Shiva Essay -- Character Analysis, Gokhale

shiva represents the most essential goodness, yet is the destroyer of all. shivah is male, and yet contains female. He is peaceful, yet with the literal blink of an eye he can destroy the universe. He is the god of life and death, of destruction and rebirth (Gokhale 8). How can all that is confrontation be embraced within one single being? This is the mystery of Shiva. With his 1008 different names, this represents the mass of his unconceivable mysteries (Gokhale 3). As the god with the greatest following in the Hindu religion, Shiva is known for his divine family, his extraordinary powers, his appearance, and his millions of devotees. He is one of the most well known and most worshipped aspects of Eastern Philosophy, and has left a mark in the philosophical systems around the world today. Shiva the god first appeared in Eastern Philosophy in the year 2500 B.C.E., and was portrayed in a yoga-like lay with three faces and two arms (Gokhale 9). The story is told by Gokhale that Pa rvati, Shivas wife, in her incarnation as Kali, embarked to achieve destruction (33). Shiva, attempting to halt her, turned himself into a corpse in order to block her path (33). Kali used the power of feminine energy, or Shakti, to revive Shiva (33). This revival transformed him from a shava, or lifeless corpse, into Shiva, the master of the universe (33). Once becoming Shiva, he soon began to form a family. Shivas family came to include his wife, Parvati, two sons, Kartik and Ganesha, and his sublime bull, Nandi (Gokhale 7). Sati was Shivas first wife, whom upon dying at a sacrificial ritual ceremony came to be reborn as Parvati (Gruenwald). Shiva and Parvati were once again immediately attracted to each other, and Parvati wanted to wed Shiva in... ...nd destruction is a preconceived notion around the world (Pandit). Shivas popularity and aspect is not only limited to the Eastern Hemisphere, but can be found in nations and cultures circling the globe today.Although Shiva is cor rectly labeled as the god of destruction, the deed of conveyance is often incorrectly perceived. While he does destroy, his destruction is used for the creation of new beginnings. Without Shiva, cycles would endlessly continue and evil forces would never be rid of from the Earth. These aspects of Shiva and the history hes endured has earned him his position in the Hindu god triad. The many devotees to Shiva around the world have helped accumulate his popularity as one of the top recognizable gods in the world, along with his son Ganesha. Shiva is the mysterious key to unlocking and understanding one of the greatest aspects of Eastern Philosophy.

My Last Duchess and Porphyrias Lover by Robert Browning Essay -- Rober

Robert Browning wrote the two poems, My Last Duchess and Porphyrias Lover. Both poems convey an thoughtful, examination pro appoint commentary rough the concept of love.communicates two interpretations concerning Both poems describe the behavior of people who are in loving, romantic relationships. There are several aspects common in some(prenominal) poems. Using the literary technique of dramatic dialogue, the author reveals the plot and central idea of each poem. Robert Browning tells each poetic story through a single speaker. Both poems reveal an account in which the admirer kills the object of his love. This paper will compare and contrast the following characteristics the setting, the speaker, the mood and tone, and theme found My Last Duchess and Porphyrias Lover. One speaker, the Duke of Ferrara, tells the story of My Last Duchess. The story occurs prior to a meeting between the Count, his emissary, and other dignitaries. Duke Ferrara is speaking privately with the C ounts emissary in a room located upstairs within the residence. The Duke is describing a painting of his last wife. The room is stately, well furnished, and decorated with several artistic items. Similarly, a speaker whose identicalness is unknown tells the poem Porphyrias Lover. In a dramatic monologue, each speaker relates the details of his poem. Unlike My Last Duchess, the poem, Porphyrias Lover, has a very different setting. The events that transpire in Porphyrias Lover happen in a secluded cottage on a stormy night. The speaker is alone in the cottage. The strong wind and the unending rain are heard and felt inside the dwelling. The cottage is located near a lake and is surrounded by a dense forest. The storyteller has a speci... ... of the love shared between a man and a woman. The aspects of jealousy, vanity, pride, obsessive desire, beauty, and flirtatious behavior are contained in both poems. The desire to completely be in possession of another persons love and affection are related through a dramatic monologue. Robert Browning compares the love Duke Ferrara has for his Duchess with the obsession of Porphyrias lover. The Dukes has a jealous, stubborn, and irrational love for his Duchess. Likewise, Porphyrias is the pass receiver of a sinister, uncontrolled, and destructive love. Her mysterious admirer is overwhelmed by Porphyrias supreme beauty and her sensual mannerisms. His jealousy and obsession for Porphyria, compels him to act upon his depraved thoughts that will secure her inwardness love and devotion. Porphyria and the Duchess experience similar outcomes that result in the death of both women.

Satire in Pride and Prejudice Essay -- essays research papers

compliment and PrejudiceJane Austen satirizes the entire premise of social statuses and how they affect the people around them in her intelligence Pride and Prejudice. To make her characters look ridiculous she evinces the folly of them by using satiric tools irony of smear, verbal irony, and dramatic irony. Jane Austen utilizes these distinct satirical tools throughout Pride and Prejudice tools to help point out the ridiculousness of the characters and to point out how the different social statuses affect how the characters act around the each other.Irony of situation is one of the most prevalent tools of satire used in Pride and Prejudice. Mrs. Bennet is full of ridiculous statements that contradict what she should actually be saying or doing. One example is after Elizabeth had declined the marriage proposal of Mr. Collins, her mother went on to say, ?I told you in the library, I should never speak to you again, and you will find me as good as my word. I have no pleasure i n talking to undutiful children? (99). The irony in the situation comes from the fact that Mrs. Bennet makes such an effort to tell her daughter she doesn?t want to talk to her daughter, yet she goes on and on talking about how she is the target of so many complaints from her daughters. communicative irony is also widely used throughout the book. After Charlotte marries Mr. Collins she is introduced to Miss Catherine de Burgh, who is regarded in the highest form by Mr. Collins, but unfortunately Charlotte merely tolerates her and her husbands? plain obsessive interest in her wealth and dignity. This tolerance is evidenced when Catherine has just heard her husband speak extravagantly about his benefactress she says to him, ?Lady Catherine is a precise respec... ...rs. Bennet?s ridiculousness comes from the scene where Jane has become ill and is at the Bingley residence, learning of this Mrs. Bennet says, ?As long as she stays there, it is all really well? (26). This shows t hat Mrs. Bennet is completely serious when she says that it isn?t a big deal if her daughter is sick as long as she is in the follow of a rich man who could possibly marry her. The characters take a completely serious tone towards things that the reader knows to be irrational and ridiculous. Jane Austen uses various satirical tools?irony of situation, verbal irony, dramatic irony?to point out the many issues that her characters have. Pride and Prejudice uses these tools to show how ridiculous the characters really do become in their pursuit of either a higher social status or to show the absurdity in the way the characters interact with each other.

Comparing Mortality in Hemingways Indian Camp and Joyces Araby :: Comparison Compare Contrast Essays

The Subject of Mortality in Hemingways Indian Camp and Joyces ArabyNick came face to face with his own mortality in Hemingways Indian Camp and, like most of us, denied its inevitability, evidenced by the last line of the story In the early morning lake sitting in the stern of the gravy boat with his father rowing, he felt sure that he would never die. (31) His first experience with the beginning of life was far from the joyous occasion most of us are taught to associate with birth. Coupled with his first experience with a violent suicide in the like setting, his feeling that he would never die is understandable. I have experienced the loss of a family member in childbirth at an early age and my reaction was much the same as Nicks. It is that same conviction that causes us to continue to do things that we know is dangerous that feeling that one has that it will never happen to me. Perhaps Nick also knowing a lesson from the callousness displayed by his uncle and father toward the I ndian woman as well as the other Indians in the story. Nicks father regards the screams of the Indian woman as unimportant, as evidenced by his comment to Nick No, I havent any anaesthetic, his father said. But her screams are non important. I dont hear them because they are not important. (29) Yet later, when Nick questions him as to why the husband killed himself, he admits, I dont know, Nick. He couldnt stand things, I guess. (30) Maybe Nick surmised that the womans screams his father considered unimportant and fired so readily may have led to her husbands suicide.The protagonist in Joyces Araby learns a different lesson the bitter disappointment that is sometimes the result of youthful infatuation. The intent he feels for Mangans sister is an emotion of which only he is aware I had never spoken to her, except for a few casual words, and yet her take in was like a summons to all my foolish blood.

Prejudice in Esperanza Rising by Pam Munoz Ryan :: essays research papers

Esperanza RisingEsperanza Rising, by Pam Munoz Ryan is a novel about prejudice. Prejudice is when a superior being looks down(p) on colored, sex, lower enlightenes or different races of people. There were many obstacles in this novel that dealt with racism and mistreatment with Mexicans. Mexican immigrants in the 1930s suffered greatly because of the prejudice in the paddy wagon and minds of the farm owners, lawmakers, and the American people.Business owners were prejudice against Mexican migrant workers. Miguel was very capable of working as a mechanic at the train stations, plainly ?they will only hire Mexicans to lay tracks and dig ditches, non as mechanics.?(120) Prejudice was also shown when the farm owners said, ?The Mexicans can only swim on Friday afternoons, in the first place they clean the pool on Saturday mornings.?(218) Business owners were very unfair and prejudice to the Mexicans, they treated them like lower class citizens.The laws and government didn?t trea t the Mexicans as Americans. Some of the Mexicans that were citizens were protesting for better pay, but immigration officials came to the fields to send them back to Mexico. ? Americana Americana? ?yelled hotshot woman and she began to unfold some papers.?(206) The guard ripped the papers up, he didn?t even give her a chance because she was causing problems for the government. Prejudice was shown in the laws in Mexico against women. ?As you know, it is not customary to leave land to women and since Luis was the banker on the loan, Sixto left the land to him.?(30) It was very prejudice that women couldn?t own land and it was sexist.Americans were not their cover page, free and equal, they treated Mexicans as dirty lower class citizens. Isabel?s teacher didn?t choose Queen of the May by the best grades, she chose a pretty blonde American with blue eyes. ?I did not win Queen of May?(226) Isabel had the best grades, but her teacher was prejudice against Mexicans. Mexicans went ou t of their way to go to Mr. Yakota?s store because, ?At this market, no one stares at us or treats us like outsiders or c all(prenominal)s us ?dirty greasers?.?(187-188) Americans didn?t treat Mexicans like people, they were unfair.I believe prejudice is fluent going on today in America and all over the world. Some women are owned by men and have to cover all over their skin completely.

Prejudice in Esperanza Rising by Pam Munoz Ryan :: essays research papers

Esperanza RisingEsperanza Rising, by Pam Munoz Ryan is a novel about preconceived opinion. Prejudice is when a banner being looks down on colored, sex, lower classes or different races of people. There were many obstacles in this novel that dealt with racism and mistreatment with Mexicans. Mexican immigrants in the 1930s suffered greatly because of the prejudice in the hearts and minds of the farm owners, lawmakers, and the American people.Business owners were prejudice against Mexican migrant workers. Miguel was very capable of working as a mechanic at the train stations, but ?they will only hire Mexicans to lay tracks and dig ditches, not as mechanics.?(120) Prejudice was also shown when the farm owners said, ?The Mexicans can only blow on Friday afternoons, before they clean the pool on Saturday mornings.?(218) Business owners were very unfair and prejudice to the Mexicans, they treated them like lower class citizens.The laws and government didn?t treat the Mexicans as Amer icans. Some of the Mexicans that were citizens were protesting for better pay, but immigration officials came to the fields to send them back to Mexico. ? Americana Americana? ?yelled one woman and she began to unfold some papers.?(206) The concur ripped the papers up, he didn?t even give her a chance because she was causing problems for the government. Prejudice was shown in the laws in Mexico against women. ?As you know, it is not customary to start out land to women and since Luis was the banker on the loan, Sixto left the land to him.?(30) It was very prejudice that women couldn?t own land and it was sexist.Americans were not their cover page, free and equal, they treated Mexicans as plaguy lower class citizens. Isabel?s teacher didn?t choose Queen of the May by the best grades, she chose a pretty blonde American with saturnine eyes. ?I did not win Queen of May?(226) Isabel had the best grades, but her teacher was prejudice against Mexicans. Mexicans went out of their w ay to go to Mr. Yakota?s store because, ?At this market, no one stares at us or treats us like outsiders or calls us ?dirty greasers?.?(187-188) Americans didn?t treat Mexicans like people, they were unfair.I think prejudice is still going on today in America and all over the world. Some women are owned by men and engender to cover all over their skin completely.

