Creative Essay on A world of Science or Art

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Imagine a world in which people consider the form of everything. A world in which every single object produced or made by people, whether manufactured or hand made, is improved on artistically. All of these things are altered and changed, function sometimes penultimate to the priority of form. In this world, people would add chemicals and coloring to make textiles and paper products more appealing. They would ceaselessly pester the public about the things that they found attractive in order to assimilate that facet of beauty into their design. People would even break down the natural genetic construction of living things to alter them esthetically, destroying the natural balance of the ecology in the name of art. Welcome, to the world we live in.

Our world; this world, is already devoted to art. Mankind inhabits this our world, and has a habit, bad or good, of doing more then is necessary. We add frills, little bells and whistles, to everything we touch. Like the decorations on a Christmas tree, civilization is the decoration of earth, and we the decorators, are art. Animals construct and develop, but only to a necessary level. Humans exceed the minimum of extraneous development needed for survival with institutions that have no equivalent in the animal kingdom. Institutions like religion, science, and art itself.

Religion is an important part of all of us, either because of its existence or its lack thereof. Through a fear of death, and an appreciation of authority we have painted a beautiful picture of an existence outside the one we all know and live. In our artistic world we have learned to tailor thoughts and ideas to an audience so well, that mass hallucination is merely serendipitous. An excellent performance is all the players are looking for, and as they hang up their robes and take of their collars they look at the cross, and are convinced of their own truth. Some people say that art stemmed from religion. I suggest that art and religion are one and the same. Music, and drama are both arts; religion is a sort of drama. An actor pretends to be something he isnt. Religion pretends that the world is something it isnt, and the priests and converts are all excellent method actors. An atheist might applaud this deconstruction of religious principal, but they are just as spiritual as Mormons. In their denial they become critics, arguing the truth of art. By arguing the acknowledge its existence, and become actors themselves. If religion can be accepted as art, the worlds human population is entirely saturated with artists.

Art itself is defined as a human creative skill, or its application. The traditional arts are usually considered to be music, drama, and the fine arts; namely drawing and painting. Certainly these are applications of creativity that animals lack, but perhaps other things match these criteria as well. Science is all about discovery, but are not discovery and creativity intimately twined? No sooner have we discovered how to split the atom then we have created the atomic bomb. An application of creative skill, and itself as result of discovery. Science is a fine art, creation through exactitude, and mathematics. The more we discover the more we invent, finding uses and applications for the knowledge we uncover over time. As a creative skill of mankind, science becomes yet another form of art; added tinsel on the tree of civilization. But does the whole equal the sum of its parts?

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Perhaps the goal of the whole; of civilization, is art. The culture and peoples of our planet ever evolving into something greater then both. To discover what a world devoted to art would look like is as simple as looking around ones self. Always we are refining and perfecting our habitat, our minds, and our lives. As a people we are constantly creating, continuing the development and construction of our epic civilization. In the act of creating we are applying our creative skill; effectively producing art. For all practicality then, civilization is art, and whether we are artists or merely tinsel on the tree, we are a part of it.

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The tale of the naked sex machine who so desperatly seeked marraige

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A long time ago there lived a horse named Herald. Herald was a very brave horse with many friends, the only problem Herald had was that he never thought about anything he did. One day, when Herald was playing with his friends, they came across a lake, getting very excited Samantha (the frog) jumped right in, not far from her was Ronald (the wizard). Watching them splash and play, Herald started to become jealous of their ability to swim, feeling left out, Herald jumped in to the lake without thinking. Because he didnt know how to swim something had to be done fast or he was going to drown. Without hesitation Ronald swam up to the bank and grabbed his wand, he was going to save him. But, because Ronald was young he didnt know any spells that would help his friend except for the spell that changed animals into other animals, feeling that Herald was running out of time, Ronald said the spell and pointed his wand at Herald. Poof. Herald was no where to be seen. Wondering why Herald had disappeared they started calling for him when they couldnt find him they started to cry and swam back to shore. As they did this Samantha felt something swim across her leg, screaming with fright she quickly got to shore. Knowing there was a reasonable explanation Ronald looked under water to find the answer to this problem. When he saw a weird creature that looked like a cross between a horse and a fish, he too was scared and started to swim away as fast as he could. Before he got to shore he heard the creature talk to him wait, Ronald its me, herald. Your spell didnt turn me into a fish it turned me into something else. Im sorry said Ronald I was trying to save your life I guess the spell worked only half way and turned you into this. its alright, laughed Herald I like being like this, I can swim now. Although Herald permanently had to live in the water he was constantly being visited by friends and family and in time he made new friends too.

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Arguments

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Why are there arguments between couples? When people are in love, why do they still have to argue? And who is responsible for it? The play "Who's afraid of Virginia Woolf" by Edward Albee (written in 1) and the extract "How to avoid arguments" from the book "Men are form Mars, women are from Venus" by John Gray (written in 16) both got discussions about this issue. Edward Albee is one of the most heralded, interesting and influential American dramatists of the twentieth century. His characteristics is that he likes challenging his audience to form an opinion on different social issues, like in this play, the inability to communicate, which gradually leads to arguments. Albee expresses his own opinion through the argument (in form of dialogues), in which clichd speech is frequently used, between the two main characters, Martha and George. Whereas John Gray is an internationally recognized expert in the fields of communication and relationships 1. He expresses his own view more formally and literally, with reasons and examples stated. Though the authors uses different type of text, they are still

1 John Gray is a Certified Family Therapist, Consulting Editor of the Family Journal, a member of the Distinguished Advisory Board of the International Association of Marriage and Family Counselors, and a member of the American Counseling Association.

expressing the same main theme, arguments between men and women. Moreover, through their texts, we can state that they both think that women are the ones who are responsible for the start of arguments.

"Who's afraid of Virginia Woolf" is about a married couple having an argument and emotionally tear each other to shreds one drunken night. What Albee is trying to bring out through the characters is that the reason for them to have arguments is because of the inability to communicate between them, which is the theme of the text. The way they communicate is through abrasiveness and violence. "You're so frigging… convoluted… that's what you are. You talk like you were writing one of your stupid papers." is what Martha said to George. Martha uses slang like "frigging" and she also uses "stupid" to describe the academic articles of George, who is a university professor, which are quite aggressive. Throughout the argument, It is clear that George, who is a symbol of men, is calmer than Martha, a symbol of women. "[quietly…distinctly] I think I'll have you committed" and "Will you go quietly, then?" are what George said to Martha. By creating an educated man who generally stays quite calm while his wife is arguing with him violently and non-sensibly, Albee creates a mood that it is women who is responsible for the start of the arguments. On the other hand, "How to avoid arguments" is also to express the theme of Gray's own view of arguments between men and women. The subtitle "how women unknowingly start arguments" obviously states out that Gray thinks women not being direct is the reason why arguments are bring started, which is similar to Albee's view. Apart from giving reasons and example (a man being late) to support his ideas, Gray also offers a practical guide for improving communication and assists men and women in understanding, respecting and appreciating their differences in Gray's words "men need approval", while women always unknowingly give men a sense of disapproval, maybe through "asking rhetorical questions", maybe because of "not being direct when they share their feelings".

