Lake Malawi National Park free essay sample

The point of feasible the travel industry is to guarantee that improvement is a constructive encounter for neighborhood individuals; the travel industry organizations; and vacationers themselves. 3 Ecotourism that emphasis on untamed life and nature began in malawi in1980. Some exploration shows that such the travel industry may not in certainty advantage these communitiesas it may prompt them getting subject to the traveler economy, without creating abilities that would permit them adaptability in the economy and be to a greater degree a drawn out assurance. In any case, notwithstanding this hopeful goal, manageable the travel industry is as yet not broadly comprehended. For a beginning, maintainable the travel industry isn't really ecotourism. Dave N. et al(1988) , in any case, has shown that such the travel industry may not really be useful for condition, or for the individuals who experience this consideration. Safaris in Kenya, for instance, are without a doubt ecotourism. In any case, Kenya is loaded with situations where lions have been constrained into whimsical conduct in view of inordinate voyagers, or where the neighborhood Masai individuals have neglected to profit by this sort of advancement. We will compose a custom article test on Lake Malawi National Park or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page All the more critically, ecotourism doesn't include more standard sea shore or city-based the travel industry, where effects are a lot more noteworthy than any nature-based the travel industry. Economical the travel industry, in this manner, is an endeavor to improve the effects of a wide range of the travel industry, and this 3 Twan H. (1999),Tourism in creating nations. p. p-125 1 Literature Review 2 suggests looking for approaches to fabricate associations between the travel industry organizations and nearby governments or administrators of resorts. 4 Ecotourism a type of the travel industry that centers only around untamed life, nature, or extraordinary societies. Some contend that it is natural tourism5. Feasible improvement is an advancement that addresses the issues of the present without trading off the capacity of people in the future to address their own issues. The thought â€Å"quality of life† incorporates everything that impacts the circumstance wherein individuals live. Thus, it incorporates considerably more than material utilization. It is proposed to catch the significance of wellbeing, culture, and nature. there are two significant limitations, however †quality of life† doesn? t incorporate the government assistance that individuals get from their from the youngsters? s utilizations . in like manner, just natures instrumental value(ie, esteem in its own privilege paying little heed to human experience); an unclear term used to showcase anything identified with nature or 4 David N. et al. 1988)

Lotteries essays

Lotteries expositions Lotteries Do lotteries hurt poor people? Is It harming us Americans? Would it be a good idea for us to band the lotteries that are authorized in numerous states? All things considered, I sure think in this way, however some time ago I didnt figure the lottery could be destructive to anybody. In the wake of doing some exploration I found that the state-run lottery can be destructive to us Americans. Who plays the lottery? The Rich? Scarcely ever. They want to play such games. It is poor people, the poor are the ones who play the lottery as a way to luck out, become super wealthy, and make a simple buck (Sanchez). Any pyramid scheme is created to entangle the frail and particularly poor people, after all purchasing lottery is practically compelling allurement to individuals who need to address the issues and want of their families yet find that they can't (Burkett). Lower-salary family units spend a bigger level of their pay on lotteries than families with more riches (Sanchez). There was a cost taken in Virginia in 1997 that demonstrated that 80% of individuals that made under 15k a year played the lottery, 30% of individuals that made 15-20k a year played the lottery, 20% of individuals that made 25-50k a year played the lottery, and 5% of individuals that made over 50k a year played the lottery (Clotfelter). Can any anyone explain why such a significant number of destitute individuals are playing the lottery? Is it on the grounds that the state utilizes trademarks to misdirect poor people? Gloria Jimenez article Against the chances, and Against the benefit of all (Jimenez110) is an exposition that made me fully aware of how betting can hurt us Americans, it is about how state-run lotteries are so basic in numerous states and what number of states encourage individuals to bet when she accepts that they ought not. Jimenez accepts that numerous states use mottos to deceive individuals, similar to the trademark utilized in Maryland Play Today. Money Tomorrow (110) which erroneously recommends to have cash tomorrow, you need to purchase a lottery ticket today. Jimenez likewise accepts t... <!

Historical Paper Free Essays

Here is a paper on Historical Report on Race Historical Report on Race Nigel Faison ETH/125-Cultural Diversity June 24, 2012 Tiff Archie Axia College of the University Phoenix Historical Report on Race Dear, John Doe I am keeping in touch with you this letter to tell you a portion of the battles of African Americans since the beginning. It is my true expectation, that this causes you to comprehend the individuals of my race better; besides, I trust that it responds to any inquiries that you may have had. Since we are companions, I simply needed to give you some knowledge into my way of life. We will compose a custom paper test on Recorded Paper or on the other hand any comparative subject just for you Request Now My kin were brought to this nation in 1619, to work for white individuals, and by 1661, Virginia had established the absolute first slave law. â€Å"By 1776, the year the United States proclaimed its freedom from Great Britain, servitude was legitimate in each state, and African Americans toiled as slaves all through the North just as the South. † (Social Probelms, Ch. 3, p. 65). From the earliest starting point, my kin were being exposed to an existence of subjugation. During the slave exchange African American families were routinely separated for benefit. Would you be able to envision the impact this had on the individuals, to have their families destroyed? African Americans needed to do whatever they were advised to do by their supposed â€Å"masters† and in the event that they didn't as history lets us know, they were whipped, beaten, and even hanged. It was said that â€Å"African Americans were not so much individuals. † (Social Problems, Ch. 3, p. 65). This is the manner by which a general public that should be socialized seen other individuals. Afterward, after subjection finished, African Americans kept on confronting partiality and segregation in their regular daily existences. African Americans were being denied their fundamental social equality and institutional segregation was the standard. African Americans were not permitted to go to class with whites, drink from a similar drinking fountains, remain at similar lodgings, eat at similar eateries, vote, and needed to surrender their seat to white individuals on the transport. Confirmation of this can be found in a decision of the Supreme Court of the United States. â€Å"In the 1857 Dred Scott case, the U. S. Preeminent Court expressed that slaves were not residents qualified for the rights and securities of U. S. law. † This was sponsored up by isolation and Jim Crow laws. Social Problems, Ch. 3, p. 65). A portion of the political, social, and social issues and worries all through American history for African Americans were picking up our opportunity, social equality, and equity for our kin. Our kin had experienced so a lot and the battle to pick up these things would take years, even today, the i ssue of correspondence appears to at present not be settled as reflected in the wages paid to African Americans. The middle compensation of White men is $52,273, for lady it is $40,219. The middle compensation of Black men is $40,219, for lady it is $32,829. Furthermore, it is said that the degree of training has nothing to do with the hole, on the grounds that even at the â€Å"highest levels† it is as yet present. (Racial and Ethnic Groups, Ch. 3, p. 67). For what reason would we say we are paid such a great amount of less for playing out similar occupations? I imagine that separation must assume a job here, OK concur? John, as I referenced prior; bondage, isolation, and Jim Crow laws were established against African Americans. These laws were set up to prevent us from claiming our social liberties and took into consideration legitimate oppression African Americans. Associations or gatherings that battled against these laws were, â€Å"National Association for the Advancement of Colored People (NAACP), the Congress of Racial Equality (CORE), the Southern Christian Leadership Conference (SCLC), and the Student Nonviolent Coordinating Committee (SNCC). † They battled these laws by having fights, shows, political sorting out, and voter enrollment drives in the Civil Rights Movement (1950s and 1960s). The aftereffects of these activities were laws, for example, the Civil Rights Act (1964), Voting Rights Act (1965). http://nationalhumanitiescenter. organization/tserve/opportunity/1917beyond/expositions/crm. htm). What these laws accomplished, with one expansion, is the accompanying: â€Å"Civil Rights Act of 1964 (denying isolation in work and open facilities), the Voting Rights Act of 1965 (prohibiting casting a ballot necessities that kept African Americans from having a political voice), and the Civil Rights Act of 1968 (which banned separ ation in lodging). Together, these laws stopped most lawful segregation out in the open The most effective method to refer to Historical Paper, Papers

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The Lottery An Annual Ritual - 1280 Words

