The Hippopotamus

The Hippopotamus† Eliot uses the comparison of the hippo and The Church to make a mocking to en against religion. There are two main symbols in this poem, the hippo and The Church. Through hoot the poem, the stanzas are broken up between the two symbols, describing the hi pop in the beginning of the stanza and The Church in the end.In the third stanza it says, â€Å"the hippo's feeble steps may err', meaning the hippo can walk astray (9). This shows how the hippo is a symbol that represents the weakness of the flesh, even in the strongest of Cree tauter. Even though the hippo may seem to be strong and thick skinned animal, the com orison to The Church proves it to be weak against the â€Å"power of religion. The Church represents two different things in this poem, depending on the interpretation.In the beginning Of the poem, it represents the strength and et renal life of God in comparison to the weakness of the flesh, as it reads in the 7th line in the SE condo stanza, †Å"while the True Church can never fail For it is based upon a rock. † (7). But as t he poem reads on, the comparison between the hippo and The Church merge, causing a mock king tone to arise. The hippo dies and is carried up to heaven with angels signing and â€Å"hard as of gold† playing, leaving the church â€Å"below Wrap in the old miasmal mist' (32, 36) In r eating this, TheChurch morphs from a strong symbol of God, into a weak and hypocritical ins tuition that is wasting its strength to save on saving an animal. The two tones then combine in the end to Courtney make Elite's opinion on The Church and religion known; hypocritical, inflated, and egotistical. Knowing that Elite's work in his early years was that of a cynical tone, and know Wing that this poem was one of the first he wrote, we can assume that this is a Poe m of mocking tone.

Experimental Works on the Effects of Metal Forming Speed

Chapter Four Experimental Plants 4.1 Introduction: This chapter will foreground the experimental work conducted to look into the consequence of metal organizing velocity on the backward-forward combined bulge procedure of polygonal and cylindrical cross subdivision cup saloon form components.. Subsequently, an rating of the extrude specimens has been done to analyze the influence of the procedure on the emphasis distribution in lead specimens. The experimental process consisted of the followers: –Material choice for bulge dice, clouts and workpiece readying.Found. The chemical composings workpiece and for dice, cloutsDesign and fabrication of dice of the backward-forward bulge and typesof Pistons used.Determination of the backward-forward bulge parametric quantities.Execution of the backward-forward bulge procedure.4.2 Materials. 4.2.1 Choice of the work-piece: – The note stuff used in this survey for bulge procedure is ( 99.99 % ) commercially pure lead and its chemical composing listed in Table ( 4.3 ) . Lead can be used as a theoretical account for a figure of metals at different strain rates and temperatures because of similarities in footings of Stress-Strain curves. This is utile in the survey of flow metal in the forming procedure. Equally good as its ability to re-crystallization at room temperature its composing is similar to the hot forming procedure for steel which leads to the absence of strain hardening in this metal. Lord has yielded emphasis, which varies in sum between ( 6-8 MPa ) and the temperature runing point is ( 327 Â °C ) [ 10. Lead is a extremely dense, corrosion opposition and really soft ductile stuff. As shown in figure ( 4-1 ) , A grid has been printed in the forepart of the as shown in figure ( 4-2 ) . Tip for mensurating the supplantings of each point after distortion by the burden required for bulge. Figure ( 4-1 ) : the pure leadFigure ( 4-2 ) : he pure lead Before printed grid printed grid Properties of lead in item are given in table 4.1.The thermic belongingss of pure lead 99 % are as shown. Table 4.1Mechanical belongingss of lead from the documentsMechanical belongingssstatusDensity11300 kg/m3298.15 KYoungaˆYs Modulus of Elasticity16000MPaPoisson Ratio0.44Thermal Expansion Coefficient29e-6298.15 KTable 4.2 Thermal Properties from the documents 4.2.2 Determination of stuff belongingss In the present probe pure Lead ( 99 % pure ) is used as work stuff. Different belongingss of lead stuff like flow emphasis, clash factor, etc. are determined utilizing different compaction method. These belongingss are used in upper edge simulation utilizing FORTARN90. In compaction trial, a big sum of distortion can be achieved before break. 4.2.3 Compression trial This is the simplest compaction trials in which a cylinder compressed axially between smooth platens. This gives the same output emphasis at a tensile trial with little strains when home bases are good lubricated. Friction coefficient at the die face additions as the strain addition a specimen spreads out. From compaction trial we flow emphasis of the stuff can be determined. A lead solid cylinders with two halves 40mm diameter and 70mm length is compressed between good lubricated smooth home bases every bit good as in dry status to find the clash coefficient in greased and dry status both. Due to flux of material diameter additions as length lessenings. By turning operation excess stuff removed to acquire initial diameter. The trial is repeated three times and mean true emphasis vs. true strain graph is plotted from unit of ammunition note with cosine and taper dice are besides discussed in this subdivision. Specimens chemical composing proving 4.2.4 Chemical composing of the metal. The metal, which is used in this survey, is ( 99.99 % ) commercially pure lead. The chemical composings of this stuff as shown in listed in Fig 4.3which is found in the computing machine –controlled Iraqi Ministry of Industry and Minerals The State Company for Inspection & A ; Engineering, Rehabilitation ( SIER ) & A ; BY Central Organization for standardisation and Quality Control as shown in listed in fig 4.4 Fig.4.3 the list of concentrations of elements found within the pure lead specimen Fig.4.4 the list of concentrations of elements found within the pure lead specimen. 4.3 Application of Grid The grid can be applied to the specimens by the followers: –Hand composing or scribing: The grids can be made on the specimens by manus or can be scribed by a crisp pointed acerate leaf. To cipher the strains in the specimen at all points each component of the grid will hold to be measured before and after striving. This method can be used for comparatively soft crystalline stuff like plastics.Machine scribing: Grid can be scribed by machine utilizing governing engines for level and cylindrical surfaces. The single elements in the grid may be indistinguishable and measurings need be made merely after striving. Machine scribed grids are used merely when trials are to be carried up to tear.Ink, pulling: Grid can be drawn with ink on theoretical accounts. The thickness of lines should be every bit little as possible to obtain more truth.Rubber togss: For soft, porous stuffs, thin gum elastic togss of 0.2mm diameter can be glued by latex and strain measurings may be made after lad ing.Photo grid method: Grid can be applied photographically by painting a light sensitive emulsion on the surface of the trial specimen, covering the surface with a maestro grid negative, exposing to strong visible radiation, and developing the end point print in the usual mode.4.4 Procedure of work Grid method is one of the methods of strain analysis, which is whole field in nature. In order to find supplantings and strain constituents at given points of randomly shaped surfaces a grid can be engraved on the surface to be studied. This grid acts as a mention component and the alterations that the grid experiences from the undeformed to the distorted conditions can be utilized to find either supplantings or strains. Two troubles are encountered which limit the usage of grids for mensurating distortions ; foremost, the strains to be measured are normally really little, and in most instances the supplanting readings are hard to do with sufficient truth. This is peculiarly true in stress analysis. However, this method is really much suitable for the survey of distortion in stuffs. Second, when the exposure of the grid web are magnified by the microscope, the images of the grid lines are normally ill defined presenting appreciable mistakes into the displacement readings. This method has the advantages that a photographic record of distortions covers the full field of the specimen. This record can be obtained for either inactive, dynamic elastic or fictile distortions. The strain was measured straight. The distance between the grid lines on the theoretical account was measured by a microscope by maintaining the magnification of microscope same before and after extruded. However, the tried pure lead specimens exhibit extremely accurate consequences when the little elastic distortion can be ignored and merely fictile distortions are taken into consideration.to implement a grid of a known constellation upon the specimens.a computing machine –controlled CNC machine, which is operated and found in the Iraqi Ministry of Industry and Minerals –Engineering Qualification and Testing Affairs Division, is utilized in fig ( 4.6. ) Fig ( 4.6 ) the Computer –Controlled CNC Machine and, pure lead specimen with grid. 4.4.1 Description of the computer–controlled CNC machine: The grids require some experience to derive in order to manage the computer-controlled CNC machine easy, therefore the device is consisted of the following chief parts 1-The Operation-panel As shown in fig ( 4.7 ) . The operating panel for the computer-controlled CNC is responsible for all the plans ( run by the DOS operating system ) needed to put to death the machining procedure onto the workpiece and for organizing scenes. Fig ( 4.7 ) The Operation-panel 2-Machining tool: As shown in fig ( 4.8 ) , The CNC MACHINE has some jaw where the machining tool can be fixed, and this is directed by utilizing the co-ordinate scenes found in the operation panel in order to get at the needed machining operation. Fig ( 4.8 ) of Machining tool Pure lead specimen requires some surface finish skyline trial to accomplish before grid execution processes a machining tool that is attached to a dial gage holding an truth about 1. The grid method was used to cipher the supplanting in the X-axis ( u ) and in Y–axis ( V ) . The dimensions of the grid were ( 70 mm?40 millimeter ) and the length of the square is ( 2mm ) as shown in figure ( 4-9 ) . Fig ( 4-9 ) the scan of pure lead specimen after The grid was photographed before and after backward-forward bulge of the pure lead specimens and the measurings of the supplantings was taken by microscope so scan it for all the specimens. Then the strains at the surface squares gird were calculated in the specimen the strains in the specimen at all points each component of the grid will hold to be measured before and after striving. Finally, the consequences and different boundary conditions were compared with upper edge solution consequences The grid was photographic before and after the rhythm of the sample and the measurings of the supplantings was taken by microscope for all the samples In add-on to the usage of the plan compared to the knock -dimensional images Photography are taken before and after distortion and compare the consequences with theoretical consequences as shown in fig ( 4.10 ) for some specimens before and after bulge Fig ( 4.10 ) shown The specimens of lead after bulge with hexangular clout Fig ( 4.11 ) shown The specimens after bulge with round cloutFig ( 4.12 ) The some specimens after bulge 4.5 The experimental work: – Experimental surveies are carried out with a position to compare the experimental consequences with the theoretical 1s obtain from proposed method of analysis, and upper edge method are carried out from commercially machine available for bulge of The dice with cone angle of ( 120 ) and polygonal clouts ( hexangular ) .the machine have three regardful velocity to compression the stuff at ( 0.002,0.00 3,0.004 ) m/s which are used in our survey, Three decrease countries of dies ( 30 % , 0.50 % , ) are used a cylindrical and hexangular Piston diameters of 40 millimeters and 30 millimeter as shown Fig ( 4-8 ) , crown out of the metal and a diameter of 25mm,15 millimeters and 10mm slots so have been a rounding each diameters of the Pistons. Experiments are done for both backward-forward bulge procedure. Commercially available lead is used for workpecies experiment when used low metal steel for organizing dice of the backward-forward bulge procedure. An bulge apparatus for laboratory experi mentation is designed and the chief of the of the backward-forward bulge theoretical account, consists of four parts ; viz. , the container holding a round chamber, the squeeze outing clout, bulge dice holder and the back uping block for the assembly. Fig ( 4.13 ) shown hexangular clout and round clout 4.6 Die design and fabrication The sets of backward – frontward bulge dice ( at three different per centum country decrease ( 0.30,0.50 ) % . ) , are employed for experimentation.by two allow diameter dice 15mm, 25mm with bulge procedure lead, and a cylindrical Piston diameters of 40 millimeters and 35 millimeter and 30 millimeters piston hexangular diameters of 40 millimeters and 35 millimeter and 30 millimeter and for present analysis. The inside informations of the bulge dies are presented in Figures ( 4.12 ) & A ; ( 4.13 ) . Fig ( 4-14 ) OF The parts of dice Fig ( 4-15 ) OF The parts of dice Have been utilizing AUTO-CAD plan for die design as shown in fig ( 4-10 ) and so was manufactured by the workshops of the Iraqi Ministry of Industry and Minerals The State Company for Inspection & A ; Engineering, Rehabilitation ( SIER ) utilizing this operating machine and lathe in add-on to making high- preciseness surface about 0.51?m after it has been carry oning minutess Calories appropriate for the templet and before used. Fig ( 4-16 ) dicedesign by AUTO-CAD plan Figure ( 4-17 ) OF The some parts of dice after design Figure ( 4-18 ) OF The some parts of the dice after fabrication and surface coating operations 4.7 Chemical composing of the metal of the dice parts. The metal, which is used in this survey, commercially low metal steel. The chemical composings of this stuff as shown in listed in Fig ( 4.-16 ) which is found in the computing machine –controlled Iraqi Ministry of Industry and Minerals The State Company for Inspection & A ; Engineering Rehabilitation ( SIER ) Figure 4.19 the list of concentrations of elements found within low metal steel used to decease 1

