The Pattern Matching Technique in Case Study Research Paper

The Pattern Matching Technique in Case Study - Research Paper Example Descriptive Case Study, pattern matching helps to determine its validity, on the condition that prior to data collection the predicted pattern of specific variables is defined. Moreover, pattern-matching being a predictive approach to intervention, it â€Å"specifies a post-intervention pattern of results/ incidents that would either show ‘effects’ or ‘no effects’†. In pattern matching, the data analysis phase begins at the preliminary stage of data collection. Testing the perceived patterns in the field is an advantage of this methodology. Data analysis would then consist of â€Å"pattern matching the collected evidence against the initially stipulated pattern†. For example, a case study conducted on educational reform can begin by conceptualizing some patterns regarding implementing improved curriculum and instruction, consequent redesigning of tests and assessments by basing them on the new curriculum and instruction methods, appropriately changed in-service opportunities for teachers, and also an altered preservice training system for new teachers. The researcher’s Case Study would determine whether this pattern of educational conditions had actually occurred, and the extent to which the conditions were clearly similar. In research, a pattern is an arrangement of occurrences, incidents, behavioral actions, or the outcomes of in terventions which occur as a series in time. Hypotheses are theories predicting a pattern of values of variables. In the pattern of a non-equivalent dependent variable design, the initially predicted value must be found for each element of a pattern of dependent variables. Another type is the pattern in a non-equivalent independent variables design, as derived from a typological theory. research validity.  

Language Development Research Paper Example | Topics and Well Written Essays - 2250 words

Language Development - Research Paper Example At the age of four, a child’s speech should be 100% intelligible with minimal absence or exchange of consonants or sounds (Sax & Weston, 2007). Ella’s language is fully comprehensible; she uses phonological assimilation and elision as evidenced in her pronunciation of ‘want to’ [wÉ’nt tu] as ‘wanna’ [wÉ’nÃ"â„¢], and ‘going to’ [gÃ"™ÊŠÉ ªÃ…‹ tu] as ‘gonna’ [gÉ’nÃ"â„¢]; she also pronounces ‘because’ [bikÉ’z] as ‘cuz’ [kÊÅ'z], and fails to pronounce the final consonant of ‘yes’ [jÉ›s] and says [yÉ›Ã"â„¢]. It also seems that Ella is not aware of the difference in pronunciation of ‘know’ [noÊŠ] and ‘now’ [naÊŠ] because when meaning ‘know’ she said ‘now’. She is also able to use contractions as evidenced when she says ‘I’m’ [aim] rather than â€Å"I am’ and ‘that’sà ¢â‚¬â„¢ [É µÃƒ ¦ts] instead of ‘that is’.2.2   Morphology  Morphology, together with syntax make up the grammar of a language. Morphology is concerned with how words are made up of smaller morphemes; a morpheme is the â€Å"minimal linguistic unit of a language that carries meaning (Silzer, 2005, p.101) and can be used to change the meanings of words. Prefixes, suffixes and affixes can be used and fall within two categories – derivational   (changes word class) and grammatical (changes grammatical meaning) (Pence & Justice, 2008). In Ella’s language for example she proves to have acquired correct usage of the plural morpheme ‘s’ as in ‘cousins’, ‘friends’ and ‘millions’; she also shows good usage of the inflectional grammatical   morphemes ‘ing’ for present continuous as in ‘flying’, ‘finding’ and ‘going sailing’ and past tense ‘edâ€℠¢ as in ‘picked’. All such morphemes are usually acquired before the age of four (Pence & Justice, 2008) and are in accordance with Brown’s (1973) syntactic stages III and IV.

