well as the Unions. Shaw felt that his soldiers, regardless of color, deserved respect just as much as the white soldiers. Shaw was willing to not take pay to make a point that his soldiers deserved the same pay as their fellow white soldiers. He stuck his neck out to make sure they received the proper gear in order to fight. Shaw had finally decided to not let the grief from the prior battle to control him, he chose to help in the happiness of the slaves and continue to fight for their freedom. Saint Augustine Augustine’s approach was not just brilliant, it was practical. His insight is intellectually credible and emotionally satisfying in that it gives hope and offers meaning to the Christian trying to make sense out of life in a fallen world (Sommers amp; Sommers, 2010). To Augustine, anything that had being was good. Good as the ground of being was perfectly good, along with everything he brought into being. This goodness was a property that came in varying degrees. The obstacles that Col. Robert Gould Shaw had to overcome is the fact that he failed in battle another time. He had to pick himself back up, and he then led the black regiment in the Civil War and was refused to let these black soldiers be treated with any less respect than the white soldiers. Another hardship that Col. Shaw and his black soldiers had to endure was the fact they were getting under paid, they were not given the proper shoes to march in, and the fact they were not given the proper uniforms like the other soldiers. Col. Shaw had shown a life of character, dignity and self- respect by being the honorable Commander that he was. Col. Shaw never let others views get in the way of his personal view of his soldiers. Col. Shaw had self- respect even though he had been defeated, prior to leading the 54th Massachusetts Volunteer Infantry soldiers with dignity and never gave up on them.  He was a man that believed in faith and that the black soldiers were no different than any others.

Probleme de la Predication: Noeud Central du Sophiste de Platon Essay

Probleme de la Predication: Noeud Central du Sophiste de Platon ABSTRACT: Some scholars have found the dealing of the problem of predication, or attribution, in the Sophist (251a-e), a "digression," or a treatment of "a trivial question" and "an insignificant example." We propose to reconsider the importance of Plato’s doctrine on the subject from the point of view of the epistemology- ontology relationship in Plato. This leads to a replacement of the passage inside the whole dialogue. Beginning with the definition of the sophist, Plato goes on to treat the "mimetic" art and finds himself confronting a perplexing difficulty: how to understand falsehood, either in thought or in discourse. This is an epistemological difficulty, which raises the central difficulty of how to attribute non-being to being. So, the heart of the matter is the possibility of predication, as Plato states very clearly (238a). The solution arises from the doctrine of the community of species, making possible any attribution of one thing to another. In looking carefull y to the dialogue as a whole, we find that the passage 251a-e, dealing with the general problem of predication, occupies a central position, in all meanings, even numerically (between 236e and 264a). Dans le passage 251 a-e du Sophiste, Platon pose d'abord le problà ¨me de la prà ©dication, ensuite celui de la "communautà © des genres". Quel est le lien entre ces deux problà ¨mes? et quel est la place de ce passage (I) dans l'ensemble des dà ©veloppements du Sophiste? (I) "Expliquons ... comment il se peut faire que nous dà ©signions une seule et mà ªme chose par une pluralità © de noms ... Nous à ©nonà §ons "l'homme" ... en lui appliquant de multiples dà ©nominations. Nous lui attribuons couleurs, formes, ... ... borne pas à   nommer (cf. 251 bl: "nous ne disons pas seulement de l'homme qu'il est homme", mais effectue un achà ¨vement, en entrelaà §ant les verbes avec les noms). (22) Là ©on Robin (Les rapports de l'à ªtre et de la connaissance d' aprà ¨s Platon, Paris, 1957, p. 100), et Joseph Moreau (Realisme et idà ©alisme chez Platon, Paris, 1951, p. 38) à ©taient arrivà ©s, de leurs cotà ©s, à   une position analogue. (23) Si l'on considà ¨re que le và ©ritable dialogue commance à   236 e (position du problà ¨me de la faussetà ©) et se termine à   264 a (fin de la solution), ou mà ªme qu'il commence à   231 c (rà ©capitulation des dà ©finitions) et se termine à   268 d (dà ©finition du sophiste et fin rà ©el), on trouvera que le texte de notre problà ¨me occupe une position matà ©riellement centrale: il est prà ©cà ©dà © de 15 pages et suivi par 13 dans le premier cas, et vient aprà ¨s 19 et prà ©cà ¨de 17 dans le deuxià ¨me.

