Technological Advancements in Gaming

Technological Advancements in GamingComputer Games a Boon in the New millenaryWith the dawning of the new millennium, certain changes in the demeanor we live, think and work are inevitable. Fore intimately among these changes is the shift towards greater technologization. Brought about by information vicissitude which began a half century ago, new technologies train solelyowed people tout ensemble over the world to communicate, exchange ideas, and do business with one another at increasingly faster and more than frequent rates. This has resulted in the creation of the new, so-called global community, where no nation and no society exist like an island.such(prenominal) trends as technologization and globalization are already everyday realities. Technologization, particularly advances in information and communications engineering ( ICT ) present allowed much faster and easier communication end-to-end the globe. It has overly made possible and efficient access to and transfer o f large amounts of information.The internets, with its large-scale network of computers, electronics, and telecommunications, have removed the barriers of time and space. They have transformed the genius of work, business, entertainment, education and interpersonal relations. epoch advancements in the field of ICT are now happening at a rapid speed, the advancement in the future lead ever be speedier.Rapid phylogeny in ICT has its spin-off in globalization which refers to the interconnectedness of all peoples. The flow of ideas, information, goods and services are now united globally, and these linkages reach most households and individuals. The flow includes the arts, science, sports, medicine, tourism and entertainment as well as such unfortunate phenomena as drug traffic, disease and environmental damage.The have force of ICT and globalization is a challenge in our educational system. . Schools have already adapted to these current realities. The nature of work leave alo ne change thither will be slight need for manual workers, and more of knowledge workers.The later are people with technical and technological expertise, who are capable of handling, treat and utilizing information intelligently.Technological advancements play a critical role in education. Learning environments must be nurturing ones. Thus, education should emphasize not only the development of the cognitive man it must strive to develop the holistic human being technically skilled, emotionally intelligent, spiritually and morally upright, selfless and socially responsible. study in the future will be a lifelong pursuit. It will no longer be space- and time-bound. Anytime, anywhere learning will be more than a fad. With more people having access to the internet and other information and communications technologies, the schools will change we have more Internet-based education now a days.One of the technological developments affecting education in the last several decades is the te levision system halts.Computer Gaming is a creation for the players that gives not just sportswoman solely also the time to be socialized to other players and be tally better human beings.. According to Rutger C. M. E. Engels Over 70% of gamers play their games with a friend, all cooperatively or competitively and Melbourne Kids who play video games have better social skills. Research has found that games offer a range of social and educational benefits to gamers. It really boosts the social skills of the players even if they are not too fond of socializing with other people. When you are play, you are also connected to other players because current computer games are created for us to play with other people and other races that really make this really unique. Just like here in the Philippines, where most of the youth are fond of these computer games. They can play to any player within the country or even abroad and even trade union international competitions because of comput er games.So even just at the edge of your seat, you can make friends and socialize to other players. According to Melbourne Gamers are reaping the social benefits when their friends come over and play computer games together. They are often strategizing, managing complex tasks and forming and managing teams. Philip Trippebach stressed that Far from turning teenagers into anti-social loners, video games help them engage with friends and community.With the use of modern technology we can play and also we can have friends through turn. In my case, computer games, made me meet lots of fellow Schoolmates. Though we are not at the same program or course. We are given a chance to know and meet each other. Playing games with new friends makes lots of exiting experiences and romp that we can never have when we are alone at home.Modern technology really changes us a lot. We can communicate with anyone from other places and ripple to them face to face with the use of the technology called I nternet. It really makes our lives easy and comfortable because we can do research without going to a library. The same manner is use in gaming we can play games through the use of internet called online gaming. This makes our lives easier and gives fun that lightens our anxieties in life. Because of this modern invention, we can play with our friend online, which really makes things kindle and battle with other people to see who the best in different areas of the game is.While it is a fact that video games not only have positive effects but also negative effects. But several studies indicate that the advantages outweigh the negative impact. Video games are not at all bad for us, thus, make our life better. Despite hand-wringing over a connection between violence