Education Essay Essay Example for Free

Education Essay Essay Education? is? not? only? conditioning,? but? conditioning? for? the? future? and? conditioning? for? the? mind.? Somewhere? along? the? way? the? strive? to? learn? has? been? lost? on? education.? Its? hard? to? determine? where? this? all? went? wrong.? Like? many? in? the? past,? those? who? have? the? drive? to? learn,? earn? an? education.? Drive? and? determination? can? not? be? taught? in? a? classroom.? Some? of? the? most? important? subjects? that? should? be? taught? in? class,? are? not.? The? purpose? of? education? is? to? condition? youth? for? the? challenges? they? face? in? the? future. ? Students?  are? trained? not? educated.? I? have? never? had? to? overcome? a? language? barrier.? I? have? never? had? to? overcome? a? racial? barrier? either.? As? long? as? I? can? remember? learning? has? been? a? part? of? my? life.? Not? just? learning,? but? education.? The? struggles? Richard? Rodriguez? and? Fredrick? Douglass? went? through? do? not? apply? to? me.? Rodriguez? and? Douglass? were? both? lucky? enough? to? discover? education,? where? as? education? found? me.? Fredrick? Douglass? once? said,? â€Å"Without? struggle? there? is? no? progress. †? This? quote? really? sums? up? Douglass? and? his? message.? Douglass? went? through? his? fair? share? of? struggles? and? became? a? better? man? because? of? it.? If? what? I? face? now? in? my? life? is? a? struggle,? how? much? can? I? really? progress At? least? I’ll? always? have? education? to? take? advantage? of.? All? Americans? are? given? the? right? of? an? education.? Depending? on? the? person,? this? right? can? either? be? used? or? ignored.? A? large? part? in? why? so? many? immigrants? travel? to? the? US,? is? because? it? offers? free? public? education.? Because? of? taxes? no? child? has? to? pay? to? learn.? There? are? also? no? restrictions? on? who?  has? the? right? to? an? education? in? the? United? States.? Yet? education? is? not? appreciated? by? most? like? it? should.? Learning? is? a? power.? Not? a? power? that? all? people? have? but? the? ones? that? do? have? it? need? to? use? it,? completely? use? it.? Fredrick? Douglass? realized? how? powerful? the? ability? to? learn? could? be.? So? did? Maya? Angelou.? Neither? of? them? would? have? lived? the? lifes? they? did? without? the? power? of? learning.? To? make? mistakes? and? learn? from? them? so? they? don’t? recur.? Read.? Comprehend.? Write.? Read.? Comprehend.? Write.? And? repeat.? I? create?  sentences? so? I? can? reap? the? benefits.? Until? a? student? becomes? proficient? in? reading,? comprehending,? and? writing? that? student? won’t? be? successful? in? the? educational? system.? The? goal? isn’t? to? learn.? Education? used? to? be? about? learning.? Different? people? learn? in? different? ways.? Education? is? interesting? to? some? but? boring? to? others.? For? one? to? be? educated,? they? first? have? to? learn.? The? ability? to? learn? is? not? a? strength? all? people? are? born? with.? It? is? an? important? skill? most? people? develop? throughout? their? life.? Frederick? Douglass? was?  not? taught? as? a? child.? Douglass? did? not? go? to? school,? but? the? fact? that? he? is? educated? can? not? be? argued.? Based? off? that? fact? alone,? it? is? proven? that? one? does? not? need? to? be? schooled? to? be? educated.? Douglass? was? determined? to? learn.? He? was? steadfast? in? educating? himself? to? have? a? brighter? future.? Being? a? slave? in? the? 19th? century,? a? bright? future? does? not? exist.? Through? his? determination,? Douglass? shows? how? the? importance? of? an? education? is. Education? does? not? always? occur? in? the? classroom.? It? can? be? found? almost? anywhere.? Frederick? Douglass? mentions? in? his? narrative? Learning? to? Read? that? the? little? boys? who? taught? him? how? to? read? will? be? free? at? twenty? one? years? old? men,? whereas? Douglass? just? wishes? to? be? free? more? than? anything.? Learning? does? not? only? occur? in? the? classroom.? It? happens? in? many? everyday? experiences.? Sometimes? the? only? way? to? learn? something? is? to? do? it? personally.? Maya? Angelou? once? said:? â€Å"Words? mean? more? than? what? is? set? on? paper.? It? takes? the? human? voice? to? infuse? them? with? a? deeper? meaning. †? Just? because? a? student? reads? from? a? book? does? not? guarentee? they? will? receive? the? full? effect? of? the? writing.? Words? need? to? be? said,? plays? need? to? be? acted,? speeches? need? to? be? read.? Most? american? scholars? today? dredd? the? idea? of? reading.? High? schoolers? all? across? the? country? will? try? to? find? anyway? to? get? around? actually? having? to? read.? For? education? to? be? successful? in? teaching? a? student? a? lesson,? the? attitude? of? the? student? must? be? appropriate.? Students? who? don’t? want? to? learn? won’t,? it’s? really? that? simple.? Students? need? to? be? taught? how? to? learn.?

