Saturday, January 25, 2020
Overview Of Science Teaching Yesterday Today And Tomorrow Education Essay
Overview Of Science Teaching Yesterday Today And Tomorrow Education Essay The development of science education in the United States is said to have been pushed by a perceived lack and deficiency with laggard innovations in science and the declining quality of students the science curriculum has produced. Reforms in the science curriculum in the past were triggered by Soviet Unions Sputnik launch and how the event placed the US behind their Russian counterparts (Matthews, 1994). Today, in the era of globalization, a growing concern is the declining standards and performance of American students in mathematics and science. The challenge falls upon the entire American education system to ensure scientific literacy among its citizens and equip them with the scientific competency to become productive members of a democratic society. This paper discusses the evolution of science education in the United States in order to evaluate how the science teacher or educator could initiate reforms in the classroom or the systemic setting. Science Education: The Past It is a common perception among students that science is a difficult and deplorable subject in school (Krehbiel, 1999). Responsibility has fallen upon policy-makers and science teachers to make the sciences more appealing to students. As Stephen Jay Gould said, We think that science is intrinsically hard, scary, or arcane, and that teachers can only beat the necessary knowledge, by threat and exhortation, into a small minority born with inborn propensity (as cited in Osborne, 2007, p. 117). Why has science education acquired this brand or label as a seemingly impossible subject which only a handpicked few could appreciate and comprehend? The history of science education suggests that the rigidity, prescriptive curriculum, and standardized form of science teaching as a subject based on memorization of facts on a very wide range of science content might have contributed to this perception (Matthews, 1994). The standardization of science teaching in the late 1800s was undertaken in order to address the problem of the lack of qualified science teachers. The school curriculum concept grew out of the London School Board in the United Kingdom in 1870, prompting the training of science teachers who can ably teach science courses to the general public. In the United States, the standardization of science education came in the 1890s and there was a great debate on what ideology should guide the school science curriculum: citizen science or professional training. In 1892, a group called the Committee of Ten was tasked by the National Education Association (NEA) to make recommendations for a school science curriculum. This commi ttee emphasized on science teaching as a citizen science that is important in grooming professional scientists in the future. As a result, the entire American education system applied the curriculum recommended by this Committee (Wallace and Loughran, 2003). The emphasis was theoretical and stressed on the teaching of facts and principles of the disciplines. The approach was foundationalist, where the curriculum attempts to make the future scientist learn all the basic concepts of every science discipline. Cohen opines that the tradition of attempting to make students memorize a series of dry facts was impractical because no practicing scientist readily memorizes such as the density of various substances, the atomic weight of different chemical elementsà ¢Ã¢â€š ¬Ã‚ ¦ the distance in light years from the Earth to various stars (and so on) (as cited in Osborne, 2007, p. 173). This tradition still dominates science education today, but has also been challenged with the introduction of other ideologies to guide science teaching. One is the applied approach where science is taught in relation to how everyday things function and contribute to society, and the liberal or humanistic approach, where emphasis is given on the implications of science in a historical and cultural sense (Matthews, 1994). Science Education: The Present The same concerns still exist in science education today. Attitudes toward science and mathematics among students remain negative and parental support for a science-geared education has declined (Osborne, 2007). K-12 science educators in many states in the US still follow the rigid, theoretical tradition in science teaching and conform strictly to the curriculum and content prescribed among age groups. Policy makers and education lobbyists have expressed concern that emphasis on facts and theories have resulted to teachers who merely cover the material, without teaching the material. The process of science is overlooked and the student fails to develop critical thinking skills and appreciation for the scientific method. Osborne (2007) articulates the tension in science teaching today. She argues that the science curriculum is geared at developing future scientists, hence, the stress on factual and theoretical presentation on a wide range of content. This contributes to the perception that becoming competent in science is practical only to students who want to pursue a career in the