Teaching English as a Foreign Language in Kuwait

Introduction The Kuwaiti government has introduced a policy that seeks to provide equal education opportunities to all children. As such, the country’s leadership is promoting the English language to sustain its growth and development (Zheng 2009).Advertising We will write a custom research paper sample on Teaching English as a Foreign Language in Kuwait specifically for you for only $16.05 $11/page Learn More The rationale underpinning this strategy is that English has become the Lingua Franca of the contemporary world (Pajeres 2013). The Ministry of Education has mandated its institution of higher education and schools to teach English as a Foreign Language (EFL). The purpose of this goal is to enhance the proficiency and competencies of English at every level of education (Nizonkiza 2011). The findings from a recent study have shown that the majority of Kuwaiti students are incapable of communicating efficiently in English once they transition from the primary classes (Karathanos 2009). According to Pajeres (2013), these students are weak in both written and spoken English once they transition from the elementary classes. This state of incompetence has raised questions over the incapacity of teachers to provide adequate instruction. Nizonkiza (2011) has examined the manner in which Kuwait trains its English instructors. The aim of this research was to explore the association between the beliefs of teachers and the intake of vocabulary. The pursuit of the previous objective entailed answering the following research questions:Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More How do primary school teachers in Kuwait perceive the vocabulary teaching in their content area? Are the teachers’ beliefs about vocabulary teaching in harmony with the current research on lexicon instruction and development? Are the teaching practices am ong Kuwaiti primary school teachers sufficient to facilitate vocabulary intake? Do the teachers transmit vocabulary knowledge using techniques that encourage both active learning and processing? The preceding discussions have laid the foundation for the study by highlighting the need to explore teachers’ beliefs. The second part of this report will provide a brief review of the literature on the same subject matter. The methodology section will identify the approaches that the researcher used to collect and analyse raw data. The fourth section will outline the primary findings of the research. The final section will discuss the principal findings from the study, which will include implications for practice and a conclusion. Literature Review The worldviews and perceptions of teachers influence the delivery of education content significantly (Ezzi 2012; Teik 2011; Wright 2010). The teachers’ beliefs about foreign language teaching and learning have elicited a lot of in terest among researchers in the area of language acquisition. One of the areas that have received significant attention is the influence of teachers’ beliefs on classroom practices (Wright 2010). For instance, Ezzi (2012) has found out that most teachers have clear theoretical assumptions that have a direct effect on their preferred teaching techniques. Individual beliefs and attitudes are very powerful in predicting the manner in which teachers behave in the classroom (Pajares 2013). In addition, Barnard and Scampton (2008) have indicated that these components determine how people conceptualise and solve problems. Leno and Dougherty (2007) have asserted that the tutors’ perceptions about the teaching or learning process ascertain whether students will succeed or fail to master a foreign language. Ghaffarzadeh (2012b) has noted that attitudes constitute a central construct, which defines human behaviour. According to Yan (2009), these beliefs influence attitudes, polic ies, techniques and learners’ development.Advertising We will write a custom research paper sample on Teaching English as a Foreign Language in Kuwait specifically for you for only $16.05 $11/page Learn More A large body of studies conducted over the past two decades focused more on learning beliefs and self-efficacy (Brand Wilkins 2007; Ezzi 2012). The recent investigations have explored pedagogical ideas to find out if teachers have similar or different viewpoints. For instance, Zheng (2009) has suggested that novice teachers often view teaching as the process of transmitting information to passive learners directly. Barnard and Scampton (2008) have indicated that the multiplicity of attitudes among teachers affects instructional strategies and classroom management practices. Methodology The study included five teachers from a primary school in Kuwait. The researcher had intended to interview ten teachers but only five volunteered to participa te in the study. One of the teachers was responsible for coordinating literacy instruction based on the school’s policy guidelines. The others were teaching English as a Foreign Language between grades one and five. The head teacher approved the research but was not available for the interview because of official duties. Research Design and Approach This study adopted the descriptive research design to map the terrain for exploring the phenomenon of interest. The descriptive study design was also essential to identify the associations between the teachers’ perceptions and vocabulary intake. On the other hand, the research employed the quantitative approach to examining the beliefs and attitudes of the primary school teachers objectively. The choice of the quantitative methodology facilitated the development of a well-conceptualized research process.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Data Collection Techniques The research used a mixed-method approach to gathering crucial information. The rationale behind this strategy was to triangulate the research findings. Firstly, the participants completed a written questionnaire. The survey contained multiple questions using the five Likert scale items. The Likert rating scale was essential to measure the frequency with which the teachers were employing different English instruction strategies. Each of the participants responded to a set of questions that assessed how they were using different instructional techniques. Secondly, the researcher also used semi-structured face-to-face interviews to validate the information generated from the survey. The open-ended questions were necessary to seek supplementary insights through further probing. In addition, this strategy was crucial to seek clarifications in the case of vague answers. The interviews took place in a private room once the participants were through with their cl asses. The interview schedule contained questions that evaluated the teachers’ level of training, self-efficacy and beliefs. Finally, the researcher observed the teachers as they provided English instruction in the classroom. The formal teacher observation during the English lessons was critical to determine classroom practices. This technique was also crucial to validate the findings using first-hand information. The researcher sought the consent of the teachers prior to using any of these techniques. Data Analysis Strategies The quantitative data from the questionnaires and interviews has been analysed using the SPSS software. The SPSS outputs generated charts and frequency tables to make sense of the raw data. The face-to-face interviews provided qualitative data, which has been organized under three themes. The first category will provide information about the teachers’ scope of training in English instruction, including the instructional techniques. The second and third groups deal with the issues of self-efficacy and beliefs respectively. It is imperative to note that this analysis is based on the participants’ individual responses. Results Demographic Data The five teachers included in the research were of the female gender. The teachers had different years of experience in English instruction (Figure 1). The number of years ranged between 4 and 10 with a mean of 6.4 years. The participants were teaching in different grades although all of them have taught in grades one to five. The figure above illustrates the teachers’ years of experience in teaching English at a primary school level. The analysis indicated that the participants’ level of confidence increased with the number of years. This trend was evident in their teaching practices and approaches. For example, Teacher A was more adept at using the modelling technique compared to the other teachers. The Scope of Training The scope of training emerged as a one of t he critical components influencing classroom instruction and practices. Four teachers were native Kuwaitis while the remaining one was of a mixed race (British-Kuwaiti). It was essential to find out if these teachers had received any formal instruction in English. The British-Kuwaiti was more skilled in English because she started learning the language before enrolling in school. On the other hand, three teachers commenced English classes at the age of ten. The remaining teacher did not learn English until the time she was in the 12th grade. In addition, three teachers (A, B and D) did not receive training on how to teach vocabulary while studying at the University. For example, Teacher D majored in translation and linguistics. The other two teachers (C and E) received formal training at the University. These facts were explored further by asking the participants to rate their vocabulary knowledge on a scale of 1-5 (Figure 2). Figure 2 illustrates the self-rated scores about the te achers’ vocabulary knowledge with a mean score was 4.1. The three teachers who had the highest rating (above 4.5) also felt that their teaching techniques were useful. The teachers were asked if they required additional training in vocabulary instruction (Figure 3). Three teachers underscored the need to undergo further training in vocabulary while two opposed the idea. Teacher E was receptive to continuous education because of the need to learn the modern and sophisticated models of pedagogy. Teacher D was adamant about further education although she felt that this was a good suggestion.The teachers were then required to identify the areas of vocabulary instruction that they find to be more difficult (Figure 4). The majority of the teachers (60%) found it more challenging to teach abstract words. Teacher B was finding it