Wonderment and Awe: the Way of the Kami Essay -- Movies Film Films Ess

Wonderment and Awe: the Way of the Kami When watching the fantastic anime (animation) of Japanese director Hayao Miyazaki, it soon becomes apparent that he has infused his richly detailed worlds with an animistic world-view that references ancient Japanese beliefs, practices and myths. His films describe an intriguing mixture of earthy spirituality particularly drawn from the Shinto tradition. Shinto is less a religion than a way of life – a pantheistic and animistic faith that believes that every object possesses a spirit, and encourages nature worship, folk beliefs, ancient deities and rituals. It has no dogma or moral doctrine, except for four general tenets: worshipping and honouring the kami; love of nature; tradition and the family; and cleanliness (Picken 1994:9-10). For the scope of this article, I will be looking at how respect for the kami and nature inform two of Miyazaki’s films Princess Mononoke (Mononokehime 1997) and Spirited Away (Sen to Chihiro no Kamikakushi 2001). The key to Miyazaki’s work lies in his knack of transformation and transfusion. He transforms and reinvigorates the tenets of Shinto and also elements of Japanese myth such as dragons and gods. His films do not rework specific stories – rather he creates a hybrid Japanese ‘modern myth’ that is accessible (in different ways) to post-industrialised audiences all over the world. Film critics have praised his films: many appearing to share the sentiments of American film writer Chris Lanier that ‘ultimately, when the movie is over, one doesn’t chiefly savour its sequences or incidents, or even the audacity of its imagination. One rather savours the world-view that seeps through it, which is an eminently kind one’ (2002). I would suggest that Miyaza... ...s spiritual roots. Tokyo: Kodansha International. Picken, S. (1994) Essentials of Shinto: An analytical guide to principal teachings. Connecticut & London: Greenwood Press. Saitani, R. (1995) ‘I Understand Nausicaa a Bit More Than I Did a Little While Ago: Long interview with Hayao Miyazaki’ in Comic Box special memorial issue: The Finale of Nausicaa. January. Website accessed 15 May 2003: www.comicbox.co.jp/e-nau/e-nau.html Mes, T. (2002) ‘Hayao Miyazaki Interview’on Midnight Eye. 1 July. Website accessed 15 May 2003: www.midnighteye.com/interviews/hayao_miyazaki.shtml van Bremen, J. (1995) ‘Introduction: The myth of the secularization of industrialized societies’ in Ceremony and Ritual in Japan: Religion in an Industrialized Society. London: Routledge. Weber, M. (1965) The Sociology of Religion translated by E. Fischoff. London: Methuen & Co. Wonderment and Awe: the Way of the Kami Essay -- Movies Film Films Ess Wonderment and Awe: the Way of the Kami When watching the fantastic anime (animation) of Japanese director Hayao Miyazaki, it soon becomes apparent that he has infused his richly detailed worlds with an animistic world-view that references ancient Japanese beliefs, practices and myths. His films describe an intriguing mixture of earthy spirituality particularly drawn from the Shinto tradition. Shinto is less a religion than a way of life – a pantheistic and animistic faith that believes that every object possesses a spirit, and encourages nature worship, folk beliefs, ancient deities and rituals. It has no dogma or moral doctrine, except for four general tenets: worshipping and honouring the kami; love of nature; tradition and the family; and cleanliness (Picken 1994:9-10). For the scope of this article, I will be looking at how respect for the kami and nature inform two of Miyazaki’s films Princess Mononoke (Mononokehime 1997) and Spirited Away (Sen to Chihiro no Kamikakushi 2001). The key to Miyazaki’s work lies in his knack of transformation and transfusion. He transforms and reinvigorates the tenets of Shinto and also elements of Japanese myth such as dragons and gods. His films do not rework specific stories – rather he creates a hybrid Japanese ‘modern myth’ that is accessible (in different ways) to post-industrialised audiences all over the world. Film critics have praised his films: many appearing to share the sentiments of American film writer Chris Lanier that ‘ultimately, when the movie is over, one doesn’t chiefly savour its sequences or incidents, or even the audacity of its imagination. One rather savours the world-view that seeps through it, which is an eminently kind one’ (2002). I would suggest that Miyaza... ...s spiritual roots. Tokyo: Kodansha International. Picken, S. (1994) Essentials of Shinto: An analytical guide to principal teachings. Connecticut & London: Greenwood Press. Saitani, R. (1995) ‘I Understand Nausicaa a Bit More Than I Did a Little While Ago: Long interview with Hayao Miyazaki’ in Comic Box special memorial issue: The Finale of Nausicaa. January. Website accessed 15 May 2003: www.comicbox.co.jp/e-nau/e-nau.html Mes, T. (2002) ‘Hayao Miyazaki Interview’on Midnight Eye. 1 July. Website accessed 15 May 2003: www.midnighteye.com/interviews/hayao_miyazaki.shtml van Bremen, J. (1995) ‘Introduction: The myth of the secularization of industrialized societies’ in Ceremony and Ritual in Japan: Religion in an Industrialized Society. London: Routledge. Weber, M. (1965) The Sociology of Religion translated by E. Fischoff. London: Methuen & Co.

