The alliterative poems Pearl and Sir Gawain and the Green Knight unite traditional Celtic mythology with Christian orthodoxy to produce a distinctly :: Essays Papers

The alliterative poems Pearl and Sir Gawain and the Green Knight unite traditional Celtic mythology with Christian orthodoxy to produce a distinctly British Christianity The Catholic church in fourteenth century England was undergoing a convulsion. The church was unable to explain why God inflicted the Black Plague on the citizenry, or to conjure up his mercy and end the suffering and death. The Babylonian Captivity saw the papacy in Avignon, under the influence if not the direct control of the hated French. Even when Rome once again became the seat of the Holy See, the Great Western Schism divided the loyalties of Christians between the two rival popes -- who excommunicated each other and all the other's followers. Corruption among the hierarchy of priests and bishops seemed epidemic. As ever, "The obvious alternative, for anyone wishing to withdraw from the ideological and bureaucratic complexities of the Christian empire, was to return to the simplicity of the Church's founder," (Saul 544). We still see this today, in evangelical and fundamentalist Christian sects. Lollardy was one reaction to the church's apparent loss of direction. John Wyclif and his followers disavowed the authority of the papacy, the truth of the sacraments, and the dogma and doctrines of the Catholics church. The alliterative poems Pearl and Sir Gawain and the Green Knight also turn away from the orthodoxy of the Catholic church. By the subtle yet simple technique of excluding Catholic doctrines, and by adapting the mythical British past into the Christian present, these poems illustrate the development of a specifically British Christianity. While the poems may seem to approve of Lollardy, we would be in error in believing that. Rather, these heretical views all flow from a common wellspring in the English character that would later lead to Protestantism and the establishment of the Church of England. Veneration of the Virgin Mary was to be scornfully dubbed "Mariolotry" by Protestants, but was at the time (and remains) a central doctrine of Catholicism. Teachings of the church "formed so vital a part of literary backgrounds" (Ackerman 81) that someone unfamiliar with Catholicism would fail to understand the literature of the period. Both Pearl and Gawain treat as normal veneration of the Virgin Mary. This is, however, the only piece of Catholic orthodoxy these poems contain; all the other Christian symbols and allusions are taken directly from the Bible, not the church. Gawain does mention in passing St. Julian (774) and St.

Gustav Vassa the Book

Gustav Vassa Plot Summary Gustavus Vassas was born Olaudah Equiano in the African province called Essaka in 1745. He was the youngest son of seven surviving children and was very close to his mother. He describes a happy childhood during which he learned – as all his people did – to work hard. He is kidnapped and taken as a slave while still very young and soon finds that he has a talent for the sea and for trading. By being very frugal, he is able to save enough to buy his freedom after only a few years, though his master initially refuses to honor their agreement for the sale.He does gain his freedom and soon returns to the sea, seeing there a greater opportunity for financial gain than any other he can find. He spends his time also in pursuit of an acceptable religious affiliation and eventually finds himself ready to become a missionary. Gustavus Vassa Summary and Analysis Gustavus Vassas was born Olaudah Equiano in the African province called Essaka in 1745. He was the youngest son of seven surviving children and was very close to his mother. He describes a happy childhood during which he learned – as all his people did – to work hard.He recalls little of any true religion though he describes briefly some ceremonies in which dancing and feasting were important. He write that his people were circumcised, one of many similarities to the Jewish religion. Chapter three begins when, at age eleven, Gustavus and his sister are alone at their house while the adults worked at their agricultural pursuits. While alone, they are kidnapped by slavers. They are soon separated and Gustavus is sold to several masters for various reasons over the next six or seven months. He encounters his sister briefly during that time but notes that she was soon taken away and he never saw her again.At the end of those months, Gustavus was taken to the coast where he is put aboard a slave ship. He promptly faints. When he wakes, he asks if the strange looking people aboard are going to eat him and is reassured that he won't be eaten. He remains on that ship for several days until a new ship arrives. He says that the whites aboard were happy to see the other ship and those who, like Gustavus, had never seen a ship in motion under the power of sails were convinced it was magic. In chapter three, Gustavus is first taken to Barbados where he is among the few who aren't sold.He is then sold to a plantation owner in Virginia but stays only a short period of time before being bought by a man named Michael Henry Pascal who intends him as a gift. At that time, Gustavus is called Jacob but Pascal refuses to call him such and renames him Gustavus. On the voyage to England aboard Pascal's trading ship, Gustavus meets a young educated white boy named Richard Baker who sees past the slavery issue and becomes friends with Gustavus – a situation that lasts until Richard's death. Gustavus spends about two years in England, mostly traveling by shi p with his master.He talks of the kindness of the people – especially two women named Guerin – who care for him at various times while his master is away. In chapter four, Gustavus talks about his emerging self-confidence and his waning fears. In 1759, Gustavus has learned about Heaven and requests baptism. In February, he is baptized at St. Margaret's Church in Westminster. Over the coming months, Gustavus is involved in many battles as the French and English clash. Eventually, Gustavus's master is released from his service and plans to return to private business. Gustavus has now met a man named Daniel Queen who has taught Gustavus many things.Gustavus regards him as a father figure and often spends