sciences someday. The aim of scientific literacy for all citizens is missed if this kind of thinking is not corrected. According to Krehbiel (1999), science teachers have the responsibility of clarifying to students that science competency is not only suited for the future scientist, it is also beneficial to non-scientists. Scientific literacy contributes to the development of problem-solving skills that greatly benefit non-scientists and can be applied in everyday life. Science education development today wants to enhance the competency of teachers. Teachers are central to the development of scientific literacy which is the end goal of science education (Osborne, 2007). Their qualifications and their attitudes play a great role in accomplishing this mission. State Boards have specific requirements and credentials for science teachers. Studies have shown that teachers who possess subject-specific degrees are better qualified to influence positive science outcomes among students than those who do not (Cronginer et al., 2003). However, secondary characteristics such as teachers attitudes and belief systems play a major role in motivating students to learn. Wallace Loughran (2003) suggest that there are many factors that contribute to the belief systems of science teachers, such as social pressure (or the need to conform to prescribed methods of instruction) and the apprenticeship of observation (or the mirroring of style of teaching they experienced a s students in their science classes). Attitudes about practice reflect upon a science teachers teaching style, which in turn influence comprehension. Teachers who consider themselves as transmitters of knowledge apply a teacher-centered style of instruction where the main goal is the delivery of the content or subject matter (Wallace Loughran, 2003). A teacher who espouses this tradition adheres strictly to the organization of content while the needs of students are secondary considerations only. Lesson plans are designed to conform to prescribed content with no concern for student readiness or aptitude. Wallace and Loughran (2003) identify this method as the most dominant form in science teachers. An alternative style is the student-centered method which focuses primarily students comprehension. A teacher who practices this style first considers his or her students prior knowledge or aptitude before planning lessons and concentrates on forming social interactions or collaborative relationships with students (Wallace L oughran, 2003). Science Education: The Future If the international rankings of American students in science and mathematics are predictive of the quality of science education, then there are great challenges to be overcome in the near future. As American students lag behind their European and Asian counterparts in science competency, reforms in policy and corporate support are today heavily emphasized to produce more globally competitive students in the future. Microsoft founder Bill Gates has contributed billions to encourage students to take science course in college. Organizations such as Tapping Americas Potential provide scholarships for more students to graduate with degrees in science, mathematics, and engineering (Osborne, 2007). In the education system, policy reforms are also under way. In 1996, the National Committee on Science Education Standards and Assessment (NCSESA) came up recommendations on how to better produce more scientifically literate students for the future. Standards related to science teaching were presented in the book National Science Education Standards, such as: The vision of science education described by the Standards requires changes throughout the entire system. What students learn is greatly influenced by how they are taught. The actions of teachers are deeply influenced by their perceptions of science as an enterprise and as a subject to be taught and learned. Student understanding is actively constructed through individual and social processes. Actions of teachers are deeply influenced by their understanding of and relationships with students. (p. 30) Among the reforms in elementary and secondary science education emphasize on the need for inquiry-based and hands-on curriculum used in schools. It has been a major thrust advocated in the National Science Education Standards and the American Association for the Advancement of Science. Conclusion The development of science education has been made possible by the careful study of its past, an assessment of the present, and a positive outlook on the future. Remnants of the heavily theoretical orientation of science teaching of the 19th century are still practiced today. At present, there has been a noticeable decline in the competency of students in science and mathematics, pushing the drive for more reforms in science education. The recommendations, while focusing on the systemic need for science education reform, also highlight the important role of the science teacher in achieving better science outcomes among students. Teachers competency, decisions about the content, peer interactions, behaviors, attitudes, and belief systems significantly influence students comprehension, appreciation, and attitudes toward science.
