Majoring in Philosophy Essay Example for Free

Majoring in Philosophy Essay An event was organized in a school for students who were going to attend college soon. Their main aim was to emphasize Major in philosophy. Many experts explained importance of philosophy. There are numerous reasons for choosing this course. In philosophy major, students are taught about how to interpret, imagine, converse, and write well. Philosophy answers many human quires which grouped into three traditional categories. These are axiology: the theory of value, Epistemology: the theory of knowledge, Metaphysics: basic kinds of things exist. Students can successfully complete philosophy if they posses good level of reading comprehension, transparency of thought, and good communication skill. Principles of philosophy apply to everyday life therefore courses are designed to use thoughts and theories from the history of philosophy to concentrate on real world issues in area of education, business, law, public policy, and society. The purposes of course in philosophy Major in applied ethics are particularly pertinent for students who are interested in the role played by ethical values in a diversity of professional settings. Philosophy courses are important because philosophical concepts, ideology, and process of inquiry are related in several fields. Whatever students learn in philosophy can be applied in practically all aspects of life. This course allows candidates to know when to use a liberal sprinkling of words and when to use imagination power. Philosophy is good area of study that provides a high degree of personal accomplishment. Students will also have opportunities to critically test the potential and the influence of contemporary theoretical and philosophical schools of thought in normal life. In studying profoundly about great philosophers, students can gain knowledge to think thoroughly about every aspect of human life. Philosophy major allows students to observe relations between very different fields of thought such as science, religion, and ethics. This course widens skills in writing, in argumentation, and in the communication of complex ideas. Philosophy course equip students to develop inherent personal value. They can experience expansion of consciousness, self-discovery, self-renewal, and a more clear direction in life. In short, philosophy is learning for full life span. For doing philosophy major, candidate must be well versed in a broad education and have good credits which must be upper division. Philosophy majors have the maximum average score of any major on the verbal reasoning, analytic writing section and on the quantitative reasoning section. The most clear career path for students majoring in philosophy is to complete graduation in philosophy and involve in teaching in reputed college or university. Many philosophy graduates choose non-academic profession. Philosophy major courses prepare students for vocations requiring a liberal arts education, including law, government, communication, management, the ministry, teaching, or even business administration. To summarize, event attended in school encourages students to join Philosophy Major to enhance career and get steep success. It was communicated that philosophy is one of the most flexible majors in the humanities. It intersects with economics, politics, mathematics, psychology and history. Students studying philosophy will have a good understanding of about themselves and the world. In the event, professionals drew attention of students by stating important facts of philosophy. The reason of studying this course is that philosophy makes the mind healthy and develops numerous skills to sharpen human mind. If a person wants to develop a variety of skills that prepare him for a wide variety of intellectual challenges, he must be serious in joining a philosophy major.

Learning English Through Videogames

Learning English Through Videogames This paper presents a study of the viewpoints on video game playing toward second/foreign language learning among ESL/EFL students in Xalapa, Veracruz. The results showed that students insights on playing video games aimed at foreign language learning were positive. This paper also made a comparison with factors such as gender and years of playing that support these insights. The results indicated that types of games and English proficiency have strong influences on students perceptions. This papers purpose is to present several of the latest theories in videogame studies and new media literacies, in addition to theories of language learning. Several examples are shown of how computer video games and web applications such as The Sims 2, Grim Fandango, jumpcut, Apple imovie, Windows movie maker and others could radically change the way in which we approach language learning and instruction. Introduction The role of technology as an alternative tool for instruction of English foreign language learners increases as educators recognize its possibilities to create both independent and collaborative learning environments in which students can acquire, immerse and practice a new language (Butler-Pascoe, 1997). Through the use of the Internet, word processors, video games multimedia, and practice programs, students can engage in individualized instruction designed to meet their specific needs and participate in cooperative projects that will foster communication with peers in their classrooms and throughout the global community. This research focuses on the potential of video games as a powerful tool for foreign language instruction and acquisition. This is a very important topic for many reasons, the least of which is that so many people do not really understand this medium and regard it in the worst possible manner. What many outsiders of the video game culture do not understand is that video games can be an expressive and interesting medium that can easily compete with the best that other mediums have to offer, and, like any type of expressive medium before them, video games have gone through a harsh trial by those who are bigoted, uninformed and prejudiced against this medium. This paper provides a great opportunity to explain why computers and video games can take an important part in language learning, and why therein we have an extraordinary opportunity to educate, not only our children but the population at large through video games. Video games can provide the ability to shape events, environments and positions in a way which is not feasible through any other medium. According to Larson (1999) and Li (1999), the transactional nature and the pedagogical relevance of some state-of-the-art videogame-based interactive technologies make videogames a viable vehicle for foreign language learning. This thesis aims to reach the following objectives: 1. to make the reader aware of new learning strategies and possibilities for all types of learners; 2. to discover students views on the feasibility of videogames for language learning and instruction; 3. to suggest a new range of activities that can be performed in a classroom using videogames. This thesis firstly discusses findings