Julius Caesar Essays (1870 words) - Ancient Rome, 1st Millennium BC

Julius Caesar Julius Caesar Julius Caesar was a strong leader for the Romans who changed the course of the history of the Greco - Roman world decisively and irreversibly. With his courage and strength he created a strong empire . What happened during his early political career? How did he become such a strong dictator of the Roman Empire? What events led up to the making of the first triumvirate? How did he rise over the other two in the triumvirate and why did he choose to take over? What happened during his reign as dictator of Rome? What events led up to the assassination of Caesar? What happened after he was killed? Caesar was a major part of the Roman Empire because of his strength and his strong war strategies. Julius Caesar was a Roman general and statesman whose dictatorship was pivotal in Rome's transition from republic to empire. When he was young Caesar lived through one of the most horrifying decades in the history of the city of Rome. The city was assaulted twice and captured by Roman armies, first in 87 BC by the leaders of the populares, his uncle Marius and Cinna. Cinna was killed the year that Caesar had married Cinna's daughter Cornelia. The second attack upon the city was carried our by Marius' enemy Sulla, leader of the optimates, in 82 BC on the latter's return from the East. On each occasion the massacre of political opponents was followed by the confiscation of their property. The proscriptions of Sulla, which preceded the reactionary political legislation enacted during his dictatorship left a particularly bitter memory that long survived. Caesar left Rome for the province of Asia on the condition that he divorce his wife because Sulla would only allow him to leave on that condition. When he heard the news that Sulla had been killed he returned to Rome. He studied rhetoric under the distinguished teacher Molon. In the winter of 75-74 BC Caesar was captured by pirated and, while in their custody awaiting the arrival of the ransom money which they demanded, threatened them with crucifixion , a threat which he fulfilled immediately after his release. He then returned to Rome to engage in a normal political career, starting with the quaetorship which he served in 69-68 BC in the province of Further Spain. In the Roman political world of the sixties the dominance of the optimates was challenged by Pompey and Crassus. The optimates, led by Quintus Lutatius Catulus and Lucius Licinius Lucullus , were chiefly men whose careers had been made by Sulla. Pompey and Crassus were consuls in 70 BC and had rescinded the most offensively reactionary measures of Sulla's legislation. During Pompey's absence from 67 to 62 BC during his campaigns against the Mediterranean pirates, Mithridates, and Crassus, his jealous rival. Caesar married Ponpeia after Cornelia's death and was appointed aedile in 65 BC As aedile , Caesar returned to Marius' trophies to their former place of honor in the Capitol, thus laying claim to leadership of the populares. When Caesar was a praetor, he supported a tribune who wanted Pompey recalled to restore order in Rome. As a result, Caesar was suspended from office for a period and antagonized Catulus. Before leaving Rome to govern Further Spain for a year, Caesar divorced his wife Pompeia because of the allegation that she had been implicated in the offense of Publius Clodius. The latter was then awaiting trial for breaking into Caesar's house the previous December disguised as a woman at the festival of the Bona Dea, which no man is allowed to attend. After his return from a successful year administrating Spain Caesar was elected consul for 59 BC through political alliance with Pompey and Crassus . This alliance was called the first triumvirate. Caesar's purpose was to gain a big military command. Pompey for his part sought the ratification of his Eastern settlement and land allotments for his discharged troops. Crassus sought a revision of the contract for collecting taxes in the province of Asia. An agrarian bill authorizing the purchase of land for Pompey's veterans was passed in January of 59 BC at a disorderly public assembly which Caesar's fellow consul Calpurnius Bibulus, was thrown from the platform and his consular insignia were broken. Bibulus tried to stop Caesar and his supporters from passing any further law but was only able to postpone the creation of the new laws by saying that the skies would not permit it because there was stormy weather and they were very superstitious. Caesar disregarded Bibulus' behavior and the remainder of the

A Rock in water By Winsome Pinnock Essays

A Rock in water By Winsome Pinnock Essays A Rock in water By Winsome Pinnock Paper A Rock in water By Winsome Pinnock Paper and given asylum in England. In London during the late 1950s the cultural and social pressures were coming to a head. Racist gangs and supporters of Oswald Moseleys White Defence League were leading attacks on members of the Afro-Caribbean community. In May 1958 tensions reached a new high, which resulted in the Notting Hill race riots, and the murder of a young Antiguan man, Kelso Cochrane (by six white men who have never been charged). Claudia became very active in the campaigns to defend the Black community and involved herself in local politics, as well as joining the British Communist Party. She founded and edited The West Indian Gazette which was a strong vehicle for her ongoing campaign for equal opportunities for black people. She was embraced by the British Afro-Caribbean community, and become one of the most charismatic Black leaders of her day. Claudia Jones lasting contribution in the UK is the Notting Hill Carnival. In 1959 she helped to launch Mardi-Gras celebrations, an annual showcase for Afro-Caribbean talent. These early events were held in halls and were epitomised by the slogan, A peoples art is the genesis of their freedom. These celebrations grow in popularity each year. Claudia Jones died on Christmas Eve 1964 aged just 49, due to a heart condition and tuberculosis. She died alone and broke, and it was around 48 hours before her body was discovered. She is buried in Highgate Cemetery next to Karl Marx. The National Union of Journalists Black Members Council holds a prestigious annual Claudia Jones Memorial Lecture every October, during Black History Month, to honour Jones and celebrate her contribution to Black-British journalism. Development Phase: The sound college directed by Verity and Andrea, symbolises the fundamental designations that Claudia was given, these included political activist, daughter, journalist, friend, campaigner, communist, and many more. Verity and Andrea bequeathed us with a separate line from everyone to illustrate the differences between each one. I was provided with the phrase TB sufferer; this exhibited her weak physical side however mentally she was a strong willed person. A numerous amount of people suggested that our formation should be presented as a heart because it displayed that everything she achieved and accomplished in life was from her heart. We introduced our piece by facing outwards while in the heart formation, we held a picture of Claudia Jones to the audience to show that this sound collage was about her. We then took it in turns to say our word out loud to create the sound. When we said our word we then turned inwards to face the inside of her heart. This showed how the heart is a metaphorical symbol as it can signify many things. When we said our word we turned our picture of Claudia over to present the word printed in bold. I feel that it was an acceptable performance although it needed to be improved because I dont believe that we deposited a lot of effort into it. Also we could have spoke at the same time to construct a collage rather than a word by word account of who she was.