Hemingway Indian Camp

â€Å"Indian Camp† Essay In Hemingway’s short story â€Å"Indian Camp†, the use of light and dark symbolism is apparent throughout. Two different races are seen in the story, the white man, and the dark skinned Indians. The white man seems to be living the life, while the Indians live in a life of oppression and despair. The white man is clearly â€Å"superior† to the Indians, however Hemingway’s greater purpose of this symbolism is seen in the enlightenment of Nick Adams.When Nick Adams begins the story on his way to this camp he is already taken into the dark upon his initial journey along with his father and Uncle. Led by an Indian guide, Nick has no idea of what to expect or where he is being led. Upon their arrival to the camp several symbols of light and dark are seen quite clearly. Hemingway touches on a few characteristics including the Uncle’s cigar, and Indian guide leading them with his lantern. In the cigar, it burns and sheds lig ht in a dark world, a world these white men are not accustomed to and have no knowledge on.He then attempts to share his cigars with the Indians, perhaps showing he is willing to share his knowledge with them as well. Later, Hemingway describes how the Indian guide uses his lantern during their journey to the camp, however once they reach the road, he blows it out signifying how that road built by the white man now sheds light on where he is, and that is the Indian Camp. Upon their arrival, Nick’s father finally finds Shanty, the pregnant Indian he must perform surgery on. The Indians in this scene, step away from the lit road, and sit in the dark.Perhaps they are more comfortable in the dark and have no desire to be under the white mans light. Or in this case watch the white man perform surgery. Later, the woman’s husband is found dead, and Nick’s father tries to hide this harsh reality from his son, but Nick experiences it all in one night. At the beginning of their journey, Nick was led to the camp by the Indian guide with the lantern. Upon his departure, he reaches enlightenment on life in the light of a new day. He found a new understanding thanks to a dark skinned Indian guide with a lantern.Symbolically he was guiding Nick to his new perceptions and understanding, at least in my opinion. The metaphors are quite apparent in Hemingway’s writing. Two opposing cultures, races, and people contrasted throughout in â€Å"light† and â€Å"dark†. Nick had to take the darkness to eventually receive the light. He had to see a different side of life to reach clarity and understanding. Hemingway displays the racial differences and thoughts of both the Indians and white men with his symbolism in this story.

Enhancing the Quality of Education in the Philippines Essay

Enhancing the quality of basic education in the Philippines is urgent and critical. Due to that, one of the discussions of DepEd which incurred last October 2010 is to enhance the basic education program of the country in a manner that is least disruptive to the current curriculum, most affordable to government and families, and aligned with international practice through the K-12 policy. The poor quality of basic education is reflected in the low achievement scores of Filipino students. Many students who finish basic education do not possess sufficient mastery of basic competencies. One reason is that students do not get adequate instructional time or time on task. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. High school graduates also do not possess the basic competencies or emotional maturity essential for the world of work. 1 While the availability of economic opportunities contributes to this, it also illustrates the mismatch in the labor and education markets. The World Bank Philippines Skills Report in 2009 reveals, based on a survey of employers, serious gaps in critical skills of graduates such as problem-solving, initiative and creativity, and, to a lesser extent, gaps in job specific technical skills. The enhanced K-12 program, or the Department of Education’s (DepEd) proposal to overhaul the basic and secondary education curriculum by adding two more years to the system is arguably one of the most drastic and controversial programs of the Aquino administration. The program is proposed to start in school year 2012-2013 for Grade 1 and first year high school students with the target of full implementation by SY 2018-2019. According to SEAMEO Innotech 2011, which is considered as the preferred education solutions provider in Southeast Asia and also an ISO 9001: 2008 Certified, the Philippine is the last country in Asia and one of only three countries in the world with a 10-year pre-university program. The K-12 model to be implemented in the country is an educational system for basic and secondary education patterned after the United States, Canada, and some parts of Australia. The current basic education system is also an archetype of American schooling but with a 10-year cycle. DepEd reasons that it is high time to adopt a K-12 system, attributing the low achievement scores and poor quality of basic education to the present school setup. Following wide protests over the proposal, the department released its official position defending K-12. 