Friday, January 17, 2020
Psychology Process Essay
           Although psychological pioneers such as Jung and Freud dominated much of the early dialogue regarding psychoanalytic theory in the early through mid twentieth century, the contribution of Erik Erikson to modern psychology has proven to be no less enduring than it was originally regarded as radical. Some evidence suggests that Erikson’s theories of the eight stages of personal development have enjoyed a more widespread acceptance among contemporary twenty-first century thinkers and scholars than many of his predecessors and colleagues. Erikson was a pioneer in adult psychoanalytic theory: â€Å"he stands alone as the one thinker who changed our minds about what it means to live as a person who has arrived at a chronologically mature position and yet continues to grow, to change, and to develop.†(Hoare 3); because Erikson’s theories went â€Å"beyond†those extended by Freud and others, his contributions to modern psychology are still regarded as important second-stage psychoanalytic theory.            Although for Freud â€Å"humans were psychosexual creatures†(Hoare 4). ,for Erikson the human psyche presented a much more complex and evolving entity, one which developed over a series of specifically defined stages, and the successful or unsuccessful navigation through these stages, which numbered eight, indicated whether or not an individual had successfully attained a working self-identity. Perhaps Erikson’s break-through inn psychoanalytic theory were at least partially based upon his personal life-experiences. Certainly within the context of Erikson’s theories of identity development, one’s personal experience played a crucial role in the development of identity. As his many biographers have noted, Erikson â€Å"lived in dramatic times†(Hoare 4). and in his life he experienced â€Å"two world wars[†¦] and, later, living in the United States, saw the origin and first use of nuclear weapons.†(Hoare 4).; whether or not these historical experienced shaped his intellectual vision is debatable. What is less ambiguous is whether or not Erikson’s personal life, outside of any historical context, influenced his theories and it certainly did. Erikson’s early life: â€Å"born on June 15, 1902, in Frankfurt am Main, Germany†(Hoare 7). Erikson first lived alone with his mother and then later, â€Å"The two lived among his mother’s artist friends, who provided early identifications for him†(Hoare 7). The fact that Erikson was essentially an artist rather than a pure scientist allowed him to bring a sensitivity to his psychological studies and theories which many scholars believe was previously lacking in psychology.            It is well known that Erikson in nineteen sixty-three â€Å"postulated eight stages that must be encountered successfully and lived through in the development of the self†(Hattie 118).; the navigation of these eight stages produced an enduring self-identity which continued to develop adn meet challenges right on through until personal death. (Hattie). The specific stages were looked at by Erikson as challenges and one either â€Å"won†or â€Å"lost†them. Such a vision was radical when Erikson proposed it and his ideas are still regarded, by some, as quite radical today.            For example, Christian educational theorists belive that not only Erikson, but many of the psychoanalytic theorists of the twentieth century have replaced the traditional role of ministers, and other mentors and societal influences over the upbringing of children in Western society. These people believe that â€Å"the vocabulary of the psychologist frames virtually all public discussion[†¦] Anthropologists and sociologists are likewise absent from the discussion.† (Hunter 5).a and this is viewed as being highly detrimental to educational strategies and programs. However, despite the criticism of groups like these, Erikson’s theories continue to be deeply referenced and relied upon by modern psychologists, and he is revered as the primary thinker in psychology who extended the recognition of the development of self-identity beyond the early stages of adolescence and envisioned a paradigm which covered the evolution of the self over the entire duration of an individual life.                                                           Works Cited Hattie, John. Self-Concept. Hillsdale, NJ: Lawrence Erlbaum Associates, 1992. Hoare, Carol Hren, ed. Erikson on Development in Adulthood: New Insights from the   Unpublished Papers. New York: Oxford University Press, 2002. Hunter, James Davison. â€Å"When Psychotherapy Replaces Religion.†Public Interest Spring             2000: 5.