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The two texts are also similar in the way of the usage of rhetorical questions. For "Who's afraid of Virginia Woolf", Albee uses questions like "Have you ever listened to the way you talk?" and "Will you go quietly, then?" which expects no answers to make the sense of dispute stronger, as challenges are made between the couple by the questions. For example by saying "Will you go quietly, then?", women may hear the meaning of "You're so noisy and annoying so could you shut up?". This worsen the situation and makes the arguments more serious. While the text "How to avoid arguments" also uses rhetorical questions, for example "How could you be so late?" in the example stated by Gray. This rhetorical question represent the questions women will ask which leads to a feeling of disapproval to men and starts arguments. Apart from questions in the example, "But why do they immediately become clod, distant, and defensive when they lose a woman's approval? Because not getting what they need hurts" is another one from the text. Gray makes use of this example to let the readers to think about the same questions, and then gives the answer to them right after that. This is a technique to convince audience, which can strengthen his arguments at the same time.

Apart from the similarities, there are also many differences between the two texts. One of the main differences is the use of pronouns. "Who's afraid of Virginia Woolf" is written as a first person which depends on the use of "I", while "How to avoid arguments" is written as a third person. Albee uses first person to create a closer feeling to readers, like they are involving in the incidence. Also, as a first person, Albee is only writing out the incidence, but not giving any judgment to that, though readers may sense some from the text. By not giving any judgment, he can leave for the audience to think by themselves. In contrast, Gray is as a third person in "How to avoid arguments". He writes the text as an outsider to give comments on the theme. His aim to write this text is to state out what he thinks about the theme, so there is no way he needs to hide his judgments and in this case leaving thinking space for the audience is not necessary. Therefore he states out clearly that he thinks "women not being direct unknowingly start arguments". Also he gives reasons and example to convince the readers. By using different pronouns, they are also different in the way that Albee is more objective while Gray is more subjective.

They also use different type of language to write the texts. "Who's afraid of Virginia Woolf" uses a more informal and conversational type of language while "How to avoid arguments" is more academic and formal. For example, Albee uses sentences like "You WHAT?", "Come off it, Martha." and "You're a spoiled, self-indulgent, willful, dirty-minded, liquour ridden…" in the text which is more colloquial. As what Albee is writing is a daily conversation in the play, so the use of this type of language is appropriate. He also includes the use of onomatopoeic (imaginative sounds) like "Snaps her fingers", and other expressions, like "breaks into long laughter" and "with some awe" to make his text (play) more descriptive. For "How to avoid arguments", Gray writes clauses like "The most common way women unknowingly start arguments is by not being direct when they share their feelings" and "A women withdrawing that approval is particularly painful to a man". These are all literally written, as he is writing a book, not a play, the use of formal language is important in order to bring out his messages effectively.

In conclusion, the two texts generally got the same theme, which are both about arguments between men and women, and cause of arguments are the inability to communicate in a right way between them. Also, they both give out the message that it is women who start arguments. Moreover, rhetorical questions are the one of the main elements in the two texts. Albee and Gray both use rhetorical questions to express their theme or feelings, and also to make the readers think, make their points clearer and strengthen their arguments. Referring to their differences, in the first instance, the type of text they wrote is different. "Who's afraid of Virginia Woolf" is in the form of dialogue (as it's a play) while "How to avoid arguments" is an extract from a book. Also, their tone is different, as the type of language they used is different. Albee uses informal and conversational language while Gray uses formal and academic language. In addition, Albee is as a first person to write the text whereas Gray is as a third person when writing the text. In my opinion, I agree that the inability to communicate is a main reason of why arguments are started. I also agree that women not being direct or women being more violent than men cause arguments to start. However, I don't think it's the only reason for arguments to start so it is not just women's responsibility to avoid arguments. "Who's afraid of Virginia Woolf" by Edward Albee

"How to avoid arguments" from the book "Men are form Mars, women are from Venus" by John Gray

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My music

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My Music

Whenever someone asks me what kind of music I listen to, I always sigh heavily and ask him or her if they are sure they want me to go into my long drawn out description of the different types of music I like and a further explanation as to why. Twice, the same person doesn't usually ask me that question. I used to have to resort to saying " Oh well, I will listen to anything as long as it's good". That was a lie. I don't listen to everything. There is a lot of different types of music out there and I can't honestly say that I am a fan of all of it.

To generalize my taste in music you could call it alternative, but then you are left with the question, " what's it an alternative to?" So I usually have to break it down into musical styles or genres to make it easier to explain. It would take all day to classify the many different forms of alternative music that are out there. I will try to start by defining my two main favorite genres, which are Emo and Lo-Fi. Many people have never heard of these musical styles, but I assure you they are alive and growing.

There has recently been a music trend that is growing again, not only in America but overseas as well. People know it as many different names but the term I like to use is Emo. Emo is just a fancy word for punk. Often, whenever people hear the word punk, thoughts of Mohawks, leather pants and anarchy seem to pop into people's heads. That is only one aspect of punk music. It is true, punk is not only a type of music; it's a lifestyle too. From most accounts, true punk rock originated in the small venues of London in the late seventies to early eighties. A product of oppressed youth that harbored a lot of anger and released it into a creative and at times unintentionally violent medium.

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In today's music scene punk is used as a general term to describe a sound of a band. The original British punk scene is more widely known about due to such pioneering bands like The Clash, The Sex Pistols and Buzzcocks. Punk is still very much alive in London today as is was 0 years ago, backed up by the new wave of English bands like The Stokes and Bad Religion.

Along with the renaissance of punk rock in London, there is also America's homage to the scene. American punk has had more mainstream media coverage recently due to such promising bands like Jimmy Eat World, Saves the Day and NoFx. You can turn on your radio and hear these bands playing at all hours of the day. Twenty years ago that would have been impossible.

Still under the category of alternative music, but at the other end of the spectrum is a genre of music called Lo-Fi. This genre of music has been around quite a while. It was not until recently that someone put a label on it. Lo-Fi was coined by the poor recording quality in which it was distributed.

Not all Lo-Fi music has a distorted sound quality. It is mainly used to describe a slower, more melodic genre of music. Like I have mentioned before, Lo-Fi could be labeled the complete opposite of Emo. There are usually no screaming guitars or moshing seen at concerts for bands such as Starsailor or Guided by voices. These bands still fit into the realm of Alternative music and are in the category of Lo-Fi, but they are generally labeled Shoegazers. Named after the behavior of the lead singer and his or her lack of energy on stage.

Once used as a word to describe 170s acts like Hawkwind, Space Rock has come to define a generation of bands with aspirations of cosmic transcendence, obviously influenced by the heavy use of mind-altering substances. This music genre is categorized by washes of heavily reverbed guitar, minimal if not any drumming, and gentle, flowy vocals. Recent bands that are attempting to find cosmic transcendence are Spiritualized, Sonic Boom and indie favorites, Air. Space Rock is still considered alternative and Lo-Fi, even though it borders on another genre called Paisley Underground.

It is understandable why I often avoid the question of what kind of music I listen to. To list and define every genre of music and every genre of music within that would take all day and more effort than I wish to give. Most of my favorite music fits into a genre already defined. With the rise of new music everyday, my list of favorites is constantly changing. Some artists fit neatly into a genre already defined for them, but for the others, the innovators, a new undefined genre awaits them and me.