This story describes a fictional small town which observes—as do many other communities, both large and small, throughout contemporary America—an annual ritual known as the lottery. Details of contemporary small-town American life are embroidered upon a description of an annual ritual known as the lottery. In a small village of about 300 residents, the locals are in an excited yet nervous mood on June 27. Children gather stones as the adult townsfolk assemble for their annual event, which in the local tradition is practiced to ensure a good harvest (Old Man Warner quotes an old proverb: Lottery in June, corn be heavy soon), though there are some rumors that nearby communities in the north are talking about giving up the lottery. The lottery preparations start the night before with Mr. Summers and Mr. Graves making the paper slips and the list of all the families. Once the slips are finished, they are put into a black box, which is stored overnight in a safe at the coal company. The story briefly mentions how the ballot box has been stored other years in various places in the town, which currently differ from the current lottery but with the same concept. On the morning of the lottery, the town’s people start to close at 10 a.m. in order to have everything done in time for lunch. First, the heads of the households draw slips until every head of the household has a slip (for the first round, the men have to be over sixteen years of age). Bill Hutchinson gets the one slipShow MoreRelatedHunger Games versus The Lottery Essay932 Words   |  4 PagesThe Lottery (Jackson, pg 163-170) and The Hunger Games (Collins, 2008) are both popular pieces of seemingly like, popular literature. Rituals and rules come into play strongly in both stories. In comparing The Lottery (Jackson, pg 163-170) and The Hunger Games (Collins, 2008) I find that both stories focus strongly on their annual rituals of sacrifice with a scapegoat. The Lottery (Jackson, pg 163-170) and The Hunger Games (Collins, 2008) have a ceremony, a formal event that brings theRead MoreResearch Paper on Shirley Jacksons â€Å"The Lottery†1141 Words   |  5 PagesJackso ns â€Å"The Lottery† is a short story about the annual gathering of the villagers to conduct an ancient ritual. The ritual ends in the stoning of one of the residents of this small village. This murder functions under the guise of a sacrament that, at one time, served the purpose of ensuring a bountiful harvest. This original meaning, however, is lost over the years and generations of villagers. The loss of meaning has changed the nature and overall purpose of the lottery. This ritual is no longerRead MoreAn Analysis Of The Lottery By Shirley Jackson744 Words   |  3 Pagesâ€Å"The Lottery† - For Analysis 1. There are multiple examples to suggest that â€Å"The Lottery† is a ritualistic ceremony. In several instances â€Å"The Lottery† is referred to as a ritual: â€Å"..so much of the ritual had been forgotten..† and â€Å"†¦because so much of the ritual had been forgotten†¦Ã¢â‚¬ . In addition, the ceremony happens annually on June 27th, a t0:00 a.m., suggesting a ceremonial quality. This happens with such regularity that the citizens â€Å"†¦only half listened to the directions†¦Ã¢â‚¬ . This ceremonyRead More Essay on Shirley Jacksons The Lottery - Blind Obedience Exposed954 Words   |  4 PagesBlind Obedience Exposed in The Lottery    The annual ritualistic stoning of a villager in Shirley Jacksons The Lottery parallels tradition in American culture.   This paper will inform the reader of the effect tradition has on characters in the short story The Lottery and how traditions still strongly influence peoples lives in america.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Christian weddings hold many traditions and superstitions that seemingly defy logic.   Although most couples no longer have arrangedRead MoreSymbolism In The Lottery By Shirley Jackson879 Words   |  4 Pagesâ€Å"The Lottery† is an unusual story of a town caught in a trap of following tradition. Shirley Jackson uses many symbols in the story to relate to the theme. By doing this it helps the reader understand the story and the message she is trying to get across. Jackson uses tone, setting, and symbolism to conduct a theme for her readers. By doing this she creates connections to the theme by using the black box and old man Warner as a symbol. Old man Warner plays a significant role in â€Å"The Lottery† consideringRead MoreThe Significance Of Character Names In The Lottery By Shirley Jackson1587 Words   |  7 Pages In a short story that was written by Shirley Jackson, The Lottery, is a short literature that discussed an annual lottery draw that took place in a small New England town. In the literature, Jackson presented the event that took place in the small town very summer time of the year, in which one random villager get chosen and to be stoned to death by the people in the village. As Jackson stated in her short literature, the lottery has been practiced in the small village for over seventy yearsRead MoreThe Lottery : Dissecting Sociological Horrors Essay1551 Words   |  7 Pages The Lottery: Dissecting Sociological Horrors When you hear the word â€Å"lottery†, what do you think? In Shirley Jackson’s The Lottery, readers are presented with an ironic, dramatic, bleak tale about a small village gathering for not exactly what one would call a lottery. Born in San Francisco, California in 1916, Jackson spent much of her early life writing poetry and journal entries. After enrolling in the University of Rochester, she eventually withdrew to pursue her dreams of becoming a writerRead MoreSymbolism in the Lottery1391 Words   |  6 PagesShirley Jackson#8217;s, #8220;The Lottery#8221;, clearly expresses her feelings concerning traditional rituals through her story. It opens the eyes of readers to properly classify and question some of today#8217;s traditions as cruel, and allows room to foretell the outcome of these unusual traditions. #8220;The Lottery#8221; is a short story that records the annual sacrifice ceremony of a fictional small town. It is a detailed narrative of the selection of t he person to be sacrificed, aRead MoreLiterary Analysis Of The Lottery By Shirley Jackson910 Words   |  4 PagesLiterary Analysis of the Short Story â€Å"The Lottery† by Shirley Jackson Shirley Jackson explores the subject of tradition in her short story â€Å"The Lottery†. A short story is normally evaluated based on its ability to provide a satisfying and complete presentation of its characters and themes. Shirley describes a small village that engages in an annual tradition known as â€Å"the lottery†. Narrating the story from a third person point of view, Shirley uses symbolism, foreshadowing and suspense to illustrateRead MoreThe Lottery, By Shirley Jackson1692 Words   |  7 PagesShirley Jackson was a very popular American author in her time. Over the years Jackson s bizarre short stories have been receiving a substantial increase of criticism and attention. Jackson is most known for her short story â€Å"The Lottery†, which was first published in â€Å"The New Yorker† in June of 1948. Jackson s story had received tons of feedback, little which honored her writing, but majority that had belittled her. Jackson’s life was very interesting for her time. Jackson was known as a depressed

Simon Says Differentiate Instruction - 3651 Words

Simon Says Simon says, Class, take out your math book. Simon says, Class, turn to page twelve. Simon says, Class, complete problems one through ten. Simon says, Class, sharpen your pencil and clear your desk for the unit test in math. In a traditional classroom, the class does what Simon Says whether they are ready or not. There is no flexibility in ability and interest, no modification to the curriculum, no assessments to check readiness, and whole group instruction and learning is a constant. The Simon Says approach to teaching is just not acceptable anymore. Teaching to the norm, to the average, to the grade level standards is not meeting the needs and cultivating the love of learning in the children who cross our†¦show more content†¦According to the Oxford Dictionary of Current English the word different is defined as not the same as another or each other (2001, p. 247). I repeatÂ…not the same as each otherÂ… like our students. In order to establish a differentiated cl assroom and create differentiated instruction, educators must distinguish and celebrate what makes the students different as learners. Then, implementing the key aspects of differentiation into the classroom will accommodate the different learners as they thrive and grow. The Elements of Differentiation (Tomlinson, 1999, pp. 9-14) are the key aspects of a differentiated classroom. There is not one element of differentiation that is more important than the other and a few will naturally fall into place simultaneously as implementation occurs. As noted in this course, I observed that readiness is a common thread. Interest and learning styles, as well as, adjusting content, process and product are also important, but without knowing if a student is ready for the next challenge, all learning and teaching could potentially be lost. Of the elements discussed, I believe that Assessment and Instruction Are Inseparable (Tomlinson, 1999, p. 10), is the most valuable in a differentiated cla ssroom. As I have done in the past and as I continue to impress upon my peers today that performing ongoing assessment and adjustingShow MoreRelatedSavagery In Lord Of The Flies1604 Words   |  7 Pagesthe Flies. For one to be uncivilized is to be barbaric and inhuman, without having a sense of culture and social development. When innocence or civilization is lost, levels of economic, social, technological, political, and cultural evolution differentiates from that of the normal, because ideas, values, institutions, and achievements of a particular society is changed. The boys in Lord of the Flies find themselves in a situation where their only option was to learn to grow up and learn to do itRead More Philosophy of W.E.B. DuBois versus Booker T. Washington Essay1706 Words   |  7 Pagesthe ability to learn whether they are black, brown, honeysuckle, or blue. Children all learn in different ways and in order to teach all children we must discover what way each child learns bes t. John and Evelyn Dewey demonstrate learn by doing and say that is the best approach to learning. I believe they are correct in some aspects. I will attempt to explain my philosophy on the best way to teach all children regardless of race or gender. W.E.B. DuBois attempted to tell African AmericansRead MoreTalkboard Is An Interactive Chalkboard On Your Mobile Apple Products1502 Words   |  7 Pagesof class. I will definitely try out Talkboard. The school would obviously have to be one-to-one specifically with iPads. There are many ways to adapt this in a cooperative learning classroom. It would be very effective in an activity such as Simon Says. I would like to get styluses for my students if I incorporate Talkboard in my classroom. 5) WebMath.com Although WebMath is a great resource for students, its parent site Discovery Education is a very useful tool for anyone involved in theRead MoreGalton s Theory Of Intelligence Essay1798 Words   |  8 Pagesextensive discussion on their differences of intelligence. In 1904, the minister of Public Instruction gathered a group of individuals and commissioned them to develop a test that would be able to identify children with learning disabilities and other possible academic weaknesses in grade-school children ((Binet Simon, 1905/1916; Zusne, 1957). They said that the development of this test would help differentiate the student that should be placed in a classroom that would allow them to learn at theirRead MoreMy Golden Goose That Will Fuel Your Bank Account1506 Words   |  7 Pagesinfo from your Avatar and here are a few ideas: If your Avatar has a post-grad degree your info product can probably be a bit more technical. If they have blue-color jobs and only been to high school, it might be better to do more step-by-step instructions. If you find that they live near the east coast you can possibly use stories or references that take place near them. Does your Avatar by and large only use a mobile device? Make sure your sales page is geared towards mobile users. You may wantRead MoreCreating An Esl Vocabulary Book2186 Words   |  9 PagesStandards for language and content will be incorporated in the text with a generated list in the Scope and Sequence page, for each chapter. Strategies and activities to differentiate instruction will be clearly stated on the Teacher’s Edition pages at the bottom of necessary pages. This will help the teacher differentiate instruction for students at â€Å"Entering† and â€Å"Reaching† levels of English proficiency. C. Model Chapter Each chapter begins with a activity which will help tap into student priorRead MoreBoys and Girls Brains4522 Words   |  19 Pagesimportant and extremely relevant to understanding why boys are the way that they are and learn in the way that they do. Girls have traits that are tremendously different than boys and with the knowledge of this research, a teacher can tailor his/her instruction to fit all of the learning needs of their students. Neurological Differences Between Boys and Girls According to Gurian, Stevens, and King (2008b), the differences begin at conception when a Y chromosome is present or not present, determiningRead MoreMidterm Study Guide5701 Words   |  23 Pagesliterally? When do they begin to use figurative language, such as similes and metaphors? D. Theories About How Language is Acquired The Role of Nurture (Conditioning, Learning, Imitation) 16. Who was B.F. Skinner, and what did he have to say about language acquisition? 17. How would Skinner explain how the infant acquires the articulatory phonetics of its native language? 18. Rheingold, Gewirtz, and Ross studied whether contingent reinforcement could affect the rate of infants vocalizationsRead MoreModule 3 : Multiple Intelligences7519 Words   |  31 Pagesbetween the letter â€Å"b† from the letter â€Å"p,† they will incorrectly read the word â€Å"bat† as â€Å"pat.† This stumbling block may allow insecurities to creep in while they are beginning readers. When learning mathematics, students need to be able to differentiate between the symbols used for numbers. Such numbers as ‘2’ and ‘5’ or ‘6’ and ‘9’, have significant differences. Children may be able to give the answer orally for â€Å"What is five plus three†, but if they see it on a worksheet, they may not beRead MoreMoving Towards Software Defined Cellular Essay5549 Words   |  23 Pagesor say during the peak traffic hours because it couldn’t differentiate between various traffic, i.e. real time traffic and it lets all its users to contend for the medium. Which will also decrease the throughput, but this scenario is not with cellular network, although cellular network is very complex and costly as compared to the wireless network but at the time it is capable enough to handle handover and also able to differentiate between different type of traffic i.e. LTE can differentiate between