A Pro Drop Parameter English Language Essay

A Pro Drop Parameter English Language Essay Pro-drop parameter is such a parameter for whether the declarative sentence in universal grammar can omit the subject. It is also known as null subject parameter, non-subject parameter. The so-called â€Å"pro-drop† phenomenon refers to the subject can be deleted in the declarative sentence (White, 1986). The pro-drop parameter (null subject parameter) proposed is based on the phenomenon of omitted subject pronouns in some language. The empty synonymous is commonly known as pro, the language of the subject can be omitted due to the pro appears only in subject position, or the language with no main statement can be called as pro-drop language. Whether the subject can be omitted constitutes a parameter in universal grammar, known as pro-drop parameter. Pro-drop parameter is a universal grammar parameter which is the most discussed (Chomsky and Lasnik, 1991). It is an important parameter to examine the second language acquisition effect in the study of the second language learni ng. Pro-drop parameter assumption studies the adult null subject phenomenon to show the object-drop in the children’s language, the basic premise of the theory is for the most grammar provides null subject parameter for language learners (White, 1986). This default parameter allows null subject, so only when the child’s language environment provides them with clear evidence to prove their language cannot be null subject, it will lead them to reset the parameters. Different languages à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹have different pro-drop parameter values, that is, to determine whether the declarative sentence can omit the subject. Chomsky (2000) argues that the sentence has two levels, one is the deep structure (d-structure) to express the sentence vocabulary meaning, it is the concept structure in the brain before the people to talk; the other is the shallow structure (s -structure) to express the moving relationship of sentence elements, it is the sound people sp eak. Principles and parameters theory claims that empty synonymous pro only appears in d-structure, and does not appear in s-structure (Ouhalla, 2000). In the d-structure of the implied subject sentence, the subject is existed, invisible pro is taken as the subject, the main word syntactic component does not disappear, and it is still present in the speech’s heart and brain syntax with â€Å"psychological reality.† In the s-structure of the implied subject, the subject is existed in the form of â€Å"null†, the subject form of this â€Å"null† is called pro. It knows that the pro is implied in s-structure. Although many studies have tried to explain second language learners like children acquisition native-like to set the open parameters, since the early 1980s, people found that the initial stage of the second language learners will transfer the parameters set in mother tongue (Gass and Schachter, 1989; Lydia, 1989, 1991). Here, taking the implied pro par ameters for illustration here carries out a brief description of the similarities and differences in setting of this parameter in the native language. In addition, it will also explain the potential advantages are of the assumption there is a pro drop parameter. In children’s brain, the setting of the language parameter can be considered a switch: children adjust each parameter value according to their heard language material. Chomsky (2000) suggests that the transition from the initial state to a stable state is actually the process of setting switch direction (Cook and Newson, 2000, pp.110). Acquisition of English syntax means setting the all parameters in universal grammar according to the English habit, and the parameter settings are activated relying on linguistic evidence. Usually there are three linguistic à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹instances: positive evidence, direct negative evidence and indirect negative evidence. Positive evidence refers to the language h eard by children. The linguistic instance heard by British children enables them to find English is a non-implicit pro parameter language. Spanish children will find that Spanish is the implicit pro parameter language. Direct negative evidence, also known as direct correction, is directly from the adult corrections. However, the direct correction is limited. Even if corrected directly, children also tend to ignore, thus the direct correction cannot be the main source for the children to obtain the language skills. Indirect negative evidence is such a language form for the children cannot hear. British children are impossible to hear such as â€Å"Sits.† statement, or reversed predicate word order, such as â€Å"Sits he.† So, some studies suggest that the indirect negative instance contributes to the setting of parameters. Hyams (1981) specifically studied the implicit pro parameter setting in the native language acquisition. She found that the British children could sp eak many sentences without subject like the Spanish, such as: â€Å"Play it.† Or â€Å"No go in†. At the same time, in their language they will leave the words such as ‘it’ and ‘there’. Gradually, they began to understand that the English needs the lexical subject and added the function words ‘it’ and ‘there’ in sentences. While the Spanish children in the beginning thought that Spanish is the language of the implicit parameter, and does not need to change. Hyams (1981) believes that in the acquisition of the mother tongue, the children regard the implied pro parameters as a default, it is, regardless of their language, always speak the sentences without subject, the children eventually found the parameter values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹from the positive evidence. Non-implied pro parameters language English uses impersonal Indefinite pronoun ‘it’ in the sentences expressing weather: â€Å"Ità ¢â‚¬â„¢s raining.† In the presence of the sentence, ‘there’ is used: â€Å"Once upon a time, there were three bears.† The emergence of expletive subject makes the British children were aware of the English is a non-implied subject language. Cook (2000: 90) argued that the basis for the universal grammar to explain language acquisition lies in the positive evidence plays a key role. Children are mainly from the positive evidence rather than negative evidence to acquisition of the mother tongue.

