Essay on The Glass Menagerie and the Life of Tennessee Williams

The Glass Menagerie and the Life of Tennessee Williams The Glass Menagerie closely parallels the life of the author. From the very job Tennessee held archeozoic in his life to the apartment he and his family lived in. Each of the characters presented, their actions taken and even the setting have been based on the past of Thomas Lanier Williams, better cognize as Tennessee Williams. Donald Spoto described the new apartment building that Williams and his family relocated to in St. Louis, Missouri as having only two small windowpanes, one window in the front of the apartment and another in the rear. A call forth escape blocked the smoky light that might have come in from the window facing the back alley (16). In The Glass Menagerie, the apartment was described as facing an alley. Meyer brought to my attention that the entrance to the apartment was actually a fire escape. There was no front door in the apartment of The Glass Menagerie, only a fire escape to enter and exit through (1 865). This remissness of a front door represents the feeling that Tennessee Williams had that he could not leave his family and strike out on his own in a normal work as most children do. Tennessee Williams felt that he had to literally escape in order to follow his own dream of writing as turkey cock in addition felt in the play. John Fritscher points out in his dissertation that Tennessee and Tom both were torn between their mothers interpretation of responsibility and their own instinct (5). Tom Wingfield, the narrator of the play, is representative of Tennessee Williams himself, down to them sharing the same first name. Tennessee Williams did not earn his nickname until his college days at the University of Missouri (Meyer 1864). Both Tom and Tennessee William... ...ed his universe of discourse and his experiences of it in whatever form seemed suitable to the material. (Kahn) Works Cited Cook, Sharon. Permission to Quote Me. E-mail to author. 2 Apr. 1999 Fritscher Ph.D ., John J. Love And Death In Tennessee Williams Diss.1967 Loyola University Library. Internet 1999. purchasable jackfritscher.com/tennessee Kahn, Sy. Modern American Drama Essays in Criticism. Edited by Willima E. Taylor. Deland, Florida. Everette/Edwards Inc., 1968. 71-88 Spoto, Donald. The Kindness of Strangers The Life of Tennessee Williams. Boston Little, Brown and Co.,1985 Tischler, Nancy M. Tennessee Williams Rebellious Puritan. New York The Citadel Press, 1965. Williams, Tennessee. The Glass Menagerie. The Bedford access to Literature Reading, Writing, Thinking. 5th ed. Ed. Michael Meyer. Boston Bedford, 1999. 1865-190

The Beasts and Monsters in Dantes Inferno Essay example -- Divine Com

The Inferno is the first section of Dantes three-part poem, The Divine Comedy. Throughout Dantes epic journey into the depths of Inferno he encounters thirty monsters and five hybrid creatures. The just about significant of these monsters are of central importance to his journey and to the narrative, as they not only challenge Dantes presence in Inferno, but are custodians of Hell, keeping in order or guarding the perduta gente. In this essay I am concentrating on these prominent beasts, namely Minos, Cerberus, Plutus and Geryon, establishing why they feature in Dantes eschatological vision and discussing the sources which influenced his inclusion of these particular creatures. These four monsters all fulfil important functions as head as representing important themes in Inferno, establishing them as symbols which reinforce Dantes allegory. Minos, as the infernal forecast and agent of Gods justice, represents our own conscience and morality. When the sinners come before him tut ta si confessa, which causes the reader to reflect on their own sins.His terrifying treatment of the souls is significant as afterward Charon, he is one of the first figures who they encounter on their passage into Hell, and his unique method of demonstrating which area of Hell that the souls should be sent to increases the horror and adds to the alarming atmosphere. His warning to Dante, is similar to several of the infernal custodians, who continually remind him that he should not be in the Otherworld, tu che vieni al doloroso ospizio, guarda comentri e di cui tu ti fide non tinganni lampiezza de lintrare (1) However, Cerberuss reaction to Dante is one of overt malice and vice, and rather than comment on his presence he... ...s Minoss warning to Dante and his unusual illustration of how the sinners are judged. The monsters also form strategic narrative devices, as their confrontations with Dante and Virgil poke out the pattern of incident and movement in the text, adding variety and tension. The beasts form an inherent and essential part of the narrative because of the excitement and terror that they add to Dante and Virgils journey, as well as reinforcing Dantes classification of sin. They also illustrate the traditional motifs of Otherworld visions, whilst simultaneously expanding and developing previous representations of the afterlife in order to form original and exciting creations. This shows the importance Dante placed on the inclusion of these beasts as they not only express the influence of other works on Inferno, but also his own salient creativity and fantasy.

Multiple Access Relay Network :: Technology, Network

We consider a multiple access pass on earnings where eachsource transmit distribution channel coded packets, relay decode the transmittedpacket, gene rove network coded parity symbol, and retransmitit. We assume the relay has multiple antennas, sorelay to destination yoke is MIMO channel. We consider twoMIMO infection sensory system at the relay, spatial multiplexing(SM) and beamforming as transmit diversity (TD), and assumethat the relay usage different network coding scheme dependingon the MIMO transmission mode. In other words, we considera network with three types of linear combination channelcoding at the source, network coding at the relay, and mixingover the air with MIMO channel. The main objective of thepaper is to propose a transmission mode selection schemeat the relay which optimize these three linear combinationsconcurrently.There are numerous work that optimize either the networkcoding, MIMO transmission mode, or data rate over multipleaccess relay channel. Netwo rk coding techniques for singleantenna relay network has been addressed in 1 - 4. Authorsin 1 investigated the cooperative diversity gain offered by thenetwork coding. Authors in 2 proposed a network codingscheme based on low-density parity-check (LDPC) codes thataccounts for the lossy nature of wireless networks and showedthat a significant coding/diversity gain can be achieved. Authorin 3 investigated the tradeoff between reliability and rateas a function of node density and SNR, and showed howthe energy and node density can be traded in achieving agiven reliability-rate pair in single antenna case. Authors in4 examine an network coded cooperation which adaptivelymatch networks-on-graphs to the well-known class of codeson-graphs such as LDPC codes. This approach enables realtimeadaptation of network codes to variant link states andchanging network topologies. Network coding for multiple antennashave been studied for special network geometry in 5,6. Authors in 5 proposed a cross-l ayer design employingmultiple antenna techniques and network coding called MIMOtwo-way relay for one dimensional mesh network and authorsin 6 investigated the performance of MIMO network codingin bi-directional relay network. adaptational relay protocol hasbeen proposed for a network with single antenna relays in 7- 9 and for a network with multiple antennas using amplifyand forward protocol in 10, 11. Authors in 11 proposedan adaptive antenna selection scheme at both the relay and thesource for half-duplex MIMO amplify and forward relay protocol.Rate optimization for relay network has been addressedin 12, 13. Authors in 12 proposed throughput optimalcontrol policy for a parallel relay network with decode andforward protocol. Authors in 13 analyzed the performanceof variable-rate two phase collaborative diversity protocols andoptimized the transmission rate based on the node location.

In the 1930’s John Steinbeck wrote the novel Of Men and Mice. He wrote :: Free Essay Writer

In the 1930s John Steinbeck wrote the wise Of Men and Mice. He wrote the book in the middle of the majuscule American depression. During this great time of loss over 15 million people broken there jobs.OF MEN AND MICEIn the 1930s John Steinbeck wrote the novel Of Men and Mice. Hewrote the book in the middle of the great American depression. Duringthis great time of loss over 15 million people lost there jobs andwere made redundant. All these people were left to surface whatever workthey could, all with no income or government support such as benefitsor social security. The health service was no longer on a work plan sopeople were suffering in their heap because they could not afford topay the service costs. California at that time was quite a rich stateso many flocked there to find work. Of Men and Mice is set inSalinas in California. Salinas is on the coast of California and isquite a fruitful county and a lot of people will invite gone to work onthe ranches there like Lennie and George. John Steinbeck wrote Of Menand Mice in a socialistic point of view to capture what was going onin these times. He captured what was going on around him and turned itinto a novel of two men doing exactly what millions of others weredoing at that time going from key to place, ranch to ranch. This ishow millions lived for many years to come. John Steinbeck felt thatthe government had let the public down buy not supporting them intheir time of need.Lennie is set forth as a huge man, shapeless of face with large paleeyes. Just from this you can tell that he is abnormally tough for thesetimes. However George is describe as small, quick and dark of facewith restless eyes and sharp, strong features. This tells us that theman is smaller and skinnier than Lennie with more defined features.Lennie is said to be big and clumsy, so big even he is described as abear dragging his feet a little, the way a bear drags its paws.Steinbeck then refers him to once more Lennie dabbled his bi g paw in thewater. This then emphasise just how big he is world compared to abear again. But whilst being like a bear he is also like a child Iforgot, Lennie said softly, I tried not to forget, honest I did George.This makes Lennie sound like a child not only because of the language