from various research studies, as well as current language teaching methodologies, in order to explain how video games can contribute to language acquisition by evaluating several video game genres and emphasizing that virtual pet, simulation and RPG (Role playing games) are beneficial for language acquisition. It also provides various sample activities that can be performed in the ESL classroom using video games in their own right. Secondly, the context and participants are presented as well as a research instrument, after which the data is analyzed and given an interpretation and finally pedagogical implications are presented. Chapter 1: Literature review This chapter firstly attempts to explain why videogames can be suitable for learning a language based on several studies that are described next. Secondly, it also outlines how videogames are slowly being incorporated into the field of education. Thirdly, it provides the readers with an overview on videogames and modding and finally how teachers can benefit their lessons from modding and how it can be used in the ESL/EFL classroom. 1. Videogames and Research Using video games to educate has long been a much thought-of goal, yet rarely an achieved one. Although video games may not yet be able to educate users in a content area effectively, language learners may benefit from video games. Educational software developers have struggled to present a substantial amount of content and context without sacrificing the degree of control game players expect. Very little research has specifically targeted language acquisition through video games; however, various studies carried out over the years in several universities of the U.S, England and Sweden with students of different majors, as well as current language teaching methodologies support the use of video games to learn language. Interestingly, in one study Hulstijn Laufer (2001) found that language acquisition may hinge on the level of involvement in a task, and video game players are often quite immersed in game play, a trait that may enable them to acquire language, since video games often contain simultaneously presented aural and textual language. Another study done by Prensky (2006) suggests that videogames allow learners to analyze and decode language at their own pace. During game play learners may use one input channel to decode the other because videogame players have a great deal of control over the game play (various in-game choices can be made, games can be paused, actions can be repeated, and conversations can sometimes be initiated at the players own beck and call. Dornyei Clement (2001, p.399) claimed that one of the main premises for using video games to educate has been to harness learners motivation. Although, motivation is a crucial element in language learning, motivation alone does not guarantee the acquisition of a language. This was stated in another study performed by Prensky (2004) who found out that one of the most difficult things teachers had to do was to aim for a balance between video game interaction and learning its language which may result too strenuous for some players cognitive abilities. Nevertheless, Brett (2001) emphasizes in his research that the natural repetition which is present in video games, such as the constant set-up of mini-battles in role-playing games and the frequent use of interactive menus in virtual pet and simulation games, allows a language learner to be continuously exposed to the target language and creates more opportunities for acquisition to occur as opposed to other media, such as movies or books, which often do not reuse the same vocabulary or grammar, making acquisition more difficult and slow-paced. Interestingly enough, the repetition in video games allows a language learner to use their own initiative to use known language (semantic context, vocabulary or grammar) to decode unknown elements through constant exposure. Furthermore, Crawford (2003, p.261) made a stunning discovery in his research when he stated that a videogame provides players with a useful kinesthetic link to its language resulting in players having to give a total physical response to actions prompted. Total Physical Response (TPR) activities are used in order to connect the language item whether, vocabulary or grammar, to a physical action, hopefully making the language easier to grasp, which is quite similar in videogames where players perform on-screen actions that may serve to link the language they learn to their native language. 2. Video Games and Education Video games evoke different emotions in people. Some might perceive them as nothing more than a tool of entertainment, while others might consider them useless and tools of bad influence. Academics, such as Gee (2005, p.13), will say that video games are a new form of interactive media worthy of academic multidisciplinary study regardless of what videogames may be, it is a well-known fact that they are a distinct yet entertaining way for youngsters to spend their time. It comes as no surprise that many educators and teachers are trying to add video games to their lessons and curricula design both to catch and retain the attention of students, not to mention to enhance the course content and likability. Many business, medicine, and law schools in northern Europe are implementing video games such as Kristens Cookies, Dexter and Objection as part of their curricula, whilst other schools introduce more commercially known titles, for example Brain Age and Trauma Center to their science and math courses. According to Hoggs research (2006) carried out in some European universities, students motivation and therefore grades, have soared exponentially as opposed to slump since the implementation of video games in their curricula. Video games have become increasingly widespread in their use, both as a hobby and as an educational tool. ESL teachers should be no exception and be able to make use of this technology to help students in teaching grammar points as much as in developing students speaking ability. 3. Video Games and Modding For over twenty years there have been many attempts at designing educational software with all of them resulting in failure and thus a sense of hopelessness prevailed through much of the educational software community. Fortunately, the emergence of new models have made education and entertainment games stop competing with one another. If we look at todays entertainment video games, many will be nothing like the games prevalent in the late 90s when educators and game developers first teamed up in an attempt to insert artificial learning moments inside games. Back then, in-game worlds were relatively fixed and did not have much depth whatsoever, enabling the player only to play out the action of a pre-programmed story. Today, nonetheless, according to Hansson (2005) games are presumably more open-ended, with many of them encouraging players to take an active role in the construction of the game itself through the use of various mod tools. The term mod means modification, in videogame terms mod refers to a user made add-on to an already existing game. For