Comparison Between Perfect Competition and Monopoly Essay

Uploading instructions Please view the assignment submission process document provided to you by the Virtual University to upload the assignment. Rules for Marking It should be clear that your assignment will not get any credit if: The assignment is submitted after due date; The submitted assignment does not compile or run; The assignment is copied. Objective The assignment is being uploaded to make the students read their handouts thoroughly. As it has been observed that the students are not reading their handouts properly so the assignment will bridge the gap between the students and the handouts. The assignment will also augment the students’ understanding of the importance of some specific dates and incidents in the history of Pakistan. Assignment (Fill in the blanks with appropriate words) 1. The Lahore Resolution was moved by _______________. 2. The World War started in 1939 3. The Hindus started Quit India Movement in ____________seeing British in trouble.. 4. Lord Wavell announced elections in ________ 5. In __________1945 the elections of Central Legislature were held and the ML won all 30 Muslim seats. 6. On___________, 1946, all the newly elected Muslim members pledged in the Delhi Convention to shatter the Hindu dream of united India. 7. The Interim Government was formed under Nehru on September _________1946 and the ML stayed away. 8. Khizr Hayat Tiwana was a Muslim Leader from the_____________. 9. ___________meeting of the Constituent Assembly was held on August 11, 1947 and the ceremonies on August 14. 10. ____________appointed as Viceroy and he arrived in Delhi on March 22, 1947. Attempting Methodology All the students should write down the whole sentences along with the missing words in accord with their order. Requirements of the Assignment 1. The medium of the course is English. 2. Assignment means comprehensive details about the given topic quoting different sources (books/articles/websites etc. ) but this assignment does need these things. 3. Copied material will be awarded ZERO. 4. After due date Assignment will not be accepted. Note: You should prefer to upload your assignment in word document file.