Thursday, January 9, 2020
Differences Between Indian And American Culture Essay
Chitra Banerjee Divakaruni highlights the differences between Indian and American culture in her collection of short stories, Arranged Marriage. Each tale utilizes a different narrator, whether it is first or third person narration, to highlight the struggles women face in all arranged marriages. Many of these women live in America, yet India’s strict moral code still burdens them. In â€Å"Doors†, Preeti struggles to balance her American beliefs with the Indian beliefs of her husband, similarly to Anju, who wonders if her life and pregnancy would be different if she lived in India throughout â€Å"The Ultrasound†. In â€Å"The Word Love†, a woman must confront her situation and push her boundaries. Divakaruni shows the highs and lows of arranged marriages, proving that I would not thrive in a commitment made without my input. As an only child, I adore personal space. I grew up never sharing a bedroom or bathroom, never fought with anyone over the remote c ontrol nor shotgun in the car. When I received my roommate assignment, I will admit that I cringed. Stuck in a triple, I imagined a dark, cramped room with all three of us living on top of each other. When I arrived at school, the room did not match my nightmares and I thought all was well. The first two nights of school, I slept alone in the room, as one roommate stayed at a hotel with her parents and the other had a horse show out of town. The mini-fridge is right across from my bed and the electronic glow of the clock ruined myShow MoreRelatedDifferences Between American Culture And Indian Culture1167 Words  | 5 PagesCulture is the characteristics and knowledge of a particular group of people, defined by everything from language, religion, cuisine, social habits, music and arts. The cultures around the world are very different and very much the alike at the same time. On the other hand, some similarities also lie between two nations. While the culture of America is a mixtur e of different cultures, the Indian culture is unique and has its own values. There are many types of differences lies between American cultureRead MoreDifference Between American And Indian Cultures Essay1092 Words  | 5 PagesAs we know, all cultures have their differences. Cultural diversity is the quality of diverse or different cultures. I have chosen to discuss the difference between American and Indian cultures. Particularly, the culture surrounding pregnancy and birth. Thanks to globalization, there are Indians giving birth in America and Americans giving birth in India. It is important to recognize that people from different cultures experience life in a variety of ways. These include different ways of lookingRead MoreEssay Differences Between Indian and American Culture1472 Words  | 6 Pages AMERICAN CULTURE VS INDIAN CULTURE Cultural comparison (West vs East) â€Æ' Everybody has their own definition of Culture – and when this word is used generally, most audiences have a rough idea of its meaning. Culture usually refers to the beliefs, ideas, languages, rituals and traditions by certain communities, that are passed from generation to generations continuously over the past many centuries. In society, two cultures cannot be same if one is located on the west coast and the other one isRead MoreWestern Culture And Indian Culture983 Words  | 4 PagesCulture is the characteristics and knowledge of people, the way of life, defined by everything from language, religion, cuisine, social habits, music and arts. Every country has its own culture and traditions. I belong to India which is famous for Hindu culture. In this culture there are many different gods worshiped by different caste and tribe in India. But the most common is Lord Shiva. There are major differences between Western and Indian culture in ideology. As Western culture is open mindedRead MoreAn Individual’S Sexual Curiosity In And Enticement To Other1095 Words  | 5 PagesFurthermore, an additional way is sociocultural; the effects of human culture concerning an individual’s sexuality. Sexual behavior hold the potential to be determined through inheritances and shaped by environment. Sexuality among human impacts and it is influenced by, cultural, political, and theoretical aspects of life. It may also intermingle with matters of ethics, morality, religion and theology (Laumann et al., 2006). Culture play a major role in altering how sexuality and sexual activities areRead MoreNative Americans And The Native American Tribe973 Words  | 4 PagesDifferent Cultures The Europeans and the Native Americans arguably do not co-exist because different groups did not allow them to be their own tribes. The Europeans treated the Indians with as little respect as possible. The Indians were used to work including the women and children. The Christians changed how they were viewed by the Indians because they suffered from beatings and other tragedies among their tribes. The Native American tribes wanted peace within their groups although they were fightingRead MoreThe Secret Daughter By Shilpa Somaya Gowda1352 Words  | 6 PagesCulture can have a large effect on our daily lives, and can shape our thoughts and behaviors. The society an individual surrounds themselves in influences their decisions. It affects how they perceive themselves, their personal identity and reach their personal life goals. In the novel, The Secret Daughter, Shilpa Somaya Gowda explores the significant impact of social culture on the individual. It is evident through the experie nce of two women born into two different cultures, Kavita in India andRead MoreNative Americans And The New World1497 Words  | 6 PagesThe European colonists and the Native Americans of the New World were divergent from one another than similar. Native Americans had a more primitive lifestyle than the Europeans modern way of life. Europeans referred to themselves as â€Å"civilized†and looked at Native Americans as â€Å"savages.