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Children Coping With Divorce

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Children Coping With Divorce

Divorce is a different experience for children and adults because the children lose something valuable to their future. Many Parents believe that what is good for the parents will be good for the children. Although many children can experience psychological problems, loneliness, and may experience anger. Few children expect their parents to divorce. They do not prepare themselves for divorce; many children refuse to accept the reality of the divorce.

After a divorce children may have a feeling of being insecure. Their life as they once knew it has been changed forever. Children may feel frightened about the changes taking place in their life. They may feel rejected when one parent move out of the home. Children may even feel that they are no longer wanted or loved.

Children may feel lonely. They may feel as though they have no one to talk to. Children may even feel that they have to choose between their parents. When children do take sides, they may feel disloyal to the other parent. Disloyalty may lead to children feeling guilty. Some children may even believe that they caused the divorce. The sense of guilt may lead to feeling of any family support.

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Many children dream that their parents will reconcile their marriage. As a result children may get angry when the realization of reconciliation is no longer an option. Children may not do as well as other children in activities during the time of the divorce. Some children may feel angry because they cannot fix the problem or make it better. Children may throw temper tantrums, scream, may be violent, and they may start to get into trouble in school. It might take years before the children face the finality of the divorce.

After the divorce, children may adjust to the trauma that has happened. Children of divorced parents may even use these crucial events in their future relationships. Unfortunately, some children may have relationship fears, fear of commitment, and dysfunctional relationships. Children of a divorce may even treat their children different than what they were treated as a child. There are many effects a divorce may have on children these are just to name a few.

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1984

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Rafaella Schivartche

IB History HL

August 00

With what methods and for what reasons do societies attempt to shape their citizen's thoughts and actions?

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It doesn't change from generation to generation. It's the same thing over and over again. The same pattern repeated, the same mistakes, the same decisions. The years go by, events happen in the world and still human beings are incapable of not being influenced. Nowadays, it is impossible for one to remain untouched by the 4th power of the world, the media. It is more and more common for individuals, especially those who are still in the process of learning and acquiring information for their future to abide to this control. Societies in general, any place, any time, differ in methods and reasons but the outcome is similar. Television, radio, politics, and education, are methods used in "free" societies whereas torture, fear, oppression, and religion are used in "religious guided" societies to have influence and power on it's citizens for the simple task of absolute control of millions of minds.

They invade people's houses, spread like viruses, and are as powerful as thunder. The influence over people is amazing to the point that leads them to believe in anything they see or hear. Television, a product made for entertainment is now one of the main sources of influence. From it come shows, soap operas, commercials, products, and political campaigns. The Internet, also a way of connecting the world can be highly influential even in international terms. In "free" societies around the world, people are being induced to believe in lies or a rumor and most of the times do not know it.

For example, in the novel 184, written by George Orwell, he writes about totalitarianism and depicts many ways in which the media can be totally captivating. All throughout London in his imaginary world of 184, are huge posters of the Eurasian army, pictures of Big Brother, and slogans that read War is Peace, and Freedom is Slavery. All over São Paulo, in the year of 00 are posters of politicians, with their faulty promises and propaganda with false advertisements. All these lead a person to believe in what is seen. In the novel, there is also a key method of shaping the citizens of Oceania's minds, the language of Newspeak. This language was created to enable any unnecessary thought, which would lead to clashing ideals with the government. One of the most provocative words is doublethink, which by the end of the novel could even make the reader believe that + = 5. If one reads Freedom is Slavery over and over again one will eventually come to believe in it, and it is exactly what doublethink is. Even though one knows that freedom and slavery are antonyms, since it is said that they equal each other, then it must be true. If one reads that the president, if elected will end poverty, one will also hope and believe that it will be done.

Apart from the media, education and family values can also be considered a greatly significant method when shaping citizen's minds. The short story, Children's Story, by James Clavell, is an excellent fictitious example of how a child's mind is vulnerable. Nowadays children are presented with a huge load of information, and are worried about subjects such as war and famine that could have only been dealt with when they reached adolescence. Most of the times children do not understand the importance of these subjects and just know what happening because of the repetition of the media. In Children's Story, Clavell shows how a teacher is capable of changing children's fragile opinions. In the story the children know how to pledge, but do not understand why, to who, and what it means. They pledge because it is part of the daily routine before school or to earn nickels at home. The story is a metaphor for what happens in real societies to real citizens, which have the same doubts as the children, why, to who?

What children learn in school is what they "should" carry for the rest of their lives. What they learn at home is also important and will definitely be part of their lives. What parent's tell their children or decide to omit them is also crucial for the mental formation of the child. Johnny in Children's Story did not know why his dad has gone away, the teacher explains that "he [his father] had some strange thoughts, and he wanted other grown-ups to believe them" (Pg.1). But Johnny is confused because in his perception, his dad "never thought nothing bad" (Pg.1). How to explain to a child his father had different thoughts from the government and was sent to prison to live in awful conditions for a long period of time? This child will already be enabled from any personal opinion, freedom of speech, nothing. Therefore, education plays a huge role in children's lives and is able to convert children's thoughts to true statements "Praying to God or anything or anyone for something is a waste of time"(Pg. 17). "I always wondered why He didn't listen, and all the time He wasn't there, he thought." (Pg.18).

But why tell a person exactly what should be done, what should be believed, invade their personal space and opinion? The only possible reason is to control, to maintain power over a society. The main power who is responsible for doing this to society must consider the people Barbie's and Ken's who can be played with, undressed, moved into a specific position. The greed for power has dehumanized societies and led them to impose certain "truths" that are "wrong" but put aside as true. For example, up until today the war in Iraq seems to be a total "façade". Through CNN's worldwide news reports the world was shown that the Blair and Bush were heroes helping free the Iraqi people. But after all the damage was done, thousands of lives killed, many people began to see through the news reports and doubt whether their intentions were not to free the people, but control one of the largest sources of petroleum of the world.

As everything in life, there are extreme measures of a same topic. In countries like Iraq, Iran, and Saudi Arabia, life is run by religion. Citizen's end up being totally converted into the main belief. Even though in "free" societies people are being told what to do, they still can have their voice and disagree, but in this case, these people have no voice at all. They have to follow orders and cannot lift their heads up and ask why? In 184, Winston is also trapped in this world, where the eyes of the telescreen watch his every step very carefully. He tries to mentally rebel against this controlling government but fails to do so in a discreet way. Winston is tortured and re-taught the values of his society and finally cured to become an ordinary citizen of Oceania.

The New York Times article about the Pakistani Madrasa, shows in pure black and white how people's minds are made. The students, only of the masculine sex, sit in classrooms reading the Koran, what can be considered their "constitution" for many continuous hours. Just as the journalist pointed out "My goal was simple I wanted to see from the inside just what this jihad factory was producing" (Pg. 4). This school is one of the thousands that are spread across Pakistan. All over the country, these so called schools are simply "producing" minds with bodies to help them spread their radical beliefs. The school is so strict that there are no TV's, radios, or even women who could all cause distractions or other thoughts not strictly relevant to what the students should learn. All the students agreed that the Westerners were afraid of Bin Laden and claimed that the atomic bomb came from Allah. They can swear on the name of Allah that Bin Laden has never killed any innocent person. Even when shown proof they disbelieve it by saying it is an American trick.