Relationship between nurse staffing, quality of nursing care and Research Paper

Relationship between nurse staffing, quality of nursing care and outcome in intensive care unit - Research Paper Example After a comparison was done in five countries that are considered to be developed, only 40% of the nurses agreed to have enough registered nurses (Hyun Cho et al., 2009). In order for a hospital to perform well, they need to have enough registered nurses. Hospitals that have enough nurses are associated with positive patient and nurse outcomes. The paper will give a review of the relationship between nurse staffing, quality of nursing care, and outcome in the intensive care unit. Among the different nursing care units in hospitals, the intensive care unit needs to have the highest number of nurses. The intensive care unit receives patients who are seriously ill and need to be watched closely. The nurses in charge of the ICU have to provide quality services as well as safe nursing interventions without delay so as to save life. For developed countries like the United State, the ratio of nurse in the ICU to a patient is 1 – 2 patients per nurse (Hyun Cho et al., 2009). The staff ing of nurses in the ICU influences the number of patients who survive at the end of the day. Hospitals with fewer nurses assigned in the ICU are probably over worked and end up having patients admitted for long with more complications. Korea is said to have inadequate staffing in hospital. Research was carried out in Korea, which included 200 hospital showed that only a small fraction of 5%, of the hospitals met the required ratio of a patient to nurse of two patients per nurse (Hyun Cho et al., 2009). The lack of nurses has caused the family members of the offer services to their patient. In response to the shortage of nurses in Korea, the country came up with a policy meant to improve nurse staffing. According to the policy, nurse staffing is a priority and the National Health Insurance should increase inpatient nursing fee especially to hospitals with the highest number of registered nursing staffing. This policy by the Korean government was aimed at preventing hospitals from le aving a patient under the care of their family members. In addition, the policy aims at improving the quality of nursing care being offered in Korea. The policy is meant, however, for general wards, such as the medical surgical and units excluding the ICU. Various methods were used to measure nurse staffing and evaluate staffing adequacy. The common methods used are the nurse’s perceptions of staffing adequacy and the quantitative objective using empirical data, such as nurse to patient ratio. The study aims at examining the relationship between nurses staffing and the quality of nursing care, burn out, and job dissatisfaction among ICU nurses in Korea. The study in Korea involved all the nurses working in the ICU of the 22 hospitals. The hospitals in the study were general ones that provide either secondary or tertiary care. The measures in the study were composed of the nurse, ICU, and the hospital characteristics. Hospital characteristics include the level of care, its own ership, location, and the size. The ICU characteristics include the unit specialist, such medical surgery and pediatrics, the number beds in the ICU unit, and the level of nurse staffing (Hyun Cho et al., 2009). During the study, the number of nurses was compared to the number of patients they were attending. On the other hand, the nursing information included the nurses ICU specialty, sex, age, education, marital status, among other import things. The quality of service portrayed by the nurses was

Gentrifying San Francisco Research Paper Example | Topics and Well Written Essays - 750 words

Gentrifying San Francisco - Research Paper Example This involves poor residents being displaced by wealthy and resourceful people (Corbyn 1). Communities that experience gentrification are characterized by an increase in average income and a decrease in the average size of a family. Gentrification has the potential to affect the gay community in San Francisco through the displacement of people, economic shifts and social changes. One of the main challenges that the gay community in San Francisco, California is facing is gentrification. Gay leaders in influential gay neighborhoods such as Castro fear that these regions are quickly losing their identities. According to Associated Press (2007), these regions are being populated by heterosexual couples. An influx of heterosexual couples in these regions can be attributed to the forces of gentrification (Associated Press 1). Gay neighborhoods are increasingly becoming attractive to investors and developers. The gentrification debate is based on discussions around the uprooting of minority and poor individuals and families. These people are uprooted from their communities by government policies or developers. Different approaches or theories have been used to explain the cause of gentrification in San Francisco. There are five crucial factors that have been attributed to this trend. These are social-cultural, demographic-ecological, social movements, political-economic and community networks. In the case of demographic-ecological, gentrification has been attributed to demographic factors such as environment, social organization, population and technology. This approach explains the explosive increase in population of people aged between 25 and 35 years in the 1970s (Associated Press 1). As a result of this increase in population, demand for housing and amenities also increased. The second approach that is used to explain gentrification is the social-cultural approach. This approach expl ains gentrification based on sentiments, values, beliefs, ideas and