more difficult to learn pronunciation and meanings. On the other hand, two teachers (A and C) reported facing a myriad of obstacles in simplifying the lea rning content. The researcher then asked the teachers to identify the techniques they employ considering these challenges (Figure 5). The survey also explored this issue based on the vocabulary teaching style inventory. The findings presented in Figure 5 above indicate that the teachers were using exemplars and switching language (between Arabic and English) more frequently. These two techniques were found to be more effective in supporting vocabulary intake. Classroom models and aids (especially flash cards and modelled behaviour) were also prominent. One of the teachers (Teacher C) was using videos and pictures to enhance the teaching process. The Teachers’ Self-Efficacy The teachers were also evaluated on their level of self-confidence in teaching English as a foreign language. The participants rated their self-efficacy on a scale of 1-5 (Figure 6). The purpose of this activity was to determine if self-confidence has an effect on teachers’ beliefs. According to th e figure above, all the teachers were confident in teaching vocabulary (the mean score was 4.4). The majority of the participants (80%) indicated that adequate preparation prior to teaching increased their level of self-efficacy. In addition, Teacher C and E were using the skills they acquired at the university had increased their self-esteem. Overall, all the teachers felt that adequate and appropriate instructional materials reduce anxiety and fear. The Teachers’ Beliefs The principal purpose of this study was to determine how teachers’ beliefs influence vocabulary intake. Accordingly, the researcher explored this aspect by asking the teachers to rate their attitudes about teaching English to Kuwaiti students (Figure 7). The average score was 4.4, meaning that the teachers had positive beliefs regarding the instruction of English as a foreign language. The participants gave varied reasons to support their insights. Most teachers (80%) argued that English instruction was essential to support other subjects. For example, Teacher B indicated that English complements science instruction because the latter is a universal subject. In addition, Teacher C showed that the unprecedented advances in technology mandates the students to have requisite skills in English. She gave the example of the iPad, which is one of the greatest innovations in the technological industry. On the other hand, all the teachers supported the use of formal tests to examine the students’ skills in both written and spoken English. Discussions Analysis and inferences The first theme of the findings underscored the significance of formal education and training in English instruction. Three of the five teachers had not received any formal training in vocabulary while studying at the University. This limitation was affecting the choice of teaching techniques. The instructors were finding it difficult to teach abstract words. Another teacher could not develop the best strateg ies to simplify the learning content. These findings highlighted the need for further training, which receive support from most teachers. These results were consistent with those from previous studies. For instance, Pajeres (2013) has found that the high education system in Kuwaiti is inadequate to meet the demands of English instruction. Fleming, Bangou and Fellus (2011) have asserted that inappropriate training contributes to the adoption of unproductive classroom practices. Secondly, self-efficacy emerged as a critical aspect of English instruction. The teachers rated their level of confidence highly for two reasons. First, prior and adequate preparation was essential to boost their self-esteem and conviction. Second, the two students who had received formal education in vocabulary instruction were more assertive than those who did not. Thus, this study established a relationship between training and self-efficacy, which is consistent with the previous findings (Brand Wilkins 20 07). Adequate training plays a fundamental role enhancing self-confidence during classroom instruction (Phipps Borg 2009; Watkins 2007; Wright 2007). According to Bolton, Graddol and Meierkord (2011), the teachers who have received formal training in vocabulary instruction are more adept in adopting efficient teaching practices than those who have not. Thirdly, this study has confirmed that teachers’ beliefs influence instruction practices. The teachers firmly believed that the Kuwaiti children should learn English as a second language. The elemental factor that supported the preceding assertion was the standpoint of English in the modern world. One of the teachers indicated that the students require basic skills in the English language in order to adapt to the technological advances. These results are similar with those in the reviewed literature. For example, Zheng (2009) has opined that English will become the language of choice in both political and commercial discourses . The teachers had positive beliefs and attitudes about teaching vocabulary. The high regard for English as a foreign language was facilitating these teachers to develop sound instructional practices. The present research has indicated that the instructional methods were efficient in meeting the students’ learning outcomes. Conversely, previous studies have shown that Kuwaiti EFL teachers are biased against the English language (Karathanos 2009; Nizonkiza 2011; Pajeres 2013). According to Nizonkiza, these prejudices have an adverse effect on the students because the teachers only teach for economic benefits. Pajeres (2013) has asserted that Kuwaiti students have inadequate skills in both written and spoken English. The use of normative teaching techniques is one of the contributors to this dismal performance (Karathanos 2009). Implications for practice The findings from this study have established the significance of formal training and education in vocabulary teaching. Adequ ate and appropriate training is essential because it affects self-efficacy and perceptions. Thus, the Kuwaiti Ministry of Education should make concerted efforts to improve the current system of education. Secondly, the school administrators should consider introducing in-house training programmes, which will be crucial to enhancing the teachers’ skills and competencies in English. Conversely, this study analysed data from only five teachers. The small sample size means that the findings of this research cannot the extrapolated and generalized to other populations. This study has provided the basis for conducting additional studies, which will include a larger sample drawn from multiple schools. Conclusion This research has established the fact that teachers’ beliefs and attitudes affect instruction practices, which subsequently influence vocabulary intake. On the other hand, the level of training and education also plays a significant role in shaping these perceptions . The global politics and economies in the modern society require individuals who are proficient in both written and spoken English. As such, it is essential to enhance the instruction of English as a foreign language in Kuwait. The realization of this goal necessitates the development of a foundational English syllabus emphasizes vocabulary intake, speaking skills, listening skills and grammar. The English course content for both teachers and students should use authentic texts to address the socio-cultural aspects of learning. Reference List Barnard, R Scampton, D 2008, ‘Teaching grammar: a survey of EAP teachers in New Zealand’, New Zealand Studies in Applied Linguistics, vol. 14, no. 2, pp. 59-82. Bolton, K, Graddol, D Meierkord, C 2011, ‘Towards developmental world Englishes. World Englishes, vol. 30, pp. 459–480. Brand, B Wilkins, J 2007, ‘Using self-efficacy as a construct for evaluating science and mathematics methods courses’, Journ al of Science Teacher Education, vol. 18, no. 2, pp. 297-317. Ezzi, NAA 2012, ‘Yemeni teachers’ beliefs of grammar teaching and classroom practices’, English Language Teaching, vol. 5, no. 8, pp. 170-184. Fleming, D, Bangou, F Fellus, O 2011, ‘ESL teacher-candidates’ beliefs about Language’, TESL Canada Journal, vol. 29, no. 1, pp. 39-56. Ghaffarzadeh, HMA 2012a, ‘The effect of teachers’ lexicon teaching beliefs on EFL learners’ vocabulary Intake’, Journal of Education and Learning, vol. 1, no. 2, pp. 156-160. Ghaffarzadeh, HMA 2012b, ‘Function-based vs Meaning-based beliefs in teaching vocabulary’, Bellaterra Journal of Teaching Learning Language Literature, vol. 5, no. 4, pp. 20-41. Karathanos, K 2009, ‘Exploring US mainstream teachers’ perspectives on use of the native language in instruction with English language learner students’, International Journal of Bilingual Education a nd Bilingualism, vol. 12, no. 6, pp. 615-633. Leno, LC Dougherty, LA 2007, ‘Using direct instruction to teach content vocabulary’, Science Scope, vol. 31, no. 1, pp. 63-66. Nizonkiza, D 2011, ‘The relationship between lexical competence, collocational competence, and second language proficiency’, English Text Construction, vol. 4, no. 1, pp. 113–145. Pajares, MF 2013, ‘Teachers’ beliefs and educational research: cleaning up a messy construct’, Review of Educational Research, vol. 62, no. 3, pp. 307-332. Phipps, S Borg, S 2009, ‘Exploring tensions between teachers’ grammar teaching beliefs and practices’, System, vol. 37, pp. 380-390. Teik, OC 2011, ‘Pre-service teachers’ beliefs about the teaching and learning of grammar’, The English Teacher, vol. 40, pp. 27-47. Watkins, D 2007, ‘Learning and teaching: a cross-cultural perspective’, School Leadership and Management, vol. 20, no. 2, pp. 161-173. Wright, T 2010, ‘Second language teacher education: review of recent research on practice’, Language Teaching, vol. 43, no. 3, pp. 259-296. Wright, WE 2007, ‘Heritage language programs in the era of English-only and no child left behind’, Heritage Language Journal, vol. 5, no.1, pp. 1-26. Yan, H 2009, ‘Student and teacher demotivation in ESL’, Asian Social Science, vol. 5 no. 1, pp. 109-112. Zheng, H 2009, ‘A review of research on EFL pre-service teachers’ beliefs and practices’, Journal of Cambridge Studies, vol. 4, no. 1, pp. 73-81. This research paper on Teaching English as a Foreign Language in Kuwait was written and submitted by user Tristin T. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