How do Prospero and two Other Characters of Your Choice Change in the Course of the Play? Essay

How do Prospero and two Other Characters of Your Choice Change in the Course of the Play? The Tempest is considered to be one of Shakespeare’s last plays written. It explores the concept of change and forgiveness along with power. In this essay I am going to explain how three characters, Prospero, Miranda and King Alonso’s attitude and behaviour change throughout the play. I will explore how Prospero goes from surviving off his magic and perhaps being a little over-protective towards his daughter, to realising that he needs to learn to let go and that there is more out there than just power. I will also say how Miranda goes from being quite shy and unaware of anything that isn’t related to the island, to discovering love; and also finally how King Alonso repents his sins after all this time. Firstly, I will discuss how Prospero’s attitude changes as the play unfolds. Prospero is the over-thrown Duke of Milan. He has a daughter called Miranda and an evil brother, Antonio. King Alonso, along with Antonio, helps over-throw Prospero but a loyal councillor, Gonzalo, saves him and Miranda by giving them food and water, and also Prospero’s magic books, which he prizes dearly. When Prospero first reaches the island he comes across a creature called Caliban, who, at first, he treats and cares for. This relationship continues until Caliban tries to disrespect his daughter. From then on he is Prospero’s slave. Caliban’s mother, Sycorax, has a spirit imprisoned, which Prospero rescues from a ‘clover pine’. Ariel, the spirit, now helps Prospero in his life. We first meet Prospero in Act 1 Scene 2, just as he is explaining to Miranda that the shipwreck he caused has hurt no one, ‘Tell your piteous heart there’s no harm done’. This shows that although he wants to cause these people complications, he is not a murderer. He then goes on to tell Miranda the truth about how they came to be on this island, ‘Tis time I should inform thee farther.’ The fact that Prospero is willing to let Miranda know more about her life shows that he is aware that Miranda is growing up and that he must let her know more about her past. As the play progresses we see that as well as Miranda being a big part in Prospero’s life, his magic also plays a very big part in it. He prizes this skill amongst all others, ‘above my dukedom.’ In this sentence we can see that maybe Prospero may have concentrated more on his magic than his ‘job’. This could have been one of the reasons why his brother wanted to over-throw him. Magic was not thought highly upon in the time the play was written. We also see throughout the play how Prospero’s relationship with Caliban and Ariel differ. Although Caliban and Ariel are both Prospero’s slaves, he treats Ariel with respect and trusts her. ‘Thy charge exactly is performed.’ Prospero’s praise shows that he is a kind person at heart as long as you can please him and stay on the right side of him. It also shows that perhaps he has more respect for creatures with magical talents. Prospero treats Caliban with no respect whatsoever and also sends him to do all the ‘dirty’ jobs. Prospero is like this obviously because Caliban tried to rape Miranda, he must now be punished. Further on in the play, when Ferdinand arrives, we see Prospero give a fine example of his protectiveness for Miranda. He calls Ferdinand a ‘spy’ and tells Miranda not to associate herself with him, ‘Speak not you for him: he’s a traitor.’ This now shows that although Prospero is starting to accept the fact that Miranda is growing up, by telling her about their past, he still cannot yet accept that she will find love and one day part from his company. It also shows that Prospero may feel threatened that Ferdinand may take Miranda away from him. Although Prospero seems to despise Ferdinand and Miranda being together, we see later on that they do in fact, play quite an important role in Prospero’s ‘plan’. At this point in the play he is still relying heavily on his magic. Finally, towards the end of the play we see Prospero giving in to the things he holds dear to him. He accepts that Miranda has fallen madly in love with Ferdinand and that he cannot stop her growing up, even with all his power. He finds that magic is not the answer to everything, ‘I have given you hear a third of mine own life†¦now my charms are all o’erthrown and what strengths I have’s my own.’ Prospero also recognises that forgiveness is greater than vengeance. ‘Sir, I invite your highness and your train to my poor cell.’ All of these things show that Prospero in being in this island has learnt some key things in life and about himself. It also shows that being marooned there for all those years helped him grow into a better person. I will now explore how Miranda’s character opens up throughout the play. Miranda is the son of Prospero and arrived on the island aged about three. She doesn’t remember much about her previous life in Milan. At first, Miranda appears almost in Prospero’s command, ‘O my heart bleeds to think o’th’teen that I have turned you to.’ As she knows nothing about her previous life and he is the only man she knows of, she looks up to him like a servant would to his master. It is clear that Miranda has utmost respect him. She is aware that he does not conceal to her about her past life in Milan, ‘You have often begun to tell me what I am, but stopped,’ but now she is ready to know more; she is more mature than Prospero takes her for. Prospero holds Miranda back. As the play moves forward, very slowly, Miranda starts to grow into an adult. She starts to challenge Prospero, ‘O dear father, make not to rash a trial of him,’ Miranda is now gaining confidence in herself instead of ‘just standing in the shadows’. She also finds love in the form of the King’s son, Ferdinand. She can never remember seeing a man other than Prospero before, so as she looks upon him, she thinks that he must be a spirit. Finally, by the end of the play Miranda has developed into a woman. There is still one thing that suggests Miranda still has a lot more to learn about real life; when she looks at the villains she still mistakes them from people of a ‘brave new world’. Apart from this she seems to be a ‘new person’: she is to marry Ferdinand and she can now speak out for herself as she wishes or sees fit, ‘If you’ll sit down.’ In saying this she indicates that she is very much more in command of her own life and what she says now. Finally, I will explore how King Alonso’s attitude and behaviour changes throughout the play. Alonso is the King of Naples who has a brother, Sebastian and a son, Ferdinand. He plays a part in helping Antonio over-throw Prospero. He is on his way back from his daughters weeding when we first encounter him and at once we get the feeling of great power, ‘Good Boatswain, have care where’s the master†¦Ã¢â‚¬â„¢ ordering one of the crew members about when it’s not his ship to control shows that he wants to/needs to know what is going on all the time. We do not meet him again properly until half way through the play, where he is roaming the island, having been separated from his son. At this point, although he does not know it yet, he is already part of Prospero’s ‘plan’. Gonzalo is trying to comfort the King but Alonso receives comfort like ‘cold porridge’. ‘Prithee, peace†¦I prithee, spare.’ By saying this he is showing that he does not like to be told what to do or what to feel, he does what he wants and doesn’t like anyone else interfering. He also assumes that his son is dead very quickly, ‘No, no, he’s gone.’ This shows that either King Alonso is very strong mentally and can accept the truth quickly or conceals his emotions very well. We Meet Alonso again at the end of the play where everyone is brought together, the King, assuming his son is dead all this time is over-whelmed with joy to see Ferdinand playing chess with Miranda In Prospero’s cave. ‘Now all the blessings of a good father compass thee about,’ even thought he assumed and accepted that his son had died very quickly we now see that he does care and love his son very much, as much as Prospero loves his magic and daughter. In the end King Alonso repents all his sins, ‘Thou pardon me my wrongs,’ by repenting his sins Alonso is showing us that he is a very mindful character and can accept that he has done wrong and is aware that he needs to take responsibility for his own actions. Throughout the whole play there is a great amount of change going on, whether it be Prospero giving up his magic or Caliban repenting his sins. I believe that this play is built with a moral behind it. At the end of The Tempest everybody is bought together and we find out how different everyone is as well as how they feel about each other truthfully. Although Prospero has been on the receiving end of so many wrong doings, he can still forgive them all, including his unrepentant brother, Antonio. Some of the characters: Gonzalo, Caliban and King Alonso ask for his forgiveness and repent their sins. Others: Sebastian and Antonio do not and still believe that he got all he deserved. This shows that they are in some ways ignorant and not as ‘big’ as those who asked for forgiveness, it takes a bigger man to own up to what he has done.