2 â€Å"We need to add two years to our basic education, those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding. † quoted from the statement of His Excellency President Benigno S. Aquino III. K-12 has been met with criticism from youth and student groups, teachers, parents and the academic community. The DepEd, for its part, appears determined to enact the program with its proposed budget catering mostly to preparing the grounds for its eventual implementation. The DepEd argues that the K-12 program will be the solution to yearly basic education woes and the deteriorating quality of education. Critics, however, counteract that the education crisis needs to be addressed more fundamentally and adding more school years would only exacerbate the situation. With the proposed policy K-12 program, various arguments and criticisms were formulated. Different conditions generate different assumptions, which in turn create different policies. The success of any policy depends on the correctness of its policy assumptions. 3 Taking this fact into consideration, questions take place, should policy assumptions be made based on current realities? Or should policy be based on policy conditions as expected to happen, but which may not exist by the time the policy implementation was started? The below mentioned problems are just some of the queries where necessary answers are in need to be sought in order to satisfy uncertainties with regards to the implementation of this educational changes provided in K-12 Policy. PROBLEMS 1. What is the status of the country’s educational resources as to: * teaching force; * facilities and equipments; * learning materials; and * budget? ; 2. What are the provisions of the policy to the following direct entities? * family; * manpower;? and instructional apparatus**? ; 3. What is the level of preparedness of the concerned implementing stakeholders e. g. DepEd, CHED as to the execution of this educational reformation? and 4. What is the level of acceptance of the following affected stakeholders: * teaching staff; * parents; and * students? 5. What is the level of capability of the following affected stakeholders? * teaching staff; * parents; and students? OBJECTIVES The formulation of policy for the K+12 Education System requires rigorous systems analysis. Many patchworks of issues, opinions and statistical analysis have already been presented by so many sectors in so many meetings and consultations. But what is more important to see now is the entire picture, the whole tapestry of Cause-Effects and Costs-Benefits that the policy, if adopted, will create. The following are the main objectives of the K-12 policy as stated in their guiding principles4: 1. To enhance the curriculum of the Enhanced K+12 Basic Education Program as the central focus. The curriculum enhancement will be designed in line with the desired competencies and skills of a K+12 graduate. The Department of Education will constitute a body to review the current basic education curriculum and detail the implementation plan. 2. To develop tracks based on different competencies and/or student interest as an integral component of the program. Basic education program should develop tracks based on competencies to meet the country’s varied human capital requirements, and to prepare students for productive endeavor. The SHS curriculum will offer areas of specialization or electives. 3. To enhance the basic education curriculum being undertaken hand in hand with the vigorous efforts to ensure adequacy of inputs as part of the bigger basic education reform,  Expanding the education program (additional years of schooling) will be pursued mindful of the need to address the input shortages – teachers, classrooms, desks, water and sanitation, and quality textbooks. DepEd already included a provision for substantial physical requirements for 2011 budget, and is looking to introduce in subsequent years a budget that will constitute a significant increase not just in nominal terms but also in real terms. 4. To alter change in two-fold: curriculum enhancement and transition management. The intention of K+12 is not merely to add two years of schooling but more importantly, to enhance the basic education curriculum. DepEd is preparing a carefully sequenced implementation plan to ensure smooth transition with the least disruption. 5. To have an open and consultative process to be adopted in the promotion of the Enhanced K+12 Basic Education Program. In accordance with the â€Å"Tao ang Boss† principle, an open and consultative process will be adopted to ensure the successful development and implementation of the K+12 program. REVIEW OF RELATED LITERATURE. Many of us believe that in order for a person to achieve his success, he must have a good background in education and the attitude of a survivor. A great education begins with the desire to learn (Osterberg, 2004). Education is important in everybody. It gives us knowledge about the world around us, strengthens our perspective in life and helps build opinions and have points of view in everything about life. Education is really important in bringing our dreams to reality. It opens up doors to every opportunity that would give success in one’s life (Oak, 2010). In our country’s case, the Philippine government offers only 10 years in basic education (6 years for elementary and 4 for high school years), which is the lowest as compared to 12 years in many countries in the world (PCER, 1999). The poor mastery of lessons is common due to the congested curriculum and to the great number of population in public schools. High school graduates of 10-year basic education curriculum are also believed to lack basic competencies and maturity. They cannot legally enter into contracts and are not emotionally mature for entrepreneurship / employment (DepEd, 2010). According to the National Framework Plan for ICTs in Basic Education (2010), the poor performance of students across our country shown in recent national and international achievement tests, and the great number of dropouts both in elementary and secondary levels, pushes the government to add 2 more years in the basic education curriculum or also termed as the K+12 education program. The K+12 program means Kindergarten and the 12 years of elementary and secondary levels. Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum. Elementary education refers to primary  schooling that involves six or seven years of education. Secondary education refers to high school (DepEd, 2010). According to the official gazette by the Department of Education (DepED, 2010), the model that is currently being proposed by DepEd is the K-6-4-2 Model. This model involves Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12). The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies. By the time that the issue in K+12 program was once again brought up to public, there has been lots of comments and opinions made by those who agree and disagree about it. The pro-K+12 said that the need for enhancement of the quality of education is urgent and critical and that the congested curriculum only burdens the students by the time they pursue their tertiary level. The government also stated that by adding two more years in our curriculum would increase the GDP growth by 2%. While those who disagree said that the families would have to shell more money for transportation, food and education of their children. Many have also stated that the government does not have the money to spend for another two years in education since it does not have the money to fully support today’s ten years (Cruz, 2010). METHODOLOGY The paper presented elucidates what the K-12 policy is all about, the rationale of formulating it, the target stakeholders and beneficiaries. Further, it tackles also the current situation and the adaptation scenario as it was going to be implemented this coming school year. Various facts, criticisms and assumptions from different reliable sources were asserted in order to substantiate details needed for the best understanding. The presenters wanted to obtain information as to the queries being questioned in the above stated problems in order to have a bird’s eye view to the content and specifications of the said policy. Since the policy is soon to be implemented, the discussion presented is more on the assessment of the provisions and guidelines stipulated in the educational reform in relation to the affected stakeholders. The come up of the following options were based from the personal assessments from the presenters out from the ideas and thorough discussions gained from the varied reliable sources. Further, some contents of this part contain documentation of issues and problems base from the current news and information cited from different reliable sources. Moreover, the views and opinions of the presenters do not necessarily reflect the contents or discussion of the neither class nor stand point of the subject instructor, thus all the generated opinions are purely coming from the presenters. 1. Eradicate and impede the implementation of the policy. Constraints and limitations are highly contradicting the concerned K-12 policy, not to mention the unwillingness to embrace the pro’s and con’s brought by this. 2. Suspend the realization of the policy and reschedule for the next succeeding years. Government and direct implementing agency are not well prepared for the changes to be incurred. Further trainings and seminars, strengthening of the workforce are hereby in need as well as deep penetration to the students and parents for the better understanding and acceptance. 3. Put into practice the K-12 policy this coming school year. The country needs to improve the standard of the educational system in order to keep in line with the paces the other country is pacing. The long term outcome of the said implementation would serve as a positive outcome that will uplift the morale of the society thus bringing noticeable growth to the citizens specifically and to the country as a whole. ANALYSIS AND DISCUSSION 1st Option: Eradicate and impede the implementation of the policy. It is remarkable and inspiring to see that Philippines is now progressing economically and as such, to sustain and possibly prolong this stream, targeting the Education sector of the country is a must. But, unpreparedness, poor educational participation and development will surely yield to negative outcomes. The biggest issues the K-12 Education System must address are its requirement educational inputs and processes. If these are not given solution, the K-12 Education System policy is already ruined from the very start. In view of Sarah Katrina Maramag’s idea, â€Å"the crisis of the Philippine education system, in all levels, is stemmed not on the superficial, in this case the number of schooling years, but rather on the conditions and foundation on which it subsists. Unless the government addresses in earnest poor public spending, high costs of schooling, the predominance of a colonial curriculum, lack of transparency and accountability amid widespread corruption within the sector and the development of the country’s science and technology for domestic development, all efforts will remain on the surface and neither 10 nor 12 years would make much of difference. † To relate with the statement of President PNOY â€Å"to achieve something out of this move to K-12, we need to have a realistic set of plans† and reality check, the plan doesn’t coincide as to the current situation. Though implementing K-12 would be possible, these paradigm changes would be harder for the public system for them to cope up with the rapid changes. Why? Let us settle to the article of Junifen F. Gauuan, firstly, the budget for the education sector of the Philippines is, compared to other Newly Industrialized Countries (NICs), relatively low (for example, difference of almost 5% GDP with Malaysia and Brunei – 3. 