5 Parallelism Problems in Sentence Structure

5 Parallelism Problems in Sentence Structure 5 Parallelism Problems in Sentence Structure 5 Parallelism Problems in Sentence Structure By Mark Nichol It’s easy to produce a faultily constructed sentence by neglecting to install all the necessary parts. Each of the sentences below lacks a small but essential component that helps render the statement sturdy and structurally sound; read each discussion for an explanation of the flaw. 1. â€Å"Lifelong interest and enthusiasm for science is instilled through science literacy.† Take the phrase â€Å"and enthusiasm† out of the sentence, and you’re left with â€Å"Lifelong interest for science is instilled through science literacy.† Here, the subject is followed by the wrong preposition. Omit â€Å"and enthusiasm for,† and the result is â€Å"Lifelong interest science is instilled through science literacy.† Now, the subject lacks any preposition. The solution? Each noun in the noun phrase â€Å"interest and enthusiasm† requires its own appropriate preposition: â€Å"Lifelong interest in and enthusiasm for science is instilled through science literacy.† (Depending on emphasis desired, â€Å"and enthusiasm for† may be bracketed by a pair of commas, parentheses, or em dashes but is correct without any interruptive signals.) 2. â€Å"They’re noisy, they’re tiny, weigh fifty pounds, and can be souped up from a speed of thirty-five miles per hour.† Of the four elements in this list, two are preceded by pronouns and two aren’t. To achieve parallel compliance, all the elements must share one pronoun (â€Å"They’re noisy, tiny, weigh fifty pounds, and can be souped up from a speed of thirty-five miles per hour†), or each requires its own (â€Å"They’re noisy, they’re tiny, they weigh fifty pounds, and they can be souped up from a speed of thirty-five miles per hour†). 3. â€Å"They run farther, longer, and never get fat.† The first two elements share a verb, and the third has its own. However, just as in the apportionment of pronouns in the example above, one verb must apply to all, or each element must have its own verb (especially if a single verb is not appropriate for all the elements). In this case, the verbs must differ. Depending on the context, either revise the sentence so that farther and longer share the verb run (â€Å"They run farther and longer and never get fat†), or provide longer with its own verb (â€Å"They run farther, last longer, and never get fat†). 4. â€Å"John Smith is off the streets, sober, and has a job.† The rule set forth in the previous sentence applies for simple â€Å"to-be† verbs as well. Revise the sentence to read, â€Å"John Smith is off the streets, is sober, and has a job† or â€Å"John Smith is off the streets and sober and has a job.† 5. â€Å"That opinion was uttered not by John Doe, but one of his vice presidents.† The preposition by must be repeated at the head of the second clause to match the structure of the first clause: â€Å"That opinion was uttered not by John Doe, but by one of his vice presidents.† The sentence could be recast in active voice (â€Å"One of John Doe’s vice presidents, not Doe himself, uttered that opinion†), but the change doesn’t necessarily improve the statement. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Addressing A Letter to Two PeopleTop 11 Writing Apps for iOS (iPhone and iPad)When to Spell Out Numbers

