The Right Of The Fetus Life - 988 Words

Marqui’s famous article is against abourtion. His article is different and he tries to explain why killing and adult human is wrong ans see if the same reason works for abortion. The main argument is the idea that a fetus is considered a person at the moment of conceptrion. â€Å"since the fetus is considered a person than the has a futuree like ours. The fetus will have plenty of experiences and happinies just like any other being.†( page448) Unlike Marquis, Thomson s famous article defended abortion. Based on her premises, the fetus is a person from the moment of conception. Thomson main argument in the article the right of the fetus life is not absolutely right. Thus, she defended that abortion is morally acceptable in some cases by talking about â€Å"The violinist experiment†, The Burglar and The Case of the People-Seeds. â€Å"Every person has a right to life. So the fetus has a right to life. No dough the mother has a right to decide what shall happen in and to her body; everyone would grant that. But surely a person’s right to life is stronger and more stringent than the mother’s right to decide what happens in and to her body, and so outweighs it. So the fetus may not be killed; an abortion may not be performed.†(Thomson, page438) Thomson talks about true premises. Every person has a right to life and everyone has the right to control their body. A mother has the right to choose what wi ll happen to her body, but a life is more important. Therefore, the true premises have rightShow MoreRelatedA Defense of Abortion by Judith Jarvis Thomson1354 Words   |  5 Pagesstory as an analogy to explain that abortion is morally acceptable when contraception has failed. Thomson also mentions the right to life in her article. She uses the right to life to explain to us that it is morally justifiable for the mother to abort the fetus when the fetus is endangering the mother’s life. In order to help her readers understand the notion of right to life she is trying to propose to us, she does so by using the Henry Fonda example. In my point of view, I find most of Thomson’sRead MoreAbortion: Every Woman Has the Right to Choose Essay examples1222 Words   |  5 Pagesof the fetus, risks to the life of mother, rape and incest. It also considered as moral position, or a compromise between the pro-choice movement and pro-life movement. The moderate position accepts both of the pro-choice and pro-life. In Shannon and Kocklers essay says This position sees both the fetus and the woman as having rights and entitlements and recognizes that attempts to resolve such conflicts of rights will entail suffering and pain(82). This means the fetus has a right to life and theRead MoreThe Rights Of Pregnant Women982 Words   |  4 Pageswishes in order to save the life of her fetus because physicians felt she would not live long enough to give birth. This case presented one of the earliest controversies surrounding the maternal-fetal conflict and a pregnant women’s rights to informed consent, privacy and bodily integrity. Any situation where the pregnant woman’s well-being or wishes conflicts with fetal benefit creates a maternal–fetal conflict. Past and recent court decisions â€Å"aimed at protecting the fetus as separate from the womanRead MoreThe Ethics And Morals Of Abortion Essay1643 Words   |  7 Pagesby removing a fetus or an e mbryo out of the woman’s uterus. It is one of the most controversial problematic issues that is discussed throughout the decades. The topic of abortion was considered as a social issue that soon became a political and ethical subject. Abortion have become a heated public distribute on whether its method are morally permissible or not? Individuals have voiced the benefits and disadvantages of abortion. The extremists of â€Å"preserving life† also known as pro-life position believesRead MoreA Defense Of Abortion By Judith Thomson1678 Words   |  7 Pagesprecedence; an unborn fetus’ life or its mother’s right to her body? Anti-abortionist argue that the life of an unborn fetus has priority, and thus abortion is morally impermissible as it violates the fetus’ right to life. In her article â€Å"A Defense of Abortion†, Judith Thomson argues that abortion is morally permissible under the certain conditions where the rights of the fetus fail to surpass a mother’s right of choice. For the sake of her argument, Thomson allows the assumption that a fetus is a person,Read MoreIs Abortion A Fetus?945 Words   |  4 Pagesprochoice. Prolife are those who believe that a fetus should not be aborted. While prochoice are those who feel that it is the mother’s right to choose to birth the fetus or not. No one ever really stops to think what would the fetus want. Some people would not even consider this a viable option. This is because there are some who believe a fetus, unborn child, should not have rights. Then there are those who believe that a fetus should and does have rights. While both sides may have strong feelings towardsRead MoreA Defense Of Abortion By Judith Jarvis Thomson951 Words   |  4 PagesIn Judith Jarvis Thomson’s A Defense of Abortion, Thomson explores the relationship between the rights of a fetus and the rights of a human, in this case the mother. Thomson is an American moral philosopher and meta-physician. She is known for her defense of moral objectivity, her account of moral rights, her views about the incompleteness of the term good, and her use of thought experiments to make philosophical points. In the article, Thomson defends abortions in several certain circumstancesRead MoreShould Abortion Be Permissible?1238 Words   |  5 Pagesnot tolerable. Some considered that ending the life of a human fetus is very bad and should not be permissible at all. Republican Party alleged that abortion is like committing murder as it is killing a human fetus. The Democratic Party felt that the mother have the right to make a choice of keeping or aborting the fetus, and it is not assassination until the baby is brought to life. The Republicans, who consider it as murdering, say that the human fetus inside of the womb is a human being alive, aRead MoreThe Violence Of Pro Life Essay1377 Words   |  6 PagesThe extremists of pro-life are exceedingly adamant on persuading w omen to not abort the fetuses. These extremists invade women’s privacies and undermined women’s freedoms on decisions making. The pro-life advocates are simply third parties who claims that they are trying to save lives; however, their earnest intentions cannot outweigh the consequences that sometimes comes with keeping the fetus. For example, a sixteen year old female became impregnated by her seventeenth year old boyfriend. Her family’sRead MoreShould Abortion Be Legal For Women?1350 Words   |  6 Pagesdebate whether or not women should have the right to have an abortion. Judith Jarvis Thomson’s famous article â€Å"A Defense of Abortion† defends a women’s right to have an abortion. However, I disagree with Thomson’s defense against abortions, and believe that abortions are highly immoral and should be illegal. Many whom are pro-choice argue that a fetus is not a person until birth. However, Thomson’s article is unique in that she openly grants that a fetus is a person from the point of conception.