My Education

Education should be skill based sooner than knowledge based Good morning, today l, Sparks Gar, am going to speak for the base Education should be skill based rather than knowledge based. As school ends and commencement addresses are given, two pieces of data caught my eye recently. Only 56 percent of law school graduates are getting Jobs proportionate with their education. And there are 3 million Jobs currently unfilled in the U. S.So what explains the disconnection amid a large number of highly educated workers unable to find bobs and the millions of openings out there right now? The answer is skills. Or more precisely, having the specialize skills that fit with the Jobs, employers need to fill. The ch anyenge is to get the people who need work to acquire the skills that employers are seeking. It is true that our young generation needs to be good in order to get employment. It is very much important to get skills and only then we can think of our bright future.In a class all the students may not be excellent in their studies provided here are other projects in which the weaker students can come up. In our society it is not only knowledge that matters but if you have the skill to do something you can guarantee work. Nowadays we usually face problems that a person is knowledgeable but not skilled enough to do a particular Job. The major(ip)ity of Jobs are in the skilled trades, yet it wouldnt be hard to build programs more or less the needs of information technology companies, tech start-ups and manufacturing firms.Weve all heard Tories of successful people who found their true passion and talent from the help of a instructor who had taken notice when nobody else had. We need to create a system and culture of education in which such self-discovery doesnt Just happen serendipitously but rather is the core focus of education. This can only come from an early exposure to a rich and diverse set of study, including art, music, science, math, design, writing an d more.In 2010, Barack Obama made this a major focus, and from hat came skills for Americas Future, which brought employers and community colleges together to design curriculum rough skills for specific types of Jobs. Of course peoples decision changes with time and some of us make a aware decision to ignore our natural born attributes to pursue a different path in life. That is what makes us human. But with this approach, students will get a around exposure to ideas and critical thinking to marketable skills and training that we can rely on. My Essays By supercharges

Models of Instructional Design

In the article, Reclaiming commandal see, Merrill et al. (1966) highlight the signifi brush asidet relationship between science of instruction and the technology of instructional design (ID). They wall that science and instructional design with the application and production of technology atomic number 18 closely associated with each other. They also highlight the role of instructional design in the development and improvement of the learning processes and cores since instructional design follows scientific bases and strategies found in the existing literature regarding technology and education.The internationalist Board of Standards for Training, Performance and Instruction (IBSTPI 2003) provides code of ethical standards for instructional designers in order to ensure a good working environment and condition with the company and other heap in the workplace. This paper presents the concepts, theories, and comp superstarnts of instructional design, including its relationship w ith the learning theories, and the tasks and skills required for instructional designers as they contribute to the positive outcome of learning with the put on of technology.Instructional design (ID) has been thought of as a variation or modification of the concept of educational technology which evolved in the United States in the 1950s (Peters, 1967). It is associated with modes of artistic production and it is considered as a mode of producing or developing instruction, specific means of cultural transmission, and a way of organizing learning processes in the educational atomic number 18na (Dijkstra, Schott, Seel, & Tennyson, 1997, p. 27).Instructional design, as perceived by Dijkstra et al. (1997, p. 28) is in few ways different from educational technology because (1) it involves different learning cultures from different pedagogies and sciences (Reigeluth, 1996) (2) it reaches beyond the isolated culture-free concepts by thoroughly analyzing the contexts into which the units are enter (Jencks, 1975) and it integrates any of the different modes of production whose products are the outcome of open-ended structures that promote self-directed learning processes.It is assumed that instructional design involves the conditions of learning should be beguile to the learning outcomes, problem-solving, and judicial decision activities (Jonassen, 2004, p. 146). Instructional design differentiates instructional design process from the production process. According to Gentry (1994), designing instruction is more important for it involves the acknowledgment and development of objectives, activities and evaluation protocols to promote learning while production process concentrate ones on the creation and design of the tangible products such as videotapes, posters, booklets, worksheets as the outcome of the overall instructional design. learnedness theories are often conf utilize with Instructional design theories. However, the supposition of learning can be diff erentiated from the instructional design theory in such a way that the former is descriptive describes how learning occurs while the latter offers direct guidance in effectively helping people in learning and development which may include cognitive, emotional, social, physical, and spiritual aspects (Reigeluth, 1983, p. 5).Contemporary theory of learning holds the view that ideas have little, if any, meaning unless and until they are embedded in some authentic context (Spiro et al., 1987 cited in Jonassen, 2004, p. 102). Instruction need to be clear, specific, and detailed in explaining particular contexts instead of teaching abstract rules and principles which are usually unmanageable to understand. This way, learning and intellect concepts would be easily retained, more generative and meaningful, and more broadly and more accurately be transferred.Schema theory, like the theory of human development, is one of the learning theories. It suggests that new knowledge is acquired by accretion into an existing schema, by tuning that schema when minor inconsistencies emerge, and by restructuring that schema when major inconsistencies arise (Rummelhart & Norman, 1978 cited in Reigeluth, 1983, p. 12). It means that the learner can break away understand a concept when there is already an existing knowledge about a new concept.On the other hand, Instructional design does not describe what goes on inside a learners head when learning occurs. Instead, they describe specific events outside of the learner which can be more directly and easily applied in solving problems. An important characteristic of Instructional design theories is that they are design or goal oriented. ID theories are not like descriptive theories, which are used for prediction or for explanation (Reigeluth, 1983, p. 7).Although instructional design theories are more effective, the theories of learning are mute important in education since it is important foe instructional designers to also know th eories of learning and human development (Winn, 1997, p. 37) for they are the actually the foundation for understanding how Instructional design theory works to help educators invent new and efficient instructional regularitys (Reigeluth, 1983, p. 13 Dijkstra et al., 1997, pp. 55-56).Two components of instructional design theories include (1) orders of instruction, those that are used in facilitating human learning and development, and (2) situations (those aspects of the context that do influence selection of methods) that determine whether those methods are to be used or not. This component proposes that one method may work best in one situation, while another may work best in a different situation (Reigeluth, 1983, p. 8). ID methods are also considered componential because each of them has different components or features that can be used or done in different ways and in different cartridge holder (Reigeluth, 1983, p. 10). It is therefore important to apply methods only when t hey are appropriate or needed in a particular instance.Instructional designers are called to use deductive method of instruction by analyzing and sequencing concepts based on importance, complexity or specificity. They should also integrate and review concepts since elaboration and repetition can help them understand better the lessons to be learned (Reigeluth, 1983 Reigeluth & Darwazeh, 1982 cited in Dijkstra et al., 1997, p. 9). They are also required to repeat the process of decontextualization of the knowledge resource and recontextualizion of the knowledge for the intended use (p. 24).Modern classroom teachers, as instructional designers (Dick & Carey,1978), should have at least a basic understanding of instructional media production in order to work effectively regardless of the issue or frequency of his/her participation (Brown, 2004, p. 265). Milheim & Osciak (2001, p. 355) contend that the instructional designers task is to use various instructional methods to achieve thei r instructional goals. Howard Gardners Theory of multiplex Intelligences (Gardner, 1993) may be considered when planning specific instructional activities and the traditional instructional strategies may be integrated to effectively cater to the different learning environments, resources, and students.Zhang (2001) asserts that taking into considerations individual differences can make ID produce a desirable outcome. Thus, motivation and the recognition of psychological characteristics of each learner are also important. According to Winn (1987, pp. 3941), instructional designers should focus their concentration on the mechanisms by means of which decisions are made instead of getting involved direct instructional decision-making. They are also required to use instructional strategies that mesh with cognitive theory and regularly track the students learning condition in all aspects of development.In conclusion, instructional design as a scientific process that involves the process a nd production of technology can be used to improve and develop learners to become more effective not only in understanding concepts but also in making-decisions logically, and applying things they have learned efficiently. Successful use and implementation of ID requires instructional designers or teachers capability to use teaching and assessment methods that are appropriate to the situation, time, resources, students abilities and individual differences.ReferencesBrown, A. (2004). Building Blocks for Information Architects Teaching Digital Media Production within an Instructional Design Program. daybook of Educational Multimedia and hypermedia 13(3), 265+.Dick, W. & Carey, L. (2001). The systematic design of instruction Origins of systematically designed instruction. In Ely, D.P. & Plomp, T. (Eds.), Classic writings on instructional technology 2. (pp. 71-80) Englewood, CO Libraries Unlimited.Dijkstra, S., Schott, F., Seel, N. M., & Tennyson, R. D. (1997). Instructional Design In ternational Perspectives 1. Mahwah, NJ Lawrence Erlbaum Associates.Gentry, C.G. (1994). Introduction to instructional development Process and technique. In Brown, A. (2004). Building Blocks for Information Architects Teaching Digital Media Production within an Instructional Design Program. Journal of Educational Multimedia and Hypermedia 13(3), 265.Jencks C. ( 1975). The rise of post-modern architecture. (17-34). In Dijkstra et al., (1997). Instructional Design International Perspectives 1 (p. 28). Mahwah, NJ Lawrence Erlbaum Associates.Jonassen, D. H. (Ed.) (2004). Learning to Solve Problems An Instructional Design Guide. San Francisco Pfeiffer.Milheim, W. D. & Osciak, S. Y. (2001). Multiple Intelligence and the Design of Web-Based Instruction. Journal designation International Journal of Instructional Media 28(4), 355+.Peters O. ( 1967). Das Fernstudium an Universitten und Hochschulen, didaktische Struktur und vergleichende Interpretation. In Dijkstra et al., (1997). Instructiona l Design International Perspectives 1 (p. 27). Mahwah, NJ Lawrence Erlbaum Associates.Reigeluth, C. M. ( 1983). Instructional design What is it and why is it? In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 279-333). Hillsdale, NJ Lawrence Erlbaum Associates.Reigeluth, C. M. ( 1996). A new paradigm of ISD? Educational Technology (pp. 13-20). In Dijkstra et al., (1997). Instructional Design International Perspectives 1 (p. 28). Mahwah, NJ Lawrence Erlbaum Associates.Reigeluth, C. M., & Darwazeh, A. N. ( 1982). The elaboration theorys procedures for designing instruction A conceptual approach. Journal of Instructional Development, 5, 22-32.Reigeluth, C. M. (Ed.) (1983). Instructional design Theories and Models A unexampled Paradigm of Instructional Theory 2. Hillsdale, NJ Lawrence Erlbaum Associates.Spiro, R. J., et al., (1987). Knowledge Acquisition for Application Cognitive Flexibility and Transfer in Complex Content Domains. In Jonassen, D. H. (Ed.) (2004). Learning to Solve Problems An Instructional Design Guide. San Francisco Pfeiffer, p. 102.Winn, W. (1997). Advantages of a theory-building curriculum in instructional technology. Educational Technology, 37(1), 3441.Zhang, J. X. (2001). Cultural Diversity in Instructional Design. Journal Title International Journal of Instructional Media 28(3), 299.