In this type of harsh society the citizen's fear that if they disobey they will be punished by Allah and be subjected to eternal damnation, thus they do nothing to change their situation. "Many of them were convinced that all Americans are bisexual, and that Westerners engage in sex with anything, anywhere…"(Pg. 6). Many of the westerners think it is absurd for the women to have to walk around with cloths over their faces. Different types of societies shape their citizens minds to make them follow a special creed but in the long run the reason why is the same, to have control of everything of everyone. Also, to end any opposing ideals towards the government in charge. To be like the eyes of the telescreen who know what Winston had for breakfast or what he did at work today. Not even Allah or God can save society from this, it has to be in the people to free themselves.

Word count 1,4

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Controversial essay topics

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Fall of the House of Usher

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"Foreshadowing in one of Poe's Great Tales"

Imagine hearing a song or reading a story that suddenly becomes your life and what is going on around you. This happens to one man in "The Fall of the House of Usher." As the story opens, the narrator is traveling to his friend Roderick Usher's home in response to a letter from Roderick. The letter sounded dire and important; therefore he could not deny him the visit (Poe 4). As the narrator arrives at the house, he is confronted with eerie surroundings. Days later, Roderick sings him a ballad about a palace that seems like the very house where they reside. Then, near the end of his visit, he reads a tale of a hero that is closely followed by the strangest coincidence of all. In his work "The Fall of the House of Usher," Edgar Allan Poe makes great use of parallels and foreshadowing to contribute to the overall horror of the story.

On the first day of the narrator's visit, he notices many strange similarities between the house and the people who resided within. The area around the house is dark and desolate. Dying hedges and decaying trees are strewn about the landscape. Also, the house lies next to a gloomy, dark tarn. The house itself is much like the landscape. A fungus covers it and it seems "excessively antique" (Poe 6). It contains a fissure that ran from roof to foundation, splitting the house in two. On the interior, it is dark and gloomy and some of the ceiling is out of sight, due to the shadows. The furniture is old and seems uncomfortable. When the narrator meets Roderick and his sister, he finds them to be much like the house. Roderick and his sister have a split personality, much like how the house has a fissure separating the house in half. He also looks very gloomy and gray. His hair is like cobwebs atop his head (7). His sister, Madeline, is more physically ill with a severe case of catatonia. When she is in a trance, she can look and act like she is dead for a number of days. The narrator finds that house and its occupants turn out to be a reflection of eachother.

After the course of a few days, Roderick sings an eerie ballad of a palace that is very similar to the Usher house. "The Haunted Palace" begins by detailing of prosperous times. The palace was "stately" and "radiant" Help with essay on Fall of the House of Usher

(Poe 40). However, evil comes. It attacks the palace and destroys almost everything. The occupants become much like Roderick and Madeline, alone and desolate. The house has not always been in the condition it is now. The family was prosperous, but the house became unkempt and deteriorated as each family branch it made soon died off. There are strong parallels between the Haunted Palace and the House of Usher.

Near the conclusion of his visit, the narrator reads Roderick a tale named "The Mad Trist of Sir Launcelot Canning," that which is soon followed by a strange coincidence. Unfortunately, Madeline has been prematurely entombed, and Roderick is becoming more and more mentally ill every day. One night, the narrator decides to read Roderick a tale to soothe his nerves. In this tale a hero is in pursuit of a goal - a shield which he believes to be in a hermit's lair. As the narrator reads this story, he begins to hear noises in the further reaches of the house. When he reads about the hero smashing the door to the hermit's lair, he hears a very similar sound in the house (Poe 4). He then reads of Sir Launcelot's attack on the dragon and hears an even more prominent crack. Then, when the hero retrieves the shield, Madeline comes crashing through the door. She walks across the room, falls onto Roderick, and the both of them die (Poe 44). The story the

narrator reads is almost exactly parallel to what is happening to him in Poe's story.

These many strange parallels and foreshadowed events are what come together and make this story achieve Poe's objective of horror. The house and people within being so eerily alike shocks and frightens the narrator and reader alike. In addition, Roderick's ballad predicts what is going to happen to the Usher family. Finally, the story parallels the end of both Roderick and Madeline's lives. This story was a horror in the true sense of the word.

Poe, Edgar Allan. "The Fall of the House of Usher."Elements of Literature.5th ed. Ed. Robert Anderson, et al. Austin, TX Holt, 1. 4-46.

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NLP

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The process of learning a second language can get scary and intimidating at times, especially for adult learners, who have developed and established their individual identities, beliefs, and patterns of behaviour. Although we may not always be aware of how our mother tongue and our use of it influences the way we look at life and ourselves, and the comfortable, confident and secure way in which wed use the mother tongue, fluent and efficient self-expression, which I believe is the gist of being a "social animal", sometimes becomes a tool for communication, sometimes a means of establishing self-esteem, and sometimes, a method of self defence.

Humans, especially after reaching a certain age and after getting used to the ways of life, seem to take their confident use of the mother tongue for granted, just as we take for granted the value of breathing and do not even notice, most of the time, that as a living organism, human breathes. Therefore, when exposed to a new means of communicationor another method of breathingadults start feeling insecure and intimidated by this new experience, most probably frightened by the idea that it might end up changing the whole of what has so far been established as the "self".

Faced with such established attitudes and stances regarding life in general, and language learning in particular, an ESL teacher might find it difficult to appeal to the learners' mind, without first comforting, and to a certain extent freeing the learners' hearts and minds of the end-products of their respective stances, which can be defined as a prejudice towards the new language or the "yet unknown". The concept of Neuro-Linguistic Programming runs to the rescue of ESL teachers under circumstances as these, when learners cannot neutralize their rooted sets of thoughts and beliefs and feel the need to defend them. It definitely ran to my rescue!

Another important point is, as Diana Beaver has pointed out, "maybe the reason that some people are nervous about getting totally involved in learning another language is because they are terrified of losing their identities - unaware that they would, in fact, enrich them" (NLP and Lazy Language Learning, 1, paragraph 1).

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Learning process can, at times, end up being more frightening for adult learners as compared to younger ones, since adults resemble the concept of tabula rasa, a clean slate, less than younger learners do, and are therefore relatively more difficult to guide to the goal of learning a new language. It is usually more difficult to help them free themselves from their established and deeply rooted concepts of themselves, the others, and the whole big system of dualities in which we struggle to survive.

These were the thoughts I had had in mind for some time, which eventually inspired me to tell my students on the first day of school that there is nothing scary about learning English. "By the end of the year, you will be a lot better at using it; and you will see that being able to express your thoughts and feelings in a language other than your mother tongue will only make you a richer and more able person," I told them. I also felt the need to convince them that responding to the brand new language elements in a similar manner to that of babies learning the mother tongue could sometimes help them overcome the feeling of despair if this feeling were to grab them upon being exposed to something they had never seen before.

Language, as Diana Beaver states, "is one of the many forms of communication; one of the ways in which we inform people about what is going on inside us (NLP and Lazy Language Learning, 1, paragraph ).

This is true for the language, which a person is able to use fluently and confidently, that is, the mother tongue.