Some Theories of Personality Essay

Personality Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are a number of personalities that people display in life in accordance with different life situations that they encounter or are living in. The most common personality that a typical person is likely to display today that has been described by Sigmund Freud is that of ego. This is so because in the most part of our lives, we rely on unconscious part of mind (George, 2010). This part is the source reality of what can be afforded, how and when. It controls our desires on the basis of what we really should have at a particular time and if we cannot afford it at that time, the ego informs a person to postpone it for another day.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   We are occasionally obliged to negate or repel becoming cognizant of some drives and thus, they in most cases manifest in a hidden form but the ego makes these drives real(George, 2010). Although human beings desire to have things that they think are of importance to them, this part of mind makes them aware of what they can afford or what they cannot afford. It is the ego that helps the typical person to relate things that he or she wants to the reality (Sow & Chan, 2010). It thus leads a person into looking for objects that can satisfy what he or she is in need of but because of the inability to acquire them, they compensate with some other source of satisfaction.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Relating to the world today, people are spending millions of money in search for self-realization through programs that are offered by several firms. These programs help them become enlightened and they quickly turn their lives around. To this end, these people feel that if they realize themselves, they will be able to live a happy life. They thus are willing to spend whatever the money they deem necessary to enroll in the programs that will help them realize themselves. Most of these individuals are wealthy or somewhat able of sustaining themselves if not wealthy but, they do not realize happiness in their wealth or ability. The only way they can get this happiness is through spending their money not on buying expensive possessions but by spending that money to seek for self-satisfaction (George, 2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Similarly, depending on the level of needs, most people are driven by a desire to accumulate wealth in their life. As they perceive, being wealthy means being happy because, they can afford to buy all that they desire with their wealth. Therefore, they would do anything within their power to satisfy their desire. Sometimes, the justified means of acquiring wealth that have been dictated by the society may not favor such individuals. They are, therefore, driven by their desires to create other means to achieve their goals. These other means may be lawful for example, through investing or starting a business or may be unlawful for example, the selling of drugs, corruption, stealing, and forceful amassing among other illegal means (Sow& Chan, 2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unfortunately, when one desire is achieved, the body keeps on yearning for more. Such individuals form a disease out of a habit in the process of satisfying their motivations (Weiten et al, 2011). They thus identify by the means in which they achieve their desires and this suppresses their perception on the existing societal laws. If the activity that they achieve their desires through is unlawful, they think of it as lawful and usual. Later on, after such individuals accumulate more wealth, they realize that the wealth is not enough to make them happy. At this point, they invest in programs that are geared towards achieving self-realization (Weiten et al, 2011).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Such a personality affects a typical person’s behavior in several ways. First, he or she learns to balance between the lusty desires and the actual world expectations (Sow and Chan, 2010). When one is dominated by lusty desires, he or she is able to rationalize those desires through the use of ego personality. If the person allows the lusty desires personality to dominate, he or she goes against the societal norms or the stipulated laws. To this end, such a person is said to be a criminal.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Secondly, when an individual is driven by the desire to become wealthy through amassing of wealth either through conformity to stipulated laws or negating the laws, they are turned into wealth making machines whose role is to make wealth. This has contributed to failure in social structures such as the family because of the little time these individuals have to concentrate on building social relationships. No wonder the high rate of broken marriages and families. This has left the little children without the most basic contributors to their personality at early age namely; father and mother. Deficiency in personality development on children keeps on adding to the miseries of the world today (George, 2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Through engagement in illegal means of satisfying an individual’s desire, the rate of crimes in the country keeps on rising. It becomes difficult for the individual to do what is right because the part of personality that is responsible for informing is numbed from recognizing the right from the wrong. This is dangerous because the individual would do anything to maintain his source of wealth. No wonder there are many assassinations in places subjugated by illegal business such as the drug vending cartels (Sow& Chan, 2010). References George,B. (2006). Personality Theories. Found online at: htttp://www.social-psychology.de/do/pt_freud.pdf Sow, Gaik and Chan, Wai. (2010). Personality Development. Found online at: http://elearning.ibc.ac.th/sites/default/files/personality%20development_0.pdfWeiten, W.,Dunn, D. & Hammer, E.Y. (2011). Psychology Applied to Modern Life; Adjustment in the 21st Century: Tenth Edition. Belmont, CA: Wadsworth-Cengage. Source document