Downfall of Macbeth Essay Example for Free

Downfall of Macbeth Essay The tragedy of â€Å"Macbeth, by William Shakespeare, follows the fall of Macbeth from a man in a position of power with a contented life, to a man with nothing but â€Å"mouth honor† and a corrupted soul. In this essay, I wish to show to what extent Macbeth’s tragedy was his own fault. The downfall of Macbeth begins early on in the play when he and Banquo (a fellow Scottish noble) meet the witches. The witches waylay Macbeth and Banquo whilst they were on their way to meet Duncan, King of Scotland. They decide to listen to the witches, out of sheer curiosity. The three witches greet Macbeth as â€Å"Thane of Glamis†, the title he already holds, and begin to tell the two nobles of things to come, and prophesies that Macbeth will become Thane of Cawdor, and the King of Scotland. Macbeth asks how they know of his current title, and laughs at the following two prophesies. The witches ignore his questions, and tell Banquo of how he will not be king, but his sons will be kings. Instead of just ignoring the witches, the statement of his current title intrigues Macbeth and he follows the witches to try and get them to tell him more. Stay you imperfect speakers, tell me more† says Macbeth, showing that he is indeed interested in what the witches have to say. The witches disappear, and Macbeth dismisses them, and he and Banquo ride off. The witches appearance, and Macbeth becoming intrigued may amount to his downfall, but I believe that they were merely the ‘helping hand’ for Macbeth who’s own weak will and other events where the catalyst for his eventual death. At this point, Macbeth is still a highly respected man, and is about to get more respect from Duncan, for defending Scotland from the invading forces of Norway. The messengers who tell Duncan of Macbeth’s deeds portray him as a man of great courage, who showed no fear in the battles. Duncan sends a messenger to tell Macbeth of his reward for his great deeds. Two messengers to greet Macbeth with the news of Duncan’s reward: he is to be made Thane of Cawdor. â€Å"Why do you dress me in borrowed robes? † asks the startled Macbeth, as the messengers begin to explain how the last Thane of Cawdor was helping the Norwegians invade. Aside, he says, â€Å"Two truths are told, as happy prologues to the swelling act†¦Ã¢â‚¬  obviously relating to the first two prophecies the witches made. He now asks Banquo, aside, whether or not he believes the witches now that Macbeth’s second prophecy has come true. Banquo says he is wary and that he really doesn’t want anything to do with these witches, but he will merely sit back and let the prophecies run their course. Macbeth seemingly decides to follow Banquo’s idea, and makes an agreement with himself â€Å"If chance will have me king, why, chances may crown me, without my stir†. Macbeth decides to write to his wife and tell her of his new title, a fatal mistake in my opinion, since his wife reacts to the letter in a totally unexpected way. All of a sudden, Lady Macbeth decides to make a push to get her husband to make the effort to fulfil the third prophecy. Meanwhile, Duncan names his son as the next king, and Macbeth becomes bitter, and looks towards the prophecies for his next move; â€Å"That is a step on which I must fall down, or else o’erleap†¦Ã¢â‚¬  Clearly Macbeth has decided that he will now ‘stir’, and make some move to become king. Back with Lady Macbeth at Macbeth’s castle, she is reading Macbeth’s letter. She reads about his new title, and the mentions of the witches’ prophecies. Lady Macbeth first starts off by thinking about how she can get her husband to become a king, and concludes that she’ll have to make some effort to get her husband to do whatever it takes to get him to be king. A messenger, who brings news that Duncan wishes to stay at Macbeth’s castle, interrupts her thoughts. Lady Macbeth decides, almost instantly, that she will persuade her husband to kill Duncan so he can become king. Whilst in the middle of her thoughts, Macbeth returns home. They talk, and Lady Macbeth brings up the subject of getting rid of Duncan so he can be king. Macbeth appears shocked although was secretly thinking the same thing, and tries to dismiss the idea. Underneath, however, he wants to go along with the idea so he can become king. His underlying motives become clear when he decides that he will do the evil thing, and is going to kill Duncan. â€Å"We will speak further,† he says, making his intentions apparent to the audience. Although unsure, he will not totally dismiss the idea, and is even considering it. Lady Macbeth now knows that she has him within her grasp, nd she will now make sure that she wins him completely over. In my opinion, not making his mind up creates a chance for Lady Macbeth. She sees this uncertainty and later exploits his unwillingness to make decisions. A short while later, Duncan arrives, accompanied by all of his Thanes. They all feast, and drink to the success of the battle against Norway. As the night wears on, Macbeth has to time to contemplate the consequences of killing Duncan. Macbeth makes the moral decision not to proceed saying; â€Å"We will proceed no further in this business. He (Duncan) hath honoured me of late, and I have bought golden opinions from all sorts of people, which would be worn now in the newest gloss, not cast aside so soon†. Macbeth attempts to give excuse for not proceeding, but fails to give any proper reasons for it. The only advantage he sees for not killing Duncan is that he respects him, and by killing him it would be disrespecting him. I believe that this is not a valid reason for committing murder, and shows Macbeth’s underlying ambition to become king. By putting forward pithy excuses Macbeth makes his ambition very clear to the reader. Lady Macbeth is not swayed by his pathetic excuses, and she knows that secretly, Macbeth wants the same things she does. In an attempt to convince Macbeth to continue with the plan, she first insults his manhood â€Å"When you durst do it, you were a man; And to be more than what you were, you would be so much more the man†¦Ã¢â‚¬ and accuses him of being cowardly for not sticking to the plan. She then attacks his ego further by saying â€Å"From this time such I account thy love† and accuses him of not loving her. For Macbeth, this is the final straw, and he gives in. Lady Macbeth plans the murder. When Macbeth goes to murder Duncan, he still doubts himself, and even starts seeing things as he approaches Duncan’s room. Upon committing the murder, Macbeth finds himself in a state. Lady Macbeth attempts to clean him up, and make him appear well, but now Macbeth has lost all control. This murder of Duncan leads to the destruction of Macbeth. Aware of any possible opposition, Macbeth begins spying and murdering people. There are also psychological problems that Macbeth has which lead to his destruction. This is shown by his brief madness after Banquo’s murder when he sees Banquo’s ghost. The tragedy ends when Macbeth is slain by Macduff who, with many others, find out about what horrific things Macbeth has done. Macbeth begins to get paranoid about Banquo, and feels that he should be killed so as to stop him from being exposed. â€Å"So is he mine; and in such bloody distance that every moment of his being thrusts against my nearest life;† Macbeth says, aware that the only way to truly silence Banquo is to have him killed. At the banquet scene, Macbeth sees Banquo’s ghost, showing that he has indeed gone mad. Even in insanity, he feels guilty. â€Å"Avaunt, and quit my sight! Let the earth hide thee! † he says, his conscience acting on him and showing his remorse. Macbeth has finally gone mad, and it was all due to his ambition and want to be king. He goes on to become entirely evil, as he visits the witches again and again, seeking solace for his crimes, and answers to his impending doom. He begins to stop feeling remorse and guilt for his actions, and eventually becomes a cruel, twisted man. His wife falls ill, and he shows no compassion towards her, instead saying everything would be better once she is dead. This is near the end of the play and where Macbeth slowly returns from his evil side, feeling remorse for his actions finally. When the English army and Macduff advance on his castle he becomes the courageous Macbeth once again, and when he finally comes to fight Macduff, he is back to the brave and bold Macbeth at the start of the play. With his wife dead, he feels more able to do what he wants. The main people to blame for Macbeth’s tragedy were his wife, and Macbeth himself, and this is shown all the way through the play (Lady Macbeth willing him to murder, Macbeth being easily convinced etc) there some unfortunate circumstances that contributed to Macbeth’s downfall, such as Duncan making his son king instead of Macbeth, and Duncan putting his trust in Macbeth by coming to his castle, but none were as major a cause as Macbeth’s personality fault and his manipulative wife. To conclude, the blame for Macbeth’s tragedy should be placed on his head and his wife’s, due to his personality defect (ambition and a weak will) and her persuasiveness (pushing him to fulfil his ambition). The combination of these two defects and Duncan staying at Macbeth’s castle caused the entire play and tragedy to unfold.