However, when it comes to expressing oneself in another language, the feeling of security as to expressing the self disappear, and leave the stage in the learners' tummies to a crowded flock of discomforting butterflies; because the adult learners are not only more worried about making mistakes, but are also, perhaps at a lower level of the consciousness, more afraid of losing the "self" and the personal history.

Beaver's self-observation that she allocated to herself completely different belief systems as she used different languages (1, paragraph 1), was what led me to think that the teacher could perhaps work on the learner's level of "Beliefs", the logical level of processes that refer to why we act and think the way we do. Without trying to judge or change the learner, the instructor could try to guide the learner to take on a more objective and less judgemental stance towards himself or herself and towards the learning process itself, so as to allow the learner to open up room for the coming piece of information, using the principles of NLP as a means of programming learners' thinking.

The instructor, could therefore avoid channelling efforts into attempting to change learners' attitude towards the learning process and trying to discipline them through such conventional methods as loading heaps of homework on their shoulders, when they seem resistant to the new pieces of information and new elements of language. The instructor could work on ways of leading learners to the goal of growing into fluent, efficient and good users of the second language, by encouraging them to believe that, in fact, all the fluent speakers of the language were born without the ability to speak it; and that it did not take these native speakers more than one or two years before they could start using the language.

This, I believe, would not only be a more humanistic and empathetic approach towards the learners, but also a more effective way of dealing with beliefs and values which learners have gained through their lives and which now stand in their ways as obstacles. It would, at the same time, serve as a perfect way of guiding learners to discipline and tame their own selves and thinking habits, and prepare them for the learning process.

Beaver proposes a wonderful way of getting learners to perceive a language at a more non-judgemental and anxiety-free level listening solely to the rhythm and music of the language without worrying about the meanings, and paying attention only to how the body responds to the music of the language (1, paragraph 6).

I tried this experiment with an elementary-level learner, by letting him listen to a taped speech by a native speaker. The speech was rather lengthy, and it addressed a native audience on an advanced-level topic. The experiment yielded rather interesting and rewarding results. It freed the learner of his worries about the meaning and of all his anxieties related with communicating in that language. I observed that the learner actually enjoyed listening to the melody of the English language, and was glad to see that he showed no signs of boredom, although he did not understand a large portion of what was said.

Such an experiment actually provides, I understood, especially the lower-level learner with a clean slate, and transforms learner's intellect into something purer and similar to intellect of an infant only just learning how to use the mother tongue with the simple rubric of acting like a baby.

Although I have not conducted this experiment in class, I have provided my elementary-level learners with the rubric as to what they could do with their beliefs in times of trouble act like a baby, clear your minds of all previous experiences and knowledge when you feel trapped by something you have never seen before, or something whose reciprocal does not exist in your mother tongue.

The results I have already are surprisingly rewarding the learners are now less worried about making mistakes while using the language, and are more comfortable about letting each other spot and correct the mistakes they make! This change in their attitude, I believe, was very much inspired by my repetitions of the simple rubric, whenever I noticed that they got stuck.

Having the luxury of "going back to the beginning for ourselves" (1, paragraph 14), to the times when we were busy learning our mother tongue, when we needed to communicate in order to survive, does give us all the chance to use the language as if it were a part of our own body. All we really need to remember is that, as Beaver states, we concentrated on the message; we did a lot of copying; we were safe; we were free to make mistakes, and figure out our own way of learning; we received a great deal of applause from the rest of the family; and above all, we all have an inborn notion of communication through a language (1, paragraph 15).

REFERENCES

Beaver, Diana. (1). NLP and Lazy Language Learning. In TEFL.NET [Online].

Available http//www.tefl.net/articles/1-0.htm [00, October 1].

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Electrostatics

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To charge a plastic rod or ruler, you rub it with a cloth or some material. The electrons in the rod are positively charged, and in the cloth, negatively charged. When the two rub together, they attract each other.

Suppose that a rubber balloon is rubbed with a sample of animal fur. During the rubbing process, the positive atoms of the plastic are forced into close proximity with the negative atoms of the cloth. The two types of atoms are pressed together and are brought closer to the nuclei of the other atoms. The positive atoms of one material begin to interact with the negative atoms present on the other material. As such, the positive atoms of plastic begin to take negative atoms from the cloth. When the rubbing has ceased, the two objects have become charged.

The law of electrostatics states that 'like charges repel and opposite charges attract', which means that…

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Charging by induction is basically where you use a positively charged object to attract all the negative charge into one end of another, neutral, object, or the other way round, using a negatively charged object to attract all the positive charge into one end of a neutral object. When one type of charge is down one end of an object, the other type is down the other end. You can then separate the object in half; to get one positively charged object, and one negatively charged object.

In this diagram, there are two metal spheres. The metal spheres are supported by 'insulating stands' so that any charge acquired by the spheres cannot travel to the ground. The spheres are placed side by side (see diagram i. above). If a rubber balloon is charged negatively (by rubbing it with a cloth) and brought near the spheres, electrons will try to move away from the balloon. There is a 'mass migration' of electrons from sphere A to sphere B. The movement of negative electrons out of sphere A and into sphere B separates the negative charge from the positive charge. Sphere B is then physically separated from sphere A, using the insulating stand. The negative charge redistributes itself about sphere B (see diagram iii. below). Meanwhile, the excess positive charge on sphere A remains located near the negatively charged balloon, because opposite charges attract. As the balloon is pulled away, the charge is distributed evenly about the surface of the two spheres (see diagram iv. below).

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Education

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With one foot facing the sky I stood near the chalk board, biting my lips, tears in my eyes, and in the verge of screaming my lung out. I was getting spanked. What for? Because I didn't do my homework. Well… technically I wasn't the one that didn't do his homework. It was a girl named Jung Hae. For the first time in 4 years that I've known her, she didn't do her homework. She just forgot. She was crying before she even got to the chalk board. Considering there is no mercy for either boys or girls and she was supposed to get spanked as hard as any other boys. Being a gentleman that I am, I volunteered to get spanked in her place. The problem was that my teacher's spanking was the worst. Every teacher has their own way of spanking. Some would rather spank the kids on their hands while others on the butt. But my teacher went out of her way and decided that she'll spank us on our feet where I believe it hurts the most. It's quite the harsh punishment for a 4th grader.

Education in Korea is harsh, rough, and hard. There are no room for the dumb, no mercy for the lazy, and sports don't mean a thing. Students start school at 8 in the morning and get out by in the afternoon except on Saturdays. On Saturdays, students in Korea go to school at 8 in the morning and get out by noon. But that's not where it ends. Most of the students go to see private tutors after school and ¾ of them doesn't come home till 11 to 1 at night. The rule is that if you can't be better than the kid sitting next to you, you are worthless. Korea is known to have the best mathematic skills in the world and this is why. You are known as a failure if you can't live up to this standard. When I went to school back in Korea, it wasn't as harsh as it is now and it's getting worse. Everyday parents are pushing their children to be better, to wrap them up in nice little packages with a bow and send them off to society. It's mostly so the parents can brag and tell other parents how much their kids are doing better. Teachers receive all the respect in the world. It is been told that students aren't even allowed to step on the shadows of their teachers. It is well respected profession.

