Politics and Morality essays

Politics and Morality essays Politics and Morality: Is There Enough Room for Both? Politics and morals are two of the most confusing terms that our world has to define. There are so many lingering questions about the two terms; especially when the idea of the terms being used together arises. Is it possible to have a system that uses both? Or from a different light, is it possible to have a system that does not use both? I would argue that morality plays an enormous role in politics and is the major principle that divides our world up into states. In the modern world it is impossible to have system that does not define itself with morals. Each state arranges a way of ruling itself, however, that rule is created by the many social collectivities that make up a state. Some of these nations share identities or origins or a list of other likenesses, however they all share some sort of commonness. That shared part of their lives helps them to create morals which in turn that nation uses to help define the rule for the state. If all states are based on morality, though, what is stopping one state from attacking another because it has violated some of its morals? Our world would be a constant battlefield if states where attacking states over moral righteousness. So how is a state to decide whether or not to go to war over an issue? And is it right for a state A to intervene in state Bs conflict based on state As morals? Questions such as these were some of the reasons that international bodies such as the United Nations and the North Atlantic Treaty Organization were founded. These bodies were to bring states together to come to a consensus on issues so that they would be resolved in a way that was best for the world as a whole. From a different light one might ask who is to make sure that the states are acting in a way that is best for the world and not forming alliances to get what is best for their state? And that reason alo...

Expert Interview with Sherri Thomas on Career Coaching

Expert Interview with Sherri Thomas on Career Coaching Sherri Thomas started her career on the corporate side in training, development, marketing and branding, but she’s best known for her work in career coaching as an author and expert. She sat down with us to explain career coaching and why it’s so important. Why is career coaching more important than ever?Right now, companies all over the world are in a fight for survival. They’re in a continuous loop of expanding, downsizing, merging and being bought out by a competitor. As an employee, nobody is safe. And the only way to survive is knowing how to identify and create your own career opportunities.Why are so many finding it so hard to get a job?We’ve become an online society where convenience is the driving force. It’s much easier to shop, bank, get an advanced degree, etc., online than it is to actually drive to a place of business. Therefore, many jobs have been lost due to the Internet or outsourcing. Fewer jobs mean a higher than normal talent po ol of job seekers.What do job seekers do to sabotage themselves without even realizing it?The biggest mistake I see professionals making is creating a one-size-fits-all resume. That is, putting all of their skills along with every job they’ve ever had onto one resume, and then forwarding that resume to all of their job leads. You need to be much more strategic when applying for a job. Only showcase those skills, accomplishments and previous employments that relate to the new job. The hiring manager doesn’t care about every job you’ve ever had. He only cares about whether you can do his job.What’s one thing everybody should have on their resume that they may not realize, and why?I create a section on my clients’ resumes called â€Å"Additional Skills† to highlight relatable and transferable skills, which may not have been addressed on the job description. This is a great way to feature some of those unique skills you have and give you a compe titive edge against the competition.What are some trends in hiring and human resources we should be keeping an eye on?Creating a skills matrix will get you noticed. A skills matrix is a very simple way of showing how your experience and expertise directly aligns with the job’s key requirements. This means that your resume and skills matrix need to be customized and targeted for every job you go after. It takes time and effort, but the benefit is having more high-quality job interviews!Sherri Thomas is a Career Strategist. She teaches others how to think differently and more proactively in their careers. Her book, The Bounce Back, is the 2013 winner of â€Å"Best Career Book† by Indie Book Awards for independent book authors. Download her free three-part video training series, â€Å"15 Clever Ways to Get More Job Offers,† at Career Coaching 360.

Unit 8 Essay Example | Topics and Well Written Essays - 1250 words

Unit 8 - Essay Example Police officers are now using most of their resources and time for training in readiness for future possible terrorist attacks. The police are also gathering information and intelligence needed to prevent and stop terrorist attacks. The police’s responsibility of emergency response to terrorism takes precedence over other duties (Delattre 2006). Disagreements have emerged following the 2001 terrorist attacks. One of such disagreements is how much information and intelligence should federal agencies share with the police and state. The point of sharing information results from the fact that the FBI holds their information too much. Criminal information and intelligence must be shared across jurisdictions and agencies in the country. It results from the fact that information sharing is crucial in effecting antiterrorism. Police officers interact with the society that enables them to exchange information and gather intelligence. The intelligence and information gathered is important to other agencies including the FBI (Delattre 2006). While still in their line of duty, police officers are required to exhibit the recommended law enforcement behaviours in fighting terrorism and maintaining personal liberties. Disagreements have arisen on how the police ought to operate when collecting intelligence on terrorism. While part of their function is protecting civil liberty, there is rising criticism on how terrorism suspects should be handled. There are disagreements on the use of force in gathering information related to terrorism activities. Using force means that the police will torture individuals while gathering information. Using torture while interrogating people and suspects are wrong as the officers will be acting against their basic responsibility of upholding the people’s personal liberties (Delattre, 2006). Antiterrorism cannot be tackled by the Federal single handed. The federal requires assistance from the police and other law