The Role of Women in Buddhism :: essays research papers

In examining the Buddhism religion, particurally the role of women in Buddhism, it was quite clear that the religion of Buddhism is practiced very different from country to country. Buddhism is a philosophy of life expounded by Gautama Buddha ("Buddha" means "enlightened one"), who lived and taught in northern Inda in the 6th Century B.C. The Buddha was not a god and the philosophy of Buddhism does not entail any theistic world-view. The teachings of the Buddha are aimed solely to liberate sentient beings from suffering. Women have been a part of Buddhism since the Buddha first made his enlightenment known in Northeast India in the 6th century BC. Looking back to the earliest roots, several nuns and laywomen were among the Buddha’s ablest and wisest Diceples. The everyday role of women in many countries is quite different from that defined in Buddhist scriptures. Pure Buddhist ideology The Buddah originally banned women from monastic practice (nuns) but later reversed his decision, allowing them to practice in seperate quarters. The Buddist scriptures say very little about women, treating them as equals. In one scripture, the Visuddhi Magga, a monk asked, â€Å"Reverend Sir, have you seen a woman pass this way?† And the elder said: Was it a woman or a man that passed this way? I cannot tell. But this I know, a set of bones is travelling upon this road. Although this verse attempts to show the equality of women on the spiratual path, there was, and still is... sexual stereotypes present in the culture of Buddhist communities. By contrast to such bigoted practices that hinder spiritual development, Buddhism can be claimed to be the least discriminatory in attitudes towards women. There is no doubt at all that the Buddha was the first religious teacher who gave women equal and unfettered opportunities in the field of spiritual development. Although He had on several occasions pointed out the natural tendencies and weaknesses of women in general, He also gave due credit to their abilities and capabilities. He truly paved the way for women to lead a full religious life. This implied that they were equally able to develop and purify their minds and realize the bliss of Nibbana as well as men. This fact is amply proven by the testimonies of the Theris (Nuns) during the Buddha's time. The teachings of the Buddha did a great deal to wipe off numerous superstitious beliefs and meaningless rites and rituals - which also included sacrifices - from the minds of many people.

