Frankenstein Essay

In the novel Frankenstein, Mary Shelley makes an enthusiasm for human life however the enthusiasm for human life comes in the afterlife. Human life has stretched because of the achievements of researchers in the district of clinical science. Broadening human life turned into the objective of a researcher named Victor Frankenstein. Past needing to broaden life, he likewise wanted to forestall future passings of incalculable guiltless individuals and to lessen the idea of death itself. Following Frankenstein, researchers at MIT started investigating approaches to propel life. After numerous years Frankenstein’s objectives and aspirations of broadening human life proceed, as researchers lead research on cloning and recovering body parts to assist humankind with living longer. As a researcher, Victor realizes his duty is to support humankind; in any case, in the event that he can't find something that will, at any rate his exploration should lay a base for different researchers. à ¢â‚¬Å"My activities may be perpetually confused, and finally my work be blemished; yet, when I considered the improvement which consistently happens in science and mechanics, I was urged to trust my current endeavors would at any rate establish the frameworks of future successes† (P 43). By that quote, the peruser can see that Frankenstein’s want to meddle with nature can not be accused, since his activity as a researcher is to ensure the endurance of mankind. His responsibility and desire ought to be applauded as he clarifies that, â€Å"In different investigations you go the extent that others have gone before you, and there is nothing more to know, yet in a logical interest there is ceaseless nourishment for revelation and wonder† (P 62). He comprehends there are numerous prospects in the field of science and he realizes he should simply try different things with those conceivable outcomes. In the event that Frankenstein had not tested during the 1800s, researchers would not have accomplished as much as they have today in the territories of cloning and making human body parts. To demonstrate the significance of testing science as far as possible, he strongly states, â€Å"yet with what number of things are we upon the verge of getting familiar, if w eakness or lack of regard didn't limit our inquiries† (P 65). The researcher inside Frankenstein prompts him to make his beast, and doesn't consider himself to be playing God though Shelley depicts him as playing God. Shelley accepted that science helps humanity in different manners yet theres a line that numerous researcher cross and wind up going excessively far. She deciphers this inclination towards science with Frankenstein by making a main impetus inside him toâ help humankind vanquish demise and ailments. Be that as it may, when he at long last arrives at his objective of his endeavors and sees his animal and its grotesqueness, he gets some distance from it and escapes the immensity he made, â€Å"How would i be able to portray my feelings at this disaster, or how depict the rapscallion whom with such limitless torments and care I had tried to form?† (P 72). From that second on he attempts to stifle the results of his investigations and needs to get away from them by working in different sciences. Victor even pulls back from his companions and mental changes are noticeable. Shelley appears not to censure the demonstration of creation yet rather Frankenstein’s absence of eagerness to acknowledge the obligation regarding his deeds. His creation just turns into a beast right now his maker abandons it. Subsequently Frankenstei n cautions of the imprudent utilization of science. Then again, researchers at MIT started working with human tissue to make counterfeit human body parts for substitution treatment, where researcher cautiously and completely screen the elements of this creation. â€Å"We can utilize this heart tissue and use it on an individual who is having issues with his heart† states an analyst in a MIT narrative (The Science of IPS Cells). The statement underlines that despite the fact that researchers appear to change the method of God manifestations, this advantages mankind by sparing lives. Frankenstein needs to prevent individuals from passing on, and in the wake of finding the mystery of life, he explores, so another person can be spared. Researchers today nearly do a similar thing as Frankenstein; they have discovered approaches to broaden life yet on the off chance that they come up short at this, they follow their means and experience the procedure again to fix botches not at all like Victor. Taking everything into account, Dr. Victor Frankenstein turned into an author for the accomplishments in clinical science today. He ought not be reprimanded for playing God and messing with nature, rather he ought to be attributed for testing to broaden human life today. Without his trials clinical science would not be as cutting edge as it is currently, and researchers would not have the test to begin their examination. Analysts at MIT realize that Frankenstein is directly in his desire to propel human life, hence they and different researchers today keep on investigating in the field of life. Shelley effectively puts herself in the psyche of a researcher with the creation Frankenstein.