his meager earnings on sugar or tobacco for Daniel. Gustavus plans to go into business with Daniel as soon as he is released from his military service but his master refuses to release Gustavus and instead sells him to another ship's captain, James Doran. Several of Gusta vus's former shipmates vow to redeem him as soon as they are paid but he is, in the meantime, at Doran's mercy. As chapter five begins, Gustavus writes that his current situation is a punishment for having said he planned to spend an entire day in London on â€Å"rambling and sport. He is initially forlorn but comes to believe that God gives suffering of this kind for a reason. In the West Indies, Gustavus learns that Doran has sold him to a Quaker named Robert King who says Gustavus will learn to be a clerk. Gustavus learns to handle almost all aspects of his master's businesses which include shipping. King is kind and Gustavus knows that several other plantation owners make offers for Gustavus. When King turns them down, Gustavus always works harder and thanks God for putting him in this place.Gustavus describes the cruel treatment of most slaves and says that he was once threatened by a man who says he will shoot Gustavus and then pay for him. Gustavus offers up the typical argu ments in favor of slavery saying that men who say they believe these arguments are fooling themselves. He also points out that those with kind masters and plenty of food work harder and live longer than those who are mistreated, and that those with cruelty as a daily part of life are more likely to simply give up and kill themselves. Gustavus points out that the slave trade is a study in avarice, and that slavers lie and cheat the slaves.He says that if slaves were treated â€Å"as men† they would be â€Å"faithful, honest, intelligent and vigorous. † As chapter six begins, Gustavus says that he could list many more instances of cruelty, but that to list them all would be â€Å"tedious and disgusting. † He is soon given the opportunity to become a sailor on one of his master's vessels and chooses to do so, trading a little to make some profit for himself. He notes that he is anxious to earn money and that escape and freedom is, of course, the ultimate goal thoug h he wants it to be by honest means.Gustavus prepares to go to Philadelphia with the captain. Gustavus's master hears a rumor that he is going to try to run away once they reach American but Gustavus points out that he's had opportunities and hasn't done so. His master sees the wisdom of the words, provides Gustavus credit for some goods to sell on his own in an effort to earn money and promises that he can buy his freedom if he earns forty pounds sterling money. He goes on the voyage to America though he is ill treated by the whites who would buy his items for sale.In Savannah, Georgia, he is beaten by a white overseer and left for dead but the captain finds him and with the help of a capable doctor, Gustavus recovers. In chapter seven, Gustavus earns enough money to buy his freedom. His master is initially upset, saying that he hasn't expected Gustavus to earn the money so quickly; but the captain intercedes and Gustavus is freed in return for forty pounds. Gustavus agrees to anot her voyage as a freed man for a wage and wants to buy bullocks to take back with him for sale but the captain refuses and insists that Gustavus buy turkeys instead.He does so against his wishes and the bullocks all die on the crossing though his turkeys survive. The captain takes ill on the voyage and also dies and Gustavus safely takes the ship to port. He's offered the captain's position but refuses though he agrees to yet another voyage under the new captain, William Phillips, who runs the ship aground. They are stranded on an island for days and then find themselves at the mercy of a crew who picks them up. Phillips sells some of the slaves that had been cargo on the ship and buys passage to Georgia with plans to sell the rest, parting here from Gustavus.It's in Georgia that Gustavus reluctantly agrees to perform a burial ceremony for a child and he notes that it's the first time he serves as parson. In chapter nine, Gustavus begins working his way toward his goal of reaching Lo ndon. There, he encounters the Guerins and Pascal and notes that Pascal seems indifferent of the way he treated Gustavus even after being confronted about it. Gustavus begins learning hairdressing as a means of supporting himself and begins studying the French horn and arithmetic.He soon learns that he can earn very little money in this way and decides to go to sea again, this time with a desire to see Turkey. He hires on as a hairdresser with John Jolly on a ship called the Delaware. He remains with that ship and captain until 1771, seeing and being enchanted with Turkey but declining the offer there of two wives and eventually parting ways to join Captain William Robertson on the ship Grenada Planter and then on the Jamaica under Captain David Watt. He later ends up on the North Pole, trapped for a period of time by ice.As chapter ten begins, Gustavus continues his travels, going to Turkey for awhile, then London again and then to Spain. In chapter eleven, he is appalled by the bu ll baiting and eventually returns to Plymouth. In chapter twelve, Gustavus spends more time with the Quakers and is impressed by their actions and their church activities. He wants to become a missionary and says that the rest of his life is to be spent with an eye toward assisting â€Å"the cause of my much injured countrymen. † —- Gustavus's story begins with descriptions of his own people.He notes that they possess slaves that are usually captured in battle or are people among his own tribe who broke specific laws. However, he writes that those slaves are not treated badly. They are required to work, but their masters work just as hard. The slaves are typically given their own house to live in and the only difference appears to be that those people are not free to leave. He doesn't go into this discussion to any great depth. Though Gustavus couldn't have known the horrors that awaited him aboard the slave ship, he notes that he is immediately afraid.He mentions a fe ar that he'll be eaten, but doesn't explain. It seems likely that his people were among those who commonly told their children that kidnappers were frequently cannibals. In any case, Gustavus writes