Existentialism 7a.4 Themes Essay Example for Free

Existentialism 7a.4 Themes Essay After reading this unit you will be able to : Understand the concept of existentialism. Explain features of existentialism. Identify the exponents of existentialism their views. Deliberate on some themes in existentialism. Describe the educational philosophy of existentialism. 7A. 1INTRODUCTION Existentialism is a way of philosophizing that may lead those who adopt it to a different conviction about the world and man’s life in it. Existentialism is mainly a European philosophy that originated before the turn of the twentieth century, but became popular after World War II (1939 – 45). The seeds of existentialism may be traced back to an earlier period of the history of philosophy. During the 18th century reason and nature were given more importance, objectivity was very much emphasized, leading to industrial and technological developments and science was given utmost importance. From the scientific viewpoint, man was also regarded as an object. Man became a slave to machines in developing industrial society. Against this situation existentialism emerged as a protest against the society and asserted the supremacy of individuality of man. The existentialist philosophy is not a creation of any single philosopher. The existentialist writings scattered in the works of many philosophers, the important ones of which are : Friedrich Nietzsche, Soren Kierkegaard, Gabriel Marcel, Martin Heidegger, Jean Paul Sartre, Karl Jaspers, Abbagnamo, Bardyaev and Albert Camus etc. In American education, such people as Maxine Greene, George Kneeler, and Van Cleve Morris, are well-known existentialists who stress individualism and personal self-fulfillment. 7A. 2FUNDAMENTAL RESEARCH 1. Existence precedes Essence: This philosophy begins from man, but from man as existent (CURRENT, Present, existing) rather than man as a thinking subject, having a definite nature or essence. A man first exists, encounters himself, and defines himself afterwards. Existence comes before man is set with value or essence. It is because to begin with man is nothing, has no essence, he will be what he makes of himself. Man defines himself in his own subjectivity (Bias, Partiality), and wanders (Walks) between choice, freedom, and existential angst (Sorrow, Trouble). Existentialism often is associated with anxiety, dread, awareness of death, and freedom. 2. Importance of Subjectivity: The Danish philosopher S Kierkegaard has said that truth is subjective (Personal, Individual), truth is subjectivity: objectivity and abstraction (Concept, generalization, idea) are hallucinations. (Vision). Existentialism is the philosophy of subject rather than of the object. Each individual by probing into the depths of one’s subjectivity can discover the truth of one’s being and discover his authentic role in life. This is a creative process which gives rise to fresh insights. 3. Man’s Freedom: The basic feature of human person is his freedom – unfettered and unrestrained. Society and social institutions are for the sake of man and not vice versa, as believed by idealists and others. There is no â€Å"general will† to which the â€Å"individual will† is subject. 4. Criticism of Idealism : Existentialism has emerged and developed as a reaction against idealism. Existentialist philosophers are highly critical of idealism and conceptualism. They criticize idealist’s contention about universal element and man’s good being subject to general good. They regard the search for essence a mistaken pursuit and according to them it is not the essence but existence which is real. 5. Criticism of Naturalism : The existentialist philosophers are also critical of the philosophy of Naturalism. According to naturalists, life is subject to physico – bio – chemical laws, which in turn, are subject to the universal law of causation. Human acts are mechanical as the actions of an animal. This, however, is anathema to the existentialists and they stoutly defend the freedom of man. As a matter of fact, man is so free, according to J.P. Sartre, that he is fearful of his freedom. 6. Criticism of Scientific Culture : With tremendous progress in science and technology, rapid industrialization and urbanization have taken place. This has given rise to crowded towns in which individual is lost. Everything is done or happens on a large – scale and all personal values, individual likes and dislikes are altogether lost sight of. Today, it is not the individual who chooses his end; rather all decisions are made by computer or statistical laws and data. Thus, science has made the value of man negligible. This is why the existentialists are opposed to scientific philosophy and culture. 7. Attention on Human Weakness and Security : In this scientific life of today, the individual is leading a life of tension, worries, frustrations, fear and sense of guilt. His individuality is getting continually blundered, therefore for security of individuality the individual should be given an environment free of worries, anxieties and tension. Thus, existentialism is a philosophical movement that is generally considered a study that pursues meaning in existence and seeks value for the existing individual. It, unlike other fields of philosophy, does not treat the individual as a concept, and values individual subjectivity over objectivity. As a result, questions regarding the meaning of life and subjective experience are seen as being of paramount importance, above all other scientific and philosophical pursuits. Check your progress – 1 : 1. What is meant by existentialism? 2. What were the consequences of industrial developments? 3. Bring out existentialist’s criticism against idealism and naturalism. 4. Discuss importance of subjectivity and human freedom in terms of existentialism. 5. Existence precedes essence. Do you agree? Justify your answer. 