Alexander The Great Shaping A World Essay Example For Students

Alexander The Great: Shaping A World Essay Alexander The Great was born in Macedonia in the year 356 B.C., several hundred years before Christ and even before the rise of Rome. Despite this fact he is still a topic of discussion and study more than two millennium later for a plethora of reasons. His insight and ability on the field of battle has made him a shining example of how to conduct the art of war. He has been studied for centuries by both military journals and colleges. He has also kept the scholars of this world as busy as well. His choices to build cities and centers for learning and the preservation of knowledge such as the library at Alexandria have been able to provide work for generations of archaeologists and other scholars. His image over the years has been one that is almost impossible to describe. He has been cast as tyrant, alcoholic, and Christ figure. It is impossible to explore the later facets of Alexanders life without at least glimpsing the years of his childhood and early adulthood. Born to Phillip II of Macedonia and Olympias, Alexander was heir to the throne of Macedonia. Probably the most important influence in his young life was the tutoring he received from Aristotle and Leonidas starting around the age of thirteen. By Aristotle Alexander was imbued with an incredible background in science, literature, and rhetoric all of which would serve him well in the future. Though they did not always have like minds on subjects of policy it is clear that Alexander always kept his teachers musings in mind. Unfortunately his final reward for his teacher was the execution of Aristotles nephew Callisthenes many years later. Leonidas, was hired by Philip II to train and discipline Alexanders body. He sent Alexander on frequent all night marches and rationed his food. Alexanders schooling with his two teachers continued until he was 16 years old. Alexanders father Phillip, growing quite tired of his wife Olympias antics, chose to marry another woman. The woman he chose was Cleopatra, the niece of one of his commanders Attalus. During the wedding feast Attalus is said to have remarked that perhaps now Phillip would produce a legitimate heir to the throne. The strong spirited Alexander leapt to his feet demanding to know the meaning of this insult. Phillip, Alexanders own father, stood with his sword drawn, prepared to defend his new father-in-laws honor and immediately tripped to the ground. Alexander uttered his own famous taunt then: The man who prepared to leave Europe for Asia could not cross from one chair to the next (Snyder, P.31). Deeply troubled, and no doubt in a great deal of danger, he fled with his mother to her homeland in Epirus. It was this turmoil filled childhood that has made some observers suggest that he may have suffered from possible Oedipus complex (Thomas, P. 860). By 336 Alexander and his father had publicly reconciled their differences. Alexander stood with his father once again. Philip II was assassinated at his daughters wedding feast. The assassin was an aggrieved Macedonian nobleman. Pausanias assassinated Alexanders father in the doorway to a theater. The official verdict on Philips assassination claimed the assassin had been bribed by Darius, the king of the Persian Empire. However, many suspected Alexander and his mother because they had recently fallen from royal favor. No one knows quite why Phillip was murdered, but it was finally declared that Alexander had taken no part in the deed. Pausanias was cut down immediately and legends say his body was crucified although there is no definitive evidence one way or another. At this time Alexander took possession of his fathers throne. At first he was faced with rebellions on every side. He then began to surround himself with loyal friends and completely overhauled the upper echelons of power in Macedonia. .u1329ffe454e04d1750e97442c53a9a85 , .u1329ffe454e04d1750e97442c53a9a85 .postImageUrl , .u1329ffe454e04d1750e97442c53a9a85 .centered-text-area { min-height: 80px; position: relative; } .u1329ffe454e04d1750e97442c53a9a85 , .u1329ffe454e04d1750e97442c53a9a85:hover , .u1329ffe454e04d1750e97442c53a9a85:visited , .u1329ffe454e04d1750e97442c53a9a85:active { border:0!important; } .u1329ffe454e04d1750e97442c53a9a85 .clearfix:after { content: ""; display: table; clear: both; } .u1329ffe454e04d1750e97442c53a9a85 { 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; } .u1329ffe454e04d1750e97442c53a9a85:active , .u1329ffe454e04d1750e97442c53a9a85:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1329ffe454e04d1750e97442c53a9a85 .centered-text-area { width: 100%; position: relative ; } .u1329ffe454e04d1750e97442c53a9a85 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1329ffe454e04d1750e97442c53a9a85 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1329ffe454e04d1750e97442c53a9a85 .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; } .u1329ffe454e04d1750e97442c53a9a85:hover .ctaButton { background-color: #34495E!important; } .u1329ffe454e04d1750e97442c53a9a85 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1329ffe454e04d1750e97442c53a9a85 .u1329ffe454e04d1750e97442c53a9a85-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1329ffe454e04d1750e97442c53a9a85:after { content: ""; display: block; clear: both; } READ: Why is it Justifiable to Describe Essay Before the end of the summer of 336 BC he had reestablished his position in Greece and was elected by a congress of states at Corinth. In 335 BC as general of the Greeks in a campaign against the Persians, originally planned by his father, he carried out a successful campaign against the defecting Thracians, penetrating to the Danube .

Core Human Service Values with Reference to Moral Philosophy

Introduction Moral philosophy, which mainly addresses issues surrounding ethics, encompasses the definitive foundation of social morality and ethics; that is, the justification of what is right and wrong in relation to individual coexistence in societies and work places (Haven, 2008). In a more simple way, it stipulates individual expectations of people as regards human behavior in relation to each other.Advertising We will write a custom essay sample on Core Human Service Values with Reference to Moral Philosophy specifically for you for only $16.05 $11/page Learn More Evidently, all aspects of moral-dimensions that are overly concerned with discharge of duties in diverse societies across the world are catered for in moral philosophy. Paley and Judd (2000), argue that through moral philosophy, fundamentals of human rights and codes of conduct within societies and places of work have been laid down. According to their arguments, the aforementioned elemen ts tend to reflect various constitutional formations and legal frameworks within many societies in the world today. These have followed the adoption of different famous philosophers’ tenets of morality and human values leading to the development of codes such as human rights, the constitution, the law morals and ethics. On the other hand, it is profound to note that inequalities in the various codes of ethics have been prevalent due to differences in the wishes of many people and thus an unbalanced effectiveness of moral values observed in different sections. This is true since access to power has led to lack of observation of the key moral values and hence the inefficiency of moral frameworks. However, despite the diversities in the beliefs of morality, there seems to be a convergence in the international definition of human rights- a reflection of global morality. But universality of morality still remains a widely contended subject on what should be either right or erroneo us since societies criticize other societies in regard to what should be considered and acceptable or immoral (Parrott, 2006). Indeed, such differences are inevitable in any given society since individual perceptions and values are also varied. Therefore, today, the view of the word morality has become demographic-dependent variable due to prevailing divergences in various societies in the world and expansion of perspectives of moral philosophy. Historical background of morality and moral philosophy The roots of morality can be traced back to around 400 B.C. when the earliest Greek philosopher- Socrates- brought about the subject of right and wrong. His theory of morality was entirely based on cognitivism and defined wrong as ignorance and right as realism.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More His student, Aristotle- who came immediately after him, defined morality as self-realization whe reby ultimate happiness caused by actualization was considered as right and failure and frustrations as wrong. These beliefs were held for so long until the mid seventeenth century when thorough scrutiny into morality sprung up. Other philosophers including Bentham and Mill reflected the opinion of happiness-right association in their theory of utilitarianism whereby what causes the greatest happiness is considered right (Maritain, 1996). Right from this perspective, it can be observed that differences in opinions and perspectives in as far as moral philosophy is concerned has existed since time immemorial. Better still, thorough examination of the term moral philosophy may not be simply concluded to infer pure right or wrong bearing in mind that social theorist have for a long time differed sharply on the subject. Some have argued that as much as the concept of wrong and right are relative, moral philosophy may not significantly be different especially when addressed from a social theoretical point of view. That perception changed in the era of enlightenment with the introduction of Emanuel Kant whereby happiness was and is still considered relative. In Kantian view of categorical imperative, there is demand that we should act on the ‘maxim of universality’ (Clark, 2006, p.25). The second Kantian assumption is that we should avoid using others as means to our happy ends. The advent of twenty-first century saw the emergence of periods referred to as morality, values and ethical and decision-making that revolutionized moral philosophy. The present period is referred to as the ethical-risk-management period whereby identifications of risks associated with core human service values are highly emphasized (Clark, 2006). Such changes, both in the perception and application of moral philosophy to human service have been common throughout human history. Emphatically, core human service values have remained to be conflicting and debatable issues because th e foundations of morality and their definitions have been greatly different.Advertising We will write a custom essay sample on Core Human Service Values with Reference to Moral Philosophy specifically for you for only $16.05 $11/page Learn More This is because their basics have been entirely based on the pleasure, happiness, coexistence and realism which people experience in the course of interaction and widely believing that the basis of morality of what should be either right or wrong should arise from the level of contentment it brings to the people involved in any form of interaction. On this assumption, the basis of core human values depends on the level of emotional satisfaction brought in the people involved in any form of intercourse. On the other hand, emotional gratifications are vastly different in dissimilar individuals given that there are explicitly clear individual differences in different people. Therefore, the definition of core human v alues remains elusive and at some point, highly conflicting since the causes of joy and dissatisfaction are distantly different. Winslow (2006), points out that contention has thus remained in the globalization of core human values and therefore, there is need to understand the correct foundations of morality, societies, their influences, the current state and the future as regards past and present beliefs. The philosophical view of the world from the foundation of morality Morality is the guidance of individual interactions within societies in the world for a natural and peaceful co-existence with justified actions and their effects and consequences. As such it has greatly impacted the way we view the world today. Basing on the initial tenets of morality, still the values of morality are directed toward the happy ending of an individual. The development of knowledge has taken the meta-ethical approach of moral philosophy and consequentialism has been used in the derivation of socia l governing frameworks. Many societies have drawn their moral values exclusively from the idea of consequentialism and this has created a link between the past moral philosophical concepts and the present. Thus modern ethics involving deontological and pragmatic ethics that ruptured with the onset of Kantian and Dewey views have changed the post-modern approach to morality and ethics (Parrott, 2006).Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More The political realities of the present have also grown to cater for the rights of diverse individuals with much consideration of human rights unlike the eras of the first and the second world wars whereby the rights of the majority were decided by individuals or the minorities. This has been made possible by the formation and an observant body for human rights, which is the United Nations and consequently other Marxist governing social bodies influenced by his social theories. Initially, the values of morality were dogmatic in nature whereby morality did not give provisions for individual autonomy. But that has changed with the introduction of differing views of morality and moral philosophy and the expansion of the perspectives of core human service values (Jouffroy, 2001). Information of core human service values The core human service values have been heavily influenced by the past believes in moral philosophy. With highly differing opinions of precedent basic moral principles, t he core human service values have demanded universality in them. The present era has seen the acceptance of specific values in the evaluation of core service values between individuals. These values, which shall be discussed in sequence in their nature, include; valuing humanity which entails respect for others and human rights, valuing choice which is entirely recognition of individual autonomy, valuing difference which demands non-discrimination and great respect for variety, valuing positive change which entails social justice and valuing quality service which entails competence, transparency, impartiality, integrity, reliability and honesty (Reamer, 2006). Radical nature of core service values Basically the core service ideas and value of choice of citizenship can be considered radical since there is the crossing over of societal boundaries and hence introduction of new moral values to new societies which becomes heavily contested. Gender equality and empowered are also radicall y challenging in that these values were not presented in the foundational stages of morality (Nash, 2001). They thus require maximum attention in handling them since new tactics and moral perspectives are required. Parrott (2006) contends that regional differences might impact the implementation of these service values due to rigid traditional service values. Thirdly, with the observation of the international human rights, anti-oppressive behavior has sharply risen for demand of immediate observations of human rights. Participation in such activity or any inter-demographic activity has also become radical since there is need for identification for easier cross-border acceptance. Traditional On the other hand, respect for immediate people in the society or the work place can be regarded as traditional since there is involvement in direct interaction and right-specification in most societies. As a result, this makes it a traditional core service value arising from traditional morals. Other values like equality of opportunity also lie in the traditional value table since it is common morality that opportunity should be equally available but contest has arisen in it due to lack of observation of moral foundations. If the latter could be agreed upon, then the gap between proponents and opponents of moral philosophy could be narrowed significantly. Impact on practice ethics and approaches The nature of the core service values has significantly impacted on ethics and especially in regard to moral philosophy. As a result, the contempoaray society and approaches in the societies differently. To begin with, valuing humanity like gender equality and differences like empowerment has been a major challenge in implementation since traditional values have not yet fully acknowledged them either in the culture-morals or work places. Valuing social justice like accepting positive change has impacted different morals and ethics to accepting and embracing all that facilitates pos itive change (Rickaby, 2007). The directed impact on the core service values is different from each other depending on their category as either traditional or radical. From the discussion above, it is clearly evident that morality can be traced back to the years before the birth of Christ. Since then, its premises have narrowly remained unchanging until early twentieth century. Furthermore, contributions by Kant and Dewey have greatly affected modern moral philosophy and hence the subsequent delivery of core human service values. In Kantian view of categorical imperative, there is demand that we should act on the ‘maxim of universality’ and secondly avoid using others as means to our joyful ends in order to be morally and ethically upright. Morality is the regulation of individual interactions within societies in the world for accepted and serene co-existence with justified actions and their effects and consequences. Thus numerous societies have drawn their moral values entirely from the idea of consequentialism and this has formed a link between the past moral philosophical concepts and the present. The core human service values have been heavily influenced by the past believes in moral philosophy. With highly conflicting opinions of precedent basic moral principles, the core human service values have insisted universality in them. The impact of moral philosophy on core human services has been rampant. For instance, valuing humanity such as those addressing gender equity and empowerment has been a major challenge to accomplish since traditional values have not yet fully recognized them either in the culture-morals or work places. Valuing social justice such as being tolerant to positive change has impacted diverse morals and ethics. In a more interesting perspective though, it is profound to underscore the fact that the concept of moral philosophy may have positively impacted specific societies largely due to unique belief systems that abhor cert ain practices like gender inequity. References Clark, C. (2006). Moral Character in Social Work. British Journal of Social Work, 36(1): 75-89. Haven, J. (2008). Moral philosophy including theoretical and practical ethics. New York: Sheldon Publishers Ltd. Jouffroy, T. (2001). Moral philosophy: extracts from Jouffroy. London: McMillan Maritain, J. (1996). Moral philosophy:A historical and critical survey of the great systems, London: Wiley and sons Nash, M. (2001). Social Work in Aotearoa New Zealand: Its Origins and Traditions in Connolly, M. (ed) New Zealand Social Work: Contexts and Practice. Auckland: Oxford University Press. Paley, W. Judd, B. (2000). Moral philosophy: Abridged and adapted to the Constitution, laws, and usages of the USA. New York: Collin Hannay Ltd. Parrott, L. (2006). Values and Ethics in Social Work Practice: Transforming SWPractice, London: Learning Matters Ltd. Reamer, F. (2006). Social Work Values and Ethics. New York: Columbia University Press. Rickaby , J. (2007). Moral Philosophy. Middlesex: Echo Library. Winslow, H. (2006). Moral philosophy: analytical, synthetical, and practical. London: McMillan publishers. This essay on Core Human Service Values with Reference to Moral Philosophy was written and submitted by user Mark S. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Com+155+-+Course+Syllabus (1).Doc Essays