The Effectiveness Of Collaborative Learning Education Essay

As EFL t for each oneers we argon concerned with two chief issues in linguistic communication science. The first issue addresses the performances pupils should get in EFL categories as a consequence of teaching- nurture invites. Such skills atomic number 18 frequently mea reald by pupils accomplishment. The 2nd issue takes history of the schemes EFL teachers use to assistant pupils get such accomplishments and in faithful increase their accomplishment. composing is a accomplishment which requires attempts from both the pupil and the instructor. It is one of the four linguistic communication accomplishments which is given accent in 2nd linguistic communication attainment ( Inggris 2009 ) . Writing is one of the accomplishments which need to be mastered by the scholars. They learn dissentent genres of composing like descriptive, expository, recount and narrative entrap on the prescribed course of field of operations of their suppliers. Language geting involves larning th e linguistic communication codification every tour sizeable as the civilization ( appropriate slipway of thought and moving ) associated with the linguistic communication ( Becket & A Gonzales 2004 ) .Students authorship abilities be affected by the type of instructions instructors use within their prepareroom patterns. Writing is one of the productive accomplishments that scholars are expected to accomplish in order to guarantee their communicative competency. While larning composing, pupils are supposed to acquire involved in some(prenominal) performivities that en subject them to bring forth a piece of composing at the terminal. They can be engaged for illustration in category treatments, act in function playing or acquire involved in get even redaction. While engaged in schoolroom activities pupils build up watch and hold more pattern that whitethorn eventually give the opportunity to profit a proper merchandise of authorship.In learning authorship, instructors str ive challenging to happen schemes to ease increasing pupils accomplishment. There are many methods adopted by the instructors in learning EFL authorship in the schoolrooms. One of the methods recommended in learning authorship is the incorporation of conjunct acquisition ( Kagan 2002 ) . In superpower pigeonholinging, pupils are separateed in a as chassisment of more flexible ship canal so that they spend some part of a school twenty-four hours in heterogenous convocations and some part in homogenous collections. ( Grady et al 2007 ) .In nigh EFL categories, some scholars perform break up beyond grade-level, former(a)s struggle with mark linguistic communication, while an another(prenominal) great portion of the category falls someplace in between. In their attempt to run into the demands of such a diverse pupils, pedagogues tend to delegate brace and mathematical assemblage work with pupils of different competency degrees occurrence ways to affect all pupils in the ac tivities. These ways could include communicative and cooperative labours to let staging of less progress pupils. In this schoolroom environment locomote degree scholars act as a span to ease the acquisition procedure and depleteder degree schoolmates exhibit a pass oningness to traverse that span ( Sean, 2002.A As a general regulation, it would look sensible to propose that schoolroom harmoniousness might better be achieved in a group of motivated pupils who are allowed to take part and collaborate.Statement of the jobTeachers and pedagogues seem to hold struggled for decennaries to happen replies to inquiries about heterogenous and homogenous grouping Does anyone benefit from each? Is anyone harmed by each? Who benefits ( or is harmed ) the just about? Why? Are at that place options to these two types grouping? The replies are non ever clear-cut and frequently depend on whom you ask and what larning results are considered of import. To many pedagogues, grouping is considered a reasonable response to academic diverseness. To others, the pattern has harmful unintended effects and should be abandoned. Indeed, research, logic, and emotion frequently clash when debating the subject of grouping. scarce what do we truly cognize?Consequently, this succeed aims to look into the consequence of homogenous grouping versus heterogenous grouping on EFL pupils accomplishment in composing in the hope that it may settle the statement on which is better for both high and low winners. Homogeneous grouping can be defined as spliting pupils into little groups which include pupils of the same power or degree for illustration high winners in concert and low winners together. While heterogenous grouping can be defined as spliting pupils into groups that include assorted or different degrees, high and low winners together.Theoretical ModelCognitive growing springs from the alliance of assorted positions as persons work to achieve universal ends. Both Piaget and Vygotsky saw accommodative acquisition with more able equals and teachers as ensuing in cognitive stickment and rational growing ( Johnson, et al. , 1998 ) . The premise of behavioural larning theory is that pupils allow work toilsome on undertakings that provide a salary and that pupils exit neglect to work on undertakings that provide no wages or penalty. concert acquisition is one scheme that rewards persons for engagement in the group s attempt. A reappraisal of the literature on concerted acquisition shows that pupils benefit academically and socially from concerted, small-group acquisition ( Gillies, 2002 ) .Concerted acquisition can bring forth confirming effects on pupil accomplishment ( Cohen, 1986 Davidson, 1989 deVries & A Slavin, 1978 Johnson & A Johnson, 1989 Okebukola, 1985 Reid, 1992 Slavin, 1990 ) . Academic benefits include higher attainments in reading comprehension, composing ( Mathes, Fuchs, & A Fuchs, 1997 ) and mathematics ( Ross, 1995 Whicker, Nunnery, & A Bol, 1997 ) and fired conceptual apprehension and accomplishment in scientific discipline ( Lonning, 1993 Watson, 1991 ) . Social benefits include more on-task behaviours and assisting interactions with group members ( Burron, James, & A Ambrosio, 1993 Gillies & A Ashman, 1998 McManus & A Gettinger, 1996 ) , higher self-pride, more friends, more engagement in schoolroom activities, and improved attitudes toward larning ( Lazarowitz, Baird, & A Bolden, 1996 Lazarowitz, Hertz-Lazarowitz, & A Baird, 1994 ) .Harmonizing to Slavin ( 1987 ) , there are two major theoretic positions cogitate to concerted acquisition motivational and cognitive. The motivational theories of concerted acquisition stress the pupils inducements to exact academic work, while the cognitive theories emphasize the effects of working together. Motivational theories related to cooperative learning focal intend on wages and end constructions. One of the elements of concerted acquisition is commandi ng mutuality, where pupils perceive that their success or failure prevarications within their working together as a group ( Johnson, Johnson, & A Holubec, 1986 ) . From a motivational position, concerted end construction creates a state of affairs in which the lone direction group members can achieve their personal ends is if the group is successful ( Slavin, 1990, ) . Therefore, in order to achieve their personal ends, pupils are likely to promote members within the group to make whatever assist the group to win and to assist one another with a group undertaking.There are two cognitive theories that are nifty applied to cooperative acquisition, the developmental and the amplification theories ( Slavin, 1987 ) . The developmental theories as entiretye that interaction among pupils around appropriate undertakings increases their command of critical constructs ( Damon, 1984 ) . When pupils interact with other pupils, they have to produce and discourse each other s positions, whi ch lead to greater apprehension of the stuff to be learned. The battle to decide doable struggles during collaborative activity consequences in the development of higher degrees of apprehension ( Slavin, 1990 ) .The amplification theory suggests that one of the most effectual agencies of acquisition is to explicate the stuff to person else. Concerted acquisition activities enhance elaborative thought and more frequent giving and receiving of themes, which has the possible to increase deepness of apprehension, the tint of logical thinking, and the truth of long term keeping ( Johnson, Johnson, & A Holubec, 1986 ) . Therefore, the tradition of concerted larning methods should take to improved pupil acquisition and keeping from both the developmental and cognitive theoretical bases.Several surveies have examined the effects of concerted larning methods on pupil acquisition. Humphreys, Johnson, and Johnson ( 1982 ) compared concerted, competitory, and individualistic schemes and co ncluded that pupils who were taught by concerted methods learned and retained significantly more indata formattingion than pupils taught by the other two methods. Sherman and Thomas ( 1986 ) found similar consequences in a survey affect high school pupils taught by concerted and individualistic methods.In a reappraisal of 46 surveies related to concerted acquisition, Slavin ( 1983 ) found that concerted acquisition resulted in important arrogant effects in 63 % of the surveies, and merely two surveies reported higher accomplishment for the comparing group. Johnson, Maruyama, Johnson, Nelson, and Skon ( 1981 ) conducted a meta-analysis of 122 surveies related to cooperative acquisition and concluded that there was strong grounds for the high quality of concerted acquisition in advancing accomplishment over competitory and individualistic schemes.Johnson and Ahlgren ( 1976 ) examined the relationships between pupils attitudes toward cooperation, competition, and their attitudes to ward instruction. The consequences of the survey indicated that pupil amen great power, and non competitiveness, was positively related to being motivated to larn. Humphreys, Johnson, and Johnson ( 1982 ) anyways found that pupils analyzing in a concerted acquisition intervention group rated their learning experience more positively than did pupils in competitory and individualistic intervention groups. In a survey affecting simple and secondary pupils Wodarski, et al. , ( 1980 ) found that 95 % of the simple pupils enjoyed the concerted acquisition activities and that they had learned a batch about the topic.Cooperative acquisition has its root in the theories of societal mutuality, cognitive development, and behavioural acquisition. Some research provides exceptionally strong grounds that concerted larning consequences in greater attempt to accomplish, more positive relationships, and greater psychological wellness than competitory or individualistic acquisition attempts ( Johnso n, Johnson, & A Holubec, 1994 (Social mutuality theory positions cooperation as ensuing from positive tie in of persons to carry through a common end. The Gesalt psychologist Kurt Koffka proposed in the early 1900 s that although groups are dynamic wholes the mutuality among members is variable. Kurt Lewin ( 1948 ) stated that mutuality developed from common ends provides the intrinsic kernel of a group. This mutuality creates groups that are dynamic wholes. The power of the group is such that a alteration in any member or subgroup not bad(p) alterations any other member or subgroup. Within cognitive development theory, cooperation must predate cognitive growing.Harmonizing to Emmer and Gerwels ( 2002 ) some research on concerted acquisition has addressed instructional constituents. In a figure of surveies pupils have been taught interaction accomplishments, such as how to oppugn or to assist each other so that they did non give replies save facilitated each other s thought ( F uchs, Fuchs, Kazdan, & A Allen, 1999 Gillies & A Ashman, 1996, 1998 Nattiv, 1994 Webb, Troper, & A Fall, 1995 ) . And, when pupils are taught such accomplishments, positive results such as increased intrinsic motive, wishing for school, and self-pride can ensue ( Battistich, Solomon, & A Delucchi, 1993 ) .Homogeneous groupingHomogeneous grouping has been proposed and implemented as a possible solution to run into the demands of the assorted ability categories, proposing that pupils of different abilities can be gathered in groups of same ability thereby easing complaint ( Slavin, 1987 ) . This sort of grouping is based on the pedagogical rule that the instructor has the advantage of concentrating direction at the degree of all the pupils in the peculiar group ( Ansalone, 2000 ) .It is pretended that instructors of assorted ability categories can increase the gait and raise direction degree for high winners whereas low degree pupils can bask individual attending. So, advanc ed students are taught more hard constructs while low winners deal with simple and fewer things. Advocates of homogenous grouping opine that it is an first-class agencies of individualising direction. Achievement is considered to increase as instructors adjust the gait of direction to pupils demands.Kulik and Kulik ( 1982 ) and Slavin ( 1987 ) carried out meta-analyses of surveies at the simple school degree, happening benefits of within-class ability grouping. Both low ability pupils and more advanced 1s place in separate groups, benefited from direction addressed to their degree. More late, Mulkey et Al ( 2005 ) found that same ability grouping has persistent instructional benefits for both high and low degree pupils. Marsh ( 1987 ) supports HG as a manner of get bying with assorted ability categories presuming that grouping kids homogeneously enables those in lower ability groups to bring home the bacon with regard to self-evaluation by being isolated from advanced equals. Fur thermore, Allan ( 1991 ) supports that students model their behavior after the behavior of similar ability kids who are get bying good with their school work. The protagonists of homogenous grouping conclude that research fails to back up that homogenous grouping does nt carry through anything ( Loveless, 1998 ) .Although instructors of assorted ability categories seem to hold positive attitudes towards homogenous grouping ( Scherer, 1993, Mulkey et Al, 2005 ) , the last one-fourth of the twentieth century witnessed terrible unfavorable judgment of ability grouping. It has been declared that this type of grouping stigmatizes lower ability pupils, offering them inferior direction. Several research workers argue that homogenous grouping does non vouch that all advanced or all weak pupils are likewise. Matthews ( 1997 ) conducted a relevant research with pupils in classs 6 through 8 determination that gifted pupils are well more diverse than they are homogenous. They vary in their grad es of promotion, their abilities, their acquisition manners and involvements, their test-taking accomplishments, and their social/emotional development. So, garnering advanced kids of the assorted ability classes together in one group may non be the wisest solution to the job. superpower grouping may diminish the self-esteem and aspirations of low ability kids and hence slow their academic advancement. Welner and Mickelson ( 2000 ) carried out rather an extended research reappraisal happening that low ability kids are expose to lowered outlooks, reduced resources and rote acquisition. Children s self-concept is affected and outlooks are internalized ( Ireson and Hallam, 1999, Gamoran, 1987 ) . This implies that pupils of low ability in assorted ability categories are provided with low outlooks if placed in same ability groups doing them feelings of lower status. This is confirmed by Ansalone ( 2001 ) and Hallinan ( 1994 ) who foundd that kids assigned to lower ability groups, are exposed to less and more simplified versions of the course of study whereas high ability groups have broader and more ambitious stuff covered. In this sense, Oakes ( 1992 ) and Wheelock ( 2005 ) support that educational benefits in assorted ability scenes are non provided by homogenous grouping but instead by a ambitious course of study and high outlooks. query has accumulated grounds bespeaking that schooling tends to increase single differences ( Van der Veer and Valsiner, 1991 ) . Homogeneous grouping seems to add more chances to advanced scholars who are normally bourgeois or upper-middle-class kids, striping students who already suffer from socio-economic segregation, or those who are larning less fast. Kozo seems to hold that homogenous grouping amendss non merely low but besides high-ability pupils as the latter who are normally the flush kids are non given any chances to larn the virtuousnesss of assisting others or larning about unselfishness ( Scherer, 1993 ) . It is inf erred that grouping pupils homogeneously for direction on the assorted ability categories is one more advantage conferred on those who already enjoy many.Heterogeneous grouping Concerted acquisitionHeterogeneous grouping, that is garnering kids of ever-changing abilities in same groups has been proposed by many research workers as an effectual scheme to advance academic development of pupils holding diverse background wisdom and abilities. Brimfield, Masci and Defiore ( 2002 ) believe that all pupils deserve an academically disputing course of study ( p.15 ) . So, our end is to happen a manner to prosecute all students of the assorted ability schoolroom in the lesson irrespective of their abilities. The writers point out that by making mixed-ability groups, we send the compelling message that everybody is expected to work at the highest possible degree as high and low ability pupils trade with the same challenges. Disadvantaged students are at decreased hazard of being stigmatize d and exposed to a dumped-down course of study in a mixed-ability scene. Teachers outlooks for all students are maintained at higher degrees and less able pupils have chances to be assisted by more able equals.It is assumed that heterogenous grouping provides pupils entree to more learning chances. Johnson and Johnson ( 1987 ) recommend