that, had he had entire worlds of his own at that moment, he would have traded them all for the chance to swap places with the lowest slave in his country. Gustavus talks at length about the fact that his people believed in cleanliness and that they were circumcised, and that many of the rituals seem to indicate that the Jewish and the African tribes of that region were related.He quotes a writer who believes that to be true and says the writer indicates that climate is the reason for the dark-skinned appearance of the Africans compared to the traditional light-skinned appearance of the Jews. Gustavus also points out that men with higher degrees of education have discussed the matter and that he isn't the person to answer the question definitively. As Gustavus writes about his early trav els, he seems to flit from one incident to another. He relates the story of a man who got something in his eye and then lost the eye. He talks of being hospitalized for chilblains and small pox.He also mentions a man who saved him from being flogged for fighting with a â€Å"gentleman,† but does not go into any additional details. Gustavus seems to expect that his master is going to simply release him once the military stint is over and goes so far as to make plans for his future. He admits to being heartbroken upon the completion of his sale to a new master. It's interesting that Gustavus, having encountered so many kind and generous people at this point, has ceased to believe himself a slave. He points out that he's served his master well for many years and has earned nothing for it, and seems to expect that to be sufficient.He has become somewhat educated and expects a slave owner to have a moral responsibility to allow him to leave when he wants. At one point, Gustavus is enamored with a tribe of the Mosquito Coast. He talks at length about their customs, including that they love the color red and that they enjoy their ceremonies. Gustavus seems to enjoy the actions of the people. He also talks of the fact that they seem similar to his own family of his childhood. Important People Gustavus Vassa Born Olaudah Equiano and sometimes called â€Å"The African,† he was born in the African province of Essaka is 1745.Gustavus says that he'd been given another name in the early days of his slavery and had initially refused to answer to the name â€Å"Gustavus,† but eventually gave in. He is an intelligent man and adept at trading. His services are coveted because he is so capable and hardworking. When he's purchased by a master who has land and shipping ventures, Gustavus wants desperately to go to sea. He's learned much about shipping and knows that he has the potential to make enough money there to buy his freedom. He accomplishes saving that money in a matter of only a few years, though there are some pitfalls along the way.When he then asks his owner to release him, the owner initially refuses but is convinced by an employee – a ship's captain – who has taken a liking to Gustavus and prevails on the man's sense of fair play. Gustavus loves to learn and devotes as much of his time as possible to learning a variety of things ranging from the Bible to the French horn. He says that he hates to be idle and will take on some new endeavor rather than spend evenings with nothing to occupy his hands and mind. He comes to love London and Turkey as his two favorite destinations among all those he visits.Gustavus finds an array of friends during his travels and learns from many of them. He seems often overly trusting and occasionally finds himself in trouble when he trusts someone to make good on a promise, especially with regard to money. He says that there are those who defend slavery and that they are delusional in their arguments. Gustavus eventually applies to become a missionary. Themes The Desire for Freedom The desire for freedom is an overriding theme and the slaves who wrote these stories are each determined to find freedom, regardless of the cost.This can be seen clearly in the fact that slaves are brutally beaten if caught in a runaway attempt, yet many continue to take the chance. One of the best examples of this desire for freedom is seen in Harriet Jacobs' brother, William. William has been purchased by Harriett's lover and the father of her children, Mr. Sands. Mr. Sands is subsequently elected to Congress and takes William along with him. William has the opportunity to travel through many states and to see many things, and it's noted that Mr. Sands is not a cruel master.Despite the fact that William is treated well with enough to eat and has the promise of eventual freedom, he seizes an opportunity to run away. In his case, there's little cause for worry about reprisal because Mr. Sands isn't cruel and isn't likely to track him down. By contrast, Harriett's Uncle Benjamin runs away, is captured and brought back where he is treated severely, and still runs away again. In the case of Gustavus, he had a master who was willing to allow him time at sea where he was able to make money on his own, but spent a great deal of money to buy his freedom.This willingness to work for many years at jobs in addition to their regular tasks is another common theme in the quest for freedom and those who achieve that freedom are often then working to â€Å"buy† their family. Style Perspective Each of the stories is written in first person from the perspective of the author. It should be noted that three of these have two different names. For example, Gustavus Vassa was named Obaudah Equiano at birth and was later named Gustavus Vassa by a master. Because Gustavus used that name more frequently than the name given to him by his parents, he is referred to as Gustavus th roughout the story.Fredrick Douglass is a well-known name, though he was born Fredrick Augustus Washington Bailey. He took the name Douglass upon his arrival in the free states of the north, though he insisted on retaining his first name as some link to his true identity. For the sake of familiarity, he is referred to throughout this text as Fredrick Douglass. The same is true in the case of Harriett Jacobs who is writing as Linda Benton, and this author is referred to as Harriett Jacobs throughout the text. It should be noted that Jacobs admits at the beginning of the story to having changed the names of some of the people in her book.In fact, research shows that