English Essay Example | Topics and Well Written Essays - 500 words - 63

English - Essay Example The day; which I would cherish for my whole life. The day I was going to make the freshmen’s toast for my class, at the freshmen’s dinner, as the dean’s personal selection out of a class of hundred students. They say happiness is best enjoyed with a loved one. How immature I had been. About happiness and about loved ones. After a hurried breakfast, I had gone to meet my best friend in the entire world. As I saw her face, a memory flashed across my mind. The expression of pure joy on her face when I had told her I had been selected. She, of all people knew the uphill battle I had to face with my parents. She had been with me since we were foetuses. As the only child of award winning scientists, academic perfection is not just asked of, it is demanded. The freshman’s toast was the highest tribute bestowed on a freshman, and I knew it would finally prove to my parents that I was worthy enough to be their offspring. Looking back now, I realize the joy had been blemished by an expression that had appeared on her face for a fleeting second before being lit with delight, an ugly expression, a look of pure jealousy. We had dined together, a celebratory lunch, her treat. I remember feeling a combination of emotions, from butterflies inducing anxiety to spine tingling excitement to incredulity. She calmed me, reassured me, laughed away my doubts and did everything that I needed at the time. By the time we got done, it was time to get ready for the dinner. We spent an enjoyable hour getting ready. I was starting to feel more and more nervous as the time for me to stand up in front of a room full of my peers and their families and deliver an inspirational speech drew nearer. I remember receiving my parents and escorting them to their hotel room a few hours before the dinner. I had kept the part about me being selected to give the freshman’s toast a surprise for them. I clearly recall the mental picture

Maritime Manegement 2 Essay Example | Topics and Well Written Essays - 1500 words

Maritime Manegement 2 - Essay Example The strength of the economy, its location, resources, population size and political influence contribute to its power. During the establishment of the China’s economy that is in 1949, the economy was modeled on Soviet model as suggested by Wang and Chin-Keong (2004). This was after the communist revolution. As a result, China ended up its connection with the capitalist world. China’s economic model involved the formation of state controlled heavy industries which were financed by capital acquired from agriculture. China substituted its imports with domestic goods so as to acquire foreign exchange to buy goods and technology. China’s economy has contributed a lot to the development of the shipping operations which are part of their economy. China is one of the countries with the most ample shipping resources. The China’s coastal areas offer the highest percentage of the countries imports and exports value. This is an advantage as it creates a good environme nt for fast and healthy development of the countries maritime industry. With the development of the maritime industries, the economy of China has experienced continuous and strong growth momentum. This has led to an increase in both trans-regional and multinational trading systems. China’s maritime industry has been growing rapidly to meet the expanding requirements for foreign exchange. Since the adoption of its reforms and the open policies, the international shipping industry is now increasing while promoting healthy development of the industry. China’s economy has steadily grown since 1990. The steady growth in economic demands has brought a great opportunity for Chinese shipping industry development. China is currently one of the world’s largest countries capable of offering comprehensive package of shipping activities in the ocean. It fleets cover a greater range including traditional bulk and more value added tonnages. The China’s growing economy h as effects on transport routes between China and Europe. The economy has also contributed to the opening of the Arctic Ocean summer route for both countries according to Liu (2009). To provide healthy transportation of containers, there are number of challenges shipping industry should deal with. One of the challenges is how to survive the Arctic’s harsh climate. The development strategy behind this is enhancing the coordination between the two countries towards improving the condition of the Arctic Ocean. Secondly is the issue of occurring changes in the Arctic Ocean and its commercial implications. The growing Chinese economy is partnering with the Europe to counter the challenge. In Europe, china is the second major partner in trading activities after the US. For both countries that is China and Europe, maritime transport makes a vital contribution to their energy strategies. This has been through establishing more shipping routes and energy diversification. China and Euro pe have economic interest aimed at developing their routes of transport along the coast of northern Russia. To ensure safety in the Arctic region, Europe and China should improve their corporation in research activities. Should also enhance information exchange and add on the formation of reliable systems of monitoring and forecasting. Both countries should also provide safe and effective maritime operations in the Arctic Ocean. China’s political activities have developed with the expansion on the countries

Five legal questions in construction industry Coursework - 1

Five legal questions in construction industry - Coursework Example In a sense contracts represents the base of many commercial activities and therefore represent one of the most important area in business law. In these cases, letters of intent are widely used in binding these contracts. In these letters, the interested parties state their future intentions of entering into the formal contractual agreement. Letters of intent may be described as an agreement between two parties who wish to be in a contract. Different authors have tried to explain the meaning of the letters of intent in many ways. For instance, Adriaanse (2010, P. 55) sated that letters of intent are usually a response triggered by negotiations which go on for too long and thus impact on the completion date because the start date might be delayed. In the letter, the sender states their future intention to enter into a formal contractual agreement with the receiver to carry out a certain job. In the context of construction projects, LOI marks the respond from the employer to an offer made by the contractor through the tendering process. It also state the demand to start carrying out of the agreed work based on their intention to get into a contractual relationship. In most instances, the desire of the employer is to get the job done within the speculated date, or duration. It may become vital to commence the work before t he pending agreements are set right. Letters of intent makes it possible for the intention to create a legal relationship be considered. A complete contract requires that the parties involved intent to enter a legal binding agreement. This will mean that the parties must intent to create legal relations and must get to know that their agreements can further be enforced by law. In normal conditions, the intention to create legal relationship between parties is presumed. In so doing, the contract will not necessarily state that one doesn’t understand and intent any of the legal consequences to follow. In other

Process Document Research Paper Example | Topics and Well Written Essays - 1000 words

Process Document - Research Paper Example This will alleviate possible injury while you are mowing. Be on the look out for toys, dog bones, branches that have fallen from the trees, cans, snack bags and so forth. Get any of these things out of the way so that you will not run over them when mowing. If there are natural obstacles like rocks that are half buried in your lawn or sewer pipes or anything that is naturally in your lawn, you will want to make a note of where they are or mark them so you do not run into them when mowing. than one yank of the string. On an electric mower, you will have a different kind of start switch that may or may not need a key. You can locate how to start your mower by using the booklet that comes with your mower. 8. Start mowing your lawn. In order to make it look good, it is a good idea to mow it in with even lines. Moving from one end of the yard to the other in an even pattern that is either horizontal or vertical. It is a good idea to choose one way or the other so that your lawn will get used to the pattern that you choose. 9. Move at a good clip. You do not want to move too fast or too slowly. If you move too fast, you will miss spots. If you move too slowly, grass can get clogged in the blades of your lawnmower and this can stall out your lawnmower. 11. After you are finished mowing, it is a good idea to take a rake and clean up your glass clippings if you have not used a bag on your mower. Also, use your hose to spray the undercarriage of the lawn mower to free the blades of any excess grass. Note: You will also want to follow the manufacturers guidelines for cleaning your mower if you have an electric or gas powered lawnmower. 4. If part or all of your lawn is on a slop, mow across it instead of mowing vertically. However, if you are using a riding lawnmower, mowing up and down is best so that you do not tip over while

STRATEGIC MANAGEMENT TERM PAPER Essay Example | Topics and Well Written Essays - 10000 words

STRATEGIC MANAGEMENT TERM PAPER - Essay Example Although external factors have played a very crucial role in the current situation of GM Europe, still, the internal strengths of the company like recognition, state support, global operations, U.S. leadership and many others are making the company capable to avoid the threats of closure. The report also shows that the current opportunities in European market such as demands of fuel-efficient, small cars and green cars are some of the unexplored opportunities for GM Europe. The internal and external factor analysis shows that company is less responding to threats and opportunities than its average ability however, it is efficiently responding towards its strengths and weaknesses. The SPACE analysis shows that in consideration to the current position of GM Europe, company should adopt conservative strategies such as product development, market penetration. Such strategies will help the company to remain consistent in its revenues and to grow its market shares. During the last year, GM Europe has been planning different strategies however, finally in February 2010; the restructuring plan of the company has been announced. The report critically analyses all different alternatives presented by GM Europe throughout the year. Finally, selling the percentage of Opel Shares, downsizing, bottom cost cutting, development of green and fuel efficient cars have been considered as the most appropriate strategies for GM Europe. This report also shows the three years projections of GM Europe and it has been highlighted that in 2010 revenues of the company will go in negative, however, breakeven profit is expected in 2011 and positive profit is expected in 2012. The market shares of the company will also grow during this period and costs such as manufacturing costs, fuel costs will be reduced because they are the major parts of restructuring plan. Therefore, GM Europe survival is