Com+155+-+Course+Syllabus (1).Doc Essays Com+155+-+Course+Syllabus (1).Doc Essay Com+155+-+Course+Syllabus (1).Doc Essay [pic] |Course Syllabus Axia College/College of Humanities COM/155 Version 3 University Composition and Communication I | |Copyright  © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course addresses the key elements necessary for effective academic writing in college. The course begins with focus on prewriting strategies and builds to drafting and revising essays. In addition, the course includes skill development at the sentence and paragraph level. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials McLean, S. (2011). Writing for success (1st ed. ). Irvington, NY: Flat World Knowledge, Inc. Axia College’s Short Form Writing Style Handbook, available online via the student website. Axia College’s Writing Style Handbook, available online at https://ecampus. phoenix. edu/secure/aapd/CWE/pdfs/Axiawriting_style_handbook. pdf All electronic materials are available on the student website. Week One: Proper Sentence Structure | | |Details |Due |Points | |Objectives |Identify the components of a basic sentence. | | | | |Identify the four most serious writing errors. | | | |Course Preparation |Read the course description and objectives. | | | |Read the instructor’s biography and post your own. | | | |Reading |Read Section 1. 1: Components of a Sentence in Ch. 2 of Writing for Success. | | | |Reading |Read Section 1. 2: Sentence Structure, Including Fragmen ts and Run-ons in Ch. 2 of Writing for| | | | |Success. | | | |Reading |Read Section 2. : Agreement in Ch. 2 of Writing for Success. | | | |Reading |Read Section 2. 2: Errors in Subject-Verb Agreement in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 1: Regular Verbs in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 2: Irregular Verbs in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 3: Maintaining Consistent Verb Tense in Ch. of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. | |1 | |Assignment |Resource: Axia College Material: Appendix A | |5 | |Sentence Structure Review |Read Appendix A. | | | |Review the eight sentences. | | | | |Identify which of the four errors, if any, is present in each sentence. | | | | |Rewrite the sentence so that it is a grammatically correct s entence. | | | | |Post your assignment as a Microsoft ® Word attachment. | | | Week Two: Verb Problems | | |Details |Due |Points | |Objectives | | | | | |Define subject–verb agreement. | | | | |Identify how to avoid mistakes in verb tense. | | | |Explain when to use each tense. | | | |Reading |Review Section 2. 1: Agreement in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Access the Toolwire ® Learnscape: Overview of the CWE through the link located on the student | | | |Preparation |website. | | | |Learnscape Activities | | | | | |Complete the Learnscape Activities. | | | | | | | | |Subject–Verb Agreement | | | | | | | | | |Resource: Axia College Material: Appendix B | | | | |Follow the directions in Appendix B to complete the following exercises on MyWri tingLab: | | | | | | | | | |Sentence to Paragraph: Complete Sentences and Subjects and Verbs | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Grammar Mechanics. | | | | |Finally, click Subject–Verb Agreement. | | | | |Review the information provided. | | | | | | | | | | | | | |Post your assignment for faculty review. | | | | | | | | | |Feedback Question (optional): How are your reading strategies working for you? Is reading the| | | | |content of this course the same as or different from reading content in other courses? Is it | | | | |easier? Is it harder? Do you have any suggestions for how to make reading this sort of | | | | |content more effective for yourself? | | | |Assignment |Resource: Weekly Readings | |5 | |Verb Practice | | | | | |Write five sentences about the role of ducation in successful financial planning, in which | | | | |you correctly use a different verb tense in each sentence. | | | | | | | | | |Mark each verb used in bold and, in parentheses, identify the specific tense used. | | | | | | | | | |Post your submission as an attachment. | | | Week Three: Punctuation and Capitalization | | |Details |Due |Points | |Objectives | | | | | |Recognize the appropriate use of punctuation. | | | | |Demonstrate proper use of capital letters. | | | | |Differentiate between plurals and possessives. | | | |Reading |Read Section 4: Capitalization in Ch. 2 of Writing for Success. | | |Reading |Read Ch. 3 of Writing for Success. | | | |Reading |Read Section 2. 1: Common Spelling Rules in Ch. 4 of Writing for Success. | | | |Reading |Read Section 5. 1: Simple Verb Tenses in Ch. 5 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Axia College Material: Appendix B | | | |Preparation |Follow the directions in Appendix B to complete the following exercise on MyWritingLab: | | | |Capitalization | | | | | |Mechanics: Commas and Mechanics: Apostrophes | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Grammar Mechanics. | | | | |Finally, click Subject–Verb Agreement. | | | | |Review the information provided. | | | | | | | | | | Post your assignment for faculty review. | | | |Feedback Question (optional): Is writing in college what you expected it to be? What | | | | |challenges have you found to being an effective college writer? | | | |Assignment |Resource: Axia College Material: Appendix C | |5 | |Identifying Errors in Writing |Review the passage in Appendix C. | | | | | | | | | |The passage has 20 errors related to the concepts covered this week. | | | |Mark each of the errors in bold and make the correction in parentheses after the error. | | | | |Example: My cars interior is black. | | | | |This must be marked as follows: My cars (car’s) interior is black. | | | | | | | | | |Post your assignment as a Microsoft ® Word attachment. | | | Week Four: Proper Word Use | | |Details |Due |Points | |Objectives | | | | | |Demonstrate proper word choice for a complete sentence. | | | | |Identify commonly confused word mistakes. | | | |Reading |Read Ch. 4 of Writing for Success. | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. | |1 | |Nongraded Activities and |Review the Word Choice video located on the student website. | | | |Preparation |Feedback Question (optional): Make a plan to organize your first academic paper. Include | | | |Word Choice |references to the Axia College’s Short Form Writing Style Handbook. This plan must include | | | | |your time management preparation and elements of how to maintain a healthy stress level, | | | | |because this is your first academic paper. | | | |Assignment |Resources: Weekly Readings; Axia College Material: Appendix D | |10 | |Sentence Correction and | | | | |Changes in Writing |This assignment has three distinct parts. | | | | | | | | |First, determine whether the sample sentences in Appendix D are correct. If it is not | | | | |correct, make the correction needed. | | | | |Second, write five sentences in which you address changes in your writing. | | | | |Third, write a brief 100-word explanation in which you explain how the material studied this | | | | |week has changed the way you write. | | | | | | | | |Provide at least two specific examples of changes you have implemented based on what you | | | | |learned this week. | | | | |Post your submission as a Microsoft ® Word attachment. | | | |Week Five: Use of Substitution for Nouns | | |Details |Due |Points | |Objectives | | | | | |Define the function of a pronoun. | | | |Explain how to use a pronoun correctly. | | | | |Summarize appropriate use of pronouns for academic writing. | | | |Reading |Review Section 5: Pronouns in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Access the Toolwire ® Learnscape: Working with the CWE through the link located on the student| | | |Preparation |website. | | | |Pronouns |Complete the Learnscape Activities. | | | | | | | | | |Pronouns | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Gr ammar Mechanics. | | | | |Finally, click Pronouns. | | | |Review the information provided. | | | | | | | | | |Post the screenshot of the completed activities. | | | | | | | | | |Feedback Question (optional): How are your organization skills working for you? What is | | | | |working? What challenges remain? | | |Assignment |Resource: Weekly Readings | |5 | |Pronoun Practice | | | | | |Write several sentences describing a recent interaction with a friend or family member about | | | | |personal finance or credit cards. This interaction may be imagined or real. | | | | | | | | | |Use at least five different pronouns in your sentences. | | | | | | | | | |Identify all pronouns used by bolding them. | | | | | | | | |Post your assignment as a Microsoft ® Word attachment. | | | |Week Six: Adjectives and Adverbs | | |Details |Due |Points | |Objectives | | | | | |Describe the use of an adjective. | | | |Describe the use of an adverb. | | | | |Differentiate between an adjective and adverb. | | | |Reading |Read Section 6: Adjectives and Adverbs in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Axia College Material: Appendix B | | | |Preparation | | | | |Choosing the Right Words – |Follow the directions in Appendix B to complete the following exercises on MyWritingLab: | | | |Adjectives and Adverbs | | | | | |Choosing the Right Words: Adjectives | | | | |Choosing the Right Words: Adverbs | | | | | | | | | |Post your assignments for faculty review. | | | | | | | | |Feedback Question (optional): Imagine you are expected to write a three-page paper. Design an| | | | |organizational and time management plan to complete this paper. Keep in mind the paper | | | | |requirements are to select a topic, write a thesis, write supporting material, and inclu de a | | | | |minimum of three sources. | | |Assignment |Resource: Weekly Readings | |8 | |Review – Adjectives, Adverbs, |Use at least five adverbs and five adjectives to write a brief review of a movie, sporting | | | |and Comparisons |event, musical performance, or television show. | | | | |Bold each adverb. | | | | |Underline each adjective. | | | | |Compare the event to one or more similar events. When comparing, use at least three | | | | |comparatives and three superlatives. | | | | |Post your assignment for faculty review. | | | |Week Seven: Topic Sentences and Writing Paragraphs | | |Details |Due |Points | |Objectives | | | | | |Explain effective practices for developing a topic sentence. | | | |Explain effective means for writing a paragraph. | | | |Reading |Read Section 2: Effective Means for Writing a Paragraph in Ch. 6 of Writing for Success. | | | |Reading |Read the Axia College Short Form Writing Style Handbook. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Center for Writing Excellence | | | |Preparation | | | | |Topic Sentences |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excell ence. | | | | |Click Tutorials Guides. | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Writing Style. | | | | |Finally, click Topic Sentence. | | | | |Review the information provided. | | | | | | | | | |Feedback Question (optional): Have you been using the Center for Writing Excellence? How has in which you do the following: | | | | | | | | | |Identify which paragraph was more effective and analyze why this was so. | | | | |Include a discussion of sentence variety and the rhythm of the author’s writing. | | | | |Focus on the writing rather than the opinions presented. | | | | |Underline your topic sentence. | | | | | | | | | |Submit your paragraph to WritePointSM in the Center for Writing Excellence. | | | | | | | | |Review the feedback provided by the Center for Writing Excellence and make corrections to | | | | |your paragraph. | | | | | | | | | |When doing so, understand that WritePointSM may be helpful but is not always correct. Make , in which you describe the feedback you | | | | |received from WritePointSM, providing specific examples of helpful suggestions, as well as | | | | |ones you felt may have been incorrect and why you think that is the case. | | | | | | | | |Underline your topic sentence. | | | | | | | | | |Write a third and final paragraph in which describe your strategy for using WritePointSM in | | | | |the future. | | | | | | | | |Include a discussion of how to accommodate submission and feedback time. | | | | |Underline your topic sentence. | | | | | | | | | |Post your three paragraphs as a Microsoft ® Word attachment. | | | Optional Discussion Questions Week One Discussion Questions List at least one of the serious writing errors identified in Ch. 2, Section 1 of Writing for Success and identify how such an error could negatively affect your writing. Identify which of the four most serious writing errors listed in Ch. 2, Section 1 of Writing for Success you find challenging to overcome i n your own writing. State a method to avoid this error. What are the key lessons you learned from these activities? How might the exercises help you as you work on improving your writing? Chapter 2, Section 1. 1 of Writing for Success provides information about verbs. List the difference between a linking verb and an action verb. Use at least one example of each type of verb in a sentence. Explain the role of verbs and nouns. Describe their usage and the most common ways that they are misused. Week Two Discussion Questions How might a potential employer evaluate your writing if you did not use proper verb tenses? Why? Identify the five trouble spots located in Ch. 2, Section 2. 2: â€Å"Errors in Subject Verb Agreement† of the text to help avoid making mistakes in subject-verb agreement. Which mistake do you think is the worst? Why? This week, we discussed verb usage by focusing on subject–verb agreement and verb tenses. Based on the grammar apply section of MyWri tingLab, what lessons have you learned that will change the way you write in the future? What is the definition of subject–verb agreement? Provide one example of how to avoid making mistakes in verb tense and explain why this information will help your writing skills. What are the definitions of the past progressive and future progressive tenses? Write two sentences about family financial goals using the past progressive and future progressive tenses. Week Three Discussion Questions Often, students rely on improper punctuation and capitalization because of the popularity and convenience of sending text messages. In academic writing, however, you must strive to use appropriate punctuation and capitalization. Why do you need to use appropriate punctuation, including plurals and possessives, in your writing? Chapter 3, Section 1. 1 of the text provides examples of how comma placements may completely change the meaning of a sentence. Knowing this, what can you do as a writer to ensure your comma usage helps you to communicate clearly? Review the lessons on commas and apostrophes in MyWritingLab. Based on what you learned, what can you do to minimize errors when using commas and apostrophes in your writing? Write three sentences using plurals correctly and three sentences using possessives correctly on the topic of how to store personal financial information effectively and efficiently. Chapter 2, Section 4. 2 of the text shows examples of proper nouns that need to be capitalized. List four examples of capitalized proper nouns from this chapter. Explain your strategy for determining when to use capitalized proper nouns in the future. Week Four Discussion Questions Writing errors, such as those identified in the readings for this week, may influence the way a reader interprets your writing. A resume that is marred by grammatical errors, for example, may prevent a job candidate from progressing to the interview s tage. Do you think it is appropriate for people to be judged based on their writing? Explain your answer. List five commonly confused word mistakes. Then, demonstrate their correct usage in well-written sentences. This week, the discussions have focused on the importance of word choice and avoiding commonly confused words. Identify three key strategies to ensure you will choose words correctly in the future to improve your writing. Chapter 4 of the text mentions that a thesaurus is a helpful tool. One challenge of using a thesaurus is that each word has its own connotation, and although the meanings may be similar, there are often subtle differences. Think about the following pairs of words: confident and arrogant, quiet and introverted, pure and naive. The general meaning is the same, but one word in each pair typically has a positive connotation, whereas the other has a negative connotation. Write one sentence using each word to demonstrate that you understand the correct connotation. When using synonyms, what steps might you take to ensure your word choice carries the correct connotation? Spelling errors may be eliminated by using spell check. Spell checks often do not catch errors if the wrong word is chosen, however. This has led to common writing errors such as advice instead of advise, loose instead of lose, and there instead of their. Describe your strategies that ensure you will not make these kinds of mistakes. Week Five Discussion Questions Write six original sentences in which pronouns are used in a consistent manner. What strategies might a writer use to ensure pronouns are used effectively? Rewrite the first sentence of Ch. 2, Section 5 of the text in your own words. Identify commonly used pronouns. Explain why using pronouns may help make your writing more effective. This week, we discussed how to properly use pronouns. You have been asked to complete several exercises to help practice using pronouns effectively. Explain which of these exercises you found most useful and elaborate on how it will help your writing in the future. The words who and whom are often used incorrectly. Review Ch. 2, Section 5. 3 â€Å"Who vs. Whom† of the text. Imagine that you are teaching an ESL (English as a second language) student about how to use who and whom. Provide an explanation to make it easy for him or her to understand the concept. Provide at least three examples using each pronoun. Academic writing standards generally condemn the use of first- and second-person pronouns such as I, me, my, you, and your. Why do you think this is the case? Week Six Discussion Questions Review Ch. 2, Section 6 of the text. Describe your experience with credit and credit cards in a brief paragraph using at least five adverbs and five adjectives in your description. Bold the adverbs and underline the adjectives. What is the most effective way to determine whether a word is an adjective or an adverb? Students are often confused about the use of the words good and well in their writing. Write a 100-word passage to Scott McLean, the author of the course’s textbook, in which you describe five details from her book that are good and five details about the book that are written well. It is not unusual for writers to confuse adverbs and adjectives. How did the material in MyWritingLab help reduce the possibility of confusion? Describe the strategies you have developed to avoid confusing the use of adverbs and adjectives in the future. Find a movie review in an online publication for a movie currently playing in theaters. Post the link to the review for the class and provide five examples of how the reviewer used adverbs and five examples of the use of adjectives. Has the reviewer used them effectively? Why or why not? Compare and contrast your abilities as an academic writer now as opposed to when you began at Axia College. Using four comparatives and four superlatives within your responses, explain what has led to these changes and what changes you will make in the future. Week Seven Discussion Questions Based on the readings in Ch. , Section 2 of the text, identify key points to keep in mind when writing a topic sentence. How might these key points help you write effectively? This week, you were asked to review the Topic Sentence section in the Center for Writing Excellence. Using the topic of home ownership versus leasing, identify a topic and provide a topic sentence you would use in a paragraph about the topic. After reviewing the information in Ch. 6, Section 2 of the text, identify the three key parts of a paragraph. Page 186 of the text has five paragraphs. Review the five paragraphs and identify which you think is most effective. Explain why you think it is the most effective. When writing a paragraph, it is important that the topic sentence and supporting points within that paragraph be directly related. What would be the reaction of a reader if the topic sentences in an essay did not coincide with the supporting points? Week Eight Discussion Questions Read the summary paragraph on the bottom of p. 177 of the text. Identify the author’s goal in writing the paragraph. How effectively do you think the author met that goal? Read the two-paragraph analysis passage on p. 177 of the text. Identify the purpose of the writing. Pages 1? 3 of the Guidelines for Writi ng Academic Essays in the Center for Writing Excellence show different types of essays. Explain the key differences between the types of essays. Read the second paragraph of the synthesis passage. It may be found on p. 178 of the text. Using your reading for the week and this paragraph in particular, answer the following questions. o What is the key objective when writing a paragraph on synthesis? o Do you feel the author was effective? Review the evaluation paragraph on p. 179 of the text. Identify what the author did well and what the author could have done better. Explain what situations lend themselves to evaluation. Week Nine Discussion Questions It is important to consider sentence variety and rhythm in your writing. Define sentence variety and rhythm in your own words and explain how they interact in effective writing. Define repetition in writing and explain why it is important to avoid repeating words or phrases when you create an academic essay. You will be required to write multiple paragraph essays in future courses. One common mistake to avoid is writing paragraphs that are too short or too long. After reviewing the sentence variety exercises for this week, how can you ensure that your paragraphs are of an appropriate length? Review the example paragraphs on p. 202 of the text. In what ways, if any, are these changes significant? What specific modifications make one paragraph more effective than the other? What are two common mistakes a writer might make that could cause his or her writing to be ineffective for readers? What steps might you take to avoid these mistakes early in the writing stage, thereby communicating more efficiently and effectively? Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.