†In spite of that, Benjamin Franklin corresponded in, Remarks concerning the savages of North America, â€Å"Savages we call them, because their manners differ from ours, which we think the perfection of civility; theyRead MoreAnalysis Of The Article Chief Seattle Essay756 Words  | 4 PagesIn this article Chief Seattle is mainly talking about how Indians don’t understand white men and how white men don’t understand Indians. One of the points Seattle discusses is how the value of land is seen differently between the two. Indians see the land as a sacred and prosperous place that is to be lived on and cherished. White men see land as being the same wherever they go, so they think they can take it from wherever or whomever, use it for a while, and then leave. The next point discussedRead MoreOrientalism in Pocahontas971 Words  | 4 PagesOrientalism’s focus is the depiction of Eastern cultures, or places considered a part of the Orient, such as India, China, and the Middle East by western writers, or writers from the Occident. Defined, Orientalism is â€Å"a style of thought based upon ontological and epistemological distinctions made between ‘the Orient’ and (most of the time) ‘the Occident’†(1867). Based upon this definition, many people â€Å"have accepted the basic distinction between the East and West as the starting point for elaborate
Wednesday, January 1, 2020
How to Deal with Unprepared Students
One of the facts that every teacher faces is that each day there will be one or more students who come to class without the ​necessary books and tools. They might be missing their pencil, paper, textbook, or whatever other school supply you asked them to bring with them that day. As the teacher, you need to decide how you will deal with this situation when it arises. There are basically two schools of thought about how to deal with a case of missing supplies: those who think that students should be held responsible for not bringing everything they need, and those who feel that a missing pencil or notebook should not be the cause of the student losing out on the days lesson. Lets take a look at each of these arguments. Students Should Be Held Responsible Part of succeeding not only in school but also in the real world is learning how to be responsible. Students must learn how to get to class on time, participate in a positive manner, manage their time so that they submit their homework assignments on time, and, of course, come to class prepared. Teachers who believe that one of their main tasks is to reinforce the need for the students to be responsible for their own actions will typically have strict rules about missing school supplies. Some teachers will not allow the student to participate in the class at all unless they have found or borrowed the necessary items. Others might penalize assignments because of forgotten items. For example, a geography teacher who is having students color in a map of Europe might reduce a students grade for not bringing in the required colored pencils. Students Should Not Miss Out The other school of thought holds that even though a student needs to learn responsibility, forgotten supplies should not stop them from learning or participating in the days lesson. Typically, these teachers will have a system for students to borrow supplies from them. For example, they might have a student trade something valuable for a pencil that they then return at the end of the class when they get that pencil back. One excellent teacher at my school only lends pencils out if the student in question leaves one shoe in exchange. This is a foolproof way of ensuring that the borrowed supplies are returned before the student leaves the class. Random Textbook Checks Textbooks can cause a lot of headaches for teachers as students are prone to leaving these at home. Most teachers do not have extras in their classroom for students to borrow. This means that forgotten textbooks typically result in students having to share. One way to provide incentives for students to bring their texts each day is to periodically hold random textbook/material checks. You can either include the check as part of each students participation grade or give them some other reward such as extra credit or even some candy. This depends on your students and the grade you are teaching. Larger Problems What if you have a student who rarely if ever brings their materials to class. Before jumping to the conclusion that they are just lazy and writing them a referral, try to dig a little deeper. If there is a reason that they are not bringing their materials, work with them to come up with strategies to help. For example, if you think the issue at hand is simply one of organization issues, you might provide them with a checklist for the week for what they need each day. On the other hand, if you feel that there are issues at home that are causing the problem, then you would do well to get the students guidance counselor involved.