Aeneas Fights With Turnus Essay - 1359 Words

Aeneas Fights With Turnus In the Aeneid, Virgil describes many human qualities, problems and characteristics. Some examples which I wish to illustrate can be found in the end of epic, in the scene of the final duel between Aeneas and Turnus. Virgil also introduces a novel idea in his work. Both sides, the Trojans and the Latins, are portrayed as noble people. Even though Aeneas is fated to win, and he is the hero of the work, the opposing force, Turnus, is not portrayed as evil, but rather like a noble person in a very hard situation. Virgil deals as much with physical and psychological problems Turnus faces, being an honest and noble man, as he does with Aeneas’s problems. By the time the battle begins, Turnus knows that he will†¦show more content†¦She tried to deter Aeneas from his course to Italy while she perfectly knew that the â€Å"decision† of the Fates was otherwise. Virgil makes it clear that humans and gods alike have the same irrational and purely emotional desire to achieve that which they know cannot be achieved. This desire is present in many episodes in the book. I think that Virgil is trying to tell his readers that this desire is a very fundamental part of people. The drive to achieve the impossible is what always drove science and human advancement. Virgil is making a comment on a very integral part of the human psyche. Both Turnus and Aeneas, Venus and Juno have this characteristic. Virgil assigns the same feeling and emotions to the heroes of both sides of the story. During the duel of Aeneas and Turnus, Virgil takes another opportunity to describe the desire to oppose fate. Turnus calls out to Aeneas : â€Å"Your burning words, ferocious Trojan, do not frighten me; it is the gods alone who terrify me, and Jupiter, my enemy† (Book XII, 1189). The challenge Turnus saw coming to him was not from Aeneas, but from the gods themselves. Still, by the next line, Turnus can be observed trying to hurl a stone at Aeneas to continue the luckless fight. How eager Turnus seems to prove his honor, and die for his belief. If Turnus knew that Jupiter was against him, he did not have any doubt as to his own defeat. His death is near, and he is not afraid. A few paragraphs later however,Show MoreRelatedThe Textual Relationship Between Virgil And Lucretius1730 Words   |  7 PagesA lot of research has been done showing the textual relationship between Virgil and Lucretius. Many have noticed the unique use of gliscit by Virgil in 12.9 to describe Turnusâ €™ reaction to seeing the Latins retreat and have subsequently connected it to Lucretius, specifically passage 1.474: â€Å"ignis Alexandri Phrygio sub pectore gliscens clara accendisset saevi certamina belli†. Although Virgil could have had this passage in mind, there is another use in Lucretius which can bring new context andRead MoreEpic Heroism And Values Of The Iliad1030 Words   |  5 Pagesthe image of Aeneas killing Turnus classify them as epic heroes. In the Greek epic poem the Iliad, Homer portrays Achilles as an enraged warrior fighting for revenge for a woman he loved. In the Roman epic poem the Aeneid, Virgil portrays Aeneas as fleeing the city of Troy to establish a new city. Achilles and Aeneas are epic heroes because they both show courage, boldness, and embody the ideals of their nation. Homer portrays Achilles as individualistic, while Virgil portrays Aeneas as valuingRead MoreAeneas as a Roman Hero in The Aeneid Essay637 Words   |  3 PagesAene as as a Roman Hero in The Aeneid In Virgil’s poem, The Aeneid, the ideal Roman hero is depicted in the form of Aeneas. Not only does Aeneas represent the Roman hero, but he also represents what every Roman citizen is called to be. Each Roman citizen must posses two major virtues, he must remain pious, and he must remain loyal to the Roman race. In the poem, Aeneas encompasses both of these virtues, and must deal with both the rewards and costs of them. In the poem, Virgil saysRead MoreSimilarities Between The Aeneid And The Iliad1029 Words   |  5 Pagesreaders follow the journey of a man named Aeneas who is a Trojan refugee who journeys from his homeland of Troy to find Rome for the generations of the future. â€Å"The Iliad† is a story of the Trojan War and the hero of the story Achilles. Achilles was one of the bravest soldiers of the Greek army, but he was just as vain as he was brave. Both heroes showed a great amount of heroic actions throughout their perspective epics. Aeneas kills the Latin warrior Turnus and ventures away from his burning TroyRead MoreThe Aeneid By Virgil Is An Epic War Poetry1472 Words   |  6 Pagesessay will focus on the divine interventions to illustrate the irreplaceable role of the gods that has helped shape the Virgil s Aeneid. Without the gods, this epic poem would be nothing since the gods determine the fate of mortals including that of Aeneas, the son of the goddess Venus who in verse draws much attention from the gods. Jupiter father of the gods is the most powerful of the gods and has supreme control (The Internet Classics Archive | The Aeneid by Virgil, 2017). The rest of the godsRead MoreThe Aeneid, By Publius Vergilius Maro1449 Words   |  6 Pagesthe people of Rome whose culture would forever start with the tale of Aeneas. A brief description of Virgil’s epic would start with Aeneas and some of the surviving Trojans escaped from Troy. They cruised the Mediterranean and planned to land in what is now Italy. This is where Aeneas would found the eternal city: Rome. A horrible storm set them off track and they wound up in Carthage. Dido, the ruler, invited them to stay. Aeneas tells Dido the Trojan story up to this point. He tells her how the TrojansRead MoreFate and Destiny in the Aeneid2634 Words   |  11 Pagesit, such as Aeneas, a man who carries, perhaps the largest mantle of destiny on his shoulders. However, even though Aeneas accepts his fate, this does not free him from tribulation, as others, both human and immortal, attempt to resist fate, and alter its course according to their will. Juno, queen