Interpersonal Communications Assignment

Assignment 1 Task 1: Developing ICT skills – Discussion forum post and evaluation I submitted the following two posts to the BESC1011 discussion forum for Activity 2: (N. B. I have edited the post for typographical errors). Post 1. Activity 2 finding ACAP's online resources Monday, 24 September 2012, 03:56 PM Well, I've just had a pleasant afternoon finding my way around the maze that's called Myacap. Wow. I've found I've ended up with a myriad of browser pages open, and got lost thinking I was finding things. I did find it, I'm sure I found it†¦Now where was it Anyway, I'll get there, I’m sure, and so will you. The Grail? Not yet, but I'm sure it's in there somewhere. Incidentally, folks, if you're having trouble finding the link to the Counselling and Therapy in Video resource, and you only get a 404 error, there's a broken link on the site. Your browser will be trying to point to  http://elibrary. acap. edu. au/http%3A%2F%2Fctiv. alexanderstreet. com and the l ink is broken. Instead, just try removing everything after edu. au -so you have  http://elibrary. acap. edu. u and you'll get to the elibrary homepage where the link to the videos works. Good Luck! Post 2. Activity 3. 4 Managing Stress Wednesday, 10 October 2012, 05:00 PM I've played sport in the past as a stress management tool – I was planning and then running a major community festival, and they were long days – it was a full-on, and if I wasn't working on it I was thinking about it. Baseball season started right in the middle of the planning and I nearly didn't play, but I did and found the focus on the game a real relief – Nothing else mattered for those three hours except me and the ball.My sleep patterns returned and though tired from the games, I was thoroughly relaxed. But I like this one. You may have heard of Gangnam style – dancing like you're riding a horse – well sort of†¦ It's come out of South Korea and it's big around the wo rld right now. Anyway here's a bunch of Uni students who set up a flashmob in between classes. I reckon it did their stress levels no end of good! http://www. youtube. com/watch? NR=1;v=OAXiUmh-KBg;feature=fvwp Hey Lynda, maybe we could do this for one of our video teletutorials!Task 2: Study plan covering three weeks including strategies The study guide for Activity Three of BESC1011 referred me to RMIT. (2007). Learning styles:  Visual, Auditory and Kinaesthetic Learning Preferences. Retrieved from https://www. dlsweb. rmit. edu. au/lsu/content/1_StudySkills/study_tuts/learning%20styles/vak. html I undertook the VAK test. The results showed I am a visual learner with a kinaesthetic inclination. This concurs with my own understanding of my learning style. I have developed a study plan incorporating this style, and provide a three week example below.Three of the learning strategies I have incorporated in this plan and my study efforts are:   †¢ to create a wall planner high lighting critical assignment dates and also non-academic activities that might either clash or be a much needed relief. †¢ to use mind maps. †¢ to take frequent breaks. I have found it necessary for me to tackle each session in bites. I have allocated specific time to open up the week’s session, do the reading, then at a later time go through the session material. In thinking or planning out, I just love Mind Maps – they categorise wonderfully. I can get heavily focussed, so taking breaks stops me working till I drop.The five stress management strategies I have determined to remember to practice are: †¢ to create a comfortable pattern of studying that fits into my life. †¢ to set a regular schedule for study. †¢ to break tasks apart so they don’t daunt by being ‘too big’. †¢ resolve to do it now, when now is now. To not procrastinate. †¢ to make sure I have down-time when other activities come before studying. If I can ‘regularise’ my study I think I will be better able to both keep up a consistent level of work, and also not allow it to overcome me. I think these strategies will do that for me. Study Timetable 15-21 Oct [pic] |Monday |Tuesday |Wednesday |Thursday |Friday |Saturday |Sunday | |8-9am |On site |On site |On site |On site |On site |Weekly Market |Relaxation time | | | | | | | |Shopping | | | | | | | | |[pic] | | | | | | | | |[pic] | | | | | | | | |[pic] | | |9-10am |On site |On site |On site |On site |On site | | | |10-11am |On site |On site |On site |On site |On site | | | |11am-12pm |On site |On site |On site |On site |On site | | | |12-1pm |Lunch |Lunch |Lunch |Lunch |Lunch [pic] | | |1-2pm |BESC Reading |SOSC reading |COUN reading |[pic] |[pic] |[pic] | | | | | | |Catchup | | | | | | | | |[pic] | | | | |7-8pm |BESC online activity |SOSC online activity |COUN online activity |[pic] |Prepare dinner |[pic] |COUN Reading | | |; Assignment |; Assignment |; Assignment | | | | | |8-9am |On site |On site |On site |On site |On site |Weekly Market |[pic] | | | | | | | |Shopping |Relaxation time | | | | | | | |[pic] |[pic] | | | | | | | |[pic] |[pic] | | | | | | | |[pic] |[pic] | | | | | | | | |[pic] | |9-10am |On site |On site |On site |On site |On site | | | |10-11am |On site |On site |On site |On site |On site | | | |11am-12pm |On site |On site |On site |On site |On site | | | |12-1pm |Lunch |Lunch |Lunch |Lunch |Lunch |[pic] | |1-2pm |BESC reading |SOSC reading |COUN reading |[pic] | |[pic] | | | | | | |Catchup | | | | |7-8pm |BESC Assignment |SOSC Essay Assignment|COUN Assignment |Catch-up |Prepare dinner |[pic] |SOSC Reading | |8-9am |On site |On site |On site |On site |On site |Weekly Market |Relaxation time | | | | | | | |Shopping | | | | | | | | |[pic] | | | | | | | | |[pic] | | | | | | | | |[pic] | | |9-10am |On site |On site |On site |On site |On site | | | |10-11am |On site |On site |On site |On site |On site | | | |11am-12pm |On site |On s ite |On site |On site |On site | | | |12-1pm |Lunch |Lunch |Lunch |Lunch |Lunch |[pic] | | |1-2pm |BESC reading |SOSC reading |COUN reading |[pic] |[pic] |[pic] | | | | | | |[pic] | | | | | | | | |Catchup | | | | -8pm |COUN online activity ; Assignment |BESC online activity ; Assignment |SOSC Teletutorial |Relaxation time |Prepare dinner |[pic] |COUN Essay | |8-9pm | |BESC Chat | | | |[pic] | | | Task 3: Academic resources – Literature search and evaluation of quality I chose to attempt the task focussing on the question: The importance of academic referencing I undertook a brainstorming session with the following results: Academic referencing: †¢ Gives academic credibility of presented/published work. †¢ Is a key part of the overall process of building a knowledge base in the field of study. †¢ Better enables justification of assertions/ hypotheses. †¢ Is recognition of others work. †¢ Shows the way through the knowledge-base to others. †¢ Demon strates competence in the field of study. †¢ Engenders confidence in your work’s credibility Means one’s chain of reasoning to the resultant postulations are verifiable or challengeable. The three key words or phrases I selected to use to undertake literature search are: †¢ Verification (confirmation of theoretical base) †¢ Recognition (acknowledgement) †¢ Knowledge-building (evolution of theoretical thinking) Keyword search 1. For my first search I used ACAP’s e-journal search engine focussing on The Psychinfo database and after several unsatisfactory attempts, tried the Boolean phrase ‘( academic verification) AND referencing’. Results offered ten articles, one of particular but contrarian relevance. In the journal article, Westwood, T. 2005) writes: â€Å"I’ve not yet heard a real and convincing argument about why referencing is necessary; and it can’t be right that we do it like a reflex, a compulsion, Academic ’s dynamics 171 because we’ve had it drummed into us from way back when we were taught to march our way through essays and exams can it? Left, right, left, right, left, right left. . . † And, â€Å"References shouldn’t be used to justify a position we’re taking – in the sense of using them as a precedent (the characters can’t justify the author) – only to loosely accompany our position in that we (as authors) are leading the way and not hiding behind anything or anyone that we’ve written into our text. †Summary: Westwood appears to be quite a disestablishmentarian, which of itself provides a relevant perspective on the subject matter. However, because of the position the author takes and asserts by his actions – or inactions – the journal article is consciously not referenced. It would be useful to an essay on the topic in providing an academically valid and contrarian position, but most probably woul d not be regarded as fully reliable under close academic scrutiny. Reference: Westwood, T. (2005). Academics’ dynamics: re-writing referencing, Psychodynamic Practice 11(2), 165-176. Keyword search 2. I then utilised Google scholar for the key word, Recognition. I again used a Boolean phrase, ‘recognition AND (academic referencing)’.This search received over 40,000 possible webpage hits, but the first page of the search results provided a link to a peer reviewed article by Gray, Thompson, Clerehan and Sheard (2008), addressing the topic of referencing the internet for academic integrity. It proffers a contemporary analysis of the challenges surrounding formal academic referencing in regard to internet based information and opinion sources such as blogs, facebook , wikis and audio and video podcasting. Summary: I feel this webpage would be a highly useful and relevant reference source for an academic essay on the chosen topic. Reference: Gray, K. , Thompson, C. , Clerehan, R. , Sheard, J. (2008) Web 2. 0 authorship: Issues of referencing and citation for academic integrity. The Internet and Higher Education,11(2), 112-118. doi. org/10. 1016/j. iheduc. 2008. 03. 01 Keyword search 3. For the third key word search I used www. google. com. au with the search-phrase ‘(academic knowledge building) AND references’ This provided two potentially useful sites. http://en. wikipedia. org/wiki/Knowledge_building Summary: This website site fulfilled good purpose in that it contained numerous references of relevant academic works on the topic. However, despite its authorship obviously being of academic origin, it was offered anonymously and without chronology. While the site could be referenced and the quotes used, the source is not transparent, making it dubious for direct academic purposes. And http://www. csu. edu. u/division/studserv/my-studies/learning/guides/referencing Again the material on this web page provided useful information and even a highly relevant and appropriately referenced quotation (see below), but its usefulness for the purposes of academic quotation was curtailed by its anonymity and absence of chronology. The author writes: â€Å"The academic world is all about knowledge building and the primary reason for citation, therefore, is that it encourages and supports the collective construction of academic knowledge (Walker ; Taylor, 2006, pp. 29-30). The paragraph continued, â€Å"Referencing also forms an essential part in avoiding any tendency towards plagiarism. While the quotation in this paragraph from Walker and Taylor (2006) is highly pertinent to the literature search, it itself would have to be searched to establish its credibility, and as the second sentence could not be attributed, it is therefore of limited use in an academic essay, however true. Summary: This webpage provided relevant information for further literature search but itself is not a useful referencing tool for academic purp oses as it is undated and anonymous, and perhaps without objectivity. Task 4: Referencing using the APA style Reference List Campbell, T. , Campbell, D. , (1997) Faculty/student mentor program: effects on academic performance and retention. Research in Higher Education 38(6), 727-742. Hounsell, D. , Entwistle, N. , (2005) Enhancing teaching-learning environments in undergraduate courses. Final report to the Economic and Social Research Council on TLRP Project LI39251009. Retrieved from