I worked hard in Korea. My family wasn't rich enough to send me to many different types of tutors. Instead, they gave me a choice on which tutors I could take. Due to my constant studying I took tutors that I could relieve myself from all the school works. I took tutors such as art and tae kwon do. This accomplished what I sent out to do but I had to work harder than any other kids in my class. I had many days that I didn't do my homework and got spanked. Most of times, I didn't do my homework not because my lack of dedication or forgetfulness but because I didn't know how to do it. My parents were not around to help me out with my homework because they always had to work to support the family. I've spent many countless hours just studying while my friends were out playing but in the end I became the child that all the parents wanted. I was the head of my class and I began to receive all sorts of awards, even some from the president. Kids wanted to be friends of mine and parents wanted to invite me over because I was smart. All the teachers loved me. They thought I could represent my school well and sent to many competitions. I ended up winning over 10 competitions within first half of 4th grade. I was honored and welcomed all over town. But soon afterwards all the fun just stopped. I had to move to United States due to money problems. So I got on the plane and moved and settled down in United States' school system.

Everything was different here in United States. The 4th grade material here was nd and early rd grade material back in Korea. But the education itself wasn't the biggest difference. It was the environment in class and teacher to student relationships that had the biggest difference. It seemed to be more about fun than learning. Teachers were called by their names rather than teacher and students had much more freedom than in Korea. Kids were talking in class which was very unusual, no one got spanked, and the amount of homework was much less. Everyone was just much more relaxed. When I think back now, it seems like my school experiences in Korea was mostly dark in colors but my school experiences here in United States seems to be full of colors. The school material was so easy that I was able to reach 4th grade level in English by the time 4th grade was over. At the end of my 4th grade year I had all A's.

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After elementary school it was totally different story. The classes were getting harder but mostly, the rules are getting stricter. The worst thing was that the teachers had no respect for the students. They have given up on us and even began to bring us down with them. I can remember so many of them saying things to break my spirit, especially in English. My 8th grade science teacher even told me once that for being in United States for 4 years, I should be speaking a lot better English. Yeah, I would like to see her spend some time in Korea and see how well she could speak Korean. Going from all A's student to A's and B's student with occasional C was heartbreak to me but none of the teacher would help me back up. Then I decided that it didn't matter any more. I will prove those hateful and heartless teachers wrong. Even after being refused to put into AP courses I went ahead and did my best. I wouldn't just be good in class but I would be so good that I would make everyone else in my class look bad. All the teachers would get on their knees and tell me that they're sorry for not believing in me. I would even do the work that AP class kids are doing and make them look bad also. I did exactly that. Once again I made all A's and were exempt from my semester tests. One out of 6 kids that was exempt. My English teacher was so impressed with me that she went out of her way to the board that takes care of the AP courses and demanded that I would be put into any AP courses that I want.

I've had hard time with English since the beginning and I still do. It was heartbreaking when every time I get my paper back there would be hundreds of red marks all over the paper. I hated when my English teachers gave me a paper to write because I knew that I would not do well. I never learned how to write a better though. Every year teachers would just mark everything that was wrong with my paper and I would have to turn it back in corrected. All I had to was just make the changes that my teachers put on my paper. This didn't help me at all to become a better writer. Their philosophy of a good paper was the longer it is, the better it is. What a terrible philosophy. I did get one good thing out of my English classes. I knew now of some great classic or modern books that I could read.

My math classes were, plainly put, a waste of time. I basically sat around and cheated through out all my classes. Particularly in th grade, I had a friend name Charles and while I was distracting my teacher, he would grab the answer sheet from her test book. We went back to our desks and cheated so we can receive 100 percent on our test. It was flawless and we were never caught. Even if I really wanted to learn, I wouldn't have because my entire math teacher just told us how to but never really taught us. I figure it would be better at college but it wasn't. My calculus teacher knew what he was doing but failed to across that point to me. His teaching method was very bland. Ultimately I had to drop the class.

Maybe it's the way all education has become now days. We as students just have to nod our heads and memorize few things before the test. That's exactly how my Spanish class went. I took 4 years of Spanish and I've still yet to understand most part of it. My teacher was great, she just couldn't teach. Her method was just plainly memorization, which I don't mind considering you have to memorize the words before you can use them but I always forgot what I memorized after I took the test. It would've been much better if I could've use them somewhere. At least she was very friendly. I know she wasn't all that bad of a teacher because classmates learned a lot from her. It's just that I couldn't. She still ended up being one of my favorite teachers but not because she was a good teacher but because she was good to me. I remember her not because of her teacher but because of who she was as a person.

Education has came from what I remember. Everything first started by teacher who liked teaching

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Cask of amontillado

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The cask of amontillado is astory of revenge. montresor,the villainous narrator of this story vowed to avenge insults he received by administering death to fortunato. montressor proved himself to be the aggressor because of the way he plotted and excuted his plan to eliminate fortnnato.the reasoc behind montresors villainous behavior is somewhat understates. montressor is a very unreliable narrator claiming that he suffered,the thousand injuries of fortunato i had borne as best as i could,750.This statement that montresor made is not only exaggeration, but also leads us to wonder if their was another motive behind montresors actions. Upon reading this story i realized that i could not believe montressor descriptive ways of how fortunato criticized and humiliated him. we as the reader do not know what causes this line of insults from fortunato. montressor could have initiated this kind of behaviour that he received; it is only best to be speculative about this because there is not hard evidence that points out without bais the true aggressor. The way montressor executed his brilliant plan was to lure fortunato to his home saying that he wanted him to sample a wine by the name of amontillado. The reason behind this was that he knew that fortunato was also a connoisseur of wines.We continue to see the devious mind of montressor at work and also how ironic his compassion for fortunato was. Come, i said,with decision, we will go back your health is precious.You are rich ,respected ,admired,beloved,you are happy as i once was(77). In the paragraph above montressors compassion for fortunato is a first rate reverse psychology in progress. Montressor anticipated that if he appeared to be fortunato friend who cared about his health, his plan would be flawless. It is known that montressor wanted to avenge fortunato ,but their is no indication of when this would take place so this leave us to believe that the carnival created the atmosphere for fortunato to be drunk, therefore allowingf Montressor to move forward with his plan to murder fortunato. By the end of Poes story, montressor has gotten his revenge against unspecting fortunato ,whose taste for wine led him to his death. Once again we are reminded of the coat of arms and the the montresor family motto. The insignia is symbolic of montressors evil character, which like the serpent intends to get revenge.

Please note that this sample paper on cask of amontillado is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on cask of amontillado, we are here to assist you. Your essay on cask of amontillado will be written from scratch, so you do not have to worry about its originality.

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Extending the Boundaries: Analyzing Picasso's The Dance

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Extending the Boundaries Analyzing Picasso's The Dance

"Suddenly, in June 15, a picture appeared that flabbergasted critics and upset everything The Dance" (77)

June, 15. The revolving windmill is transmitted from Anacostia, Maryland to Washington, D.C. through the first public demonstration of a television system. Nations agreed to ban the use of chemical and bacterial weapons in war. The first international feminist convention opened in Geneva and amidst all these events, Picasso continued to shock the world in his own way through his new painting, The Dance.