Harrison Bergeron Theme Analysis Essay Example

Harrison Bergeron Theme Analysis Essay Example Harrison Bergeron Theme Analysis Paper Harrison Bergeron Theme Analysis Paper Harrison Bergeron Analysis This unmistakable disparity high schooler them is out of line and makes rivalry, so the administration chooses to put a commotion machine in Georges ear which will go off now and again to shield him from deduction excessively hard. Hazel, then again, doesnt need to wear any such devise. Notably, this couple has a child named Harrison, anyway when he was more youthful he was so excessively capable that they couldnt control him with ordinary ways, so the Handicapper General (the association responsible for making all equivalent) chose to detain him, as they accepted he was arranging an administration topple at the age f 14. At the current day George and Hazel are loosening up observing some limited ballet performers perform ineffectively when an administration declaration interferes with the show. Harrison has gotten away from jail, and shock, hes at the ballet dancer appear. He tears of the many pounds of limitations, his veil, and the entirety of different restrictions, and he proclaims himself head. He at that point claims one of the ballet dancers as him ruler and they move together in a unimaginably excellent manner, coming full circle with an all-encompassing kiss wherein they overlook gravity. At last theyre fired with a shotgun by the Handicapper General and they bite the dust. George and Hazel without further ado a while later overlook what was tragic on the TV. There are numerous topics which this short story raises so as to make the peruser question how far the person wishes government control to go. These subjects incorporate correspondence, rivalry, and restriction. Anyway they would all be able to be summarized into one subject proclamation. : To limit the opportunity and conceal the abilities of the skilled so as to stop uncalled for rivalry winds up profiting body, as it makes a general public wherein no one attempts to improve the world, the unskilled get considerably increasingly incompetent, and rights which fairness ought to secure wind up being devastated by oversight. As exhibited by George Burgeon consummately, each one of those with an unreasonable ability are crippled and kept from displaying their ability appropriately. While this ends up shielding the brilliant from prevailing over the imbecilic, it additionally keeps society from improving. At the point when George has an idea about possibly not incapacitating ballet performers so the show improves, it is quickly pushed path by his ear handicap. Thus, a possibly advantageous thought is closed down before it can even be examine. Notwithstanding hurting society by not permitting conceivably valuable plans to be talked about, these debilitations Just make the idiotic more idiotic. Albeit numerous individuals arent intellectually gifted, they can improve their abilities through difficult work and training from individuals, for example, educators and guardians. Regardless of always being unable to coordinate those normally progressively skilled then them, individuals would have the option to get instructed and equipped for basic reasoning. As is prove by Hazel, none of this improvement occurs in 2081. She not the slightest bit would be viewed as normal today, as she continually overlooks things and never has an independent mind, bringing about a beneath normal scholar never improving, and accordingly being less prepared to do profound contemplations then todays underneath normal IQ individual, who can improve their capacities. By making correspondence many accept this would be a definitive satisfaction of regular rights, not state in this situation. Rights which are prized in cutting edge society are crunched upon, most prominently free discourse. The manner by which individuals are made normal in this world requires the individuals who think not to do as such, and when something happens to start an idea, a TV slot is briefly closed down or a clamor is sent through the mind. Opportunity of articulation isn't permitted, as any individual who addresses the framework is tossed Behind bars, for example, Harrison. This story is about how far one is happy to go to accomplish balance, and the dangerous incline situation which it presents it very startling.