Belonging Strictly Ballroom

Lack of a sense of belonging is portrayed in the ‘mockumentary’ film â€Å"Strictly Ballroom† through the character Scott Hastings as he is treated as an outcast because he refuse to conform to the mainstream way of ballroom dance. The opening scene portrays the false, fairytale feeling of the world of ballroom dance through the motif showing big red curtains opening with matching theatrical music. The over the top fakery is shown through the fluffy costumes and over the top hair of the dancers in the opening scene. They are shown hugging and exchanging high fives, portraying that they belong because they have conformed to the mainstream way of dance presented by Barry Fife. â€Å"You can dance any steps you like but it doesn’t mean you will win. † This quote spoken by Barry fife shows the power he holds because he controls who wins. Unless you perform his steps that are shown in the video ‘The right way to dance’ you are not going to win. In the extreme close up of his mouth, we see the crooked rotten teeth because symbolically he is a crooked rotten person. When Scott dances his own steps the scene is shown in slow motion with a freeze frame, beautiful music with a pleasing crowd reaction to match shows that everyone including Scott was enjoying the dance. The camera switches to the furious faces of Shirley and Barry fife showing that everyone loved the new steps except for everyone who had confirmed that sat on the federation leaders table. The Table is situated higher than the dancers and audience depicting how they are in charge. Liz’s lack of understanding for Scotts love for his own steps is shown when she threatens Scott to conform to the federation steps for Ballroom dancing. I’m not dancing with you until you are supposed to† Barry has programmed the dancers like robots to follow his ‘Right steps’ â€Å"what did you think of the steps? †Ã¢â‚¬ ¦. â€Å"I don’t think! † Fran as a beginner dancer does not belong in the ballroom dancing world. Her frizzy hair, acne covered skin, thick unattractive glasses and covered figureless body makes her a target for nasty comments. The Slapstick humour when Liz and Scott knocking over Fran when she is trying to comfort them shows how she is not respected and over looked. Understanding however can give a person a sense of belonging in society or within themselves. Fran and Scott both feel like outcasts because they love to dance their own steps and not conform to the federation â€Å"I want to dance with you your way†. When the song â€Å"time after time† plays while Scott and Fran are dancing, Fran shows Scott what she is capable of proving that she is not a hopeless dancer like everyone stereotypes her to be. Scott tells her to dance without her glasses and we notice throughout the movie the tighter clothing she wears to reveal her toned elegant body structure, portraying as she feels a sense of comfort and understanding towards Scott, she starts to gain her own identity. Belonging Strictly Ballroom Lack of a sense of belonging is portrayed in the ‘mockumentary’ film â€Å"Strictly Ballroom† through the character Scott Hastings as he is treated as an outcast because he refuse to conform to the mainstream way of ballroom dance. The opening scene portrays the false, fairytale feeling of the world of ballroom dance through the motif showing big red curtains opening with matching theatrical music. The over the top fakery is shown through the fluffy costumes and over the top hair of the dancers in the opening scene. They are shown hugging and exchanging high fives, portraying that they belong because they have conformed to the mainstream way of dance presented by Barry Fife. â€Å"You can dance any steps you like but it doesn’t mean you will win. † This quote spoken by Barry fife shows the power he holds because he controls who wins. Unless you perform his steps that are shown in the video ‘The right way to dance’ you are not going to win. In the extreme close up of his mouth, we see the crooked rotten teeth because symbolically he is a crooked rotten person. When Scott dances his own steps the scene is shown in slow motion with a freeze frame, beautiful music with a pleasing crowd reaction to match shows that everyone including Scott was enjoying the dance. The camera switches to the furious faces of Shirley and Barry fife showing that everyone loved the new steps except for everyone who had confirmed that sat on the federation leaders table. The Table is situated higher than the dancers and audience depicting how they are in charge. Liz’s lack of understanding for Scotts love for his own steps is shown when she threatens Scott to conform to the federation steps for Ballroom dancing. I’m not dancing with you until you are supposed to† Barry has programmed the dancers like robots to follow his ‘Right steps’ â€Å"what did you think of the steps? †Ã¢â‚¬ ¦. â€Å"I don’t think! † Fran as a beginner dancer does not belong in the ballroom dancing world. Her frizzy hair, acne covered skin, thick unattractive glasses and covered figureless body makes her a target for nasty comments. The Slapstick humour when Liz and Scott knocking over Fran when she is trying to comfort them shows how she is not respected and over looked. Understanding however can give a person a sense of belonging in society or within themselves. Fran and Scott both feel like outcasts because they love to dance their own steps and not conform to the federation â€Å"I want to dance with you your way†. When the song â€Å"time after time† plays while Scott and Fran are dancing, Fran shows Scott what she is capable of proving that she is not a hopeless dancer like everyone stereotypes her to be. Scott tells her to dance without her glasses and we notice throughout the movie the tighter clothing she wears to reveal her toned elegant body structure, portraying as she feels a sense of comfort and understanding towards Scott, she starts to gain her own identity.

Art History Course Assignment Example | Topics and Well Written Essays - 1000 words

Art History Course - Assignment Example The study started with the in-depth analysis of the religions Islam, Christianity and Jewish relating them with the perceptions of East and West, referring to the texts by Jonathan Berkey, Maria Rosa Menocal, Nasser Rabbat, Jerilynn Dodds, Oleg Grabar, Rachel Milstein, William Tronzo, Annabel Jane Wharton and the likes. The referential books related to us the vibrant architectural and artifacts history of Islam, Christianity and other faiths; highlighting various central monuments and respective religious to political institutions and philosophical traditions based on economic networks, commodities and geographical stipulations. The chosen study areas based on geographical settings were the Levant where the age of the Crusades witness the Ayyubid metalwork and glassware elaborated by evident Christian iconography, in Asia Minor Armenian-Byzantine masons and artists working for Seljuk and Ottoman courts were observed, Egypt's religious and political learning delineate the Courtly Arts, representation of conduct and utilization and trade of Fatimid's. As the course progressed we were directed to Spain studying the Mudejar style synagogues and churches created by the Muslim masons and architects for Jewish and Christian patrons and the Iberian Peninsulas acknowledging the culture of Tolerance, the Golden Age of Judaism, the relation and conflicts among Christianity and Islam. The research work on regions such as Southern Italy, Norman Sicily where we interpreted a universal "language of luxury" that was intentionally created by ruling heads as well as the illustration on the tri-lingual artistic customs of the Norman, Islamic, and Byzantine civilizations. Greece cultivated in our minds the more elaborate architecture constitutions, the convoluted philosophical and religious interaction. Their individual sermons and preaching outlining the concept of their faith and believes were discussed in detail helping us to understand the encounters among such entities. These comprehensive readings enlighten the art history students on the subject of medieval Mediterranean era as the communal stage of artisans made richer by the interaction of the East and West, bearing in mind the socio-religious divergence among them all. Communication whether resultant of warfare or peaceful affability created that shared world of art and culture; the individualistic beliefs and skills can be manifested from each study. Thus regarding this, both the regions can be deemed as individually accomplished of structural design and rich customs. Class Critique: Keeping in view the purpose and high level design of the course, it comprised of a small group with classes held twice a week. This ensured that each theme based lecture and presentation helps the students to actually breathe in the medieval times of contrasting religions and beliefs. The lectures were conducted through related images and highly structured lectures on them. However I feel that printed handouts of the lectures or its important points would help students to understand the reading in a more efficient way. Each student was encouraged to conduct presentations and discussions