1% GDP Philippines). Secondly, the infrastructure of the state schools are not conducive enough to admit more students (picture students taking double-shifted school time i.e. 7am-1pm + 1pm-7pm – is that good for students to not meet in a one-off-one-time schedule? OR even cram 50 students in one class? ). To correlate demand and supply, more demand = more supply. With the current shortage of teachers, as claimed by ACT (Alliance of Concerned Teachers) there is no capacity for the public system to admit more students, even more to prolong the year of study. Finally, financial constraints, millions of people in the Philippines (to be exact 23 million under the Asia-Pacific poverty line) are still living below the poverty line. Are those parents belonging to that line can really afford another 2 years extra in education? Ideally, the long term goal which can be brought by the policy is good, but reality wise, the road in reaching the target is under construction, not yet completed thus so far behind. 2nd Option: Suspend the realization of the policy and reschedule for the next succeeding years. It is the belief of some educators that the K+10 Education System failed because it lacked 2 more years of study. We can consider that as one reason. But to the idea of the presenters, the bigger reason why K+10 Education System failed is because of poor educational resources such as classrooms, lack of teachers, facilities and equipment in short budget. Now, though greater budget is allocated to the reform of the educational system in the country but unfortunately what hinders most is the present situation of the affected stakeholders such as parents, students and teachers not to mention the unavailability and lacking of the educational resources. There is a need of empowerment to the part of the teaching force since it is a great change which requires greater understanding and preparation. It can’t be denied the fact that the country has great teachers worth to be proud of, but with the change of educational pattern which they will experience, a further training and seminar is indeed a need for them to be fully equipped. Aside from that, the acceptance of pursuing the reformed educational system must have to start from them since they are considered to be the initial medium that will mediate and enlighten the process of the changes both to the students and the parents. To the part of the parents, it would be a sudden change that will greatly affect their economic standing in terms of the added financial obligations added also the uncertainties and queries about the changes wherein not all of them are aware. Further enrichment for them to have a better understanding about the policy is a must and it will surely take some time. It is a considerable way to enlighten the parents since they are the first in hand who can motivate and guide their children. To the implementing agency, the country cannot attempt a trial and error outcome out of this policy. They must have to consider this not an experimental thing to be tested and evaluated. Beforehand, all of the possible consequences and preparations to counter any of those must be well handled and planned already. An evaluation of the educational resources, a budget plan for the teaching force – a long term plan of all of these including the construction of some additional facilities and equipment must be comprehended. To the part of the presenters, they assumed that those implementing agency are not well interacted to the possible instances that may come up and the way to respond in case any unhanding occurrences will arise. As will as the parents and students, together with the current situation of the country connotes unpreparedness for the implementation of the policy. Pursuing the policy without having some intervention with the direct stakeholders and considering the factors affecting the outcome of the policy would obstruct sustainability. 3rd Option: Put into practice the K-12 policy this coming school year. The government is in to it, the policy was recommended to be implemented, government agencies relating to the educational reform took already an action and somewhat due to the media interaction the society can be said as informed about it. The vision is to uplift the educational standards of the country, the mission is to implement procedures and processes provided in the policy, regardless of all the comments and criticisms since government already spent money for it, then like it or like it very much it should be implemented. CONCLUSION AND RECOMMENDATION. Initially, the DepEd justifies the K-12 model by saying that the present short basic education program affects the human development of Filipino students. Ultimately, regardless of whichever â€Å"model†, what the youth and country direly needs is for the development and establishment of an education system that caters to the needs of the Filipino youth and the society in general. Unfortunately, data shows the current situation that the country is facing in terms of the educational system that might obstruct the implementation of the said policy. But then, the policy is soon to be implemented this coming school year. To make a recommendation as to the presented options is a mind boggling duty that the presenters could ever come up. But just to satisfy the means of having this paper the end is, the presenters chose the second option, 2nd Option: Suspend the realization of the policy and reschedule for the next succeeding years. The presenters select option