St. Augustine and Telemachus in Homers Odyssey Essay

St. Augustine and Telemachus in Homers Odyssey - Essay Example Unlike Monica to the young Augustine, Penelope did not share any knowledge or wisdom to Telemachus. Instead, there were even times that it was Telemachus that rebukes her. In Book 1 of the Odyssey, Telemachus rebukes Penelope for her bereavement which was caused by a song. In Book 23, he rebukes her for not welcoming Odysseus properly. In my observation, Telemachus' respect for Penelope rose from the fact that she was his mother but not because she was wise and Telemachus looked up to her. With respect to their father's Telemachus was closer to his father than the young Augustine was. Although Odysseus was away the whole time Telemachus was growing up, it was actually his absence that caused Telemachus to step up, take responsibility and be a man. And the little time that they spent shortly after Odysseus returned to Ithaca and during their battle against Penelope's suitors was enough to greatly influence Telemachus' maturity. On the other hand, Patrick has less influence on Augustine. He did make young Augustines' study in Carthage possible. And as a pagan, he did provide Augustine alternative principles to Catholic faith. Though I believe that this was a great reason why Augustine was so open-minded, I think it was his mother's faith and wisdom that ultimately influence Augustine's view. Augustine believed in only one God who plays passive role in people's lives. That God creates people in goodness but lets them live their own lives as they will. He even believed that God is not a separate being and it is actually within him, within everything. On the other hand, there were many Greek gods in Telemachus' life. Contrary to what Augustine believed, Greek gods are separate beings. They have names, personalities and even relationships. And they also play a very active role in people's lives. They talk to them either thru dreams or by disguising as humans. They even help them out in battles. Their Search for Knowledge All his life, he sought for knowledge. He went out to study at Carthage, Rome and Milan. He devoted his entire existence seeking for the truth in faith, sciences and philosophy. And he even had to deal with inner conflict in the process. Telemachus went on a journey as well. But unlike Augustine's quest for knowledge on greater things such as life itself, Telemachus' quest was limited only to seek for knowledge on his father's whereabouts. And despite such journey, his acquisition of any information was greatly because of the gods. Athena fed him information either by disguising as Odysseus friend or sending messages in his dreams. Conclusion In my opinion, Telemachus and Augustine's process of coming of age was very different. They differ as to how they regard their parents and who ultimately influenced their persons. For Telemachus, it was his father that greatly influenced his being. On the other hand, for Augustine, it was his mother that influenced his ideals and principles. They also differ on how the gods affects their living. For Telemachus, the gods actively participated in his activities. But for Augustine, God served only as a guiding force. However, for me, the most important difference in their maturity is this. For Telemachus, it is my opinion that maturity was imposed on him. If his father was not absent, there would not be any annoying suitors courting his mother. There would not be a need for him to take responsibility and

Marjorie Abortion Essay Example for Free

Marjorie Abortion Essay Culture is a distinctive way of life of people or groups . Culture is manifested in all aspects of life which include norms and values such as age, language, gender and social values such as religion, marriage and rite of passage. Different cultural groups norms and values compare and contrast from one cultural group to another as shown in the table with a case study of western,African,Islamic,Hinduism and Chinese culture culture. Norms and values Comparison Contrast Age -In all the cultural groups one is considered of age of majority at 18 years. -The older command more respect from minors. -In western and Chinese culture,the old people are cared for in old age homes while in Africa Islamic,and Hindus culture, they live with their families. -In western culture children have their rights about their life but in Africa it’s dictated by their parents. Gender -In all cultural groups both gender are considered important in contributing to family life and economy in general. western and Chinese people gender have equal rights while African and Muslims men are superior and have more rights than women. Language -In all groups they use symbols verbal and non verbal to communicate which are either denotative or connotative. -Language is the main form of communication. -In western culture one language like English has a wide scope of usage. when it comes to Chinese people,almost every one born in china knows Chinese language and in African language is very narrow and it have been borrowed heavily from other languages. Social values all this culture have established away of life with acceptable social values -In all culture marriage is considered important for companionship and procreation. Chinese derive their values from Confucianism and taoism while in Islamic religion,they have developed their values around their religion. The western people have diversified social values depending with families and individual status where as the African values are continuously being westernized -In African culture marriage is only between couples of different sex but in western even same sex couples do marry -Hindus parent of the woman look for a prospective march a -Muslim and African men are polygamies Islamic. Rite of passage -Different stages of life for example birth, initiation and death are considered important and are marked with various ceremonies. -In western culture the practice are done in a special way such as in hospitals but in African they are done traditionally for example by diviners. -Hindus do bath and wrap their dead. -Muslim ensures that they bury their dead within the first day after they die Religion all culture recognize recognize supernatural being and believe there is God and also recognize evil -Worship is in churches in western and are Christians. Africa it is in sacred areas for example, under a sacred tree -Muslims worship in mosques. -Hindus worship in temples and pilgrimage and believe in many gods -Chinese goes to churches. Age influences learning as young people are more able to study, understand and conceptualize than the older people. Also due to age barrier the young may be unable to learn certain issues such as leadership. Where there is gender discrimination for instance, a girl child is discriminated and are not accessed to education . Where there is gender equality there is tendency of competition thus improving learning process. Learning will be slow where there is language barrier or if language needs to be translated from one to the other, this hampers understanding and communication. Social values influence learning for instance in Africa, after initiation girls went for marriage while boys became warriors. This curtails continuity with education. References: Marjorie Ebort,Margaret Gisler. (1999). career for culture lovers and other artsy types,McGraw-hill professional