of the gods and the main antagonist in Virgil’s foundational fiction, is not affected by the same fate that rules over humans. Nevertheless, she actively attempts to obstruct Aeneas in his journeyRead MoreTying Homers Iliad to Virgils Aeneid Through the Theme of Warfare1487 Words   |  6 Pageseven in the poem. It removes the Greeks greatest hero from the battlefield for most of the poem. An interesting situation arises because of this. Achilles, the great hero, is refusing to fight. Glory on the battlefield is the measuring stick for any Greek man of high birth, and Achilles refusing to fight would be considered to be an act of shameful cowardice. However, there would be damage to Achilles pride if he fought for Agamemnon. This conflict between pride and duty would be a difficultRead MoreThe Textual Relationship Between Virgil And Lucretius2063 Words   |  9 Pages A number of research has shown the textual relationship between Virgil and Lucretius. Many have noticed the unique use of gliscit by Virgil in 12.9 to describe Turnus’ reaction to seeing the Latins retreat and have subsequently connected it to Lucretius, specifically passage 1.474: â€Å"ignis Alexandri Phrygio sub pectore gliscens clara accendisset saevi certamina belli†. Although Virgil could have had this passage in mind, there is another use in Lucretius which can bring new context and understandingRead MoreAnalysis Of Virgil s The Aeneid1791 Words   |  8 Pagespeople that we experience. In the event that one takes the hero Aeneas aside and breaks down his tireless adherence to his own fate, alongside his unending sympathy toward the welfare of his Trojan individuals, one could captivate the thought that his devotion and obligation anticipate the idea of obligation to the Republic and submission to Caesar that may have won in Virgil s Roman culture. Compelled by a sense of honor Aeneas, as Virgil regularly portrays him (The Aeneid, p. 110, l. 545)

Number one Analyze Free Essays

Meaning: to identify and examine the basic elements or parts of (something) especially for discovering interrelationships Asses: : to determine the importance, size, or value of Compare: to describe as similar Describe : to give a representation or account of in words Discuss: to talk about (an issue) usually from various points of view and for the purpose of arriving at a decision or opinion Illustrate: to show or make clear by using examples Pizza hut has been around for many years. Today, it is considered one of the biggest fast food restaurants around the world. Pizza hut exists in many countries, and although its menu is the same around the world, it learned to adapt to every country culture and heritage by providing services and products that are advertised and sold according to the country itself. We will write a custom essay sample on Number one Analyze or any similar topic only for you Order Now Pizza Hut started with only pizzas. And nowadays his menu has expanded and includes everything from pastas, appetizers, kids menus, salads, and of course the pizzas. It took a long time to expand the menu, but with the right advertising, pizza Hut did not have any problem. Until now, pizza Hut still works hard on advertising. Everybody knows pizza Hut through commercials, billboards, flyers, and of course the internet. There is a new deal, new promotion every so often. Having the right product and a good advertising team is not enough. A good restaurant should always worry about its services and always pay attention to the customer needs. A SWOT analysis shows the strength, weaknesses, opportunities, and threats Pizza Hut is going through in Lebanon. After taken over the market with ts pizza menu, Pizza Hut introduced a wider variety menu which includes pastas, and salads. The customers can now visit Pizza Hut even if they do not feel like having a pizza. It also introduced a PHD (pizza hut delivery) service, which is available in almost every town but it does not have many dine in locations comparing to other fast food restaurants such as McDonalds and Burger king. One of Pizza Hut regular customers, my friend Edward, spends most of his time eating pizza, and praises about Pizza Hut services and products. How to cite Number one Analyze, Papers

Outline Difference between a syllabus and a curriculum Essay Example For Students

Outline Difference between a syllabus and a curriculum Essay Outline Difference between a syllabus and a curriculum. An account of the salient factors we have to consider for constructing a syllabus. 1. Introduction. 2. Syllabus and curriculum A. Definition of syllabus B. Definition of curriculum C. Difference between syllabus and curriculum a. Basic difference b. Differences in detail approaches 3. Factors to construct a syllabus A. Type A: What is to be learn B. Type B. How is to be learn C. Van EKs necessary component D. Selection of the content E. Organization of the content F. Components to design a syllabus a. Set A b. Set B c. Set C d. Set D G. McDonough about syllabus design H. Criteria for selection and grading a. Structural b. Topic c. Functional 4. The need for a syllabus A. Should a syllabus be explicit, and if so, to whom? B. Basic organizing principles 5. Creating and reinterpreting a syllabus 6. Conclusion Introduction: Throughout the 1970s while language teaching theorists and practititioners excited themselves with course design for Specific Purpose language teaching, and while needs of adult migrants and private sectors or industrial language learners were extensively examined, the majority of learners of English continued to struggle with large classes, limited text books, few contact hours, and years of unintensive study. The work of many teachers had either been ignored by syllabus or curriculum designers, or had been interfered with by insensitive and too rapid application of ideas from ESP theory or Council of Europe discussion by administrations who did not fully realize the implications of the innovations so proudly presented. As a result, several national educational systems have gone communicative