two as the best option not due to the fact that the Philippines is the last country in the region to adopt a K-12 basic educations system because it is not all about the trending basis but checking in accordance to the â€Å"reality†. During the assessment done by the prestigious organization Trends in International Mathematics and Science Study (TIMSS), they conclude that the problem about the present curriculum in squeezing 12 years of basic education into just 10 is that students are overloaded with subjects which resulted to poor quality of basic education as reflected in the low achievement scores of Filipino students. International tests results like 2003 TIMSS rank the Philippines 34th out of 38 countries in HS II Math and 43rd out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23rd out of 25 participating countries in both Math and Science. In 2008, even with only the science high schools participating in the Advanced Mathematics category, the Philippines was ranked lowest. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. It is not the question of teaching force because internationally we can say that the country is equipped of well trained educators capable enough for the learning needed by the students in our country. In fact, teachers in our country are highly demanded and most preferred to be hired and work in other country. But it is the matter of the educational system that we have which is designed to teach a 12-year curriculum, yet it is delivered in just 10 years. Though some criticizing it as a way only to realigned as to what is the trending educational system to must have, then why not follow it if it will sustain the development of the educational system of our country and there is nothing wrong with it. As to the question of the consequences that will be brought by the policy, surely there will be many of those and it’s a part of the changes. Better because the government exists to uplift the standard of education in the country and not just sitting down to their respective offices and waiting what will happen to the future of the students experiencing the current system. The policy exist with provisions of program to be administered for the sustainability of it, thus to relate it with economic hindrances it should be another story that is worth to be reflected and should not serve as a hindrance for the development of one system in our country (education). To reach the development wherein the citizens are wanting, admitting the fact that it couldn’t be happening simultaneously is the first step. But, out of the advantages that can be given by the policy, what is now to be considered as constraint is the time. There is a need to develop to the part of the teaching force, the facilities and the equipments the country presently have, further evaluation and thorough analysis as to the whatever outcome that can be brought by it. Implementing programs that will lead to the positive realization of the policy and usage of media is a help to penetrate the minds of the parents and making them realized the long term output that the policy can give by. In short, a more prepared country is in need for the advancement to incur in the educational system. REFERENCES PDF files: Batomalaque, Antonio. Basic Science Development Program of the Philippines for International Cooperation. University of San Carlos. ; Marinas, Bella and Ditapat, Maria. Philippines: Curriculum and Development. UNESCO International Bureau of Education International Engineering Alliance. The Washington Accord. http://www. washingtonaccord. org/Washington- Accord/FAQ. cfm (Accessed 11 September 2010) Mullis, I. V. S. , Martin, M. O. , Robitaille, D. F. , & Foy, P. (2009). Chestnut Hill, MA. Trends in International Mathematics and Science Advanced 2008. National Center for Education Statistics. Highlights from the Trends in International Mathematics and Science Study 2003. December 2004 Seamo-Innotech. Additional Years in Philippine Basic Education: Rationale and Legal Bases. Presentation to the Department of Education on 25 August 2010. Presentation notes of Dr. Isagani Cruz, 28 September 2010. Articles/ Journals: Jane Uymatiao. Why we need DepEd’s K-12 Program, Sunday, 22 January 2012. Retrived from http://www. thepoc. net/commentaries/14612-why-we-need-depeds-k-12-program. html (Accessed 15 March 2012) Joe Padre. Pros & Cons in the K+12 Basic Education Debate, October 14, 2010. Retrived from http://mlephil. wordpress. com/2010/10/14/pros-cons-of-the-k12-debate/ (Accesed 14 March 2012) Jonathan Plucker. Problems as Possibilities: Problem – based  learningforK-12education. Retrievedfrom http://findarticles. com/p/articles/mi_hb6470/is_1_22/ai_n28742235/ (Accessed 11 March 2012) Junifen F. Gauuan. K+12 Policy Framework: Pessimistic, Optimistic or Realistic? , March 26, 2011. Retrieved from http://www. aldersgate-college. com/news/high-school/k12-policy-framework-pessimistic-optimistic-or-realistic/ (Accessed 6 March 2012) K-12 Challenge to Philippine Tertiary Education. Retrieved from http://rodrigo75. wordpress. com/2011/04/19/k-12-challenge-to-philippine-tertiary-education/ (Accessed 29 March 2012). Sarah Katrina Maramag. Proposed K12 Basic Education System in the Philippines, Is the K-12 model good for the Philippine Education System? , via Philippine Online Chronicles. Retrived from http://blogwatch. tv/2011/05/proposed-k-12-basic-education-system-in-the-philippines/ (Accessed 10 March 2012) Virnads. K12 in the Philippines: A Reform or Deform. Manila Philippines, June 13, 2011. Retrieved from http://www. allvoices. com/contributed-news/9379822-k12-in-the-philippines-a-reform-or-deform (Accessed 12 March 2012).