7A. 3CHIEF EXPONENTS OF EXISTENTIALISM Soren Kierkegaard (1813 – 1855) is regarded as the father of modern existentialism and is the first European Philosopher who bears the existentialist label. In his view, subjectivity and intensity should be priced as the criteria of truth and genuineness. We touch reality in intense moments of existence especially moments of painful decision. These moments are characterized by deep anxiety, and life is known in such moments and cannot be reduced to just system of ideas. Friedrich Nietzsche (1844 – 1900) is regarded as a key figure in the rise of existentialism. According to him Christianity is to be overcome by putting in its place the doctrine of Superman, that is, man surpassing himself. Martin Heidegger (1889 – 1976) in his book Being and Time, gave a very impressive analysis of human existence, the prominence of the important themes of existentialism like care, anxiety, guilt and above all death is brought out here. Jean – Paul Sarte stressed that man’s existence precedes his essence. â€Å"Man is nothing else but what he purposes, he exists only in so far as he realizes himself, he is therefore nothing else but the sum of his actions, nothing else but what his life is. † 7A. 4SOME RECURRING THEMES IN EXISTENTIALISM : Themes such as freedom, decision, and responsibility are prominent in all existentialist philosophers. These matters constitute the core of personal being. It is the exercise of freedom and the ability to shape the future that distinguishes man from all other beings that we know on earth. It is through free and responsible decisions that man becomes authentically himself. Another group of recurring existentialist themes includes such topics as finitude, guilt, alienation, despair, moods, changing feelings, emotional life of man and death. Discussions of these have not been prominent in traditional philosophy, yet they are discussed at length in existentialism. For the existentialist man is never just part of the cosmos but always stands to it in a relationship of tension with possibilities for tragic conflict. Check your progress – 2 : 1. Name some of the existentialists. 2. Bring out the views of Sartre and Nietzsche. 3. Which are the most frequently repeated themes in existentialism. 4. Write 10 sentences about the philosophy of existentialism in your words. 7A. 5EDUCATIIONAL PHILOSOPHY OF EXISTENTIALISM : The object of education is to give man the unity of truth†¦ In the field of education the contribution of existentialism is as follows : The aim of Education : Existentialists believe that the most important kind of knowledge is about the human condition and the choices that each person has to make, and that education is a process of developing consciousness about the freedom to choose and the meaning of responsibility for one’s choices. Hence, the notion of group norms, authority, and established order – social, political, philosophical, religious, and so on – are rejected. The existentialists recognize few standards, customs to traditions, or eternal truths; in this respect, existentialism is at odds with the ideas of idealism and realism. Total Development : The existentialists have aimed at total development of personality through education. Education should aim at the whole man. It should aim at character formation and self – realization. In the existentialist classroom, subject matter takes second place to helping the students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions. Since feeling is not divorced from reason in decision making, the existentialist demands the education of the whole person, not just the mind. Subjective Knowledge : The present age of science has made too much of objective knowledge, so much so, that the term has come to mean unreal, non-sense, ignorant and irrelevant. The existentialists rightly, point out that subjective knowledge is even more important than objective knowledge. They rightly hold that truth is subjectivity. It is a human value and values are not facts. Reduction of values to facts has led to widespread loss of faith in values. Therefore, along with the teaching of science and mathematics, the humanities, art, literature should be also be given suitable place in curriculum at every stage of education. Most of the ills of the modern man are due to over – objective attitude. This requires a subjectivist correction in the light of existentialist ideas. Importance of Environment : The present industrial, economic, political and social environment is valueless. Therefore, it helps confusion and corruption, tensions and conflicts. The existentialists seek to provide an environment proper to self – development and self – consciousness. This environment in the school requires contribution from humanities, arts and literature. These will help in the development of individuality in the educand so that he may cease to become a cog in the social wheel. Rather he should develop to a self – conscious and sensitive individual. Child – Centred Education : Existentialist education is child – centred. It gives full freedom to the child. The teacher should help the child to know himself and recognize his being. Freedom is required for natural development. Education should convert imperfection into perfection. Education should be according to the individual’s needs and abilities of the child. The relation of the child to himself should be strengthened by education. Curriculum : Existentialists prefer to free learners to choose what to study and also determine what is true and by what criteria to determine these truths. The curriculum would avoid systematic knowledge or structured disciplines, and the students would be free to select from many available learning situations. The learners would choose the knowledge they wish to possess. The humanities are commonly given tremendous emphasis. They are explored as a means of providing students with vicarious experiences that will help unleash their own creativity and self – expression. For example, rather than emphasizing historical events, existentialists focus upon the actions of historical individuals, each of whom provides possible models for the students’ own behaviour. Existentialist’s approach to education is almost an inversion of the realist approach. In the field of curriculum while the realists exclusively emphasize science, the existentialists find out that science and objective education severs our relation with ourselves. Science cannot help in inner realization and achievement of peace. This, however, does not mean that science education should be ignored. It only means besides science the curriculum must include humanities, ethics and religion. In keeping with this viewpoint contemporary engineering colleges have included some philosophy, ethics and social studies, in their curriculum. Without this synthetic approach to curriculum the aim of character formation and personality development will be defeated. Learning Experiences : An existentialist curriculum would consist of experiences and subjects that lend themselves to philosophical dialogue and acts of choice making. Because the choice is personal and subjective, subjects that are emotional, aesthetic and