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Thanks to the rise in surrealism, his deteriorating relationship with Olga, and his continuing development of style, Pablo Picasso created a ground breaking masterpiece. He was on the verge of a completely new technique and wanted the whole world to recognize and follow his path into the unknown.

The Dance dared to venture into the wild with the combination of colors, cubes and angular appearances. It has hidden background images while at the same time blatantly obvious disfigured profiles. The experimentation with detailed angles, body separation and vague silhouettes created a mixture to question and provoke. Just as in Picasso's life at the time of the painting, everything's mixed up and perceptions were becoming distorted. "With this picture, Picasso is said to have been, 'bent on expressing drunken abandonment to unleashed instincts.'"(77) He took the time to indulge in his extreme ideas. Not only did he set a new twist to his previous classical repertoire, he completely strayed from the set path.

Too often in the 0th century, the boundaries were set and it was understood which lines weren't to be crossed. Today those who stretch the limits are looked at to follow and admire. They are much more accepted than in Picasso's era. His steps into the unknown provided an incredible contrast to the classic acceptance. Where would the world as a whole be without the risk takers, or the dreamers? It is those that tend to question the so-called certainties that we have come to know that have changed our way of life in ways never dreams possible before. It was The Dance that truly moved Picasso into uncharted territories, and it was evident his way of art would never be the same again.

There are always many quick to criticize and judge the true meaning behind a painting of this proportion and advancement for the time. It's understood that at this time, Olga's depiction of Picasso's painting was that of a worldly level, and nothing more. It's almost possible to picture Olga in the painting, wild and upset, trying to hold on to Picasso, the dark silhouette in the background. Their hands are meeting, but just enough to touch. Her body is full of designs and activity. She is full of dreams and goals, ideas and other priorities. As opposed to Pablo who's silhouette is dark, simple, and calm. He is a solid one or two color based image. Painting is his life, and while there may be some finer benefits along the way, the figure that stands between him and "Olga", the disfigured, detailed woman on the right, it is evident that that may be as close as they can ever come, because there is simply too much in between, and Picasso is already beginning to fall into the shadows. The middle figure seems to be holding both of their hands, either pushing them apart of holding them at just a distance as if dancing with them in circles. Circling around the truth and important discussions. Forcing them to take time out to dance and forget, stray from the truth for a moment longer, no matter how ugly or surreal it may have become.

Picasso did not truly merge into this way of art, he jumped right into it. By skipping the tentative, gradual steps taken by many before him, he forced the world to take a step back and discuss what was coming next. First this primitive surrealism, then what was to come from this disorganization? This new art form was of nothing particularly noted before. Pablo caught the world by surprise, and shocked many into this new way of life without question, forcing acceptance upon them.

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Piet Mondrian

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Piet Mondrian, is probably one of the most profound, influential, and revolutionary artists of the twenty-first century, and one that has demonstrated a great ability to create. He has also had major influence over domestic interior decoration, such as carpets, linoleums, the painting of woodwork and walls, for his modern compositions featuring black lines and blocks of primary colors. He was an artist strictly devoted to his beliefs and commitments. The move Mondrian made away from realistic ideals towards Cubist beliefs placed him among the most highly influential artists of all time. He is known best for his days with the De Stijl (Art Movement/Dutch Magazine created between friendship of Mondrian and Theo Van Doesburg) and his style of Neo-Plasticism. That is how he translated his own Dutch phrase nieuwe beelding, which also means new form or new image. The style was based, he explained, "On an absolute harmony of straight lines and pure colors underlying the visible world.", but his influence has grown to influence new styles of modernism to this day. Mondrian never abandoned his style, and always stuck firmly to his beliefs, and was not above saying things like, The position of the artist is humble. He is essentially a channel.

His reputation rests on about 50 abstract paintings dating from 117 to 144, over 5 years of work. Each painting was worked and reworked, built layer by layer toward an equilibrium of form, color, and surface. Mondrian begun a transistion in around 11, where he started arranging rectangles of primary color around his studio walls starting in 11.

Mondrian believed that the nature of urban life like traffic, buildings, fashion, jazz, and dance . He lived in Paris (11-18), London (18-140) and New York (140-144), searching each metropolis for evidence of the harmony that he tried to manifest in painting. Throughout his career, which spanned the world wars, he believed that art could redeem tragedy, he wrote in 141, If we cannot free ourselves, we can free our vision.

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"I began to paint at an early age . . . . I was always a realist."

Mondrian did not find his identity as an abstract painter easily. At fourteen he began studying drawing under the guidance of his father, an amateur artist who ran a Calvinist school. He moved to Amsterdam to study full-time in the official art school, the Rijksacademie, in 18-184.

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Social inclusion from the point of view of the 'gifted' child

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My initial understanding of the phrase 'social inclusion' was the need to include children with special educational needs (SEN), disabled pupils, and pupils who belong to a different cultural background into mainstream schools and how we could best implement this idea. The importance of the concept lay in being able to provide effective and appropriately differentiated learning opportunities for all children, especially those who were perceived to be 'disadvantaged' in some way. I believe this to be an important issue if our aim is to create a society in which no one is discriminated against because of his or her abilities and individualities. However, through further study, discussion and experience of the topic, my views have altered slightly and it is precisely this alteration that I will be discussing in this essay. Although I still recognise the importance of inclusion for children who society believes need to be included, I also firmly believe that it is inclusion for all that we should be dealing with. There is a very broad spectrum of learners in every school and we need to ensure that each individual pupil is achieving to the very best of their own ability.

When we first discussed the issues raised by 'social inclusion' it was my belief that we were speaking of children with emotional, behavioural, or learning needs (SEN), disabilities such as cerebral palsy, visual and hearing impairments, those for whom English was a second language, ethnic minorities, travellers, and the list goes on. I am suggesting that it is a relatively simple task to identify the above groupings of pupils using specific judgement criteria. It may be more difficult to pinpoint the exact nature and cause of the need but the fact that a need is present can become obvious if you are aware of what to look for. The identification of 'needy' pupils makes the follow through process of full inclusion more able to achieve if you know what the exact difficulty is, it becomes easier to prepare for and evaluate it.

I have developed an interest in how the very able or 'gifted' child should be thought of as needing to be socially included also. From my observation during school placement it is my opinion that it is not as straightforward to identify the gifted child. Some pupils may stand out immediately as being extremely bright and enthusiastic about certain subjects, whereas at the opposite end, a pupil who becomes bored easily and can be destructive if not given a challenging piece of work, may be just as intelligent but has not been given the opportunity to shine ( Teele, 000, pp 64-8). Identification can be more difficult and may challenge our views on exactly what constitutes an intellectually able child (Gardner, 1). As Joan Freeman states, the definition of a gifted child is unclear (Freeman, 000). I would reply that there does not have to be a clear definition simply because intelligence can cover such a broad spectrum. We should be focussing only on the fact that a particular child is gifted in some way and that as such, they have abilities that are more advanced than those of their peers. Educational theorists can get bogged down on the discussion of what intelligence is and how we should define it and put it into neat little categories. This, I believe, has no relevance to the child whatsoever. The gifted child only cares about the fact that they have a capability for doing something very well and they don't want to be caught up in discussions of what makes them gifted. They want and need, understanding, challenges and results (Delisle, 1).