and video games, numerous schoolman studies indicate that playing video games has many psychological and physical benefits.Taken together, video games make one a better human being. Being exposed to different personaliti es portrayed by the characters in video games, a gamer sympathize with the one possessing pleasant character.Computer games make one smarter. While gamers are having fun, they also get sharper.Now a days, new generations are noted to be adept in playing computer games. They display impressive manipulative skills than the adults who dont play computer games. Gamers would join in tournaments or competitions, which they believe, would enhance their skills, and above all to showcase their talent. Others would join competitions simply for the fun brought by making new friendships with fellow gamers.. While others, take it an opportunity to win prizes.Not just that playing video games bring out the kid in the players heart but it also helps one stay young physically.Most gamers are young people so parents should see to it that their children choose games with high instructional values- those that would give focussing and advises. Because, as noted, children are easily influenced by the c haracters in video games.. School reading lessons could not be as attractive as video gaming for some children. They tend to be active with games where they learn easily.What do video games really do to people? In todays modern times, people, specially the young, are immersed in video gaming, not considering the possible effects of it. Video gaming could have positive and negative effects which could be the determining factor out in the value formation of the gamers. They are what they become based on the kind of game they play. Therefore, authorities should investigate both the positive and the negative impacts that playing games could have on people.Among the possible negative effects of game play has to do with violence in video games. Video games that feature aggressive or violent elements might have a big impact on children and youth. In the same way, playing aggressive video games could stimulate aggressive port in players in particular because the player is an active parti cipant. Crime among minors is now rampant, where they become a social problem. Outmost attention must be given to stop minors into becoming violent.The academic performance of students is also impact. Since, gamers would take too much time at it, thus, taking away from time spent on school work. Parents are complaining their children are not doing well in school. A lot of students nowadays are becoming less interested in school work and play video games outside school. It has adverse effects among students which caused their failure and their dropping out from school. The parents are most affected on this effect since it destroys not only the future but also the whole being of their children.As for positive effects, educators and learning scientists have also debated how to leverage the motivation students had for playing games as well as exploring the medium of video game for educational and pedagogical purposes.Video games shape students literacy activities mainly reading and ty pography in both online and offline spaces. In this case, video games could be of great help in the intellectual, development of the students. To the teachers, it is also helping them make classroom instructions easier and it is also application of information technology which is the present trend in education.In other words, educators should redesign classroom experiences, integrating video games that can shift the way teachers and students approach to learning. Motivational factors will be enhanced if certain qualities present in the medium of video games provide valuable opportunities for learning. If done so, learning experiences will be as interesting and enjoyable as playing video games.A lot of game studies research can be seen as the academic response to the video game industries questions regarding the product it creates and sells.How can we create better games? What makes a game good?Good could mean many different things. Does the game provide an entertaining and engaging experience to the player? Is the game easy to play? Is the game innovative or does it provide the player with an opportunity to have novel experiences? Does it provide educational value to players?Different approaches to studying this problem should be considered. Describing how to design games, extracting guidelines and rules for making better games, abstracting commonalities from games and understanding how they relate to each other.If all these considerations are taken care of, then, video gaming will be good for us. They are not bad at all. Theyre actually making our life better.

The ecological approach to classroom management

The ecological go about to schoolroom forethoughtAn ecological approach to schoolroom and conduct management accounts for the distinct individuality of each educational activity setting. Such environments constitute a fusion of the many unique experiences, call for and expectations of their individual occupants. Hence, an ecological place embraces, attends to and nourishes this heterogeneity through with(predicate) the construction and maintenance of proactive, inclusive and positive acquisition environments. In the standby tame setting, this need-based approach is both valuable and practical. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003)Bronfenbrenner (1979, p.16) posits that behavior evolves as an interplay between person and environment. In the secondary schoolroom socio-cultural factors that have helped to shape each individual atomic number 18 as comfortably as at play. These include race, family dynamics, gender, socioeconomic status, value and attitudes (Art hur-Kelly et al., 2003). As students mature, their histories of interacting with significant others must also be considered. For example, children with easygoing dispositions generally evoke positive reactions from social counterparts whereas those with less favourable dispositions attract negative, impatient or punitive responses. These bi-directional relationships may have contributed to lasting developmental feelings (Berk, 2009). In educational settings coercive interactions, deficient teaching strategies and unfavourable acquirement environments may also lead to ingrained doingsal deficits (Conroy, Sutherland, Haydon, Stormont Harmon, 2009).Using an ecological approach, the classroom may be viewed as an ecology consisting of connected and intertwined personalities, activities, procedures and occurrences, all of which may impact upon demeanor (Arthur-Kelly et al., 2003). In comprehensively examining student behaviour, it is essential that all ecological contributions are id entified andconsidered. With this approach, the relationship between the adolescent and influential environment factors is considered most sarcastic rather than any suspected or diagnosed issues that the student may present with (Johnson Fullwood, 2006). This facilitates proactive manipulation or adjustment of the environmental context in which the behaviour occurs. Additionally, it ensures that actions are not merely reactive but seek to address causative imbalances (Arthur-Kelly et al., 2003).An ecological approach concerns itself with the construction and maintenance of positive learning environments comprised of good preventative measures, targeted interventions where necessary and the fostering of student self-discipline. The provision of well delivered, engaging classroom activities that are perceived as worthwhile and meaningful by students, and oversight to building positive, cooperative relationships are also imperative. An inclusive environment where students feel safe to contribute is created. In this way, classroom management becomes a collaborative process. The instructors working class involves a cycle of providing structure, warmth and guidance, encouraging participation and belongingness, then monitoring and adjusting as necessary. (Osher, Bear, Sprague Doyle, 2010)In secondary classrooms, instructors face multiple challenges. By employing an ecological approach, the learning environment is enhanced, exiting students to share the burden by learning to participate constructively within a nurturing, dynamic system (Osher et al., 2010). Much research exists that extols the ecological approach as both practical and successful (Osher et al., 2010). Moreover, it is positively correlated with social and personal developmental gains and enhanced academic outcomes (McLeod, Fisher Hoover, 2003 Osher et al., 2010).4ReferencesArthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). schoolroom managementCreating positive learning environ ments. (2nd ed.). South Melbourne, VIC Cengage Learning Australia.Berk, L. E. (2009) Child development. (8th ed.). Boston, MA Pearson.Bronfenbrenner, U. (1979). The ecology of human development Experiments by nature anddesign. Cambridge, MA Harvard University Press.Conroy, M., Sutherland, K., Haydon, T., Stormont, M., Harmon, J. (2009). Preventing andameliorating young childrens degenerative problem behaviors An ecological classroom-based approach, Psychology in the Schools, 46, 1, 3-17.Johnson, H. L., Fullwood, H. L. (2006). Disturbing behaviors in the secondaryclassroom How do general educators perceive problem behaviors? ledger ofinstructional Psychology, 33, 1, 20-39.McLeod, J., Fisher, J., Hoover, G. (2003). The key elements of classroom managementManaging time and space, student behaviour and instructional strategies. Alexandria,VA Association for Supervision and Curriculum Development.Osher, D., Bear, G. G., Sprague, J. R. Doyle, W. (2010). How can we im install schoold iscipline? educational Researcher, 39, 1, 48-58.5PART 2- TASK 4 In what ways could colloquy methods based on mutual respect alter the classroom ecosystem? How could these affect exuberant children as well as those who already exhibit positive behaviour?In the secondary school setting, effective communication skills are a critical component of positive learning environments. They enable teachers to alter the classroom ecology in much(prenominal) as way as to develop mutually deferent reciprocal interactions with students that serve to augment classroom experiences and outcomes. Well-developed communication methods may be used to enhance interpersonal exchanges, promote effective problem-solving and expedite conflict resolution. These are the vital building blocks that serve to build trust and understanding. Moreover, they assist greatly in facilitating warm reciprocal student/teacher relationships and productive learning environments which in turn, foster positive behaviour and learning outcomes. The use of effective communication processes in secondary classrooms has the potential to benefit students who exhibit disruptive behaviours as well as those who do not (Arthur-Kelly, Lyons, Butterfield Gordon, 2003).Many secondary school students perceive this time period to be especially challenging. Developmentally, such students are experiencing considerable unrest as they begin to negotiate the maze to emotional, social, physical and cognitive maturity. The secondary school years are further complicated as adolescents begin to merge their sense of identity, strive for greater autonomy and freedom and expand their social networks. These momentous changes may cause many students to flounder and struggle both