Of Mice and Men by John Steinbeck Essay -- Steinbeck Mice Men Essays

Of Mice and Men by John Steinbeck Relationships are essential in everybody's life. Having no real friends makes life dull, dark and lonely. Loneliness is a big theme in Of Mice and Men, George and Lennie are set apart from Slim, Crooks and Candy. They have something unique a special bond with each other. Each character influences, plays a role to the other characters. Steinbeck's portrayal of the men's relationship seems minimal, but is in fact monumental. The setting of Mice and Men takes place on a ranch where George and Lennie meet Slim, Candy, Crooks, Carlson, Curly and Curly's wife. Although the story takes place over a three-day span, all the characters make a relationship with one another. One relationship is between George, Candy and Lennie. Candy a lonely man, is pressured into having his dog shot he confides in George about his regret. In return, George tells them of their dream. Now they have a bond, and share a goal that is within grasp. Candy is a true friend he helps during a crisis in a minute you come out and tell the guys about her, and I'll co...

Principal Leadership: Diversity, Development and Distribution Essay

The principal is the de facto leader of the public school. With this role comes no small degree of pressure and responsibility. And as the nature of education changes and evolves, so too does this role and that which is implied by it. In many ways though, there remains a great philosophical divide on how principal leadership is to be pursued. To the perspective of this research endeavor, this divide is based on varying conceptions of how leadership and education might best be integrated for the office. Therefore, the research seeks to appeal to the conceptions of those most directly effected. This proposal is intended to serve in a preliminary capacity for a broader survey study which would engage principals on matters of their experience with modern political realities, with career development and mentoring and with theoretical division on the matter of centralized versus distributed leadership. Findings and recommendations will be directed toward the warranting and fashioning of an effective survey and survey study design. Rationale: This study is designed to explore the various career development aspects of becoming and being a public school principal that contribute to the effective ability to serve in a leadership capacity. The principal has a unique role in both the lives of teachers and students, serving as both a figure of authority and as an advocate in the face of administrative and political demands. This makes the principalship a deeply complex position, imposed upon by the challenges of organizational stewardship, economic constraint and political imposition. The experience of developing into and serving in the position of the principal is of importance to those aspiring to evolve to the role. For individuals viewing the principalship as a career path, firsthand accounting of the obstacles, opportunities, demands and distinctions there associated might be an invaluable source of verification for that which one might expect. This serves as the rationale for the approach taken in this research report, which contends that the administering of surveys to individuals who are serving today in the role of principal should help to effectively yield data which can be of value to individuals desiring to follow in their footsteps. The primary thesis of this research is that a consideration of existing studies both which help to define terms for this investigation and which provide precedent for the use of survey-based data-gathering should help us to establish a clear course for the format and content of a survey for distribution. The study proposed in this investigation would be designed as a primarily qualitative study which focuses on the beliefs, attitudes and perceptions of principals on both their careers and the path of their career development. The method being proposed in this study is qualitative and descriptive research using the combination of a literature review on the topic and a survey of school principals. A descriptive design, according to Gigliotti (2001), is to provide an accurate profile of a variable, group, individual and/or phenomenon. It is a design that involves making careful descriptions of phenomena—particularly educational, which has greatly increased knowledge about what happens in schools. The issues which will be considered in a survey instrument will have been gleaned from the literature review which is to follow. This review indicates that the responsibilities of the principal as a leader in various capacities must be heavily considered, particularly in light of such issues as the heightened demanded for leadership in the face of new and permeating political realities. Issues such as the need to answer to various sectors of the community, the demand to establish a rapport with faculty that induces support and the overarching presence of such all-encompassing frameworks as the federal No Child Left Behind (NCLB) policy all have the effect of shaping the leadership responsibilities and experiences of the principal. This literature review is justified as a means to clarifying the relationship between these conditions and the perspective of the principal on such issues as career development and leadership distribution and will touch upon the above-noted issues in shaping the focus of its research instrument. Literature Review: Principal Leadership Theory: That schools in the United States in particular have generally experienced a decline in standards, in performance and in personnel commitment is evidenced throughout the field. To many theorists in the last decade, this is indicative of a core problem relating to the orientation and distribution of leadership. This is especially a challenge for the principal, whose leadership responsibilities are inherent but who faces myriad obstacles to the effectiveness of this leadership. Overly centralized ways of designing curriculum, of engaging students and of evaluating performance of teachers and students, some will argue, has had the impact of disassociating school leadership from the environment which it impacts. This is why â€Å"in the view of many analysts, the task of transforming a school is too complex for one person to accomplish alone. Consequently, a new model of leadership is developing. † (Lashway, 2002, p. 6) This new model is something that developing school principals and serving principals alike must prepare for. The leadership of the school administration or principalship is often looked upon as the sole determining factoring the curricular standardization and approach which pervades a learning institution. As Graseck’s (2005) article reveals, the perceived singularity of this leadership is both a product of a fundamental misapprehension of the opportunities for in-school leadership and may be a contributor to a negative educational experience all around. At the heart of Graseck’s model for administrative leadership is the notion that too much vested authority in this position will tend to create what he refers to as a ‘wall,’ which reinforces an improper notion that administration exists above principalship and teaching on a hierarchical scale. A perception which may be shared by both parties, it is likely to cause an improperly aloof administrative approach to leadership which is more dominated by bureaucracy than a true and inquiring interest in the improvement of education. Equally as destructive, such an attitude imperils the security of the teaching faculty, which tends to respond to being undervalued with resentment, occupational antipathy and diminished morale. As we enter into this discussion, it is important to recognize that this is a dilemma which centrally impacts the authority and leadership opportunities for the principal. The presumption that more effectively distributed leadership will ultimately produce positive performance outcomes for a school is underscored by heretofore existent positive evidence as to the impact of effective leadership overall as a determinant of student outcomes. According to Spillane (2003), â€Å"over the past few decades researchers have consistently reported that school leadership, principal leadership in particular, is critical in developing and sustaining those school-level conditions believed essential for instructional improvement. (Spillane, 2003; p. 343) According to Lumby (2003), it may be accurate to state that an evolution in our appreciation for classroom level ingenuity inherently incites the need for a more distributed approach to leadership as pertaining to the relationship between principal and teachers. As his research claims, â€Å"leadership is embedded in the activities of staff and students, including delegated management, and can be understood to be both distributed and systemic. (Lumby, 2003; p. 283) This