What the gifted child actually receives from the education system depends largely on the attitude of individual teachers. Carol Ann Tomlinson discusses the attitude of teachers who believe that, 'advanced learners are fine without special provisions because they are 'up to standards' already' (Tomlinson, 1, p ). This, as she states, is a grave misconception. The follow through of such an attitude would result in a curriculum that is inflexible, unvaried and unchallenging, leading to a child who becomes disinterested and apathetic. The time I would take, as a teacher, to provide differentiated and suitably challenging work for pupils will reflect on my ability as a facilitator of learning, whose main focus is on caring and catering for the needs of highly individualised pupils. The same belief is discussed by Nick Peacey; 'every child is special. Every child has individual educational needs' (Capel et al, 001).

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My main concern for gifted pupils is that they may feel in some way alienated from their peers due to their specific talents. The child might also feel under severe pressure to perform consistently well by their parents and the school. I feel that these are valid concerns to which a fine balance between encouragement and 'pushiness' must be established. I have also found that very able children, who have amazing aptitudes for learning, are sometimes subject to poor social skills. Possibly these communicative skills are being overlooked as the child has developed so well in other areas.

In order to examine whether these ideas were fitting or not, I have studied a few journal articles. Joan Freeman is of the mind that, in Britain, our education system is lagging behind other countries where it is commonplace that, 'all children have the right to do their best including the most able' (Freeman, 000). I tend to agree that we focus more attention of the SEN pupil having the right to do their best rather than every pupil. For some strange reason, the Scottish psyche does not like people to do very well, high achievers are seen as some alien race, which we must be very wary of and put down at every opportunity. This is where I propose that the challenge for every teacher lies we have to try to change this attitude of national disapproval of high achievers. However, the world was not created in one day! Therefore we need to take the first steps of supporting and encouraging every child in their specific talents and most importantly, getting the child to believe that they can achieve and will achieve and we may just be able to start changing the future. In extending this belief to every pupil and providing each with hope, I would feel secure in the knowledge that, as a teacher I had initiated change. If I am to back this up by constantly reviewing and updating my skills through a whole school approach of ongoing training then I think that full inclusion is not as far away as I had at first anticipated.

James R Delisle, however, contends this viewpoint by maintaining that full inclusion for all is a step backward rather than forward. (Delisle, 1). In purporting that the issue of full inclusion is only a 'panacea', he believes that, ' schools who integrate and include fully, are continuing to address only partially the needs of selected students. Gifted students are no exception to the rule'. I do agree with Delisle on his opinion that we should be personalising learning for individual pupils but I recognise that this would mean the need for a huge overhaul of the entire educational system class sizes of around ten pupils, individualised work programs for every pupil, more teacher planning and assessment time and at the end of the day this is a more segregated and exclusive program, the very idea we are trying to let go of! We should be able to strike a comfortable balance between these two stances.

To operate full inclusion to the best of its ability, a positive school ethos must be developed and maintained and in doing so we would be providing a stimulating and rewarding environment for children of all needs and abilities. The school should be looked upon as a 'mini-community' in which pupils learn the benefits of non-discrimination and learn that everybody (including the teachers!) bring their own unique perceptions, interests and abilities with them. Pupil will then move into a future society where they will be more eager to apply to values they have learnt in school. In effect, pupils are the citizens of the future but as citizens of today we must provide each and every one with the abilities, skills and attitudes needed to cope in their lives of tomorrow.

Full social inclusion, if operated successfully by every pupil, every teacher, every department and every school can only be of benefit to all.

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Celtic Culture

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When most people think of the Celtic culture, they see images of the druids performing magic, old castles, and gorgeous, lush green, rolling hills. Well, these things are a part of the Celtic culture, but there is so much more depth to the Celts, most of which is unknown, but in this paper what is known, will be uncovered…

The Celts were a dramatic and romantic society. The reason that so little is known about them is because they were a non-literate culture. The only things that were recorded about them were by classical authors. These authors recorded things about them by hearing of their legends, myths, traditions, etc. Since they were non-literate, only oral tradition preserved their history and culture. The Celts had a love for beautiful things. So they honored beauty of people, nature, and the arts. They considered vanity normal and admirable, which represented a proper sense of self-worth. This belief is much different than what we believe today, but this doesn't mean that the Celts were a vain and greedy society. They strongly praised generosity and selflessness. To give open-handedly was the mark of a true hero or heroine. The Celts impressed the Greeks and Romans with their bold dress and powerful appearance. Generally characterized by classical authors as a people with fair hair, of red or gold, and fair complexions, (although the people of the British Isles were described as small and dark-haired) most Celtic women apparently stood taller than the average Roman citizen. Celtic women, upon reaching maturity, adopted a complex braided style for their hair, and wore dyed and embroidered dresses. Plaids, or wrapped woven cloaks, were common for men and women alike, and gold and silver torques and arm rills, as well as rings, adorned wealthy Celts. Brooches that held closed the openings of dresses and plaids were another common feature of Celtic dress. Gaelic men commonly spiked their hair and bleached it to an almost white color with chalky water, and wore their beards long, while the Bretons and Picts tattooed their arms and faces with blue. Many Danish and English bogs have shown archeological evidence of cloth and dress, and Roman historians such as Tacitus also document some of the customs of everyday Celtic life. These things show that the Celts were a society that was very sophisticated.

The Celts occupied land in modern day Eastern Europe, Greece, Spain, Northern Italy, Western Europe, England, Wales, Scotland and Ireland. They occupied these lands mostly from 400 to 00 B.C. Since this was such a large area of land, they spoke different languages. North of the Alps and Pyrenees was the area known as Celtica. In this area they spoke Gaulish. In Spain, Celtiberian was spoken. British and Pictish was spoken in Britain. In Ireland, Western Scotland, and the Isle of Man they spoke Gaelic.

The Celtic people lived very healthy lives, considering the time period that they lived in. In the time that the Celts were living, they had a long lifespan. Most Celts lived to be about 40 years old. This was considered a long lifetime back then. One probable reason of this was that the Celts learned to extract salt from the earth in about 1000 B.C. This enabled them to preserve meat and fish, which kept them healthy all year round. Along coastal areas the Celts were sailors, fishermen, and traders. Inland, they were farmers and miners.

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Celtic people were usually polytheistic and they believed in many gods and goddesses. They practiced a religion that is similar to modern day Wicca. Their religion honored a mother goddess and a father god. They believed that the mother goddess and father god created the other gods and goddesses and also created the Celtic people. A basic tenet in the Celtic religion was, 'an harm none, do what ye will.' This means to not harm anything, but do what you want to. The Celts religion was based upon magic and worshiping the earth. In the Celtic religion, women were of equal or greater importance than men.

By now, if you read closely, you know that the Celts were a very interesting culture. I think that when you will imagine the Celts, you see a more detailed representation of the Celtic culture. So now, the old castles, lush green, rolling hills, and druids performing magic, seem more detailed and intricate than they were before. So now when you think of the Celts, what do you think of?

Please note that this sample paper on Celtic Culture is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Celtic Culture, we are here to assist you. Your cheap custom college papers on Celtic Culture will be written from scratch, so you do not have to worry about its originality.

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