Italy's Cultural Research Paper Example | Topics and Well Written Essays - 500 words

Italy's Cultural - Research Paper Example Italian society highly values individuality and is comfortable interacting with individuals in their personal capacity rather than as representatives of a company. Hence, it is always advisable that sales letters prominently display the name of the person who is sending the letter rather than a faceless designation. But it must be remembered that however important personal relations might be to strike a successful business deal, such relations take a long time to develop and need interactions over long periods of time. So, it might be necessary to write several letters before one can expect any sort of response from an Italian company (Gorrill, 2005). Italian companies have strict norms of hierarchy and almost all business decisions are generally taken by the top management. Our company solicits business outsourcing which is most certainly a very vital decision for any form of business. Thus, it is only natural that the topmost managers of a company will come to a decision after a lot of thought and numerous interactions among themselves and with our company representatives. This is a long drawn out process and polite patience will be the key to success in such a scenario. Any quick decisions from prospective clients or quick closing of a deal with a new client is usually not possible in Italy. The situation is made even more critical by a general sense of lethargy about taking any type of decision that permeates all forms of bureaucracy in Italy (Priest, 2008). Italian culture accords tremendous respect to positions of authority and the power that goes with it and also the age of the person wielding that authority. White hair over black and experience over exuberance of youth is always given more importance in Italy. Therefore, all sales letters should be signed by the highest authority available simply to provide an accentuated sense of seriousness and urgency to the whole issue. Keeping in mind Italian

Royal Dutch Shell Assignment Example | Topics and Well Written Essays - 4500 words

Royal Dutch Shell - Assignment Example Royal Dutch Shell is a trend setter in innovation. From a large, but weak and mediocre company to an innovative multinational, now being 2nd largest in revenue and highest in profits (Rijnbach), and with services in more than 90 countries, Shell has definitely revolutionized the concept of Energy Business. Shell uses multi innovation practices to enhance its innovative tendencies and maintain its name as a brand in the energy business. It has a Projects & Technology organization which heads research into different technological aspects for Shell’s Products and services, and aims at providing solutions for the technological hurdles faced by the upstream and downstream product organizations (shell). Like any organization, the Innovation Structure at Shell has its strong and weak aspects. Strengths of Innovation Management Structure The innovational structure at Shell manifests strengths not only aimed at energy but also at the well being of the Planet, its customers, and employe es. Here is a look at the strengths of Shell’s innovation management structure. 1. ... The management at Shell is not only an advocate of change but also takes initiative in this regard, by all means possible. Special departments have been constructed, to research and propose new avenues of change. The senior management is involved in activities that show risk taking tendencies, an important characteristic of innovation; and also try to bring together groups and people that brainstorm (Ruth) and introduce new ideas and concepts. The Shell Australian Innovation Challenge is one of such attempts made by Shell. It is a joint venture of The Australian and Shell. The challenge allows you to enter whether you are a scientist or not. There is also a category of backyard innovation, which is open to general public, and has prize money of $10, 000 (The Australian). 2. Scenario Planning Strategy Shell has been following its innovation strategy for the past 40 years. Shell utilizes scenario planning in its aim to tackle the energy problems of tomorrow. It first implemented the sa id strategy during the 1970’s oil shock (Rijnbach). With the uncertainty of future growing with every passing day, scenario planning is a strong way to devise strategy. The world is faced with resource, market, organization, and technical uncertainty, the proper management of which leads to radical innovation (O’Connor). Scenario planning refers to the orchestration of probable certain scenarios in the future result from social, economical and political factors (Rijnbach). Shell has a Scenarios Team, which has six members. These members look into different versions of the plausible future (Shell). They do not predict future, rather analyzing different facts, create plausible future scenarios taking place between now and 2050 (Mainwaring). Scenario

English as the official language of the U.S. Essay Example for Free

English as the official language of the U.S. Essay The English language has already been established as the official language in 28 States; this would beg the question, what made these States pass such an Act, especially since the Courts already designated such a law as being unconstitutional and infringing upon the First Amendment speech rights (Feder, 12). This question will be addressed throughout the paper, which will first consider the legal proceedings that have occurred thus far for this ‘Official English’ movement. The finding of this paper is self-evident in that the objections to this movement have been rendered invalid, largely due to a lack of irrefutable arguments as the paper will demonstrate. The numerous advantages that will be highlighted will argue for, and show, the benefit to the nation – to both the majority as well as the minorities – of making English the official language of the U. S. U. S. Legislature As of the publishing of the CRS Report in 2007, 28 states in the United States have declared English as the official language in their state constitutions. On the flip side, the U. S. Constitution has enacted several laws such as the Voting Rights Act, the Civil Rights Act, and the Equal Educational Opportunities Act in an effort to protect the language rights of the country’s minorities. These Acts authorize, amongst others, the use of voting materials in states and political subdivisions, with instructions in two languages at the same time, as well the use of languages other than English, when deemed essential, to provide effective and efficient public and private services. The U. S. Congress initiated its effort towards the Official English movement in 1984 with ‘The English Language Amendment’ that was proposed for the Constitution, and it culminated when ‘The Language in Government Act’ passed the House in 1996, but failed to do so in the Senate. Amendments to ‘The Language in Government Act’ were later introduced, with the Inhofe Amendment passing in the 109th Congress which affirmed English as the ‘national language’, and later as the unifying language of the U. S. ; at the same time, ensuring the rights of minorities (Feder, 4). Consequent to Amendments that were later introduced, the passage of such Legislature would now largely be a symbolic one with negligible or zero actual effect on the inhabitants of the country, with regards to the legal aspects. This is largely because â€Å"†¦ an affirmation by the Congress of the central place of English in our national life and culture †¦ would not, of its own force, require or prohibit any particular action or policy by the government or private persons. Nor would it, without more, imply the repeal or modification of existing federal or state laws and regulations sanctioning the use of non-English for various purposes,† as stated in Feder, 4-5. Benefits The basic principle upon which the proponents of this movement rest their reason for making English the official language of the United States is that it serves to create a bond of unity. While this bond can be used in order to address any issues through more effective communication between the relevant parties, it also does not rob anyone of their heritage. As stated by Adams, 111, â€Å"All languages and cultures are precious in our history and are to be preserved and maintained. These are not, however, public responsibilities. † Parsimonious equity is another, much touted reason for the movement. Where equity states that all judicial hearings should allow a defendant the right to be heard in the language (s)he is most conversant and comfortable with so as to permit the population to be served by the government. Parsimonious equity, on the other hand, maintains that in order to ensure that the government is not bogged down under administrative costs of ensuring an interpreter for each individual need, an official language must be recognized that will ensure that all legal and government related proceedings be dealt with in English. Such a system remains equitable, as well as, limits the costs associated with such activities (Fishman, 59). With regards to the ‘language-rights’ argument it must be noted that while protecting the rights of minorities in of itself is a sufficiently altruistic and, in the case of the U. S. , required task of the government, it must be ensured that the majority not be discriminated against either. Such a paradox would result in the formation of extreme political parties that would effectively shut out the minorities, due to their large, and united, numbers. In light of this argument, the proponents stress that by officiating the role of the English speaking majority in the United States the government will preclude the establishment of such highly biased and extreme parties, and maintain the unity and equity of the nation. Therefore, while it may be historically justified for minorities to seek redress for past acts of subjugation, as usually happens with minorities, and oppose the majority, it would be more I keeping with the â€Å"interest of [the] linguistic minorities to seek a balance,† as stated by Joseph, 62. To an extent it seems understandable that the minorities might feel as if they are being presented with a raw deal, but when the minorities themselves start supporting the cause for making English the official language this argument against the movement is rendered void, and is in fact turned into another reason for supporting the movement. Such a case was witnessed in Alabama, where the black-majority counties voted for the movement by a significant margin (Tatalovich, 244). Learning from Canada Looking at the northern neighbor of the United States, proponents of the movement have found several examples that corroborate their stand of maintaining a single official language for the country. The numerous political conflicts that Canada has faced over its bilingual official languages status have merely served to show how not to operate in one’s own country, in addition to clearly distinguishing the effect of considering the language issue as irrelevant and trivial. As stated by Ricento, 37, â€Å"the disconcerting strength gathered by separatism in Canada contains a lesson for the United States and its approach to bilingual education. † In trying to placate a larger amount of people by using its dual official language system, Canada has only shown to its more powerful neighbor how it is sometimes in the interest of the minorities to ignore their protests and support the decision of the majority. By catering to the Quebec speaking individuals in their country Canada has given them the right to lose out on greater economic benefits as shown by the research conducted by Li, 135-136: the effect of the use of an official language is signified by the â€Å"†¦$911 [male earnings] above the mean even after controlling for other variables,† and similarly, in the U. S. (Zavodny, 449). Conclusion The English language is the language of the majority as far as the U. S is concerned. There has been a movement towards making it the official language of the country in addition to it being so in over half the States already. However, this movement has subsequently led to the minorities crying foul over the perceived loss of their rights and the perceived inequitable behavior that they expect. The proponents of this movement, on the other hand, cite the greater cause of national unity, as well as that of parsimonious equity to vie with the concern of future lost income of minorities. It is the duty of the Government to now realize the potential benefits that will result in letting Acts based on making English the official Language through Congress. Especially since the greatest objection of minority language rights and perceived subjugation by the majority has been proven to be baseless in light of the Alabama vote. The remaining minorities should seek to overcome their emotional attachment to their original heritage, and understand that this movement will not necessarily threaten their roots; instead, it will result in greater opportunities for them through a more equitable treatment at court and business. Beyond these realizations, the government should initiate a budget towards facilitating the teaching of English to immigrants who cannot afford to learn it through their own devices. This is in light of the view that current instructions for the English language, in the United States, are inadequate to prepare them for their future life in the country (Citrin, 108). With Canada serving as an example of the effects of having more than one official language, the United States can ensure that it does not fall into the same trap by creating the equivalent Spanish-speaking enclaves in their country. Economically, politically, and culturally, having only English as the official language will help deal with a lot of problems along these facets of life that will prove to, over time, strengthen the role of equality in the society – a value that is immensely appreciated in the current era, especially in these neck of the woods. Eventually this movement will succeed, because it not only enjoys widespread support from the majority and a few minorities of the U. S. , but it has also managed to secure enough political support behind it to make it a key bill: one that is presented to the Congress in almost every sitting since the mid-1890’s. Works Cited Adams, K. L. Brink, D. T. Perspectives on Official English: The Campaign for English as the Official Language of the USA. Walter de Gruyter. Fishman, J. A. The Rise and Fall of the Ethnic Revival: Perspectives on Language and Ethnicity. Walter de Gruyter. (1985). Joseph, J. E. Language and Politics. Edinburgh University Press. (2006). Ricento, T. Burnaby, B. Language and Politics in the United States and Canada. Lawrence Erlbaum Associates. (1998). Tatalovich, R. Nativism Reborn? : The Official English Language Movement and the American States. University Press of Kentucky. (1995). Citrin, J. â€Å"Language politics and American identity. † Public Interest. (1990): p96-109. Feder, J. â€Å"English as the Official Language of the United States: Legal Background and Analysis of Legislation in the 110th Congress. † CRS Report for Congress. (January 25, 2007): pp18. Li, P. S. â€Å"The Economics of Minority Language Identity. † Canadian Ethnic Studies. (2001):