Blacks Attempt To Achieve Equality :: United States History Historical Essays

inkinesss Attempt To Achieve Equality The arcsecond amendment of the Constitution guarantees the right of American citizens to bear arms shall not be infringed by the get together States government (2nd Amendment). Robert Williams understood how significant this right was to the protection of Black lives which were targets of racism and delirium. He advocated the use of force play as a means of self demurral and organized local blacks into a rifle club with a charter from the National Rifle Association (60). Skip Curtiss defends this position saying, any steps that (Williams) had to interest in order to prevent his family and his people from being slaughtered manage cattle were completely within his rights (Curtiss). This is certainly true regarding Williams right to own guns, as explained above, barely below the surface of Curtiss statement, lie many questions regarding the results the threat of force-out has produced. Retaliating against racism with violence actually pr oduces effects which are detrimental to the integrationist movement. Whites felt threatened by Williams militaristic statements, which caused them to hold onto their power with a increasingly tighter grip. Non violence has moral superiority to, is more logically sound than and has produced much more favorable results than fortify self defense, and is thus a much better order in the struggle to achieve equality. The most famous advocate of non violence was Rev. Dr. Martin Luther King younger In his essay A Letter From a Birmingham tuck away he articulates the position of non violence. Justified is King in his civil disobedience because certain laws shroud people unequally, and are therefore immoral. He demonstrates out of confess of these laws, but knows that by breaking laws he must accept certain penalties. King feels that resorting to violence only equates the abused with the abuser. Thus in the fight for a morally just cause, Blacks must not resort to immoral tactics else they becomes victims of hypocrisy. The major puzzle with armed resistance to protect Blacks lives is that it is does not give up a means to produce the ends, which is equality. Williams Asserts that the basic ill is an economic ill, (Blacks are) denied the right to have a decent standard of living (40). No 1 can logically disagree with this, but threatening to use violence is not a solution. As Williams found out, his position actually made matters worse.Blacks Attempt To Achieve Equality United States History Historical EssaysBlacks Attempt To Achieve Equality The second amendment of the Constitution guarantees the right of American citizens to bear arms shall not be infringed by the United States government (2nd Amendment). Robert Williams understood how significant this right was to the protection of Black lives which were targets of racism and violence. He advocated the use of violence as a means of self defense and organized local blacks into a rifle club with a ch arter from the National Rifle Association (60). Skip Curtiss defends this position saying, any steps that (Williams) had to take in order to prevent his family and his people from being slaughtered like cattle were completely within his rights (Curtiss). This is certainly true regarding Williams right to own guns, as explained above, but below the surface of Curtiss statement, lie many questions regarding the results the threat of violence has produced. Retaliating against racism with violence actually produces effects which are detrimental to the integrationist movement. Whites felt threatened by Williams militaristic statements, which caused them to hold onto their power with a increasingly tighter grip. Non violence has moral superiority to, is more logically sound than and has produced much more favorable results than armed self defense, and is thus a much better method in the struggle to achieve equality. The most famous advocate of non violence was Rev. Dr. Martin Luther Ki ng Jr. In his essay A Letter From a Birmingham Jail he articulates the position of non violence. Justified is King in his civil disobedience because certain laws treat people unequally, and are therefore immoral. He demonstrates out of protest of these laws, but knows that by breaking laws he must accept certain penalties. King feels that resorting to violence only equates the abused with the abuser. Thus in the fight for a morally just cause, Blacks must not resort to immoral tactics else they becomes victims of hypocrisy. The major problem with armed resistance to protect Blacks lives is that it is does not have a means to produce the ends, which is equality. Williams Asserts that the basic ill is an economic ill, (Blacks are) denied the right to have a decent standard of living (40). No one can logically disagree with this, but threatening to use violence is not a solution. As Williams found out, his position actually made matters worse.

Blacks Attempt To Achieve Equality :: United States History Historical Essays

Blacks Attempt To Achieve Equality The second amendment of the Constitution guarantees the right of American citizens to bear fortification shall not be infringed by the United States government (2nd Amendment). Robert Williams silent how significant this right was to the protection of Black lives which were targets of racism and violence. He advocated the use of violence as a means of self defense and organized local blacks into a rifle club with a charter from the National Rifle Association (60). omission Curtiss defends this position saying, any steps that (Williams) had to take in severalize to prevent his family and his people from being slaughtered like cattle were completely within his rights (Curtiss). This is certainly line up regarding Williams right to own guns, as explained above, but below the get up of Curtiss statement, lie many questions regarding the results the threat of violence has produced. Retaliating against racism with violence actually produces effec ts which atomic number 18 detrimental to the integrationist movement. Whites felt threatened by Williams militaristic statements, which caused them to channel onto their power with a increasingly tighter grip. Non violence has moral superiority to, is more logically right than and has produced much more favorable results than armed self defense, and is thereof a much better method in the struggle to achieve equality. The most notable advocate of non violence was Rev. Dr. Martin Luther King Jr. In his analyze A Letter From a Birmingham Jail he articulates the position of non violence. Justified is King in his civil disobedience because certain laws treat people unequally, and are therefore immoral. He demonstrates out of protest of these laws, but knows that by breaking laws he essential accept certain penalties. King feels that fixing to violence only equates the maltreat with the abuser. Thus in the fight for a morally just cause, Blacks must not resort to immoral tact ics else they becomes victims of hypocrisy. The major problem with armed bulwark to protect Blacks lives is that it is does not have a means to produce the ends, which is equality. Williams Asserts that the staple fibre ill is an economic ill, (Blacks are) denied the right to have a courteous standard of living (40). No one can logically disagree with this, but menacing to use violence is not a solution. As Williams constitute out, his position actually made matters worse.Blacks Attempt To Achieve Equality United States History historical EssaysBlacks Attempt To Achieve Equality The second amendment of the Constitution guarantees the right of American citizens to bear arms shall not be infringed by the United States government (2nd Amendment). Robert Williams understood how significant this right was to the protection of Black lives which were targets of racism and violence. He advocated the use of violence as a means of self defense and organized local blacks into a rifle club with a charter from the National Rifle Association (60). Skip Curtiss defends this position saying, any steps that (Williams) had to take in order to prevent his family and his people from being slaughtered like cattle were completely within his rights (Curtiss). This is certainly true regarding Williams right to own guns, as explained above, but below the surface of Curtiss statement, lie many questions regarding the results the threat of violence has produced. Retaliating against racism with violence actually produces effects which are detrimental to the integrationist movement. Whites felt threatened by Williams militaristic statements, which caused them to hold onto their power with a increasingly tighter grip. Non violence has moral superiority to, is more logically sound than and has produced much more favorable results than armed self defense, and is thus a much better method in the struggle to achieve equality. The most famous advocate of non violence was Rev. Dr. Martin Luther King Jr. In his essay A Letter From a Birmingham Jail he articulates the position of non violence. Justified is King in his civil disobedience because certain laws treat people unequally, and are therefore immoral. He demonstrates out of protest of these laws, but knows that by breaking laws he must accept certain penalties. King feels that resorting to violence only equates the abused with the abuser. Thus in the fight for a morally just cause, Blacks must not resort to immoral tactics else they becomes victims of hypocrisy. The major problem with armed resistance to protect Blacks lives is that it is does not have a means to produce the ends, which is equality. Williams Asserts that the basic ill is an economic ill, (Blacks are) denied the right to have a decent standard of living (40). No one can logically disagree with this, but threatening to use violence is not a solution. As Williams found out, his position actually made matters worse.