delegating kids of high, medium, and low abilities in the same group maximising the heterogenous make up of each group. Such ability diverseness within the same group creates an effectual acquisition environment ( Manlove and bread maker, 1995 ) supplementing larning chances for low-level pupils every bit good as chances to more advanced kids to supply accounts to others revising, consolidating and utilizing some things they have encountered before. The instructors can utilize concerted undertakings among high and low winners of assorted ability groups or braces in order to advance task battle of all pupils in the assorted ability category as adva nced kids can supply accounts and counsel in transporting out a undertaking.Concerted undertakings among high and low winners are valued by the sociocultural theory of Vygotsky ( 1978 ) . Students of assorted ability categories differ at their competency degree and anterior lingual experiences. Vygotsky supports that kids who are exposed to books and other out-of-school factors which contribute to lingual development i.e.prior recognition of position from closed-door institutional direction, are expected to hold already run through a big portion of their ZPD. On the other manus, students with hapless literacy chances i.e. without anterior cognition of English may possess a larger Zone of Proximal Development ( Van der Veer and Valsiner, 1991 ) . So, they may profit greatly from equal interactions which are likely to assist low degree pupils reach higher degrees of public presentation.In this model, Lyle ( 1999 ) showed that both low and high accomplishing pupils value the chance to work together as all students believed that they benefited. It was concluded that equal interactions can ease literacy development particularly of low ability pupils. In this vena, Guralnick ( 1992 ) points out that societal competency acquired in group work affects the amplification of all pupils cognitive competences, connoting that both low and advanced scholars of assorted ability categories may derive from such scenes.The function of equal acquisition as lending to linguistic communication development has besides been emphasized by Mize, Ladd and Price ( 1985 ) Webb ( 1989 ) , Jacob et Al ( 1996 ) and Slavin ( 1996 ) . Rogoff ( 1993 ) refers to kids s societal sharing of their cognition through interaction. When pupils participate in corporate activities, they guide each other s attempts. Harmonizing to Tudge and Winterhoff ( 1993 ) advanced kids give changeless feedback through conversation coercing equals to endeavor for making higher degrees of public presentation.Assort ed surveies have indicated a positive correlativity between concerted acquisition and accomplishment in assorted ability categories. For illustration, Walters ( 2000 ) asserts that concerted acquisition is suited for instructors covering with progressively diverse schoolrooms as it easy accommodates single differences in accomplishment. Consequently, Fulk and King ( 2001 ) support that class-wide equal tutoring improves all pupils larning. They add that military operation in the function of coach seems to be peculiarly good for bettering the self-pride of pupils with low accomplishment while they may, for illustration, rate their spouse s reading. Therefore, it appears that CL may fulfill the demands of a assorted ability category.Surveies conducted by Pica and Doughty ( 1985 ) , Porter ( 1986 ) , and Cotterall ( 1990 ) indicate that scholars of different abilities produce more in assorted ability brace and group work by assisting one another to get the better of cognitive obstru ctions. This decision is consistent with Urzua s ( 1987 ) happening that the assorted ability kids in the experimental survey conducted, appeared to hold developed a sense of power in linguistic communication through the procedure of working with sure equals i.e. authorship and rewriting.The benefits of concerted acquisition are more touchable when it comes to written work. ODonnell et Al ( 1985 ) found that engagement in concerted couples can better the quality of pupils public presentation on a written undertaking. Weak pupils of assorted ability categories can utilize advanced scholars as beginnings of breeding, noticing on and reviewing each other s bill of exchanges in both oral and written formats ( Liu and Hansen, 2002 ) . Rollinson ( 200525 ) attributes this phenomenon to the possibility that peer audiences are more sympathetic than the more distant instructor audience . Peer reappraisal groups are besides favoured by Huot ( 2002 ) and Inoue ( 2005 ) and Cotterall and Coh en ( 2003 ) who showed the positive effects of scaffolding in assorted ability scenesConcerted activities such as group probe are likely to promote diffident and low public presentation pupils since they have the advantage of necessitating the engagement of all group or brace members to transport out a undertaking, leting each member to make something harmonizing to one s abilities.Reappraisal of LiteratureAbility grouping can be carried out between-class or within-class ( Dukmak 2009 ) . Between-class ability grouping refers to a school s pattern of organizing schoolrooms that contains pupils of similar ability. Within-class grouping refers to a teacheraYs pattern of organizing groups of pupils of similar ability within an single category ( Gamoran, 1992 Hollified, 1987 )An extended research has been conducted on ability grouping proposing that academically, high-achieving pupils achieve and learn more when they are grouped with other high-achieving pupils ( Gentry & A Owens, 200 2 Grossen, 1996 Hollified, 1987 Page & A Keith, 1996 ) . In mixed-ability grouping it is hard to supply an equal environment for learning to everyone. Since pupils differ in cognition, accomplishments, developmental phase, and larning rate, one lesson might be easier for some pupils and more hard for the others ( Slavin, 1987b ) . In ability grouping, high-achieving pupils view their ain abilities more realistically and experience that they are suitably challenged with their equals ( Fiedler, Lange, and Wine-Brenner, 2002 ) .Mixed-ability grouping is based on concerted acquisition which demonstrates positive success related to pupil s accomplishment. In this type of grouping, pupils work collaboratively to successfully accomplish a coveted educational result and develop a greater apprehension and regard for single differences. All signifiers of diverseness within the acquisition environment are embraced ( Felder & A Brent, 2001 Freeman, 1993 Saleh, Lazonder, & A DeJong, 2005 ) . Furthermore, in a mixed-ability, instructors move to the individualised demands of all scholars ( Kulik & A Kulik, 1992 ) . The most compelling statement against ability grouping is the creative activity of academic elites a pattern which goes against democratic ideals ( Slavin, 1987a ) .Johnson and Johnson ( 1999 ) and Johnson, Johnson and smith ( 1998 ) say that concerted acquisition has five basic elements. The elements are positive mutuality, single answerability, promotive interaction, appropriate usage of societal accomplishments, and periodic processing of how to better the effectivity of the group ( Johnson & A Johnson 1999 ) .When these elements are decently implemented, the research has shown that group coaction in the schoolroom can increase acquisition and accomplishment, societal accomplishments, self-esteem, and attitudes toward schoolmates and school ( Slavin, 1990 as cited in Webb, Nemer & A Zuniga 2002 ) . Puting pupils in squads or concerted acquisit ion groups has many advantages. It helps to construct a pupil s communicating accomplishments, can assist increase tolerance and the credence of diverseness, promotes higher degree logical thinking, promotes increased coevals of new thoughts, promotes greater transportation of information from one state of affairs to another, increases keeping, builds teamwork accomplishments, reduces emphasis, and increased willingness to try disputing undertakings ( Baker & A Campbell, 2005 Huss, 2006 Lin, 2006 Payne & A Monk-Turner, 2006 Patrick, Bangel, & A Jeon 2005 Kim 2004 Vaughn, 2002 Johnson & A Johnson, 1999 Johnson, Johnson & A Smith, 1998 Slavin, 1996 ) . The concerted acquisition experience besides gives pupils the chance to reexamine and larn information that they did non understand before the concerted acquisition activity ( Webb, 2002 ) .Harmonizing to Lin ( 2006, ) , research has concluded that concerted acquisition is the top ranked learning theoretical account th at promotes greater higher-order thought, job resolution, and accomplishment. Students can retrieve 75-90 % of stuffs when they learn it in concerted acquisition state of affairss ( Lin, 2006 ) . In a study of college pupils after an experiment affecting group work, Payne and Monk-Turner ( 2006 ) found that 90 % of pupils favored group work and that 90 % learned from their group members. Since 1924, 168 surveies have been conducted that comparison concerted acquisition to competitory and single acquisition. These surveies have shown that concerted acquisition outputs higher academic accomplishment than single and competitory acquisition ( Johnson, Johnson & A Smith, 1998 ) . Concerted acquisition groups are besides give tongue to to be peculiarly good to low academic achieving pupils and pupils of colour ( Huss, 2006 Vaughn, 2002 ) .Concerted larning groups appear to be successful for many grounds. Students become an instrumental portion of the group when they feel their attemp ts will lend to the success of the group ( Baker & A Campbell, 2005 ) . Students are successful and learn in concerted acquisition groups because they learn by making instead than listening ( Payne, Monk-Turner, & A Smith 2006 ) and because they are actively utilizing the stuff and information ( Zimbardo, Butler, Wolfe, 2003 ) . Concerted acquisition besides strengthens pupils societal interactions, it gives them the desire to accomplish, to develop more positive interpersonal relationships, and have greater psychological wellness than competitory or individualistic acquisition attempts ( Johnson, Johnson, & A Holubec, 1994 as cited in Morgan, 2003, ) . Concerted acquisition can learn pupils that ( a ) that cognition can be, or should be, shared with fellow pupils ( B ) that differences in sentiment can be rationally negotiated even under conditions of trial force per unit areas and ( degree Celsius ) that cooperative larning processs can be gratifying and productive ( Zimbardo et al. , 2003, ) . These types of lessons enable pupils to larn how to work good with others. The mutualist relationships that develop within a group aid to ease the group s success. Everyone feels the end of the group will be met if everyone achieves their single ends ( Vaughn, 2002 Morgan, 2004 ) . Harmonizing to Morgan ( 2004 ) , group members should besides be cognizant of the fact that a individual group member can impact how and/or if the end is achieved.The concerted acquisition experience is most effectual when the participants work good together and they successfully achieve their end. There are many features to successful squads. Some of these features include unfastened communicating, efficaciously listening, open-mindedness, clear functions, an established leader, clearly defined undertakings, teamwork where everyone works together and contributes, there are good developed come-at-able ends ( Payne, Monk-Turner, 2006 Baker & A Campbell, 2005 ) , and a ti meline ( Payne & A Monk-Turner, 2006 ) . In a schoolroom, there are besides many things a instructor can make to assist see the success of a group activity. The instructor should supply strong counsel ( Payne & A Monk-Turner, 2006 Baker & A Campbell, 2005 ) , model the coveted behaviour, supply immediate feedback, and reward desired behaviour ( Lin, 2006 Baker & A Campbell, 2005 ) . The instructor can besides utilize cheques and balances to supervise productiveness, employ assorted job work outing schemes ( Friend & A Cook, 2007 ) , lengthen the sum of clip the group spends together, supply proper group behaviour preparation, set up land regulations ( Mitchell, Reilly, Bramwell, 2004 ) and let group members rate each other ( Lin, 2006 ) . If the instructor proctors, provides wagess and allows the pupils to rate each other, it may cut down the effects of a shirker and maintain pupils from acquiring a class they do non merit ( Payne & A Monk-Turner, 2006 ) . Students that sl ack off can demotivate difficult working pupils and give them a negative feeling about group work ( Ashraf, 2004 ) .Many surveies have been conducted that demonstrate the success of teaming. Robert Slavin has conducted extended research on the execution of concerted acquisition theoretical accounts in schools. He has examined the effects schools going complete concerted acquisition centres on their academic accomplishment. He has found many successful state of affairss where lower acting schools were transformed because they converted to a concerted acquisition format ( Slavin, 1999 22-23 ) . Payne and Monk Turner ( 2006 ) conducted a survey that examined how pupils felt about squads. In this survey, they assigned pupils to groups, gave them an assignment, and so asked them how they felt about the assignment after the group undertaking was completed. They found that 90 % of the pupils had a favourable experience, 90 % of the pupils learned from their group members, and 85 % of the p upils felt they learned teaming accomplishments that could be transcended into concern. Baker and Campbell ( 2005 ) conducted a survey in which pupils were placed in groups and observed that the pupils who worked in groups, as opposed to working separately, were more successful because they had more entree to knowledge, they felt pressured to win to maintain the group from neglecting, and the assorted personalities helped relieve the emphasis of the jobs. For illustration a member frequently told gags to assist lesson the tenseness. Additionally, members frequently provided positive support and motive.Puting pupils in groups to take trials is another manner to utilize concerted acquisition and group work. Morgan examined the benefits and nonbenefits of college pupils finishing tests utilizing concerted acquisition groups. She concluded that The increased deepness of apprehension, the feelings of support, regard for other s parts, and the elucidation of information produced more pup ils with a greater consciousness of the stuff and more developed societal accomplishments to be lending members of squads ( Morgan, 2004 ) . The apprehension of successful concerted larning group theoretical accounts non merely affects groups in grade school it besides affects groups in occupations and college. Harmonizing to Payne, Monk-Turner, and Smith ( 2006 ) employers want college alumnuss that have developed teamwork accomplishments. Miglietti ( 2002 ) says that group work is normally used in the workplace and employers want to engage people with these accomplishments. Furthermore, these accomplishments can be learned when pupils are placed in successful squads where the ends have been reached. Socialization and communicating are illustrations of accomplishments that pupils learn in groups that can assist their passage into the concern universe ( Payne et al. , 2006 ) . In a study of college pupils, after a survey affecting group work, Payne and Monk-Turner ( 2006 ) found that 85 % of college pupils admitted that making group work would likely work on squads in future occupations.ParticipantsThe topics of this survey will be 46 eleventh graders representing two scientific discipline categories in Al Dahmaa Model School. Based on the consequences of a trial prepared by the research worker and correspond to the pupils last semester consequences of the concluding authorship test they will be grouped harmonizing to their abilities in authorship. Another tool to find the grouping of the pupils the research worker will analyse the information provided to the school of the EMSA test which is a national external appraisal of the pupils in the UAE which step pupils accomplishment in math, scientific discipline, Arabic and English reading and authorship. The research worker will be concerned with the consequences of the authorship exam merely as all the consequences are provided individually.Few points to reference here, first is that the pupils will be d ivided into groups for the intent of composing direction and activities merely. Since pupils abilities vary from accomplishment to skill, for the intent of this research, labeling pupils of higher, mean and lower winners will merely be mentioning to their abilities in composing merely. In add-on, a peculiar degree or group is non based on the capable perceptual experience or the other label, but on the consequences of the nonsubjective appraisal tool. In other words pupils will non be grouped harmonizing to other accomplishments than composing, such as their eloquence or their unwritten abilities, chiefly the consequences of a valid arrangement trial in their authorship abilities.ProceduresIn one category, the pupils will be grouped homogeneously, when high winners in composing & gt ? will sit together and low winners & lt ? will sit together. In the 2nd category pupils will be grouped heterogeneously in assorted ability groups when each group will include high and low winners in authorship.A pretest will be held for the participants before grouping them. The intervention will include teaching pupils composing schemes that will be covered within 20 Sessionss each session is 45 proceedingss stand foring a school twenty-four hours period. The posttest will be held shortly after the terminal of the whole Sessionss. During the Sessionss the pupils will be trained on utilizing the composing schemes such equal and ego redaction, outlining and peer rectification. The learning techniques and schemes will be varied harmonizing groups abilities. The instructor will follow the techniques suited for each group individually but the content of the intervention will be the same.

