My Philosophy On Philosophy Of Education - 852 Words

My Philosophy of Education My philosophy of education is founded on a belief that all students have a desire to learn and to feel accepted. Learning takes place when students are able to have their specific needs meet inside the classroom, to feel accepted in the environment, and find the learning to be meaningful. I believe that before learning can take place a proper educational environment must be present inside the classroom. In order to make any classroom work I believe you need meet three criteria, have a positive mindset, be open to collaboration, and provide multiple ways students can learn through exploration. Having a positive mindset involves staying emphatic to student’s needs, using positive reinforcement, and teaching students how to move forward after difficult moments. In my classroom I work hard to create a positive rapport with my students by focusing on the positive moments and achievements in the classroom. By this action I have given my students a goal to work towards instead of a punishment to avoid. For example, instead of giving multiple reminders on behavior management, I focus on finding students who are on track and are motivated to complete the task at hand. By congratulating them for their choices I give other students a chance to refocus and start over without creating a negative space. This also allows me to take a quick moment to reflect on my explanations, and make adjustments if necessary. When I take those moments to think about myShow MoreRelatedMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything m ust be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustainedRead MoreMy Educational Philosophy : My Philosophy Of Education946 Words   |  4 PagesPhilosophy of Education My philosophy of education has changed over the years of teaching to what I belief today. My belief of education is to focus on construct knowledge and personal experiences. As an educator, I try and encourage students to discover principles themselves. Numerous scholars have described education as being the key to a prosperous life. The most successful people are believed to be once behind a desk in elementary schools as teachers instill knowledge in them. With a right learningRead MoreMy Personal Philosophy : My Philosophy Of Education1046 Words   |  5 Pagesmanipulate the information for their own use in the future. Choosing between the four, I would say my philosophical views line up more as an essentialist. My philosophy of education, is that every teacher and student has an environment where they are challenged, yet still encouraged, in their instructional matter and teaching and learning strategies to prepare them to meet the goals set upon them. A philosophy is a search for wisdom in a particular area; it builds a framework of thinking, and guides instructionalRead MoreMy Educational Philosophy : My Philosophy Of Education805 Words   |  4 Pagesthe philosophy they believe in. As a future educator, my goal is to educate the student in ways they have not been taught before. Over time students come across teachers who generally do not care and just do it for the money and time off in the summer. When a student has a teacher who makes a difference in their life, it is very rewarding for both the teacher and student. In class we received a philosophical self-inventory. After grading these statements I have come to the conclusion that my philosophyRead MoreMy Philosophy of Education824 Words   |  4 Pages13 February 2011 My Philosophy of Education I believe that progressivism educational philosophy most closely matches my educational ideals. In my opinion based on the progressivism educational philosophy, the purpose of education is to enable students to learn useful knowledge that has meaning to them in the future. Thus, the most useful education for students is the skill of â€Å"learning how to learn†. When students understand the methodsRead MoreMy Educational Philosophy : My Philosophy Of Education1006 Words   |  5 Pagesnation’s future citizens will require that I outline my own ideology about America’s education system. The following philosophy of education will be comprised of the analyzation of knowledge, teaching, and democratic equality in relation to purposes of the education. Knowledge, the comprehension of a subject or concept, is at the core of the educational experience. This attainment of this knowledge should be the desired result of compulsory education, where each individual has a strong understandingRead MoreMy Educational Philosophy : My Philosophy Of Education719 Words   |  3 Pagesshaped their philosophies of teaching. In a world filled with beautiful places to wander to, experiencing new cultures and languages has become a love and passion of mine. Combined with my devotion to the education field and my personal life experiences, a desire to teach in the TESOL career field was one that came quite easily. My mother was once a student who had her own language barriers with needs that were unable to be met in the 1970s. With parents who did not speak English, my mother struggledRead MoreMy Personal Philosophy : My Philosophy Of Education1844 Words   |  8 PagesMy philosophy of education is romanticism. According to Ryan, Cooper, and Bolick, romanticism can be defined as â€Å"a child-centered philosophy of education that condemns the influences of society and suggests that a child’s natural curiosity and the natural world should be used to teach.† I am a believer in â€Å"gaining knowledge through sensory experiences and interactions with your peers† (Ryan, Cooper, and Bolick, 2016). I agree with this philosophy because it says that the needs of the student areRead MoreMy Education Philosophy 1511 Words   |  6 PagesPersonal Mission Statement Education is the imparting and acquiring of knowledge and skills through teaching and learning. As an educator, my personal mission statement is to master my subject area in order to serve as a role model for my students thereby producing students who thoroughly understand the subject matter, and who develop holistically. In order to achieve this goal I must have a set education philosophy with a strong Christian worldview. I must also have a general understanding of theRead MoreMy Philosophy Of Education1056 Words   |  5 PagesPhilosophy of Student Engagement My philosophy of education is that every child should receive high quality education that is inclusive, relevant and meaningful to their life. I am a firm believer of making pedagogy relatable to my students. My vision is driven by my personal experiences with the American school system. I was what is thought of as â€Å"A child at risk†. I am an immigrant, black, Muslim student. My life is transactional as I am a part of multiple marginalized groups. Most of my teachers

Analysis Of Anne Bradstreet s Poetry Essay - 2677 Words

As a devoutly religious wife and mother, much of Anne Bradstreet’s poetry appears to be quite conventional. The themes of her poetry range from religious matters to musings on motherhood to love letters to her husband, which correspond with the social and cultural expectations for a woman in her time. However, there are moments in her poetry in which she argues in defence of women, and appears to seek some recognition for her work which is a far less traditional stance. While Bradstreet’s poetry in many ways appears to be quite complicit with the gender roles and social expectations of the period it is reductive to say that she bows to social and cultural norms completely as some of her poetry directly challenges these oppressive ideas. Her writing is indicative of a conflict within Bradstreet between the patriarchy based Puritan society in which she lives and her identity as a woman. Bradstreet’s role as a wife is complicit with the societal and cultural expecta tions for a woman of the time but contributes to this inner conflict as it is in part consuming in that it strips her of her individual identity, but she also does not let her status as a wife stop her from writing. In Bradstreet’s poem â€Å"To My Dear and Loving Husband† she describes their marriage by saying that â€Å"if ever two were one, then surely we† (1). Using the traditional religious notion of two becoming one to express her love for her husband, while quite complicit with the ideals of the time, is alsoShow MoreRelatedAnalysis Of Anne Bradstreet s Poetry1075 Words   |  5 PagesAnne Bradstreet, a well-educated woman, strong in her Puritan beliefs, captured her thoughts by writing poetry, which included works such as â€Å"Contemplations† which was preceded by â€Å"The Prologue†. Written in the mid 1600’s as the colonies were beginning to form, Bradstreet’s poem included themes of religion, nature, and family. Although she claims to have written them without the intent of publication, a collection of her poetry was printed in 1650. She identifies her struggles with faith, yet writesRead More`` Contemplations `` By Anne Bradstreet Essay1462 Words   |  6 Pagesevident in the poem â€Å"Contemplations† by Anne Bradstreet. In order to fully understand how Bradstreet foreshadowed later themes in â€Å"Contemplations†, the context of the Colonial time must be examined, along with famed works from the Transcendental period. For starters, Anne Bradstreet was fathered by a man named Thomas Dudley. Dudley was the â€Å"manager of the country estate of the Puritan Earl of Lincoln†. At the tender age of sixteen, Anne met Simon Bradstreet, a man who shared the same Puritan idealsRead MoreLiterary Analysis Of Anne Bradstreet s The Prologue Essay2567 Words   |  11 Pagesneedle better fits†: A Literary Analysis Reading of Anne Bradstreet’s â€Å" The Prologue Does gender explain the importance of a poet? Gender is just the state of being male or female. When it comes to gender no gender is superior than the other. Some individuals would imagine a poet becoming important by them excelling intellectually, being able to write about the things one could relate to, and sometimes being that voice for those who cannot be heard. Anne Bradstreet, an early American poet, takesRead MoreAnalysis Of The Poem Phillis Wheatley 1037 Words   |  5 PagesChandler Helmers Mr. Campbell English 3 Honors 10/12/14 An Analysis on the work of Phillis Wheatley Phillis Wheatley is a Gambian born African American poet. She was bought off of the slave trade by the Wheatley family from Boston. Her love of writing was influenced by the reassurance of the Wheatley family who taught her how to read and write. The family encouraged her poetry and helped develop her literature skills. Phillis is known for becoming the first published African American poet. ManyRead MoreElements of English Lit ; Contrast Compare Two Stories and Poem2705 Words   |  11 Pagesand the conflicts that keep the reader’s interest. Many readers are only interested in certain types of literature or certain authors. This study is based on an analysis of one poem, and two short stories, â€Å"A Rose for Emily† by William Faulkner, â€Å"A Story of an Hour† by Kate Chopin, and â€Å"To My Dear and Loving Husband† by Anne Bradstreet. Both the short stories and poem show some similarities and differences in their settings, characters, and confli cts. I will examine how the authors have madeRead MoreHow to Write a Research Paper11497 Words   |  46 Pagestopic: Benjamin Franklin s political life Evaluative paper topic: The effect of Benjamin Franklin s writing style upon his career 3. Working Bibliography The first step in researching a topic is to compile a working bibliography of potential sources of information, both primary and secondary. The subject area of a research paper determines, in part, the nature of the source materials. If you have been asked, for example, to analyze the poetry of Anne Bradstreet in relation to the accepted