is to indicate the natural process of educational development will require this type of dynamic contribution where the relationship between the principal and teachers facilitates a sense of leadership determination for the latter which can help to stimulate their invaluable support of the former. Indeed, for educators, the heightened emphasis on the opportunity for contribution at the highest levels can improve motivation and individual ingenuity. To this end, according to a study by Harris (2004), there is cause to infer that the outcome of this leadership approach for the principal will be to improve the quality of a school overall. Accordingly, the author notes that such â€Å"forms of leadership can assist capacity building within schools which contributes to school improvement. † (Harris, 11) For teachers and other staff members who are given the opportunity to offer their skills at the leadership level, the framework will accommodate greater innovation, personal stake and perspective variance. All of these may be argued to promote the advancement of school quality as an experience for both student and educator. This review uses an extensive number of studies available on the subject of principals in education. Some of the research directed the fix of our attention toward the external pressures which denote the need for a principal to develop a clear base of support from within the school. The challenges inherent in the No Child Left Behind legislation, according to the findings of most survey studies considered here, have compromised the ability of principals to lead effectively. The implications of externally shaped standards and performance consequences are undermining to the capacity of the principal and his or her faculty to lead in the shaping of curriculum, philosophy and evaluation. Some of the research available on the subject demonstrates the need to develop a clear strategic approach to leadership in the face of such pressures. To this end, according to Crum & Sherman (2008), the heightened emphasis on standardized testing and other practices related to No Child Left Behind has created a condition wherein the principal is found to be largely at the center of an array of very inflexible demands. The result is that the principal’s performance evaluation is directly connected to the capacity of the school and its students to comport with the standards created by such legislation. Therefore, principals are increasingly finding it necessary to take a hands-on approach to providing leadership in public schools. As Crum & Sherman indicate, â€Å"the burden for school improvement in a time of accountability falls squarely on the shoulders of principals as new requirements demand that they act as instructional leaders. † (Crum & Sherman, 562) This study is of particular value to our discussion both for its association to the inherent case for a more widely distributed approach to leadership and to the establishment of our core methodology. The study in question is largely based on the data-gathering process of surveying those with measurable experience in the areas of principalship discussed. The issues of leadership and the distribution of authority are both recurrent in the self-reports gathered by Crum & Sherman, which focus in useful detail on the aspects of the position which demand the intimate leadership oversight of a highly involved principal. According to the data gathering process which the researchers undertook, â€Å"the principals provided valuable insights into their daily practices that foster an environment which is supportive of high-student achievement. These practices are categorized in the following themes: developing personnel and facilitating leadership, responsible delegation and empowering the team, recognizing ultimate accountability, communicating and rapport, facilitating instruction, and managing change. (Crum & Sherman, 563) Here, the principals who served as key respondents would generally come to an agreement on the crucial importance of using one’s leadership to invoke leadership initiative and the command of responsibilities amongst those who are theoretically subordinate. This means developing, maintaining and feeding a set of healthy relationships betwixt the principal and teachers and faculty. The principal must cultivate an atmosphere where trust and a sense of value allow teachers to e ffectively carry out the message, mission and pressures of the principalship. At the core of a data-gathering process such as this is the finding that the principal cannot act alone. Though accountability will typically be closely associated with the job of the principalship, the support which the principal enjoys from the teaching staff will be tantamount their willingness to support him or her. In turn, this support will translate into an effective staff which maintains the principal’s vision and standards of efficacy. Self-reporting proves here to be an illuminating process, driven by observations made by principals operating under the provisions of No Child Left Behind. Though the No Child Left Behind is not the core focus of this investigation, its mention here denotes another aspect of the survey which makes it valuable to our purposes. A wide array of subjects in survey make voluntary mention of No Child Left Behind. With no connotation, the issue remains a relevant one today for its pervasive impact on the way that schools and students alike are assessed. The use of evaluative testing as a means to enforcing a universal standards for academic competence holds all members of the academic community under a microscope. Whether responding positively or negatively to its implications, a great many respondents to the research surveys which this source review encountered recognized that its provisions are a significant factor in shaping leadership strategy. Ferrandino (2001) wrote about the subject of the principalship over the transition into the 21st century, which saw the inception of our current policy approach. Ferrandino analyzed the job itself and noted that being a principal today is far different than it was even 20 years ago. Principals work longer hours, have responsibility for a much broader community of pupils and staff (that is, pupils and staff from a diversity of cultures), are required to be far more politically savvy, and have to meet a much broader range of demands. Ferrandino’s (2001) research addressed the claim that too many principals are soon due for retirement and there are insufficient numbers of teachers and educators with the training, education, and qualification to replace this aging workforce. (p. 441). The author posed and addressed the question as to why there appears to be shortage of qualified candidates for such positions. In resolution, the article finds that many potential candidates do not want to cope with the inherent pressures of leadership and the requisite long hours of the job. According to the survey research gathered in the Ferrandino essay, the politicization of the academic process has become a deterrent for many serious and qualified candidates. The issues provoked by No Child Left Behind are played out today in the administrative conflicts which shape education as we know it, with the principal at the center of disputes. And quite indeed, as pedagogical approaches clash with each other (constructivism versus traditional teaching, for one example), more in the way of direct leadership is expected of principals than ever before. To some extent, this is causing many to shy away from even applying for the position. Ferrandino (2001) notes that this is not simply a problem of a shortage of candidates, but implies that which is at the crux of research, that there are institutional shortcomings which have disinclined a proper pool of candidates. The complexity of leadership demands in the position are dominant in either disinclined candidates or rendering the position too exclusive. The research by Langer and Boris-Schacter provides a model for consideration as we meditate on the notion of using the survey methodology to produce a data set on the selected subject. In the research of Langer and Boris-Schacter (2003), it is confirmed that Ferrandino’s perspective that the role of the principal is one that leaves many of its beholders feeling frustrated and uncomfortable with the constantly changing demands of the job. Their study showed that most of the principals surveyed experience poor job satisfaction, that the job has a negative affect on their personal lives, that they have less and less leisure time, and that the constant demands on their time are often unreasonable. (Langer & Boris-Schacter, 14) One of the primary concerns noted by the principals surveyed in their study is the intrusiveness of new state and federal legislation. Surveyed subjects expressed the concern that there is a movement towards an emphasis on standardized test scores over quality of education in the classroom.