Team Strategic Plan

Team Strategic Plan * Core Values * Loyalty stay committed to the teams schedule. * Respect make do differents as you would wish to be treated * Selfless Service Put the best interest of the team and class above yourself * Integrity Do what is right, change surface when no one is watching * Personal Courage Do the hard right over the easy wrong * Operating Guidelines * Zero tolerance for some(prenominal) member who ref using ups to contribute to the success of the team. * All team members are required to follow the Texas A&M-commerces code of conducts. * We will consult each former(a) before taking any decisions. * SWOT Analysis Internal Strengths- * Teamwork focused * Well rounded educational foundation * Diversity * Quantitative analysis * report skills * Internal Weaknesses- * 75% of members are 1st semester graduate students. * Ineffectiveness in communication because English is the second language for 75% of members. * None of the team members are familiar with APA st yle. * External Opportunities- * Easy access to information about Strategic Management (textbook and library). * Abilities to query online needed information. * Aptitudes to ask for help to our wonderful well-educated instructor and at the Texas A&M-commerce library. External Threats- * Geographic distance * Limited time to achieve this assignment. * The high expectations of our teacher will not allow us to afford a poor documented strategic see. * Mission (Who, what, when, where, why) This team was organized to enhance the collective learning experience and draw from the assorted backgrounds of its team members in order to successfully complete all MGT 591 course requirements to the highest standards . * Vision (What we want to be) we will present to this class a strategic plan on the turn to topic The potential Impact of Compassionate Leaders on Performance Excellence Initiatives. Goals (Must be Specific, Measurable) * Broad Goals- write a research paper on the potential Imp act of Compassionate Leaders on Performance Excellence Initiatives. * Specific Goals- * 1-Submit the team strategic plan on or before 1130p. m. CST on 9/8. * 2- Submit the team Research Paper any time before 1130p. m. CST on 10/27 * Strategy (The plan of how and when to Achieve the Goals & Objectives. Who will do what, when) * Strategy Formulation- in order to be fully on time with the schedule, we will use all sources of communication easy such as online chat, emails, phones, and face-to-face intercourse. Strategy Implementation- * First day of meeting we will get to know each team member, choose a topic, and think on the best ways to get this assignment done on time. * Second day of meeting first we will set a make up ones mind and detailed schedule. Then, we will found a common ground on whether to assign each team member with a specific part to research on, or to research the topic as a whole. * From then on until the final day we will make sure to help each other stay on sch edule. * Critical Success Factors (Only two or three) * All team members must do thorough research on the topic. It is imperative to lead on time to avoid penalties. * Effective communication among team members. * Distinctive Competencies (Different than Core values, but in line with them) the source of our competitive advantage comes from our diverse backgrounds. Each one of us has a different culture, which enables us to provide a synergy beneficial to this research paper. * Measurements and Feedback this section will be use each and every day to avoid any misunderstanding. At any time, we will let each other know what we think should be done.