Cross Cultural Comparison of Nonverbal Cues †MyAssignmenthelp.com

Question: Discuss about the Cross Cultural Comparison of Nonverbal Cues. Answer: Introduction: The country of the United States is located mainly in the central part of North America. In the north, there is the Canada and in the south is the Mexico. Moreover, it is bordered by on the west by the Pacific Ocean as well as to the east by the Atlantic Ocean. The country has a total population of about 304 million. This country covers a vase area on the earth that accounts to 9,629,000. It is interesting to know that researchers include this country as one of the worlds most culturally diverse nations (Klabbers, 2015). It comprises of about 50 states along with the federal district. The country of the United States is stated by business stalwarts as one of the most highly industrialized country. It is seen to boast proudly of a full fledge modern economy. Researchers also consider it to be one of the most powerful economy which is present in the world. Hence, any individual with an aspiration to look himself as an expert business professional can reach his objectives if get a chanc e for working in such modernized industries of the country (Nikomo Hoobler, 2014). The country is also abundant in different types of natural resources. It has huge amount of reserves that include coal, petroleum, iron ore, natural gas and also sylvite thereby ranking among the topmost positions of the world. In the decade of the 1990s, a robust growth was recorded in the United States when the new economy along with the information as well as the biotechnology industry started playing a leading role. This made the country enjoy the unparalleled economic growth in that period (Ethier, 2016). However in the year 2001, the economy of the country slumped into a period of brief recession but it showed the capability to stand and turn around after the fall. It again returned to prosperity. In the month of July in 2007, the subprime mortgage crisis broke out in the United States. Since then, it had been spreading to the different parts of the world. The country is now starting to emerge from its longest recession period from the time of the World War 2. For example, the two countries of US and China are now found to be each others second largest trading partners who had a bilateral trade which had been reaching for about 333.74 billion U.S dollars in 2008. Therefore it can be easily seen that united states are continuously on the progress of making more international bonding and developing industrial projects which takes them to a more economically powerful nation of the world (Buchelli Wadhwani, 2014). Economists are now agreeing that the economy if the country is finally putting in a broad based recovery from the disaster of the 2008 Great recession. After thorough analysis of the job market, it has been found that the nation is now being able to create jobs for millions and the wage growth is also picking. The foreign trade is also gradually getting pace although it is now standing to 30% of the nations GDP. These signs are indicating a prosperous recovery as w ell as a healthy and self sufficient economy. All these signs are showing how the country has geared up for the development of the economy providing more scope to new business professionals who are aspiring to become big in life (Shwab, 2017). US have been successful to hold on to the trend of energy renaissance all due to the advancements in technology mainly in segments like drilling as well developed extensively. The industrys growth had reached 168% between 2010 and 2013. Manufacturers had been found to be contributing about $2.09 trillion to the economy. This is also an increase from $1.73 trillion in 2009. This sector accounts for about 12% of the GDP an support for about 17.6 million jobs in U.S. transportation sector, healthcare sectors, agriculture and many others all are flourishing tremendously (Kaldor, 2013). Therefore, it had developed scopes for individuals to get new jobs in the country. Therefore choosing United States as the country for this assignment is quite just ified. Researchers suggest that by the term culture it means the wide domain which encompasses the food, religion, how one hears, what that person wears, how they sit at table, how visitors are greeted, how one behaves with loved one and many others. This had been stated by Christina De Rossi who is an anthropologist who works at Barnate and also Southgate College in London. This country is one of the most culturally diverse countries in the world (Scott Davis, 2015). The English had colonized the country in the year 1600s. At that very time, they had incorporated some of their cultures in the making of the United States. Besides, cultures of Native Americans, Latin Americans, Africans and Asians also make US culture. Nine percent of the US population speaks English and most of the business is conducted in English. Besides English, other languages which are also spoken are Chinese, French, Spanish as well as German. Census bureau had successfully reported that more than 300 languages are s poken in US.71 % of the population are Christian and about 23% had no religious affiliation at all (Stromquist, 2016). Around 6% is made up of non Christian religions. The style of dressing mainly varies by social status, occupation, climate as well as region. Jeans, sneakers, cowboy hats, boots, baseball caps are some of the interesting clothing styles. Fashion of this region is mainly influenced by celebrities and the media and many like to wear branded clothes. Coming to the culture of diet, the diet of UA is largely influenced by the European and Latin American eating styles. They mainly prefer hot dogs, hamburgers, hot dogs, cheese and macaroni as well as meat loaf (Spring, 2016). Southern style cooking is specific that reflects the menu which includes dishes like fried chicken, collard greens, corn bread as well as black eyed peas. Again Tex-Mex is cooking style famous in Texas and southwest that incorporate Spanish and Mexican cooking styles. These involve food items with chi li and burritos as well as jellies heavily shredded on cheese and beans. Jerky dried meats are also as snacks. In section of art, United States is famous for being the leaders is mass media production. This includes television and movies. Hollywood has a very vibrant movie industry. California as well as American movies worldwide earn a huge revenue which can reach to $ 771 billion by 2019 to the US Department of commerce (McWilliams et al., 2016). They have a rich theatrical history. Moreover, the folk art is an artistic style. This is seen to be with quilts and other hand crafted items. Music is also very diverse with many styles like bluegrass, rock 'n' roll, hip hop and also blues, jazz, gospel, country and western. Moreover they are sport minded country with millions of fans following football, hockey, basketball and other sports. The favorite sport has however remained baseball. A large number of holidays are also celebrated in the country. This involves the Independence Day, Memorial Day, Labor Day, thanksgiving, presidents day and many others. However symbols of social stratification are noticed (Acuna et al., 2015). Data suggests that the gains made by the topmost 1% of the population made by the rich classes can never match with the low socioeconomic classes who have made no such gains in the last year. Although a strong cultural belief in the reality of equal opportunity and economic mobility is believed in by the nation but it hardly gets reflected in the social scenario. Business culture of the country: The working culture of the United States is characterized by string work ethics. The business culture mainly provides heavy emphasis on the individual initiative as well as achievement. In this culture, personal competence professionalism as well as accountability for individual professional is highly valued. In this type of culture, the superiors of the organization are mostly consulted only when urgently required (Bolman Deal, 2017). Most of the business is mainly carried out autonomously. However in case of Malaysia, it is seen that it is the higher rank officials who mainly take the decisions and the working system is vertically hierarchical where less decision-making power resides in the subordinates. In the domain of business communication, the culture mainly provides a very direct communication style. The primary purpose of the communication mainly involves the exchanging of information as well as facts and opinions. They never form their decisions on feelings. More importanc e is given to what it is said than how it is said. Their explicit communication style allows them not to hesitate before saying no or to criticize others in the public. However, Malaysians who are predominantly Muslims, Indians or Chinese rely less on empirical evidence and are driven more by feelings and emotions. In US culture, silent moments in conversations make them feel uncomfortable and therefore they take initiatives to fill the gaps. They are friendly with their bosses. However in Malaysia, relationship between subordinates and their officials are distinct and highly officials. In US, when any conflicts arise, it is dealt directly and openly. However sometimes, it is seen that direct ways of communication sometimes cause problems with people coming from other cultures where business is developed on personal bonds and conflict is handled indirectly and saving face is significant (Rallapalli Montogeny, 2016). A third factor which is also noticed is that time is considered mo ney by them. While other cultures provide importance on relationship building, the working culture of this country remains preoccupied with time. Time is an intangible asset for them which they believe can be invested, spent, saved, lost, found and also waste. They believe wasting time is similar to wasting money. Punctuality is considered to be an important part of US business etiquettes (Evanschitzky et al., 2014). Lateness is considered rudeness and disrespectful. Schedules are important. Deadlines are also needed to be strictly adhered to. When officials conduct meetings as well as negotiations, importance is provided on driving the best results in the least and quickest possible time. When meetings are