she changed many of the names and it therefore seems appropriate that she would have changed her own name for the purposes of the story. Writing in first person seems the only possible option available to each of these authors because the stories are presented as factual events in the lives of each. Tone The story is writt en in a straight-forward manner but it should be noted that there are some graphic scenes that may be offensive to some readers. They are, however, a part of the history of these people and it seems appropriate that they should be presented.For example, Gustavus Vassa describes the cruelties visited on the slaves of the Jamaican Islands. Those people were routinely beaten but the tortures often took the form of tying them in impossible positions where they were at the mercy of elements and creatures. In the case of each, the stories of separations of family members are a common theme and will likely touch the reader. It's interesting to note that all three of these use words that may not commonly be associated with people of little formal education.In most parts, the meanings of words are easily discerned but it should not be assumed that the level of writing is that of an uneducated person. Of the four stories, the messages of all are aptly conveyed but it seems that Harriett Jacob s' story has a more personal slant, possibly because her story is of a more personal nature and involves her family and friends on a deeper level whereas the others, especially Gustavus Vassa, tells more of his travels and how other people treated him. The tone is often hopeless and a sensitive reader may find himself feeling pity for those involved.

Khasak - 14018 Words

Monday, 26 October 2009 Preface This dissertation titled ART AS A RENDEZVOUS OF MYTH AND MIND: A PSYCHOANALYTIC AND MYTHOLOGICAL ANALYSIS OF O V VIJAYAN’S THE LEGENDS OF KHASAK explores how the judicious selection and use of literary theory can account for the universal appeal of The Legends of Khasak, a belated self translated rendering of a famous regional work in Malayalam, Khasakkinte Ithihasam authored by the eminent writer O V Vijayan, and thus assert its artistic value. Divided into four chapters, the dissertation blends the kin theories of Psychoanalytic and Mythological criticism and applies it to the novel. The Introduction sets the ground for the analysis by exploring the scope of the novel in the comparative study of†¦show more content†¦His economy of words, intensive brooding, and blooming imagination made his characters break the boundaries of region and religion. His strokes were bold and subtle, traditional and modern. He lifted himself to the rarified realm of literary icons with h is iconoclasm as well as irony. Sex, satire and deep sorrow marks much of writing. Vijayan has remained a thoroughly Indian writer by sustaining a certain continuity of the tradition established by Vaikom Muhammed Basheer. He achieves this by delving deeper into the subcultures and the subtle dialectical variations of Malayalam. He was an inclusive writer, his mind and the little world around him were his oyster. Vijayan was chronicling a period wrecked by violent upheavals and made absurd by farcical political gains. He reflected the incomprehensibility and futility with an outward silence and an inward alertness all through. He created a magical Malabar in his works. â€Å"I have always felt that there are two kinds of writers: those who reflect the real world with its space and life and those who create a parallel world with its own space and life. Vijayan belonged to the second genre†, observed poet and once a Vijayan clone, K. Sachidanandan, secretary of the Kendriya Sah itya Akademi in New Delhi. He said the Legend of Khazak was perhaps the most widely read Malayalam fiction, after Changapuzha Krishna Pillai’s poetic opus Ramanan. (The Tribune) The Legends of Khasak, O V Vijayan’s debut novel and master piece, truly

Understanding the Meaning of the French Verb Chercher

Chercher is a regular -ER verb and means to look for. Chercher is commonly used like its English counterpart, but there are a few aspects that make it a little tricky. This lesson explains which verb mood to use with chercher, the meaning of chercher followed by an infinitive, and a few essential expressions with chercher. Meaning Chercher means to look/search for when its followed by a noun. The meaning of for is built into the verb itself, so it should never followed by the preposition pour.Que cherches-tu  ?What are you looking for?Je cherche mes clà ©sIm looking for my keysIl cherche une nouvelle voitureHes looking for a new car Chercher and a Verb When chercher is followed by a verb, it means to try or to attempt and must be followed by the preposition à  :Je cherche à   comprendre la situationIm trying to understand the situationQuest-ce que tu cherches à   faire  ?What are you trying to do? Chercher and Verb Moods Chercher is a rather unusual verb, in that it can be followed by any of three verb moods, with a subtle difference in meaning between each one. This occurs in the construction chercher indefinite pronoun verb: Chercher and IndicativeIn this construction, you know that the person or thing exists and youre trying to find him/it:Je cherche quelquun qui peut maiderIm looking for someone who can help meJe cherche lhomme qui connaà ®t mes parentsIm looking for the man who knows my parentsJe cherche quelque chose qui peut le faireIm looking for something that can do itJe cherche une maison verte qui est en centre villeIm looking for a green house downtown (it belongs to my brother)Chercher and subjunctiveThe subjunctive indicates in French either that youre not sure the person or thing exists, or that youre not sure youll be able to find him/it. Unfortunately, this distinction does not exist in English, unless you add some additional words:Je cherche quelquun qui puisse maiderIm looking for someone who can (might be able to) help meJe cherche un homme qui connaisse mes parentsIm looking for a man who knows (might know) my parentsJe cherche quelque chose qui puisse le faireIm looking for somethin g that can (might be able to) do itJe cherche une maison verte qui soit en centre villeIm looking for a green house downtown (that may or may not exist)Chercher and ConditionalWith the conditional, you expressing hope about existence of the person or thing and your dream of finding him/it.Je cherche quelquun qui pourrait maiderIm looking for someone who can help meJe cherche un homme qui connaà ®trait mes parentsIm looking for a man who might know my parents (I hope there is someone)Je cherche quelque chose qui pourrait le faireIm looking for something that can do itJe cherche une maison verte qui serait en centre villeIm looking for a green house downtown (I really want to buy a house like that) Expressions With Chercher Aller chercher, to fetch, to go and getChercher midi à   14 heures, to complicate the issueChercher la petite bà ªte, to split hairs Conjugations Present tense:je cherchetu  cherchesil cherchenous  cherchonsvous  cherchezils  cherchent