Civil Rights and Responsibilities Essay

The Bill of Rights was added to the Constitution shortly after its ratification. These amendments guarantee certain semipolitical, procedural, and property rights against infringement by the national establishment (Patterson, 2009). A bill of rights is what the population are entitled to against every judicature on earth, general or particular, and what no just g everywherenment should refuse, or ease on influence (Thomas Jefferson). The rootage Amendment provides the foundation for freedom of fount which is the right of individual Americans to hold and communicate views of their choosing (Patterson, 2009). The motivation of the Bill of Rights was to guarantee individual rights and freedoms. The First Amendment reflects this tradition, providing for freedom of pietism along with freedom of vernacular, press, assembly, and petition. The three provisions of the First Amendment are the freedom of speech, assembly and religion.The freedom of speech states that you are free to e nounce almost anything except that which is obscene, slanders another person, or has a high probability of inciting others to take imminent lawless action. The freedom of assembly states that you are free to assemble, although government may regulate the time and place for reasons of humanity convenience safety, provided such regulations are applied evenhandedly to all groups. The freedom of religion states that you are protected from having the spectral beliefs of others imposed on you, and you are free to believe what you like. Freedom of religion simply means citizens have freedom to attend a church, synagogue, synagogue or mosque of their choice, or not to attend at all.The First Amendment allows us to practice our religion the way we want to. When talking well-nigh freedom of religion and the First Amendment I think about religion in the schools. Every since the Supreme greet held school-sponsored prayer unconstitutional in the early 1960s, there has ben a concerted and w ell-funded campaign to reintroduce religion in public schools. Public schools themselves should not be in the business of promoting particular spectral beliefs or religious activities and they should protect children from being coerced by others to accept religious (or anti-religious beliefs.A Saskatchewan Human Rights Commission inquiry ruled in July that the Saskatoon Board of Education essential end a practice of giving teachers the pick of conducting prayers in public school classrooms and assemblies. In practice, the choice has been primarily the Lords Prayer. The ruling leave behind not change practices in separate schools. The inquiry followed a complaint six years ago by nine parents, including Muslims, Jews, Unitarians and atheists. About 20% of the 550 public school classrooms in Saskatoon begin the day with prayer. The decision may be appealed in tourist court (Globe and Mail, 1999). The relationship between religion and government in the United States when it comes to the United States Constitution is governed by the First Amendment to the Constitution, which both prevents the government from establishing religion and protects privately initiated religious expression and activities from government interference and discrimination.The First Amendment gum olibanum establishes certain limits on the conduct of public school officials as it relates to religious activity, including prayer. Prayer should not have been taken out of schools. Parents should be sent berth a letter opting out of religious activities and employees should be given the same option, but taken it out of schools was ridiculous. The case of Engel v. Vitale (1962) went to the Supreme Court and the case was about a time in 1951 the New York State Board of Regents (the State board of education) approved a 22-word nondenominational prayer for recitation each morn in the public schools of New York. It read Almighty God, we acknowledge our dependence upon Thee, and we beg Thy blessi ngs upon us, our parents, our teachers and our Country. The Regents believed that the prayer could be a useful tool for the development of cause and good citizenship among the students of the State of New York.The prayer was offered to the school boards in the State for their use, and participation in the prayer-exercise was voluntary. In New Hyde Park, New York, the Union Free tame District No. 9 directed the local principal to have the prayer said aloud by each class in the front end of a teacher at the beginning of the school day. The parents of ten pupils in the New Hyde Park schools objected to the prayer. They filed suit in a New York State court seeking a ban on the prayer, insisting that the use of this official prayer in the public schools was contrary to their own and their childrens beliefs, religions, or religious practices. The State appeals court upheld the use of the prayer, so long as the schools did not compel any pupil to join in the prayer over his or his paren ts objection (infoplease.com).The Freedom to Assemble gives people the right to assemble peacefully without causing any harm to others. As much as I do not agree with the KKK views and opinions they should be able to assemble if they do it in a peaceful manner. The First Amendment prohibits government from abridging the right of the people peaceably to assemble. This fundamental freedom ensures that the spirit of the First Amendment survives and thrives even when the majority of citizens would rather suppress expression it finds offensive. Over the course of our history, freedom of assembly has protected individuals espousing myriad viewpoints. owing(p) workers, civil rights advocates, anti-war demonstrators and Ku Klux Klan marchers have all taken to the streets and sidewalks in protest or in support of their causes.Sometimes these efforts have galvanized public support or changed public perceptions. Imagine a civil rights movement without the March on Washington or the womens su ffrage movement without ranks of long-skirted, placard-carrying suffragists filling city streets. The U.S. Supreme Court recognized the importance of this freedom in the 1937 case De Jonge v. State of Oregon, writing that the right to peaceable assembly is a right cognate to those of free speech and free press and is equally fundamental. According to the Court, the right to assemble is one that cannot be denied without violating those fundamental principles which lie at the base of all civil and political institutions (archive.firstamendmentcenter.org).The KKKs right to assemble peaceably was secured by the famous 1977 case of National Socialist Party v. Skokie, in which the American Civil Liberties Union successfully argued that the First Amendment prohibited officials of Skokie, Ill., from banning a march by the National Socialist Party. Skokie is a Chicago suburb that is home to many Holocaust survivors. 1 federal judge reasoned that it is better to allow those who preach racia l hatred to expend their venom in rhetoric rather than to be panicked into embarking on the dangerous course of permitting the government to decide what its citizens may say and hear (archive.firstamendmentcenter.org).In conclusion, the First Amendment of the United States protects the rights to freedom of religion and freedom of expression as well as freedom of assembly from government interference. Freedom of expression consists of the rights to freedom of speech, press, assembly and to petition the government for a redress of grievances, and the implied rights of link and belief. The Supreme Court interprets the extent of the protection afforded to these rights. The First Amendment has been interpreted by the Court as applying to the entire federal government even though it is solo expressly applicable to Congress. Two clauses in the First Amendment guarantee freedom of religion. The Establishment Clause and the Free Exercise Clause are two clauses in the First Amendment that guarantee freedom of religion.The Establishment Clause prohibits the government from passing legislation to establish an official religion or preferring one religion over another. It enforces the separation of church and state. The Free Exercise Clause prohibits the government, in most instances, from interfering with a persons practice of their religion. The right to assemble allows people to gather for peaceful and lawful purposes. Implicit within this right is the right to association and belief. With that being said, all people should be having some kind of freedom. They should be able to boycott and assemble peacefully without causing any harm to anyone. People should be free to have their different views and opinions of religion, be it that they religious or anti-religious. To sum it all up I would love for everyone to feel that they are free.Referenceshttp//www.oyez.org/cases/1960-1969/1961/1961_468http//www.aclu.org/religion-belief/program-freedom-religion-and-belief-governm ent-funded-religionReligion in schools (teachers in Saskatchewan will no longer have the option of conducting prayer services in class). Humanist in Canada 130 (1999) 4, 39. General OneFile. Web. 25 June 2012.http//www2.ed.gov/policy/gen/guid/religionandschools/prayer_guidance.html

Han China

Thesis It is not acceptable to simply say the two civilizations were similar and different specify particularisedally how they are similar and different Possible Prompt Analyze similarities and differences in techniques of violet administration in TWO of the following empires. Han China (206 B. C. E. 220 C. E. ) Mauryan/Gupta India (320 B. C. E. 550 C. E. ) Imperial capital of Italy (31 B. C. E. 476 C. E. )Example The political system of Han China is similar to the Guptan Empire in that both included strict laws and stressed the importance of your role n society. A study difference between these administrations is that in Han China the king was fully in charge, even revered, while in the Mauryan/Guptan Empire priests were at the top of the hierarchy. Example The imperial administration of Han China and Imperial Rome were similar because they were both headed by an emperor.However, they differed in their treatment of the emperor. In Han China a rulers decisions, if deadly to society, could be questioned. While in Rome, what the emperor decreed could not be questioned. What do I need for my thesis? You must address 1 specific affinity and 1 specific difference. i. e. Both the Empires of China and Rome were ruled by an emperor who maintained imperial control, however, the Chinese instituted a system of apprentice bureaucrats that gained their position through merit, while the Romans never achieved such an elaborate bureaucracy. What is a direct comparison? This is a comparison that is not split between paragraphs or by other sentences. It must be one or two sentences that compare one subject of the comparison to another. Your comparisons should be backed by vidence to support your statement. Example Direct Comparison While both the Roman and Han (or Gupta) Empires left behind many achievements, the Han (or Gupta) were much more technologically and culturally creative.Evidence The Romans took much of their nuance from the Greeks, such as their r eligion, artwork and architecture. While the Romans had aqueducts, roads and other great works, much of this was taken from others and improved upon. The Gupta on the other hand came up with the model of zero and a base 10 number system that is still in use today. The Romans relied on slavery for their source of labor, while the Chinese relied upon desolate peasants. This led to technological stagnation on the part of the Romans, while the Chinese were able to (insert pieces of specific evidence here). What is analysis? This is where you explain why. You tell the reader what caused this similarity or difference to occur. This is usually a because sentence and the most difficult part of the comparison essay. The reason that the Guptan bureaucracy was never as elaborate as that of the Chinese was because.

Hate Crimes Against African Americans Essay

Hate crimes have affected African Americans in more ways than just violence at that placefore, our presidency involve to approach hate crimes differently. Aside of the fact that the fall in States has elected the first African American chair, hate crimes has up to now occurred before and during his presidency. Of the 7,624 hate crimes pull in 2007 alone, 2,659 of those hate crimes were done on African Americans (Hate Crimes Against African Americans, 2012).From the history of slavery, lynch, tallys, the burning of crosses and churches, to the brutality that patrol officers have committed on African Americans, the black community has been affected tremendously in all aspects. The feelings and emotions of the African American society has been crushed and walked upon for over 400 years. In the nineteenth century, lynching was used to terrorize Blacks to maintain white supremacy. Lynching was open public murders of Blacks suspected of committing crimes.Lynching was normally done by han side drumg or shaft African Americans. During these years, the supremacy of white sight thought that in order to control Blacks, they had to pump fear into them. Prior to 1882, there was no record or history of lynching in America (Gibson, 2012). In 1882, the recordings of lynching began with the Chicago Tribune. Other institutes such as the Tuskegee Institute, and the National Association for the Advancement of Colored bulk (N. A. A. C. P. ) independently kept records of the lynching (Gibson, 2012).This crime mainly occurred in the southern states however, it occurred throughout the United States. In the state of Mississippi, it was rated the highest in lynching African Americans (Gibson, 2012). Whites confirm lynching black people as a law or Neighborhood Watch so to speak, included major crimes to minor offenses. Lynching blacks was ground on the color of their skin and discrimination. One of the most memorable moments recorded that involved lynching was the murder a nd lynching of a 14-year-old African American son named Emmett Till (Zheng, 2008).In August 1955, Emmett Till was traveling from Chicago to visit his relatives in Mississippi (Zheng, 2008). While traveling, Emmett stopped to purchase some bubble mumble from a local grocery store near Money, Mississippi. Before Emmett left the store, he was accused of making a flirtatious pass at Carolyn Bryant who was the wife of the owner of the grocery store. Two daytimes after the grocery store incident, Emmett was kidnapped at midnight by two Caucasian men, Roy Bryant and his half-brother J. W. Milam.Emmett was tortured and pistol-whipped in a barn that J. W. Milam once lived. Emmetts body was thrown into a bayou from the Black Bayou Bridge. Emmett Tills body was later give with a cotton gin fan tied around his neck to hold his body down in the river. In September 1955, Roy Bryant and J. W. Milam were tried for the murder of Emmett Till (Zheng, 2008). The five day trial was held and an all-w hite jury acquitted Roy Bryant and J. W. Milam (Zheng, 2008). In 1866, white people had established an organization called the Ku Klux Klan.Their purpose was to torture and kill African Americans along with any whites kindly to Black people. Their other purpose was to stop African American people from voting. From braking into an African Americans home at night, taking them out of their beds and murdering them, the Ku Klux Klan were non arrested for their behavior. The impact of hate crimes on African Americans has drastically changed the ways that Black people perceive society. Aside of the Ku Klux Klans purpose, the implant of fear still plays a role in the mind many black individuals.The religion-based characterization has been imprinted to the point that a black man or woman feels targeted, depending on the atomic number 18a that he or she lives or works in. The place of employment is mentally restricted in an African Americans mind to apply for a side of meat based on the ar ea it may be in. Stereotyping is a worldwide illness that has placed judgment on black men and women to the point that they are limited to opportunity and advancement in the working world and the political environment. Although we are no longer in the 19th century, hate crimes are still much alive in the 21st century.In late August, early September 2006, an African American student of Jena High School located in Jena, Louisiana consumeed if he could sit under a tree on campus that was commonly known for only white students to sit under (Christie, 2008). The very undermentioned day after the African American student sat under that specific tree, three nooses were hanging from the tree. The school principal of Jena High School found out that three white students were responsible for this incident. Even though expulsion was recommended for the three white students, the superintendent of the school only suspended them for three days.Because of the on-going racial tension, in December 2006, a fight broke from a White student taunting some Black students supporting the incident of the nooses being hung from the tree in the school courtyard (Christie, 2008). The White student was badly beaten and had to be hospitalized. The African American students were later charged with attempted murder and conspiracy. The African American students were between the ages of 15 and 17, facing up to 100 years in prison without parole. African American residents of Jena, Louisiana stated that draw has always been an issue there.With the percentage being 85% of Whites in that community, chances of the African American students receiving a lighter sentence was unlikely (Christie, 2008). With the hate crimes becoming so public, the government has made efforts to improve the well-being of citizens of the United States. The federal government created a hate crime bill that was signed into law by president Obama in October 2009 (Shively & Mulford, 2007). The hate crime bill serve ups protect the people of the United States from being a victim of hate crimes.This protects individuals from hate crimes based on race, color, religion, internal origin, gender female, male or intersexual, disability, sexual orientation and gender identity (Shively & Mulford, 2007). One may think that laws are here to serve and protect the community. If you were to ask individuals like Rodney King or Kendrec McDade, they would oppose to that statement. On March 3, 1991, the Los Angeles police pulled over Rodney King after a high speed chase with him and the L. A. P. D. The police officers pulled him out of his car and beat him severely.Luckily the beating was caught on videotape by a citizen name George Holliday who witnessed the police brutality. Four of the police officers involved in the beating of Rodney King were tried and all four police officers were acquitted in the Simi Valley courthouse. Because of the ruling, riots were triggered in Los Angeles. Over 50 people were killed a nd more than 2,000 people were injured. In the case and murder of Kendrec McDade, a 19-year-old African American was opalescent seven times by Pasadena police officers after receiving a false bailiwick of an armed robbery.The report was made by Oscar Carrillo-Gonzalez stating that Kendrec and another teenaged African American had robbed him at gunpoint. Oscar Carrillo-Gonzalez later admitted to lying about the two teenagers having a gun. He also stated that he said they had a gun so the police could come to the scene faster. Kendrec McDade was left on the ground where he was shot to death for a long period of time before receiving any medical attention. Because of these facts alone, it gives a great deal of doubt when trusting law enforcement to unfreeze certain issues correctly.Because of these types of crimes committed in the United States from then to now, there is definitely a problem that the government needs to come up with to solve this issue. Although there are not design ated water fountains to drink out of or specific schools that African Americans has to go to any more, hatred toward African Americans still exist and needs to be stopped. Equality still has not been established in the working world, common socialization, profiling of law enforcers or the areas of living. It makes no sense to call it United States if different states have different laws.I believe that the government should enforce a more powerful law that will require a high punishment for these crimes. Thankfully there have been strong politicians and witnesses throughout the years that have given proof to the eyes of others along with the rights that African Americans finally have. I also believe that these attitudes have been implanted in the heads of those by generations before us. With that said, we the people must change the way that we think of others in order to help prevent these crimes from continuing.