conducted, it starts with a firm handshake which accompanies direct eye contacts. This signals interest, sincerity and confidence to the American business partner. In the first meeting, a professional of a separate background or of similar background should address the person wit h respective titles and their last names. They will in turn make it know how he wishes to be addressed. In Malaysia, professionals should be addressed with Mr. or miss or Mrs. followed by their surnames. First names are not preferred. In US, small talks regarding work-related matters to sports, weather, travel and others can be done to understand the ambience and for better networking (Jackson Wang, 2013). However that should be short. Business cards are very less distributed. It is not distributed until any chance of contacting the person at later date arises. In Malaysia, business cards are very important. They should be handed with names on the upside and should be read before putting them in pockets. In US, dress code depends varying on the location and type of business. However wearing classic clothing mainly in the color of blue or navy in suits, ties and dress suits ensures a more confident and conservative appearance. American respects privacy as well as their personal spac e. In cases of negotiations and contracts, they want to get down to main points directly. They regard negotiations as problem solving skills which are based on mutual benefit as well as personal strengths with clear emphasis on the financial position and business powers (Maznac et al., 2015). Those values are only preferred which are straight forward and to the point. They want others to express their ideas by themselves only. The business language is full of idiomatic expressions that may come from touch base, ballpark figure, game plan, home run or others. This may become difficult for those who are not from same culture. Individualism may be defined as the degree of the interdependence which a society or organization maintain among its members. Such people with high individualism only look after their own interests and over their direct families. Collectivism is present in societies where people belong to in groups which take care for each other on the platform of trust and loyalty. US scores very high on individualism for about 91. People in these organizations only look after themselves and their immediate families. They try to prove their merit by providing more importance on their own quality of work rather than developing goals which include assimilation of group members (Gelf et al., 2017). Malaysia scores 26 in individualism meaning that it follows a collectivist society. Such a society mainly deepens on formation of strong bonds among team members and colleagues. Here everyone takes responsibility for fellow members and loyalty is mainly placed as a foundation of such collectivist culture in Malaysia. Power can be defined as the degree by which any particular individual is able to influence the ideas and behaviors of people. The attribute of power distance deals with the fact that all individuals in the societies are unequal and therefore it expresses the attitude of the culture towards these power inequalities among the individuals of society or origination. USA scores less on the power distance like around 46. This is because US is seen to have organizations where hierarchy is established mainly for convenience. Superiors are easily accessible and approachable and managers rely on the individual employees and teams for their expertise. As managers and employees expect to be consulted and information is ahead frequently at equal levels, therefore power distance is very low in US business culture (Baki et al., 2015). On the other hand Malaysia scores very high about 100 out of 100 which mean that business culture here accepts hierarchal order. It reflects inherent inequalities, su bordinates are commanded about what to do, here the boss is the benevolent autocrat and centralization is popular. This attribute mainly helps in describing the way which a society deals with any positive or negative future events which can never be known beforehand. It is actually the extent to which members of a culture feel threatened by ambiguous situations as well as created beliefs and institution who try to avoid this. The anxiety associated with this attribute is handled by different countries in different ways. The extent to which a culture feels threatened by any unknown situations helps researchers to know how well they are prepare to properly handle it and avoid damage. This is measured by uncertainty avoidance. US scores very low for about 46. US show fair degree of acceptance of new idea, innovative ideas or willingness to try something new to avoid uncertainty. However they do not feel the necessity of rules and they are usually less emotionally expressive than higher scoring cultures. Malaysia shows far poorer marks about 36. And thus have a low preferences or avoiding uncertainty . They follow more relaxed attitudes where people believe that there should be no more rules than required (Park et al., 2014). They also believe that if employees do not work or re ambiguous, they should be changed. They provide flexible schedules and also take hard work only when necessary. Innovation is also seen as threatening. Achievement mainly comes under the dimension of masculinity where it indicates the society which needs to be driven by competition, achievement and success. A low score on masculinity means high score on nurturing attitudes which reflect the dimensions of femininity. The later means that the organization where quality of life is the main sig of success. Masculine reflects organizations wanting to be best and femininity reflects what workers like to do. Malaysia shows a score of 50, which indicates that it, maintains a proper balance of both masculine and feminine traits in business culture. US show a score of 62. This shows high masculinity traits with most individualist drive in the world. This shows that they are more aligned to goal driven achievements and strategies to maintain the best quality performance rather than developing collectivist attitude and looking for everyone comfort in the work zone (Sharma et al., 2014). The dimension mainly states that every society has to maintain some links with its own past while handling he different challenges of the present and future. United States scores low for about 26. This reflects that they follow normative societies who prefer to maintain time honored traditions and norms and view societal change with suspicion. They are more prone to analyze new information to check whether it is true. Therefore, this culture does not make them pragmatic. American business measures their performance on short term basis with profits and losses being issues on quarterly basis for striving quick results at workplace. Malaysia also score low for about 41. They are also normative and exhibit great respect for traditions with a focus on achieving quick results but not as much as that of the US (Acuna et al., 2015). Conclusion: United States has been described as one of the most successful nation in industrialization and conducting international business. Technological advancements in drilling and hydraulic fracturing, oil gas production, manufacturing industry, transportation industry, healthcare industry, agriculture and others are advancing at a very high space providing job to millions. USA had been successful in maintaining a mixture of varieties of culture along with its own distinct cultures of food, clothing, sports, language and others. Moreover their business etiquettes are also different and needs to be strictly followed by someone who wants to establish a professional relationship with them. In comparison to Malaysia, United States has low power distance, higher individualism; more or less similar levels of masculinity traits and long term orientation. All these information would help an aspiring business student to initiate his career in the business world of United States and become successful in his career. References: Acua, R. (2015). Occupied America.The Latino/a Condition: A Critical Reader,, 61-4. Bolman, L. G., Deal, T. E. (2017).Reframing organizations: Artistry, choice, and leadership. John Wiley Sons. Bucheli, M., Wadhwani, R. D. (2014). Organizations in time.History, Theory, Methods. Oxford. Ethier, D. (Ed.). (2016).Democratic Transition and Consolidation in Southern Europe, Latin America and Southeast Asia. Springer. Evanschitzky, H., Emrich, O., Sangtani, V., Ackfeldt, A. L., Reynolds, K. E., Arnold, M. J. (2014). Hedonic shopping motivations in collectivistic and individualistic consumer cultures.International Journal of Research in Marketing,31(3), 335-338. Jackson, L. A., Wang, J. L. (2013). Cultural differences in social networking site use: A comparative study of China and the United States.Computers in human behavior,29(3), 910-921. Kaldor, M. (2013).New and old wars: Organised violence in a global era. John Wiley Sons. Klabbers, J. (2015).An introduction to international organizations law. Cambridge University Press. Mazanec, J. A., Crotts, J. C., Gursoy, D., Lu, L. (2015). Homogeneity versus heterogeneity of cultural values: An item-response theoretical approach applying Hofstede's cultural dimensions in a single nation.Tourism Management,48, 299-304. McWilliams, C., Meier, M. S., Garca, A. M. (2016).North from Mexico: The Spanish-Speaking People of the United States: The Spanish-Speaking People of the United States. ABC-CLIO. Nkomo, S., Hoobler, J. M. (2014). A historical perspective on diversity ideologies in the United States: Reflections on human resource management research and practice.Human Resource Management Review,24(3), 245-257. Park, J., Baek, Y. M., Cha, M. (2014). Cross?cultural comparison of nonverbal cues in emoticons on twitter: Evidence from big data analysis.Journal of Communication,64(2), 333-354. Schwab, K. (2017).The fourth industrial revolution. Crown Business. Scott, W. R., Davis, G. F. (2015).Organizations and organizing: Rational, natural and open systems perspectives. Routledge. Spring, J. (2016).Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States. Routledge. Stromquist, N. P. (2016).Feminist organizations and social transformation in Latin America. Routledge.