Idolatry and Quote

â€Å"Sometimes at pagan shrines they vowed offerings to idols, swore oaths that the killer of souls might come to their aid and save the people. † (Beowulf, pg. 13, lines 176-179) a) The main point of this quote is that the Danes, or people of Hrothgar’s kingdom, started asking for help from false idols, breaking the first two commandments of God, and that they are also asking the Devil, Satan, to rid them of his own creation, Grendel. They are retreating to their paganism, their original religion, and they are worshiping the opposite of God (good), Satan (evil). ) This quote connects to one theme in Beowulf: Good conquers evil. The Danes should not resort to their paganism because God will help them at his own pace and even if they die, they will be forever unified with Him in Heaven. They shouldn’t ask Satan, the killer of souls, for help because they will receive nothing in return and they will rot in hell during their after-life. Good will always defeat evil even if it doesn’t seem like there is any hope. God will answer their prayers as long as they have faith and remain free of false idol worship.An interesting idea or words in this quote is that the author reveals to us that the Danes resorted to paganism even though they knew God would save them and even though they knew they were breaking God’s commandments. The author is trying to warn readers to not resort to false idol worship in times of struggle because God will save us and even if we die due to any particular reason, the reward will be Heaven and being united with God forever. 2. â€Å"Undaunted, sitting astride his horse, the coast-guard answered: Anyone with gumption and a sharp mind will take the measure of two things: what’s said and what’s done. (Beowulf, pg. 21, lines 286-289)The main point of this quote is that true warriors will do what they say and they are not all talk but no action. The guard of Hrothgar says this to Beowulf and his tr oops, and he is saying that a great leader must speak as well as deliver. A great leader and warrior has the ability to speak and to act accordingly. This quote reveals to us that someone who can deliver what they say has wit, fortitude, spirit. b) This quote connects to one theme in Beowulf: Actions speak louder than words. Setting an example and being a leader does not only mean being able to give a good speech.One must be able to perform what they say without hesitation to be regarded as a mighty warrior and true leader. If you are considered to be a mighty warrior with wit, fortitude and spirit, you must be able to do what you say you can do. c) An interesting idea or words in this quote is that the author uses a guard to challenge Beowulf’s identity to prove to us that he is truly a hero and that he does what he says to others. This also reveals to us that Beowulf is a great leader and that he is not afraid to take on any evil, like Grendel, that stands in his way. . â⠂¬Å"With measured words she welcomed the Geat and thanked God for granting her wish that a deliverer she could believe in would arrive to ease their afflictions. † (Beowulf, pg. 43, lines 625-628) a) The main point of this quote is that Wealtheow, queen of Hrothgar, asked God for a hero to save them all from Grendel and her prayers were answered when Beowulf came to rid them of their troubles and pain. Beowulf is the deliverer, which refers to Jesus as the Messiah and as the Saviour of sins.He came to rid them of the evil monster that lurks about them and causes havoc in the kingdom. b) This quote connects to one theme in Beowulf: Good conquers evil. Beowulf is the good in the quote and he is going to try and kill Grendel, who is the evil that had been terrorizing Hrothgar’s kingdom for twelve winters. Even if the evil is overwhelming, good will always triumph no matter how deadly or destructive the evil is. God always has a plan to conquer evil and Satan. Beowulf is th e hero or Messiah in the quote and the evil or sin he must defeat is Grendel.An interesting idea or words in this quote is that the author uses a biblical reference to compare Beowulf to the Messiah, Jesus. The author tries to tell us that they were both put on this world to defeat an evil in whatever form it takes. The author allows us to view them as good and that no evil can defeat them in a battle. The author frequently compares Beowulf to Jesus, portraying him as divine and immortal. Some may believe this to be blasphemy or others might see it as the author telling the readers that Beowulf is invincible and that he truly is a hero.