behaviorally and academically. Fortunately, through the use of effective interpersonal communication techniques teachers are able to build respectful, reciprocal relationships that bolster secondary students throughout this tumultuous journey. (Martin, 2010)6Effective communication skills have long been regarded as the backbone of classroom management that results in the creation and maintenance of positive learning environments (den Brok, Fisher, Wubbels, Brekelmans Rickards, 2006). As such, communication and more specifically, teacher interpersonal skills may be viewed as the single most influential tool in altering classroom ecology to facilitate positive behavioural and academic outcomes (den Brok, Fisher, Wubbels, Brekelmans Rickards, 2006). Much research also supports the notion that effective teacher interpersonal behaviour is positively correlated with greater student cognitive and behavioural outcomes (den Brok, Levy, Brekelmans Wubbels, 2006 Fraser Walberg, 2005 Urdan, Schoenfelder, 2006). More particularly, student motivation, learning and degree of compliance are predominantly shaped by their perception of their relationship with their teacher (den Brok, Levy, Brekelmans Wubbels, 2006).During the tumultuous secon dary school years students care a great deal about establishing positive relationships with their teachers and the level of support this provides. Hence, students who exhibit challenging behaviours and their counterparts who do not, both respond with furthest greater enthusiasm, pronounced engagement and augmented effort, behaviourally and academically, when they perceive that their teachers care about them (Urdan, Schoenfelder, 2006). By using effective communication skills, teachers are equipped with the tools to impart this tendinous belief in their students, thus leading to respectful reciprocal relationships, positively altered classroom ecology, increased compliance and associated behavioural and academic growth.7ReferencesArthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). schoolroom managementCreating positive learning environments. (2nd ed.). South Melbourne, VIC Cengage Learning Australia.den Brok, P., Fisher, D., Wubbels, T., Brekelmans, M., Rickards, T . (2006). Secondaryteachers interpersonal behaviour in Singapore, Brunei and Australia Across-national comparison. Asia Pacific Journal of Education, 26, 1, 79-95.den Brok, P., Levy, J., Brekelmans, M., Wubbels, T. (2006). The effect of teacherinterpersonal behaviour on students subject-specific motivation. The Journal of Classroom Interaction, 40, 2, 2-33.Fraser, B. J., Walberg, H. J. (2005). Research on teacher-student relationships and learningenvironments Context, retrospect and prospect. International Journal of Educational Research, 43, 103-109.Martin, A. (2010). Building classroom success Eliminating academic fear and failure.London Continuum International Publishing Group.Urdan, T., Schoenfelder, E. (2006). Classroom effects on student motivation Goalstructures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349.8PART 3- TASK 7 Read the quadruple scenarios on pages 174-176 in Arthur-Kelly et al., 2006 and using goal-centred theory ide ntify in each of the four scenariosa. How the child achieving his or her goal of misbehaviour helps the child to belong?b. How might the teacher restructure the learning environment to avoid future recurrences of these problems?Scenario 1 Liana is a pain (Attention)Liana requests continuous attention that commands teacher concern and assistance in order to fulfil her need for social belonging (Edwards, 2008). Liana mistakenly believes that she only matters when the teacher is actively paying her attention (NSW Department of Education, 1987).Scenario 2 Maria pouts (Power)Maria demonstrates a power focussed approach. By refusing to cooperate, Maria announces to her teacher and peers that she can prove her societal worth by doing whatever she likes. Asserting her authority enables Maria to achieve her goal of feeling powerful and important within the group. (Balson, 1992)Scenario 3 Ivan is scarlet (Revenge)Ivan seeks revenge. He feels misunderstood, unfairly treated and hurt. These fe elings have accumulated over time as a result of negative interactions with others and negative student appraisals (Balson, 1992). To cope with such strong emotions and to achieve his goal of feeling uniqueness and group belonging, Ivan resorts to forcing others to share his pain (Ming-tak Wai-shing, 2008).Scenario 4 Rodney is lazy (Inadequacy)Rodney has become extremely discouraged and entrenched in a firm belief of his own inadequacy and inability. This belief acts like a shield which protects Rodney from further9humiliation. By demonstrating such pervasive disability, Rodney hopes that cypher will ever be expected of him. This affords him special status within the group as he is increasingly able to manipulate others into leaving him totally (Balson, 1992).To prevent perpetuating the abovementioned behaviours in a secondary school setting the teacher needs to reconstruct the classroom environment to promote positive behaviour. This may be achieved by conveying a genuine sense of caring, respect and inclusivity to all students. Additionally, adolescents need to feel empowered by being recognised for positive behaviours and receiving opportunities to shine. Teachers needs to impart the belief that the classroom is a welcoming place where students are valued, encouraged and treated fairly. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003)Four factors are involved, the first being the establishment of democratically negotiated class rules with coordinated logical consequences. The second factor is the inclusive formulation of an effective conflict resolution mechanism, perhaps taking the shape of class treatment or negotiation meetings. Thirdly, the teacher should provide regular positive feedback and encouragement to all students, thus nurturing their need for belonging. Lastly, the teacher should employ specialised approaches to address the needs of discouraged students. (Arthur-Kelly et al., 2003)This may involve using strategies such as regularly rewardi ng attention-seekers when they display appropriate behaviour (Tauber, 2007). Power seekers might be enlisted to assist, make out judgement or to tutor others with subsequent teacher encouragement (Nelsen, 2000). For revenge-focussed students, the teacher could focus on strengthening classroom relationships, perhaps by regularly manoeuvring situations that allow the student to shine in front of peers so that their negative appraisals begin to diminish (Ming-tak Wai-shing,102008). Genuine support and encouragement may be evince for students who display inadequacy. Additionally, carefully tailored learning situations may be used to enable frequent experiences of success and acknowledgement. Particular attention should be paid to expressing trustingness in ability at every opportunity (Ming-tak Wai-shing, 2008).11ReferencesArthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). Classroom managementCreating positive learning environments. (2nd ed.). South Melbourne, VIC Ce ngage Learning Australia.Balson, M. (1992). Understanding classroom behaviour. (3rd ed.). Hawthorn, VIC ACER.Edwards, C. H. (2008). Classroom discipline and management. (5th ed.). Hoboken, NJ JohnWiley Sons.Ming-tak, H., Wai-shing, L. (2008). Classroom management Creating a positive learningenvironment. Aberdeen, Hong Kong Hong Kong University Press.Tauber, R. T. (2007). Classroom management Sound theory and effective practice. (4th ed.).Westport, CT Praeger Publishers.Nelsen, J. (2000). validatory discipline For teachers. Retrieved 25 November, 2010, fromhttp//www.positivediscipline.com/questions_teacher/quest005.htmlNSW Department of Education. (1987). Understanding the roles and directing thecharacters goals of misbehaviour and how to respond. Retrieved 25 November, 2010, fromhttp//alex.edfac.usyd.edu.au/localresource/schooldocs/respond.html12PART 4- TASK 9 Discuss the view put in Chapter 9 that you should develop and apply a model of classroom management that is aligned with both your personal philosophy of learning and teaching, and your personal approach to classroom management.It is crucial that pre-service teachers establish a model of classroom management that is in agreement with their personal learning/teaching philosophy and individual approach to classroom management. In constructing such an integrated structure, it is necessary to consider the contribution of personal values and beliefs as well as the various theories associated with instruction, pedagogy, development, behaviour, curriculum and assessment and the abstruse environmental attributes that constitute classrooms. A congruent and amalgamated philosophy, classroom management model and personal approach are prerequisites for facilitating success in dynamic secondary classroom ecologies. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003) The process of developing such structures may be viewed as equally important as it enables the pre-service teacher to focus on and articulate a personal rationale (Goodyear Allchin, nd.). For pre-service secondary school teachers, this integrated approach is akin to a blueprint, designed as a guide that all future classroom interactions may be evaluated against (Bosch, 2006).The process of creating an aligned teaching/learning philosophy, classroom management approach and model may be viewed as an essential readiness phase (Arthur-Kelly et al., 2003). During this process, the pre-service teacher clarifies their assumptions, knowledge and beliefs regarding effective teaching/learning, the importance of classroom management, the theories that drive ones personal approach and the importance of ecological factors. Employing such scrutiny allows the pre-service teacher to reveal any discrepancies between their beliefs and intended actions and to develop a unique, consistent personal style. Any inconsistencies may be rectified, thus averting potential impairment to teaching practice (Osterman Kottkamp, 1993).13Pre-service secondary t eachers are wise to conduct a thorough self-examination of their values, beliefs and their theoretical underpinnings prior to settling on a model of classroom management and corresponding learning/teaching philosophy. This synchronised technique engenders a surefooted base that maximises the potential for successful classroom interactions and achievements. resultant to employing this unifying approach, intentions, goals and methodology may be clearly communicated to all stakeholders (Raymond, 1997). Moreover, this framework allows the success of outcomes to be accurately measured and serves as a guide for meditative practice (Titus Gremler, 2010). This is especially important in secondary classrooms where a persistent, consistent and systematic approach is essential for the respectful and unambiguous communication that is a destiny in building positive learning environments (Arthur-Kelly et al., 2003).It is the pre-service teachers beliefs and values systems that drive their tea ching practices and behaviour. An aligned model and approach to classroom management and personal philosophy of learning and teaching leads to consistent patterns of classroom communication and instruction and a well coordinated teaching style. Indeed, Heimlich and Norland (2002, p. 17) describe teaching style as a gustatory sensation toward teaching behaviour and the congruence between an educators teaching behaviour and teaching beliefs. Furthermore, the decisions that pre-service teachers make and the actions that ensue are reflections of their conscious beliefs regarding what constitutes effective teaching/learning. A teaching style marred by incongruity, lacks pedagogical reflection and direction, hence minimising the likelihood of effective and coordinated teaching practices (Titus Gremler, 2010).14