Food, Values and Identity in the Middle Ages Essay

Food is adept of the basic essentials for humans to live. The solid food we use up gives us the food for our daily duties. Even during the ancient whiles, humans had a wide variety of foodstuffs to choose from with meat and plant food as the two general categories (Adamson, 2004). However, level off if on that point are kindred food resources all around the world, what passel eat vary from unrivalled culture to a nonher, thus there were variations on how they micturate different foods and how they eat. As time progressed, simple meals became elaborate with the continuous addition of different ingredients to make it more palatable to the taste of many.Diets of people evolve, depending on their needs, status, time menstruations and of course, the availability of the food itself. Through food, some people are able to show their set or principles that they believe in. For example, Muslims do non eat pork barrel because the pig is considered as a dirty animal in their religi on. The food people consume is sometimes utilise to characterize them (Scholliers, 2001), not only as individuals and as part of a group. All over the world, food portrayed a huge manipulation in shaping humans, their taxs, identicalness operator and the inn and period they live in. One notable period in history is the oculus Ages.It was the time when there were many political, social, economic and social changes and the period which besides led to the transformation of many europiuman states (MSN Encarta, 1993-2008). What role did food play in the medieval ages? What was its relationship between values and identity in the period of the shopping mall Ages? It is interesting to note how food contributed to the culture of the people during these times of large changes in the society and route of living of people. Eating in the Middle Ages was distinguished for the different social classes of people that lived during that time.For peasants and those who lived in poverty, their diet consisted mainly of vegetables and cereals. It was give tongue to by Mennell (1985) that descriptions of how the poor ate can be seen from the some of Chaucers and Langlands writing. Serfs were provided by their lords limited variety and amount of foodstuffs, mainly consisting of bread, a morsel of cheese, ale or cider and dish of either lean or meat. This fish and meat were usually eaten during special occasions but it was still a known fact that meat was a luxury to the poor (Ferreires, 2006).It was as well said that the poor was also associated to eating dairy farm products (Mennell, 1985) while the rich people had a disregard for them. Meat was always associated with the rich and it was them who always had a profuse supply. Selling of meat was complicated during the time of the Middle Ages. There were many rules regarding butchering and the sale of meat in Europe (Ferreires, 2006). These rules were created for health reasons and so as to create a good quality of products for the buyers. These rules were also specific one of them is that any flesh or meat dying of former(a) means deviation from butchering must be burned.Slaughtering of an animal also had strict standards and the market was strictly supervised as well by the lords of the city. In this aspect, meat was not only used as part of a recipe or dish but also for political purposes because charters created for the sale of meat were watched over about by the lords of the city (Ferreires, 2006). There were different kinds of butcher shops found around the city, the town butcher shop and the common butcher shop. These two kinds of shops were different because they deal different qualities of meats (Ferreires, 2006).These meats were mostly for the consumption of the rich because the town butcher shops sold high quality meats while the common butcher shop sold, though not low quality, meat sold there was considered as second rate Ferreires, 2006). Poor people had another option where th ey can buy meat and this was a free market where decaying meat could be bought. Although there were strict rules for selling of meat, selling rotting meat was not prohibited as long as they sell it outside the town so people can make a distinction on where they can buy sporty meat and where to but the decaying ones.Ferreires (2006, p. 48) noted that for those who live in the country though, it was not a problem for them to find food since they also produce their own and sometimes tended animals. On the other hand, those who lived in the city, though could also produce their own food, remained as consumers since most of the markets could be found in the city. Even if there was a social distribution of food among the people during the Middle Ages, how food was cooked was very simple for both rich and the poor.Slow boiling (Mennell, 1985) was the major method in which food was cooked during the Middle Ages primarily because the meals prepared during this time were dominated by soup. In most cases, the soup prepared for the meal contained meat, together with onions, cabbages and beans. For the poor, sometimes food was simply cooked in boiling water or milk. Little is known about the recipes that people cooked during the Middle Ages. However, cooking manuscripts were also created during these times (Mennell, 1985). Much of these manuscripts are similar to what we would diagnose as recipe books or cookbooks.But these cooking manuscripts were generally created for the upper class because you will find recipes in these manuscripts as the ones prepared by cooks at the dinner tables of the rich and nobility. Most of the recipes in medieval cuisine particularly focused on the ingredients and the combination of flavors that is put into a dish. Unfortunately, the first recorded recipes were vague, compose with lack of precision on how it was cooked, how very much of an ingredient was needed and what utensils were used. Earliest recipes in the Middle Ages were seen sim ply as a list of ingredients.Most writers of the culinary manuscripts were anonymous and it was difficult to trace more information about the recipes. But with the emergence of the master-chefs, cooks who wrote recipes from personal experience, specifying details of the dish to be cooked, written recipes evolved. This ontogenesis of recipes whitethorn have also been attributed to the evolving culinary techniques, practices and strategies of the cooks that time. new(prenominal) factors, such(prenominal) as introduction of a new ingredient, new found use of a utensil contributed to the evolution or improvement of medieval recipes (Adamson, 1995).Food preparation became more elaborate. Together with the evolution of the recipes, more and more cooks and chefs came out from their anonymity and were recognised. They were then appropriately recognized for their collection of recipes. We can say that food was able to give identity to the chefs such as those who provided the people with ne w recipes in medieval cooking manuscripts. harmonize to Mennell (1985, p. 49), there were four best known cookery manuscripts from late medieval Northern Italy which had many points in common with each other and probably has one source.Food would then be used to signify wealth and rank in the medieval cuisine. Food prepared for the rich may not needs taste delectable but they should sealed(prenominal)ly look appetizing. There were also certain foodstuffs that gave the rich their identity to the rich because they are the only ones who can comfortably access it, such as meat which was mentioned earlier. The saying You are what you eat, can be taken literally because whatsoever food that goes into our body contributes to how our bodies are make of. Whatever food an individual eats gives them the physical identity.Identity is the set of characteristics by which an individual possesses, as he or she is recognizable as a member of a certain group. All human beings have identities, so we will have something to identify with, to give us a sense of belongingness. Without people realizing it, the food we eat was a huge factor in determining our identity. For example, we usually identify countries with the foods that can commonly be found in them (not inevitably crops). We also sometimes identify certain groups of people to the food they eat.In the Middle Ages, we already mentioned that the evolution of the recipe writing was able to give identity to the chefs of that time. They became more respected because they did not just conform to old traditional recipes but they created their own styles in making dishes. The social classes during the Middle Ages were also give identities by the food they eat. The rich and nobility for example was usually identified with meat and many other variety of food that was accessible to them. While for the commoner, it was vegetables and dairy that was clearly identified with them (Mennell 1985).More food was of course accessible to the rich because they had more money to buy a wider variety of foodstuffs than the commoner. Their diet consisted mainly of fresh bread, cheese, meat and wine. Relationship between identity and food in the Middle Ages could also be seen in the prescribed diets of the time. Foods that were coarse, heavy and inexpensive were prescribed to eat by those workers who had heavy physical work. They were supposed to become more accustomed to these kinds of foods because these foods would be able to sustain the energy they consume up in their work.Other foods which may not be acceptable and considered unpleasant to eat such as nerves, tendons, and innards were included in the list of prescribed foods for the laborer. These laborers then would be given the identity that they have tough stomachs because of the many repulsive foods that they can eat (Ferreires, 2006). On the other hand, the rich or those with inactive lifestyles such as the scholar were prescribed to eat lighter foods such as w hite bread, white wine and the white meat of the chicken because this foods suits best the brain bodily function (Ferreires, 2006).They were advised as well to lessen their physical activity, anything that may become hindrance to their brain activity. In turn, they would be more identified with gentler stomachs, one that cannot or should not digest or intake foods eaten by the laborers because they do not consume too much energy as workers do. Although food has a keen role in the identity formation during the Middle Ages, it should not be deduced that food is a major factor in identity formation because there are still many factors such as in social, economic and political aspects that should be considered when looking at peoples identities.Another role that food may have a relationship with is values in the Middle Ages. The relationship between food and values goes a long way back to ancient history. Values were held by individuals as something that they believe in firmly. The re lationship between food and values in the Middle Ages may be near linked to religion. Early accounts of prescribed diets can be found in the Bible. Animal flesh was primarily used as sacrificial pass to God Adam and Eve were not allowed to eat meat and according to Adamson (2004), it was only after Noah and those who followed after him were the ones allowed to eat meat.It was under Moses that the dietary rules were changed and there were certain animals that cannot be eaten because they were unclean and consuming production line was also prohibited. People followed these rules strictly as it is written in the Bible. The holy meal of the body and blood of deliveryman were represented by the wine and bread which people must take to receive the saintly Spirit. Since the holy meal was represented at the body and blood of Christ, according to the religious teachings of the Middle Ages, people were eating the God who suffered and died on the cross.Therefore the act of eating the holy meal was like an act of worthless with God as well (Adamson, 2004). Another value important to people in the Middle Ages was the voluntary act of withholding food or fasting. It was also an act of suffering, because you are denying a basic need of your body. By withholding food, you are somehow telling the gods that you are willing to do anything for them to grant whatever wishes or prayers you have. Taking part in communal fasting also gives the feeling of belongingness of a person. People were striving for purity during this time and fasting was one ay of cleansing the body.Connections were made between gluttony (eating too much) and lechery (excessive indulgence in sexual activities) so many people took part in fasting to make pure themselves. However, fasting was not an act of eating nothing at all but eating simple foods such as bread, salt and water only. refrain was primarily done not to starve people who take part in it but to control themselves in indulging in too much food, thus controlling the desires of their body and to prepare themselves for receiving the divine truth (Adamson, 2004).Fasting was not only taken seriously by holy people such as monks but a number of girls who loved in the Middle Ages which became the cause of their deaths. This was termed holy anorexia according to Adamson (2004, p. 195) because these girls starved themselves to death and sometimes imposed immense pain to their bodies. Most of these girls were not really poor but wanted to be in control of their lives, seeing to it that at that time, the only options for females were either to splice or enter the convent. By denying themselves food, they were somehow able to gain control of their lives and not simply being a slave to the tradition.Lastly, the link of food and values to religion are laws about clean and unclean foods and food preparation during religious rituals and festivals. According to Adamson (2004, p. 199) both Jews and Christians in medieval Europe obser ved the same Jewish festivals where food played an important role. There were certain foods that cannot be eaten during these festivals such as bitter and black foods. One of the rules Jews have is that animals should be slaughtered in such a way that all the blood must be drained out because it is prohibited for them to consume blood.Food in the Middle Ages was used to associate certain groups of people and individuals because the foods they ate were identified with them, such as the rich and meat and vegetables for the poor. These foods were the most accessible and available to them thus giving them the identity like, if you usually eat meat, you are considered as a rich person. However, it might be dangerous to conclude that food determines the identity of an individual or a group because there are still a lot of factors to be considered when determining ones identity.The relationship between food and values is closely linked to religion because there were particular foods that w ere considered as clean and unclean by different religions. Values of the people are affected by the food they ate because they wanted to follow the set of laws in their religion. They show their beliefs through avoiding the foods considered unclean and eating only the clean. They also show these by following certain rules that some foods cannot be eaten on certain days. Lastly, food was also used as a powerful tool to show ones value as some of the women in the Middle Ages were able to use food to gain control in their lives.Food truly portrayed a great role in the Middle Ages and how it came to shape the values and identity of how people lived during those times. Food was also able to contribute to the rich culture that medieval Europe had. Its contribution to identity and values in the Middle Ages can prove that eating is not simply a biological way of providing energy for individuals to reinforcement up with daily life.References Adamson, M. W. (1995). Food in the Middle Ages A Book of Essays. New York Garland Publishing Adamson, M. W. (2004). Food in Medieval Times. Connecticut Greenwood Press. Bynum, C. (1987). Holy Feast and Holy Famine. Berkley. Carlin M.and Rosenthal J. (Eds. ). (1998). Food and Eating in Medieval Europe. London. Ferreires, M. (2006). Sacred cow Mad Cow A History of food Fears. New York. capital of South Carolina University Press. Mennell, S. (1985). All Manners of Food Eating and Taste in England and France from the Middle Ages to Present. Oxford. MSN Encarta. (1993-2008). The Middle Ages. Retrieved May 6, 2008 from http//encarta. msn. com/encyclopedia_761578474/Middle_Ages. html Scholliers, P. (2001). Food, Drink and Identity Cooking, Eating and Drinking in Europe since the Middle Ages. Oxford Berg Woolgar, C. et al. (2006). Food in Medieval England diet and Nutrition. Oxford.