example, one of 2007s best selling video games, The Sims 2 does not determine any explicit goal or winning outcome. Rather, the game presents itself as an open-ended virtual doll house in which users play out and share stories with one another should they choose to. As a result of the enormous flexibility of this game, thousands of players created content add-ons or game modifications now available for free on the web. Surprisingly enough, so far, little has been attempted by educators to use the extensive mod tools available for The Sims 2 to implement learning content in a way that naturally integrates with the in-game experience (Goldfayn, 2006). However, mod tools provide full access to all the language data used in all the different international versions of a game. This allows curriculum designers to easily manipulate popular video games to create opportunities for foreign language learning. Johnson,( 2005, p.191) claims that for most educational disciplines, the main rule when choosing a video game to be modded is that the closer the original contents of the game are to the educational discipline involved, the smoother the process will be. Most people play video games nowadays and everyone seems to work on a computer, so learning a foreign language through video games can be as viable as learning it through traditional classroom instruction. For example, in order to make a game like Civilization III relevant to a history classroom, one simply needs to edit a few maps, scenarios and variables; while a game like The Sims 2 actually does have a distinct similarity between the contents of the game and the contents of an introductory language textbook (parts of the body, furnishing the house, finding a job/professions, emotions, etc), the fact that almost all games use language in one way or another allows a far wider range of games to be modded for usage in foreign language learning than other educational disciplines. 4. Modding in ESL There has been a recent increase in the number of game environments or engines that allow users to customize their gaming experiences by building and expanding game behavior. What is described here is the use of modifying, or modding, existing games as a means to learn English. A case of game modding in classroom settings is described to illustrate skills learned by students as a result of modding existing games, in this case the game which was modded is The Sims 2. Below are some examples of how you can mod a videogame to suit your needs as a teacher as well as your students. These are two sample activities that have been put into practice by teachers such as Mylene Catel, (http://www.mylenejcatel.com/) who have put an enormous amount of effort into this. Simply by playing the modded version of the game (The Sims 2), students are gradually exposed to heavy amounts of reading practice in the foreign language. However, designing specific reading comprehension tasks helps the teacher assess learning better. Next, I describe an activity which can be performed using the previously mentioned game: Step 1. Students write a description of their favorite imaginary landscape in the foreign language including any number of specific details (There is a pristine water creek, there are many leafy trees in which birds gather to chirp, There is a family having a picnic nestled under the trees , etc). Step 1.5. The teacher helps correct any mistakes in the students descriptions. Step 2. Students randomly exchange their descriptions with one another via the game. Step 3. Use the cheat mode to give students unlimited money. Step 4. Students avail themselves of a mod tool given by the teacher and create the landscape outlined in their description. Step 4.5. The teacher assesses how many of the specific details students correctly incorporated into their creations. Step 5. Students once again exchange their finished descriptions. Step 6. Students verbally describe to one another their creation. Students try to discern which landscape is the one they originally designed. Chapter 2: Methodology This research was conducted in order to determine whether playing videogames plays a significant role in the personal development and learning of a second language. It weighs the pros and cons of using this medium for learning and expresses what videogames are suitable for learning English and what videogames can enhance students reading, listening and speaking skills. I opted to obtain the view of language students from different schools. Specifically, students aged 18-25 from 2 schools within Xalapa were selected for this task, 10th semester students of the teaching area from the English B.A of the Universidad Veracruzana and advanced level students from Bristol Institute as informants from December 2007 to April 2008. Selected participants answered a questionnaire about the role of videogames in ESL/EFL learning. In order to determine whether videogames play an important role in learning English more efficiently, a total of 20 respondents were asked to participate, 10 of them were from the Universidad Veracruzana and the other 10 were Bristol students. Instrument. A questionnaire was administered to collect as much data as possible. The questionnaire consisted of 10 open-ended questions of which five questions had to do with the participants learning English through videogames and the other five questions had to do with the participants views on whether or not videogames have enhanced their learning and comprehension of a foreign language. To achieve pertinent information, certain inclusion criteria were imposed. The participants chosen had to be students who had been studying English for at least 4 years. This qualification ensured the participants understanding the nature of this questionnaire and its use for teaching English, making the questionnaire items easy for them to understand. My questionnaire which was administered to both populations was based on the following criteria: How much English and how well these students had learnt it by using videogames. The types of games they preferred in their learning process and how such games had helped acquiring their skills in English. Procedure. The administration of the questionnaire to the U.V student population was done when I was studying 10th semester of the English B.A. Therefore, the questionnaire was administered to my classmates at that time. However, to administer my questionnaire to the Bristol student population I had to ask for permission to the school principal, and after granting such, I was able to administer it, all in all both populations seemed to have no problems or questions at the time they answered it. Chapter 3: Results and Discussion In this chapter, I will present all data gathered from the questionnaire related to my research questions I administered to several students as well as charts representing the analysis of what was said in each question. The questions will be divided in two sections according to my research questions How do students learn English through videogames? What type of games do students play in their learning process and how they help? Analysis of questions 1, 2,3,4,5 of the questionnaire refer to section one. 1. Is vocabulary, rather than syntax, more easily and consistently acquired from video games? Out of the 20 students who answered this question 16 students said that vocabulary was best learned through this medium while 4 thought that syntax was the one best acquired. From these answers it can be inferred that these students mostly learn vocabulary, and syntactical patterns from games. Nonetheless, the focus of what is to be learned will fall into what the students needs are. From my perspective students also benefit from learning pronunciation subconsciously because speech is present in most games. 