or gone functional-notional, and then retreated after a brief trial period whatever they had before. It seemed worthwhile, therefore, to convene a symposium at TESOL Convention in Toronto in 1983 specifically to examine the role of syllabuses in normal state education. And it is also seemed worthwhile not to rush too quickly into arguments about the detailed design of syllabuses, but to clear the ground first on the definition, function and purpose of the syllabuses, for many of the difficulties in discussion of for example Wilkins influential Notional Syllabuses 1976 result from the enormously varying interpretations of the term syllabus. Since a language is highly complex and pervasive, all of it which can hardly be determined cannot be taught at a time. Moreover al the phenomena related to the language might not be relevant or necessary to be taught to the learner/group of learners. Therefore, successful teaching of the language evidently requires a selection and then an arrangement of the teaching items/materials depending on the prior definition of the objectives, proficiency level to be developed in the learner, duration of the program, and the like, on the one hand, and on the other, upon the consideration of the learners needs, lacks, aptitudes, motivation, age, personality memory transfer of training, cognitive style, and so forth. The selection and the sequencing absolutely take place in the syllabus planning stage. With the advent of much complicate theories of language and language learning, as well as recognition of the diversity of the learners needs, wants, and aspirations, the concept of syllabus for SL/FL teaching has taken on new importance. It has also become highly elaborated, and has been examined at length, particularly in the context of ESP programs, and generally ELT planning. Thus the syllabus is now viewed as an instrument by which the teacher, with the help of the syllabus designer, can achieve a degree of fit between the needs and aims of the learner as social being and as individual and the activities, which will occur in the classroom. A syllabus is required to produce efficiency of two kinds-pragmatic and pedagogical. The former is concerned with the economy of time and money. It needs the setting of instructions to be planned, and that not all learners are to be given the same treatment. So syllabuses differ according to the practical factors present in given situation. The latter kind of efficiency is related to the economy in the management of the learning process. Instruction provided in an institutional setting is assumed to be a more efficient method of dealing with learning than allowing the learner to proceed in a non-structured environment. It is then clear that the syllabus of any kind is viewed as providing a better control of the learning process, generally by the institution and/or the teacher, but in some instance control can be and should be exercised also by the learner himself/herself. The degree and the type of control that the syllabus exercises depend on the institution-as-society. That is, in a highly democratic institution, the syllabus has to be determined and constructed by consensus. Definition of syllabus: This term covers the teaching learning items, materials, equipments and the evaluation tools. A finished syllabus is an overall plan the learning process. It must specify what components, or learning items, must be available, or learned by a certain time; what is the most efficient sequence in which the are learned; what items can be learned simultaneously; what items are available from the stock, and the whole process is determined by consideration of how long it takes to produce or learn a component or item. The process is under continual scrutiny by means of stock checks, or tests and examinations. If we point out the main ideas of syllabus it comes as follows: 1. A syllabus is a specification of work of a particular department in a school or college, and it might be broken down into subsections, which will define the work of a particular group or class. 2. In practice, it is often linked to time semesters, terms, weeks, or courses, which are tied to these. But this link is not essential, and may be counter productive in that the time is teacher based rather than learner based. But a syllabus must specify a starting point, which should be related to a realistic assessment of the level of beginning students, and ultimate goals, which may or may not be realized by the end of the course, depending on the abilities of the learners and their progress in a particular course. 3. It will specify some kind of sequence based on- a. Sequencing intrinsic to a theory of language learning or to the structure of specified material relatable to language acquisition; b. Sequencing constrained by administrative needs, materials. 4. A syllabus is a document of administrative convenience and will only be partly justified on theoretical grounds. Hence it will be negotiable and adjustable, enshrining the most useful experience of the past in order to ease the workload of the present. 5. A syllabus can only specify what is taught; it cannot organize what is learnt. It can, methodologically, allow for opportunities for acquisition and/or learning, but such opportunities cannot spelt out in detail as they will reflect the personalities of learners and continuing relationships established as the class progresses. 