Theatrical Show Essay Example | Topics and Well Written Essays - 1000 words

Theatrical Show - Essay Example I suppose that every viewer watching a play compares his experiences to the experience on the stage and associates himself with one of the principal heroes. That is why for most viewers, as I realized after the play, the idea of being abandoned in teenage age was unbearable. It was depressing for me as well because I recalled instantly how poorly protected and developed I was at thirteen and even sixteen and how my personality lacked coherence and stamina. They say, that teenage years are the hardest for parents and while watching kids who grow up without parents I felt admiration and some kind of jealousy (that I can regard as a compliment to the believable portraits created o the stage). On the one hand, it is a great challenge; on the other hand it is such an exciting experience for children. I guess that if people are formed in such circumstances they can become truly self-sufficient people. That is what we see in the â€Å"Edith Can Shoot Things and Hit Them† : the proces s of personalities development. It is really hard to capture this elusive moment but it seems to me that the actors of this play coped with their task. Edith is by all means a central figure in the play because she is the youngest. This girl is a real tomboy who possesses so many different kinds of weapon that a professional soldier could be surprised. A rifle and a bow with arrows serve her as a symbolic protection from the problems of the outside world she cannot solve due to her age. Being only twelve, the period when other girls just start walk farther from their houses, Edith has to protect her little family from inadequacy and careless parents. I was touched to see a girl so strong as a character and so delicate as a human being inside, and her skills with a rifle served as a good metaphor to me. The actress managed to feel how a little human can hide her fear of insecurity under a mask of bravado and indifference. I suppose that the actress was

Personal Experience that Changed my Life Essay Example for Free

Personal Experience that Changed my Life Essay America may be experiencing the worst financial crisis this year. People may worry about losing jobs and missing opportunities for bigger earnings. But at age eighteen and fresh from high school graduation, I am all hopes and all set to start the best years of my life. Just a few years back, I was enjoying the comforts of home in Wooster, Ohio, simply unconcerned about my future. My parents were worried about my lagging interests so they decided to send me to a boarding school in Ashtabula called Grand River Academy. The school was noted for its effective programs built especially for struggling students. My parents’ decision was not in vain. I blended so easily in my boarding school and felt at home. I was smoothly able to realign my perspectives and developed the motivation to accomplish many things. Grand River Academy provided just the right push that I needed. While in the academy I developed computer skills and vast knowledge in computer networking. Soon an unexpected opportunity came that changed my destiny. Read more:Â  An Experience That Changed My Life The director of Grand River Academy offered me a workload in one of the special projects for community extension. The project aimed to develop a computer system for the school specifically for the programs involving the school’s beneficiary communities. I was tapped to be part of the team to develop the system. For the first time I was depended on and trusted that I could make a difference for the academy. It was an experience that changed me and made my vision of the future clearer and attainable. The high school project experience was significant to earn me a $6,000 scholarship and college admission into one of the best universities in the country: Ashland University in Ohio. It is a dream-come-true for me. I give special gratitude to the Grand River Academy community for my ample preparations and being part of my achievements. Participating in the project team earned me this scholarship privilege and the key to my college education. No amount of financial crisis or global recessions can stop me now because I am determined to succeed.

Heroes :: essays research papers

Heroes   Ã‚  Ã‚  Ã‚  Ã‚  Hero. When we think of a hero, what automatically comes to mind? To some it may be someone legendary. Others might think of a hero as someone of great strength or ability. Perchance an illustrious soldier or warrior. Perhaps someone admired for their achievements and great qualities. To me, it once meant someone that showed great courage.   Ã‚  Ã‚  Ã‚  Ã‚  Two characters that remind me of heroes are Bernie, from the movie Hero, and Arthur, from the story â€Å"Arthur Becomes King†. These two characters have many similarities. One similarity is that in both stories, the hero is the last one who would be thought of as a hero. The reason being that Arthur is a meager squire. In Bernie’s case, well, as his ex-wife said, â€Å"It was against his religion to be nice†.   Ã‚  Ã‚  Ã‚  Ã‚  Another similarity is that both were not liked by all. Arthur was not liked by Sir Kay. Bernie was not liked because of his cynical way of being. Also, both were not believed when they first told their stories. It took Arthur three or four times to prove that he indeed was the one who pulled out the sword from the stone. Bernie did not even get the chance to tell some one what he had done.   Ã‚  Ã‚  Ã‚  Ã‚  There is also the similarity in that both, Arthur and Bernie, did not realize that they were special or in some way heroes. Arthur thought he was merely getting a sword for Kay. Bernie was so preoccupied with his illegal selling of stolen credit cards and finding a way to buy time for him not to go to jail. Also, both of their actions cause good to happen to the people around them. With these examples we can see that Arthur and Bernie were a lot a like.   Ã‚  Ã‚  Ã‚  Ã‚  Although Bernie and Arthur had many similarities, they also had many differences. A considerably significant difference is that Bernie’s and Arthur’s personalities were as diverse as heavy metal and classical music. Arthur was humble and forgiving. Bernie, on the other hand, was a cynical man who had nobody's interest but himself in mind. There is also the difference in the plot. In†Arthur Becomes King†, Arthur is a young boy who makes everything peaceful in his kingdom. Bernie causes John Bubber to want to commit suicide, although he does save fifty-four lives, including a little boy who receives mass media attention.