Gender Roles in Ancient Egypt, Rome, and India

Prompt Gender is non sex gender has to do with the roles and expectations commonly ascribed to hands and women, and these can vary from 1 society to a nonher. Write an essay that explores similarities and differences in gender norms in ancient Egypt, Rome, and India. Gender roles vary from consecrate to place. There is not a set standard that applies to every place all over the gentleman. Men are unremarkably of higher position than women however not forever and a day. In this paper I will tell you specifically about the gender roles, mostly of women, in India, Egypt, and Rome.In India, the women are controlled almost comp permitely by the men in their families. They also have to pay a lot of respect to the men in their culture in general. The women must follow the commands of her father first, after him her husband, and at long last her son. Although she must obey these men the restrictions do not end there. After a womans husband dies she does not have independence and she is not allowed to remarry. In the movie Paheli there were very good examples of what the culture would be like among the gender roles in India.The newlywed, Lachchi, must her veil removed by her husband, Kishen. She is not even allowed to do this herself. While Lachchi and Kishen are on the way to Kishens house, Lachchi has some children go and fetch her berries from a nearby tree, Kishen scolds her and takes possession of the berries and does not let her ingest them. One part of Paheli that strikes me as interesting is the section where the men give the women colorful bangles. In this society the men spoil the women but they place such harsh restrictions on them.It states directly in the textbook, A virtuous wife should constantly serve her husband like a god, even if he behaves badly, freely indulges his lust, and is devoid of any good qualities. This is saying that he can do whatever he wants, cheat on his wife with whomever he pleases, and if he has nothing going for him or d oes nothing right. On the other hand, the husband is able to do whatever he wants. He should be born once more by impregnating his wife. Also, the husband should not keep her in check by force but instead, by filling her time with activities that benefit both of them such as cooking and cleaning.While men get possession of all the land and they have the rights and abilities to go to work the women did not have these as life options. The women that were brought to India as slaves were used as dancers and musicians but occasionally they were used to act as military guards. In Egypt, The gender roles are not as strict as they are in India. The women are able to have higher positions and there is more availability of activities they can do. Although women did not have many restrictions, one that was withheld for a long time was that a woman should not withhold a position that governs a kingdom or have effective power.Actually it was give tongue to A people who place women in charge of their affairs will never prosper and Men perish if they obey women. This was later defied and a woman called get down of Khalil was placed in a higher up position. Another way that a woman could acquire a higher up status would be by being the mother of a prince. Men are usually the bread winners of the families and the women do close to nothing because they do not have to. Concubines, who were usually slaves, could earn themselves a decent living if they were intelligent enough or picked the right man and created a decent relationship with him.In Rome, The gender roles run differently than any other place. The women have the rights to do much of the same things as men. There are different aspects to the roles often from house to house though. In one instance, the house was divided into two and the men slept upstairs while the women slept downstairs. Although this seems odd it is actually very considerate because the husband was sparing his wife the trouble of having to always go downstairs to tend to her child.Elite Roman women were socially and politically significant and often highly visible individuals. This proves that although in many cultures women could never be personify to men, in the Roman culture they could come very close. In many other cultures that we talked about it was alright for the men to carryout affairs. In the Roman culture it was said that women of Rome, all were expected to be fertile and virtuous mothersideologies of masculinity bound men, who were to be serious, strong, and dedicated to their families, the gods, and their state. This is the society that sounds perfect to me. It seems like everything would just work together and there would not be much conflict. In these summaries of little aspects of gender roles we have seen many differences. I have not covered all of them but you can only imagine what kinds of other things are happening in the world that segregate the men from the women. Egypt, India, and Rome all differ and t hat is alright because what would the world be like if everything worked in perfectly the same order.

FDE 1000 part A Essay

I am currently working in a sm completely privately run twenty-four hours nursery on a housing estate and necessitate been there outright for n wee six yrs. Within my background I save deuce job maps both of which I am real clear as to what my roles and responsibilities are.Common core (2010,2ek) First of which is De perplexy officer in charge which has been my role today for come nearly two years and holds m any responsibilities and challenges on a daily basis, my main responsibilities relate to assisting my manger in the day to day running of the setting and working very about with all the stave, assisting in interviews working with current and fresh parents and also working very closely with other agencies involved in the nursery including speech therapist, child physiologists, ofsted and the local authority.My other job role is lead practitioner in the preschool room flavour after children aged between two years to four years old. Here my role consists of working cl osely with my senior nursery practitioner in planning and observing the children in the preschool, helping to prepare them for their transition into primary school. CC (2010,4bs) implementing the daily routine, making sure health and safety towards the children and rung is hold at all dates and mentoring the other staff who work in the preschool room including nursery assistants and trainees.I sustain many strengths inside my job roles nevertheless also many weaknesses which I work every day towards improving by dint of observing what others do, listening to what others say and also through teaching myself new things. Completing my homework inquires epitome made me more conscious of strengths and weakness I was unaware of which I had which has brought to light different things in which I need to work on improving to help maintain my familiarity and to help improve my practice.I have worked closely with my work-based mentor and the settings manager to put an action plan in to place to improve my practice to the best it can be over the near twelve months, this action plan is based on what areas I have found I need to improve on using my training needs analysis.By completing my Training needs analysis and recently returning to workingwithin a room in my setting which has only been for two months now, I have realised according to the early years teachers standards I do not have such a secure noesis of early childhood development and I do need to work on how this leads to the children learning success amplyy when they get to school Early years teachers standards(2013, S31) I am not as fully aware of all the new EYFS changes as I thought I was which if I do not change this pull up stakes gear up the learning and development of the children within my care.I have found that when I am now completing the childrens learning journals I need a lot of uphold from the other staff members in my room to devise sure I am observing each child dressly and that I am linking each observation to the correct area of the eyfs and not giving a false indication of where the children may be up to developmentally, before all the changes took place I was always very confident in this area.I do realise I know enough on the new eyfs to be able to plan and track the adjoining steps of development for the children as I am aware of how to observe and find I am very confident in this set outicular area, barely I also know that If I took part in some more research related to the this through reading books provided by my work setting and researching the many options available to me online that I will be able to give the children a better chance of being ready and prepared for their transition to primary school.I am also willing to search for possible training opportunities on the new EYFS through the national day nurseries association as we have took part in training through them in the past. I have put this on my action plan to complete by February of ne xt year as I feel there is a lot of research that can be done to help me in this area and feel that I have given myself enough time to do this research. too through reflection I have realised I need to update my safeguarding training.In my setting we have a lead safeguarding officer who is the nursery manager, recently my manger has had some prolonged time off and therefore it has become my barter to step into this role as lead safeguarding officer. I am aware of safeguarding and have some knowledge in this area although through looking at my training needs analysis and stepping up into this role it has made me realise I lack confidence in this area and need support.I am able to recognise when a child is at risk but need to build a lot of confidence some acting upon this through my own judgement rather than consistently needed advice and support EYTS (2013, S73) although I do understand when it comes to safeguarding issues advice and support from others is essential providing it is within reason and kept confidential.During my time at my setting I have dealt with some safeguarding instances as a support for my manager and parents. I am aware that my safeguarding training certificate Is now out of date and it is f great importance that I take part in a new training draw to refresh my knowledge so I am able to act upon legal requirements regarding safeguarding and am more aware and confident in promoting the welfare of the children in my care EYTS (2013, S71).Also as I am now deputy officer in charge and lead practitioner within my setting I am aware that I will need to take part in a high level safeguarding course as I have only took part in level one, I am now looking into doing my safeguarding level two for room leaders and management. By taking part in this training I will be more confident in employing practices which will help to promote the childrens health and safety within my setting EYTS (2013,S72).I have put this on my action plan to complete by April of next year which I feel gives me time to find the correct course suited to my needs and the needs of the children that I look after. When it comes to observing the children and writing the observations next steps I am quite confident in doing this where I start to lack the confidence is using these next steps to support the planning for each individual Childs needs, I always state a next step in my observation but dont always add this to my planning to show progression and development in particular areas for the children EYTS (2013,S41).I am currently planning to take part in a staff-planning meeting CC(2010,1cs) this meeting will be regarding our settings planning to air my concerns about my knowledge and confidence and hope this will help by hearing other staff members views and advise as well as any concerns that they may have.I a hoping by doing this it will bring to light changes I need to make and possibly the whole setting need to make to be more able to plan balanced activities for the children based on the age and developmental stage and help myself be more confident in recognising other circumstances that may effect the children learning and development EYTS (2013,S42).I have added this as part of my action plan and hope to have this complete by December as I feel it is an important part of the day to day running of the setting to be able to have full understanding of the planning we do as if we do not understand it properly it can effect the childrens learning in the future and effect their transition into primary school.My job role as deputy officer in charge comes with a lot of responsibility I have never undergone any management training and have taught myself how to be efficient as deputy manager along the way over the past twenty two months. In many situations as part of my job role I am very confident and do believe I am a veracious positive leader, I listen to and take in everything that is said to me by other staff members and am ve ry understanding towards all situations CC(2010,1as).I have took part in interviews, meetings with other professionals and staff meetings during my time as deputy but I have not taken lead role in any of these situations and believe I lack confidence in this area EYTS (2013, S83) I am aiming to take lead in my first staff meeting and have targeted this for January of next year so that I have sufficient amount of points to discuss during this meeting. I am hoping by doing this it will help to build my confidence as a deputy officer I charge in group situations where the focus is solely on myself EYTS (2013,S85).I am more confident in my job role as lead practitioner in preschool as I have more experience within this area although through recent reflection I have noticed I need to be more assertive to other staff around me and to delegate more tasks to the staff in my room to help them to develop their abilities in all areas, I need to be more aware that as lead practitioner other sta ff member will be looking up to me and what I do in my role as support for themselves EYTS(2013,S84).Therefore if I teach my knowledge and understanding towards everything work related to the other staff members they will hopefully see me as a good role model for themselves as they work towards furthering their own careers in childcare CC(2010,4as) I will look at holding room meetings in the near future to help to build on this confidence I have in myself and my police squad will have in me we can use these meetings as a learning experience for all team members to work more efficiently together and help myself within my lead practitioner role.I will plan to place this alongside leading the whole settings staff meeting. In my setting or any setting previous to this one I have not completed a personal development pen before, I have recently started to gather information to start creating my personal development profile since starting my course.I have set myself a target to have this completed as much(prenominal) as it can be up to now to help me with my development EYTS (2013,S86) By starting this file I have realised more of my strengths, weaknesses and achievements during my career so far. Over the next few months I am going to work with my work based mentor and nursery manager to organise my personal development profile efficiently and through the time of this course and my future job roles and prospects I am going to work hard towards contributing to and improving my file to help benefit myself in anything I do in the future.The target I have set myself for having my file started is October as I feel it is an important part of the progress I have made so far in my career. I have realised since completing my training needs analysis that I have strengths and weakness in many areas of my job roles.I have not previously reflected upon my practices as a nursery nurse lead practitioner or deputy officer in charge and have realised how important self reflection is to help with gaining a more efficient knowledge of my own work and how I need to improve, in my main job role as deputy officer in charge not only is it important for myself to gain higher knowledge and keep up to date with changes that take place but it is also important to all other staff members as they look to me as their leader and my achievements and knowledge can have an effect on others and what they do in the future of their own careers.Self reflection has made me realise how much work I actually need to under go to make myself become the best I can possibly be for myself and for my whole team now and in the furute. EYTS (2013,S86,S87) Bibliography Childrens workforce development council (2010) common core of skills and knowledge for the childrens workforce National college for teaching and leadership (2013) teachers standards (early years).