Character Analysis of Cassio and Roderigo from Othello

Character Analysis of Cassio and Roderigo from 'Othello' Othello is one of William Shakespeares most acclaimed tragedies. The story of a Moorish general (Othello) and the soldier (Iago) who plots to usurp him, the play features a small cast of characters who are manipulated and pitted against each other as part of Iagos deceitful plan. Two of the key characters are Cassio, Othellos loyal captain, and Roderigo, a man who is love with Othellos wife, Desdemona. Over the course of the play, both are lured into the complex love plot engineered by Iago, one of Shakespeares  best-written villains. Cassio Cassio is described as Othellos honourable lieutenant, and he is given this rank over Iago. The appointment, undeserved in Iago’s eyes, justifies the villain’s cruel revenge against him: One Michael Cassio, a Florentine†¦ / That never set a squadron in the field / Nor the division of a battle knows.(Iago, Act I Scene 1) We know that Cassio is of good standing due to Desdemona’s passionate defense of him. However, Othello is easily turned against him by Iago. In Act II, Cassio foolishly allows himself to be encouraged to go for a drink when he has already acknowledged it to be the wrong thing to do. â€Å"Come lieutenant. I have a stoup of wine, Iago says (Act II Scene 3). I’ll do’t but it dislikes me, Cassio replies. Once the captain becomes drunk, he is drawn into a brawl and attacks Montano, a former Cypriot official, badly wounding him. The attack is an embarrassment to Othello, who is forced to act quickly to appease the Cypriot officials. The Moorish general sacks Cassio on the spot: Cassio I love thee, but never more be officer of mine.(Othello, Act II Scene 3) Othello is justified in this, as one of his men has injured an ally; nevertheless, the scene demonstrates Othello’s impulsivity and his righteousness. In his desperation, Cassio falls into Iago’s trap once more as he implores Desdemona to help him win his job back. His office is the most important thing to him, so much so that he neglects his relationship with Bianca while he is trying to get it back. At the end of the play, Cassio is injured but redeemed. His name is cleared by Emilia and as Othello is stripped of his duties, we are told that Cassio now rules in Cyprus. As the new leader, he is given the responsibility of dealing with Othellos fate: To you Lord Governor, / Remains the censure of this hellish villain. / The time, the place, the torture O enforce it!(Lodovico, Act V Scene 2) As a result, the audience is left to ponder whether Cassio will be cruel to Othello or forgiving. Roderigo Roderigo is Iago’s dupe, his fool. In love with Desdemona and prepared to do anything to get her, Roderigo is easily manipulated by the evil Iago. Roderigo does not feel any loyalty towards  Othello, who he believes has stolen his love from him. It is Roderigo, under the guidance of Iago, who goads Cassio into the fight that gets him dismissed from the army. Roderigo escapes from the scene undetected. Iago tricks him into giving him money to convince Desdemona to be with him and then encourages him to kill Cassio. In Act IV, Roderigo finally gets wise to Iagos manipulation of him, declaring that Everyday thou daff’st me with some device (Act IV Scene II). Nevertheless, he is again convinced by the villain to follow through with the plan to kill Cassio, despite his misgiving. I have no great devotion to the deed, Roderigo says. And yet he hath given me satisfying reasons. / Tis but a man gone. Forth, my sword: he dies (Act V Scene 1). In the end, Roderigo is stabbed his only friend, Iago,  who does not want him to reveal his secret plot. However, Roderigo finally outsmarts him by quickly writing a letter which he places in his pocket, pointing to Iago’s involvement in the plot and his guilt. Although he ultimately dies, he is in some part redeemed by his letters: Now here’s another discontented paper / Found in his pocket too. And this it seems / Roderigo meant to have sent this damned villain, / But that, belike, Iago in the interim / Came in and satisfied him. (Lodovico, Act V Scene 2)