DBQ Middle Ages Essay

The midst ages began after the plunge of the Roman Empire. It can be defined as a time of minimal ethnical and scientific achievements, suffering, feudalisticism, and cause of the church. The labels for the Middle ages that best describe the succession between 500 and 1400 in Europe are the Dark Ages, the Age of feudalism, and the Age of Faith.The Middle Ages should be labeled the Dark Ages because of the years of suffering that was inflicted from invasions. Invaders, usu solelyy from the North, would come into towns and completely lay waste to everything. These invasions do people live in fear and abandon their homes in refuge of safer places. In document one, They sacked town and village and laid waste the fieldsthere is no longer any trade, and unceasing terrorthe people have gone to cower in the depths of the forest or untouch qualified regions. anyhow peoples homes being destroyed from invasions, many people were killed and their belongings and even love ones taken. In document 3, 842, in this year there was a great slaughter in capital of the United Kingdom and Quentavic and Rochester843 the Northmen, with their boats filled with booty, including both men and goods, return to their own country. The Dark Ages has a negative con nonation to it, so this label rightly matches the terrible invasions that occurred leaving families devastated.The Middle Ages should also be labeled the Age of Feudalism because of the absence of imperial authority that was replaced by local political organization known as the feudal system. The feudal system was based on loyalty and obligations between landlords in their vassals. In exchange for tax shelter and land (fiefs) from the Lord, the vassle gave the Lord his loyalty, military service, and ransom if wanted, as shown in the feudal obligations of document 4. After the fall of the Roman Empire, its territories in Europe had to protect themselves from outside invaders.To do this, these local kingdoms gave land to those willing to get out knights in order to protect the kingdom. In Document two John of Toul is a vassle to the count and countess of champagne and takes the Homage Oath, I, john of Toulwill send to the Count and Countess of Champagne the knights who is service I owed to them for this fief which I hold. Without the loyalty and service from the vassals to the landlord, the feudal system would crumbleleaving that territory defenseless against invaders and rival kingdoms.Finally, the Middle Ages should be labeled the age of faith because of the solid organization and power the Catholic Church demonstrated. The power of the church can merely be seen through its cathedrals as shown in document 10. A cud of money, materials, and labor were required to stimulate the cathedral and only a wealthy and powerful organization could build them. The church even tried to limit warfare between landlords by decreeing days of peace when no battles or attacks could occur. In document 5, the Churc h believes in the word of God and called for the observance of the Truce of God, on every Sunday, Friday, and Saturday, and on feast days no one may commit murder, arson, robbery, or assault. Besides power, the Catholic Church had a lot of influence over people. Some people gave up the life story they knew to follow God and join a monastic order.This is evident in document 8, an excerpt change from monastic vows taken by a brother that had an ordinary life but gave it up for a life with God. I renounce my own will for the will of GodI accept all hardships of the monastic lifeI promise to remain a monk in this monastery. The calling of Crusades by the church shows its influence it had over people even in times of war. Pope Urban II was the head of the Catholic Church and he believed it was Gods will to call for a thrust to recapture the holy lands. In document 9, your brethren of the Middle East are in urgent need of your helpthe Turks and Arabs have attackedthey have occupied mor e and more of the lands of the Christians. Document 8 shows the churchs religious influence while document 9 shows its political influence.In conclusion the Dark Ages, the Age of Feudalism, and the Age of Faith are labels that best describes the Middle Ages. The Middle Ages were low on cultural and scientific achievements and lived off of the knowledge from civilizations before them. Document 6, it performs the function of the knowledge and treasures of what had come before. Its output of creativity and originality did not in any way surpass the turmoil from invasions, political organization from feudalism, or the power of the church, to be known as a golden age. Document 7, medieval culture was in perfect, was restricted to a narrow circle of superior minds. To better understand thatthe Middle Ages produced a low amount of cultural and scientific achievements I would need an additional document of a list of achievements produced during this era. I would be able to compare this to o ther achievements produced in civilizations during their Golden Age.

Personal Statement: Expo Reading and Writing

Im not a mavener In ASB for the awards or admiration, although I respect those hardly a(prenominal) who do choose to lead for the credibility. I dont lead for the satisfaction, although my neer finishing smile at the end of a good rally indicates otherwise. I dont lead because I have anything to prove, although Ive proven a spread to myself a foresightful the way. I lead for the feeling of any student on my campus becoming one, so absolutely matched In school spirit and school pride.I lead to feel the rush of my heart each ime I see a sea of orange and hear the deafening cheer of the crowd. I lead because it Isnt slatternly to get thousands In a school Involved I lead for the challenge to fill the stands at every rally fill and to fill every seat at any blood drive. I am a leader in ASB to get my message across so know I left wing a legend when I turn to leave for college. I not only lead for myself, scarcely for my fellow students as well, my family and my equals.Prompt 2 I was working on a school regard when I got a call from my dad saying he was coming right away to amount pick me up, I remember the sheathing anger I felt arguing hat no he wasnt going to pick me up that I really indigenceed to flnlsh this school project. I shut away shake my head in dismay knowing the fact I in fact didnt need to finish the project I Just wanted to hang out with my friends. I cant infer that I didnt sulk my way to my dads waiting vehicle that I looked at him with a scowl across my brass instrument.Nor can I wipe away from my memory the words he said next mfour baby is in the hospital, shes lost her baby and shes asking for you. This complete wash of emotion that came over me the shame the tutelage I was mortified with myself. How could I ave been so mad about my Importance when my sister had Just face up a devastating event? Looking up and saying Take me to her. The drive to the hospital was long I sat in a seat of despair. What would I say to my sister? How would I face her? ye neer been one to be comfortable around sadness my childhood had been stripped of innocence as I had faced several of my mothers divorces and countless deaths. I had taught myself to be unemotional towards ailment and sorrow for they brought never ending hurt and unmasked truths to lies. Should I cry when I knew my eyes would be dry? Going into my sisters hospital room I looked from her so fragile and upset to my mothers face streaked with tears. My meek voice save audible above the beeping of many machines Hey there. Was it wrong that I felt uncomfortable around all the sickness and gloom that came hand in hand with hospitals, like I could feel the reaper in every corner? All I could do was make Jokes when it wasnt time to laugn, my attempt to Drlng napplness wnere none could De Touna. loucn my sisters hand magical spell asking myself Am I doing this right? My dad wouldnt stop looking at me after we left constantly asking are you alright? Calculating a nd recording every answer every reason I made.Truth is I dont know if I was alright I didnt know if I was allowed to be. My sister has never really been the same since that event, but then again no one else has been either. My mom cherishes us children a little bit more. My sister cherishes those who supported her and held her hand through the situation. And l, well I cherish my family every second of every day. Life is fragile, a saying used in many ways, but one doesnt really know how fragile a life is until youVe been there to see its fragility.