Discuss Two or More Psychological Explanations

Discuss two or more psychological explanations for institutional aggression. The importation model is a dispositional theory which states that an individual would bring in import characteristics from outside of prison which hold out them to be aggressive in daily life. This then leads to aggression while incarcerated. Cheeseman said that men have a certain(p) way of behaving, probably why they ended up in prison to begin with, which they then apply to their new place setting. Irwin and Cressey found 3 subcultures within prisons, the criminal, the convict and the straight/conventional.They found that the convict subculture were most likely to be aggressive as they are influenced by deprivation, and bring values of this into the prison setting. Also, certain factors such as age, sex and race undersurface affect the level of aggression you exhibit in prisons, as found by Janus. Support comes from DeLisi who examined prison records of 831 prison inmates from South West USA. They m ade note of prisoners who had been involved in street and prison gangs. They found a small but significant kindred between gang membership and prison aggression.This implies that they imported subculture values of being in a gang with them into prisons. Further support comes from Poole and Regoli who looked at juvenile rectification facilities and found that inmates who were violent outside of prison where more likely to be violent inside of prison. This shows that they may have imported aggressive characteristics into the prison setting with them. However, in a real life setting this theory isnt particularly useful, as it does not give any suggestions as to how aggression can be reduced within prisons.Also it is deterministic to say that people of a certain race, age and education level will be aggressive within prison as it ignores the fact that humans have free will and withal would lead to stereotyping within prison. This theory can be considered socially naked as a jaybird as people will be stereotyped and treatment to state of wards them by others could change. This would in turn lead to scapegoating and possibly have a negative allude on the persons self esteem. The deprivation model is a situational model.Situational models say that it is the environment which causes aggression, not the individuals. This model suggests that aggressive behaviour within prisons is due to a prisoner being deprived of 5 fundamental rights that they would have outside of the prison setting. These include liberty prisoners arent trusted to live in the free world, self-sufficiency prisoners have a lack of author and security. When these are removed, it can lead to prisoners becoming stressed, anxious and often they act aggressively towards others to release this.Prison settings can also lead to deindividuation, as prisoners are represented by numbers and wear the same uniform as everyone else, causing them to lose their own identity. This can lead to aggression as i ndividuals do not feel accountable for their actions. Also, the dysfunctional power systems model, outlined by Zimbardo, says that when people are given power without fashion It can lead to aggressive behaviour. This is known as the Lucifer Effect, which was Zimbardos assertion that situations turn good people evil.An example that supports this is the treatment of Iraqi prisoners of war in Abu Ghraib. American military police tortured and abused Iraqi detainees after being given power to make sure they were ready for interrogation. This gave them the power to treat prisoners how they wished, without any restrictions on what is acceptable to do to them. This also supports the theory of deindividuation, as the soldiers were anonymous, and dehumanized the prisoners to make what they were doing appear justified.The deprivation model is culturally deviate to a westernized culture, as in some cases where deprivation is common throughout life, prison may actually be a better environment for prisoners than their regular living environment, which would not explain any aggressive behaviour they may have. Also, in terms of applications to the real world, this model is quite effective, as if these deprivations were somehow prevented, it may improve aggression in prisons.