Orion Orion Vs. Darkness - 1193 Words

Cristian Hernandez Orion vs. Darkness Orion was just coming back from the Ozone Layer, at Earth, and felt an odd presence. He couldn’t think of what it might’ve been, so he kept on flying to the Cosmos. As he arrived to the Cosmos, he checked on every type of energy. There was an energy that has never been active before. It was Dark Energy. He siphoned the energy, but it would show two photos. Pitch-black darkness and himself. The trace of energy was coming from the planet Earth. Orion flew to Earth to find the dark energy. As Orion arrived to Earth, he landed in the United States of America. The energy was most powerful there. Orion checked every city and state, then he found the energy trace. It was located at Hawaii.†¦show more content†¦Ã¢â‚¬Å"Who are you?† Orion said. â€Å"I am Darkness,† he replied. â€Å"Why do you look like me?† Orion questioned. â€Å"Because I’m a clone of you,† Darkness replied â€Å"The gods created me to be a rival of yours.† Orion looked at Darkness with a confused and odd face, as Darkness was explaining his story. The gods foretold that a deity would control Energy and soon over rule them and be the most powerful god. Darkness was created by the gods for the purpose of showing Orion wasn’t the most powerful god in existence. Darkness was created along side Orion, but was kept in secret. The gods waited for Orion and Darkness to fully master their powers. After they mastered there full powers, Darkness was sent to lure in Orion to the volcano for one solo purpose. To start the Great Battle between Orion and Darkness. â€Å"The Great Battle must commence!† shouted Darkness. â€Å"Then it shall commence!† shouted Orion. Orion stuck out his arm and his bo staff appeared, composed of pure energy. Darkness did the exact same stance and formed a bo staff, but it was composed of dark energy. Both, Orion and Darkness, used their super-speed ability to fight around the volcano in and out. Orion pummeled Darkness with his bo staff, sending him halfway across the field. Darkness fell down on his knees and felt more weak, but then he recovered his strength and healed himself. Darkness then teleported to where Orion was and punched

My Philosophy of Education Free Essays

I believe that progressivism educational philosophy most closely matches my educational ideals. In my opinion based on the progressivism educational philosophy, the purpose of education is to enable students to learn useful knowledge that has meaning to them in the future. Thus, the most useful education for students is the skill of â€Å"learning how to learn†. We will write a custom essay sample on My Philosophy of Education or any similar topic only for you Order Now When students understand the methods of learning they will be capable of learning useful and meaningful knowledge for the endurance of their lives. Successfully educated students will have made the transition from having their learning experiences guided by a teacher to being able to guide themselves through the process of learning. Moreover, successfully educated students will not only have developed the competence to learn, but will also have developed the character necessary to learn. Because my philosophy of education is progressivism, I want to focus on the whole child rather the content or the teacher (myself). In order to be ready for the real world these children need to be taught about the real world they are growing into. In accordance with progressivism philosophy, I believe that in order to meet the educational goals previously described. The curriculum has to be focused on the students rather than on the knowledge the students are attempting to acquire. The students’ needs- academic, social, and physical must be taken into consideration in order to make the learning useful and meaningful to the students. Thus, the students and the teacher must work together to determine the curriculum. Moreover, the curriculum must focus on the methods of learning rather than the content so that the students will be able to develop the character and competency for learning how to learn. I believe that the teachers teaching style must embrace the natural curiosity and desire to solve problems the student possess. By engaging students in group activities that intrigue their interests, their students will naturally engage themselves in learning the knowledge necessary to find solutions to problems and satisfy their desire to understand the world around them. An example of this type of teaching would be having students learn basic knowledge found typically in social studies, math, or language classes through a role playing activity. The students could develop a mock town in which each child would choose a job they found interesting. After days of interacting as a mock town, the students could discuss the problems that evolved in their mock town. The teacher would guide the discussion toward social, financial, and communication issues. The students then could be given the mission, with guidance from the teacher to find possible solutions for the problem they discussed. As the students find solutions they will also be basic knowledge taught in social studies, math, and language classes. Finally the students could discuss the real world they live in and the types of problems and possible solutions that could make their world a better place. An activity such as this or other field trip types of activities would not only provide useful and meaningful knowledge to the students, but would also help the students comprehend the practical application of the knowledge learning, the process of learning, and method for how problems