The sumerian civilization Essays

The sumerian civilization Essays The sumerian civilization Paper The sumerian civilization Paper The world without its greatest invention-the wheel-is a world that does not exist. Imagine what it would be like if such an important invention as the wheel did not come into being? Or, just think how it would be if the concept of writing had not been introduced? I believe that such integral inventions make much of our lives today. The Sumerian civilization was not just a civilization, but also a foundation for many civilizations that followed, which adopted and implemented many of its developments and inventions. What I find ironic is that being one of the first civilizations ever, having existed from 4000 BC to 2000 BC1, it was also the innovative catalyst that first introduced certain inventions, such as those mentioned above, that are used in the everyday life of almost every human being today. It was one that had to struggle for its existence owing to the many floods that often overwhelmed the city of Sumer, which was located between the Tigris River and Euphrates River. However, regardless, life did not cease to exist owing to these deluges for they brought vegetation and agricultural abundance, which attracted its many inhabitants. 2 The skills of the Sumerian-speaking farmers also rouse awe in me for they formed small communities to drain the swamps, and direct the water from floods into irrigation canals. Each community culture had its protector god who supposedly would favor them, and also each community was dominated by the gods rectangular brick temple. A special class of priests conducted rituals and controlled agriculture, crafts, and trade, which was carried on in sailing vessels on the rivers. Gradually, the Sumerians expanded to different regions of Mesopotamia. 3 As time passed, the Sumerians innovative developments also furthered. They began to organize irrigation and flood control on a much larger scale and to use wood plows. This proved to be a smart idea for they extended the area of their cultivated land and increased their production. Such an organization lead to larger units of government. Simultaneously, with the abundance of food, population also became larger. The Sumerians experienced a revolution in urban areas, in which their small farm villages became great cities of specialized workers. Although floods perpetually destroyed many cities, they were rebuilt and flourished for many hundreds of years. That period shaped the Sumerian civilization. 4 Not much has changed from the time of the Sumerians to this day regarding the composition of the cities since the Sumerians lived in a number of city-states that were each composed of a main city with its own towns, villages, and farmlands surrounding it. The only difference, I think, is just that each city-state was thought to belong to a god, who supposedly owned all property that was headed by a hierarchy of priests. Many men formed an assembly that conducted several local affairs. The assembly was guided by a council of richer, older men. In times of crisis like war over water rights or against invaders, a powerful individual had command as a kind of temporary king. He might be the chief priest, a man chosen by the assembly, or one who took over power by military force. This temporary king was believed to be chosen by the city god to represent him. At different times different kings were recognized as lords of all of Sumer according to what was interpreted as the changing will of the gods. 5.