Otitis media Essay Example | Topics and Well Written Essays - 1750 words

Otitis media - Essay Example The document provides guidelines for use in the right diagnosis and the proper treatment of children between ages 2 months to 12 years with symptoms of AOM. The source is just a guideline meant to provide some basis or framework when coming up with clinical conclusions about making correct clinical decisions. The source does not provide full details of evidence and nurses cannot use it as the only source to guide them during management of children with AOM. The source is also an evidence-based guideline compiled by different experts creating a comprehensive report. Even though it lacks the specific research details, it is very helpful since it provides important information for nurses on pain management, observation, antibacterial treatment, and preventive measures. The practical guidelines of the article, supported with adequate reasons, and summaries of findings of the study, makes this article very resourceful and appropriate for this nursing practice situation. Block, S. L. (1997 ). Causative pathogens, antibiotic resistance, and therapeutic considerations in acute Otitis media. Pediatric Infectious Disease Journal, 16, 449- 456. This source of evidence can be classified as unfiltered resource because its source comes from the research studies of the author. The recommendations and views of the work are typically those of the author and since most of the information in the article particularly in the conclusion part represents views and recommendations of the author, it is certainly un-filtered. The resource nature makes it an evidence summary, because the authors made a summary from existing evidence. The source gives a clear-cut specific evidence of the pathogens that cause Acute Otitis Media (AOM) and the effectiveness of various antibiotics for treatment. Its drawback is that it does not provide a detailed report about other lines of treatment or alternative approach in treating AOM. In such a case, the nurses may miss some important information on treat ment therefore; some more important and relevant research findings should be included. The fact that this resource paper is an evidence summary then the details missing makes it to be less helpful to the nurses. It is therefore not a proper guideline for use by the nurses in such a situation. Kelley, P. E., Friedman, N., Johnson, C. (2007). Ear, nose, and throat. In W. W.Hay, M. J. Levin, J. M. Sondheimer, & R. R. Deterding (Eds.), Current pediatric diagnosis and treatment (18th ed., pp. 459Â ±492). New York: Lange Medical Books/McGraw-Hill. The source of evidence is an incomprehensive resource because it provides research work of the author. The source gives a comprehensive report on various causes of ear infections, antibiotic resistance in the treatment of AOM and the challenges doctors face when looking for alternative treatment choices. The source therefore addresses specific issues, which nurses can find to very resourceful, relevant, and helpful when dealing with a situation at hand. The author’s recommendations and conclusions will be of great help to the nurses too. The resource falls under the category of summary of evidence since the authors used the actual research work of the author to create the summary. Even though the source is quite narrow and specific, the results and conclusions are very relevant and this makes it appropriate for this nursing practice situation.

Films and Filming Essay Example | Topics and Well Written Essays - 3000 words

Films and Filming - Essay Example On the other hand cinema is making the viewer believe that the train coming towards him is real, making the unreal look real. These two qualities of Cinema led to the division of cinema into documentaries and feature films. Of these the feature films or story telling films developed into the commercial cinema or the mainstream cinema. The revolt against the commercialization of the art of cinema led to the emergence of the experimental cinema. Side by side with these the documentary cinema existed as one of the greatest traditions of cinema. This paper examines Hollywood Cinema as a model of Commercial cinema or the main stream cinema. The French New wave film movement, with Jean Luc Godard and his film Breathless will be analyzed as an example for the experimental cinema. HOLLYWOOD: Hollywood, in Los Angeles, California is all about stars and glitter. The area now known as Hollywood was sparsely populated in the seventeenth century when the Spanish explorers entered there .Santa Mon ica Mountains towered over the area and in the canyons of these mountains lived the Native Americans. By 1870s the area was a flourishing agricultural area, with crops like hay and grain, bananas and pine apple. In 1910, film maker D.W. Griffith working for Biograph Company, came to Downtown Los Angeles, and with his acting troop to shoot films. Thus it was Griffith who shot the first ever movie in Hollywood, then without a studio. The film was called â€Å"In Old California†. It was a Biograph melodrama.

Child Safety Essay Example for Free

Child Safety Essay Safety is the condition of being protected against physical, social, emotional, financial or other types or consequences of failure, damage, harm or any other event which could be considered un-desirable. To me safety is the most important aspect of any environment because it affects a person mentally and for anyone to show his/her best performance it is necessary that their safety zone is intact. When we think about safety the first thing that comes to mind is protection, shelter, freedom etc. And, this starts from the moment a child is born till he/she is alive. All human beings want a secure and healthy environment which is utterly devoid of hazards and dangers. And, when we talk about children’s safety; it plays a vital role in their upbringing and development in ensuring they are enthusiastic, creative and confident because when they are provided with an environment that is relatively free from danger, risks and threats of harm then they feel relaxed, happy, free to explore. It is very important to provide safety to the children because sometimes some events, incidents or actions affect children a lot, whereas we adults feel that it will not matter to the child. Talking about myself as a teacher, I would take all the necessary steps to ensure that my learning environment is unhindered. Firstly, I would plan the physical appearance with material and ideas that are age appropriate. This will allow me to attract and inspire my pupils in a positive direction. The class should have a warm environment and the color schemes used should be inviting. Indisputably there will be material and some resources like scissors, glue, sockets, play dough etc. that might be dangerous or harmful to the child, these items though needed in the class should be kept out of reach and when required used under the guidance of the teacher. The furniture and seating arrangement in the class should have smooth edges and preferably be circular in shape. There should be just enough furn iture in accordance with the strength of the class. This will allow safe and free movement for the children in the class space. Physical safety is not only confined to the classroom. When the child is in the school premises every event that takes place is the responsibility of the adult. When the child leaves the classroom, it is important that the adult accompanies him/her to whatever place the child has to go. Be it the play area, the swimming pool, the playground or even the toilet; they should all have proper safety features such as flooring which in case of a toilet should be dry so as to avoid slipping, age appropriate equipment and infrastructure all safely installed with irrelevant material kept out of reach of the children. Another aspect of safety is the social-emotional effect on a child. To foster an emotionally safe classroom it is important for the adult to discuss how each child in the class is as an individual and that everyone is different. The classroom environment can detract from a student’s ability to learn if he/she does not feel safe. A safe environment means that there is respect between the child and the adult and amongst the children themselves. Hence students feel accepted and free to voice their opinions. It is important to teach children class room rules at the beginning of the year and the adult to be consistent in enforcing them. But when talking about rules, they should be realistic and not rigid. If adults overwhelm children with rules for everything, there could then be countless power struggles with children. The adult should speak to the child individually if he/she suspects any problem because when children are corrected in front of their peers they may get demotivated and feel a sense of insecurity. This insecurity can also take place when a child is faced with an obstacle such as bullies. In this case the children have no way of defending themselves. It is very important that the adult makes sure all pupils are comfortable in their learning environment. Discussing with the children about peer press ure and bullying and how it has a negative effect in the classroom by revising child friendly moral stories is a reasonable way out. To develop the children to be socially interactive the adult needs to build bonds by providing opportunities of group play, interaction and discussions. The adult can also train the children to look after each other and the environment of their classroom. This can be in the form of a daily clean-up routine in regards to toys, blocks, art work etc. The classroom can be messy due to different activities of the children which could present a safety hazard to all the children depending on the cleanup. For example: â€Å"If the children have just finished their free play activity, it can be possible that while the children were exploring the different items in front of them some of the toys could have broken or cracked. In this event the children can hurt themselves or hurt each other.† Now, the introduction to a clean-up routine after every activity allows the children under the guidance of the adult to dispose of broken toys or equipment that may cause injury or choking, immediately. This will secure the classroom and prevent any unforeseen event concerning the activity. The child will feel a sense of ownership and accomplishment; it will also develop the ability to work with others in different situations and bring about the pride of teamwork to create a friendlier environment. I feel that, creating a safe learning environment for children is a daunting prospect because children not only need physical safety but also need to feel emotionally and intellectually protected. It is important that the adult should pay attention and be vigilant of the children’s activities. When adults plan lessons and activities for children they should not only keep the academics in mind but also the safety needs that pertain to the lesson. The teacher should explain the children the rules by her actions because children respond faster to what they see rather than what they are simply told. In the end it all comes down to child protection and hence it is important to take care of them to allow for the development of their ideas and enthusiasm to explore their imagination allowing them to grow.

Special Needs and the ESL Culture Essay Example for Free

Special Needs and the ESL Culture Essay Special education students are unique because teachers have to do more to teach them than regular students. They already have issues that impair their learning, so it is important that teachers work to individualize instruction as much as possible. This will help ensure the most success. Students who are from another culture, those who do not speak English as their first language, pose additional obstacles for the teacher. First, the teacher has to figure out what part of the student’s delay is caused by limited English proficiency, and what part is caused by the actual disability. This can be time-consuming and difficult, especially if language development is part of their disability. This will affect the way the teacher presents the material. Visual instruction would be most beneficial since there is no language barrier. Second, the teacher has to learn how much English is spoken at home. If the parents speak fluently, then they can take part in helping the student. If the parents are learning themselves, the teacher will have to adapt homework so that they will be able to assist their child. Collaboration is the key for students, parents, and teachers to feel they are doing the most and getting the best results for special needs, ESL students (Collaboration, para 3). If another language is spoken at home, it will take the student even longer to catch up. The teacher could send home material to help parents talk to their child. Students who come from other cultures also may not be prepared for the schedule of a typical school day here in the U. S. A full day of school might be too taxing at the beginning, so the teacher would have to have many breaks built in to the daily activities. It is important that teachers pay attention to the student’s needs since they may not be able to communicate them. Students will also not know what to expect when they are first learning the routine of school here. Picture schedules could be vital in ensuring the student’s feel the safety of a daily routine. The native cultural traditions will also affect how teachers teach in this environment. Some students may be absent for religious holidays when school is in session. Some students may talk about upcoming holidays that we do not have. Teachers should be thoughtful and try to include as many of the customs and traditions as they can. A Cinco de Mayo party may be just the activity to make the student feel welcome and wanted. A final way that ESL students affect the class is their interactions with the other students. The ESL student may try to talk with another student, but because of the language barrier, the student may not be able to understand. The teacher needs to be available to let the student know they did a good job in initiating conversation, and then try to translate so the other student remains engaged. There are so many different factors that make up a special needs class. The delays in development can be ever further hindered if the student is not fluent in English. While there are more obstacles if students do not speak English as their native language, there are also opportunities. The teacher can help ensure the students feel at home here, and that the other students learn to appreciate their culture as well. Works Cited â€Å"Collaboration in Schools Serving Students with Limited English Proficiency and Other Special Needs. † Web. 11 May 2009. http://www. apples4theteacher. com/resources/modules. php? op= modloadname=Newsfile=articlesid=48mode=threadorder=0thold=0.