philosophical are appropriate. Literature, drama, film – making, art, and so on, are important, because, they portray the human condition and choice – making conditions. The curriculum would stress self – expressive activities, experimentation, and media that illustrate emotions, feelings and insights. The classroom would be rich in materials that lend themselves to self – expression, and the school would be a place in which the teacher and students could pursue dialogue and discussion about their lives and choices. The Teacher : According to the existentialists the teacher creates an educational situation in which the student may establish contact with himself, become conscious of it and achieve self – realization. This requires existential approach in the teacher himself. He should also have an experience of self – realization so that he may be capable of guiding the students in this process. The teacher’s role is to help students define their own essence by exposing them to various paths they may take in life and creating an environment in which they may freely choose their own preferred way. Existentialist methods focus on the individual. Learning is self-paced, self directed, and includes a great deal of individual contact with the teacher, who relates to each student openly and honestly. The student : The student should feel completely free for realizing his ‘self’. Under the guidance of the teacher, the student should try to realize his ‘self’ through introversion. The student accepts the discipline prescribed by the teacher and does not become irresponsible. The purpose of freedom given to him should be to enable him to effect the full development of his individuality. Religious and Moral Education : The existentialists particularly lay emphasis upon religion and moral education. Religion allows a person to develop himself. Religious education gives him an understanding of his existence in the cosmos. It shows the religious path of self – realization. It also makes him capable of utilizing faith in self – development. Moral education is closely related to religious education. Both develop the inner self and help in the realization of the infinite within the finite. 7A. 6CRITICAL EVLAUATION Some critics (mainly traditionalists or Conservatives) claim that existentialism as philosophy for the schools has limited application because education in our society, and in most other modern societies, involves institutionalized learning and socialization, which require group instruction, restriction on individual behaviour and bureaucratic organization. Schooling is a process that limits students’ freedom and that is based on adult authority and on the norms and beliefs of the mass or common culture. The individual existentialist, exerting his or her will and choice will encounter difficulty in school – and in other large, formal organizations. Check your progress – 3 : 1. What is the role of teacher and the student according to the existentialist? 2. Bring out the importance of learning experiences in teaching – learning process. 3. What is the aim of education according to the existentialist? 4. What kind of curriculum do the existentialist recommend? 5. Bring out the importance of existentialism in today’s education system. Illustrate your answer. 6. Critically evaluate existentialist general and educational philosophy. 7A. 7SUMMARY : Philosophy and education are two sides of the same coin, and thus different philosophies bring out a different facet of education and as education can change the philosophy of man and his life. Existentialism as a philosophical idea was revolutionary, dynamic and passionate, it changed the way of thinking and brought to forefront the cause of individualism. Moreover its views on education may seem dramatic but taken in right sense and moderation is necessary in today’s materialistic society. In this unit, we have seen the philosophy of existentialism, the criticism of them prevailing traditional rigid systems. The philosophy of existentialism brought man, his existence, his emotions and his subjectivity into forefront, they were forerunners of individualism and uniqueness of each man. The views of various exponents of existentialism and the themes they brought out makes their philosophy better understood. The philosophy of education of existentialism speaks about aims, curriculum, the role of teacher, method of teaching, learning experiences and religious and moral education. References : Macquarrie, J. (1968) : Existenatialism, Pelican Book. Chaube S. P. Chaube A. (1996) : Foundations of Education, Publishing House, New Delhi. Chandra S. S. Sharma R. K. (2004) : Philosophy of Education, Atlantic Publishers.

The Heroes Of The Middle Ages English Literature Essay

The Heroes Of The Middle Ages English Literature Essay The Anglo-Saxon period and the Middle Ages period were two major historical sections of English history. These two periods have very distinct aspects of literature. The hero has evolved from one period to the next. The epic hero was during the Anglos-Saxon period, and the romance hero was during the Middle Ages. These heroes have similar qualities, but the evolution from the epic hero to the romance hero is very evident. Heroes played an important role in British Literature during the Anglo-Saxon period and Middle ages and set values and characteristics for many warriors and knights of the time period. The Anglo-Saxon hero is also known as the epic hero. He or she is typically a warrior who shows no mercy and fights for his or her country. This is the type of hero that is usually portrayed in ancient wars. This hero is ruthless, however, very obedient. Courage and loyalty defined the epic hero. For example, he or she will do anything to protect the lord. This hero performed his or her duties with little emotion, often performing grueling and gruesome tasks without any complaint. He or she did whatever it took t perform the duties. Beowulf is a great example of an Anglo-Saxon hero. The comitatus can be defined as an agreement lords made with their warriors. The epic hero was true to the comitatus. Warriors fought for their lord; warriors provided protection, while the lord provided everything else the warriors needed. This relationship was crucial for the survival of everybody. No one has a place to live without the land from the lord, and no one has protection from the enemy withou t the warriors. A major part of being an epic hero was showing respect to your own family members. In Beowulf, Unferth killed his own