Tuesday, December 24, 2019
The Tragic Flaw Of Hamlet By William Shakespeare - 774 Words
A tragic flaw is a deficiency in a person that brings them sorrow and misery. A high percentage of individuals have some type of tragic flaw that earns them misery, wether it be a relatively small issue like being a tad lazy, or something bigger like showing open contempt for others. Both these flaws are a detriment to individuals and will hinder them in their lives. In the play, Hamlet there are a number of characters that have tragic flaws, including Gertrude and her inability to be loyal and Polonius and his meddling in affairs of others. The character with a tragic flaw that is portrayed most vividly by William Shakespeare is Hamlet. Hamlet’s tragic flaw is his tendency to overthink scenarios and decisions, while procrastinating any real action, which leads in part to his eventual murder. Hamlet was shocked to hear of his fathers death and even more shocked when the ghost of King Hamlet told the truth of his murder at the hands of Claudius. Hamlet was enraged and swore to his father he would avenge his death, â€Å"Haste me to know’t, that I, with wings as swift as meditation or the thoughts of love, may sweep to my revenge.†The play could have been over and done soon after this but, through overthinking Hamlet manages to draw the revenge out for quite some time. A portion of Hamlets idleness is before he is actually certain of Claudius’ guilt. Even though the ghost has told him of the murder Hamlet is wary and wants to make sure the ghost isn’t the devil inShow MoreRelated Shakespeares Macbeth and Hamlet as Tragic Heroes Essay893 Words  | 4 PagesMacbeth and Hamlet as Tragic Heroes    William Shakespeare has written many literary works - from his sonnets to his plays, each has its own individual characteristics. One popular characteristic that comes from his plays is the tragic hero. The audience can always relate to the tragic hero and the many trials he faces. Macbeth and Hamlet are just two of Shakespeares plays that involve the tragic hero. Through their nobility, tragic flaws, and dignity Macbeth and Hamlet prove to beRead MoreHamlet vs. Oedipus Essay898 Words  | 4 PagesPrince Hamlet in Hamlet by William Shakespeare and Oedipus in Oedipus King by Sophocles In Aristotles literary discourse, Poetics, he discusses his theory of tragedy, wherein he introduces the concepts of tragic flaw or hamartia, which serves as the catalyst for the protagonists downfall or the tragedy of the story to happen. He determines a tragedy as a drama that brings about a sorrowful conclusion, arousing fear and pity in the audience (Roberts and Jacobs, 1998:1189). Tragic storiesRead MoreHamlet, Prince of Denmark825 Words  | 4 PagesHamlet, Prince of Denmark By William Shakespeare Submitted by: Tariq Khan Dated: Monday, 24th September, 2012 Hamlet as a Tragedy by William Shakespeare 1.1. Brief Introduction to Tragedy: Greek and English: Elizabethan tragedy is traced back to Greek tragedy, since Greeks are said to have pioneered the Western knowledge, be it Science, Arts, or Humanitiesâ€â€not necessarily Technology. The rich contribution of Greek dramatists like Sophocles, Euripides, Aeschylus and AristophanesRead MoreAct 3 Scene 1 Of William Shakespeare s Hamlet Essay947 Words  | 4 Pages3 scene 1 of William Shakespeare â€Å"Hamlet†the main protagonist, Hamlet, recites a soliloquy â€Å"To be, or not to be.†Throughout his lines Hamlet explains the concept of suicide and why people choose to live long lives instead of ending their suffering. The main point he speaks on is the mystery of one’s afterlife, they never know for sure what happens when they die. For this reason, his speech does a good job highlighting the plays underlying themes of pervasiveness of death, and tragic dilemma, andRead MoreHamlet : A Tragic Hero995 Words  | 4 PagesHamlet: A Tragic Hero William Shakespeare is known through the ages as a brilliant playwright. He has written several comedies and tragedies that people have loved through decades. Shakespeare’s plays have been interpreted in many different ways and have been debated on which interpretation is correct. Some of these included even the basis of the character’s persona. In the Shakespearean tragedy Hamlet, the main protagonist, Prince Hamlet, is fated by the ghost of his late father that, becauseRead More The Tragic Hero of Hamlet Essay1049 Words  | 5 PagesThe Tragic Hero of Hamlet  Shakespeares play, Hamlet illustrates the tragedy of a young princes pursuit to obtain revenge for a corrupt act, the murder of his father.  