The definition of children with PMLD

The definition of children with PMLD Children with profound multiple learning disabilities (PMLD) experience barriers to communication and interaction which prevent them having the full opportunity to an appropriate education. It is essential to remember that as they share the same general aims as other children in school'(Ref), that is, they need to progress to the best of their ability. In Saudi Arabia there are very few centers that provide a successful curriculum for children with PMLD (Rectory Paddock School, 1981)Be careful this looks as if Rectory Paddock school is expressing a view about education in Saudi Arabia and it didnt.). Moreover, all/some/many teachers are inexperienced and lack the ability to develop the full potential of children with PMLD. This confirms that I need to establish a greater knowledge of services in the UK and identify the positive aspects. In the past, PMLD in the UK received only rehabilitation programs that included providing basic necessities such as medical treatment and food. Rece ntly, this practice has changed to providing a successful curriculum that focuses on the needs and abilities of the individuals (Lacey Ouvry, 1998). This essay will therefore provide suggestions on how to achieve a successful curriculum for children with PMLD, helping to understand the wider concepts involved and how these children can eventually reach sufficient independence by identifying their individual needs. This essay will present the definition of children with PMLD, followed by the childrens primary needs including their physical, sensory and communication needs. It will then go on to look at the way of organize the classroom and then it is going to explain some of the teaching approach. The definition of children with PMLD Complicated terminology is used to refer to children who have the greatest difficulties with learning e.g. PMLD, severe learning disabilities (SLD), profound learning disabilities (PLD) and severe disabilities. To understand how to educate the children, it is necessary to address more than one of the associated issues which are related with ill defined terms, variables and unstable definitions. The official terms used for dealing with PMLD may be different in various countries. In America the term severe is used for individuals with an IQ of 20/25 to 35/40 and moderate for those with IQ 35/40 to 50/55. In contrast, United Kingdom refers to children with IQ below 50 as having SLD (Porter, 2009). In Saudi Arabia multiple disabilities is a common term used to refer to presence of more than one disability in a child which leads to severe educational problems which includes multiple intellectual disorder, multi-sensory disabilities, multiplicity of disability associated with severe behavioral disorders and severe disabilities (General Directorate of Special education , 2001) ). The term learning disabilities used in the UK should not be confused with terms used in other countries where they have the same meaning as mental retardation or intellectual disabilities. UK calls problems such as dyslexia specific learning difficulties or specific learning disabilities (Rennie, 2007). Another problem which arises is that many believe that SLD and PMLD are synonymous terms. There is a lack of differentiation between profound learning disabilities and multiple disabilities as the two terms have similar needs and come under the same heading of Severe Learning Disabilities (Evans and Ware 1987). Some writers, such as (Aird, 2001) continue dealing with these two terms as synonymous. On the other hand, Swift(2005) defines the two terms differently. He says that SLD refers to children who have emotional needs, some students may use signs and symbols to support their communication and/or sensory impairments in addition general cognitive difficulties and mobility difficulty. On the other hand, PMLD regards to children who present physical disabilities, sensory impairment or severe medical condition. Although there are similarities in the definitions, it is preferred to use PMLD as it is widely accepted in Britain (Ware, 2009). Furthermore, some children with profound learn ing disabilities are described as PMLD whereas there are few people with profound learning disabilities who have no other severe impairments (Ware Healey,1994). To become more aware of this group of children, it is necessary to identify their characteristics. Children with PMLD have profound intellectual impairment and other multiple disabilities including sensory, physical or autism (Lacy Ouvry 1998. To illustrate that, I will use the example of Rett Autism Syndrome displaying an inability to performer motor functional actions including eye gaze and speech and slowed brain function (Pierangelo Giuliani, 2008). However, they are described as not a homogenous group (SCAA, 1996). In my professional practice, I have dealt with children who had severe physical or visual disabilities but did not necessarily have profound learning disabilities and some who had profound learning disabilities with good motor ability, learning, motor and sensory skills and thus needs differed from child to child. Another approach to a definition suggests that children with PMLD are in the first four stages of Piagets Sensory motor development (What is this_ (Clark, 1991). However, from my experience the pre-process stage, which says that the child in this stage can combining attributes samples of common objects and classifying them. Children with PMLD may have the ability to recognize visual word (MAKTON) system and classify the thing that he/she wants to do as an activity. In relation to PMLD symptoms children may have behavior disorders which are challenging for teachers (SCAA, 1996). The association between behavior and physical disability may or may not be a casual one. For example, disability may lead to depression which further increases the level of disability (Marten, 1980). From my experience, behavior is not only influenced by genetic and neurological factors but is due to the negative interaction and relationships between the child and the society. Another approach to categories concentrates on the IQ in classified the person with PMLD whose has IQ level below 20. Recently the World Health Organization adapted a more social model of disability which classify on the individual strength and the social barriers that may compound a disability. Internationally three criteria are regarded as requiring to be met before learning disabilities can be identified: intellectual impairment, social dysfunction and early onset (The World Health Organization WHO, 2001(. On the other hand people with PMLD function equal to or less than one fifth of their chronological age (Sebba, 1988). This is a rather old referenceSome prefer to down play IQ on terms of the students curricular needs; they call someone with severe learning difficulties if he/she attends an SLD or school. It can also consider what happens to children when they leave school, or we may distinguish pupils with moderate and severe learning difficulties by reflecting on the age at wh ich their problems were first identified (Farrell, 1997). (Quite a lot of this section uses some dated material is this because you can see similarities between those debates and the ones now happening in your country.) Criteria for placing pupils into categories have changed over the time. Children who may have had PMLD in the past may be now regarded as having multiple disabilities but not PLD (Ouvry Saunders, 2001). This last consideration is of enormous importance when considering learning with PMLD: children with PMLD are now classified to be more intellectually able. The current percentage of children with PMLD has increased as a result of high level of health care provided (Lacey Ouvry, 1998) where the number of adults with PMLD will raise from 78 in 2009 to 105 in 2026, as in average 3 in 2009 to 5 in 2026 (centre for Disabilities Research CeDR, 2009). The definition has changed over time linked with the changing of the education system from segregation to inclusion. I will illustrate this by references to curriculum access. Around 1971, children with the most profound disabilities in the UK were excluded from education, cared for in wards as they were considered unable to follow the standard curriculum (Clark, 1991; Lacy Ouvry, 1998). However, after this point, some children who attended schools for pupils with LD also had severe physical disabilities require specialized facilities but which would possible to provide in Educational Sub Normal ESN(S) classes (Rectory Paddock School, 1981)., Historically some writers assume that Special Care Units (SCUs) remain the only setting specifically able to provided for children with PLD and additional disabilities in schools catering for severe learning disabilities (Evans Ware, 1987) In contrast, terms special care is not acceptable as the provision provide for PMLD are varied (Sebba, 19 88). In the UK, the curriculum needs have given more attention to other educational aspects (Cline Frederickson, 2009). Children with PMLD may work with P1-P4 in the national curriculum where P scales provide small, achievable steps to monitor progress (Swift, 2005). Some children may even work at P levels 1-3 for the majority or all of their school life (Ware, 2009). It is hard to reach a clear definition which would be used to describe a group of children who share common characteristics with other categories. However, in my view, supported by this evidence, a child with PMLD has multi-disabilities: learning disability and other disabilities. The most important aspect in planning education is to focus on the childrens requirements and needs no matter how this group of learners is defined.. Children with PMLD primary needs which affect their ability to learn Children with multiple disabilities face many problems which challenge adults who work with them. A careful analysis to their needs is required to understand exactly what is preventing progress (Stone, 1995). There is a wide spectrum of special educational needs that are frequently inter-related. They may fall into at least one of four areas: communication and interaction, cognition and learning, behavior, emotional and social development and sensory and/or physical (The Code of Practice, 2001). Physical needs: There is some physical impairment that can be diagnosed from birth: cerebral palsy, spin bifida, congenital abnormalities of the skeleton and other rare neuromuscular diseases (Hogg Sebba, 1986a). PMLD has a lack of independent, muscle spasm, abnormal reflex activity, inability to control bladder or bowels and congenital abnormalities of skeleton which make people feel uncomfortable and cause other problems (Clark, 1991; Hogg Sebba 1986). Physical impairment affects other parts of the childs life: being unable to move well may be at risk of developing distortions of body shape over a period of time (Rennie, 2007; Fulford Brown, 1976). The teacher needs to understand these problems and focus on basic physical therapy in a curriculum plan (Clark, 1991), with a holistic approach (Rennie, 2007) and lifelong commitment which influences the majority of the individuals time at school and home rather than an ineffective ritual (Lacy Ouvry, 1998). Yet this as I believe does not necessarily mean therapy used in traditional ways. Many creative methods a physiotherapist can use in cooperation with the teacher in the classroom in childrens mobility curriculum and teaching methods. Traditional ways should not be taught in the same order (Stone, 1995)What do you mean?. I would suggest using things from everyday environment would be more suitable for physical therapy, merging skills training for recognizing colour and rolling to tr ain muscles by placing the child on a mat between a green and a red ball and asking them to move in the direction of either ball. This way the child learns colour recognition, exercises and s the game. Children learn more quickly if they enjoy themselves. As a child with PMLD spends most of his time at home, therapy can be successful when the parents have major roles in planning and implementing (Lacy Ouvry, 1998). The best way is to raise parents awareness and to make fully participate in the therapy which lead to greater improvement in the child. Sensory needs Children with PMLD often experience sensory problems. There are a number of different needs arising from sensory impairment, one arising directly from the impairment such as visual or auditory impairment (Lacey Ouvey, 1998) which have adverse effects on linguistic development, behaviour, and emotional adjustment, socially isolated and the general quality of a persons life (Clark, 1991; Ellis, 1992). Other problems are often environmental. Parents and teachers can lose interest in interacting meaningfully with their child who does not provide cues or rewards in the form of a smile. From my experience, children with PMLD are often ignored by their peers and teachers who interact with children who communicate more. Hearing impairment and learning disabilities are not clearly separated (Kropka Williams, 1986) and cannot be underestimated as the hearing impairment is not as obvious to an observer as some other impairments (Sebba,1988). In this matter it is primary aim of managing sensory impairments is to try to allow children to have access to the same quality of life and experiences by using whatever hearing and sight they have to the best of their ability or by helping them to make use of their other senses such as touch and smell (Sebba, 1988). Communication needs When I was in the early phases of my training, I remember there was a teacher who sang to a child with PMLD. I wondered why this teacher was choosing to do so when the child could not hear. The child smiled and laughed at the teacher and reacted positively in her presence. It became clear to me that the child needed to have interaction and could communicate in a specific way as he could interpret some sensory information. If communication fails, then other social activities go away as well. Children with profound learning disabilities show massive delays in communication, which makes it hard to communicate, convey ideas and experiences with other people. (Hogg Sebba, 1986) Despite that in fact every child is a unique case, speech is not the only means of communication (Hogg Sebba 1986). Some children who are described as not having the ability to traditionally communicate are able to show preferences when they are given a choice (Glenn? OBrien 1994). This is confirmed by my experience which shows that these children have a lot of stored energy which just needs continuous attention and time to be displayed or disabilities are likely to deteriorate. The code of practice mentions that most children with special educational needs have strengths and difficulties in one, some, or all of the areas of communication. Children will need to continue developing their linguistic competences (Code of Practice, 2 001). With the knowledge that there is no cure(This takes us right into the medical model is that your intention> for these needs, there are many ways to help these children get the best possible outcome for growth and development, to perform any tasks that are necessary in their daily lives to remaining integration in society. Thus we need to build an appropriate program for children with PMLD on an individual basis to meet individual needs, where in the last ten years there has been a big change in the ways of dealing with children with PMLD and schools are now receiving children who have several needs (Lacy Ouvry, 1998). Teaching and learning is complex. Within this discussion, little attention will be given to curriculum