6. Not to have a syllabus is to refuse to allow ones assumptions to be scrutinized or to enable different teachers to relate their work to each others. It is consequently an essential feature of work in a democratic profession or as part of democratic education. Definition of curriculum: It is considered to be a broader term used in a institution to cover politics, plans, teaching, learning items, materials, equipments, logistics everything. The first view of curriculum shows a concern with objectives and content, which are two of four elements in the traditional model of the curriculum. The second view of adds methods to the model. The methods are the means by which the ends-the objectives-are to be achieved and this forms the basis of a process view of a curriculum. The third perspective adds a fourth and final element evaluation. This brings to us the situational model of curriculum. Evaluation, as feedback, will also form a component of the construction systems model, since quality control will be an important element of any production system. It is through monitoring and feedback that planned and actual outcomes can be compared and appropriate remedial action taken to repair failures or deficits. Enterprise Architecture Essay ThesisFriendly, polite, sympathetic, humorous, democratic etc. Typical Components: Set B 1. Content: a. Specification of content; b. Grammar, vocabulary and others. 2. Time Terms/ semesters/courses/years 3. Sequence of teaching items Which to be taught, which second/next. Typical Components: Set C 1. Methodology: Which method to apply-Direct method or Audioligual method or Communicative Language Teaching Approach or eclectic method. 2. Aids and equipment: Chalk board, market board, OHP, VCR, TV, computer, cassette player and the like. 3. Books and material. Typical components: Set D 1. Examination 2. Other Educational levels The relation between preceding and following courses. 3. Relation to teacher training: Short or long-term training. According to McDonough the syllabus designers seem to have a relatively homogenous idea of the order of difficulty of various grammatical devices of simple English. Some kind of empirical validation of this, or empirical challenge is required, because despite gradual replacement of structural criteria by communicational criteria of sequencing in recent textbooks, the presentation of grammatical construction is still ordered according to intuitive ideas of relative difficulty. An early attempt to work out the implications of such findings of organizing language syllabuses was made by Valdman 1974, who discussed whether the process of pidginization could be used as a basis for grading teaching materials. But there is a problem that a little language would contain stigmatized forms, which could become fossilized. To avoid this Valdman proposed the Focus Approach which Pieneman summarizes as follows: 1. The learners are allowed to use reduced and deviant forms in communicative activities. However, these forms will not be brought in focus in the syllabus. 3. The learners are exposed to a fully formed input filtered only by the application of pedagogical norms. 4. The syllabus will be graded according to what is easy to acquire. Halliday, McIntosh and Strevens have noted a surprising lack of published guidance on syllabus grading, a number of criteria have been proposed and have become accepted through use and these are listed below according to focus: structural, topic and functional. Structural: Frequency, coverage ability, simplicity/complexity, learnability/ teachablity, combinability, contrast, productiveness, generalizability, natural order of acquisition. Topic: Interest and activity, need, pedagogic merit, relevance, depth of treatment, practicality, utility. Functional: Need: immediate and long-term, utility, coverage and generalizability, interest, complexity of form. Alternatives Priorities in Design: The predesigned content syllabus captures the designers selection form, and organization of the target language and its use in certain situation. The designer draws the map beginning at the destination. The result being that the whole of the rest of the map- the route through the new language and performance- is most often shaped and constrained by its own objectives and predetermined outcomes. An alternative orientation would prioritize the route itself: a focus upon the means towards the learning of new language. Here the designer would give priority to the changing process of learning and the potential of the classroom-to the psychological and social resources applied to a new language by learners in the classroom context. One result of this change of focus would be that the syllabus would be the plan for gradual creation of the real syllabus of the classroom, jointly and explicitly undertaken by teachers and learners. Such a plan would be about designing a syllabus, and therefore, a guide for the map-making capacities of its users. The need for syllabus design: Since language is highly complex and cannot be taught all the time, successful teaching requires that there should be a selection of materials depending on the prior definition of the objectives, proficiency level, and duration of the course. This syllabus takes place in syllabus planning stage. It is the appropriate strategy of presentation. It is the natural growth hypothesis, then, which appears to constitute the most serious challenge to traditional concepts of syllabus planning, and for this reason, it is worthwhile to exploring it in a little more detail. In assessing the role of the non-analytic growth model it is convenient to consider it first in the context of informal task-related programme where there is a serious commitment to the achievement of fluency in a rich target language environment. The principle of organizing a general syllabus can be structural, functional, experiential, or some combination of the three. We need this form to make the students able to communicate properly with the subject they are assigned to. The control over the text material should be exercised in a more subtle and flexible way than can normally be achieved by means of a traditional structural syllabus. Creating and reinterpreting syllabus: Although, we may follow a predesigned syllabus, every teacher inevitably interprets and reconstructs that syllabus so that it becomes possible to implement it in the classroom. Similarly learners create individual learning syllabuses from their own particular starting points and their own perceptions of the language, learning and the classroom. We may regard learners either as people who are trying to redraw the predesigned plan, or we may see learners