The Arm Of The Starfish Essay Research free essay sample

The Arm Of The Starfish Essay, Research Paper The Arm of the Starfish The rubric of this book is The Arm of the Starfish. It was written by Madeleine L Engle. She named it The Arm of the Starfish, because Dr. O Keefe is analyzing starfish. Humans and Starfish are closely related and Dr. O Keefe is seeing if because sea star can regrow limbs possibly worlds can excessively. The scene of this narrative is in many topographic points in Portugal. Some of the topographic points in Portugal are Lisbon, Madrid, and Gaea. It is set in the present clip and during the summer. The supporter or chief character of this book is Adam Eddington. He is 16, close 17. He is non use to being on his ain. He is a great Marine biological science pupil. He grew up in New York, and worked with a scientist, Dr. Didymus, until Dr. Didymus sent him to work for Dr. We will write a custom essay sample on The Arm Of The Starfish Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page O Keefe. He is now traveling to Gaea to work for Dr. O Keefe. The adversary of this book is Typhon Cutter. He s at a high topographic point with the Embassy. He is really curiously shaped, with a big organic structure and really scraggy weaponries. Adam and others describe him as a spider. He has a girl, Carolyn Cutter, who is really beautiful, but isn Ts such a big enemy to Adam. She works for her male parent, until she finds out he is working against the Embassy. Adam Eddington was traveling to a little island in Portugal, Gaea, to work for Dr. O Keefe, an acclaimed scientist. At the airdrome, he meets a miss named Kali. She tells him to watch out for Canon Tallis and Dr. O’Keefe. He meets Canon Tallis and Poly, Dr. O Keefe s girl, and they become friends. Canon Tallis has to go forth so he leaves Poly to travel to Gaea with Adam. Adam loses Poly. He goes on to Lisbon and meets Kali. Kali brings him to run into her male parent Typhon Cutter. He has Poly and gives her dorsum to him. He so meets Joshua Archer, a adult male who works at the embassy. He learns from Joshua that Dr. O Keefe is non bad, he is working for the Embassy. He is now forced to take, between Dr. O Keefe and Kali Cutter, between a scientist working for his state, and a beautiful miss, whose male parent is working against his state. Adam goes to Gaea, and sees all the work Dr. O Keefe is making. After believing, Adam chooses Dr. O Keefe. He starts working for Dr O Keefe, and besides against Mr. Cutter. He helps Dr. O Keefe lead Mr. Cutter in the incorrect way by giving him bogus documents and research. He besides got the existent documents to the Ambassador, even though unhappily, Joshua was killed. Adam continued his occupation with Dr. O Keefe for the remainder of the summer. I would urge The Arm of the Starfish to anyone. I would because it was really electrifying and entertaining. This is a really good book for person who likes escapades. On a graduated table of one to ten I would give this book a nine.

Carriage Trade

Carriage Trade Carriage Trade Carriage Trade By Maeve Maddox The â€Å"carriage trade† is the industry engaged in transporting passengers and goods. Because of recent campaigns by animal activists to ban the use of horses in heavy city traffic, the term has come to apply specifically to the horse-drawn carriage trade: The NY carriage trade is under attack by the HSUS and Animal Rights activists.   Liam Neeson slammed for support of NY carriage trade The Campaign to Ban the Carriage Trade in Montrà ©al The expression â€Å"carriage trade† acquired the figurative meaning of â€Å"wealthy people† because only the wealthy could afford to keep a carriage for private use. The expression has survived into the automobile age to refer to wealthy consumers. Businesses that offer luxury items or services are still said to â€Å"cater to the carriage trade†: Herzfeld is steadfastly and proudly antiquated in its viewpoint and business practices. On its website, it says, â€Å"We provide custom shirts, suits and a full line of haberdashery to the carriage trade.†Ã‚   These petty usurers often are more heartless than the major moneylenders because they live in the midst of poverty among people dressed in rags that the rich usurer who deals only with the carriage trade never sees. Over the last century, the Shaker Square and Larchmere neighborhoods on Cleveland’s East Side have attracted not only the carriage trade of adjoining Shaker Heights but also, in the 1950s, a wave of immigrants from Hungary who settled nearby on Buckeye Road. Because carriage also occurs in the expression â€Å"baby carriage,† some marketers have begun using â€Å"carriage trade† to mean, â€Å"merchandising aimed at parents of young children.† For example, a Wall Street Journal article about stay-at-home mothers starting child-related businesses bears this punning headline: The Carriage Trade: Stay-at-Home Moms Get Entrepreneurial The Ngram Viewer shows â€Å"carriage trade† in use as early as 1800. Interestingly, the expression soars in popularity beginning in the 1920s, when automobiles had already begun to push out the horse-drawn carriage. 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 Expressions category, check our popular posts, or choose a related post below:Comma After i.e. and e.g.How to Play HQ Words: Cheats, Tips and TricksTitled versus Entitled