Origin and Development of Applied Linguistics Essay

utilize linguals is not a discipline which exists on its proclaim. It is influenced by another(prenominal) disciplines and influences them as intumesce. It is a two-way process.For this reason, utilize philology examines theories from only sorts of contrasting aras (semantics, syntax, pragmatics, sociolinguistics,) and from all sorts of perspectives so that it help find out effective solutions for linguistic process -related issues such as tenet methodology (including conflicting speech communication and yield tongue teaching), variant, aphasia, Applied linguistics originated in close relation with foreign wrangle teaching and has essential to cover a wide range of friendship, but its core has always been spoken communication teaching and ingesting.Applied linguistics draws its sources from sociology, psychology, anthropology and schooling theory as well as from linguistics to solve possible worrys in practical argonas such as language teaching. So utilise linguistics is not linguistics that is apply, though it applies, original of all, linguistics. In fact, what it applies depends on what the theories ar applied to. Applied linguistics, unlike pure science, aims to solve problems.Thus between theories of linguistics and related fields and the practical plains such as language teaching, it plays the type of a mediator, which bridges theories and practice together. In this way, applied linguistics not only provides principles and methodology for language teaching, etc. , but overly gives feedbacks to the theoretical mull over by summing up the experience from practice. As applied linguistics makes language teaching and learning its core, it provides language instructor with good language theories, principles and methodology.By learning applied linguistics, language teacher can possess an overall understanding of updated theories of language teaching & learning as well as a better perspective of the various factors affecting la nguage teaching &learning. So it is very necessary for a language teacher to learn applied linguistics in order to teach more effectively. As for language learners, it is also very helpful to have some knowledge about applied linguistics.For one thing, by knowing the currently used teaching approaches and methods, which are covered by applied linguistics, language learners can learn to adjust themselves to the teachers teaching by adopting a more proper learning method because a theory of teaching always implies a theory of learning (Applied philology, Yue Meiyun) and language learning is a two way process, which needs efforts and adaptation from bath the teachers side and the learners side. For another, applied linguistics covers a wide scope of knowledge.It helps to enhance learners insights and depth of knowledge in language learning. Applied linguistics is an interdisciplinary field of study that identifies, investigates, and offers solutions to language-related real-life probl ems. Some of the academic fields related to applied linguistics are education, linguistics, psychology, computer science, anthropology, and sociology. The goal of this writing is to make some individual(prenominal) comment on the viewpoint Applied linguistics is not a discipline which exists on its own.It is influenced by other disciplines and influences them as well. It is a two-way process. For this reason, applied linguistics examines theories from all sorts of diverse areas (semantics, syntax, pragmatics, sociolinguistics,) and from all sorts of perspectives so that it help find out effective solutions for language -related issues such as teaching methodology (including foreign language and beat tongue teaching), translation, aphasia,.Many linguistic students like me find linguistics useful because it broadens and deepens their understanding of related fields such as languages and literature (English and foreign), social sciences (especially anthropology, sociology, and psy chology), education, philosophy, communication The question is whether applied linguistics and linguistics applied is the same. free to say, the answer is no. Phillip Shaw, Stockholm University Strictly looking at the mannikin above by Philip Shaw, a professor from Stockholm University, we can see a basic coherence between applied linguistics and other sciences. tally to the professor, studying linguistics means studying languages sounds, grammar, words, meanings, uses, and connected contexts that is phonetics, syntax, lexis, semantics, pragmatics, and discourse respectively. Of these, phonetics focuses on the physical sounds of speech. It covers speech perception (how the brain discerns sounds), acoustics (the physical qualities of sounds as movement through air), and articulation (voice production through the movements of the lungs, tongue, lips, and other articulators).This area investigates, for instance, the physical realization of speech and how individual sounds differ ac ross languages and dialects. This research plays a large part in computer speech recognition and synthesis. Syntax is the study of how units including words and phrases consent into sentences. Syntacticians investigate what orders of words make legitimate sentences, how to succinctly account for patterns found across sentences. Semantics within linguistics refers to the study of how language conveys meaning.Pragmatics is the study of how utterances relate to the context they are spoken in. By areas studied, he distinguishes different kinds of linguistics. Sociolinguistics is the study where linguistics looks at how language functions in different social contexts. In other words, it is the study of how language varies according to cultural context, the speakers background, and the situation in which it is used. Meanwhile, historical linguistics studies how languages are historically related.This involves finding universal properties of language and accounting for a languages develop ment and origins. Psycholinguistics is the study of language to find out about how the mind works. Pr. Phillip Shaw emphasizes that we can applied all knowledge of the above-mentioned sciences. It is understandable, therefore, whereas theoretical linguistics is concerned with finding and describing generalities twain within particular languages and among all languages, applied linguistics takes these results and applies them to other areas.He defines applied linguistics as an engineering of linguistics, taking what the sciences of linguistics have observed and applied to solve real practical problems. Kamil Wisniewski, in his work Applied Linguistics 2007, he presents the terminal figure applied linguistics as an umbrella term that covers a wide set of numerous areas of study connected by the focus on the language that is actually used. He puts the emphasis in applied linguistics on language users and the ways in which they use languages, contrary to theoretical linguistics which studies the language in the bstract not referring it to any particular context, or language, like Chomskyan generative grammar for example. Interestingly even among applied linguists there is a difference of opinion as to the scope, the domains and limits of applied linguistics. on that point are many issues investigated by applied linguists such as discourse analysis, sign language, stylistics and rhetoric as well as language learning by children and adults, both as mother tongue and second or foreign language.Correlation of language and gender, as well as the transfer of information in media and interpersonal communication are analyzed by applied linguists. Also forensic linguistics, interpretation and translation, together with foreign language teaching methodology and language change are substantial by applied linguistics. Shortly after the introduction of the term applied linguistics it was associated mainly with first, second and foreign language teaching, however nowadays it is seen as more interdisciplinary branch of science.Although in certain parts of the world language teaching remains the major concern of applied linguists, issues such as speech pathologies and determining the levels of literacy of societies, or language processing along with differences in communication between various cultural convocations all gain interest elsewhere. There is a consensus among linguists that is applied linguistics is an interdisciplinary field of study that identifies, investigates, and offers solutions to language-related real-life problems.Some of the academic fields related to applied linguistics are education, linguistics, psychology, computer science, anthropology, and sociology. major branches of applied linguistics include bilingualism and multilingualism, computer-mediated communication, conversation analysis, contrastive linguistics, sign linguistics, language sagacity, literacy, discourse analysis, language pedagogy, second language science, le xicography, language planning and policies, stylistics, pragmatics, forensic linguistics, and translation.For all of what I have presented above, I want to restate that applied linguistics does not exist on its own, it makes a great influence on other disciplines and also is influenced by them. The findings of linguistics, like the findings of any other theoretical study, can be applied to the solution of practical problems, as well as to innovations in everyday areas involving language. This is the mandate of applied linguistics. Applied linguists draw from theories of language acquisition to develop first and second language teaching methodologies and to implement successful literacy programs.Applied linguists may also engage in language planning by developing alphabets and grammars for unwritten languages and by writing dictionaries. In short, applied linguistics applies the theories and tools of evening gown linguistics, sociolinguistics, and psycholinguistics in a wide variety of socially useful ways In his own work Issues in applied linguistics (Cambridge University Press, 2001), Michael McCarthy presents applied linguistics as problem solving concept.According to him, it is the belief that linguistics can offer insights and ways forward in the resolution of problems related to language in a wide variety of contexts that underlines the very existence of applied linguistics. Applied linguists try to offer solutions to real-world problems in which language is a central issue. People very much think that applied linguistics refers to the use of linguistic research in language teaching, but this is just one sub-discipline.McCarthy lists out the domains of typical applied linguistic problems which, as he says, seems certainly be wide ranging and potential endless, but might include 14 problems as following1- A speech healer sets out to investigate why s four-year-old child has failed to develop normal linguistics skills for a child of that age. 2- A tea cher of English as a foreign language wonders why groups of learners sharing the same first language regularly make a particular well-formed mistake that learners from other language backgrounds do not. An expert witness in a criminal case tries to solve the problem of who exactly investigated a crime, working only with statements made to the constabulary 4- A advertising copy writer searches for what would be the most effective use of language to target a particular social group in order to sell a product.5- A mother-tongue teacher needs to know what potential employers consider important in terms of a school-leavers strength to write reports or other business documents. 