Compare and contrast the roles and relationships of the following Essay

Compare and contrast the roles and relationships of the following pairs of characters George and Lennie (of Mice and Men) and Holmes and Watson (Sherlock Holmes stories).Compare and contrast the roles and relationships of the followingpairs of characters George and Lennie (of Mice and Men) and Holmesand Watson (Sherlock Holmes stories).Sherlock Holmes stories are short stories, which involve investigatingand solving crimes. They include characters much(prenominal) as Sherlock Holmesand Dr James Watson, these are two main characters who are in eachshort story trying to solve case investigations.Of mice and manpower is a story in which two friends, Lennie and George aretrying to look for a job so that they can for fill their dream to livein a big house in the country and be able to absorb no worries. Thestory is set in California during the American low in the1920/30s.The Sherlock Holmes stories are set in the late Victorian era whenLondon was at its worst. It was hard work back th en because you wouldhave had to work in most terrible conditions, which was veryunpleasant. It was also very unhygienic back then because people wouldchuck their sewage onto the streets, which caused diseases such asscabies, cholera and scurvy. There was a major disease called theBlack Death, which wiped out a large majority of people, it was causedby rats and it was very serious. There would have been a lot of overcrowding in the towns because the streets were narrow and enclosed byall of the large buildings. There was a poor trigger off source, there werehorses and trains that you could travel on. This caused locomotion andtraffic, which made it difficult to travel around.Lennie and George are two migrant... ... Holmes likes Watsonsvaluable gift of silence. Holmes and Watson speak to each other in anupper-class manor. For example Holmes says to Watson I would be verymuch obliged if you would slip your revolver into your pocket. Thisshows that they speak to each other in a polite manor.Others see Lennie and George as two hardworking men who are veryambitious and passionate towards their dreams. They see Lennie as aBig baby, who cant control his temper. Others see George as a veryprotective and courageous man who is very caring.Others see Holmes and Watson as two upper-class typical friends. Theysee Watson as a unperturbed man, who is very inquisitive because he wants toknow about every thing Holmes does. Others see Holmes as a veryknowledgeable and well-respected man, who is excellent at some(prenominal) hedoes. They also see him as a master of disguise.

Writing the Academic Essay -- Expository Process Essays

Writing the Academic Essay For many high school students, the schoolman see is an unforgiving monster that terrorizes their campus, a nightmarish beast that can rip the heart out of G.P.A.s and dash all hopes for college admission. Yet, others tame this friend with ease, bending its venomous will to theirs as if it was nothing, as if they possessed a secret weapon. Well, guess what? They do Successful endeavorists succeed because they be armed with the exact knowledge of what an sample is and how it is made they know an essay is an organized group of paragraphs that strongly assert and vividly support a central idea. Further, they know the organization of an academic essay is as easy as one, two, triplet the launching, the body, and the conclusion are its three essential parts. For starters then, let us begin with the introduction. Its job is to move from the general to the particularized, to confront the essays topic, clarify its central idea, and detail its thesi s statement. Yet, before it can do that, it should attempt to hook the reader by catching his interest with some assume bait. The first way to hook a reader is by centering an original title above the introduction. Please note the word original in that last sentence. Lazy and generic titles like English Essay or Crucible Essay are not effective because they are neither enlightening nor interesting. After an original title, a good introduction begins with one or two interesting sentences that serve to focus the essays general topic. With that done, the writer becomes more specific and introduces the essays central idea. A central idea is simply a clear statement of the writers opinion or position on the general topic. In my introduction to this ... ...oes not mean that it is as unstoppable as Godzilla. Indeed, the curse of the essay is quite manageable if one keeps in mind its underlying characteristics. The basic academic essay is five logically related paragraphs that argue and defend a central idea, and the way it is structured is simplicity itself. When the writer keeps in mind the three parts of an essay-the introduction, the body, and the conclusion-then much of the anxiety and confusion associated with essay writing can be vanquished. Like Frankensteins creature, essays are put together from separate parts, but because they are composed of logically related ideas, they are an invention that can be tamed by organized thinking. Indeed, writers who plan carefully and follow their plan are pleased to find that their brainchild is no fear-inspiring monster, but rather a creation that reveals their true genius.