Improve own & team practice in schools Essay

Team work in schools is important as it’s a development not only for you but also for others. It helps to build a positive relationship with those that are within your team, as well as showing that there is support for one another within the structure. Whatever the size the school you work in, you will be part of a group of people who each have a different role to fulfil while working to support individuals or groups of pupils. Whilst each member of the team know and understand their own role, they should also know and understand the roles of other team members, and how they all fit together in a school environment. Where there is team work, responsibilities and tasks are shared between the team, therefor, the tasks will be completed more effectively and also in a good time scale. Each team member has their own skills and expertise, communicating with them not only increases your own knowledge and skills, but also allows you to understand your own role within the team. Communication is a very important tool in team work; you can ask for advice or even give advice about certain subjects or topics, as well as sharing ideas on them too. When it comes to the pupils, communicating between each other is very important as you will share information on the child such as the child’s welfare, medical information or even their progress within the classroom. When adults are working effectively together, working as part of a team, the children will see them as role models and will follow, copy and mimic what they see. They will not only use this in and around the school, but also when they are at home. To a parent this shows that the school is setting a good example to its pupils, which in turn will give the school respectively high standards and a great reputation. 3. 2 As well as working and having shared roles, the team must have clear purpose and objectives. The main purpose of team work are: To provide a safe environment for the pupils. To motivate the pupils to use their full intellectual potential. To support the pupils development. To support and respect one and other. In the setting to which I am part of a team, there are a number of purposes and objectives of my team in which they work, for example working in a team makes things easier for everyone. This could be with activities, paperwork, observations, snack times etc, this makes our school run more easily and effectively. Our schools main objectives is to create a safe educational environment for the pupils to learn in and also help them to develop in all areas. Our setting offers a variety of activities for the children to take part in, such as health and beauty, life skills, fun fit leisure and employability. These will help the pupils to develop in areas that focus on individual development rather than development of the group on the whole. These will help the individual pupil reach the goals set for them and prepare them for when they leave school into a working environment. 3. 3 My own role and responsibilities as teaching assistant is to work under the instruction and guidance of the teaching staff and senior staff. I work in a Post 16+ Special Needs School. We have about 12 student that attend our school, all having individual needs. I work with the class teacher, supporting learning for the pupils and providing general support to the teacher in the management of the pupils and the classroom as well as the outdoor activities. My role as a teaching assistant is to take on tasks such as to supervise the pupils, to ensure they have the correct tools to which is needed for the lesson to which is being taught and to ensure the pupils clear up afterwards, this allows the teacher to concentrate on teaching. To support pupils with particular individual needs, sometimes my role is to work one to one, while others work in small groups or work with one of these groups. The teacher is not able to give every pupil individual attention, assistants provide essential support to the pupils and the lead teacher. My responsibilities also include: †¢ Supervising creative activities (e. g. when the pupils use scissors, glue or even using the computer). †¢ giving support to pupils (individually or groups) who need support in a particular task. †¢ helping pupils to learn through role play or other play activities. †¢ offering support and understanding to those who are upset. It is essential to have effective open communication with others within the team through regular meetings to ensure you have a clear plan of yours and others roles and to be able to establish any action plans and deadlines that are in place. This will give you an understanding of how what you are doing fits into the whole team and school. 3. 4 The reason why it is important in respecting the skills and expertise of others is to develop a good working relationship with other members of your team. Each member of the team is equally as important as the other members of the team; as they will all bring something uniquely different to the team. When shared, via communicating, with each other, you can learn new skills and techniques, which then helps to develop your ongoing learning. It is always respectful to listen to the opinions of others as well as listening to their knowledgeable ideas. This is not only showing that you respect them as a person, but also their contributions to your development, and it also helps to develop a good working relationship with them. For a new member to join the team, they may feel intimidated in offering input at first. They may have new ideas on how to progress or help with something, but may not offer it in order to avoid any conflict with those who have been there for some time before they started. On the other hand, if a new member were to join the team and they said that something should be done differently, without listening to the opinions and advice of others, this may cause unease and problems within the team.