Comparing Animal Farm and Gulliver’s Travels Essay

Many people resented this law and rebelled against it. These rebels fled Lilliput to live in Blefuscu, and ever since, there has been a terrible war between the two empires. This argument is ridiculous. Swift knew that when he wrote it. It is another swipe at England in the 1720s. For centuries, England had been at war with France for one reason or another. Swift was illustrating how silly and childish, to someone with a view of the whole situation, these reasons are. The argument over which end to crack your eggs is obviously a great exaggeration of Swift’s thoughts, but it got the message across. In chapter 5 of Gulliver’s voyage to Lilliput, there is a fire in the palace. All of the Lilliputians try to put out the fire with their tiny buckets of water, but it was no use. Gulliver did the only thing he could think of, and urinated on the palace, putting out the fire. Immediately after, people were grateful that he’d managed to put out the fire. However, later on, Gulliver learns that the Emperor of Lilliput plans to use that action against him when he plots to kill him. This was Swift’s way of showing his thoughts on gratitude from people in power. He believed that people in a position of power, such as the Emperor of Lilliput, were always ungrateful for things which other people did for them. If Gulliver had left the palace, there would probably have been quite a few casualties. However, he used his initiative and put the fire out, maybe not conventionally, but it did the job just the same. The Emperor was not happy with that, and made it look as if Gulliver had done something wrong. This act, along with a few others, was intended to ensure that Gulliver would be killed. Gulliver discovered their plans, however, and escaped to Blefuscu. By chance, Gulliver is picked up in the sea by an English ship. The crew believe him to be crazy when they hear of his tales of little people, but when he produces some cattle that he had in his pocket, they believe him. This is another clue to the fact that this book was not written recently. In those days, the 17th and 18th centuries, people blamed everything on madness. Gulliver may have been ranting because he was tired, hungry, thirsty etc, but straightaway, the crew blamed it on madness. When he returns home, Gulliver is pleased to see his family, but he has â€Å"itchy feet† – he cannot wait to go on another voyage. â€Å"I stayed but two months with my wife and family; for my insatiable desire of seeing foreign countries would suffer me no longer†. Brobdingnag After two months of being back home in England with his family, Gulliver is off again. He didn’t know where he was going, except that he was going to explore foreign lands. About one year after setting sail from England, they see land. The captain sends a longboat ashore to try and find fresh water. Gulliver, keen to explore the new land, goes with them. Once on shore, the men set off in search of water, while Gulliver wanders off. He wanders about for a while, then decides to return back down to the boat. He sees his fellow shipmates rowing away in the boat, followed by a huge creature. Gulliver turns around and runs for his life. He is walking through a field of corn, the corn being nearly forty feet high, when he sees more of these creatures. Gulliver tries to hide himself in the corn, when several more of the creatures appear with reaping-hooks. The creatures start moving towards Gulliver, but are unable to see him. Gulliver, fearful of being squashed, cries out as loud as he can. One of the creatures hears his cry and looks down. He lifts Gulliver up so that he can have a better look at him. Gulliver is very frightened, both of what the creature might do to him, and because he is so high up from the ground. â€Å"For I apprehended every moment that he would dash me against the ground, as we usually do any little hateful animal which we have a mind to destroy†. Gulliver is taken to the farmer’s house, where he is given food. â€Å"†¦ a servant brought in dinner. It was only one substantial dish of meat in a dish of about twenty-four feet in diameter. The wife minced a bit of meat, then crumbled some bread, and placed it before me†. In Brobdingnag, everything is the opposite of Lilliput. Gulliver is now in a reversed role. In Lilliput he was a giant. In Brobdingnag he is tiny and unimportant. He is treated as a plaything. Being small also helps Gulliver to see the world differently. Any faults or defects are magnified and made much more obvious than in Lilliput. In Gulliver’s first voyage, to Lilliput, Swift made it clear in his writing that Lilliput was meant to be England. Gulliver was huge and so could see everything that was going on, and so was able to criticise Lilliput as he saw fit. In Brobdingnag Gulliver is the tiny one. When he is taken to the royal palace, he meets the King and Queen. He has long discussions with the King about England, and the King is disgusted by what he hears: â€Å"He was perfectly astonished with the historical account I gave him of our affairs during the last century, protesting it was only a heap of conspiracies, rebellions, murders, massacres, revolutions, banishments, the very worst effects that avarice, factions, hypocrisy, perfidiousness, cruelty, rage, madness, hatred, envy, lust, malice or ambition could produce†. This sentence summed up Swift’s feelings about England, and really, if you look back at England’s history with a cynical eye, you will see that it is true. Hopefully, if Swift re-wrote the book now, in the 21st century, he would see things differently. There are still things going on that shouldn’t be, but things have definitely improved since Swift’s time. Swift doesn’t really give a proper description of the people of Brobdingnag. At first he cannot understand their language, but the farmer’s daughter helps him. Gulliver calls her his glumdalclitch, or â€Å"little nurse†. Glumdalclitch helps Gulliver to learn the language, and accompanies him to the palace when the Queen buys him from the farmer. Probably the best description of the people of Brobdingnag is when Gulliver describes the Maids of Honour at the palace. The maids treat him as a plaything. He describes his disgust at the way they treat him: â€Å"They would often strip me naked from top to toe and lay me at full length in their bosoms; wherewith I was much disgusted; because, to say the truth, a very offensive smell came from their skins†¦ That which gave me most uneasiness among these Maids of Honour, when my nurse carried me to visit them, was to see them use me without any matter of ceremony, like a creature who had no sort of conscience. For they would strip themselves to the skin, and put on their smocks in my presence, while I was placed on their toilet directly before their naked bodies, which, I am sure, to me was very far from being a tempting sight, or from giving me any other emotions than those of horror and disgust†. In this description, it is hard to know whether Swift is disgusted with women, or if he is using them to show his disgust of vanity and the illusion of physical beauty. Women generally take more care in their appearance than men, so they would have been the obvious choice if Swift were doing the latter. Other than that, there is no description of the people of Brobdingnag. Gulliver’s departure from Brobdingnag is quite peculiar and relies completely on chance. He is carried about the country in a small box. Gulliver pretends to be ill and says that he needs some fresh air. The page carrying the box sets it down on some rocks and then goes off wandering. Then, an eagle swoops down and grabs the box in its beak. It carries Gulliver across the sea, but then is shot. Gulliver’s box falls down into the sea. By chance, he is discovered by an English ship, and is hoisted up onto the deck. Gulliver forgets that the people are of his own size, and tells one of the crew to put his finger in the ring at the top of the box and pull the lid off. Again, the crew thinks him mad, but again Gulliver has little objects that prove that he is sane. This time, he has a comb and a ring. Once Gulliver is back home, everything seems strange. He imagines himself to be in Lilliput again, where the house and people are tiny, for he is used to the size of the inhabitants of Brobdingnag. He shouts instead of talks, thinking that the people can still not hear him in his normal voice. He comments that his wife and children have starved themselves to nothing, when in reality they are well fed. Gulliver cannot see people if they kneel or sit down, â€Å"having been so long used to stand with my head and eyes erect to above sixty foot†. His wife asks him not to go to sea any more, but Gulliver knows that if another opportunity comes his way, he will take it. Laputa Gulliver had not been at home more than ten days when a captain came to see him about going to sea once more. Gulliver was offered the opportunity to have a role on the ship which was equal to that of the captain, and double his normal wage. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Jonathan Swift section.

Decision Making in an Addicted Brain Essay

Decision making is a mental process of selecting a course of action. We exercise this right to free will on a very regular basis. We often think this right comes easily to us, however in individuals with neurological addictions decision making can be a difficult process. With individuals who are addicted to a substance or habit decision making is abnormal (Fecteau, 2010). When an addict partakes in the substance they are addicted to there is often a rush or feeling of relief. If an addict is attempting to quit using a substance, they often attempt to obtain a similar feeling of satisfaction. Typically recovering addicts turn to risky decision making due to the fact that when one makes a risky choice the two experiences share similar behavioral sensations (Fecteau, 2010). Understanding how addicts make decisions based on their addiction is crucial in planning treatment options in order to suppress drug cravings in substance abusing patients. Through certain testing, scientists have discovered that specific, noninvasive brain stimulation can aid in the suppressing of drug cravings in addicts. The inference was made that if we can stimulate a portion of the brain that controls decision making in the average human, we can aid in the suppression of cravings. This portion of the brain is called the dorsolateral prefrontal cortex (Fecteau, 2010). It is located in the frontal cortex of the brain which controls other things such as mannerisms, social and sexual behavior, as well as decision making. With this technique of addiction suppression, there are many things to take into consideration. These things could be possible implications with the therapy, moral values as to whether testing this method on humans is humane, as well as whether or not there could be possible health risks in the future. This method of addiction suppression is an interesting one that could potentially make shaking an addiction much less difficult if the risks turn out to be minimal. References Fecteau, S., Fregni, F., Boggio, P. S., Camprodon, J. A., & Pascual-Leone, A. (2010). Neuromodulation of Decision-Making in the Addictive Brain. Substance Use & Misuse, 45(11), 1766-1786.