I Never Attended a Traditional School :: Personal Narrative Writing

I Never Attended a Traditional School My schooling was never anything near normal. I never went to normal school or what everyone would call traditional school with a curriculum for any length of time. It is not uncommon now to meet home-schooled children or hear of how home-schooled children participate with traditionally schooled children, but in my time, people would look at me strangely if I were not in school. "Honey, why aren't you in school?" was the dreaded question. I could almost feel truant officers watching me in the shadows while I answered back. In my mind, truant officers were like policemen who would put bad children in jail and feed them only bread and water. "We just moved... I will be in the local school soon," I would answer. After the interrogation I would hang my head in shame. I felt like a social outcast, too old for preschool, and yet too young to be a school dropout. I would dig my heels into the ground, staring at my shiny red shoes and my white lacy socks. I wanted to disappear from the face of the earth by somehow digging myself into a deep hole in the ground. My younger sister was spared the humiliation since she was still an infant and was of preschool age when we finally stopped our travels and settled into a neighborhood for a while. "Mummy, why can't I just go to school like everyone else?" I would ask her in dismay after those dreaded incidents. My world felt gray and a funny unhappy feeling would sink into my stomach. My mother would turn her beautiful face towards me, the perfect socialite, the model body, with the presence of an actress. She was oblivious to my distress. I knew she would laugh off my fears just as she laughed off her own most of her life. "We move too much...and you are very lucky...it's not common to see the world as you do. It's much better that I take you when you're still little and can catch up with school. Many children would really envy you. You get enough of an education by traveling with me," she would answer. I often wondered why I could not be as cool and collected as the beautiful stranger who was my own mother. Instead, I was shy and lacked much self-esteem. I was plagued by fears and a mouth that would button itself in the most critical moments.