Affect Is (Usually) a Verb

Affect Is (Usually) a Verb Affect Is (Usually) a Verb Affect Is (Usually) a Verb By Maeve Maddox Before so much of the professional jargon of psychology found its way into the popular vocabulary, explaining the difference between affect and effect was a bit easier than it is now. One could state categorically, affect is a verb: The loss of his father affected him profoundly. How will the new mall affect the neighborhood? One would then explain that effect can be used as both noun and verb. As a noun, effect means the result of an action: What will be the effect of closing Main Street? (noun) Have you read The Effect of Gamma Rays on Man-in-the-Moon- Marigolds? (noun) As a verb, effect means to bring about, cause, accomplish: The new administration effected many changes in policy. (verb) The return to systematic phonics instruction effected the desired reading improvement within five years. (verb) Now, thanks to the use of the word affect as a noun by psychologists and psychiatrists, we must consider this defintion: affect (noun): Psychol. (and Psychiatry). A feeling or subjective experience accompanying a thought or action or occurring in response to a stimulus; an emotion, a mood. In later use also (usu. as a mass noun): the outward display of emotion or mood, as manifested by facial expression, posture, gestures, tone of voice, etc. Examples of affect used as a noun: The clinician observed the patients affect. When the picture of a dog was flashed on the screen, Mr. Smiths affect was sudden and violent. Bottom line: Its probably safe to say that in most everyday contexts, affect is used as a verb and effect is used as a noun. To decide which spelling you want, determine whether the word is being used as a noun or as a verb. If it is a noun (effect) it will probably have some kind of determiner or qualifier in front of it: the effect, an effect, some effect, any effect, the desired effect, etc. Make sure to check our post Affect vs. Effect for words related to those terms. Video Recap 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 Spelling category, check our popular posts, or choose a related post below:Spelling Test 1Expanded and ExtendedHow Long Should a Synopsis Be?

The Psychology Victimization of Miss Lonelyhearts Essay

The Psychology Victimization of Miss Lonelyhearts - Essay Example This paper analyzes the psychological victimization of Miss Lonelyhearts. It argues that Miss Lonelyhearts is a victim of his society, relationships, and his own spiritual and emotional disintegration, and his psychology has become too nihilistic that he could no longer feel his humanity and find meaning in his existence. Society has victimized Miss Lonelyhearts through the capitalist labor system that treat people as means to corporate ends. Capitalism has numbed Miss Lonelyhearts and made him incapable of acknowledging and responding to human suffering (Scheurich and Mullen 572). He receives many letters that range from the mundane to the terribly appalling. One letter is from a vain girl with no nose, while the other confides that his mentally-ill sister has been raped, and he does know what to do. These letters, however, are not trivial for they represent a â€Å"great mass of suffering† that have interrelated social, economic, political, and cultural dimensions (Scheurich and Mullen 573). Particularly recurrent is the demand for material goods and physical attraction. Correspondents are concerned of their physical appearance to institutions or individuals that they regard as important. People are also complaining of getting more money and not feeling that they have enough wealth to satisfy their needs, as well as others, and so life has become a means of pursuing materialist existence. Capitalism is represented in this pursuit of superficial happiness that spans physical and material needs (Bromige 4). In addition, capitalism exists in the labor markets and its dynamics. Workers like Miss Lonelyhearts are trapped in jobs that are monotonous and exploitative, but they cannot easily find new ones for lack of better job opportunities. Furthermore, their managers treat them as means to corporate ends. Shrike uses Miss Lonelyhearts as an emotional punching bag. He also demeans correspondents, because their plight is not truly important to him. Shrike fin ds joy in using people and ensuring readership for his newspaper. Different social relationships also oppress Miss Lonelyhearts. Miss Lonelyhearts is a victim of a bully at the workplace. Because of his emotionally and spiritually exhausting job, he often feels unwell and looks for means to alleviate his inner turmoil. One time, after being sick and staying in his room for three days, Betty nudges him to leave his job. Miss Lonelyhearts admits that he took the job as a joke, but the joke no longer means anything to him. Pleas for advice force him to examine his own values and conditions, and he, too, has turned into â€Å"the victim of the joke† (Bromige 3). Shrike breaks into the room and mocks him to live at the South Seas: â€Å"I take your silence to mean that you have decided against the soil. I agree with you. Such a life is too dull and laborious. Let us now consider the South Seas† (West). The South Seas represent the expanse of opportunities that are paradoxic ally not available to Miss Lonelyhearts. He can only dream about his attempt to escape his world. Miss Lonelyhearts also victimizes his own identity by not resolving his inner conflicts. He uses Betty and other people to fill his emptiness. For instance, in a vacation, he spends time with Betty, but he does not feel better afterwards. The same feeling of

How does a leader find the balance between employee needs and the Essay

How does a leader find the balance between employee needs and the organizational goals of a company - Essay Example Such leaders sometimes prove effective in achieving their goal but they are inconsiderate toward their employees. In my perspective, this type of leadership is not balanced because such leaders can’t approach their goals and reach a decision that can satisfy most of their employees. So being a â€Å"balanced† leader who tries to achieve the company’s goal, and also cares for the workers requires a special approach. First of all, the leader should understand the characteristics of all of their workers, and he/she should use past experience to reach a decision that can satisfy the majority of individuals in the company. Understanding the characteristics of workers is the main objective in drawing a balance between the employees’ need and the organization’s goals. The leader of a company should gather all information about the workers and study each section of their abilities and weaknesses. Employees are human beings and they are not perfect, so understanding their situation is the first step in balancing the employees’ needs and organization’s goal. Then the leader can establish the working style, vision, mission, and rules of organization that can satisfy the employees as well as help the leader achieve the goals of the company. Besides collecting and analyzing the data, leaders should use past experience when they reached a decision for their previous organizations. They should reflect on their past experience while making a recent decision for the company, so that the leaders can learn from their past mistakes that made them distracted from the organization’s goals and also overlook the employees’ needs. This way, the decision they take will satisfy the recent employees’ needs, and approach the organization’s goals. It is complicated to draw a balance between the employees’ needs and the organization’s goals. It is because we are living in the real world that is different from a perfect world. There are no paths to