brother. Beowulf, being an epic hero, related Unferths actions to being a coward. Beowulf describes Unferth as a coward for killing his own brother. This is one of the greatest crimes in the Anglo-Saxon period. Families and tribes are held in such high regard that for someone to betray his or her own family member is one of the worst possible crimes. Beowulf supports his success with stories involving fighting sea-monsters, while he discredits the worthiness of Unferth. Beowulf says, Breca has never- nor you either- done a deed so bold and daringà ¢Ã¢â€š ¬Ã‚ ¦though you became your brothers killerà ¢Ã¢â€š ¬Ã‚ ¦for that you needs must suffer punishment in hell. Beowulf talks about the lack of Unferths achievements, and he mentions the wrongdoings of Unferth. Unferth killed his own brother, and Beowulf points out that Unferths actions have made him unable to be a hero . Family always comes first, and a good hero always protects his or her family, and certainly never harms his or her own family member. Anglo-Saxon heroes also avoided showing emotion. Sadness only gets in the way of the task at hand. the warrior must focus on his or her objectives, and not succumb to his or her emotions. These feelings only cloud the thoughts of the warrior. This would hinder him or her from doing the best job. A warrior must ignore his or her feelings to avoid death. Every action must be perfect. War is no place for someone to think twice or feel bad about anything. A warrior needs to have a way of not thinking about the action, but performing it with deadly accuracy every time. Fate and courage play a large part in Beowulf. Beowulf says, Wyrd often spares an undoomed man, when his courage endures. It was believed that the gods had control over fate. If a warrior shows courage, he will be spared. Courage is detrimental if the warrior wishes to survive. Courage plays an important role in fate, and it comes to play in everyday fighting. Courage will simply help a warrior survive, disregarding fate. A courageous warrior will attack his enemy when he or she needs to and make the decisions promptly before it is too late. Before battle, a warrior must mentally prepare. He or she must build up the courage to fight through any obstacle that comes in the way. Also, before battle, a warrior must free his or her mind of any negative emotions, such as fear or sadness. These negative emotions will only cloud the warriors mind, making it a little bit harder to perform every task. Being emotional in battle could kill a warrior. Good warriors always hid and controlled their emotions during battle. Epic heroes were known for their respect, ruthlessness and lack of emotion. However, like any other hero, they sought fame. Beowulf says, let him who can bring about fame before death- that is the best for the unliving man after he is gone. Warriors were not doing everything for the good of their country or lord. These men and women were also famous for their feats and accomplishments on the battlefield. Death was always a possibility every time a warrior went to battle. The Anglo-Saxons did not believe in heaven or anything after life on Earth, therefore, life on Earth was to be lived to the fullest. People held nothing back, all glory and fame was earned during life; there was nothing to look forward to after death. Therefore, a warriors greatest achievement was to succeed on the battle field. After Beowulf dies, he is described as the mildest of men and the most gentle, the kindest of folk and the most eager for fame. This shows that desiring fame was completely acceptable in the Anglo-Saxon period. People strived for fame and honor. In the Anglo-Saxon period it was not enough to just be a good warrior, that warrior needed to be known for being a good warrior. A romantic hero must possess an understanding of his inner-self or inner-world.   He must also understand the value of his experiences through emotions, intuition, and feelings rather than logically reasoning.   The audience must also be able to emotionally connect with the romantic hero on some level of emotion so that no matter the experience of the hero, the audience will relate to his experiences. A romantic hero transcends society; birth and class are unimportant. The battle the hero takes part in is internal, and the hero makes his or her own rules. Unlike the great warrior, self knowledge is valued more than physical strength or endurance. This hero is more intellectual than the epic hero. However, this hero is moody, isolated and introspective. Also, his or her loyalty is to a community. The earliest accounts in which Arthur appears portray him as a historical hero who comes to assume national importance.  Ã‚  By the Twelfth Century he has been transformed by courtly writers from a historical and national hero to a hero of romance. After the Anglo-Saxon period, the Middle Ages period took over. The epic hero transformed into the romance hero. King Arthur is one of the famous romance heroes of his time. King Arthur has been described as the leader of battles, who slaughters many pagans. He was a hero and a king, commonly referred to as the savior of Britain. Many stories about King Arthur have been transformed around myths, legends and scattered and contested facts. He was based on many historical figures. The legend of King Arthur was first mentioned in The Gododdin in 600 AD. The text praises a certain warrior but says he was no Arthur. Arthur is known as an extraordinary warrior. The Welsh did not describe him as a king but as a war leader. His legacy was quickly spread after 1138 when Geoffrey of Mummouth wrote the first full biography of King Arthur. This quickly spread of Europe and allowed Arthur to become a figure of romance. However, this biography has not been proven to be factual. This further leads t o the idea that much of what is known about King Arthur today is based on fictional stories. During the Middle Ages, John Hardyng and Robert Mannyng accepted the legend of King Arthur as real; however, William of Newburgh thought of Arthur as a fictional character. Also, in the Decline and Fall, written by Edward Gibbson, he stresses the reality behind King Arthurs tale and believes it to be a true story (Ashe vii). Arthurs character has been filled with many virtues and few flaws, each varying from text to text. He has been described as compassionate and generous. He rarely acted in ways of wrath or pride; he was the Romantic hero of his time period. He is well known for being faithful to his knights and his queen. Jacques de Longuyon made