2. What grammatical patterns or chunks of language do you usually learn from videogames? Out of the twenty students who answered this question, eleven answered that they usually learn phrasal verbs and idioms from videogames while the other nine students said they revise through videogames grammatical patterns such as reported speech and conditionals. From these answers it can be inferred that for these students videogames help best as an aid to learn phrasal verbs and fixed expressions while others use them as revising materials. 3. Do video games help language learners actually acquire language, or do they serve more as a linguistic priming or practicing device? Out of the twenty students who answered this question twelve believed that videogames help language acquisition whereas the remaining eight believed they just serve as a practicing device From these answers it can be assumed that videogames can serve as both a learning tool and a practicing device for these students. However, as a teacher you should have in mind the reason why you will employ them. 4. Can language be acquired more effectively (more quickly and be retained longer) through video games than through other media? From twenty students who answered this question seventeen agreed on their learning being quicker, more effective and easier to retain through videogames. However, another three said videogames had no benefit for them. From these answers it can be assumed that for these students videogames are the perfect medium that can enable them to learn faster by learning the language subconsciously through something they might find entertaining because videogames lower their affective filter. 5. Do students retain lexical or syntactic language studied through video games longer than identical language studied through traditional classroom and self-study activities? Out of the 20 students who were asked this question, 14 answered that they thought retention was easier and lasted longer for them through videogames whilst other 6 claimed they benefitted more from traditional classroom instruction. From these answers it can be inferred that even though for these students retention is generally easier through videogames due to their interaction capabilities with players, how well students retain language patterns through either way will depend on what type of memory they possess. Analysis of questions 6, 7, 8,9,10 of the questionnaire refer to section two 6. Which genres of games are the most useful for language learners? The answer to this question was a bit variant since out of the twenty students fourteen considered themselves to be advanced learners while six considered themselves to be upper-intermediate learners. Therefore the advanced students claimed that the most useful game genres for them were Role playing games (RPGs) and action/adventure games as they can employ various decoding strategies. While the remaining six said that in their view the most useful game genres were sports videogames because they can benefit from the repetition patterns present in these games From these answers it can be inferred that videogames can cater for every mood and personality and can certainly aid these students in their learning process. However, which game genre is most useful to them depends on their language level. Bristol students often resort to playing RPGs because of their language level while some teaching area students of the English B.A in the Universidad Veracruzana opted for sports games as their games of choice because they feel they benefit more from the language patterns present in such games. 7. Does the learners language level make a difference? Out of the 20 students who answered this question 19 believed that the language level of a learner made a difference in understanding while just 1 student believed that the level did not matter From these answers it can be assumed that the level of a learner will play a crucial part in taking full advantage of the videogame approach toward language learning. For example advanced students are always eager to play RPGs which are more complicated than other game genres while intermediate or basic students try to look for games in which actions can be describe more than once. 8. Do voice recognition games force native and non-native speakers to modify their pronunciation in unnatural ways? From twenty students who answered the question thirteen said that voice recognition games were a valuable tool to help their pronunciation subconsciously while the remaining seven said their pronunciation could only be improved through direct interaction with an English native environment which leads to demonstrate that these few students have a conservative way of thinking. From the answers of these students it can be inferred that voice recognition games are just as good as interacting within an English speaking environment since the pronunciation used in such games is usually done by native English speakers. 9. Do language learners benefit from having their actions described by a sports video game? All twenty students who answered this question said they did benefit from this approach because it was quite practical. From these answers it can be assumed that videogames can come as a new refreshing approach toward language instruction that students would really appreciate since both males and females showed much interest in sports videogames 10. How long would it take a learner to acquire a language through a video game rather than through classroom instruction or self-study textbook? All students had different views on this particular question. Eleven believed you could learn English through this medium in one year while another four believed you could learn it in six months time, two more students said in a few weeks and yet another three claimed the time you learn it was entirely up to the learner. From the answers given by these students it can be inferred that theres no agreement on a learning curve. According to these students how fast students learn the language depends on other factors such as motivation and what kind of learners they are. Conclusion: In these data most of these students claim that they can learn a language using videogame classroom instruction. According to them not only is it a refreshing new approach but it is also quite beneficial for vocabulary acquisition and the subconscious learning of pronunciation. However, a teacher should always keep in mind the objective as to why they will use