can be solved. In accordance with progressivism philosophy, I believe that the role of the teacher is to facilitate the learning experience. The teacher is a resource person and a coin inquirer rather than a taskmaster or authority figure who feeds students facts to be recited when tested. A metaphor for a progressivism teacher would be a tour guide for tourists. The tour guide allows the tourists to embrace their experience by encouraging them to explore things that will be fun, memorable, and intriguing. The guide answers questions by directing the tourists to places where they can find answers. The tour guide makes the experience so enjoyable for the tourists that the tourists are left with the desire to come back for more exploration in the future. I believe that the responsibility of the students is to develop naturally by working together as they attempt to solve problems they discover while participating in interesting activities guided by their teacher. As the teacher exposes the students to information in subjects such as science, technology, literature, and the arts, the students will understand that knowledge in these areas will remain current and useful in their lives. Thus, the primary responsibility of the students is to participate in activities and develop the skills and character necessary to understand the process and methods of learning. In my opinion, the progressivism educational philosophy best fits me as a result of my learning style. I find that I comprehend and enjoy what I learn more when I am participating in learning activities. I also believe that I understand how to apply what I have learned more effectively if I am able to experience the practical application of the knowledge I am being taught. How to cite My Philosophy of Education, Essay examples My Philosophy of Education Free Essays I believe that we are all active learners, constantly absorbing new data from our environments, using our minds to merge the creative with the actual, and the fundamental with the ideal. Active learning is defined as learning by being physically and mentally engaged in activities. As the teacher, my goal is to actively teach the children while maintaining a positive yet helpful attitude, in a low pressure and respectful atmosphere. We will write a custom essay sample on My Philosophy of Education or any similar topic only for you Order Now Personally, I think of the relationship between the teacher and the student as a bow and arrow, with the teacher [bow] gently steadying and providing the stable structure to guide the student [arrow] along on its path, gracefully arcing through the air. For my classroom, I would like to create a warm and educational environment that provides intellectual as well as emotional support for the child and their family, while demonstrating the sound skills absorbed in class. Ideally I would aim to balance the â€Å"old school† and the â€Å"new school† theories of education. To achieve this atmosphere, I would incorporate aspects of the High/Scope Method, Erikson’s theory of Psychosocial Development, Maslow’s Multiple Intelligences, and sensory materials prevalent in the Montessori School. Classroom Environment Geared towards the current stages of development of the child, my program would utilize the broad and realistic educational experiences that are designed to promote a constructive process of learning. Theme-related material will serve to peak their interest and establish the link between the core aspects of the lesson and real-life applications. A â€Å"center† based classroom set up encourages children to interact with others in developmentally appropriate play and inspires creativity. Maintaining a daily schedule allows for children to get accustomed to routine and also for teachers to correctly determine the children’s individual schedules and learning processes. Focusing on the child’s key experiences will serve to foster development of important skills and abilities. Incorporating work time, recall time and cleanup time further fosters the development of routine-based practices and will help teach the importance of self accountability. Acting out the routines of adults, the children will learn how to manage their time as well as take care of their surroundings. Interactions with classmates will provide the necessary social skills and establish methods of early conflict resolution practices. In order to properly engage the child’s mind, the classroom must be appropriate, safe, interactive, organized, and embracing to the different cultures and ethnicities present in today’s society. Erikson’s Theory of Psychosocial Development According to Erik Erikson, â€Å"Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be sustained hope must remain, even where confidence is wounded, trust impaired. † Erikson’s theory of psychosocial development occurs in stages, and takes the child’s entire social interactions and life experiences into account. According to Erikson, our personality is shaped not only by our natural disposition, but more so by the society that we live in. Erikson’s theory centers around the concept of ego identity, the sense of ourselves that we develop based upon our social interactions, and the concept of ego strength or ego quality, which is the sense of mastery or inadequacy that we feel after a certain stage in our life. Each stage is like a series of mini-tests, and our ability to pass or fail these tests either strengthens our resolve and personal confidence, or forces us to withdraw and evaluate ourselves more intensely. Erikson believed each stage was tied to a certain part of our development, and conflicts encountered would serve as training to help us develop and hone our psychological quality. Preschoolers fall into Erikson’s third stage of development, â€Å"Initiative versus Guilt. † During this stage, children attempt to control their world through social play and other childhood games, asserting dominance and taking on leadership roles. It is during these early school years, children begin to feel pride and accomplishment, especially in peer-measured tasks. Parents who are involved with their child’s school activities and interested in their early academics help enforce these feelings of pride, and establish a bond based on encouragement and positive reinforcement. Conversely, children who receive little or no encouragement