of list of heroes, and among this list of many notable characters from Julius Caesar to men of the Bible was Arthur. He was a symbol of glory, valor and virtue. Arthur was first put into literature in the French romances. These were of Celtic and Welsh origin. His claim to royal leadership was the Sword in the Stone from Robert de Borons Merlin early in the thirteenth century. Arthur was the only man who was able to remove the sword from a slab of rock. King Arthurs stories have many origins to Celtic stories such as the hunt of the white stag and journeys to enchanted castles and forests. Elements of his stories include abduction and loss of Guinevere, battle of Camlan and the death and return of Arthur. He led his armies to battle with a religious purpose similar to the epic hero, however, those religions were very different. King Arthur had the image of the Virgin Mary on his shield, and his battle cry was the name of the Mother of God. During one of his many battles, legend says that King Arthur kill 960 men in one day by himself. A welsh writer wrote, Arthur, having carried the cross of Christ on his shoulders for three days and three nights, was victorious in the Battle of Badon. Myth and truth always surround the legends of King Arthur. It has become difficult to differentiate between what is true and what is false. Arthur transformed from a historical figure to a figure of mythic proportion. This is primarily because most of his stories and legends were only transferred by word of mouth. This provided a lot of room for exaggerations and fairy tales inside of the stories of King Arthur. The courtly entourage was a necessary step to transition King Arthur from a local chief to a great king. This was something new about the romance hero that the epic hero did not have. King Arthur had incentive to succeed in battle from a woman, and King Arthurs bravery and nobility would reciprocate back to the woman and be incentive for her to be pure. King Arthur is described as more courtly and less barbaric, as possessing other than marital attributes and abilities. Courtly love was established during the Middle Ages and greatly emphasized in the legend of King Arthur. In this time period, knights devoted themselves to a single lady. In principal, courtly love was purely emotional; no physical actions were to take place. Therefore, whether the lady was married or single, courtly love was accepted as a normal cultural action. The Art of Courtly love was written by Maries chaplain Andreas in 1175, and this laid the laws of courtly love in this time period. This piece explained how to approach a lady the proper way and address his desires of courtly love. This piece also explains how to communicate to one of a lower class, for example, a nobleman may address a man of the middle class because the nobleman is of a higher class. Although courtly love was intended to be purely emotional, physical relationships were started because of courtly love. Many knights and their respective ladies went passed courtly love and took part in physical actions usuall y leading to adultery. In the Wedding of King Arthur, he said, This fair lady is more than welcome to me, for I have loved her since I first saw her and the hundred knights and the Table Round please me more than any riches. This statement is a great example of his courtly love and chivalry. He is not the epic hero from the Anglo-Saxon era; he focuses more on love and chivalry. He cares about his lady and his knights. Love and honor are more important to King Arthur than riches and fame. Overall, the epic hero and romance hero were similar warriors, but their supporting characteristics were very different. The epic hero was more ruthless and focused on battle and his army, while the romance hero was very different. The romance hero focused more on love and relationships outside of battle. Courtly love played a large role in the romance hero but was not a part of the epic hero. However, the epic hero did place a lot of respect on family and respect. These heroes of the Anglo-Saxon period and the middle ages played a large part in much of the British literature of these time periods.

A Midsummer Nights Dream: Book Report :: A Midsummer Nights Dream, William Shakespeare

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  A Midsummer Night’s Dream by William Shakespeare is a Athenian comedy. Some of the characters are fairies, kings, queens, and even lower class people. It is apparent what time period this story is from, because of some of the things that Theseus, the duke of Athens, and Oberon, the king of the fairies, say in it. One of these such quotes from Theseus is, â€Å" Go, Master of Revels. Stir up the Athenian youth to merriments, awake the pert and nimble spirit of mirth, and all of Athens shall celebrate.† Yet another quote talking about the Athenians is spoken by Oberon, â€Å"A sweet Athenian lady is in love with a disdainful youth. You will know him by the Athenian garments that he wears.†   Ã‚  Ã‚  Ã‚  Ã‚  In this story the lower class people are called mechanics. Before this story many people may have thought a mechanic could only be some who worked on cars for a living. Boy, were they ever wrong. The mechanics in this story are far to dumb to ever work on anything. They even manage to turn a Greek tragedy into a comedy, because of their lack of acting skills. One such character is Bottom, a line that he has to say is suppose to be serious and sad, but he turns it into something funny because of the way he says and acts it. â€Å" Thus die I, thus, thus, thus. Now I am dead. I die, die, die, die, die,† and yet he does not die for quite some time.   Ã‚  Ã‚  Ã‚  Ã‚  Some changes that the characters made through out the play were quite interesting. Puck, a kind of evil fairy, plays a trick on his queen Tatania. He changes Bottom, a mechanical, into a donkey and makes Tatania fall in madly in love with him. After a little while he decides to let her see what she was actually in love with and she starts to scream. It’s quite amusing that a fairy could be so evil. In all the other stories that are ever read make fairies out to be nice things that grant wishes and such. Who would ever think that they would play crewel tricks on people like that. Puck also puts a type of love potion in the eyes of Lysander and Demetreuis to make them fall in love with Helena instead of Hermia. Which also a evil plan.   Ã‚  Ã‚  Ã‚  Ã‚  This book was very interesting to read. There are some very interesting things to be learned from this book.