Siddhartha Quotes From His Spiritual Journey

'Siddhartha' Quotes From His Spiritual Journey Siddhartha is a novel by Hermann Hesse, an award-winning Swiss-German poet and novelist. A Western novel that takes place in India, the storyline follows Siddharthas spiritual journey during the time of Buddha. Exploring themes of enlightenment, the balance between opposites, love, and indirection, the episodic book reflects Hesses own pacifist outlook and Eastern influence.   Here are a few quotes from the work on the quest for self-discovery and nirvana.   Chapter 1 Was Atman then not within him? Was not then the source within his own heart? One must find the source within ones own Self, one must possess it. Everything else was seeking- a detour, error.When all the  Self was  conquered and  dead  when all passions and desires were silent, then the last must awaken, the innermost of Being that is no longer Self- the great secret! Chapter 2 Siddhartha was silent. He dwelt long on the words which Govinda had uttered. Yes, he thought, standing with a bowed head, what remains from all that is holy to us? What remains? What is preserved? And he shook his head. Chapter 3 You have renounced home and parents, you have renounced your own will, you have renounced friendship. That is what the teachings preach, that is the will of the Illustrious One.The teaching which you have heard...is not my opinion, and its goal is not to explain the world to those who are thirsty for knowledge. Its goal is quite different; its goal is salvation from the suffering. That is what Gotama teaches, nothing else.I, also, would like to look and smile, sit and walk like that, so free, so worthy, so restrained, so candid, so childlike and mysterious. A man only looks and walks like that when he has conquered his Self. Chapter 4 I, who wished to read the book of the world and the book of my own nature, did presume to despise the letters and signs. I called the world of appearances, illusion. I called my eyes and tongue, chance. Now it is over; I have awakened. I have indeed awakened and have only been born today.That was the last shudder of his awakening, the last pains of birth. Immediately he moved on again and began to walk quickly and impatiently, no longer homewards, no longer to his father, no longer looking  backward. Chapter 6 She taught him that lovers should not separate from each other after making love without admiring each other, without being conquered as well as conquering, so that no feeling of satiation or desolation arises nor the horrid feeling of misusing or having been misused.Siddharthas sympathy and curiosity lay only with the people, whose work, troubles, pleasures, and follies were  more unknown  and remote from him than the moon. Although he found it so easy to speak to everyone, to live with everyone, to learn from everyone. Chapter 7 He rose, said farewell to the mango tree and the pleasure garden. As he had not had any food that day he felt extremely hungry, and thought of his house in town, of his room and bed, of the table with food. He smiled wearily, shook his head and said good-bye to these things. Chapter 8 The wheel of appearances revolves quickly, Govinda. Where is Siddhartha the Brahmin, where is Siddhartha the Samana, where is Siddhartha the rich man? The transitory soon changes, Govinda, you know that.Now, he thought, that all transitory things have slipped away from me again, I stand once more beneath the sun, as I once stood as a small child. Nothing is mine, I know nothing, I possess nothing, I have learned nothing.As a  child,  I learned that pleasures of the world and riches were not good. I have known it for a long time, but I have only just experienced it. Now I know it not only with my  intellect  but with my ears, with my heart, with my stomach. It is a good thing that I know this. Chapter 9 Nothing was, nothing will be, everything has reality and presence. Chapter 10 It was true that he had never fully lost himself in another person to such an extent as to forget himself; he had never undergone the follies of love for another person.Siddhartha realized that the desire that had driven him to this place was foolish, that he could not help his son, that he should not force himself on him. He felt a deep love for the runaway boy, like a wound, and yet felt at the same time that this wound was not intended to fester in him, but that it should heal. Chapter 11 Had not his father suffered the same pain that he was now suffering for his son? Had not his father died long ago, alone, without having seen his son again? Did not he expect the same fate? Was it not a comedy, a strange and stupid thing, this repetition, this course of events in a fateful circle?All of them together was the stream of events, the music of life.From that hour Siddhartha ceased to fight against his destiny. There shone in his face the serenity of knowledge, of one who is no longer confronted with conflict of desires, who has found salvation, who is in harmony with the stream of events, with the stream of life, full of sympathy and compassion, surrendering himself to the stream, belonging to the unity of things. Chapter 12 Seeking means: to have a goal; but finding means: to be free, to be receptive, to have no goal.Therefore, it seems to me that everything that exists is good- death as well as life, sin as well as holiness, wisdom as well as folly. Everything is necessary, everything needs only my agreement, my assent, my loving understanding; then all is well with me and nothing can harm me.He saw all these forms and faces in a thousand relationships to each other, all helping each other, loving, hating, destroying each other and become newly born. Each one of them was mortal, a passionate, painful example of all that was transitory. Yet none of them died, they only changed, were always reborn, continually had a new face: only time stood between one face and another.