videogames. Chapter 4: Pedagogical Implications In this chapter, I provide some examples of how videogames can be exploited to design many immersion activities for the ESL/EFL classroom. This chapter is organized into the following sections: RPGs, RPGs and the ESL classroom, elements of literature, debates on cultures, portfolios, character analysis, oral presentations, quizzes/tests and suggested games for classroom use. 1. Role Playing Games Not all video games can be considered classroom-safe. Many video games, while being visually stunning games in their own right, may either be too violent or too devoid of content to be used in an ESL classroom. There is, however, one genre of video games that is ideal for the ESL classroom: Role Playing Games (RPGs) (Goldfayn, 2006). Traditionally, role plays are associated with a person pretending to be someone else. This is exactly what a RPG is. In RPGs, players take control of a character and embark on chilling journeys similar to those told in Edgar Allan Poes horror novels or heart-pounding adventures like those told in Jules Verne stories. According to Din (2002) students become exposed to long hours of in-game dialogue, as well as substantial amounts of written text while being immersed in a quest, perhaps one to save a kingdom, slay a demon or vampire, or save the world. As players retrieve information by interacting with other characters, they advance through the game with the purpose of reaching a final goal and objective just like in any lesson plan. 2. RPGs in the ESL Classroom If there were to be any kind of video games in an ESL classroom, it would be RPGs. In a video game ESL classroom session, the students will play through the game. During this play time the students become exposed to English language dialogue with various accents, which undoubtedly helps students develop their aural skills. RPGs also help them develop their reading skills, as the game will not continue unless the players, in this case students, meet certain requirements which are communicated to them through either spoken communication or written dialogue. Truly, exposure to a language or text does not create bilingual students; it is just not enough. That is why the teacher should plan certain activities to encourage students to share the experiences they just had playing the game and some other complementary activities to reinforce what they learned in the game. 3. Elements of Literature (writing activity) Every story, just like every game, has an introduction, action development, a climax, descending action, and an ending. Many stories, just like many games, have flashbacks, foreshadowing, and personification. It is always advisable to give students a brief introduction regarding these elements, so that they may be familiar with them when they run into them while playing through a game. 4. Cultural Debates (oral activity) The majority of RPGs have good stories, and all good stories have a setting. Before students get round to playing a game, the teacher should survey students knowledge of other cultures. Getting the students to start a debate on the similarities and differences in their culture or on different cultures in general is always a good way to start. You may begin the class by asking the students what they know about other cultures, a discussion on the Mayan culture, Feudal Japan or the American civil war usually get the students in a talkative and lively mood, as they can bring forth experiences they have had throughout their lives whether these be by watching movies, reading books or personal experiences. After the discussion, the teacher explains to students they are about to play a video game that has elements of different cultures in its world. The teacher should then provide a little information on the game and its characters, so that the students do not feel completely lost when they begin. 5. The Portfolios A portfolio is a collection of evidence that represents achievement and learning within a module/course or programme of study. The portfolio is a tool that can be used once a week, after playing the game. The student would have to write a short summary of what happened in the game as well as comment on the events from the game that they liked or disliked most. If students are at an advanced level they could be asked to comment on some of the more abstract concepts that appear in the game, such as love, friendship, and parenthood. Once the students have finished the game, they could be asked to write an entry regarding the elements of literature in the video game they played. Their writings would have to include short summaries of the events that happened in the game, so they would sort those events into the introduction, the rising action, the climax, the descending action, and the resolution of the game. Some games have open endings and require the players to fill in the gaps with t heir imagination. In case of such games, a good entry to ask the students for would be one in which they will have to account for what they think happened after the game ended. 6. Character Analysis (oral activity) Students can be asked to analyze their favorite character from the game. Starting with a drawing of the character, intermediate or beginner students could discuss how the character looks, speaks, and acts, while higher level students could discuss their characters behavior, thoughts, and purposes. The student should always say what their chosen characters stand for (for example, Alex from Lunar: the Silver Star for the Playstation could be seen as someone who represents friendship, love, and heroism). This would be a great opportunity to teach students to empathize by asking them questions like how would you have felt during this specific event in the game, had you been the character? 7. Oral Presentations Another course of action is having students make short oral presentations on characters, themes, or plot segments of the game. If there is enough time and resources, the whole class could put together a play about an event or events from the game. 8. Quizzes / Tests A quiz or a test about a video game would be conducted in the same way a quiz or test about a short story or novel would be done.

Best Man Wedding Speech (Roast) -- Wedding Toasts Roasts Speeches

Best Man Wedding Speech Ladies and Gentlemen, It's time for me to make a speech now and quite frankly, there's not a lot you can do about that. Well, if there's anybody here this evening who feels strangely nervous and apprehensive, it's probably because you just went and married Bill Meyers! Sorry Lacy - It's too late now. You're stuck with him. When it comes to Best Man's speeches there are some things in the interests of good taste, which are better left unsaid.....well, I'm here to say them! Some people need no introduction....Bill Meyers needs all the introduction he can get. He could be described as charming, intelligent, witty...and perhaps one day he will be. Bill was born in October 1970. The Beatles had split up, Maggie May by Rod Stewart was no.1 and Liverpool Football Club, under Bill Shankly, was about to embark on a two decade journey of domestic a...