Identity Theft Essay -- essays research papers

Introduction   Ã‚  Ã‚  Ã‚  Ã‚  There is currently a huge growing number of criminals that now do greater and more widespread damage to their victims without ever meeting them. Identity theft surfaced in the early 1990s and turned peoples everyday transactions into a data gathering game. Bits of personal information such as bankcards, credit card accounts, income, social security numbers or just someone name, address, and phone numbers are now collected and could be used illegally by these individuals without anyone’s knowledge.   Ã‚  Ã‚  Ã‚  Ã‚  The purpose of this study is to investigate what is being done to help control this growing crime in North Carolina. This includes the evaluation of the identity theft policies that the banks in North Carolina have in place. The study attempted to determine which bank had better and tougher policies as well as whether or not these security policies had helped reduce identity theft complaints in North Carolina since the date of it’s origin. Background of the study   Ã‚  Ã‚  Ã‚  Ã‚  Identity theft is whereby an individual obtains some piece of an unsuspecting victim’s sensitive information and uses it without their knowledge to commit fraud or theft. According to the Federal Trade Commission (FTC), â€Å"people whose identities have been stolen can spend months or years and their hard earned money trying to clean up the mess the thieves have made of their good name and credit record. Some victims have lost job opportunities, been refused loans for education, housing, cars or even arrested for crimes they didn’t commit.†   Ã‚  Ã‚  Ã‚  Ã‚  According to the FBI statistics, Identity Theft is the fastest growing crime in the U.S.’s (Tribune Business News, 2003). Identity theft thieves have perfected the art of collecting information of unsuspecting victims and now all the law enforcement agencies, as well as affected companies, are working hard to find ways to combat these issues.   Ã‚  Ã‚  Ã‚  Ã‚  There are several ways that identity theft thieves gain access to your personal information. Lost wallets, purses, stolen or lost mail used to be the main source of such private information. Mail, which sometime, includes bank statements, pre-approved credit cards, and tax papers are a source of a large amount of data. In recent years, many have been known to steal reco... ...g numbers of identity theft cases, since the late nineties, have become a growing concern for the law enforcement agency and the community as a whole. Involving the public in this warfare calls for all organizations, banks included, to get tighter policies in place and protect the integrity and security of their customer’s data. This study will show whether or not the implemented policies in the local banks have helped reduce identity theft cases overall. Research Questions and Hypothesis   Ã‚  Ã‚  Ã‚  Ã‚  To perform our research study, we attempted to get answers to these questions: How do North Carolina bank policies reduce the spread of identity theft? To what extenet are the policies of one bank better than the policies in the others in reducing identity theft occurrence? What role can N.C. bank consumers play in reducing the risk of becoming identity theft victims? We hoped that the responses would prove our hypoithesis: the banks that have tight security policies in place have less consumer complaints than those that do not. Literature Review   Ã‚  Ã‚  Ã‚  Ã‚  As stated earlier, the method of data collection was done using a survey

Elementary Teachers Essay

Did you know that teachers take on the role of mothers, fathers, friend, adviser, psychologist, and nurse? Teachers are the keys to every door of success. Elementary teachers, however, builds the foundation for the home of your dreams. Most people believe and view elementary teachers as â€Å"babysitters† and â€Å"caregivers,† but truth be told, they are truly God sent heroes dressed in suits that walks around with an extra arm and leg making the world a better place. They are not people that you send your children to just so you can have a break at home. It is a disgrace that parents’ have that mentality and modern parents’ continues to think so. Many do not understand the sacrifices and hard work it takes to mentally raise not one, not two, not three, but hundreds of children. Three very important things you need to know about elementary education are as follows; first and foremost, you must familiarize yourself with the duties and responsibilities of an elementary teacher, secondly, you must know how to become one, and lastly, if you value hard-earned money and the sweat of your hard work, you would want to know how much an elementary teacher earns. I asked a question on the beginning of my introduction to give you a feel and picture of what an elementary teacher goes through everyday. Parents complain and leave all the problems to the teachers to figure out when really, that is not their job. Their job is to make sure that your child receives the best education possible. Not to babysit and try and break their bones teaching them wrong from right. The question on the beginning of the essay creates a conversational tone and will allow readers to search for the answer or read along searching for whether the answer is true or false. U.S Department of Education Secretary, Arne Duncan stated, â€Å"I really believe that teachers are the HEROES of our society. † Being a teacher is not an easy job. Teachers make it look easy but in actuality, teachers are