Power, Authority and Force are Distinct Essay Example | Topics and Well Written Essays - 1500 words

Power, Authority and Force are Distinct - Essay Example Power, authority and force are three different aspects of an individual’s or society’s life. In a country, it is the government that is the sole authority and has the power to make decisions for the social welfare and wellbeing of the people. However, despite such power, the government cannot force or impose rules upon people if they do not wish to follow them and thus, there has to be some room left for liberal thinking or allowing the will of the people to persist. Power thus is the ability to get work done because of leadership skills; it is the capacity that a person may have in order to perform some work or carry out an action in an effective manner. Authority on the other hand is the supremacy or command that a person or a body has, to make decisions. Finally, force is the manner in which a person may impose upon another or coerce another in order to do something or carry out an action. In this manner, these three terms are distinct and will be discussed with vari ous examples during the course of this essay. (Merriam Webster Dictionary) All over the world, all the time, there are various examples of these three terms being combined and used in the same situation; where there is authority, there is power being wielded because only an authority on some matter has not only the full right but also the ability to exercise something; and sometimes, this exercising of power by an authority might turn out to be forceful upon a group of people that do not wish to follow it. Power is the ability to influence the outcome of events. It could be both correctly as well as incorrectly used and the incorrect use of power would lead to coercion or force upon people. Authority on the other hand is a very subjective term because it is bestowed upon people that seemingly do well in their respective fields; people who may be deemed fit in order to carry out a certain task. (Jovial Bard) For example, the president of the country is rightfully elected as the autho rity to carry out certain powers but they are not forced or imposed upon people. However, in some cases, like in countries where there are monarchs or countries like China that are completely republican in nature, the power wielded by the authority is forced upon the individuals and they have no choice but to follow the same. There are various views on this very subject; taking into account the reign of Saddam Hussein, the despotic leader, it may be understood that he assumed authority without commanding respect for the same. Thus, in the eyes of the rest of the world, especially the United States of America, he was deemed to be an illegitimate leader, who just assumed an authoritarian position. He had access to weapons of mass destruction which he threatened people all over the world with and thus this was an application of force on his part because of the high power that he held as the president of a country, as he imposed fear among the citizens and led them to a very terrifying and horrific way of life. (Bowen, D) Over the years, nonetheless, the power that the United States has over the rest of the world has been growing; especially because after the 9/11 attacks, the entire world held sympathy for the country and thus supported it with all their might. However, as the US has been

Human resource Case Study Example | Topics and Well Written Essays - 500 words

Human resource - Case Study Example It is pretty obvious from the case itself that the company is facing problems in retaining the customer service representatives. According to the representatives some of the causes for high rate of attrition have been working on weekends, very little contact with the other departments, hesitance for cold calling, lack of remuneration for success, etc. Therefore in order to solve the problem of employee retention these problems need to be take care. Here are a few recommendations that may provide a way out. One of the major causes of retention has been working on weekends. Customers can need help or support at any point of time in the day, hence the customer care representatives need to be there for help even on weekends. However, the each of the customer care reps the may not have to work on each of the weekends. For example a customer service rep may work on two weekends in the month and may get rest on the other two. The reps should be given some extra remuneration for working on the weekends. Another root cause for attrition has been the lack of fact between the reps. and other members. Hence from time to time job rotation policy can be used. This can reduce the boredom as well as give the reps an opportunity to understand the way the other departments function. It can come in real handy while handling the customer queries. Another problem has been lack of recognition for the reps. hence there could be a token of appreciation for the best customer service rep. of the month. Also th ey reps should be provided some extra incentives for each sale they make. This can also minimize the problem of hesitance in cold calling. But that is not all it has been mentioned by the reps that most of time problems faced is something beyond the control, such as billing issues or late delivery. Hence the organization should make sure that the end product is being delivered to the customers in time,