Reconstruction after the Civil War Essay Example for Free

Reconstruction after the Civil War Essay Black political activity during the Reconstruction after the Civil War came from the experience of after war slavery or what was called servitude. A strong sense of community grew out of shared racial oppression and contributed to the formation of a political stand for the black freedman. Even though this formation was important it really did not become very strong after the Civil War. Emancipation was confusing to most blacks and the wartime disorder didn’t help the uncertain situation. Freedmen moved very cautiously to explore what changes were happening in their lives. They were more interested in individual measures to enhance their freedom and avoided becoming politically active. One of the freedmen’s first desires was to leave anything having to do with slavery behind. They wanted to define their new status different than the slavery they had known. What many blacks did first after becoming free was to leave the plantation that had enslaved them. Some looked for family and other headed for towns and cities, but most wanted to leave. Autonomy was a key issue that arose out of emancipation. At first the freedmen hoped their needs would be met by the federal government. Inspired by wartime confiscation of planters land, and the promise of the Freedmen’s Bureau, the former slaves waited for their â€Å"forty acres and a mule†. The Freedmen’s Bureau was a temporary agency set up to aid the former slaves by providing relief, education, legal help, and assistance in gaining land or employment and came from the Reconstruction period. The problem of how to reconstruct the Union after the South’s military defeat was won of the most difficult challenges faced by American policymakers. The Constitution didn’t provide any guidelines. The farmers had not anticipated a division of the country into warring sections. Emancipation was a major force for the Northern war aims, but the problem became larger when questions arose on how far the federal government should go to secure freedom and civil rights for former slaves. The debate that followed led to a major political crisis. Advocates of a minimal Reconstruction policy favored quick restoration of the Union with no protection for the freed slaves beyond the prohibition of slavery. Proponents of a more radical policy wanted readmission of the southern states to be dependent on guarantees that loyal men would displace the Confederate higher ups in position of power and that blacks would gain some of the basic rights of American citizenship. The White House wanted the lesser approach and congress endorsed the more radical approach of Reconstruction (Divine, Breen, Fredrickson Williams, 1987, p. 457). The tension between the President and Congress on how to reconstruct the Union began during the war. Lincoln never had a plan for bringing the states back together, but he did take some initiatives that indicated a more lenient and forgiving policy towards Southerners who gave up the struggle and denounced slavery. Lincoln issued a Proclamation of Amnesty and Reconstruction in 1863 that offered a full pardon to all Southerners, except certain classes of Confederate leaders, who would take an oath of allegiance to the union and acknowledge the legality of emancipation (Fitzgerald, 1989, p. 11). This policy was meant to shorten the war. The President hoped that granting pardon and political recognition to oath-taking minorities would weaken the southern cause by making it easy for disillusioned confederates to switch sides. But Congress was unhappy with the President’s reconstruction experiments and in 1864 refused to seat the Unionists elected to the House and Senate from Louisiana and Arkansas. A minority of congressional Republicans, who were strong anti-slavery radicals, wanted protection for black rights as a precondition for the readmission of the southern states. These Republican militants were upset because Lincoln had not insisted that the constitution creators provide for black suffrage. The dominate view in Congress was that the southern states had definitely forfeited their place in the Union and that it was up to Congress to decide when and how they would be readmitted. Congress passed a Reconstruction bill of its own in 1864. The Wade-Davis bill which required that fifty percent of the voters must take an oath of future loyalty before the restoration process could begin (Divine Breen, Fredrickson Williams, 1987 p. 452). Those who would swear that they had never willingly supported the Confederacy could vote in an election for delegates to a constitutional convention. The bill did not require black suffrage, but it did give federal courts the power to enforce emancipation, but Lincoln used a pocket veto and refused to sign. Congress and the President remained stalled on the Reconstruction issue for the rest of the war. But during the last months in office Lincoln showed some desire to compromise. He showed much interest in getting the governments in Louisiana and Arkansas that he started, with the Proclamation of Amnesty and Reconstruction in 1863, to gaining full recognition but Lincoln was warming up to the ideal of including black suffrage in all of this. Sadly Mr. Lincoln died before anyone knew the outcome of the struggle between congress and this man. Andrew Johnson’s attempt at reconstruction also put him on the defensive with Congress creating the most serious crisis in the history of relations between the executive and legislative branches of the federal government. During the war Johnson endorsed Lincoln’s emancipation policy and carried it into effect. He viewed it primarily as a means of destroying the power of the planter class rather than as recognition of black humanity (Divine Breen, Fredrickson Williams, 1987). Johnson’s presidency was a huge surprise and really wasn’t suppose to happen considering that he was a southern Democrat and a fervent white supremacist. But the root of the problem was that he disagreed with the majority of Congress on what Reconstruction was supposed to accomplish. A believer of the Democratic states’ rights he wanted to restore the prewar feral system as quickly as possible, with the only changes being that states would no longer have the right to legalize slavery or to secede. Many Republican’s believed that if the old southern ruling class were to gain power they would devise a plan to subjugate blacks. Emancipation had removed the three-fifths clause of the constitution that counted slaves as only three-fifth of a person now they were to be counted in determining representation. Congress favored a Reconstruction policy that would give the federal government authority to limit the role of ex-confederates and provide protection for black citizenship (Fitzgerald, 1989, p. 48). The disagreement between the President and Congress became irreconcilable in early 1866 when Johnson vetoed two bills that had passed with overwhelming Republican support (Fitzgerald, 1989, 81). The first was to extend the life of the Freedmen’s Bureau and the second was a civil rights bill meant to nullify the black codes and guarantee to the freedmen full and equal benefit of all laws and security of self and property as the white had. Johnson was successful at blocking the Freedmen’s bureau bill but later a modified version did pass. The Civil Rights Act won the two-thirds majority needed to override the president’s veto. The main fact was that recovery would not happen or even begin until a new labor system replaced slavery. It was widely assumed in both the North and South that southern prosperity would continue to depend on cotton and that the plantation was the most efficient way for producing the crop. But rebuilding the plantation economy was hindered by lack of capital, the belief of southern whites that blacks would work only if forced, and by the freedmen’s resistance to labor conditions that were still basically slavery (Divine, Breen, Fitzgerald Williams, 1987). Blacks wanted to be small independent farmers rather than plantation laborers and they believed that the federal government would help them to attain their dreams. General Sherman, who had huge numbers of black fugitives follow his army on a famous march, issued an order in 1865 that set aside the islands and coastal areas of Georgia and South Carolina for only black occupancy on forty acre plots. The Freedmen’s Bureau was given control of hundreds of thousands of acres of abandoned or confiscated land and authorized to make forty acre grants to black settlers for a three year period. After that they would have the option to buy at low prices. Over forty thousand black farmers worked on three hundred thousand acres of land they thought were going to be theirs (Berlin, 1976, p. 141). But the dream of forty acres and a mule the government promised was not going to happen. President Johnson pardoned the owners of most of the land assigned to the ex-slaves by Sherman and the Freedmen’s Bureau and along with the failure of congress to propose an effective program of land confiscation and redistribution the land blacks could not gain title to the land they had been working. The ex-slaves even without land and in poverty still were reluctant to settle down and commit their selves to wage labor for their former masters. They were hoping for something better and some still expecting grants of land while others were just trying to increase their bargaining power. The most common form of agricultural employment in 1866 was contract labor. Under this system workers would commit themselves for a year in return for fixed wages that the bulk of would be paid after harvest. Many planters were inclined to make hard bargains, abuse their workers or cheat them at the end of the year. The Freedmen’s Bureau took the role of reviewing the contracts and enforcing them. Buy the bureau officials had differing notions of what it meant to protect blacks from exploitation. Some stood up strongly for the rights of the freedmen; others served as allies of the planters, rounding up available workers, coercing them to sign contracts for low wages, and keeping them in line (Fitzgerald, 1989, p. 138). After 1867 the bureau’s influence was fading and a new arrangement come from direct negotiations between planters and freedmen. Unhappy with gang labor and constant white supervision, blacks demanded sharecropper’s status. This meant that they wanted the right to work a small piece of land independently in return for a fixed share of the crop produced on it and that was usually half. With the shortage of labor this gave the freedmen enough leverage to force this arrangement on those planters who were unwilling. But many landowners found it to their advantage because it did not require much capital and forced the tenants to share the risks of crop failure or a fall in cotton prices. Blacks at first viewed sharecropping as a step up from wage labor and a direction towards land ownership, but in reality it was just a new kind of slavery (Fitzgerald, 1989, p. 140). Croppers had to live on credit until their cotton was sold, and planters or merchants seized the chance to give them at high prices and huge rates of interest. Creditors were entitled to deduct what was owned to them out of the tenant’s share of the crop and this left most sharecroppers with no net profit at the end of the year, some with debt that had to be worked off the next year (Fitzgerald, 1989, p. 141). Blacks moving to cities and towns found themselves living in an increasingly segregated society. The Black Codes of 1865 attempted to require separation of the races in public places but most of the codes were set aside by federal authorities as violations of the Civil Rights Act of 1866, but that was defeated by private initiatives and community pressures. In some cities blacks successfully resisted forced separation on streetcars by appealing to the military during the brief period when it exercised authority or by organizing boycotts. But they found it almost impossible to gain admittance to most hotels, restaurants, and other privately owned establishments that catered to whites. When black supported Republican governments came to power in 1868, some of them passed civil rights acts requiring equal access to public facilities, but little efforts were made to enforce the legislation (Berlin, 1976, p. 249). Some forms of racial separation were not openly discriminatory and blacks accepted or even endorsed them. Freedmen who had belonged to white churches as slaves welcomed the chance to join all black denominations which gave freedom from white dominance and a more congenial style of worship. The first schools for ex-slaves were all black institutions established by the Freedmen’s Bureau and various northern missionary societies (Berlin, 1976, p. 285). Blacks had been denied any education at all after the war and blacks viewed separate schooling as an opportunity rather than as a form of discrimination. The Freedmen’s Bureau was a government agency that was to give assistance and protection to the Southern ex-slave after the Civil war. It gave assistance to the relief of the needy of both white and black. Its main job was to improve labor relations, administering justice and developing a black educational system. The Bureau influence though suffered in the North and was mortally damaged in the South by corruption, especially those that were connected with promising Republican control of the black vote. These excesses strengthened resistance to black suffrage and encouraged secret organizations like the Ku Klux Klan (Sehat, 2007). The bureau was established under the War Department and was suppose to exist for one year after the war. It was strengthened and its life extended in 1866 when Johnson attempted to veto. Its Director was a Christian general by the name of Oliver O. Howard and functioned through ten districts. Each had an assistant commissioner with the power to control all individuals that were refugees and freedmen. The Freedmen’s Bureau became the strongest single instrument of Reconstruction. Even though it was ended in 1869 its educational activities were extended to 1872 and its soldiers’ bounty payments till 1872 and had an expenditure of about $20,000,000 (Divine Breen Fredrickson Williams, 1987). Reconstruction failed because it was inadequately motivated, conceived and enforced. But the causes of this failure remain in shadow. Some explain it in terms of an underlying racism that prevented white Republicans from identifying fully with the cause of the black equality. Others use the clash between the class interests of those in charge of implementing and managing Reconstruction and the poor people of the South who were supposed to benefit. But the basic issue raised by Reconstruction was how to achieve racial equality in America and that was not resolved during that era and is still in conflict even today. Reference: Berlin, I. (1976). Slaves without masters. New York: Vintage Books Divine, R. A. , Breen, T. H. , Fredrickson, G. M. and Williams, R. H. (1987). America past and present, 2nd. Ed. Illinois: Scott , Foresman and Company. Fitzgerald, M. W. (1989). The union league movement in the deep south. Baton Rouge: Louisiana State University Press. Gibson, G. J. (1957). Lincoln’s League: The league movement during the Civil War. Ph. D. dissertation, University of Illinois. Sehat, D. ( 2007, May). The civilizing mission of Booker T. Washington. Journal of Southern History, 73(2), 323-362.