miracle workers. They are able to take care of a classroom full of active curious George’s, and not just anyone can do that. Teachers have many duties and responsibilities. They provide the main source of knowledge for children, ensure that values are being taught well, and create and prepare lesson plans for whatever subject they are teaching whether it be math, English, science, or etc. A teacher knows her students best so they evaluate one’s achievements, abilities, weaknesses, strengths, and challenges them to overcome obstacles that are hindering them. They prepare students for standardized tests and most especially, for future grade levels. Besides in-class teaching, they spend over 20 hours outside of class grading papers, organizing extracurricular activities, and worrying about their students. Remember that being an elementary teacher is not the same as being a regular teacher. Dealing with children is much harder than dealing with teens and young adults because children are not accustomed to the English language and their minds are not as focused as older students. Teachers, other than parents, are people you can turn to when all else fails and the world seems like a dreadful place. Now that you are familiar with the duties and responsibilities of an elementary teacher, you are now wondering how to become one. The steps and procedures needed to achieve this goal. Depending on what school you are applying to and whether it is a private or public school, the process differs. Most if not all schools requires at least a bachelor’s degree in elementary education, a state-issued certification or license, and other required trainings and tests. Some private schools do not require a bachelor’s degree or certifications but they do evaluate your experiences. Because you are working with young children, you must know how to adapt your teaching methods to the students’ levels. You are going to come across students who are not as fortunate as others, students that are slower or faster than others, students that are different colored than the others, and just some students that are much more active than the others, but it is your job to adapt and learn how to deal with whatever situation you are in. You must have great communication skills, patience, instructional skills, and creativity. Like I have mentioned earlier, requirements on how to become a teacher depends on what school you are applying for and whether it is a private or public school. It is always best to do some research on the specific school you desire. Lastly, with all the steps and procedures to become an elementary teacher, how much they actually make is the sad part. According to the Bureau of Labor Statistics, U. S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Kindergarten and Elementary School Teachers, statistics states that The median annual wage of elementary school teachers was $51,660. The lowest 10 percent earned less than $34,390, and the top 10 percent earned more than $80,140. Public school teachers make an average of $50,000-$70,000 annually. Private school teachers make an average of $50,000-$60,000 annually. Thus implying that public school teachers makes more than private school teachers because private school teachers’ salaries depends on how many students are enrolled and tuition fees whereas, public school teachers’ salaries depends on certifications and degrees. The higher your degree is the higher your pay is raised. Despite how much the average teacher makes, many people, especially teachers, feel they are underpaid. They work more than 50 hours a week, sometimes works on the weekends, and spends most of their time doing unpaid tasks at home. Many teachers quit their jobs in 5 years because of the low paid salaries. In conclusion, despite the low paid salaries and take home work teachers deal with, it takes a true hero to care for someone else is child and guide and teach them the basics of education. They spend most if not all of their time at home grading papers, worrying about their students, and finding different ways and techniques to help a child in need. They are the eyes, the ears, and the brains of students. Without them, education would not be possible. They deal with different types of students that go crazy because someone just stole their pencil, or she broke a nail, or he is going on a vacation with grandma, or her birthday is coming up. They have these special powers that can tell when something bad is happening, or something is wrong, or something just does not feel right. Most teachers do what they do not for how much they make or the credibility but for their students and because they care. I was raised by a teacher and living with her and seeing first hand how hard it takes to be a teacher and how all she wants is to see her students succeed is one of the best rewards anyone can ever receive. I have used the technique â€Å"summarize† for my conclusion to recap and restate the main points of my essay. In doing so, it allows readers to go through what they read but in one whole summary. We do have heroes in the world, after all. Source list: http://www. kimskorner4teachertalk. com/writing/sixtrait/organization/conclusions. html http://www. campusexplorer. com/careers/DE17C02B/elementary-school-teachers/ Bureau of Labor Statistics, U. S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Kindergarten and Elementary School Teachers, on the Internet at http://www. bls. gov/ooh/education-training-and-library/kindergarten-and-elementary-school-teachers. htm.