Anna Karenina

Marital infidelity is condemned by law, religion and society in almost any country, more so in late 19th century Russia. In our modern culture as well, the unfaithful woman gets greater censure than the man who is guilty of it. This is also the case in Leo Tolstoy’s Anna Karenina. Oblonsky (Stiva) cheats on his wife, not once but twice, but he gets no more than a gentle reprimand. Anna Karenina, on the other hand, earns severe contempt from society for her adulterous liaison with the dashing Count Vronsky. On the surface, Tolstoy himself must have realized the gravity of her crime and to appease the moralists of his day he had to make her pay for it: she commits suicide, crushed beneath an oncoming train. But an in-depth comparison of Stiva’s and Anna’s infidelities, seen in the light of Tolstoyan thought, would suggest the author did not intend to condemn Anna’s deed alone, but the entire society of his day for its hypocrisy, its double standard of morality. Discussing the inequality of rights in marriage between men and women, Pestsov acknowledged that â€Å"the inequality in marriage†¦lay in the fact that the infidelity of the wife and the infidelity of the husband are punished unequally, both by the law and by public opinion. † (4. 12). Conservative Russia and even contemporary society would tend to look at Stiva with greater understanding and even approval. This emerges after a brief comparison between him and Anna vis-a-vis their adulterous affairs. Oblonsky (Stiva) intended to keep his infidelities a secret; Dolly found out about his affair with the French governess only by his carelessness. In contrast, Anna flirted openly with Vronsky despite knowing Kitty was in love with him and was waiting for his proposal. While it was not her fault that Vronsky followed her in the train, letting other people into the budding romance, she could have observed some degree of decorum or discreetness in his affair with the handsome officer, but she did not. The mere fact that Anna and Vronsky remained talking to each other at the little table even in the presence of her husband, at the beginning of their romance, was considered by the circle of guests present â€Å"indecorous. (2. 7). Seemingly unable to comprehend, like Vronsky, the gravity of their crime, she opted to ignore the judgment of society, including the elite of St. Petersburg where â€Å"everyone knows everyone else, everyone even visits everyone else† as well as of Moscow who frowned on such dalliances in contravention of the established morals of the day. (2. 4). Karenin became furious only when, against his insi stence that she at least observe propriety and decorum, she allowed her lover to visit her at their home (2. 22). Alexey, Anna’s husband, is depicted as the suffering party. He is pictured as one who is without vices and all virtue, although Anna hates him for it. He refuses to be jealous when his wife is besieged with other men. Giving her all the benefit of the doubt during their marriage, and before the affair, Alexey believed a gentleman was not supposed to go down in fits of jealousy, in reference to a woman’s exposure to temptations from other men, since he â€Å"could never lower her and himself by jealousy. † (1. 6). Despite his initial hatred at Anna for leaving him and her son, he readily forgave her when he thought she was about to die (4. 17). Then as now, people dismissed a man’s extramarital affairs in consideration of his virile nature. Oblonsky thought he could not be faulted for fooling around as he was still young and good-looking, while his wife was already past her prime. He was prone to temptation, and therefore could not be easily faulted for succumbing to earthly temptations. He thought his trysts with other women were but innocent, harmless pursuits. In contrast, Anna is severely judged for breaking her marital vows. It ignores as of no moment that fact that she married a man she did not love, who was twenty years older and made her life inexplicably miserable. She is condemned because of the perception that she had no excuse for wanting the affections of another, no matter how infatuated she may be. She openly flirted with Vronsky, knowing Kitty was in love with him and awaiting his proposal. To the moral guardians of her day, Anna Karenina was irresponsible, being unable to realize the consequences of her actions. Oblonsky remains his cheerful, confident self despite his marital troubles, even committing another infidelity with a pretty dancing girl despite his earlier avowal of regret, while Anna is physically and mentally devastated on account of her affair with Vronsky. Stiva considered his flings a mere pastime to escape the ennui of his everyday life, never seriously giving them much thought. To him, one â€Å"can be fond of new rolls when one has had one’s rations of bread. † He tells Levin, who is unconvinced, it really â€Å"does so little harm to anyone, and gives oneself so much pleasure. † He said he did not â€Å"count life as life without love. (2. 14). In his mind, Stiva did not rue the fact that he was no longer in love with his wife; his only regret, believing she was secretly aware of his dalliances but shut her eyes to them, was not being able to hide it from her. He was the type who relished his pleasures. He thought: â€Å"There’s something com mon, vulgar, in flirting with one’s governess. But what a governess! † (1. 2). For Stiva, as with many other men (or even society in general), a sin is not to be ashamed of as long as you maintain a sense of decorum or do it discreetly, careful about the sensibilities of other people who might be offended. Men are even expected to engage in such pursuits, provided they do not compromise their honor or make a fool of themselves before others. Such was the reaction of Vronsky’s mother, the countess, who thought that nothing â€Å"gave such a finishing touch to a brilliant man as a liaison in the highest society. † (2. 18). She was also pleased it was Anna Karenina who was involved with her son. To her, the matter became vexing only when she realized that their passion might lead him â€Å"into imprudence† and displease certain connections in high society. Vronsky’s brother shared the sentiment of the countess: He did not distinguish what sort of love his (Vronsky’s) might be†¦(he kept a ballet girl himself, though he was the father of a family, so he was lenient in these matters), but he knew that this love affair was viewed with displeasure by those whom it was necessary to please, and therefore he did not approve of his brother’s conduct. (2. 18). Of judgment by society, distinction should be made. There is a circle composed of the fashionable world, to which Anna was attached, that rendered no harsh judgment of her. Vronsky was conscious of the fact that he ran no risk of being ridiculous in the eyes of Betsy or any other fashionable people. He was very well aware that in their eyes the position of an unsuccessful lover†¦might be ridiculous. But the position of a man pursuing a married woman, regardless of everything, staking his life on drawing her into adultery, has something fine and grand about it, and can never be ridiculous†¦Ã¢â‚¬  (4. 4. ). (? ) Ther e was, however, another circle, composed of â€Å"elderly, ugly, benevolent, and godly women†, known as the â€Å"conscience of Petersburg Society† at the center of which was the Countess Lidia Ivanovna. Unlike the first circle which delighted in scandals and sympathized with the lovers, this particular group saw nothing but the immorality of Anna’s affair with the count. The first circle tended to condone the lovers, seeing in them reflected their own human weaknesses. The second circle condemned it, finding the scandal loathsome in the eyes of man and God. Unlike his brother Stiva, Anna totally turned her back on her family to make a new life for herself, not in pursuit of temporary pleasure or thrill as Stiva is wont to do, but in obedience to the dictates of her heart, utterly disregarding convention. Both Anna and her brother found it difficult to fathom the depth of their sins. Stiva believed himself quite powerless in the face of a woman â€Å"who loves him but who seeks nothing in return. † (1. 2). But whereas Stiva could not repent of his sins because they gave him so much pleasure, Anna and Vronsky cared not at all on how they shall be judged by society because of their total devotion for each other, finding that â€Å"the passion that united them was so intense that they were both oblivious of everything else but their love. †(2. 21). People might be gentler to Oblonsky because he immediately sought forgiveness from his wife when she discovered the affair; it did not once occur to him to forsake his family. As Anna points out to Dolly, men who commit such mistakes consider their families sacred. They may commit indiscretions but they would never seriously consider abandoning their home. â€Å"Somehow or other these women are still looked on with contempt by them, and do not touch on their feeling for their family,† observed Anna, unaware that she too would be judged severely in her future affair. They draw a sort of line that can’t be crossed between them and their families. † (1. 4). On the other hand, Anna left her husband to live with Vronsky without the formalities of divorce, earning the bitter ire of society and the church. By tradition, Anna’s infidelity to his husband Karenin is deemed more contemptuous in view of the attendant biases, tenets, prejudices and beliefs surrounding t heir milieu. Infidelity marked the woman as guilty of a capital crime. Vronsky’s mother judged her â€Å"a bad woman,† concluding that her desperate passions were all â€Å"to show herself something out of the way. The countess condemns her for completely ruining the life of his son and her husband, that â€Å"her very death was the death of a vile woman, of no religious feeling. †(8. 4). Then, a man’s pride was considered above all considerations, and an offended spouse was expected to challenge to a duel the man who stained his honor. On the other hand, the unfaithful husband receives only a mild censure. After all, society is not disturbed by his dalliances, so long as these are kept discreet and he does not abandon or neglect his own family. The unwritten dictum of the day, as now, was: Do what you have to do, but be discreet about it. We find that there is very little distinction between the adulteries of Stiva and Anna Karenina. Anna’s crime is deemed, at first blush, more reproachable, but we tend to understand her actuations, her emotions, upon deeper inquiry into her life. A young charming woman, married to an older man whom she detested for his virtues, is fair game to a dashing suitor. Never having been in love, she can not be faulted that easily considering her passionate nature, to fall madly in love while forgetting its possible repercussions. Such was the enormity of their love that they heeded not the probing and accusing eyes of society, religion, and the law. At least, the offenders commited everything in the name of their love for each other, and this at least, to my view, mitigates their crime. Of Stiva’s dalliances he has no saving grace. Oblonsky engages in it purely for the pleasure it brings, not because he is forced by the strength of his emotions. He has the temerity to seek forgiveness when his sole regret was not at hurting his wife but in having been so careless that his letter to his mistress was found. He even used Dolly’s own money to pay off his debts. Tolstoy depicts the suffering of the man wronged, but he also pictures the offender in a sympathetic light. Vronsky, for all his faults, undergoes suffering because of his forbidden love for Anna; he shoots himself in an attempted suicide. He speaks to no one for six months after Anna’s death, and refuses to eat unless forced to. He volunteers to serve in war, expecting never to return. (8. 4). Stiva looks upon him as a hero and an old friend. (8. 2). In War and Peace, Tolstoy tells of the suffering of Pierre Bezukhov on account of his wife’s adulterous affair with Dolokhov, whom Pierre challenges and wounds in a duel. Tolstoy then depicts Dolokhov, despite his flaw, as â€Å"the most affectionate of sons and brothers. (4. 5). We condemn the woman, but isn’t the man who seduces the wife of another, by the very definition of law and the Commandments, also an adulterer? The protagonists in Tolstoy’s novels are handsome and dashing counts, princes, and nobles, the unfaithful wives charming and beautiful countesses and women of stature in society, not ungainly rogu es and common women. He makes Anna Karenina a most charming, pretty, intelligent, educated woman. That she could have fallen low in the eyes of society makes one wonder, for it is commonly believed only ordinary mortals are susceptible to moral corruption. Other than his pre-occupation with the upper class, to which he himself belonged, perhaps Tolstoy was driving home a message: infidelity is not confined to class or breeding; all human beings are vulnerable to human frailty and error. By focusing on the infidelities of Stiva and Anna, contrasting them with each other, Tolstoy could have been presenting to us his view of the elite of Russian society and their morals, depicted in all their hypocrisy and nakedness despite the glamour and elegance of St. Petersburg and the other cosmopolitan cities where they lived. When we consider the infidelity of Anna Karenina and Count Vronsky against the unfolding of their mutual affection, we come to slowly understand that it would appear to have been foreordained, aided by their temperament and character, their passion and yearning for life, other than a predisposition to commit evil. Vronsky perceives that his affair with Anna had drawn so much condemnation from society because they could not understand it. Vronsky believed that if it were some common affair, people would have cared less. But society became annoyed because it could not comprehend his immense love for her, that the woman is â€Å"dearer to [him] than life. † (2. 21). While the young men envied him, â€Å"the greater number of the young women, who envied Anna and had long been weary of hearing her called virtuous, rejoiced at the fulfillment of their predictions, and were only waiting for a turn in public opinion to fall upon her with all the weight of their scorn. † (2. 18). Despite her failings, Anna refuses to run away with Vronsky as she did not want to part from her son, terrified of his future attitude when he shall realize his mother had abandoned his father for another man (2. 23). Again, this softens our attitude towards Anna in the same way perhaps, that Dolly warms up to her upon sensing that she, too, has her own weaknesses. Stiva, on the other hand, appears outwardly kind and genial and considerate to all persons, but his remorseless cheating ought to be condemned the greater, if we are to judge him by the severity with which we judge Anna Karenina. A person who repents does not necessarily have to wear sackcloth and ashes, but he should at least resolve to cease completely from doing that which hurt others. If he insists that he is incapable of repentance, why should he not be guilty of society’s condemnation? Anna Karenina, in this regard, would appear to be an indictment of society as a whole, showing the hypocrisy of those who find mirth and satisfaction in every scandal, assured that they are not lacking in company. It reveals a community of educated, fashionable, religious, noble persons who cannot stand the unfaithfulness of a woman completely immersed in his love while ignoring the acts of a man who makes adultery nothing but a pleasurable game. Perhaps Tolstoy was asking us not to judge, for by judging others, as Jesus warned, we shall likewise be judged. WORKS CITED Tolstoy, Leo. â€Å"Anna Karenina†. 22 February 2007. —â€Å"War and Peace†. 26 February 2007.    Anna Karenina The novel opened up to an implication of the strife in the Oblonsky household. There was an atmosphere of confusion as everyone was concerned about the discovered sexual affair of the Master of the house with the French governess. The wife of Prince Arkadyevitch Oblonsky (Stiva) did not leave her room and it showed how the situation evident with how everything has been going wrong.Examples were given to prove establish the confusion and the mess of the situation like the children going wild all over the house, how the house helpers were quarrelling, the man-cook quitting his job and others who were threatening to do so.Stiva woke up on the leather-covered sofa in his study without having to realize that he was not sleeping with his wife until he reached for his dressing gown that was not where it should have been, within arm’s reach of their bed. After which, he remembered his current predicament. The setting in this scene how a marital dispute can affect so many people and ho w more marital disputes can stir the course of the following events in the novel.Kitty’s big night, the ball, was narrated to be a dream-like event where she was to go down a â€Å"great staircase, flooded with light and lined with flowers and footmen in powder and red coats (Tolstoy Part 1, Chapter 9).† The sound of the orchestra can be heard. Women and men were wonderfully dressed, expensive fabrics and vibrant colors filled the ballroom as people started to waltz on the dance floor.This shows how Kitty, at the start of the novel was naà ¯ve in a way as she saw so much romance in the night and how she loved social gatherings like that night’s ball. The setting described the vibrancy and excitement Kitty felt before she found out that Vronsky, the man she loved, fell in love with Anna, the woman she adored.The description of the ballroom and the atmosphere was further elaborated with describing how perfect everything was with Kitty, from her hair, to her dress to her shoes, only to come to a huge turning point wherein she sees Vronsky’s affection for another woman.   The description of how exquisite Anna looked that night, added much weight to the twist that was about to take place, it made Vronsky’s admiration for Anna like a harder slap on Kitty’s face.ThemeThe major theme in the novel was about society and family. The second part of the novel gave much emphasis to solidifying this theme through different instances wherein Anna was reprimanded or placed in a bad light because of a foreseen case of infidelity.   It was important for families to stay together, more so during their time as women who are divorced loose a lot of ground in society, while the men do not loose as much.There was one instance wherein the text showed how Anna had three sets of friends in the Petersburg society.   There are those who belonged to the circle of her husband’s colleagues that seems to serve merely as acquaintances wit h the family.Another set was concerning the friends in Countess Lydia Ivanovna’s circle that Anna soon disliked greatly and the last set was one with Princess Betsy Tverskaya who was the wife of her cousin.   Each set of friend offered much of their opinions about how Anna changed and often gossiped about her and her husband Karenin.Alexey Alexandrovitch, Anna’s husband, only saw fit to talk to her wife about her behavior with another man upon realizing that others are already gossiping about them. The confrontation was indifferent for both of them and their relationship changed but they stayed together to avoid any societal conflicts.When Anna and Vronsky made love, it was obvious that Anna was distraught as to the consequences of her actions with society and how it will affect his family, even her son.When Vronsky fell of his horse during a race, Anna could not contain her emotions in public. This had shown her improper affection for Vronsky.   She cried as she w as so worried about him. Instead of being jealous about Anna’s obvious feelings for another man, Karenin simply warned her to be careful about how she reacts in public and showed how he valued his social stature more than he did his actual relationship with his wife.Even after Anna admitted his relationship with Vronsky, Karenin was more preoccupied with protecting his honor. During that time, it has established how people were more concerned about the opinions of society and how they maintain a clean image in public.