as uncovering the route for the first time in a sense, discovering the new language as if it had never been explored. The classroom is therefore, the meeting place or point of interaction between the predisgned syllabus and individual learners syllabuses. This interaction will generate the real syllabus- or the syllabus in action-which is jointly constructed by the teachers and learners together. In the lesson-to-lesson reality of language teaching, we are continually concerned with three syllabuses: the teachers version of the predesigned plan, the individual learner syllabuses, and the unfolding syllabus of the classroom- this last being the synthesis of the other two. One important implication of this for syllabus design is that a good predesigned syllabus is one, which is positively amenable to the alternative interpretation and open to reconstruction through interactive in the classroom. Conclusion: More recent research into SLA has indicated a natural acquisition order, thus giving rise to the possibility of developing structural selection and grading principles in tune with this natural order. Pieneman has suggested modifying grading to bring the two in line, though without requiring learners to produce correct forms before they are ready to do so. To construct a syllabus the designer has to have adequate experience of the social, psychological and educational factors directly or indirectly related to the teaching program. Here is no scope for adopting any arbitrary or notional matter. As the rationale behind designing of the syllabus transforms into component part, the syllabus designer becomes bound to follow the established criteria for selecting and ordering the content, choosing the methods, prescribing the material and equipment, recommending the teachers qualifications and determining the assessment system. When it is done the syllabus might be approximate or result in the expected or required success. While, non-deviate input will be provided, focus on current forms in learner output will be planned to coincide with the learners stage of readiness to produce such forms. As yet, however, the kind of detailed evidence on which to base such a progression is lacking, although the accumulation of research may result in the evolution of new criteria for organizing language input to learners to avoid some of the learning problems, which appear to have arisen from syllabuses planned according to traditional criteria for structural sequencing. Anyway, a proper designed syllabus, followed by the accurate process, is the right path for the learners.

Ben Franklin Essay On Farting Example For Students

Ben Franklin Essay On Farting There was a man named Josiah Franklin. He owned a candle and soap shop in Boston, Massachusetts. The sign for the shop was shaped like a blue ball. Josiah had children, but there were often not living at home. Josiah invited guests to his home to talk and teach his children, but the guests were not aware that they were invited to teach the Franklin children. Both Josiah and his wife felt strongly about educating their children; they took their childrens education very seriously. Benjamin, one of their children, always listened to the guests; he was a very bright child. Benjamin taught himself to read when he was only five years old. His parents wished that they could send Ben to school, but they were very poor. Once three very important men visited Josiah and told him of a new law which said that children must attend school. Josiah sent Ben to the Boston Latin School because the only expenses were books and fire wood. At the Latin School all the children were expected to learn fables by heart. The fables had lessons which the school master thought was an important part of learning. Bens best friends name was Nathan. Ben helped Nathan learn the fable The Wolf and the Kid, while Ben learned The Dog and his Shadow. At the time of the recital of the fables the school master said, and Ben will recite The Wolf and the Kid, which was Nathans fable. Ben thought, If I say that it is Nathans fable, then the school master will get into trouble. If I recite the fable, then Nathan will get into trouble. Ben did nothing; he simply stood there looking up into the sky. Everyone said that Ben was lazy and that he could not even learn one fable. Josiah Franklin stood up and explained his sons behavior and th e school master was very embarrassed. Josiah and Nathans father both took their sons to the Writing School. Ben was good in every subject except math. An example of the type of math that Ben had trouble with is; 848 plus 262 equals 101010. Poor Ben would get a zero but his teacher would not explain the math to him. Ben loved science and frequently did experiments. His first experiment was paddles to make him swim faster. When he tried his newly invented paddles he found that although he could swim faster the paddles hurt his wrists. Next he made a kite which could pull him across the pond and he found this an enjoyable experience. Ben and Nathan bought parts of a sailboat which they repaired and made perfect. When Ben got older he became his fathers apprentice in the candle and soap shop. Ben, the only son who worked in the family business, treated the customers well and helped his father. After working with his father for several years Ben became his brothers apprentice in a print shop. Ben made a deal with his brother. His brother would pay for half the cost of Bens dinner and Ben would pay for his own food, and the leftover money would be spent on books. Ben wrote stories for the local newspaper about the problems Boston was having. When he wrote these articles he used a pen name and even his brother did not know that Ben was the author of the articles. Ben thought that if he wrote about the problems of the city, the other Bostonians would be embarrassed and would fix the problems before other people made jokes about Boston. Eventually people found out that Ben was the author of these articles and Bens brother became jealous and mean to