content for two reasons. First, the lack of compatibility between the curriculum in Saudi Arabia and England. Second, because for this group of learners focus on effectiveteaching and learning including accede to several different teaching methods is of prome concern. Even if there are good teaching practices put in place, they will not work if the environment is not suitable for learning (Sebba, 1988). Therefore it will focus on how to organize the learning environment where children should be more familiar with the classroom, and anticipate the activities (Ouvry Saunders, 2001). You have introduced t/l first and then the envornment. Is it logical to write the sections in the same order or to re-order these comments? How to organize the learning environment Children will need to overcome classroom obstacles before they are able to start to learn, this can be handled by the establishment of an appropriate learning environment .There are numerous necessary measures to build and maintain an appropriate environment for children with PMLD it is vital that this environment is well organized to suit their needs. Regardless of whether children with PMLD are educated in a specialist environment or in mainstream school, (Ware, 1994) suggests three core principles in the organization of a classroom: the organization of time, people and material in an environment which can all overlap. The physical environment organization The physical environment plays a role in raising childrens motivation to work. Teachers should define each area of classroom and ensure that the environment is not distracting to help the child to learn easily (Byers, 1998) for example, the work area should not include visual distraction which can confuse and have a negative effect on the learning process (Porter, 2002). In addition the size of the room must be considered, if the room is too large or open this can distraction the child (Nind et al, 2001). From my experience I remember that also the small room encourages unsuitable behaviour, teachers was putting the pupils standers behind the door because the room was very smallwhich can make movement in and out of the room difficult; this subsequently upsets the children and made him react in an unsuitable manner. Another matter is organizing the classroom based on the childs needs. For example, it is often a good idea to place children with the most profound physical needs in easily accessible points in the classroom so they can move more freely (Algozzine Ysseldyke, 2006). For children with visual impairments, strip lighting is unsuitable as it does not provide good distinction between different objects, and so spot lighting, colored bulbs or dark areas should be used to show different areas as well as different textures. Furthermore, I have found that it is beneficial for children with PMLD to have a designated seat in the classroom as this promotes confidence and a sense of familiarity (Nind et, al 2001). But which position are the best for seating. A study found that children who functioned at a lower level worked well in a prone position (Park et al, 2005). Other study suggests that position is not simply a matter of optimizing attention, but the impact on other functions, such as hand use and spinal extension (McEwen, 2002). The position of the teacher and the other staff is significant. They should be able to assess the child and their emotions, so that they can help the child sufficiently. If they are behind the child or to the side, they may not be able to see the Children may need help with their medication if they have to take it through the school day (Algozzine Ysseldyke, 2006). The social environment organization Knowledge of the child is very important in the social environment organization, knowing what they like, dislike, how they interact and communicate; education should happen co-actively (Cartwright Wind-cowie, 2005). Teacher also should not become dominant in the relationship; rather, they should help the child learn in their specific way. There are three main models for the teacher/pupil relationship: the teacher dominating, the pupil dominating or a two way dialogue. The third is the hardest, but if successful, the best (Lacy Ouvry, 1998). The final model requires very strict planning and organization in order that it works well. Rewards are also positive in order to build a good social environment. The teacher should understand that some children with PMLD will find standard encouragement techniques, such as cheering, very discouraging and distracting. Therefore, the teacher should observe signals from the child to discern what they like and do not like (Sebba, 1988). Another matter which is very important in the social aspect is that teachers should understand how the child would react to failure, in this way they can prepare for it. (Corker, 1992) suggests that children should be encouraged to see failure not as a result of inability but because of lack of effort or dedication. In this way, they are empowered to change it and succeed in the future. The time organization The most difficult balance to maintain is how to organize time inside the classroom with regards to the curriculum and the ways of teaching. There should be an appropriate division of time between national curriculum, non-national curriculum based activities and therapy (Ware, 1994). I remember from my experience that children have their own schedule divided between the child needs. Expand Another matter, which is widely discussed, is the way of teaching children. Which way of teaching a child with PMLD is more beneficial? Children with PMLD would benefit from being taught in a group. If the children with PMLD are placed together they may become more perceptive and have a greater interest in what they are doing (Hogg Sebba, 1986). Although group work can be effective, in reality can be deceptive. A child who appears to be working in a group may in fact actually be working alone (Bennet Cass, 1988). Some specialists infer that in teaching children with PMLD, there should be group work involved and also individual work this is seen as the most beneficial practice (Ware, 1994). From my experiences whilst the teacher worked with the class as a whole, the teaching assistant would remove a child from the group in order to provide individual focus to that child. This enables effective and beneficial learning for the children as it advantageous for the childs learning to hav e individual attention. The grouping learning a raises the question of how much time should the teacher spend with an individual child compared to how much time spent with the entire class. I think group work is imperative and therefore time should be devoted to this, particularly because children should be encouraged to develop awareness of their peers, this is realized through group work (Cartwright Wind-Cowie, 2005). However, I realize from my experience the specific method influences the way of teaching; whether individually or in a group. (Ware, 1994) mention some examples for effective grouping are suggested, Scripted or Jigsawing which are used with heterogeneous group without losing the benefits of individual work. In addition, there are also issues about whether the same activities should take place at the same time each day or not. There should be a clear routine established and a consistent timetable, especially at the beginning of the day with registration; so that the child knows what is happening and so therefore is not anxious (Corker, 1992 ; Ware, 1994). However, this can sometimes be problematic because it must be accepted that some activities will take longer for children with PMLD to carry out, in these cases certain allowances must be made. (Orelove et al, 2001). There are other issues related to the timetable of the childrens learning, there is no evidence that children will learn best in the morning. There is evidence that children with PMLD may be best taught if they have therapy in the morning so that they are calm for the other activities. Moreover, there is the issue of medicinal side effects and how this can cause problems with learning (Ware, 1994). All this must be taken into account when time planning to keep the attention focused and to help the child to learn. Teaching approaches The special education literature now focuses more on the teaching methods than the curriculum content. I will mention some of the teaching methods which are used. Task analysis in which a task is broken down into manageable pieces with clear objectives, making it easier for the child to learn (Sebba, 1988). Errorless learning, an exercise in which examples are given to the children yet only require only one possible solution, thus increasing the opportunity of reward for the child. Do you agree with errorless learningRecording, where all the practices are planned and recalled so they are then assessed (Hogg Sebba, 1986). Next is the use of ICT to help with communication and with social interaction. Also to aid choice making as it will help with life skills and requires a lot of concentration (Ware, 2009). Using pictures to communicate choice and show correlation between different pictures and objects has often been effective with the use of commands (Porter Ashdown, 2002). There ar e also three main types of holistic approach: conductive education, patterning and coactive intervention (Hogg Sebba, 1986). Acoustic bells can be used to create an intense sound environment to encourage learning and concentration (Mednick, 2007). It is now necessary to evaluate two teaching approaches, intensive interaction and multisensory approach. Because these two methods focus on the children with PMLD which I mention them previously. I will be used as illustrative examples to examine the techniques that can be employed to optimize the learning experience for the child with PMLD. Intensive interaction Teaching children with PMLD is often focused on communication (Ware, 2009) which is fundamental and makes child learn about themselves and others (Hewett Nind, 1998). However, sometimes children with PMLD are taught a way of communication which they cannot understand or which may be limited and therefore unsatisfactory. In my experience, teaching that solely focuses on the core curriculum was only effective for a number of children, leaving others unresponsive to the teacher. During the activity the teacher would help the child physically whilst using different way of communicating, for instance by photo cards, however this may not be beneficial every time. From my reading I have established that these children were entitled to communicate in their own way; they should not have to be taught a standardized way of communication, at least in the initial stages. By using our body language and gaining feedback by watching others reactions (Caldwell, 2008) this makes communication easier as the child will understand that the teacher can understand their emotions. The standard ways of Intensive interaction refers to when the adult working one to one to with the child to mimics any communication behaviour of the learner of by using the childs own method (Watson, 1994) to makes teaching and learning easier (Hewett Nind, 1998), and to develop sociability, communication, cognitive abilities, emotional well-being, constructive interaction with immediate environment and self awareness (Nind Hewett ,1994). I think this is practical and reality, if we see how the mother contact and communicate with her child, we dont compare between children with PMLD with the infant, What I want to highlight, is how the baby feel happy with his/her mother imitations and his reaction and how he continue in communication. The Strategies: There are two studies which say that intensive interaction is a very good way of developing communication and social skills. It must be employed systematically and used efficiently in order for it to be effective (Watson Fisher, 1997; Kellett, 2003). The focus must be on the quality of the interaction sociability and communication and not the outcome (Hewett Nind, 1998). Records must be kept of all interaction so that any changes, even if minute, can be remembered. It is often difficult to do this without records as the changes can be very small (Irvine, 1998). There must be a limiting of numbers of staff and volunteers so that there is routine and the people can all be fully trained to their abilities (Ware, 1996). Intensity, sensitivity and reflection are key in implementing this method. The method encourages awareness of those around the learner, and ignores ideas about tasks and correct or incorrect ideas, and so puts the precedence on the learning process. (Hewett Nind, 1998). Intensive interaction should be used within a group environment to make it more standard and to ensure that abuse allegations do not occur (Nind Hewett, 1994). The process of intensive interaction is included in this. An advantage to adopting this approach is its simplicity; it does not require materials and therefore can be used in the home. What makes this approach more significant is that it can be used easily at home (Irvine, 1998). There are some problems encountered in this methods, the abilities to make a response is sometimes weak. The adult may be tired or the child may anxious (Kellett Nind, 2008) the child may want to continue to interact when no one is available (Irvine, 1998) so it is necessary for the adults to learn to tolerate a delay (Maggs Samuel 1998). Another problematic issue is that Intensive interaction works for some people but not all. So although there are some overriding principles for using intensive interaction, the approach must be changeable and flexible so that the child can achieve the most possible. (Kellett Nind, 2008). However, for those it does work for, it is still very difficult to prove that intensive interaction is the only cause for improvement (Irvine, 1998). The multisensory approach Some children, who have sensory ability such as sight, may not understand how to use it or how to interpret what they see. Thus teachers should help children to use all the senses to enable good learning. One of the ways of the using multisensory approach is the sensory room. This can be described as a reactive environment (Mednick, 2007). There are two ways to define the sensory room or snoezelen () : the actual space and the impact on the child. The space can be characterized by the physical attributes, size and complexity, size of the room is very important so the child does not feel overwhelmed by the space or out of control. The same is for ideas about complexity; there should not be a sensory overload. There is no set list of things which are including in a sensory space, which can include simple materials or complex interactive electronic equipment (Stephenson, 2002). Other physical aspect are the different type of sensory room, there are six primary kinds of rooms: white room, dark room, sound room, interactive room, water room, soft play rooms finally there are outdoor spaces in the gardens each room have aims and goals (Pagliano, 1999). Although the only limitations on these spaces is imagination, the childs likes and dislikes are the primary influence as some might not like a white room but may love a water experience. If the child can exert control over their environment, they will develop control and autonomy and greater self confidence (Stephenson, 2002). The other aspect of the definition is the impact on the childs ability, which includes good communication, movement, cognitive ability, emotions, behavioral changes, life skills and good expressive arts (Longhorn, 1988). This makes it one of the most effective methods to teach a child with PMLD because it makes learning easier (Fowler, 2008) and fun for