Quipu - South Americas Undeciphered Writing System

Quipu - South Americas Undeciphered Writing System Quipu is the Spanish form of the Inca (Quechua language) word khipu (also spelled quipo), a unique form of ancient communication and information storage used by the Inca Empire, their competition and their predecessors in South America. Scholars believe that quipus record information in the same way as a cuneiform tablet or a painted symbol on papyrus do. But rather than using painted or impressed symbols to convey a message, the ideas in quipus are expressed by colors and knot patterns, cord twist directions and directionality, in cotton and wool threads. The first western report of quipus was from the Spanish conquistadors including Francisco Pizarro and the clerics who attended him. According to Spanish records, quipus were kept and maintained by specialists (called quipucamayocs or khipukamayuq), and shamans who trained for years to master the intricacies of the multi-layered codes. This was not a technology shared by everyone in the Inca community. According to 16th-century historians such as Inca Garcilaso de la Vega, quipus  were carried throughout the empire by relay riders, called chasquis, who brought the coded information along the Inca road system, keeping the Inca rulers up to date with the news around their far-flung empire. The Spanish destroyed thousands of quipus in the 16th century. An estimated 600 remain today, stored in museums, found in recent excavations, or preserved in local Andean communities. Quipu Meaning Although the process of deciphering the quipu system is still just beginning, scholars surmise (at least) that information is stored in cord color, cord length, knot type, knot location, and cord twist direction. Quipu cords are often plaited in combined colors like a barber pole; cords sometimes have single threads of distinctively dyed cotton or wool woven in. Cords are connected mostly from a single horizontal strand, but on some elaborate examples, multiple subsidiary cords lead off from the horizontal base in vertical or oblique directions. What information is stored in a quipu? Based on historical reports, they were certainly used for administrative tracking of tributes and records of the production levels of farmers and artisans throughout the Inca empire. Some quipu may have represented maps of the pilgrimage road network known as the ceque system and/or they may have been mnemonic devices to help oral historians remember ancient legends or the genealogical relationships so important to Inca society. American anthropologist Frank Salomon has noted that the physicality of quipus seems to suggest that the medium was exceptionally strong in encoding discrete categories, hierarchy, numbers, and grouping. Whether quipus have narratives embedded in them as well, the likelihood that well ever be able to translate story-telling quipus is very small. Evidence for the Quipu Use Archaeological evidence indicates that quipus have been in use in South America at least since ~AD 770, and they continue to be used by Andean pastoralists today. The following is a brief description of evidence supporting quipu use throughout Andean history. Caral-Supe culture (possible, ca 2500 BC). The oldest possible quipu comes from the Caral-Supe civilization, a preceramic (Archaic) culture in South America made up of at least 18 villages and enormous pyramidal architecture. In 2005, researchers reported a collection of strings twisted around small sticks from a context dated to approximately 4,000-4,500 years ago. Further information has not been published to date, and the interpretation of this as a quipu is somewhat controversial.Middle Horizon Wari (AD 600-1000). The strongest evidence for the  pre-Inca use of quipu record keeping is from the Middle Horizon Wari (or Huari) empire, an early urban and perhaps state level Andean society centered at the capital city of Huari, Peru. The competing and contemporary Tiwanaku state also had a cord device called a chino, but little information is available about its technology or characteristics to date.Late Horizon Inca (1450-1532). The best-known and largest number of surviving quipus are dated to the Inca period (1450-Spanish conquest in 1532). These are known both from the archaeological record and from historical reports- hundreds are in museums around the world, with data on 450 of them residing in the Khipu Database Project at Harvard University. Quipu Usage After the Spanish Arrival At first, the Spanish encouraged the use of quipu for various colonial enterprises, from recording the amount of collected tribute to keeping track of sins in the confessional. The converted Inca peasant was supposed to bring a quipu to the priest to confess his sins and read those sins during that confession. That stopped when the priests realized that most of the people couldnt actually use a quipu in that manner: the converts had to return to the quipu specialists to obtain a quipu and a list of sins that corresponded to the knots. After that, the Spanish worked to suppress the use of the quipu. After the suppression, much Inca information was stored in written versions of the Quechua and Spanish  languages, but quipu use continued in local, intracommunity records. The historian  Garcilaso de la Vega based his reports of the downfall of the last Inca king Atahualpa on both quipu and Spanish sources. It might have been at the same time that quipu technology began to spread outside of the quipucamayocs and Inca rulers: some Andean herders today still use quipu to keep track of their llama and alpaca herds. Salomon also found that in some provinces, local governments use historical quipu as patrimonial symbols of their past, although they do not claim competence in reading them. Administrative Uses: Santa River Valley Census Archaeologists Michael Medrano and Gary Urton compared six quipus said to have been recovered from a burial in the Santa River Valley of coastal Peru, to data from a Spanish colonial administrative census conducted in 1670. Medrano and Urton found striking pattern similarities between the quipu and census, leading them to argue that they hold some of the same data. The Spanish census reported information about the Recuay Indians who lived in several settlements near what is today the town of San Pedro de Corongo. The census was split into administrative units (pachacas) which usually coincided with Incan clan group or ayllu. The census lists 132 people by name, each of whom paid taxes to the colonial government. At the end of the census, a statement said the tribute assessment was to be read out to the natives and entered into a quipu. The six quipus were in the collection of the Peruvian-Italian quipu scholar Carlos Radicati de Primeglio at the time of his death in 1990. Together the six quipus contain a total of 133 six-cord color-coded groups. Medrano and Urton suggest that each cord group represents a person on the census, containing information about each individual. What the Quipu Say The Santa River cord groups are patterned, by color banding, knot direction, and ply: and Medrano and Urton believe that it is possible that the name, moiety affiliation, ayllu, and amount of tax owed or paid by an individual taxpayer could well be stored among those different cord characteristics. They believe they have so far identified the way the moiety is coded into the cord group, as well as the amount of tribute paid or owed by each individual. Not every individual paid the same tribute. And they have identified possible ways that proper names might have been recorded as well. The implications of the research are that Medrano and Urban have identified evidence supporting the contention that quipu store a great deal of information about the rural Inca societies, including not just the amount of tribute paid, but family connections, social status, and language. Inca Quipu Characteristics Quipus made during the Inca Empire are decorated in at least 52 different colors, either as a single solid color, twisted into two-color barber poles, or as an unpatterned mottled group of colors. They have three kinds of knots, a single/overhand knot, a long knot of multiple twists of the overhand style, and an elaborate figure-of-eight knot. The knots are tied in tiered clusters, which have been identified as recording the numbers of objects in a base-10 system. German archaeologist Max Uhle interviewed a shepherd in 1894, who told him that the figure-of-eight knots on his quipu stood for 100 animals, the long knots were 10s and single overhand knots represented a single animal. Inca quipus were made from strings of spun and plied threads of cotton or camelid (alpaca and llama) wool fibers. They were typically arranged in only one organized form: primary cord and pendant. The surviving single primary cords are of widely variable length but are typically about a half centimeter (about two-tenths of an inch) in diameter. The number of pendant cords varies between two and 1,500: the average in the Harvard database is 84. In about 25 percent of the quipus, the pendant cords have subsidiary pendant cords. One sample from Chile contained six levels. Some quipus were recently found in an Inca-period archaeological site  right next to plant remains of chili peppers, black beans, and peanuts (Urton and Chu 2015). Examining the quipus, Urton and Chu think they have discovered a recurring pattern of a number- 15- that may represent the amount of tax due to the empire on each of these foodstuffs. This is the first time that archaeology has been able to explicitly connect quipus to accounting practices. Wari Quipu Characteristics American archaeologist Gary Urton (2014) collected data on 17 quipus which date to the Wari period, several of which have been radiocarbon-dated. The oldest so far is dated to cal AD 777-981, from a collection stored in the American Museum of Natural History. Wari quipus are made of cords of white cotton, which were then wrapped with elaborately dyed threads made from the wool of camelids (alpaca and llama). Knot styles found incorporated in the cords are simple overhand knots, and they are predominantly plied in a Z-twist  fashion. The Wari quipus are organized in two main formats: primary cord and pendant, and loop and branch. The primary cord of a quipu is a long horizontal cord, from which hangs a number of thinner cords. Some of those descending cords also have pendants, called subsidiary cords. The loop and branch type has an elliptical loop for a primary cord; pendant cords descend from it in series of loops and branches. Researcher Urton believes that the main organizational counting system may have been base 5 (that of the Inca quipus has been determined to be base 10) or the Wari may not have used such a representation. Sources Hyland, Sabine. Ply, Markedness, and Redundancy: New Evidence for How Andean Quipus Encoded Information. American Anthropologist 116.3 (2014): 643-48. Print.Kenney, Amanda. Encoding Authority: Navigating the Uses of Khipu in Colonial Peru. Traversea 3 (2013). Print.Medrano, Manuel, and Gary Urton. Toward the Decipherment of a Set of Mid-Colonial Khipus from the Santa Valley, Coastal Peru. Ethnohistory 65.1 (2018): 1-23. Print.Pilgaonkar, Sneha. The Khipu-Based Numeration System. ArcXiv arXiv:1405.6093 (2014). Print.Saez-Rodrà ­guez, Alberto. An Ethnomathematics Exercise for Analyzing a Khipu Sample from Pachacamac (Perà º). Revista Latinoamericana de Ethnomatemtica 5.1 (2012): 62-88. Print.Salomon, Frank. The Twisting Paths of Recall: Khipu (Andean Cord Notation) as Artifact. Writing as Material Practice: Substance, Surface and Medium. Eds. Piquette, Kathryn E. and Ruth D. Whitehouse. London: Ubiquity Press, 2013. 15-44. Print.Tun, Molly, and Miguel Angel Diaz Sotelo. Recovering An dean Historical Memory and Mathematics. Revista Latinoamericana de Etnomatemtica 8.1 (2015): 67-86. Print. Urton, Gary. From Middle Horizon Cord-Keeping to the Rise of Inka Khipus in the Central Andes. Antiquity 88.339 (2014): 205-21. Print.Urton, Gary, and Alejandro Chu. Accounting in the Kings Storehouse: The Inkawasi Khipu Archive. Latin American Antiquity 26.4 (2015): 512-29. Print.