Careful Manipulation in Coleridges Kubla Khan Essay -- Coleridge Kubl

Careful Manipulation in Coleridge's Kubla Khan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In his preface to "Kubla Khan," Samuel Taylor Coleridge makes the claim that his poem is a virtual recording of something given to him in a drug-induced reverie, "if that indeed can be called composition in which all the images rose up before him as things . . . without any sensation or consciousness of effort." As spontaneous and as much a product of the unconscious or dreaming world as the poem might seem on first reading, however, it is also a finely structured, well wrought device that suggests the careful manipulation by the conscious mind. The first verse paragraph of Coleridge's "Kubla Khan" is the most ornately patterned part of the poem. Coleridge gives us end-rhymes that are repetitive and yet slightly "off": "Khan" is not an exact match with "man" or "ran." End-rhymes will be carried throughout the poem, but within these lines, we discover similar sounds, the "Xan-" and "Khan," again; the "Xan-" and "a" sound of "Alph" get picked up again in "sacred" and "cav-," before being played out, finally, in "ran" and "man." The intricacy of sounds being repeated and modulated and repeated again creates the poem's energy, playful here, but also exceedingly musical and incantatory. The paradise that Kubla Khan creates is a delightful playscape. At first, it seems a bit compulsively arranged, a bit overly luxurious, a bit too Disney. The "sinuous rills" adds a slightly ominous element to the Edenic paradise, a hint of what's to come. Already, though, there is a distinction implied between what is natural -- the "sinuous rills" and the "forests ancient as the hills" -- and what is clearly man-made, nature bent to mankind's service: the enfolded "sunny spots of... ... a private matter: "all who heard" and "all should cry." It is a collective enchantment with the poet at the center of it. The magic of the final spellbinding lines -- beyond explication -- is based partly on abracadabra incantation ("Weave a circle round him thrice") and our corporate recollections of holy visionaries. The poet compels the vision of the public, but at the same time he is an outcast among them -- untouchable and even cursed ("his flashing eyes, his floating hair!") by his gift. The lines become completely suggestive in their wild blend of holiness, sensuality, prophecy, and danger. The poet and poem have have become their own "miracle of rare device," and the reader has borne witness to the creative miracle. Works Cited: Coleridge, Samuel Taylor. â€Å"Kubla Khan.† Literature: A Pocket Anthology. Ed. R. S. Gwynn. New York: Addison-Wesley. 2002. Careful Manipulation in Coleridge's Kubla Khan Essay -- Coleridge Kubl Careful Manipulation in Coleridge's Kubla Khan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In his preface to "Kubla Khan," Samuel Taylor Coleridge makes the claim that his poem is a virtual recording of something given to him in a drug-induced reverie, "if that indeed can be called composition in which all the images rose up before him as things . . . without any sensation or consciousness of effort." As spontaneous and as much a product of the unconscious or dreaming world as the poem might seem on first reading, however, it is also a finely structured, well wrought device that suggests the careful manipulation by the conscious mind. The first verse paragraph of Coleridge's "Kubla Khan" is the most ornately patterned part of the poem. Coleridge gives us end-rhymes that are repetitive and yet slightly "off": "Khan" is not an exact match with "man" or "ran." End-rhymes will be carried throughout the poem, but within these lines, we discover similar sounds, the "Xan-" and "Khan," again; the "Xan-" and "a" sound of "Alph" get picked up again in "sacred" and "cav-," before being played out, finally, in "ran" and "man." The intricacy of sounds being repeated and modulated and repeated again creates the poem's energy, playful here, but also exceedingly musical and incantatory. The paradise that Kubla Khan creates is a delightful playscape. At first, it seems a bit compulsively arranged, a bit overly luxurious, a bit too Disney. The "sinuous rills" adds a slightly ominous element to the Edenic paradise, a hint of what's to come. Already, though, there is a distinction implied between what is natural -- the "sinuous rills" and the "forests ancient as the hills" -- and what is clearly man-made, nature bent to mankind's service: the enfolded "sunny spots of... ... a private matter: "all who heard" and "all should cry." It is a collective enchantment with the poet at the center of it. The magic of the final spellbinding lines -- beyond explication -- is based partly on abracadabra incantation ("Weave a circle round him thrice") and our corporate recollections of holy visionaries. The poet compels the vision of the public, but at the same time he is an outcast among them -- untouchable and even cursed ("his flashing eyes, his floating hair!") by his gift. The lines become completely suggestive in their wild blend of holiness, sensuality, prophecy, and danger. The poet and poem have have become their own "miracle of rare device," and the reader has borne witness to the creative miracle. Works Cited: Coleridge, Samuel Taylor. â€Å"Kubla Khan.† Literature: A Pocket Anthology. Ed. R. S. Gwynn. New York: Addison-Wesley. 2002.

A New Way of Teaching Essay -- Education, teachers

There are three different stages in education. Primary Education starts in Preschool and goes all the way up to 6th grade. Teachers in the Elementary School teach students the basic subjects that will prepare them for the next stage. The second stage and probably the most important stage is Secondary Education that starts in 7th grade and goes all the way up to 12th grade. Throughout these grades students start to learn more advanced subjects, most of which they need so that they can get an idea of what they want to do for a future career after they graduate. As a Secondary Education teacher it is their job to prepare their students for the final stage in education which is Higher Education, if the student is planning on attending a college or university. They introduce them to many new subjects that can give them an idea of what they are interested in so that choosing a future career is easier. The most important part of being a high school teacher however is preparing their studen ts for adulthood. They have to get the students to realize that after high school they are the ones that have to decide their future. A high school teacher guides their students towards achieving their goals and motivates them to further their knowledge so that they can become successful in life. Ultimately the teacher must realize that once the student graduates it is his/her choice on what they want to do with their life. The only thing the teacher can hope for is that the student learned something from and uses it to become successful. Students that want to further their knowledge will enter the third and final stage of education which is Higher Education. In this stage the student attends either a college or university and chooses a specific care... ...w to learn different teaching styles so that class is not boring. By mixing the classroom up a little bit each time it can be a really successful class. Students should look up to their teachers because in the end they should realize that they are only trying to help them achieve their goals and help them prepare for what is to come in the future. I believe that the greatest gifts we can give our children are the same kind of values these teachers demonstrate. Then our children can also become unforgettable teachers, sharing values that will inspire happiness and faith for future generations (Brunkhorst 1). Education itself is important because without one, life is not going to be so easy once high school is over. In order to become successful you need to have an degree in any type of career that you enjoy that way you can prepare for a future you can be proud of.