him. .u78f221ba7a27959ca5e917bbed7ca76d , .u78f221ba7a27959ca5e917bbed7ca76d .postImageUrl , .u78f221ba7a27959ca5e917bbed7ca76d .centered-text-area { min-height: 80px; position: relative; } .u78f221ba7a27959ca5e917bbed7ca76d , .u78f221ba7a27959ca5e917bbed7ca76d:hover , .u78f221ba7a27959ca5e917bbed7ca76d:visited , .u78f221ba7a27959ca5e917bbed7ca76d:active { border:0!important; } .u78f221ba7a27959ca5e917bbed7ca76d .clearfix:after { content: ""; display: table; clear: both; } .u78f221ba7a27959ca5e917bbed7ca76d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u78f221ba7a27959ca5e917bbed7ca76d:active , .u78f221ba7a27959ca5e917bbed7ca76d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u78f221ba7a27959ca5e917bbed7ca76d .centered-text-area { width: 100%; position: relative ; } .u78f221ba7a27959ca5e917bbed7ca76d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u78f221ba7a27959ca5e917bbed7ca76d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u78f221ba7a27959ca5e917bbed7ca76d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u78f221ba7a27959ca5e917bbed7ca76d:hover .ctaButton { background-color: #34495E!important; } .u78f221ba7a27959ca5e917bbed7ca76d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u78f221ba7a27959ca5e917bbed7ca76d .u78f221ba7a27959ca5e917bbed7ca76d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u78f221ba7a27959ca5e917bbed7ca76d:after { content: ""; display: block; clear: both; } READ: Photosynthesis EssayBen left Boston and moved to Philadelphia where he set up his own printing business. He printed the famous Poor Richards Almanac a best seller and decided that he would be print it every twenty-five years. He never stopped experimenting and is known for inventions such as; bifocal glasses, the rocking chair and his most famous experiment showing how lightening can produce electricity. Ben became a famous politician, a minister to France, and traveled to Europe and talked about the American cause. He died on April 17, 1790. QUESTIONS1. Where did Ben live when he was young?2. What was Bens fathers name?3. What was his fathers occupation?4. What was the color and shape of the sign above his fathers shop?5. How did the Franklin children become educated?6. What did Ben do during while the guests were talking?7. What accomplishment did Ben do at the age of 5?8. Why couldnt Ben go to school regularly?9. How many men came to Josiah to tell him about the new school law?10. What was the new law?11. What school did Ben go to, at first?12. What was his best friends name?13. What did people think of Ben when he was supposed to recite a able?14. Why didnt Ben speak, at the recital?15. Who explained Bens behavior, at the recital?16. What was the school masters mistake?17. Where did Ben go to school next?18. Who else went to that school?19. What was Bens weak subject?20. Can you solve Bens math problem?21. What was Bens first experiment?22. What was the outcome of this experiment?23. What was his second experiment?24. What was the outcome of the second experiment?25. How did Ben make a sailboat?26. Who was he first an apprentice to?27. Later, he became an apprentice for whom?28. What was Bens brothers occupation?29. What deal did Ben make with his brother?30. Why did he make this deal?31. What did Ben write stories in the newspaper about?32. Where did Ben move to after he left Boston?33. What was his occupation there?34. What famous book is Ben Franklin known for?35. What were some of his inventions?36. Which country was he a minister to?37. When did Ben Franklin die?ANSWERS1. Boston2. Josiah3. candles and soap4. a blue ball5. their parents and guests6. Ben listened and learned7. taught himself to read8. the family was too poor9. 310. all children must attend school11. Boston Latin School12. Nathan13. he was lazy14. he didnt want to embarrass either Nathan or the school master15. his father16. announced Nathans fable as Bens fable17. Writing School18. Nathan19. math20. he didnt carry properly21. swimming paddles22. swam faster but his wrists hurt23. a kite to pull him across the pond24. he had fun being pulled across25. with spare parts26. his father27. his brother28. a printer29. dinner half paid for by his brother30. money for books31. problems in Boston32. Philadelphia33. printer34. Poor Richards Almanac35. bifocals, rocking chair and electricity36. France37. April 17, 1790

Free Essays on Plato’s Republic - The Three Great Analogies

Plato’s Republic - The Three Great Analogies The Allegory of the Cave, like most things in philosophy, can be interpreted in many different ways. It basically says that people are chained to the wall of a cave and they have nothing to look at but shadows on the wall that are provided by another. This is all that they know and have never been out of the cave. The main point of the Allegory of the Cave is to give an example of the way that we all live our lives. Except for a chosen few like Christ, Gandhi and maybe even Socrates, no one is really enlightened, or has seen what life is all about. The remainder of us see what we think is reality when actually it is the "shadows" of true reality. The Shadow makers represent the opinions makers, or the people that make us look at the world the way we do. An opinion maker can be anyone, a priest telling you how God wants you to live, ones parents teach them morals or the television. These shadows make us think that this is the way to live and that this is what is important in the world. As stated before, few can break the chains and escape the cave. When they do and find out what true reality is, most come back and want to spread the truth. In most cases these people are looked down upon for not conforming to the minds of others. Look at Christ, he was crucified for trying to teach as was Socrates. The main point of the Allegory is to illustrate the way in which we live and show how what we think is reality, are really just shadows. I seem to think there is another meaning to the Allegory of the Cave. I do believe while on Earth some do break their chains and escape the cave to see what reality is. I also