Paragraph and Essay Development - Definition and Examples

Paragraph and Essay Development s In composition, development is the process of adding informative and illustrative details to support the main idea in a paragraph or essay. Also known as  elaboration. Paragraphs and essays can be developed in many different ways. In conventional composition courses (see current-traditional rhetoric), the following patterns of exposition (or models of composition) are often presented as the standard methods of development in expository writing: AnalogyCause and EffectClassification and DivisionComparison and ContrastExampleExtended DefinitionProcess Analysis Examples and Observations [The] methods of development arent empty jugs to pour full of any old, dull words. Neither are they straitjackets woven by fiendish English teachers to pin your writing arm to your side and keep you from expressing yourself naturally. The methods are tools for achieving your purpose in writing, whatever that purpose may be. They can help you discover what you know, what you need to know, how to think critically about your subject, and how to shape your writing.(X.J. Kennedy and Dorothy M. Kennedy, The Bedford Reader, 7th ed. Bedford/St. Martins, 2000) The Importance of Providing Supporting Details Possibly the most seriousand most commonweakness of all essays by novice writers is the lack of effectively developed body paragraphs. The information in each paragraph must adequately explain, exemplify, define, or in some other way support your topic sentence. Therefore, you must include enough supporting information or evidence in each paragraph to make your readers understand your topic sentence. Moreover, you must make the information in the paragraph clear and specific enough for the readers to accept your ideas.  (Jean Wyrick, Steps to Writing Well, 11th ed. Wadsworth, 2011) Body-Building What the opening of an essay promises, the body of the essay must deliver. This is known as developing your ideas, but I like to use a body-building metaphor because it implies adding not just bulk to a framework, but musculature. In other words, good essay development strengthens, not merely fills out. . . .What is the best way to reinforce the main idea of your essay? You can do some by making good use of any combination of the following six methods of development: StatisticsComparisonClassification and DivisionExample, case-in-pointQuotationCharacterization,  dialogue By using these bodybuilding elements, you are telling your readers, I dont expect you to take my word for these claims; I want you to see for yourself!  (Fred D. White, LifeWriting: Drawing from Personal Experience to Create Features You Can Publish. Quill Driver Books, 2004) Multiple Patterns of Development Although most short papers may employ one primary pattern with other patterns woven throughout, longer papers may have two or more primary patterns of development. For example, if you are writing a paper on the causes and effects of child abuse in the foster care system, you might, after the causal analysis, shift the primary focus of the essay to prevention, thus continuing the essay with a process analysis of what the state might do to prevent child abuse. Then you might end the essay by addressing the objections from those defending the system, shifting the focus of the essay to argumentation. Your decision to include other primary patterns depends on your purpose and audience. Your thesis makes your purpose clear to your reader. Then as you develop your essay, you may integrate other patterns into your paragraphs.  (Luis Nazario, Deborah Borchers, and William Lewis, Bridges to Better Writing. Wadsworth, 2010)

Discussion Board 4 Essay Example | Topics and Well Written Essays - 250 words

Discussion Board 4 - Essay Example various options such as empathic and objective listening, nonjudgmental and critical listening, surface depth listening, polite and impolite listening, and finally, active and inactive listening. All of these options are used during a given moment in time. Each type of listening activity is dependent upon the existing conditions that may distract the attention of the listener and thus require an adjustment in his listening attention abilities. The culture and gender of the listeners have a direct effect on their ability to effectively listen to their peers. Admittedly, people never listen to each other the same way, each person listens to an responds to others in unique methods that are dictated by his ability to listen. The culture of a person has preconditioned him to listen to his peers in a certain way and it is this method that he will use regardless of the differing culture of the next person he listens to. This is almost the same reason as to why men and women have different ways of listening to others and each other. Women tend to listen in order to share feelings and establish closer relationships with their peers. Men on the other hand use listening as a method by which they can flaunt their natural or artificial abilities with his peers. Therefore, the focus of man is mostly on sharing information with one another. Women on the other hand seek to come to an agreement amongst themselves while discussing and list ening to one another. Therefore, the two sexes have distinct listening styles that are geared towards their gender specific roles and expectations within a given

Discussions question Essay Example | Topics and Well Written Essays - 250 words

Discussions question - Essay Example zational structures leads to duties being performed effectively within the organization because there are proper guidelines to do so; proper communication channels and the leaders exercise both authority and power. When an organization has properly working organizational structure, it means that their needs and requirements are properly addressed, they have enough motivation, their work is appreciated and they are heard and their opinions and suggestions sought after (by having a proper working communication channel). This will reduce significantly employee turnover (Madura, 2007). A proper and working organizational structure will increase customer loyalty and even increase the clientele base hence ensuring that employees always have work and their future and job security is ascertained. Organizational structures have clearly defined roles and responsibilities and hence ensure that there is avoidance of role disambiguation and confusion which renders most employees redundant if that happens and hence providing a likelihood of being