4 Tips for Letters of Recommendation COLUMBIA UNIVERSITY - SIPA Admissions Blog

4 Tips for Letters of Recommendation COLUMBIA UNIVERSITY - SIPA Admissions Blog One of the most valuable components of your application package are the letters of recommendation. These three letters tell us who you are from the perspectives of the professors,  colleagues and supervisors who presumably  know you the best. So make sure you chose three recommenders who, either individually or in aggregate, will give us the best sense of your qualifications for study at SIPA. When it comes to selecting these three people, you should: 1.  Select Appropriate References SIPA prefers that your three references be a mix of professors, internship supervisors, and former or  current employers/colleagues. (We do not recommend using relatives as references.) You should select references who  know you and your work well enough to comment on it and should be people who will speak highly of you. When getting a reference from a job or internship, choose someone who was in a position of authority over you and who viewed your work firsthand. Dont, for example, use the company president as your reference unless that person worked closely with you. (A generic paragraph from the CEO wont  hold more weight than a detailed-page written by a direct supervisor.) Also, do not use co-workers in positions equal to yours as their objectivity may be subject to question and their opinion not as highly valued. 2.  Make Sure They Actually  Like You OK, this seems obvious, but youd be surprised at how many letters we receive where  the recommender  admits in their letter that they have nothing positive to say about the applicant, or they dont know why the applicant asked them to write a letter on their behalf. So make sure you  choose people you actually have a professional relationship with and who actually want  to write a  letter for you. 3.  Remind Your Recommender Who You Are Oftentimes youll be reaching out to a  professor or former employer you havent spoken to in months (or even years). While they may remember your name, theyre  not necessarily going to remember everything you accomplished while working with them. So  its a good idea to give the recommender a written outline highlighting your job duties, classroom projects, accomplishments or skills learned under their  leadership. Make sure the  outline you provide them is as accurate and specific as possible to help jog their memory. If that doesnt work, dont be surprised if youre asked to draft a letter yourself. It may be a little awkward writing your own recommendation letter, but its a great way to take an objective look at your performance. So  you should be honest, but definitely not modest! 4.  Tell Them About Your Goals, as They Relate to SIPA Dont forget to explain to your recommender why youre applying to SIPA and what you hope to accomplish with your degree. Too often we receive generic letters that dont apply to the course of study youre applying to, and therefore hold little to no weight. So when outlining your past achievements for the recommender to review, you should also include  details that relate directly  to the MIA/MPA program.