Greed Through the Power of Corruption

10 December 2011 Greed through the Power of Corruption Greed is indescribable; to want everything and anything, to never be satisfied until it consumes the world. Of all the traits that one possesses, greed is said to be the most influential of them all. Through the course of George Orwell’s popular satire, Animal Farm, traits of greed and selfishness can be picked up chapter by chapter. These traits that Orwell uses to describe the actions of the characters can be comparable to the modern era where our society is ridden with greed and selfishness for different desires. Animal Farm and the society of North Korea are consumed and impacted by greed and selfishness through unequal rights, ruthless oppression, and lack of a unified government. Throughout the course of Animal Farm, unequal rights are traced through the building of the windmill, to the harvest for food. Through the harsh summer harvest, Napoleon announced â€Å"Any Animal who absented himself from it would have his rations reduced in half† (59). The pigs and dogs were the only ones that did not have to work, ultimately causing the breakup of the equal rights idea Old Major stressed about. Napoleon and the pigs were manipulating the animals and abusing their authority to benefit themselves and the progress of the harvest, regardless of the effect it would have on the other animals. Despite the Old Major’s philosophy of equal rights, the pigs went on to abuse the other animals, further showing signs of their greedy nature. A comparable quote such as the one above can strongly relate to North Korea’s human rights and how the low working class has little to no basic rights. Much like how the rations of the animals would be reduced, many North Koreans also faced food shortages due to the government giving most of the food to the soldiers. The pig and dog’s selfishness through the progress of Animal Farm causes them to diminish the dream Old Major once dreamed of; a perfect society where everyone is equal. Many years after the rebellion, Benjamin â€Å"consented to break his rule and he read out to her what was written on the wall. There was nothing there now except a single commandment. It ran: All animals are equal but some animals are more equal than others† (134). Not only does this prove that the pigs were manipulating the commandments and altering the rules, it clearly shows the progress of the pigs selfishness to make them superior over the general population. They used this commandment to their advantage to justify their actions and superiority against the other animals. Similarly, in North Korea, women have no set of rights at all and are subject to be submissive to their male counterparts. North Korean males are subjected to be submissive as well to those of higher social status such as a government official or someone with more money than them. These depictions of no Human Rights help tell the story of how the higher classes’ greed caused the general population to be stripped of their most basic rights. Throughout the history of Animal Farm, ruthless oppression was used to detain anyone that opposed the government. Harsh punishments were under way when, â€Å"Napoleon acted swiftly and ruthlessly. He ordered the hens’ rations to be stopped, and decreed that any animal giving so much as a grain of corn to a hen should be punished by death† (76). Napoleon and the pigs’ tolerance to rebellion are so strict, that death sentences are held without facing a court or trial. This is a clear depiction on how Napoleon and the pigs are selfish for power where they will take it to the point to death penalties. It shows how the pigs are not afraid to show their wrath and how they will forcefully deal with it, even if it is one of their own comrades. It also shows how manipulation is involved and how Napoleon is installing fear into the minds of the animals. This relates to North Koreas oppression on its citizens and how anyone convicted of any small crime can be dealt with harsh punishments. For example, anyone that is caught listening to an outside radio broadcast can be sentenced to capital punishment. With the executions of the animals made public, â€Å"They were all slain on the spot. And so the tale of confessions and executions went on, until there was a pile of corpses lying before Napoleons feet and the air was heavy with the smell of blood†¦Ã¢â‚¬  (54). Napoleons greed for being on top forces him to detain anyone that is against him through the public executions. Because of his desire to stay on top of the chain of command, Napoleon would not hesitate to use his power to rout any sort of insurrection or even a small action that might seem to question his authority. Similar to the statements above, manipulation is also a key factor in his ruthless terror. He manipulates the animal’s mind in thinking that he is the true leader and enforces his place as the leader of Animal Farm. His greed for authority can be seen as a sort of an obsession which in turn increases the abuse of power to do whatever it takes to continue to be in power. This event greatly relates to the public executions in North Korea and how the government tries to institutionalize the fear of the punishment of crimes and rebellions. By instilling fear into the people, the government can then go on to commit whatever kinds of immoral deeds they desire without fear of protest from the people. Furthermore, ruthless oppression was the main driving force of the pig’s greed for power. With Animal Farm turning into a totalitarianism government, there were great deals of corruption throughout the years. Another unforgiving winter season hit the animals hard â€Å"and food was even shorter. Once again all rations were reduced, except those of the pigs and the dogs. †(46). While many of the animals were starved during the cold winter, the pigs and the dogs were able to enjoy the same amount of food, further supporting the notion that the government is riddled with corruption. Likewise, in North Korea, many government officials order assassinations or kidnappings of people that are against their rule. With some difficulty, Muriel spelt out â€Å"no animal shall sleep in a bed with sheets (66). With Squealer defending his opinions, he stated, â€Å"you have heard then, comrades he said that we pigs now sleep in beds of the farmhouse? †(66). Firstly, this shows the pigs selfishness towards the animals and how they don’t even care about the treatment they receive. More over it shows corruption in a way where the leaders are living a better life compared to the animals because of their current position in leadership. North Koreans can relate to this because there is corruption where positions in government may give you access to better rights than the general population. Over the different actions of the pigs and dogs, the corrupted government in which they rule caused them to be a step ahead of everyone else. During the course of the novel, many discussions are made that can be related to greed and selfishness. Examples of greed and selfishness impact on Animal Farm can be related to the actions of North Korea and how it affects them in the modern world. Napoleon caused many troubles throughout his service in Animal Farm and many of these troubles can be traced back to his selfishness and greed for power. Greed’s impact has caused many unlawful events in the book, which can also be found in North Korea. Ruthless oppression, unequal rights, and corrupt government are only a handful of what impact greed and selfishness had in Animal Farm.