from parents, teachers, or peers will instead doubt their ability to be successful. Howard Gardener’s Multiple Intelligences Howard Gardener believed that people are smart in multiple ways, utilizing intelligences in eight specific areas. The eight areas are visual/spatial, verbal/linguistic, math/logical, body/kinesthic, musical/rhythmic, intrapersonal, interpersonal and naturalistic. Visual/spatial skills relate to the visual realm and how things are perceived or seen. I will focus on arts and crafts that appeal to the visual aspect of learning, and how the visual perception relates to the actual reality. Verbal/linguistic skills cover the languages, including speaking, writing and listening. My activities for enforcing these skills could be creative story writing, listening to foreign languages, reading story relating to concept material, doing word searches, crosswords, or practicing handwriting. Math/logical skills cover the problem solving and logical thought processes, so my planning will include activities such as board games, matching or card games, word or number puzzles, bingo and pattern associations. Body/kinesthic skills involve movement of the body, which I will enforce through exercise, dance or sports activities, as well as recess and certain games. Musical/rhythmic skills tie in nicely with body movement, so I will incorporate singing, dancing or playing an instrument. Intrapersonal skills are associated with our feelings, values and attitudes, both intrinsic and learned, and teachers can create activities where children can discuss differences in background, family structure and culture that may influence these skills. Interpersonal skills, how we use our feelings during interaction with others, can be honed with group activities like dramatic role play and class projects. Finally, to focus on naturalistic skills, the logical process of classification and hierarchy of things, my assignments will include tasks such as putting things in order by category, pattern identification or sorting objects with their type and purpose. Montessori’s Sensory Materials Founded on the ideas and practices of Maria Montessori, I would utilize the core principles of her methods in my daily routine. Keeping my promises and staying on schedule will help to create a respectful atmosphere, and keeping the lesson plans fresh and interactive will encourage learning through nvironment. The prepared and organized centers and related lesson activities will serve to support children in their self-education (a. k. a. auto-education) phase, and allow children freedom and choice of activity. By teaching skills related to everyday life, such as walking in an orderly fashion or carrying objects to the table, the children will be able to practice self care skills. I will provide s ensory materials that are designed to promote learning through the five senses, thus creating an awareness of the body and its ability to learn from real life. By encouraging role play, the children can prepare for adult occupation and construct their own version of the world around them. Furthermore, I will address the demands of diversity and disabiltilty in the classroom by using mixed age groups, promoting individual play within a supportive classroom, repetition of skills and acknowledging sensory perceptions and abilities. The Montessori influence will also be evident in my classroom setup, as I desire child-sized furniture with bright and coordinated colors to promote aesthetic awareness of the child’s environment. Identity of a Preschooler A preschooler is a most usually a child between the ages of three to five, and has not yet entered kindergarten. During this stage, children are egocentric, preoperational, and unable to properly manage their time or self regulatory skills. Most theorists stress the emphasis of play during this stage as the most effective method of implementing solid learning practices and skill awareness. According to Piaget, play promotes cognitive schemes and enhances cognitive development. By maintaining a daily schedule, the preschooler can adjust to the naturally occurring activities and still maintain their individual learning pace. Montessori believed that play was the equivalent of a child’s work and their preschool was equal to an adult’s place of work. Play provides for unintentional yet effective learning. Free play (a. k. a. informal play) helps broaden the child’s creative aspects, and allows for development of personal interests. Symbolic (pretend) and constructive play help children build and test theories, while functional and outdoor play enforce muscular activities. Children in this age group are open to learning, and are constantly questioning the elements of their surroundings. Assessments – Formal versus Informal My major concern with assessment methods is that the spectrum for what is acceptable seems to vary from state to state or center to center. My goal is to streamline the assessment process and incorporate both informal and formal methods. Since assessment goes hand in hand with observation, I will encourage the active participation of the child in their own education, incorporating my own version of evaluating the child. My daily planning of activities and structured curriculum will allow for careful and accurate observation of the child. In my experience with teaching preschool, children learn best when given a project or activity that reinforces the concepts learned that day. I would make every attempt to keep daily notes on each child’s behavior, attitude and progress in the classroom. By noting individual interests and preferences, I can identify the methods that best suit each child’s learning curve. As for formal assessments, standardized testing is one of the most relied upon methods for assessing a child and interpreting their skill levels to determine if the child is ready to proceed or be held back. Additionally, it is important for me to consider not only the regulated standards, but also each child’s individual background. I feel that this consideration for the child’s individual situation will allow for a more accurate assessment. Although I feel that portfolio assessment can sometimes be too broad and open to interpretation, I do think that keeping artistic evidence of the child’s skill achievements can serve not only to pinpoint the progress of the child, but