As the exposition unfolds, we find Prince Hamlet struggling with internal conflict over who and what was behind his fathers death. His struggle continues as he awaits the mystic appearance of a ghost who is reported to resemble his father. Suddenly it appears, proclaiming, Pity me not, but lend thy serious hearing / ToRead MoreThe Tragedy of Hamlet by William Shakesperare977 Words  | 4 Pagesâ€Å"The Tragedy of Hamlet, Prince of Denmark†, shortened to â€Å"Hamlet†, written by William Shakespeare dramatizes the revenge Prince Hamlet is instructed by his father, King Hamlet, to execute on his uncle Claudius, who murdered the king. Not only did he kill Hamlet’s father but then succeeded to the throne and took the murdered king’s wife, Gertrude, to be his own. Shakespeare uses Hamlet’s major s oliloquies to depict a close to clear picture of Hamlet’s true character. He gives us many soliloquies,Read MoreThe Role Of Women in Hamlet Essay1063 Words  | 5 Pagesthe way playwright William Shakespeare portrayed females in his plays. Shakespeare exemplified this in his revenge tragedy Hamlet, written in 1601 with one of the most significant characters, Gertrude. She is central to the plot due to her relationship with the main character, Hamlet, being his mother. However, not only is she the mother to the tragic hero Hamlet, she is also widow to his laid father, King Hamlet Senior, and also newly wed to Hamlets uncle, Claudius. In this tragic play, we witnessRead MoreEssay on Aristotles Concept of Tragedy Applied to Hamlet1500 Words  | 6 PagesAristotle’s Concept of Tragedy Applied to Hamlet Aristotle’s concept of a well written tragedy is that it is â€Å"†¦an imitation of an action that is serious, complete, and of a certain magnitude, in language embellished with each kind of artistic ornament, the several kinds being found in separate parts of the play, the form of action, not of narrative, through pity and fear effecting the proper purgation of these emotions†(McManus). According to Aristotle, the plot is the â€Å"soul†of the tragedyRead MoreHamlet as Tragic Hero Essay1361 Words  | 6 PagesHamlet, the titled character of Hamlet, Prince of Denmark, William Shakespeare’s most prominent play, is arguably the most complex, relatable, and deep character created by Shakespeare. His actions and thoughts throughout the play show the audience how fully developed and unpredictable he is with his mixed personalities. What Hamlet goes through in the play defines the adventures encountered by a tragic hero. In this timeless tragedy, despite Hamlet’s great nobility and knowledge, he has a tragic
Monday, December 16, 2019
Chinatown Free Essays
What is the central theme of Chinatown and what key symbols and motifs are used to develop this theme? Fashioned as a great film nior the 1974 classic; Chinatown is a crime drama in which central themes coincide with the idea that the world is an inherently corrupt place where men of vice conquer over the helplessness of the innocent and ignorant. Plot, characters, and setting mark this piece as a neo film nior. However it is the use of pessimistic tone, also found common in many film niors, that sets to assist develop the central themes through common motifs and symbols. We will write a custom essay sample on Chinatown or any similar topic only for you Order Now The motifs within the film include the ignorance to truth, an inescapable past, and a daunting fate. We also find abstract ideas within the symbolism Chinatown itself. The term motif may be defined as recurring structures, contrast, or literary devices that can help to develop and inform the major themes. With in Chinatown we find that the characters are ignorant to the point in which they are unable to see the truth. Each character is surrounded and involved to some degree within the corruption that leads to there down fall. The protagonist of the film J. J. Gttes ( Jack Nicklson), a former police officer of chinatown turned private investigator in a neighboring town, spends the majority of the film investigating a murder only to find that once he has discovered the murderer that the police are corrupt as they turn a blind eye. Gittes is ignorant to the fact that not only in Chinatown money is power and those with in power stand above the law. The intertwining of the past and fate that parallel corruption also are used as a motif. The past haunts just about every character to the point that they are unable to overcome the adversity of the corruption of the world. It is the past and secrecy of the past the past that becomes the undoing of Evelyn Mulwray (Faye Dunaway), which in turn once again lets the corruption of her father prevail. Symbols within the film include Chinatown. Chinatown is not only the place from Gittes past that haunts him but is also the symbol for corruption in a ity. As lawlessness runs rampant and justice is silenced by those in power. The only scene to take place in Chinatown is the final scene in which the story unravels to show the corrupt Noah Cross (John Huston) triumphant as he gets away with fraud, incest, and murder. Filmed during a time of political unrest director Polanski film Chinatown may be used as a commentary on the corruption in the institutions that are suppose to provide for the well being of all. How to cite Chinatown, Papers