Applied Linguistics and Second Language Acquisition Essay

Applied Linguistics and Second Language Acquisition - Essay Example Language pedagogy has always been my unflinching passion; and my experiences of teaching English as a foreign language primary school pupils (voluntary work in high school), helped me conclusively determine my goals. Observing the process of SLA, I was able to better comprehend the impact of socio-cultural impacts on learning and receptivity. Various elements such as critical age influence, personal motivations, and the overall environment –including social and domestic settings – in which these pupils were learning, combined to create their own dynamic reception framework. I realized that the role of a teacher is not only challenging but also essential in facilitating the development of linguistic skills and effective communication. Indeed, as Sir Christopher Ball put it â€Å"successful teaching is about winning the attention of the learner.† After completing socially-tailored A-levels, I jointly took up English Language and Linguistics and International Relations at Oxford Brookes University. I liked the Linguistics course’s focus on the relationship between language and meaning just as much as I enjoyed perceiving the interrelation between language and communication; the course also dealt with human development, the interplay between language and literature and the ideational concepts of descriptive linguistics. The "Psychology of Language"(B+) module, where I developed my interests in SLA, helped me appreciate the social implications of language acquisition, and "Methodology of Foreign Language Teaching"(A) helped develop a keen awareness of a range of teaching techniques (especially, microteaching). My enthusiasm for this program arises from my conviction that it shall allow me to explore each of the above facets more substantively.