believe that the rest of us break these chains in death. The Allegory says that it is painful to break the chains, and in most cases death is not pleasant. Once out of the chains what to do, where to go is the question. Only when the sunlight is spotted from the cave entrance does one... Free Essays on Plato’s Republic - The Three Great Analogies Free Essays on Plato’s Republic - The Three Great Analogies Plato’s Republic - The Three Great Analogies The Allegory of the Cave, like most things in philosophy, can be interpreted in many different ways. It basically says that people are chained to the wall of a cave and they have nothing to look at but shadows on the wall that are provided by another. This is all that they know and have never been out of the cave. The main point of the Allegory of the Cave is to give an example of the way that we all live our lives. Except for a chosen few like Christ, Gandhi and maybe even Socrates, no one is really enlightened, or has seen what life is all about. The remainder of us see what we think is reality when actually it is the "shadows" of true reality. The Shadow makers represent the opinions makers, or the people that make us look at the world the way we do. An opinion maker can be anyone, a priest telling you how God wants you to live, ones parents teach them morals or the television. These shadows make us think that this is the way to live and that this is what is important in the world. As stated before, few can break the chains and escape the cave. When they do and find out what true reality is, most come back and want to spread the truth. In most cases these people are looked down upon for not conforming to the minds of others. Look at Christ, he was crucified for trying to teach as was Socrates. The main point of the Allegory is to illustrate the way in which we live and show how what we think is reality, are really just shadows. I seem to think there is another meaning to the Allegory of the Cave. I do believe while on Earth some do break their chains and escape the cave to see what reality is. I also believe that the rest of us break these chains in death. The Allegory says that it is painful to break the chains, and in most cases death is not pleasant. Once out of the chains what to do, where to go is the question. Only when the sunlight is spotted from the cave entrance does one...

Key Items for a College Grocery List

Key Items for a College Grocery List Whether its a lack of space, appliances, or time to cook, eating well as a college student can be tricky. With the help of a smart grocery list, spending and eating wisely in college can be much easier. Breakfast on the Go It would be dreamy to have the time, energy, money, and ability to make a delicious breakfast of pancakes, bacon, eggs, and fruit every morning. But breakfast in college- when and if it happens- often looks completely different, even though nearly everyone agrees on the importance of breakfast. When grocery shopping, look for items you enjoy that can easily be taken to go and require little to no prep time: Granola or breakfast barsYogurtCereal (put in a bag or container to eat dry)Bagels (and peanut butter, cream cheese, jam, etc.)Fruit Having breakfast may be a challenge sometimes, but it can make all the difference in your energy level and ability to focus. Keeping things on hand that are tasty and easy to enjoy on your way to class will make it more likely that youll get something in your stomach before the day begins. Easy-to-Make Small Meals or Snacks Food doesnt have to be fancy to fill you up, provide nutrition, and taste good. You can make lots of tasty and filling meals with inexpensive ingredients and a microwave: Macaroni and cheeseRamenOatmealSoupEggs (can be scrambled in the microwave)BreadSandwich items (peanut butter, jelly, cold cuts, cheese) There are several ways to prepare these items to help prevent you from getting bored with your options. Ramen noodles, for example, can be sprinkled raw on a salad for some extra pep, cooked with butter and cheese, or added to your favorite soup. Add fruit, nuts, or peanut butter to your oatmeal for a different flavor and texture. Nutritious Snacks That Wont Expire for a While When buying snacks, go for items that pack a punch nutritionally without expiring too soon. You can also opt for frozen foods that are ready-to-eat when thawed. PopcornWhole-wheat crackersMixed nutsDried fruitFrozen blueberriesFrozen edamame Perishable Items That Will Last for at Least a Week Even if you have a tiny fridge in your residence hall, its still a fridge, right? Treat yourself and your body to some healthy snacks that, although perishable, will last longer than just a few days: Baby carrotsApplesCherry tomatoesMilkSalsa (dont forget the chips)HummusCheese (bonus: string cheese is a great grab-and-go snack) You can use milk for your macaroni and cheese recipe or for cereal. (Pro tip: keep chocolate syrup in the fridge so you can prepare chocolate milk when you want a treat.) Baby carrots can be a snack on their own or a nice side to your main meal. Slice cherry tomatoes for your sandwich or dip them in hummus. Buying perishable things can be smart if you know how to use each item in more than one way. Flavor Enhancers You dont need a full-fledged kitchen to experiment with new flavors. Having a few items on hand that can change the taste of a snack or dish can be an easy- and inexpensive- way to mix up your menu and give it a boost. Salt and pepperItalian dressingSrirachaMustardKetchupBarbecue sauce A bottle of Italian dressing will last a long time in your fridge and can be used as a dip for veggies or as a tasty topping on a sandwich. Other spicy sauces and condiments (wasabi mayo, anyone?) can be added to various items to switch up the flavor on an otherwise simple meal. Of course, you dont need to buy all these items at once. (Where would you put them, anyway?) Be realistic when making your grocery list and make an effort to use what you have before heading back out to the store to prevent wasting both food and money.