The Birthmark Essay -- Literary Analysis, Nathaniel Hawthorne

A man is never satiated he is constantly striving for perfection, imprudent about eventuality. Such is the case in Nathaniel Hawthornes The Birthmark. An escape from reality, Romanticisms high quality over Rationalism, a fascination for Gods revelation make Nathaniel Hawthornes The Birthmark Romantic literature. When the quest for human feat opposes divine setup, it has no chance of prospering. In fact, toilsome to flee from reality and intervening nature recurrently leads to upsetting consequences. In this short narrative, it is salient to discern that the birthmark is just that a birthmark, that is, something physical and a birthmark, that is, something not acquired but inherent, one of Georgianas givens, in fact, equivalent to the exqui investe personage (Fetterley 2). Furthermore, Aylmers revulsion for the birthmark is importunate. In other words, it can be said that he is unable to accept the fact that nature cannot be changed or altered. A literary critic prop oses that, Aylmer reads the birthmark as a sign of the inevitable imperfection of all(a) things in nature and sees in it a challenge to mans ability to transcend nature (Fetterley 1). In addition, Aylmer is so haughty of his knowledge that he remains immobile in doing what he should never have done and says, Unless all my science have deceived me, it cannot fail (Hawthorne 12). His past experiences, his dreams, every evidence tells him that this try out will be fatal for Georgiana, yet he proceeds (Eckstein 1). Nevertheless, his nightmares about the pygmy birthmark constrain him to emancipate himself from any kind of rules leading him to perform the fatal experiment of eliminating something that is inherent and indigenous. Beside... ...ect all along. Surely, the aim of scientific knowledge is to try to make the world a better and convenient place to live, not to learn to con with Gods revelation. The birthmark consecutively symbolizes nature, exquisiteness and demise . Likewise, nature places numerous flaws and shortcomings on us to symbolize that no person can reach perfection. What is the lesson behind this moral allegory? The worlds destiny, howsoever sad it is, is not only under the direct control of God but also nature. Man has absolutely nothing to do with destiny. Hawthorne wants us to comprehend that rapture should be more inclined toward spirituality and affection than worldly gains. Nathaniel Hawthorne beautifully proposes, Happiness is a butterfly, which when pursued, is always just beyond your grasp, but which, if you will sit down quietly, may alight upon you.

Essay --

What is approve? Love is the force that binds our feelings. It is very difficult to get out of it, sometimes even impossible. The ability to love in the human beings can manifest itself in the form of attachment, complex social relationships within the group type, but it is to the full controversial and has not been confirmed. Love is the highest moral and aesthetic sense, which means a strong emotional attachment and selfless commitment to another person. Love is base on qualities such as selflessness, dedication, devotion. Love is very emotional feeling it is characterized by high elation flourishing desires, high availability dissolved in the subject of love. In a state of love one experiences a special satisfaction from life that is the state of happiness.The notion of love is multifaceted and includes the love of parents, children, homeland, the object of the opposite sex, love of neighbor. In different religion ethics highest expression of love is agape - which means love o f God. The notion of love as a moral quality is formed in a persons lifetime. At first formed desire for the...