Biography of Daniel Ellsberg

Biography of Daniel Ellsberg Daniel Ellsberg is a former analyst for the U.S. military and Vietnam War opponent. His name became synonymous with the importance of the press freedoms granted by the First Amendment to the U.S. Constitution after he leaked a secret report on the Vietnam War  known as the Pentagon Papers  to journalists. Ellsbergs work as a whistleblower helped exposed the failure of the governments war strategies in The New York Times, The Washington Post and more than a dozen other newspapers, and has been dramatized by Hollywood in movies such as The Post, The Pentagon Papers and The Most Dangerous Man in America. Legacy and Impact Ellsbergs leak of the Pentagon Papers helped to solidify the publics opposition to the Vietnam War and turn members of Congress against the conflict. The publication of the documents by The New York Times, The Washington Post and other newspapers helped bring about the most important legal decision in defense of press freedom in American history. When President Richard M. Nixons administration sought to prevent The Times from reporting on the Pentagon Papers, the newspaper fought back. The U.S. Supreme Court later determined that the newspapers were acting in the public interest and restricted the governments use of prior restraint to censor stories before publication. Wrote Supreme Courts majority: â€Å"Only a free and unrestrained press can effectively expose deception in government. ...  In revealing the workings of government that led to the Vietnam War, the newspapers nobly did that which the Founders hoped and trusted they would do. Ruling on the governors claim that publication would threaten national security, the court stated: â€Å"The word ‘security’ is a broad, vague generality whose contours should not be invoked to abrogate the fundamental law embodied in the First Amendment.† Journalist and Author Ellsberg is the author of three books, including a 2002 memoir of his work to expose the Pentagon Papers called Secrets: A Memoir of Vietnam and the Pentagon Papers. He has also written about Americas nuclear program in a 2017 book, The Doomsday Machine: Confessions of a Nuclear War Planner,  and published essays about the Vietnam War in the 1971 book Papers on the War. Portrayal in Pop Culture Numerous books and movies have been written and produced about Ellsbergs role in leaking the Pentagon Papers to the press and the legal battle over their publication. Ellsberg was played by Matthew Rhys in the 2017 movie The Post.  The film also featured Meryl Streep as Katherine Graham, the publisher of The Washington Post, and Tom Hanks as newspaper editor Ben Bradlee. Ellsberg was played by James Spader in the 2003 movie The Pentagon Papers. He also appeared in a 2009 documentary, The Most Dangerous Man in America: Daniel Ellsberg and the Pentagon Papers. The Pentagon Papers has also been the subject of numerous books, including New York Times reporter Neil Sheehans The Pentagon Papers: The Secret History of the Vietnam War, published in 2017; and Grahams  The Pentagon Papers: Making History at the Washington Post. Studied Economics at Harvard Ellsberg earned a bachelors degree in economics from Harvard University in 1952 and a Ph.D. in economics from Harvard in 1962. He also studied in the King’s College at  Cambridge University. Career Timeline Ellsberg served in the Marine Corps before working for the RAND Corp., a research and analysis nonprofit based in Arlington, Virginia, and the U.S. Department of Defense, where he helped with the production of a report on how top U.S. officials made decisions on the countrys involvement in the Vietnam Way between 1945 and 1968. The 7,000 page report, which became known as the Pentagon Papers, revealed, among other things, that the administration of President Lyndon Johnson had systematically lied, not only to the public but also to Congress, about a subject of transcendent national interest and significance. Heres a timeline of  Ellbergs military and professional career. 1954 to 1957: Ellsberg serves as a  rifle platoon leader, operations officer, and rifle company commander in the U.S. Marine Corps.1957 to 1959: Ellsberg continues his studies as a junior fellow in the Harvard University Society of Fellows, an elite program designed to allow promising young students a chance to pursue their scholarships.1959: Ellsberg takes a position as a strategic analyst at RAND Corp. He would later write that he accepted the position under the delusion ... that a missile gap favoring the Soviets made the problem of deterring a Soviet surprise attack the overriding challenge to U.S. and world security. He worked as a consultant  to the Commander-in-Chief Pacific, or CINCPAC.1961 to 1964: As a RAND Corp. employee, Ellsberg worked as a consultant to the departments of Defense and State and to the White House. He specialized in nuclear weapons, nuclear war plans, and crisis decision-making.1964: Ellsberg joins the Department of Defense and works for  John T. Mc Naughton, the assistant secretary of Defense for international security affairs. In this role Ellsberg is asked to study decision-making on the Vietnam War. 1964 and 1965:  Secretary of Defense Robert McNamara ordered  McNaughton and Ellsberg to work on secret plans to escalate the Vietnam War.  The plans were carried out in the spring of 1965.1965 to 1967: Ellsberg transfers to the Department of State and serves in Vietnam. He is based at the  embassy in Saigon. He contracted hepatitis and left Vietnam in June 1967.1967: Ellsberg returns to work for RAND Corp. and begins work on U.S. Decision-Making in Vietnam, 1945-68, the  document that would later become known as the Pentagon Papers.1968 and 1969: Ellsberg serves as a consultant to  Henry Kissinger, the national security assistant to President-elect Richard Nixon. He helps draft Nixons  presentation to the National Security Council on the Vietnam War.1969: Ellsberg, frustrated by what he described as a continuous record of governmental deception and fatally unwise decision-making, cloaked by secrecy, under four presidents, learns that Nixon is preparing to escalate the nations involved in the Vietnam War. Wrote Ellsberg years later: The history in the Pentagon Papers offered no promise of changing this pattern from within the bureaucracy. Only a better informed Congress and public might act to avert indefinite prolongation and further escalation of the war. He begins to make photocopies of the secret 7,000 page study. 1971: Ellsberg leaks most of the report to The New York Times because Congress declined to set hearings on the study. When the attorney general and president moved to block the newspapers publication of further reports on the Pentagon Papers, Ellsburg leaks copies to The Washington Post and 19 other newspapers. The Supreme Court later voided the injunction. But later that year, Ellsberg was indicted on 12 criminal charges related to his leak of the top-secret document. The charges included conspiracy, theft of  government property, and violation of espionage statutes.1973: The judge in Ellsbergs trial dismissed all the charges against Ellsberg, citing  improper government conduct shielded so long from public view.  The judge declared a mistrial, stating that the governments action in this case offended a sense of justice.1975:  The Vietnam War ends. Ellsberg begins a career as a lecturer, writer, and activist on what he describes as the dangers of the nuclear era, wrongful U. S. interventions and the urgent need for patriotic whistleblowing. Personal Life Ellsberg was born in Chicago, Illinois, in 1931 and was raised in Detroit, Michigan. He is married and lives in Kensington, California. He and his wife have three grown children. Important Quotes â€Å"Then it was as though an ax had split my head, and my heart broke open. But what had really happened was that my life had split in two.† -   Ellsberg on hearing a speech by a Vietnam War resister who was about to be jailed and his decision to leak the top-secret Pentagon Papers.Thats a heavy burden to bear. I share it with a thousand others who had that kind of access.  - Ellsberg on his belief that had he leaked the information sooner, Congress would not have supported an expansion of the U.S. involvement in the Vietnam War.Had I or one of the scores of other officials who had the same high-level information acted then on our oath of office - which was not an oath to obey the president, nor to keep the secret that he was violating his own sworn obligations, but solely an oath to support and defend the constitution of the United States - that terrible war might well have been averted altogether. But to hope to have that effect, we would have needed to disclose the documents when they were current, before the escalation - not five or seven, or even two, years after the fateful commitments had been made.  - Ellsberg  on his belief that had he leaked the information sooner, Congress would not have supported an expansion of the U.S. involvement in the Vietnam War. Without young men going to prison for nonviolent protests against the draft, men that I met on their way to prison, no Pentagon Papers. It wouldnt have occurred to me simply to do something that would put myself in prison for the rest of my life, as I assumed that would do.  - Ellsberg on his decision to risk going to prison for leaking the Pentagon Papers.A lesson to be drawn from reading the Pentagon Papers, knowing all that followed or has come out in the years since, is this. To those in the Pentagon, state department, the White House, CIA (and their counterparts in Britain and other Nato countries) who have similar access to mine then and foreknowledge of disastrous escalations in our wars in the Middle East, I would say: Dont make my mistake. Dont do what I did. Dont wait until a new war has started in Iran, until more bombs have fallen in Afghanistan, in Pakistan, Libya,  Iraq, or Yemen. Dont wait until thousands more have died, before you go to the press and to Congress to tell the truth  with documents  that reveal lies or crimes or internal projections of costs and dangers. Dont wait 40 years for it to be declassified, or seven years as I did for you or someone else to leak it.  - Ellsberg on the importance of whistleblowers to democracy. The personal risks are great. But a wars worth of lives might be saved.  - Ellsberg on the important of transparency in government.I am a patriot, and that has never changed. - Ellsberg responding to a question from National Public Radio about his patriotism and belief in the strength of the United States. References and Recommended Reading Biography  -   Daniel Ellsberg: Scholar, Anti-War Activist, Government Official, JournalistNational Public Radio  - Daniel Ellsberg Explains Why He Leaked The Pentagon PapersEllsberg.net  - Bio of Daniel Ellsberg  | Extended Bio of Daniel Ellsberg