Essay on Fate in Beowulf, Grendel, and Macbeth -- comparison compare c

Fate in Beowulf, Grendel, and Macbeth      Ã‚  Ã‚  Ã‚  Ã‚   Fate plays a significant role in the Old English epic poem Beowulf and William Shakespeare's play Macbeth.. The major events of the poem, such as the three killings by Beowulf and his own death, are said to have been predestined. In Macbeth, fate is so significant that it is personified by the Weird Sisters, who drive the action of the play. But if predestination exists, then there must be an agent that determines destiny. In Beowulf, God plays this role, and fate is generally accepted as God's will. In John Gardner's Grendel, a novel which serves as a commentary on the poem, fate is totally predetermined, and is the will of no being. By contrast, Macbeth's agents of fate are the Witches, who generally go against God's will.    In all three works, fate plays a powerful role, as it did in many prescientific cultures. Fate is a necessary element in these people's lives so that they can have some means of justifying aspects of their existence. However, the fatal agents in the works differ; in looking at this, one must keep in mind that the three works were written in vastly different time periods, for different audiences, and for different purposes. Beowulf was intended to convert people to Christianity. It cannot be a true story, since it takes place in the sixth century (Raffel, 150), four centuries before Christianity came to Scandinavia. (Creed, 141) Most scholars agree that it was written by a Christian, in order to show how the belief in God can overcome evil. Shakespeare wrote Macbeth in 1606 for a Christian audience, perhaps in an attempt to impress the new king, James I. Since King James was an expert on witchcraft, Shakespeare gave the Witches a significant role in ... ...t P. and Stanley B. Greenfield, Old English Poetry: Fifteen Essays, Providence, RI: Brown University Press, 1967 Epstein, Norrie. The Friendly Shakepeare, New York, Viking Publishing, 1993. Demmick, Donald. "Alienation and the Process of Individuation." http://www.nautis@arches.uga.edu (16 February 1997). Gardner, John. Grendel. 1971; rpt. New York: Vintage Books, 1989. Raffel, Burton. and Alexandra H. Olsen Poems and Prose from the Old English, (Yale University Press)Robert Bjork and John Niles, A Beowulf Handbook (University of Nebraska Press) Schucking, Levin L. "The Ideal of Kingship in Beowulf." In An Anthology of Beowulf Criticism, edited by Lewis E. Nicholson. Notre Dame, IN: University of Notre Dame Press, 1963. Shakespeare, William.   Tragedy of Macbeth . Ed. Barbara Mowat and Paul  Ã‚   Warstine. New York: Washington Press, 1992.  Ã‚  Ã‚   Essay on Fate in Beowulf, Grendel, and Macbeth -- comparison compare c Fate in Beowulf, Grendel, and Macbeth      Ã‚  Ã‚  Ã‚  Ã‚   Fate plays a significant role in the Old English epic poem Beowulf and William Shakespeare's play Macbeth.. The major events of the poem, such as the three killings by Beowulf and his own death, are said to have been predestined. In Macbeth, fate is so significant that it is personified by the Weird Sisters, who drive the action of the play. But if predestination exists, then there must be an agent that determines destiny. In Beowulf, God plays this role, and fate is generally accepted as God's will. In John Gardner's Grendel, a novel which serves as a commentary on the poem, fate is totally predetermined, and is the will of no being. By contrast, Macbeth's agents of fate are the Witches, who generally go against God's will.    In all three works, fate plays a powerful role, as it did in many prescientific cultures. Fate is a necessary element in these people's lives so that they can have some means of justifying aspects of their existence. However, the fatal agents in the works differ; in looking at this, one must keep in mind that the three works were written in vastly different time periods, for different audiences, and for different purposes. Beowulf was intended to convert people to Christianity. It cannot be a true story, since it takes place in the sixth century (Raffel, 150), four centuries before Christianity came to Scandinavia. (Creed, 141) Most scholars agree that it was written by a Christian, in order to show how the belief in God can overcome evil. Shakespeare wrote Macbeth in 1606 for a Christian audience, perhaps in an attempt to impress the new king, James I. Since King James was an expert on witchcraft, Shakespeare gave the Witches a significant role in ... ...t P. and Stanley B. Greenfield, Old English Poetry: Fifteen Essays, Providence, RI: Brown University Press, 1967 Epstein, Norrie. The Friendly Shakepeare, New York, Viking Publishing, 1993. Demmick, Donald. "Alienation and the Process of Individuation." http://www.nautis@arches.uga.edu (16 February 1997). Gardner, John. Grendel. 1971; rpt. New York: Vintage Books, 1989. Raffel, Burton. and Alexandra H. Olsen Poems and Prose from the Old English, (Yale University Press)Robert Bjork and John Niles, A Beowulf Handbook (University of Nebraska Press) Schucking, Levin L. "The Ideal of Kingship in Beowulf." In An Anthology of Beowulf Criticism, edited by Lewis E. Nicholson. Notre Dame, IN: University of Notre Dame Press, 1963. Shakespeare, William.   Tragedy of Macbeth . Ed. Barbara Mowat and Paul  Ã‚   Warstine. New York: Washington Press, 1992.  Ã‚  Ã‚  