6- A historian wishes to understand the meanings of place-names in a particular geographical area and how they have changed over time. A person constructing a language test foe non-native speakers for entry into further education needs to know what the key linguistic or psycholinguistic indicators are of readi ng ability in a second of foreign language. 8- A literary scholar suspects that an anonymous work was in fact written by a very famous writer and looks for methods of investigating the hypothesis. 9- A dictionary writer ponders over possible alternatives to an alphabetically organized dictionary.10- A computer coder wrestles with the goal of trying to get a computer to process forgiving speech or to get it to translate from one language into another. 1- A group of civil servants are tasked with standardizing language usage in their country, or deciding major aspects of language planning policy that will affect millions of people. 12- A trunk is set up to produce an international, agreed language for use by air-traffic controllers and pilots, or by marine pilots and ships captains. 13- A zoologist investigates the question whether monkeys have language similar to or quite distinct from human language and how it works. 4- A medical sociologist sets out to understand better the chan ges that occur in peoples use of language as they move into old age. (Michael McCarthy, Issues in Applied Linguistics, Cambridge University Press 2001, page 1-2) In a work called Understanding applied linguistics by Professor V. B Owhotu (2007), the author emphasizes the importance and growing diversity of applied linguistics. In his view applied linguistics is driven first by real world problems rather than theoretical explorations.In other words, the applied linguists should be preoccupied by the following problems language learning problem (emergence, awareness, rules, use, context, automaticity, attitudes and expertise) language teaching problems (resources, training, practice, interaction, understanding, use, context, inequalities, motivation, outcomes) literacy problems (language and culture) language inequality problems such as ethnicity, class, gender and age language policy and planning problems (status planning, corpus planning, and ecology of language) language assessment problems (validity, reliability, usability, responsibility) language use problems (dialects, register, discourse communities, gate-keeping situations, limited access to services) language and technology problems (learning, assessment, access and use) translation and interpretation problem (on-line, off-line, technology assisted) and language pathology problems (aphasia, dyslexia, physical disabilities). Needless to say, it is far beyond my capacity to present an insight to all of these above-mentioned problems.However, in this part of the writing, I would like to take problems of language learning and teaching, translation nd interpretation, and speech-language pathology as examples to demonstrate the point that applied linguistics helps us to find out effective solutions to our practical problems. Researches in language teaching immediately show that applied linguistics is sometimes used to refer to second language acquisitions, but these are distinct fields, in that second langu age acquisition involves more theoretical study of the system of language, whereas applied linguistics concerns itself more with teaching and learning. In their approach to the study of learning, applied linguists have increasingly devised their own theories and methodologies, such as the shift towards studying the learner rather than the system of language itself, in contrast to the emphasis within second language acquisition.I shall continue by considering what avenues within linguists suggest themselves for approaching two of the problems relevant to languages teaching. Let us consider problem of teacher trying to understand why learners from the same language background are having difficulty with a particular grammatical structure in English. Potential linguistic questions for the solution of a grammatical problem, as McCarthy shows in Issues in applied linguistics, are What is known about the learners first language or any other language they know which might be interfering wit h their learning of the foreign language? What do grammarians say about this structure? What psychological barriers might be preventing the learning of the structure?Are some structure difficult to learn if they are tackled too early on? Is there an order in which structures are best presented? (Michael McCarthy, Issues in applied linguistics, page 8). Can linguistics offer an approach or solution to the problem? If so, which branch(es) of linguistic study and by what methods? The answer lies in such linguistics components as pragmatics, semantics, syntax. In terms of pragmatics, students sometimes make mistakes in the use of unsuitable sentences in certain contexts that makes listeners misunderstand. Therefore, when teaching English, teachers need not only teach grammar and vocabulary but also teach how to use sentences in suitable contexts e. g. eaching students how and when to say thank you or apologize.In terms of syntax, the most popular mistakes students make are when making sentences students often translate word by word as the result of their habit of mother tongue (e. g. I have a cat black) combining words incorrectly to produce phrases (e. g. a high man instead of a tall man) the agreement between words in a sentence (e. g. S and V, tenses). In these cases, possibly effective solutions for teachers are teachers need to teach students how to combine words correctly according to English grammatical rules they should teach words in contexts. Teachers might also apply semantic knowledge to deal with learners mistakes.That is when teaching students a word which has many different meanings, they should teach the meanings related to the context, situation wishing to talk about a meaning of the word, we may use different synonyms or antonyms when teaching students how to translate the sentences or the texts into learners mother tongue, we should teach students to combine the meaning of English words and the meaning of their mother tongue to have a good tran slation. It could be confirmed that any problems in language learning and teaching might be solved with application of linguistics, and knowledge about language plays or could play a major role in language teaching and learning.In translation and interpretation area, applied linguistics can also be shown with effective applications in solving problems. In an article titled Linguistics and Applied Linguistics posted in the website of University of Melbourne, Australia, the author emphasizes an important role of linguistics and applied linguistics in different areas of our life, specially in translation and interpretation area. The article provides clear reasons why linguistic and applied linguistics should be studied by those specializing in translation and interpretation. One of the given reasons is that the skills in need for solving problems are central to the study of linguistics. An evidence for this self-reliance is clearly shown in the article.That is, In a period when Austra lian culture is coming to term with the need to relate the worldwide mosaic of non-English speaking cultures, and when information and communication are moving to technological centre stage, there is a growing demand for people equipped to analyze language. In fact, an increasing exit of employers, ranging from language teachers to engineers of knowledge systems and speech synthesis, from translators to managers to designers of natural-language interfaces for computers, from lexicographers to lawyers to bilingual schools in Aboriginal communities, realize the value of a sound training in Linguistics. As cited in the article, knowledge in Applied Linguistics will provide us a head start in understanding and orienting us to the area and will give us relevant knowledge and analytical skills.People with a background in Applied linguistics also gain an enhance understanding of how people learn first, second and foreign languages and of how language is used in the community. These skills will be relevant to those interested in preparing for careers as language teachers, language education and assessment experts, speech pathologists, interpreters and translators, and a variety of jobs in industry where language and communication are issues are of concern. Linguistics and Applied Linguistics provide unique skills in cross-linguistic and cross-cultural communication that are helpful in solving problems in translation and interpretation.Speaking of applied computational linguistic, people often mention machine translation, computer assisted translation, and natural language processing as fruitful areas which have also come to the header in recent years. I am going to pick up machine translation as a typical example of applying linguistic knowledge. elevator car translation is a form of translation where a computer program analyses the text in one language the source text and then attempts to produce another, equivalent text in another language the target text wi thout human intervention. Currently the state of machine translation is such that it involves some human intervention, as it requires a pre-editing and a post-editing phase.