Saturday, December 7, 2019
Auditing & Assurance for Corporate Governance - MyAssignmenthelp
Question: Discuss about theAuditing Assurancefor Corporate Governance. Answer: Process Related to Corporate Governance Woolworths Limited has a process that can be related to corporate governance. Essentially, this information on corporate governance of the corporation can be acquired from the shareholder information and corporate governance statement mentioned in the annual report of the firm. In addition to this, an identical copy of the statement of corporate governance can be presented in the official website of Woolworths Limited. This section presents history of dividend disbursed, substantial shareholders, unquoted equity securities, info on annual general meeting, pay-out of final dividend. In addition to this, the process associated to corporate governance mentioned in the corporate governance statement also bears mention as regards dividend reinvestment plan, listings on the stock exchange, different American Depository receipts and corporate governance declaration (Arens et al. 2012). Furthermore, this section also presents thoroughly the total number of shareholders, specific distribution of equity securities a list of top 20 largest shareholders. Audit Committee Woolworths Limited has an audit, risk as well as compliance committee. Analysis of the annual report of the firm reveals the fact that the audit committee of the firm consists of committee of all the board of directors who is essentially accountable for overseeing particularly financial reporting procedure, selection of specifically independent assessor, receipt of audit outcomes both internal as well as external. Again, the members of the audit committee of the firm Woolworths Limited that is essentially the composition of then committee is essentially a functioning committee of the board of directors of Woolworths limited. Essentially, members of this particular committee are drawn from the members of the firms board of directors along with a chairperson who is selected from the members of the committee. Therefore, it can be said that Woolworths Limited has a perfect blend of members in the audit committee along with an independent audit partner. In addition to this, the company Wo olworths Limited also has an independent audit partner that is Deloitte that presents declaration regarding independence of the auditor (Woolworthsgroup.com.au 2017). According to section 307 C of specifically Corporations Act of the year 2001, audit partner Deloitte presented the declaration of independence. The independent auditor also presents a report that states the responsibility of assessors and additionally presents the opinions of the audit partner. Opinion Regarding Benefits of an Audit Committee The audit committee helps in overseeing process of financial reporting along with processes of disclosures (Elder et al. 2011). In addition to this, the audit committee formed within a publicly listed corporation can also help in monitoring different choices of accounting standards, policies as well as principles. This in turn helps in maintenance of compliance with the accounting standard that the company needs to adhere to for presentation of the financial declarations of the corporation. Addition to this, the presence of the audit committee also helps in the overseeing the entire process of hiring, particular performance along with independence of different external assessors (William Jr 2016). Furthermore, this audit committee also aids in maintenance of regulatory compliance, ethics and many others, supervising different processes of internal control, supervising performance of internal audit operations along with risks management policies and exercises of management. In essence , this helps in enhancement of the functionalities of operations of the firm and consequently the society in which the business operates. References Arens, A.A., Elder, R.J. and Mark, B., 2012.Auditing and assurance services: an integrated approach. Boston: Prentice Hall. Elder, R.J., Beasley, M.S. and Arens, A.A., 2011.Auditing and Assurance services. Pearson Higher Ed. William Jr, M., Glover, S. and Prawitt, D., 2016.Auditing and assurance services: A systematic approach. McGraw-Hill Education. Woolworthsgroup.com.au, 2017. [online] Available at: https://www.woolworthsgroup.com.au/icms_docs/185865_annual-report-2016.pdf [Accessed 19 May 2017].
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