buy custom Development of Academic Audience essay

buy custom Development of Academic Audience essay This is an exploratory essay on how academic audiences develop. In a learning environment it is essential for the students to enhance their audience development throughout the learning processes. The tone and styles on how the students need to develop their audience skills differ on the mode of study. There is class based training and online courses / distance learning which the students are meant to read the learning materials from the website or they are set to them as printed instructions. The main aim objectives of developing the audience of the students are to broaden participation. Unlike other type of audience which is one way means of communication as in a conference. The students are encouraged to participate by asking questions and clarifications in areas which they did not understand and they also contribute in to the training which makes them understand even better. The other reason is to increase concentration as they are being taught and such increase on concentrations would make be able to grasp more. For online coursesthe materials which are placed online should be well organized and easy to be accessed by the students and other resource people in the academic fraternity to encourage them to read through. Audience participations could be done by having weekly discussions based on the materials which are meant to be read that week. With such participations there will be enough audience development. Diversification of participation is another form of audience development in which the audience will be required to change point of view on how they listen to what they are being taught such could be achieved through changing the point of view and involve the audience in group discussions. Groups improve on development of audience as those who are shy to participate when in class they can make their contributions when they are in smaller group. Buy custom Development of Academic Audience essay

The concept of natural laws vs. human laws in the Decameron Essay - 1

The concept of natural laws vs. human laws in the Decameron - Essay Example The stories are concerned with a lot of things but it is the everyman hero which comes out on top rather than a Christian knight or a great king. Topics such as love, practical jokes, the hypocrisy and corruption of the clergy are all covered and often the hero of a tale comes from the mercantile class which was coming up at the time (Barolini, 1983). Since the audience itself was largely composed of individuals from this class, their notion of natural law being more important than human laws is certainly reflected in how the tales take shape. For example, in the very first tale a sinner is canonized as a saint which not only shows the fallacy of human law created by clergymen but also the power of natural law as the man who did wrong in his life was not appreciated by anyone expect the foolish priest who came to see him. In the same series of tales of the first day (sixth and ninth tales), we see examples of how disputes can be better resolved by words amongst individuals rather than resorting to the proper application of the law which might have resulted in the detriment of all concerned parties. It must be noted that Boccaccio does not seek to eradicate laws or even consider them bad since many laws are good for protecting the people. However, laws which make no sense to him or those which he considers archaic traditions are ridiculed extensively. As a replacement of those laws, Boccaccio shows us that natural laws are not only their equal but perhaps an improvement since they result in more equitable answers. The tales of the second day directly connect with this since they all deal with an individual losing his fortune and then through the workings of natural law is restored to his fortune while winning out over those who oppose him. In fact, to take it a step further, it can be said that the relationship between natural law and human law in the

Reflection Essay Example | Topics and Well Written Essays - 1500 words

Reflection - Essay Example A conclusion to the essay will then be given which will discuss my reflection skills, acknowledge my teaching skills and show my personal and professional development. The first stage of Gibbs (1988) model of reflection requires description of events. I was placed into a group with four members. I will refer to my group members as A, B and C due to confidentiality (NMC 2004). As a group, we discussed the topics that we had chosen to teach our fellow colleagues. After discussing our options, we finally agreed as a group to teach Anorexia Nervosa. We chose this disorder as we found the subject to be challenging and we wanted to become more knowledgeable about it. At this time, it was necessary to research the topic that was selected and then section the topic into parts. Member C chose to be responsible for the ethical portion of the project. Member B wanted to work on the legal aspect of the project. Member A and I therefore investigated care management followed by a discussion concerning our group meetings. The group meetings consisted of the group discussing its plans for the teaching session, sharing ideas as well as sharing research. The group had several meetings. On many occasions, there was no progress on our group work. The teaching plans were conducted on an individual basis. After discussing teaching plans in our group meetings, we agreed to combine the teaching plans in order to create one comprehensive teaching plan. The teaching plan that we developed as a group involved member A putting the plan together. It is noteworthy to mention that Member C spent a good bit of time discussing another topic which was unrelated to the plan. It was not unusual for member C to interrupt member A. Member C would then begin work on an entirely different and unrelated project. This consistently disrupted the group and caused unnecessary hardship to the group. As a group, we had only one