Critical review of paper+ powerpoint slides Literature

Critical of paper+ powerpoint slides - Literature review Example The research addressed factors that what would make someone a good pharmacist and shared work situations that would made them uncomfortable ,or where pharmacist have to make compromises with regards to laws and make hard choices through professional judgement and decision making skills. The aim is to analyse pharmacy values across the profession . The a sample technique was adopted. It included 38 participants including 18 community pharmacists, 10 hospitals and 10 others (containing primary care trusts, senior management positions and academia). The pharmacists were chosen from variety of geographical locations, different ages, gender, experiences, employment statuses and ethnicities. The participants were selected via a snowballing process. It begin with contacts of the project team and was taken forward through referrals both from participants and associated institutional gatekeepers. The interviews were recorded and transcribed. The principles of grounded theory informed the analytical process. The analytical process involved the summarising , categorising and linking of significant collection of data (open coding) which was then merged into larger sets (axial codes). A process was run of constant comparision was used within and across interviews and both open and axial codes were revised frequently. The paper presented data analysis followed by a discussion of.steps that were taken to ensure the validity and reliability of the work. The first nine transcripts were read and analysed by all the authors. Emerging analysis was presented to the pharmacy audience and feedback was taken to rives. The data was corrected and refined according to analytical categories. To understand the values of pharmacy practitioners it is important for the data to come directly or indirectly from the pharmacists. The method used is a purposive sampling so that the

Foundations in the pre-modern world Essay Example | Topics and Well Written Essays - 750 words

Foundations in the pre-modern world - Essay Example It is the hope of this author that such an explanation will engage the reader with a more appropriate understanding of this key issue and help to define the way in which civilization ultimately came to fruition as a result of the positive aspects of civilization outweighing the negative ones. Firstly, with regards to the positive aspects that civilization could potentially offer a hunter gatherer around the year 3000 BC, one must realize that civilization was able to offer a degree of synergy. Comparative to the hunter and gatherer groups and tribes of this era, civilization was able to draw upon enough human resources within a given region to seek to specialize individuals with regards to their specific strengths within the economy. In such a way, rather than merely having the entire society devoted towards subsistence, as was oftentimes exhibited within the hunter gatherer cultures, individuals within a civilized society were able to focus upon such diverse techniques and cons such as tanning, wheel making, dating of bread, and a litany of other specialized talents and work skills. An additional benefit that society could offer is with regards to the diversity of trade and goods that could be exhibited. Whereas a small group of hunter gatherers it have very little impact on regional and international trade, a civilized society integrate with its neighbors and leverage a degree of trade activities that the smaller entity would be completely incapable of. Lastly, it must be understood this synergy and diversification that have been discussed allows for growth and development of art, music and literature to a degree that would’ve been impossible within a hunter and gatherer culture. Whereas hunter gatherers were incessantly preoccupied with issues concerning sustainment and meeting daily caloric needs, the civilized society was able to devote unnecessary labor towards developing the arts. Similarly, it must be understood that the decision to integrate wit h civilization on the part of the hunter gatherer was also one that was mixed with many negative aspects. The first and perhaps most important of these is with regards to the loss of culture and/or identity that the hunter gatherer would necessarily feel once integrated into a larger collective that was hardly reflective of their past life and interpretations of religion, societal norms, and a host of other factors. This of course ties directly into the loss of religious interpretation that an individual from a hunter gatherer society would necessarily space when choosing to integrate with civilization. From a political standpoint, the individual hunter gatherer would also feel a great loss of freedom as their personal behavior became constricted and beholden not to a warrior, shaman, or chief, but to a complex network of bureaucratic entities. Similarly, also from the local perspective, it must be understood that civilization represented a decreased level to which the individual ca n impact upon the direction and decisions that the group will take. Whereas within the hunter gathering unit the individual hunter/warrior was able to have a voice and provide at least some level of direction to the group,