Islamic Criminal Justice Essay -- Religion Criminal Law

Comparative Criminal Justice System Criminal Law has and will continue to be a fluid and ever-changing aspect of humanity, and yet the distinctive base of religious belief is still a foundation for a variety of laws today. While the separation of church and state is in effect, history states a wide range of laws have been established based on religious beliefs and ideals, the Bible for one, and currently the Qur’an, which is the basis for Islamic Law. It is the only true form of law in the present time that is not backed by a Government because it is a form of law based completely on religion. The two primary sources of the Islamic Law stem from the Shari’s and the Sunnah, the Shari is the law defined by God, or Allah, and told directly to Gods’ prophet on Earth, Muhammad. The Sunnah, the second factor in Islamic Law deals with the issues not addressed in the Qur’an, yet is still in the word of the Prophet. â€Å"In a few Islamic countries, including Iran, Saudi Arabia, Pakistan, and Sudan, it is proclaimed as the basis for all law, including the harsh Islamic criminal law based on the ideal of retribution† (Fairchild & Dammer 2001 P. 61). Also stated in the text Comparative Criminal Justice Systems by Fairchild and Danner is the four distinct types of schools in the belief of Islamic Law: â€Å"There are four major schools of Islamic Law, derived from religious leaders living in different areas and facing different problems in the two centuries following the death of Muhammad. These schools are Hanafi, Hanbali, Maliki, and Shafi’i. The main differences between these schools are in matters of emphasis, whether on tradition, judicial reasoning, or the elaboration of the Qur’an† (2001 P.62). Therefore in the following paper the obj... ...w, but in Afghanistan it is just the opposite it is difficult to try to change Islamic Law especially in a country where many individuals truly believe in Islamic Law. Islamic law does not exist in very many countries but in Afghanistan those who follow the Islamic laws keep it alive and well which will make it difficult for the government if they wish to change anything within the Islamic laws of Afghanistan. References Dammer,Harry R. & Fairrchild, Erika. (2001). Comparative Criminal Justice Systems. (2nd Ed.) Wadsworth/Thomson. Lau, Martin. (2008). Islamic Law and the Afghan legal System. Retrieved on December 12, 2008 From: http://unpan1.un.org/intradoc/groups/public/documents/APCITY/UNPAN018244.pdf Reiber, Ney. (2008). Islamic Law, Shariah. Retrieved on December 12, 2008 from: http://www.bible.ca/islam/islam-kills-islamic-law-shariah.htm

Canterbury Tales :: essays research papers

Canterbury Tales as a whole was very interesting. It has introduced us to a way of life that we never knew existed. It also introduced us to a type of crude humor that we have never been exposed to. It has shown us a true side of life during the Middle Ages. We have learned many things already from our World History teachers, but to experience it first hand is a different story. To experience the jokes, the merriment, and culture opens the gates to a new world. I think that these tales have been very entertaining, and enriching. I liked all the tales that I have read. I think that Geoffrey Chaucer was right to record culture the way it is, and not have toned it down to fit the needs of religion. The culture is the way it is, and no one can change it, only to record it. Chaucer recorded like he saw it, with no bias or impure intentions. He was just an author trying to write a book, for people to read and enjoy. I think that the Miller's Tale was very interesting, and definitely showed us some of the crude humor that people in the Middle Ages liked to read about. Most of the crude descriptions, or would not even be allowed to be discussed in sex education class. It can be gruesome, yet it can also be romantic. The plot describes the two lovers, as trying to make love, yet her husband must be distracted. They scheme a clever plot to avoid detection, but a friend spoils the plan. It is a Romeo and Juliet version that is a bit twisted, and bent. The Reeve's Tale In the Prioress's Tale religious discrimination is a definite issue. It deals with the conflicts concerning Jewish, and Christian people. Although in today's times this religious conflict would not usually occur, it is still a minor issue. Most Christians do not despise Jewish people, and most Jewish people do not despise Christian people, in fact they seem to get along together pretty nicely. However in the Middle Ages people must have thought differently because this type of story would never be allowed in our library. However Chaucer has written the Tale in the way he felt that best expressed the times. The Pardoner's Tale had to do with some religious issues again. In this tale it discusses different types of sins, and tells a tale of a group of boy's sins.

Creating Respectful Classroom Environments Essay

The article starts with notion that children are taught to respect others for position and age. Children are taught to respect elders and teachers, etc. This type of respect does not teach the true meaning of respect- appreciation of ideas, traditions, rituals and cultures of others. The authors suggest that children today are not taught enough of values and are bringing a wide range of behaviors to the classroom. It is important to create a respectful environment in the class and to teach children how to truly respect others. Literature is reviewed to define respect and what are desirable behaviors and moral values to be taught in schools and to point out the role teachers must play. The rest of the article discusses requirements for creating a respectful environment, especially the teacher’s role. Before the teacher can create this environment and teach these values, he must examine his own beliefs and values. He must then know and understand a lot about other cultures and backgrounds. The variables that constitute a respectful environment are then discussed. These include a) the emotional climate in the classroom where the students feel emotionally safe and valued, and b) respect for every person especially by interrupting degrading comments. Teachers must first be good models of respectful behavior and secondly teach the children how to respect each other and the materials and equipment. The article then provides a detailed and useful checklist to determine whether or not a classroom climate is respectful. Respect as a value once learned must be carried from year to year. The article presents suggestions for deepening the teaching of respect to increase the likelihood that it will be permanent. The suggestions include teaching cooperative learning, showing examples of co-operation and respect among teachers and administrators, involving parents and the community in the process and including multicultural education and diversity training in teacher preparation. This article was rich and informative. The explanation of respect and teaching respect was clear and helpful. The distinction of teaching children respect for age and position and its limitations was enlightening. I learned that teaching respect includes â€Å"appreciation of ideas, traditions, rituals and cultures of others†, and also â€Å"exploration of the viewpoints of others that might lead to the genuine tolerance of peoples of diverse cultures†. The major learning from this article is about how to create the respectful environment in the classroom. The importance of self-reflection as a teacher and of being a strong model of respectful behavior, especially to other teachers and administration was noted. The respectful classroom inventory, divided into three categories- the teacher, the students and the classroom, is a very helpful way to check regularly to make sure that appropriate practices are in place everyday. The suggestions to involve parents and community in the process also provide new information. And finally, and perhaps most importantly, what should be included in teacher preparation- multicultural education, diversity experiences and strategies in inclusive teaching to convey respect, fairness and high expectations, was not something previously learned or thought about. This article stimulates interest in creating a respectful classroom environment. It is hoped that appropriate behaviors are usually modeled and children are treated with respect. However this article motivates me to use cooperative learning groups to teach the children how to work together and respect for each other. These small groups can be set with children of various backgrounds and abilities to work on activities together. As they work together I will accomplish at least two things- help them to learn how to share and respect each other, and learn from my modeling as I interact with the groups. Reference Miller, R. and Pedro, J. (2006) Creating Respectful Classroom Environments. Early Childhood Education Journal, Vol. 33, No. 5. pp. 293-299

Everything is an Argument

Who commissioned the poll? B. Who is publishing the results? C. Who was being surveyed? In what proportions? D. What stakes do these parties have in the outcome? Results can vary depending on how the question is asked d) Testimonies, Narratives, and Interviews- Personal experiences Very convincing when used carefully Most effective when person has some credibility a. Example: I. Interviews with eye witnesses ii. Evaluations Of an person or event (be careful Of subjectivity) Ill. Artistic Appeals I.Using Reason and Common Sense a) Logic- formal study of principle of reasoning Syllogisms- method of deductive reasoning assuming a major principle applies to all minor cases, errors occur when middle term is unrelated to topic in discussion a. Ex. All human beings are mortal. Socrates is a human being. Therefore, Socrates is mortal. B) Most people effectively use informal logic, stating claims and drawing conclusions, consciously or subconsciously c) Entitlement = claim + reason Condensed arguments, rely on implied informationPersuasive when readers agree with ideas on which they are based a. Ex. The presentation will be postponed because there is a surprise guest- speaker. Ii. Cultural Assumptions and Values- many arguments based on culture and history a) Because of its history, the United States bases many arguments on equity and fairness Enthronements on these principles need less formal support b) Even when citing cultural values, be careful Values open to interpretation iii. Providing Logical Structures for Argument a) Degree- More of a good thing, or less off bad thing, is good Common, rarely noticed a.Ex. The health benefits of stem cell research will surely outweigh the ethical risks b) Analogies- Explaining an idea by comparing it to something else More complex and symbolic than metaphors and similes a. Ex. Comparison between human society and animal behaviors c) Precedent- Also involves comparison, doing something in a situation because it was done in a sim ilar situation Using what has been done in the past as a model for what to do now a. A national bank saved the economy in the past, so we should establish one now.Summary: Argue meets based on logos use logic, reasoning, and evidence to make their point. Inartistic arguments, arguments based on facts, evidence, statistics, or testimonies, are set up as statement (or claim) then proof (or evidence). Artistic arguments are founded on logic and reasoning and are structured as Enthronements. Enthronements use the basic formatting of claim then reasoning. The reasoning itself can be introduced as a degree, an analogy, or a precedent. Overall, using logos adds truth and hard logic to arguments, which can be very persuasive if used properly.