Portrayal of Women in The Good Earth :: Good Earth Essays

Portrayal of Women in The Good Earth The Good Earth focuses around the life of a Chinese peasant, Wang Lung, who struggles to overcome a poverty-stricken life. The accounts of Wang Lung's life portray traditional China. One prominent aspect of this story is how women were depicted in society. The role of women in China is woven throughout the novel. Depending on their social status, each female character within the novel gives readers a different perspective of a woman's role during this period. In addition to their roles, the author includes the trials and tribulations these women must face as well. As a whole, the importance of these female characters are based upon their contribution to the ego's of the male protagonists and as being providers of support to both family and order in society. In Pearl S. Buck's The Good Earth, women are depicted to be consistent with the authentic Chinese culture of that period. Paul A. Doyle, a literary critic, remarks that Buck's stories were improbable and simplistic (Chauhan, 1994, 120). He later adds: "In structure, The Good Earth uses a chronological form which proceeds at a fairly regular pace. Buck's stories take the epic rather than dramatic form, that is to say, they are chronological narratives of a piece of life, seen from one point of view, straightforward, without devices; they have no complex plots, formed of many strands skillfully twisted, but belong to the single-strand type, with the family, however, rather than the individual as a unit (Buck 35). As Wang Lung and his father begin this family strand, one by one characters are introduced from Wang's viewpoint. In regards to women in his society, he objectively portrays them for what they are worth. In spite of his smooth surface, the novel shows a complicated feminism. On the one hand, the woman's situation is clearly, almost gruesomely, presented: Chinese village society is pat riarchal, oppressive, and stultifying to women (Hayford, 1994, 25). The clearest illustration of this occurs through O-lan, the wife of Wang Lung. O-lan comes about in the first chapter of the novel. At the age of ten, her parents sell her off to the Great House of Hwang, where the village's wealthiest landowner resides.

Frog and the Nightingale Essay

The book is widely regarded as a classic in India since its first publication in 1946, and provides a broad view of Indian history, philosophy and culture, as viewed from the eyes of a liberal Indian fighting for the independence of his country. In The Discovery of India, Nehru argued that India was a historic nation with a right to sovereignty. (Calhoun, Craig, Nations Matter: Culture, History and the Cosmopolitan Dream, Routledge. In this book, Pandit Jawaharlal Nehru tries to study the history of India starting from the Indus Valley Civilization, and then covers the country’s history from the arrival of the Aryans to government under the British Empire. He says that India in the past was country which lived in harmony and peace, but the entry of society evils had a very bad effect on people. The effect of these various people on Indian culture and their incorporation into Indian society is examined. This book also analyses in depth the philosophy of Indian life. This book was dedicated to the Prisoners of Ahmednagar jail. The book became the basis of the 53-episode Indian television series Bharat Ki Khoj, first broadcast in 1988. PREFACE OF THE BOOK BY JAWAHARLAL NEHRU:- This book was written by Jawaharlal Nehru in Ahmadnagar Fort prison during the five months, April to September 1944. Some of his colleagues in prison were good enough to read the manuscript and make a number of valuable suggestions. On revising the book in prison he took advantage of these suggestions and made some additions. No one, he need hardly add, is responsible for what he has written or necessarily agrees with it. But he expresses my deep gratitude to his fellow-prisoners in Ahmadnagar Fort for the innumerable talks and discussions they had, which helped him greatly to clear his own mind about various aspects of Indian history and culture. Prison is not a pleasant place to live in even for a short period, much less for long years. But it was a privilege for me to live in close contact with men of outstanding ability and culture and a wide human outlook which even the passions of the moment did not obscure. His eleven companions in Ahmadnagar Fort were an interesting cross-section of India and represented in their several ways not only politics but Indian scholarship, old and new, and various aspects of present-day India. Nearly all the principal living Indian languages, as well as the classical languages which have powerfully influenced India in the past and present, were represented and the standard was often that of high scholarship. Among the classical languages were Sanskrit and Pali, Arabic and Persian; the modern languages were Hindi, Urdu, Bengali, Gujarati, Marathi, Telugu, Sindhi and Oriya. Jawaharlal Nehru had all this wealth to draw upon and the only limitation was his own capacity to profit by it. Though he was grateful to all his companions, he specially mentioned a few names;Maulana Abul Kalam Azad, whose vast erudition invariably delighted me but sometimes also rather overwhelmed me, Govind Ballabh Pant, Narendra Deva and M. Asaf Ali. The book remains as written in prison with no additions or changes, except for the postscript at the end. He does’nt know how other authors feel about their writings, but always he had a strange sensation when he read something that he had written some time previously. That sensation is heightened when the writing had been done in the close and abnormal atmosphere of prison and the subsequent reading has taken place outside. He could recognize it of course, but not wholly; it seems almost that he was reading some familiar piece written by another, who was near to him and yet who was different. Perhaps that is the measure of the change that had taken place in Jawaharlal Nehru So he has felt about this book also. It is his and not wholly his, as he is constituted today; it represents rather some past self of his which has already joined that long succession of other selves that existed for a while and faded away, leaving only a memory behind . Life in the Jail During his stay in the jail as a prisoner, he talked about the ruins that were there but were covered up by soil or have collapsed. He talks about a courageous, beautiful lady, named Chandbibi, who fought against akbar to protect the fort(where he was staying as prisoner). But at the end she was killed by her own army man. He asks himself that what is his ancestral gift? he discovers that, India is his ancestral gift. It is in his blood. he is the ancesteor of victories and defeats of the past kings, brave works of human from the earliest past to now. He is the heir of all these. A few of his chapters which tell about Jawaharlal Nehru’s life in prison and the various changes in India†¦ Time in Prison : The Urge to Action Time seems to change its nature in prison. The present hardly exists, for there is an absence of feeling and sensation which might separate it from the dead past. Even news of the active, living and dying world outside has a certain dream-like un-reality, an immobility and an unchangeableness as of the past. The outer objective time ceases to be, the inner and subjective sense remains, but at a lower level, except when thought pulls it out of the present and experiences a kind of reality in the past or in the future. We live, as Auguste Comte said, dead men’s lives, encased in our pasts, but this is especially so in prison where we try to find some sustenance for our starved and locked-up emotions in memory of the past or fancies of the future. There is a stillness and everlastingness about the past; it changes not and has a touch of eternity, like a painted picture or a statue in bronze or marble. Unaffected by the storms and upheavals of the present, it maintains its dignity and repose and tempts the troubled spirit and the tortured mind to seek shelter in its vaulted catacombs. There is peace there and security, and one may even sense a spiritual quality. But it is not life, unless we can find the vital links between it and the present with all its conflicts and problems. It is a kind of art for art’s sake, without the passion and the urge to action which are the very stuff of life. Without that passion and urge, there is a gradual oozing out of hope and vitality, a settling down on lower levels of existence, a slow merging into non-existence. We become prisoners of the past and some part of its immobility sticks to us. This passage of the mind is all the easier in prison where action is denied and we become slaves to the routine of jail-life. Yet the past is ever with us and all that we are and that we have comes from the past. We are its products and we live im-mersed in it. Not to understand it and feel it as something living within us is not to understand the present. To combine it with the present and extend it to the future, to break from it where it cannot be so united, to make of all this the pulsating and vibrat-ing material for thought and action—that is life. Any vital action springs from the depths of the being. All the long past of the individual and even of the race has prepared the background for that psychological moment of action. All the racial memories, influences of heredity and environment and training, subconscious urges, thoughts and dreams and actions from infancy and childhood onwards, in their curious and tremendous mix-up, inevitably drive to that new action, which again becomes yet another factor influencing the future. Influencing the future, partly determining it, possibly even largely determining it, and yet, surely, it is not all determinism. Whether there is any such thing as human freedom in the philosophic sense or whether there is only an automatic deter-minism, I do not know. A very great deal appears certainly to be determined by the past complex of events which bear down and often overwhelm the individual. Possibly even the inner urge that he experiences, that apparent exercise of free will, is itself conditioned. As Schopenhauer says, ‘a man can do what he will, but not will as he will. ‘ A belief in an absolute deter-minism seems to me to lead inevitably to complete inaction, to death in life. All my sense of life rebels against it, though of course that very rebellion may itself have been conditioned by previous events Life’s Philosophy:- The ideals and objectives of yesterday were still the ideals of to-day, but they had lost some of their lustre and, even as one seemed to go towards them, they lost the shining beauty which had warmed the heart and vitalized the body. Evil triumphed often enough, but what was far worse was the coarsening and distortion of what had seemed so right. Was human nature so essentially bad that it would take ages of training, through suffering and misfortune, before it could behave reasonably and raise man above that creature of lust and violence and deceit that he now was? And, meanwhile, was every effort to change it radically in the present or the near future doomed to failure? Ends and means: were they tied up inseparably, acting and reacting on each other, the wrong means distorting and some-times even destroying the end in view? But the right means might well be beyond the capacity of infirm and selfish human nature. What then was one to do? Not to act was a complete con-fession of failure and a submission to evil; to act meant often enough a compromise with some form of that evil, with all the untoward consequences that such compromises result in. Science does not tell us much, or for the matter of that any-thing about the purpose of life. It is now widening its boun-daries and it may invade the so-called invisible world before long and help us to understand this purpose of life in its widest sense, or at least give us some glimpses which illumine the pro-blem of human existence. The old controversy between science and religion takes a new form—the application of the scientific method to emotional and religious experiences. Some vague or more precise philosophy of life we all have, though most of us accept unthinkingly the general attitude which is characteristic of our generation and environment. Most of us accept also certain metaphysical conceptions as part of the faith in which we have grown up. How amazing is this spirit of man! In spite of innumerable failings, man, throughout the ages, has sacrificed his life and all he held dear for an ideal, for truth, for faith, for country and honour. That ideal may change, but that capacity for self-sacrifice continues, and, because of that, much may be forgiven to man, and it is impossible to lose hope for him. In the midst of disaster, he has not lost his dignity or his faith in the values he cherished. Plaything of nature’s mighty forces, less than a speck of dust in this vast universe, he has hurled defiance at the elemental powers, and with his mind, cradle of revolution, sought to master them. Whatever gods there be, there is something godlike in man, as there is also something of the devil in him. The future is dark, uncertain. But we can see part of the way leading to it and can tread it with firm steps, remembering that nothing that can happen is likely to overcome the spirit of man which has survived so many perils; remembering also that life, for all its ills, has joy and beauty, and that we can always wander; if we know how to, in the enchanted woods of nature. India’s Strength and Weaknesses:- The search for the sources of India’s strength and for her deterioration and decay is long and intricate. Yet the recent causes of that decay are obvious enough. She fell behind in the march of technique, and Europe, which had long been backward in many matters, took the lead in technical progress. Behind this technical progress was the spirit of science and a bubling life and spirit which displayed itself in many activities and in ad-venturous voyages of discovery. New techniques gave military strength to the countries of western Europe, and it was easy for them to spread out and dominate the East. That is the story not only of India, but of almost the whole of Asia. Why this should have happened so is more difficult to unravel, for India was not lacking in mental alertness and technical skill in earlier times. One senses a progressive deterioration during centuries. The urge to life and endeavour becomes less, the crea-tive spirit fades away and gives place to the imitative. Where triumphant and rebellious thought had tried to pierce the my-steries of nature and the universe, the wordy commentator comes with his glosses and long explanations. Magnificent art and sculpture give way to meticulous carving of intricate detail without nobility of conception or design. The vigour and rich-ness of language, powerful yet simple, are followed by highly ornate and complex literary forms. The urge to adventure and the overflowing life which led to vast schemes of distant coloni-zation and the transplantation of Indian culture in far lands: all these fade away and a narrow orthodoxy taboos even the crossing of the high seas. A rational spirit of inquiry, so evident in earlier times, which might well have led to the further growth of science, is replaced by irrationalism and a blind idolatory of the past. Indian life becomes a sluggish stream, living in the past, moving slowly through the accumulations of dead centuries. The heavy burden of the past crushes it and a kind of coma seizes it. It is not surprising that in this condition of mental stupor and physical weariness India should have deteriorated and remained rigid and immobile, while other parts of the world marched ahead. Every people and every nation has some such belief or myth of national destiny and perhaps it is partly true in each case. Being an Indian I am myself influenced by this reality or myth about India, and I feel that anything that had the power to mould hundreds of generations, without a break, must have drawn its enduring vitality from some deep well of strength, and have had the capacity to renew that vitality from age to age. No people, no races remain unchanged. Continually they are mixing with others and slowly changing; they may appear to die almost and then rise again as a new people or just a variation of the old. There may be a definite break between the old people and the new, or vital links of thought and ideals may join them. History has numerous instances of old and well-established civilizations fading away or being ended suddenly, and vigor-ous new cultures taking their place. Is it some vital energy, sonic inner source of strength that gives life to a civilization or a people, without which all effort is ineffective, like the vain attempt of an aged person to plav the part of a youth? Behind the past quarter of a century’s struggle for India’s independence and all our conflicts with British authority, lay in my mind, and that of many others, the desire to revitalize India. We felt that through action and self-imposed suffering and sacri-fice, through voluntarily facing risk and danger, through refusal to submit to what we considered evil and wrong, would we re-charge the battery of India’s spirit and waken her from her long slumber. Though we came into conflict continually with the British Government in India, our eyes were always turned towards our own people. Political advantage had value only in so far as it helped in that fundamental purpose of ours. Because of this govern-ing motive, frequently we acted as no politician, moving in the narrow sphere of politics only, would have done, and foreign and Indian critics expressed surprise at the folly and intransigence of our ways. Whether we were foolish or not, the historians of the future will judge. We aimed high and looked far. Probably we were often foolish, from the point of view of opportunist politics, but at no time did we forget that our main purpose was to raise the whole level of the Indian people, psychologically and spiritually and also, of course, politically and economically. It was the building up of that real inner strength of the people that we were after, knowing that the rest would inevitably follow. We had to wipe out some generations of shameful subservience and timid submission to an arrogant alien authority. Epilogue of the book:- Jawaharlal Nehru has covered a thousand hand-written pages with a jumble of ideas in his mind. He travelled in the past and peeped into the future and sometimes tried to balance himself on that ‘point of intersection of the timeless with time. His life has been full of happenings in the world and the war has advanced rapidly towards a triumphant conclusion,so far as military victories go. In his own country also much has happened of which he could be only a distant spectator, and waves of unhappiness have sometimes temporarily swept over me and passed on. Because of this business of thinking and trying to give some expression to his thoughts, he has drawn myself away from the piercing edge of the present and moved along the wider expanses of the past and the future. The discovery of India—what had he discovered? It was presumptuous of him to imagine that he could unveil India and find out what India is to-day and what it was in the long past. To-day India is four hundred million separate individual men and women, each differing from the other, each living in a private universe of though and feeling. If this is so in the present, how much more difficult is it to grasp that multitudinous past of innumerable successions of human beings. Yet something has bound them together and binds them still. India is a geographical and economic entity, a cultural unity amidst diversity, a bundle of contradictions held together by strong but invisible threads.