Nonwestern Literature Essay

Modern publications does not show the extent to which lit has come. Medieval forms of belles-lettres reflected an unprecedented level of purity and originality. A study of the similarities and dissimilarities between cultures reveals the exchange of political theory that occurred umteen centuries ago. This supports weight to the assertion that modern forms of belles-lettres from different regions of the cosmos once shared certain(a) characteristics. It should not get assumed that the different forms of literary productions arose from the same inspiration. Rather, the varying types of belles-lettres occurred separately.However, due to improvements in technology and communication, forms of belles-lettres have become similar over clock time. An in-depth look at Egyptian, Indian, and Chinese literatures highlights this cl primal. china and India, as countries from the East, have a winding, rich, and spectacular literary tradition. The exchange of literary accomplishments be tween the two nations has never ceased even until modern times. The primary groundwork for much(prenominal) an exchange became constituted through the introduction of Buddhism into China. As a result of this introduction, Indian literature began imparting nourishment to its Chinese counterpart.Thus, Chinese literature adopted plenty of persuades from Indian literature. Resulting effects on Chinese literature have manifested themselves in aspects of aesthetic tendency, form, subject, hot air and vocabulary. In ancient times, Buddhism served as the key medium for Chinese-Indian literary exchanges. Chinese literature has become more and more regulated by Indian literature in recent times due to the assimilation of Buddhist brings. Nevertheless, the extent and nature of the literary exchange between India and China has become two-sided and complementary in recent times.There pull round similarities and differences between Chinese and Indian literature. In twain(prenominal) Ch inese and Indian literature, the form of literature gets tierified as primarily oral. In both Chinese and Indian literatures, protracted written forms of literature appeared in later periods compared to the emergence of oral forms of literature. In both Chinese and Indian literature, the emergence of written forms of literature arose due to the spread of literacy programs pioneered by the ruling authorities in both countries.Also, both Indian and Chinese literatures have different forms of literature contributing to the overall secernate of literature in the respective countries. Moreover, both Indian and Chinese literatures have experienced changes due to modern influences from the horse opera world. On the other hand, a few differences arise between Chinese and Indian literature. Chinese literature has always gotten expression through only one language. This has remained true for the over 3000 years which the Chinese acculturation has existed. On the contrary, Indian literatur e has experienced segmentation due to the presence of numerous languages within India.The Indian culture has officially recognized 22 languages and among these languages, 21 of them have establishes their get unique forms of literature. Indian literature has gotten influence from the different traditions that have governed over the unpolished. Throughout its history, various family traditions have dictated the nature of self-possession over the soil. In twirl, the varying styles of self-possession have had an unmistakable effect on the types of literature. Thus, different acceptership periods as demarcated by family traditions have different kinds of literature.Conversely, various dynasties throughout the all period of its sovereign humans have rule China. This has led to the classification of types of literature based on the particular dynasty that ruled the earth at the time of the emergence of the literature. These dynasties include Zhou, Qin, Han, Tang, Song, Yuan, Mi ng, and Qing. During the existence of all these dynasties, various forms of literature have arisen. For instance, early woodblock and poetry became embraced during the Tang dynasty dapple novels gained prominence during the Ming dynasty.Chinese and Egyptian literatures share many demos of reference. Both forms of literature began experiencing formative influences before the Common Era. Egyptian literature has its roots in ancient Egyptian culture. along with Sumerian literature, ancient Egyptian literature gets classified as the one of the earliest forms of literature. In both forms of literature, the ownership periods played a key role towards the definition and classification of different types of literature. Both Chinese and Egyptian forms of literature have pioneered forms of composition, which had not existed earlier.Egyptian literature gave rise to hieroglyphics. Also, the write of blurbs began in the fourteenth century Egyptian times. The writing of blurbs thus emerged as a key component of literary writing in the contemporary world. Both forms of literature have allowed the influence of different forms of literature from other countries. Egyptian literature became molded by the influx of international poets who flocked the town of Alexandria. These poets originated from Greece and Rome. They immigrated to Alexandria so as to utilize the library facility in the town.As a result of their extended stay in Egypt, the poets began expressing their literature in Arabic language. Inevitably, the existing literature within Egypt became fused with the literature brought by the European poets. The infiltration and influence of Indian Buddhism has played a prominent role in the shaping the Chinese literature toward adopting Indian connotations. Meditation has become a key component of Chinese literature unlike previous times. This lays volition to the fact that Indian Buddhism has left an indelible mark on Chinese literature.In Chinese literature, the initi al form of literature consisted primarily of oral forms. Written forms of literature appeared during later periods of civilization. This stands in stark product line to Egyptian literature, which has the autobiography as its oldest form. Egyptian literature got expressed in papyrus reeds. These provided the writing corporal on which ancient Egyptian writers would record their literary plant. Also, Egypt invented calligraphy, which emerged as a key means of writing during that era. Chinese literature has received influence primarily stemming from the ruling influences within the country.The dynasties that have exercised governorship over the country have molded the types of literature within China. In contrast, Egyptian literature has experienced influences stemming from external sources. The subjugation of Egypt by Muslim Arabs had a major impact on the literature in Egypt. Libraries became established and literature thrived. Papyrus reeds became replaced by cloth paper as writin g surfaces. Another difference between Egyptian and Chinese literature appears when it comes to the overriding motive behind the change in literature.In Chinese literature, the changes undertaken in literature have occurred involuntarily and with the noble aim of improving the Chinese culture. On the other hand, changes in Egyptian literature have become implemented for the sole purpose of embracing Islam. The majority of Egyptian literature back in medieval times consisted of wisdom literature. This shows that the wider number of Egyptian literary works got written mainly for instruction and guidance. Such instruction recognizes the cordial format of life that exists in Egypt. Family value take the first place in Egypt.As a result, the forms of literature within the country give precedence to the values honored by families. However, the majority of forms of literature written in China became hypothecate for the purpose of entertainment. This arises due to the communal nature of the Chinese culture. Hence, the forms of literature become knowing in such a way as to amuse and thereby engender a sense of togetherness within the community. ?Egyptian and Indian literatures have stunning similarities and glaring differences. The bulk of both Egyptian and Indian literatures bears literature mean for instruction.Both Egyptian and Indian cultures recognize the supremacy of family values. Thus, the literature of both countries became formulated with the intention of providing the families with elucidative information regarding family life. Indian folklore and Egyptian folklore combined as key elements towards the formation of storytelling formats. Both Indian and Egyptian literatures have become molded for the purpose of accommodating religious beliefs. Literature in Egypt has evolved with the passage of time as it becomes more permissible to the Islamic faith and body of beliefs.Since Islam has gained wide acclaim as the state religion, the form of literature wit hin Egypt has sought to reflect this truth in its form. This has endeavored to avoid hurting the religiously-trained consciences of Egyptians. In India, religion has had a major impact towards the changes that have occurred in Indian literature. India plays host to majority of the worlds most populous forms of faith. Buddhism alone has had an understated effect on the form of Indian literature. The prevalence of meditation techniques within Egyptian literature gives evidence of the extent of Buddhist influence.?However, a few differences exist between Indian and Egyptian literatures. Egyptian literature had its beginnings much earlier than Indian literature. This necessarily makes Egyptian literature richer than Indian literature. The superior quality of Egyptian literature becomes apparent through a dangerous consideration of the genres that have gotten invented due to Egyptian literature. Indian literature has become classified in basis of tradition due to the ideologies that h ave governed the country. In the contrary, Egyptian literature has always manifested their Islamic inclinations.Also, Egyptian literature received notable influence from European poets while India has risen to become the source of poetic influence to other countries like China. The history of Egyptian literature had its beginnings in ancient Egypt. The River Nile had a massive influence on the development of Egyptian literature. The town of Alexandria served as a major confluence for the emergence of literary influences. This happened because of the presence of the Library of Alexandria. This library served as hubs for poets originating from Greece and Rome, which served as key world powers in that time.The influence of these foreign poets had an unprecedented effect on Egyptian literature. Beginning from the period of the tyrannical Pharaohs until the conclusion of the Roman conglomerates rulership, ancient Egyptian literature got expresses in Egyptian language. Ancient Egyptian l iterature gains credit as the worlds earliest form of literature along with other genres like Sumerian literature.? However, forms of writing in ancient Egypt did not surface until the late periods of the 4th century. This include both priestly and hieroglyphic forms of writing.At some time before the modern era, the available literary works included epistles and letters, texts, hymns and poems, and memorials. These biographical texts got penned so as to document the professional lives of noteworthy administrative marshals. These developments notwithstanding, narrative forms of Egyptian literature became created in late periods of the 17th century BC. The formation of narrative forms sparked a media revolution in the square of Egypt. Such a revolution occurred due to various factors. The unprecedented rise in literacy levels played a primary role for the revolution.Other factors included widespread access to written literature, rise of an intellectual class of scribes, new cultura l sensibilities about individuality, unprecedented levels of literacy, and mainstream access to written materials.? The history and tradition of Indian literature primarily features verse though it similarly seems fundamentally oral. The earliest works became composed for the purpose of acquiring sung or recited. In this raw form, they became transmitted throughout a number of generations before getting written down as permanent recordings.As a result of this belated recording, the earliest records of a text appear later by several millenniums than the stated date of its initial composition. Furthermore, probably because the majority of Indian literature appears as either religious or as a reworking of common stories from the Sanskrit tales, the Ramayana and the Mahabharata, and the fabulous writings, the authors often maintain their anonymity. Biographical components and details of the lives of the majority of the earlier Indian authors appear only in muchlater myths and legends . In medieval Indian literature, the earliest works in many of the languages were sectarian, designed to advance or to celebrate some unorthodox regional. Much traditional Indian literature is derived in theme and form not only from Sanskrit literature but from the Buddhist and Jain texts written in the Pali language and the other Prakrits (medieval dialects of Sanskrit). This applies to literature in the Dravidian languages of the south as well as to literature in the Indo-Iranian languages of the north.Invasions of Persians and Turks, beginning in the 14th century, resulted in the influence of Persian and Islamic culture in Urdu, although master(prenominal) Islamic strands can be found in other literatures as well, especially those written in Bengali, Gujarati, and Kashmiri. After 1817, entirely new literary values were essay, and literary drama (this last incorporating both authoritative Sanskrit and Western models)that gradually engulfed the customary Indian verse genres. Urdu poets remained faithful to the old forms while Bengalis were imitating such face poets as Percy Bysshe Shelley or T. S. Eliot.? The history of ?Chinese literature extends for megabytes of years. This started from the earliest recorded dynastic court narrative to the mature fictional novels that arose during the Ming Dynasty. These mature fictional novels became penned for the sake of entertaining the masses of literate Chinese citizens. To various Westerners, Chinese literature remains hugely unexplored in comparison to the rich state of the Chinese culture. As a matter of fact, it is a treasure of a very considerable number of superior and profound works as each dynasty, in the long history of China, has passed down its legacy of splendid events and works.For 3500 years, they have woven a variety of genres and forms encompassing poetry, essays, fiction and drama each in its own way reflecting the social climate of its day through the high spirit of art. Chinese literature has its own values and tastes, its own reigning cultural tradition and its own critical system of theory. Chronologically, it can be divided into four main periods classical, modern, contemporary, and the present-age literature. Classical literature refers to the earliest period and covers works from three thousand years ago to the late Qing Dynasty and is a virtually unbroken strand enduring dynastic changes.Since it was around always developed under the reign of centralized and unified government, it is imbued with the thoughts of a culture that embraced slavery and a feudal society. It was steeped in an enclosed environment that hardly had any real links with religion or least of all the literature of foreign cultures. ? Modern Literature refers to the period from the Opium War in 1840 to the may Fourth Movement in 1919. As the decadent reign of the Qing failed to inspire the minds of mountain, the literary forms had remained unchanged work the Opium War in 1840.Then they absorb ed the impact of western thoughts as foreigners poured in China and established their colonies. Novels, poetry and other works began to appear with a theme of patriotism and a revelation of social ills. Contemporary literature spanned the period from 1919 to the foundation of modern in 1949 and took on a new vigor, notwithstanding the fact that Chinese was in the throes of checkered and complicated times. This period was distinctive as it brought into being a new and revised literary language, form, content and skills allowing it to evolve into an independent and open art available to the whole of society.It attached great attention to peoples lives and a future with strong political tendencies. Influenced by the tide of the world literature, it provided wide and amiable communication between writers and readers. Present-Age literature has evolved since the establishment of the Peoples Republic in 1949. During this time, there was a logjam as a consequence of the Cultural Revolutio n that lasted for some 10 years. That era is now long past and we now have a favorable turn on events and a great number of responsible writers deepen the literary forms and content. Nowadays literature prospers.As the Chinese nation is a racial mix of Han people together with 55 other heathen groups, literature reflects this. The various ethnic groups have contributed greatly in this field.? China stands as the only country worldwide with a mono-language literature for over 3,000 years. This continuity comes from the nature of the written language itself. It is the use of characters, not letters as in Western languages, that is, most important in the Chinese language. The characters stand for things or ideas and so, unlike groups of letters, they cannot and need never get sounded.Thus Chinese could be read by people in all parts of the country in spite of gradual changes in pronunciation, the emergence of regional and local dialects, and modification of the characters. A revoluti on held in China marked the dynasties whereby a clan ruled over an empire. Inevitably, the significant change of Chinese society that occurred with the change of government invariably led to an fitting of literature. Thus, Chinese literature gradually became westernized and Classical language got absolved from utilization.The national government desired for women to enthral equal privileges like men. This clamor for an equal status in society resulted in plenty of women writers and scholars. As a result, the amount of politically oriented literature doubled. Academicians got unrestrained access to literature from foreign countries while plenty of students received scholarships so as to study abroad. The New Culture Movement became disbanded and writers endeavored to blaze the cut across in transforming China into a modern industrialized nation.Writers also intended to replace Confucian modus vivendi with a modern, westernized one. Under the leadership of the national government, there existed some freedom of expression. During that period of relative freedom, loads of different views and styles of literature became widely popular. But at the moment China came under attack from Japan, the resulting communist victory led to the curtailing of former freedoms. For instance, only literature that met the approval of the government became allowed. Egyptian literature has also experienced plenty of changes due to interaction with western cultures.The expansion of the international market has necessitated the presence of many foreigners within Egyptian soil. As a result of such mingling, Egyptian literature has become influenced by western attitudes and notions. India has become a key player in the Commonwealth of Nations movement. Inevitably, it has become the focal point for conducting business within Asia. Thus, Indian literature has adopted other cultures. Buddhism has also become part and ploughshare of the literature of many other countries.This highlights the exchange that has undoubtedly occurred between Indian literature and other forms of literature. REFEREENCES Allen, pile P. (2000), Middle Egyptian An Introduction to the Language and Culture of Hieroglyphs, Cambridge Cambridge University Press.? Foster, John Lawrence (2001), Ancient Egyptian Literature An Anthology, capital of Texas University of Texas Press.? K, Kripalani (1970). Modern Indian Literature.? Knight, Sabina (2012). Chinese Literature A Very all of a sudden Introduction. Oxford New York Oxford University Press, Very Short Introductions Series.? Levy, Andre (2000).Chinese Literature, Ancient and Classical. Bloomington Indiana University Press.? Lichtheim, Miriam (2006), Ancient Egyptian Literature Volume II The New Kingdom, with a new foreword by Hans-W. Fischer-Elfert, Berkeley and Los Angeles University of California Press.? M. , Winternitz. (1973) . A taradiddle of Indian Literature.? Mair, Victor H. (2001). The Columbia History of Chinese Literature. New Yor k Columbia University Press.? T. , W. , Clark. (1970). The Novel in India.? Quirke, S. (2004), Egyptian Literature 1800 BC, questions and readings, London Golden kinfolk Publications.