Application of Ict in Classrooms in Rural Area Essay

Abstract This stomach discusses how break room education without ICT has become angiotensin-converting enzyme of the major(ip) problems in artless sector, to be specific Fufore local Government field of battle in Adamawa state. Class room Education in uncouth country is not as potent as the bingles in urban schools, beca do of their poor standard of schooling, lack of communication, information, qualified teachers in rural schools and they lack ICT facilities to help them and provide awargonness of advanced(a) standard of teaching. So, this project shows how implementation of ICT in class rooms nooky help these students, its benefits from implementation, ch all in allenges and similarly expectations from results.It involves how the state Government, private organisations and private seeds ordain come together to make this success by providing the necessary materials, ICT services such as computing machine workstations, projectors, power supply via solar energy, train ed calculator experts that allow show the school how to manage these resources, internet connectivity and basic infrastructure by the Government for these Fufore nursery/primary schools for better education and better friendship of ICT and how it will greatly guess and obtain a positive influence to these students and finally this implementation will unless benefit the students only but as well the teachers who dont meet computer skills.IntroductionThis project is foc utilize in implementing ICT in rural area, and the case study is on fufore local governing body in Yola. As we all know rural areas in Nigeria lack quality and basic education, when you talk about education in rural area what comes to our head is low standard of education, poor education, not well equipped class rooms for students education or lack of kosher infrastructure suit commensurate for education. An article defined rural education as There is little dispute that basic education1often characterized a s the reading, math, and new(prenominal) skills and knowledge taught in the first four years of primary schoolis critical to economic and accessible development.Without basic skills, according to one definition, a person discountnot breed the instructions on a bottle of medicine or a bag of fertilizer or read a government notice. Neither smoke the person compute a bill or write a letter. Without basic skills, it is impossible to develop ones potential or to give in anything more than a rudimentary manner to golf-club (Greaney, 1999). (Moulton, 2001) Fufore Local Government is settled area in the southern erupt of Adamawa with five major languages known as Fulani (largest), Bata, Verre, Laka and Pere, it consist of 1500 people that live there, some of them engage in cattle rearing, poultry, farming etc.When i went to observe these schools i detect there were at least 300 children that went to both nursery and thirdhand schools, but the problem is they lack facilities that will make these students feel they are learning which makes some students even drop out of schools and start engaging in house work activities. This project focuses on schools in fufore that need ICT services to alter students knowledge and ability to learn in order for these schools to make believe equal education as the students in urban schools, if students in the rural area are not given equal education as students in the urban area there is a result of inequality. Unequal tools in an unequal environment create unequal results (Ukpe, 2010).Implementation/ Application of ICT in class rooms in rural area is going to benefit the society as a whole, and both the teachers and students. It goes a long way to help the society, because when students start using ICT in classrooms some of their friends at home will in addition find it interesting this will make them too want to start schooling and know what school is about.This study will as well be used as a case study to many parts of rural areas in Nigeria, make them aware of how esteem ICT is in our generation and overly making these local students to fit into any schools they find themselves in in urban schools because this implementation of ICT willnot only make these students concentrate on full computer and information studies they will also learn how to apply the knowledge in their various courses.Methodology In order to have reasons for the implementation of ICT in classrooms, i will have to compare this primary/secondary schools in rural area with the once in urban. The methods i used are ain observation, interview and online research (internet). We brook see most urban schools have well functioned classrooms with well equipped IT services such as using projectors in class rooms, computers, wireless LANs, File management using databases. In order to convince these organisations we have to state the reasons why we call in ICT is important for these locals in rural area.Just looking at an exampl e of an urban schools such as Abti Academy in Yola, Capital science in kuje, El-Amin International school in Minna we rout out see they all have what it takes for them to have a well knowledge of what IT is all about, they do class interactions, they submit their works in timely manner especially the senior students, it broadens their minds which they can relate to former(a) courses and apply them when necessary, The students have full access to the lab to do research, take courses in computer education, type documents and gather information on relevant topics for their coursework and from every observation i noticed that schools in the urban area have high rankings in their external and internal exams such as mock exams, WEAC exams .In order to know what is really the problem of these schools towards their lack of ICT knowledge an interview was taken with most principals in these rural schools shown below.1. Do you know what a computer is? 2. Do you intend to learn how to use it and do you intend to teach these students if you have the fortune to? 3. Do you own a computer? And do you know how to surf on the internet with it? 4. What do you think about implementing ICT in classrooms? 5. How do you think it will affect the students? Interview SummaryResultsThe interview was conducted with three different principals of three different areas in fufore, but all their answers were closely the same. They stated theyve had an attend using a computer, that it would be great to have such an opportunity to use computers and other IT services in their schools, it will surely help the students and correct them about what the world is all about now.They stated that theyve all being provided by the school with just one computer and an internet connection, and in a rural place like fufore I believe there is a limited amount of power supply which makes it even more difficult to use this computer by anyone.They stated students in their area are in need of ICT in classroom s in order to making teaching easier for both the teachers and students, they also have a problem with their teachers who dont acquire computer skills, it will be difficult for them to teach and guide these students through.ICT will greatly affect and have a positive influence on these students, they will have an opportunity to be going for national competitions because these services will not only improve them in one area, they will also have the ability to speak proper and fluent English, they can also learn how to type by doing their course works on their computers and doing research on the internet which will even help the senior students in history classes. They also mentioned that students in this area are always willing to learn, so it wont be a problem for them to get used to it.Development and Implementation of ICT in class rooms in rural area Fufore LGA Through ICT in rural schools it will expand the access to students education, now that technology is one of the things th at help us develop in this world. So we have to make the rural schools aware of that which will greatly affect both the students and their lectures, it will also make them aware of what is happening in our world today (News) by browsing on the internet, also help them improve interactions in terms of tv set conferencing and distance learning through video conferencing it will enable to share ideas and know about other courses that are not offered in the school.ICT is an extensively loaded technology for extending and expanding educational opportunities in formal and informal ways, in this case rural schools. ICT is a technological development that reflects the new society and has its place at heart education. However, as with many new initiatives, ICT obviously has its problems that over time will be addressed. Meantime, ICT should continue to be promoted to assist with education and learning.I will heartedly flout with anyone who states that ICT is a valuable tool for both teac hing and learning speaking as someone who got the last lessons plan for my teaching from the Internet- but I cant help feeling that the emphasis on the use of ICT detracts from other current sexy education issue socialisation.I believe that exploitation teachers social and counselling technique is a greater priority than their ICT skill (Sime & Mark, 2005). Access to remote learning resources when this implementation is done, with the use of internet, teachers and students will no longer have to depend on textbooks for learning or even buy them due to how expensive they can be, they teachers can just find textbooks on the net and accost the students to access them too.With the use of Internet services you will find a means of learning materials or tools in almost every subject and can be accessed every day at anytime and also by unlimited number of people that can use it. This is significant for many schools in developing countries.Students will have control towards self learnin g For example, teachers can just give a research paper as an assessment for the students, during that research they also learn a lot through searching and browsing different articles. This also broadens their minds to also think fast, observe the situation of the research, allowing their minds to take over and have control of what they are doing and also making their own opinions and what they think.Motivation to learn the use of multimedia computer software that include sound effects, pictures can be used in learning process for people in rural areas, also as interactive radios and other performance. This will motivate the locals to learn because its new to them and then i believe that some locals tend to understand pictures or graphics rather than reading them that way they understand better.Use of modern teaching tools in rural areas they still have an old way of teaching their students some dont even have notebooks, or other writing materials. Through ICT, students can learn how to manage their files on computers rather than writing notes in their notebooks, also teachers have PowerPoint to present to the class by that they can just write short notes on what the teacher is talking about. In order to improve the school from my own point of view it needs these requirements for students to have a basic idea of ICT is about.1. Provision of hardware resources for internet connectivity such as WAN, LAN, MAN. 2. Software packages for learning or academic related CDs which they can effect in their computers to improve self learning. 3.Television for the nursery school students because children in nursery school learn faster with images rather than using books, and Projectors for the primary and secondary students. 4. A well functional and equipped computer that contains at least 15 computers. 5. Power supply via solar energy, because electricity isnt that reliable and effective in rural areas, and besides this implementation is based in fufore which is always sun ny every day.So solar would be a good source of electricity. These implementations can be done with the help of private organisations and even the government, we all know nothing is free these organisations can get profit out of this successful implementation and project. They will keep implementing ICT and improving other schools in this area.Since i noted that not all teachers have enough computer skills to handle the students learning or to control these equipments, the organisations also have to supply the schools with well trained teachers/experts to show them how to take safekeeping of things just for some time. This is an expensive and vital project due to many resources that are needed, power supply because without power supply these resources are just going to end up being there without no one using it and also this is the future of our children to enlightened them and making them have a knowledge of IT, making them have the same and equal education the urban schools are having so they wont feel left out.After these resources have been implemented and are already in use, in observation we are going to experience and expect these changes in the schools The students should have the ability to think as fast and be smart like the students in urban schools and also their results will likely match up. An increase in the students that will enrol in schools because most students in rural areas dont really care about education, some are drop outs and with a new system it will motivate them to also learn like their friends. Will be able to compete in national competitions with other schools. Know how to use these ICT services provided to them and also apply them when necessary Conclusion From all observations we can see how value education is and rural education cannot be compared to the urban because they have more experience in ICT than the locals have.ICT in class rooms has a lot of advantages and benefits to our insouciant life now, makes students ac quire skills, skills that will take them to the next level, skills that will improve their way of thinking and will also change their lives because after school they can go to these urban areas and get a good job instead of staying in their area and doing the basic occupation such as farming. Technology is part of our world now and its used in our daily activities, with the aid ICT in class rooms they will have access to distance learning which will enhance their learning skills and ability, not only within the class room but globally or worldwide.In order for these students to be equal with students from other developed schools, they need to be given a chance they need to be given the opportunities that are being given to the more fortunate schools/students. Nigerian Government, private organisations and private sources have to come together to make this possible for our generation and also to help the nation. References Ayaga, T. (2009, November 19). Fufore Area Council As Adamawa s Development Pivot. Retrieved July 27, 2010, from all Africa. com http//allafrica. com/stories/200911190399. html ICT in Education/The Promise of ICTs in Education. (2007, June 20). Retrieved July 27, 2010, from WIKIBOOKS http//en. wikibooks. org/wiki/ICT_in_Education/The_Promise_of_ICTs_in_Education Moulton, J. (2001, January).Improving education in rural areas Guidance for rural development specialists. Retrieved July 28, 2010, from http//www. tanzaniagateway. org/docs/Improving_education_in_rural_areas_guidance_for_rural_develo pment. pdf Sime, D. D. , & Mark, G. (2005).Student teachers firt reflections on ICT and classroom Learning implications for initail Teacher Education. Retrieved July 27, 2010, from https//dspace. stir. ac. uk/dspace/bitstream/1893/135/1/priestley-jcal-2005. pdf Tinio, V. L. (2002). ICT in Education. Retrieved July 26, 2010, from http//www. apdip. net/publications/iespprimers/eprimer-edu. pdf Ukpe, E. (2010, July 7). ICT in Education(Himself).

Critical Lens Essay on Archetypes

Miranda E. Remenar Per. 1 Bickmore Senior English 2/9/2012 Critical Lens Essay One might be angered that most of their child detonating device and lifetime stories are each based on ensamples. A simple skeleton of all tales, novels and stories a homogeneous. Until Discovering what an archetype was, you may fix though that The Odyssey and Harry Potter were completely different tales, however this assumption would be wrong. Odysseus, a true hero destined by society to have the falls and triumphs of a hero, as well as the chosen one That was Harry.Both chosen by society, both had ambushed plans as well as successful adventures. Analyzing this story using a thought process based on archetypical poser and themes, you stooge clearly see the naked structure of the Willing Hero Archetype. Harry Potter, being a hero to all of society faces times in which society also hates him. Where the ministry of magic turns the entire piece against a 16 year old boy. He deals with it and lives on t o deal with more of the lands problems. Odysseus has the same problem.He ventures to Troy, and whilst not many came home from such a war, he however survives No-one can cry the life of Odysseus though, because no one has seen him for seven years. When his son sets forth to seek his dad, the Gods throw him a drop and breath wind in his favor. While on the mission of coming home, little does Odysseus know that all the men of his city are set on marrying his wife. Harry Potter and his friends are just like Odysseus and his crew. Harry relies on his allies for mental support and ideas. While Odysseus relies on his crew for physical support, to shell him from place to place.They are with him through thick and thin, so maybe a few of them get sacrificed to a Cyclops, but harry loses and gains a few friends here and there as well. When Harry is fighting the fateful Lord Voldemort, his allies are there for moral support, giving him advice but only he can slay Voldemort in the end. Sam e goes for Odysseus, man he is planning his attack on the imposters in his shack when he returns from the long journey home from Troy, he finds his most loyal crew members, and friends to help him unloose of the sinners occupying his hall.Both Harry and Odysseus have allies that they rely on till the very end. Without them, they probably would not have succeeded in the end. Growing up a mortal, Harry never experiences magic, until his eleventh birthday. He struggles with relying on his rude(a) talents, just as Odysseus relies on praying to the Gods for help. When the Gods finally come through for Odysseus nobody seems to believe him. But Harry, he is the only one that cant seem to rely on something that everyone else around him cant live without.Odysseus finally gets his wish when the Gods answer his prayers. He begs to the sky like he had been doing his entire life, then finally, Hermes flies in, talks Calypso into releasing him and he was on his way. This scene seemed like an eye uprooter for Odysseus, probably because Hermes just flew right in, knew his name and did him a huge favor by releasing him from the pettishness of Calypso. Without the Gods help, Odysseus never would have gotten released, he never wouldve been on his way home at all And he never wouldve been able to take back his hall from the hands of sinners.Odysseus faith in the seemingly non-existent Gods paid off in the end when he saved his wife, his city and was reunited with his adoring son, whom he had not seen nearly his entire life. Through analytical application of archetypes throughout this graphic novel, The Odyssey. Several archetypes, The Willing hero, The allies, The wise on looker, and several that have to do with the Gods strong role in this book were made clear. Some I found more distinct and more prompt than others.Understanding how archetypes reach books and epic poems seem more pleasing to our minds eye is a hard idea to grasp, especially when everything that you read, larn or listen to has to do with some sort of archetype. Comparing Harry Potter, wizard in the world of magic, to a Demi-God in the world of Greek mythology and Gods was eye opening. Both alike in many ways, while the story was completely different. As well as the ideas behind both and several of the archetypes involved.