also as a confidence and self-esteem builder for the child. Children are proud to show off their accomplishments and by displaying projects the child will learn to trust in their own natural abilities. Standards and Goals / Ideal Environment Appropriate goals that I would like each child to successfully master or at least become relatively proficient in are self-help skills, an awareness of healthy habits, a desire to learn, evident language and literacy development, and mostly a strong sense of character. I would like them to be able to express different areas of interest, including music and the arts, methods of learning, and interactive games. Children that are not able to grasp the major content areas will be assessed more in-depth, and a conference with the parent(s) will be scheduled. Ideally, I will create a healthy, respectful, supportive and challenging environment that also maintains the developmentally appropriate practices and incorporates all children into the classroom learning environment. I would like for the parents to be involved and aware of their children’s learning practices. I will assign occasional homework, both to emphasize content covered in class and also to provide parents the opportunity to help their children learn. I believe that parents who take an active role in their child’s education have a more positive and lasting impression on their child. Because of this, I will work to include the parents whenever possible, and keep them imformed of their child’s progress, no matter the speed of progression. Finally, and perhaps most importantly, I desire to implement a program that is easy for parents to replicate within their home life, thus creating a unified method of child learning that can only serve to ease the learning process for the child. How to cite My Philosophy of Education, Papers

Emergency Case To Act Professional Nurse â€Myassignmenthelp.Com

Question: Discuss About The Emergency Case To Act Professional Nurse? Answer: Introducation The nurse has failed to apply critical thinking in the false recording of the medical entry of the patient. Since the nurse is an enrolled nurse and was practicing in an emergency department her action of altering the medical report is an ethical issue regarding her nursing profession. The nurse has failed to analyse the effect of altering the report of the medical record of the patient. The patient was in a serious condition and any action or wrong medication may lead to any serious health issue or even death of the patient so by doing so the nurse has done a serious mistake and has not obeyed the professional nursing practices, ethics and nursing codes of conduct (Griffiths, 2015). As per to the code of conduct the nurse should not provide a medication without any authorization from the general physician of the patient, the nurse should not alter or make any changes in the medical report of the patient without the awareness of the doctor. The nurse should prescribe any medication to a patient with verbal conversation with the general physician over phone about the condition of the patient (Faa.gov, 2015). There are the codes of conduct that are noticed to be violated by the nurse here. Since the patient was in emergency ward any wrong action by the nurse might have harmed the patient physically or mentally. The nurse has breached the following code of ethics the fundamental values and commitments of nurses, to adhere to the boundaries of duty and loyalty of nurses and aspect of duty beyond the personal patient care. The actions performed by the nurse while prescribing the medication and making false entry and providing false statement all are the indicators of not following the ethical codes for nurses. The professional should include the adherence of the nurse to the professional code of conduct for the nudes, to adherence to the ethics that has to be followed by the nurse during the treatment and to adherence of the nurse to the professional code of practices for the nurse.AHPRA and the National Boards regularly check with suggested groups to gather reaction, information and counsel on a wide range of issues (Nursingworld.org, 2015). Regulatory authorities should assess the knowledge and clinical performance that relate closely to the demands of the nurses scope of professional practice and the practice situation. Prescription of the medication without any authorization by a doctor and the entry of a wrong medical record of the patient are the two professional issues that are done by the nurse. By doing so the nurse did not adhere to the ethics of nursing and the code of conduct for the nurses. The false entry of record is an ethical issue conducted by the nurse and the prescription of a medicine without doctors authorization is the disobeying the code of conduct rule for the nurse. The three benefits of reflective practice that will help me are a better sense of workplace situations, making a sense of events at the workplace and to take proper actions towards the situation. Ultimately reflective practice will help me to improve and manage care for the patients, and to take proper action regarding a critical situation. By the use of reflective practice I can develop a sense of the problem at the place of work, inspiring that sense with interpretation of the related conditions; then elaborating a conclusion and testing the conclusion in my practice. This critical thinking case scenario can help me in handling my own work at the workplace. The critical thinking about the topic will help me in making decision about a patient in an emergency situation while adhering to the ethics, code of conduct, and the nurses professional practices. The topic will help me how to use my critical thinking power to avoid any problem in the health of the patient. Also I got about the fact that what will be the impact of any mistake done by me on the health of the patient and on my personal nursing career. This case scenario will help me in my future practice as a nurse and to be practical while assessing the patient in an emergency case and to act as a professional nurse. References list: Faa.gov, (2015). Guide for Aviation Medical Examiners. Griffiths, M. (2015). Nurse Prescribing in Practice. 1st ed. pp.1-17. Nursingworld.org, (2015). The Power of Professional Nursing Practice An Essential Element of Patient and Family Centered Care.