John Locke’s Views on Property and Liberty, as Outlined in His Second T

rump Lockes Views on Property and Liberty, as Outlined in His Second Treatise of Govern ment whoremonger Lockes views on holding and liberty, as outlined in his Second Treatise of Government (1690), have had varying interpretations and treatments by subsequent generations of authors. At one extreme, Locke has been claimed as one of the early originators of western liberalism, who had sought to lay the foundations for civil government, based on universal consent and the natural nears of individuals. 1 Others have charged that what Locke had re whollyy done, whether by choice or unintentionally, was to provide a justification for the entrenched inequality and privileges of the bourgeoisie, in the emerging capitalist society of seventeenth century England. The crux of these arguments either track have centered on Chapter 5 in the Second Treatise, entitled Of Property. John Lockes Of Property Locke was dissatisfied with explanations given by such authors as Robert Filmer, which ha d sought to snip the absolutism of monarchs by establishing that God had given all property to Adam and his heirs (based on the claims of Monarchs that they were indeed his descendents). Rather, his aim at the commencement ceremony of Chapter 5 is to show how men might come to have a property in several parts of that which God gave to mankind in common, and that without each express compact of all the commoners. 2 Lockes first assumption is that although God gave the world to men in common, all men have a right, in the first instance, to their preservation, and thus to meat and drink and such other things as nature affords for their subsistence. 3 Each individual has also been given reason to limit use of it to the best advan... ...London, Allen & Unwin, 1976. Bibliography Gough, J.W. John Lockes Political Philosophy Eight Studies, London, Oxford University Press, 1950, Ch. 4. Hundert, E.J. Market Society and Meaning in Lockes Political Philosophy in Journal of the History of Philosophy, XV (1977) Locke, John (edited by Peardon, Thomas, P.) The Second Treatise of Government, New York, Bobbs-Merrill, 1952 1690, Ch. 5. Macpherson, C.B. The Political Theory of Possessive Individualism Hobbes to Locke, London, Oxford University Press, 1962, Part 5. Ryan, A. Locke and the Dictatorship of the Bourgeoisie in Political Studies, XIII2 (June, 1965) Ryan, A. Property and Political Theory, London, Oxford University Press, 1987, Ch. 1. Weber, Max, (trans. Talcott Parsons), The Protestant Ethic and the Spirit of Capitalism, (2nd edn.), London, Allen & Unwin, 1976. John Lockes Views on Property and Liberty, as Outlined in His Second TJohn Lockes Views on Property and Liberty, as Outlined in His Second Treatise of GovernmentJohn Lockes views on property and liberty, as outlined in his Second Treatise of Government (1690), have had varying interpretations and treatments by subsequent generations of authors. At one extreme, Locke has been claimed as one of the early originators of Western liberalism, who had sought to lay the foundations for civil government, based on universal consent and the natural rights of individuals. 1 Others have charged that what Locke had really done, whether intentionally or unintentionally, was to provide a justification for the entrenched inequality and privileges of the bourgeoisie, in the emerging capitalist society of seventeenth century England. The crux of these arguments either way have centered on Chapter 5 in the Second Treatise, entitled Of Property. John Lockes Of Property Locke was dissatisfied with explanations given by such authors as Robert Filmer, which had sought to rationalize the absolutism of monarchs by establishing that God had given all property to Adam and his heirs (based on the claims of Monarchs that they were indeed his descendents). Rather, his aim at the beginning of Chapter 5 is to show how men might come to have a property in several parts of that which God gave to mankind i n common, and that without any express compact of all the commoners. 2 Lockes first assumption is that although God gave the world to men in common, all men have a right, in the first instance, to their preservation, and consequently to meat and drink and such other things as nature affords for their subsistence. 3 Each individual has also been given reason to make use of it to the best advan... ...London, Allen & Unwin, 1976. Bibliography Gough, J.W. John Lockes Political Philosophy Eight Studies, London, Oxford University Press, 1950, Ch. 4. Hundert, E.J. Market Society and Meaning in Lockes Political Philosophy in Journal of the History of Philosophy, XV (1977) Locke, John (edited by Peardon, Thomas, P.) The Second Treatise of Government, New York, Bobbs-Merrill, 1952 1690, Ch. 5. Macpherson, C.B. The Political Theory of Possessive Individualism Hobbes to Locke, London, Oxford University Press, 1962, Part 5. Ryan, A. Locke and the Dictatorship of the Bourgeoisie in Political Stu dies, XIII2 (June, 1965) Ryan, A. Property and Political Theory, London, Oxford University Press, 1987, Ch. 1. Weber, Max, (trans. Talcott Parsons), The Protestant Ethic and the Spirit of Capitalism, (2nd edn.), London, Allen & Unwin, 1976.