Plato, Aristotle and Descartes Essay

â€Å"We can easily forgive a child who is afraid of the dark; the real tragedy of life is when men are afraid of the light†, Plato said. Studying knowledge is something philosophers have been doing for as long as philosophy has been around. People always see just a part of things around the world. They need an open mind to understand more deep and wise into the world. It’s one of those perennial topics that philosophy has been refining since before the time of Plato. The discipline is known as epistemology which comes from two Greek words episteme which means knowledge and logos which means a word or reason. Epistemology literally means to reason about knowledge. Epistemologists study what makes up knowledge, what kinds of things can we know, what are the limits to what we can know, and even if it’s possible to actually know anything at all. In fact, people always see just a part of things around the world. They need an open mind to understand more deep and wise into the world. Plato becomes increasingly discourage by both the â€Å"mob† and the â€Å"elite†. The mob, represented by the jury at Socrates’ trial, was irrational and dangerous; it was swayed by sophistic appeals to emotion, not by reason. Plato concluded that most people are unfit by training and ability to make the difficult and necessary decision that would result in a just society. The average person lacks wisdom and self-restraint. As Plato saw things, most people make emotional responses based on desire and sentiment, rather than on rational consideration stemming from an objective view of what is genuinely good for the individual society. Socrates’s death, the revolt of the Thirty, sophistic abuses, and other factors convinced Plato that a corrupt state produces corrupt citizens. He thus attempted to develop a theory of knowledge that could refute sophistic skepticism and moral relativism. Plato believed that if he could identify and articulate the difference between mere opinion and genuine knowledge, it would then be possible to identify the structure of an ideal state based on knowledge and truth rather than the mere appearance of truth and personal whim. The allegory of the cave is an example for this from Plato. The prisoners (unable to turn their heads) would know nothing else but the shadows, and perceive this as their own reality. This is an important development to the story because it shows us that what we perceive as real from birth is completely false based on our imperfect interpretations of reality and Goodness. Plato expresses another of his favorite ideas: that education is not a process of putting knowledge into empty minds, but of making people realize that which they already know. This notion that truth is somehow embedded in our minds was also powerfully influential for many centuries. In Plato’s world, reality is not conceived through the senses, but rather intelligible truths of reality in the forms of ideas and figures, as opposed to the visible world. In The Allegory of the Cave, Plato describes the physical world as a â€Å"dark place† in which humans can only perceive objects through the senses. Plato referred to these objects as phenomena, or weak forms of reality. Thus, the physical world is not a realm where humans can obtain knowledge of true reality. Plato describes the process of acquiring knowledge from darkness to the light. In this journey, humans are able to see the essence of truth, or in other words, they are able to gain an understanding of what is actually real. This process, though painful and distressing, will at the end offer freedom and enlightenment to those who have acquire knowledge. Happiness is achieved by gaining an understanding of what is actually real. Because the philosopher has knowledge, his task is to descend to the cave to help as many people as possible to gain knowledge, or in other words, to learn the truth. This doesn’t convince me because science involves the pursuit of knowledge of general truths by using observation and systematic experimentation. However, Plato did not think a philosopher should use observation or empirical investigation in order to find truth. He believed only abstract thinking could lead to true knowledge. Plato said that the very essence of knowledge is unchanging. What is true is always true and he thought that knowledge is innate I agree about there are some absolute truth but I think we learn knowledge by experience not only by innate knowledge. Along with his teacher Plato, Aristotle is generally regarded as one of the most Influential ancient thinkers in a number of philosophical fields, including political theory. What Plato believed about reality was very different from Aristotle’s ideology. Aristotle objected to Plato’s view, arguing that one cannot know the type of interaction which is occurring between the two Forms. If the â€Å"real or ideal forms† are eternal, pure and unchanging then how do they relate to the material objections or Forms on earth with all their physical imperfections? This participation or imitation link between the real and the imaginary (which Plato claimed existed) is erroneous thinking as no one can has established such a link – real or otherwise. And even if a link is established it fails to explain all the Forms in the material world. At some point Plato fails to explain how this greater Form was controlled- how can Form control things? Was there energy in â€Å"Forms†? Aristotle argued that form can be distinguished from content only in thought and never in fact. Aristotle warned that we must take care not to mistake â€Å"intellectual analysis† for â€Å"ontological status†. Aristotle accused Plato of doing just that by imputing actual existence to the Forms. For Aristotle, form exists within the natural order embedded in particular things and cannot exist independently. How does this criticism support Aristotle’s own metaphysics? Aristotle brings to full maturity a second major expression of the search for the good life: attempting to acquire facts without bias and then using that information to make this a better world. Aristotle stands alone as an archetype of the philosophical naturalist. Basically Naturalism is the belief that reality consists of natural world. The Naturalist’s universe is ordered in that everything in it follows consistent and discoverable laws of nature; everything can be understood in terms of those fundamental laws. Nothing exists outside of space and time. Nature always acts with a purpose, and the key to understand anything lies in determining its essential purpose. Philosophical naturalist deny the existence of a separate supernatural order of reality. They believe that human beings, although special, are part of the natural order and behave according to fixed laws and principles. Thus a clear understanding of nature is necessary to any clear conception of human behavior. Ethics and political (social) science must be based on the actual facts of life, carefully observed and collected by a scientific method – not on speculative, otherworldly, rationalistic schemes. Aristotle based his philosophical positions on scrutiny of particular, actual things, not on the isolated contemplation of mathematical laws or pure ideas. Aristotle brings to full maturity a second major approach to the study of the good life: collecting facts and using factual information to make this a better world. Naturalism is the belief that reality consists of the natural world and that the universe is ordered. Everything follows consistent and discoverable laws of nature and can be described in terms of fundamental laws. Aristotle has a variety of views that range from nature to ethics and has unforgettable take on mathematics. He gives me the impression that the laws of nature are the boundaries in which we live and our meaning of life evolves around this boundary. I believe, there are some sort of absolute truths or knowledge but when we get knowledge we get most of knowledge through our experience. Descartes suggests the viewpoint that the human body and the human mind are two completely different things with different functions. The viewpoint is called Dualism, and holds that both the physical world and the immaterial world exist. Dualism is based on two substances, which are mind and matter. Descartes explained that these two does not necessarily need one another to exist. Descartes doubts everything he was taught to believe because it is human tendency to believe what is false. In the first, he claims that most of what he believes is from his senses and that those senses are sometimes deceived. He wasn’t uncomfortable with the idea that there isn’t universal knowledge. He was the first to argue that the mind is a non-material entity which is distinct and separate from the brain. He also identified the mind with concepts such as self-awareness and self-consciousness. He emphasized the sharp division between the mind and the body as the most basic fact of our human existence. In Descartes’ Dualism, the body is considered to be a material substance, and the mind is considered to be an immaterial one. He suggests that although these two things combine to make a human being, but these two parts exist in two separate worlds. The body exists in the physical world, where all the objects that we can see and touch exist. While the mind exists in a different world, an immaterial one, where we are not able to see or feel. Descartes establishes the Conceivability argument to support his viewpoint. â€Å"I think therefore I am,† the well-known quote of Rene Descartes, is the basis of his theory known as dualism. The intermingling of mind and body or extended substance and thinking substance display Descartes’ ideas of a â€Å"genuine human being†. Descartes’ idea of the body being totally independent of the mind is known as the mechanistic view. Descartes’s interest in the â€Å"thinking thing itself† was the first major step in a shift in emphasis in modern philosophy from metaphysics to epistemology. He recognized the need for orderly thinking, which he called method. He employed methodic doubt in his effort to find one absolute certain and undoubtable idea. Having found an undoubtable truth, Descartes tried to build a reliable foundation for knowledge on the innate idea of God. For Plato and Descartes mathematics becomes the blueprint for all knowledge. Mathematical knowledge remains true regardless of time, place and circumstances. This is unlike inductive knowledge or matters of fact whose truth depends on time, place and circumstances. On this basis Plato and Descartes reject our sense of sight, smell and touch as providing any source of reliable knowledge. Both Descartes and Plato would agree that true knowledge is a priori. Basically this means that knowledge is innate and therefore prior to experience. If we take this innate knowledge we can build or expand on it to discover what Plato and Descartes could classify as ‘ultimate’ truths. Knowledge is a root of many challenges we face in a given day. Once you get past basic survival (though even things as basic as finding enough food and shelter involves challenges related to knowledge), we’re confronted with knowledge issues on almost every front. Knowledge questions range from larger, more weighty questions like figuring out who our real friends are, what to do with our career, or how to spend our time, what politician to vote for, how to spend or invest our money, should we be religious or not, to more mundane ones like which gear to buy for our hobby, how to solve a dispute between the kids, where to go for dinner, or which book to read in your free time. We make knowledge decisions all day, every day and some of those decisions deeply impact our lives and the lives of those around us. I think I learned much more by these theory, do not say you know all the world, using our intelligent to understanding more about the world, and then do not stop doubting get make ourselves much more better in future. The knowledge is unlimited, so we could learn a lot every day, then using it for our own good and pass it out for our next generation because knowledge is never old or too much, it could use time by time and always work. People could say that some of the knowledge is too old for the present and they have been use times by times, and always work even though it from centuries. I think the world is big, get to know it will help us have a better look about everything. It is amazing that we could use our own sense to organize everything about our life and get experience by it. Doubting is as same as giving us a chance to understanding more about the world we are living in, than we have a courage to know about it much more better. Gaining more knowledge is never too much, getting it from our teacher; your friend is some of the simple ways to understanding more about our life in specific and the world in general. Work Cited . â€Å"Aristotle . † Internaet Encyclopedia of Philosophy. IEP , 21 2005. Web. 3 Nov 2012. Gill, N. S.. â€Å"Plato – Greek Philosopher. † Ancient / Classical History. About. com. Web. 3 Nov 2012. . â€Å"Greek Philosopher Plato. † AllAboutPhilosophy. org. AllAboutPhilosophy. org. Web. 3 Nov 2012 . â€Å"Plato. † Stanford Encyclopedia of Philosophy. Richard Kraut. Web. 3 Nov 2012. . â€Å"Plato. † Stanford Encyclopedia of Philosophy. Richard Kraut , 16 2011. Web. 3 Nov 2012. . â€Å"Plato. † Internet Encyclopedia of Philosophy. IEP, 9 2009. Web. 3 Nov 2012. Shields, Christopher. â€Å"Aristotle. † Stanford Encyclopedia of Philosophy. Christopher Shields, 25 2008. Web. 3 Nov 2012.

Immigration Into a New Country †Anthropology Research Paper

Immigration Into a New Country – Anthropology Research Paper Free Online Research Papers Immigration Into a New Country Anthropology Research Paper Immigration into a new land can be difficult for any person trying to acclimate themselves into our country, or any country. This can be especially difficult for young people who are in need of support from their parents and family. My brother was recently married and his wife, my sister-in-law’s parents recently adopted a baby from Russia. His name is Joseph and just this past January he celebrated his Fourth anniversary in our country. Joseph came as a very young child and is now about 7 and a half years old. He has dealt with a number of new experiences and challenges in his four years in America. He has had to forget his learning of the Russian language and instead learn English. He has become familiar with the American culture, and has adjusted to the cultural differences in family and child rearing. This has proven difficult, as your formative years are some of the most trying times in life, especially if you are thrust into a new situation that you are totally unfamiliar with. Will has had to forget about his parents and his birth home and learn to deal with a new Mother and Father, as well as a brother and sister. He has adopted to life in America well and is probably now at the same developmental stage as other American children his age. He has given my family strength to deal with difficulties that we over exaggerate in our lives, for he has dealt with much more severe problems than the ones that we are faced with everyday. I simply cannot wait for him to grow up, as an American boy. Research Papers on Immigration Into a New Country - Anthropology Research PaperThe Effects of Illegal ImmigrationPersonal Experience with Teen PregnancyNever Been Kicked Out of a Place This NiceBook Review on The Autobiography of Malcolm XEffects of Television Violence on Children19 Century Society: A Deeply Divided EraAssess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaHip-Hop is ArtComparison: Letter from Birmingham and Crito

Simple Conjugations of Guérir (to Cure) in French

Simple Conjugations of Guà ©rir (to Cure) in French The action of healing is described in French by using the verb  guà ©rir. Literally meaning to cure, to heal, or to recover, it is a useful addition to your French vocabulary. Now, you just need to understand how to conjugate it. A quick lesson will demonstrate the simplest forms. Conjugating the French Verb  Guà ©rir Guà ©rir  is a  regular -IR verb, meaning it follows a relatively common conjugation pattern. When you learn the endings for this verb, they can be applied to many others, including  grandir  (to grow) and  grossir  (to grow fat). As with any French verb conjugation, begin by identifying the verb stem. For  guà ©rir, this is  guà ©r-. To this, a variety of infinitive endings is added to match the subject pronoun with the present, future, or imperfect past tense. For example, I am healing is je guà ©ris and we will cure is nous guà ©rirons. Subject Present Future Imperfect je guà ©ris guà ©rirai guà ©rissais tu guà ©ris guà ©riras guà ©rissais il guà ©rit guà ©rira guà ©rissait nous guà ©rissons guà ©rirons guà ©rissions vous guà ©rissez guà ©rirez guà ©rissiez ils guà ©rissent guà ©riront guà ©rissaient The Present Participle of  Guà ©rir Add -ant  to the verb stem of  guà ©rir  to create the  present participle  guà ©rissant. It is a verb, though, in certain contexts, it can also be used as an adjective, gerund, or noun. The Past Participle and Passà © Composà © The  past participle  of  guà ©rir  is  guà ©ri. This is used along with a conjugate of the auxiliary verb  avoir  to create a common past tense in French known as the  passà © composà ©. Its rather easy to construct: I recovered becomes jai guà ©ri and we have cured is nous avons guà ©ri. More Simple  Guà ©rir  Conjugations to Learn When the action of healing, curing, or recovering is somehow questionable or uncertain, you can use the subjunctive verb mood. In a similar fashion, if the action is dependent on something else also occurring, then the conditional verb form may be used. Those two are great for casual conversation, though the passà © simple and the imperfect subjunctive are literary forms. While you may not use these yourself, its a sound idea to be able to associate them with  guà ©rir. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je guà ©risse guà ©rirais guà ©ris guà ©risse tu guà ©risses guà ©rirais guà ©ris guà ©risses il guà ©risse guà ©rirait guà ©rit guà ©rà ®t nous guà ©rissions guà ©ririons guà ©rà ®mes guà ©rissions vous guà ©rissiez guà ©ririez guà ©rà ®tes guà ©rissiez ils guà ©rissent guà ©riraient guà ©rirent guà ©rissent To express  guà ©rir  in short requests and demands, the imperative verb mood is used. For this, theres no need to include the subject pronoun, so tu guà ©ris can be simplified to guà ©ris. Imperative (tu) guà ©ris (nous) guà ©rissons (vous) guà ©rissez