Ocean Carriers Case Study Solution Essay

Executive Summary Given the current and expected market conditions, the financial department of the Ocean Carriers Group is to evaluate the potential revenues and expenses of commissioning a new capsize ship for cargo transportation in order to meet a received demand for lease. A recommended approach would consist in analyzing the expectations for the world economy, trends in world trade and potential contracts; however, an estimated time of service should be assigned in order to predict future cash flows. Summary of facts In January 2001, Mary Linn, vice president of Finance for Ocean Carriers, had to decide whether to accept an offered leasing contract for the duration of three years. In the event of acceptance of the above-mentioned contract, the profits of the company would depend on the agreed hire rates, operating costs, ship depreciation and inflation. After the closure of the contract, further income would be evaluated based on expected market daily hire rates. The conditions for the proposed lease are shown in exhibit 1. Statement of problem The duration of the leasing contract is quite short so the company has to analyze whether the investment as a whole will prove to be profitable even after the closure of the contract. In order to do so, they will have to take into account the fluctuations of the daily spot rates in the short and long terms, as well as existing differences in taxation policies within its offices in Hong Kong and in the United States. Last but not least, the company has to question the tenability of its 15-year policy. Analysis Spot hire rates Daily spot hire rates are predicted to fall in 2001 and 2002 due to an  increase in the fleet size (63 new vessels are scheduled for delivery) and expected stagnation in iron ore and coal shipments. Iron ore and coal imports are very important for the company because they are about 85% of the cargo it carries every year. Therefore, due to this future stagnation the company will face a weak market position, resulting in lower daily spot hire rates. Overall investment Despite negative market conditions in the upcoming 2 years, long-term prospects look much more promising. Iron ore vessel shipments are going to increase due to new players joining the iron ore industry: India and Australia. As a consequence, in this new global market, daily charter rates and spot daily charter rates will probably rise producing additional demand for shipments. Company’s 15-year policy The company used to scrap or sell ships just before their 15th year of navigation to avoid paying for maintenance expenses related to the 3rd special survey. According to our calculations presented in the Exhibit 2, scrapping the vessel before the 15th year is not recommended. Results show that the NPV of a ship after 15 years is higher than the scrap value of 5 million dollars. Thus, we advise the company to keep the ship longer than 15-year period, since operating the vessel over a longer period will earn additional profit and the ship can be scrapped some time later, granting the same million dollars. However, there are few factors that signal why company might be willing to get rid of the vessel. Firstly, if the company’s priority is to keep a young fleet of cargo ships, operating ships older than 15 years may not be the optimal choice. In fact, older ships are riskier and are less efficient. Secondly, due to low demand for older ships, leasing the same vessel in future might be an ineffective venture. Investment decision We computed two separate calculations for given two assumptions in Exhibit 2.  According to assumption A the company operates in United States, thus has to pay 35% of taxes, whilst according to assumption B, company operates in Hong Kong, and it’s exempt of taxes. Our calculations show that NPV in the first scenario is negative in both 2017 (-6,350,239) and 2027 (- 4,285,462) due to very high taxes, while in the second scenario the NPV is positive in both 2017 (1,719,018) and 2027 (4,025,600). It’s important to understand why we presented two columns for 2017. First column shows the numbers in the case of operating a vessel for 15 years, whilst second column shows the values in case ship was to be operated for a longer period. Another important fact to consider is that in the first scenario, when the company operates ship only for 15 years, we excluded the capital expenditure for 2017 related to the survey, Whilst, in the second scenario, while operating the ship for more than 15 years, we added the yearly capital expenditure back. We made an important assumption; we did not include capital expenditures linked to the last special survey, because we assumed that the company is scrapping the ship just before the special survey is conducted. Recommendations In conclusion, keeping in mind what we demonstrated before, the company should invest in the production of the new vessel only in Hong Kong and should not scrap it after 15 years, because its NPV will still be positive.