Author Profile Maya Angelou - Free Essay Example

Sample details Pages: 3 Words: 987 Downloads: 5 Date added: 2019/10/30 Category People Essay Level High school Tags: Maya Angelou Essay Did you like this example? Author Profile: Maya Angelou   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dr. Maya Angelou, award winning author, poet, actress, director, dancer, educator, and activist was birthed with the name Marguerite Johnson on April 4th, 1928 in St. Louis, Missouri. I Know Why the Caged Bird Sings, is one of her most famous pieces of work that describes her life in her younger years. At a young age, her parents separated which resulted in her and her older brother being sent to live with her grandmother in Stamps, Arkansas.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the age of seven, Angelou was sexually molested by her mothers boyfriend at the time. After gaining the courage to speak up about what her mothers boyfriend had did to her, Angelous uncles killed him out of vengeance. Coping with such a horrific and traumatic experience, the young seven-year-old, went into a five-year period of complete silence.   During this prolonged mute, she developed a love for literature. Angelou finally began to speak again at the age of twelve with the help of a someone dear to her by the name of Mrs. Flowers. Angelou went on to write a childrens book Mrs. Flowers: A Moment of Friendship. In this book, Angelou shares how much of an impact Mrs. Flowers had on her from exposing her to her new profound love of spoken word and written poetry and the importance of being educated. Don’t waste time! Our writers will create an original "Author Profile: Maya Angelou" essay for you Create order   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After while in high school, Angelou accepted a scholarship to California Labor School in San Francisco where she studied dance and acting. At the age of seventeen, she gave birth to her son, Guy Johnson, whos father was from a short-lived high school relationship. In order to support herself and her new born son, she worked as a street car conductor becoming the first African American and first female to hold this position. In her third autobiography, Singin and Swingin and Gettin Merry like Christmas, Angelou shares how she worked several different jobs to make ends meet for the family of two. In 1950, she married a Greek sailor by the name of Tosh Angelos. After a few years, the two divorced. Shortly after, she was a featured in the Purple Onion cabaret as a singer who gained the attention of many scouts. As her career began to take shape, she began re-branding herself. Using a childhood nickname and part of her ex husbands last name, she began to refer to herself as Maya Angelou. Angelou earned a role in the Porgy and Bess production tour, and Calypso Heat Wave. She later released her first album, Miss Calypso. Along with her long resume of accolades, Angelou earned a Tony Award nomination, and an Emmy Award nomination. She joined the Harlem Writers Guild which is where she met writer James Baldwin. She was In the 1960s Angelou moved abroad to work as a freelance writer and editor first living in Egypt, and then Ghana. After returning to the United States in 1964, she published her autobiography I Know Why the Caged Bird Sings which was a nationwide success and her most famous work. Out of her 7 published autobiographies, I Know Why the Caged Bird Sings   was her bestselling piece but was also the one of the most publicly controversial.   Upon its release, the autobiography was banned from many schools because of its topics of race, violence, and sex. Maya Angelou took fifteen years to write the A Song Flung up to Heaven to one of her last autobiographies. When asked why it took so long to be completed and published, she told interviewers that she didnt know how to account for four years of hurt to not only her but the entire African American community and yet remain encouraging. In this volume, she covers the assassination of Malcolm X and Martin Luther King Jr., the Watts riot, and her divorce. While writing her volumes of autobiographies, Maya Angelou also had a career in film and author of childrens books. She became the first African American woman to produce a screenplay. In 1977, she was an Emmy nominee for her role in Roots. Poetry used in the 1993 film Poetic Justice was written by Angelou, she also starred in the film in the role of Aunt June. In 1993 and 1995, she also starred in the films There Are No Children Here and How to Make an American Quilt. In between film and writing her autobiographies, Angelou, released a number of poems. Her most popular were The Complete Collected Poems of Maya Angelou and Phenomenal Woman. Maya Angelou is ranked among the literary greats of the world.   I Know Why the Caged Bird Sings which was her first autobiography published in 1970. After years of being banned from schools around the country, later became paramount to the discussion of African American literature. It tells her life story, bring controversial topics to the surface, as well as exposes readers to great writing examples. Her two poems Still I Rise and Phenomenal Woman are of favorites for many, especially women. They are both very relatable poems. Still I Rise encourages readers to not allow the stress of the world to consume you and break you down but continue to rise and confidently defeat whatever obstacle may come. Phenomenal Woman is a poem about self-esteem. It empowers women to be confident and self-loving regardless to who else may not your value. All of which are relevant to contemporary society and arguable more relevant than ever.   There is an alarming increasing rate of young women who are seeking cosmetic surgery to change their physical appearance. All 3 pieces reflect on this matter; from a persons upbringing and childhood experiences, to their mental and spiritual health. Dr. Maya Angelou has achieved more in than many could ever dream of. Being able to juggle the role as an African American single mother, author, actress, director, singer, poet, civil rights activist, writer, dancer, editor, essayist and playwright, all in one lifetime is unfathomable to many and a lifetime inspiration to all.

If You Read Nothing Else Today, Read This Report on College Paper Writing Help

If You Read Nothing Else Today, Read This Report on College Paper Writing Help A personalized essay is content created for a particular student by making use of their needs being the basis of the assignment. The custom writing companies have a thorough understanding of the situation the majority of the students find themselves and don't overprice. As an ideal student, you require assistance and support, and in addition, you need an ideal customized essay to fulfill your academic needs. Naturally, it helps for students to find a concept of what's often sought in an essay to acquire a better perspective on expectations. Don't hesitate to get in touch with us anytime you will need college admission essay help. It's possible for you to purchase college admission essays. If you wish to know the very best approach to initiate a college admission essay, then here it is in short. Thus, your essay, together with the total on-line application for college admission, ought to be prepare d perfectly. When you finish an essay, it's crucial to take some opportunity to proofread it. In reality, essay writing skills do not have anything to do with nursing skills whatsoever. Admission essay writing needs a great deal of dedication to generate a paper with no mistakes. If writing a great college admissions essay isn't your forte, you can order one from us at any moment. Why Almost Everything You've Learned About College Paper Writing Help Is Wrong Our writers promise to finish the work punctually. During the long years of studying, there will absolutely be a moment when you will require the support of essay writing advisors. If you're getting prepared to go to college and pursue a level, you must understand your childhood is over, and you're making your initial steps into an adult life. 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Football Free Essays

Football and Its Fans A personal interest that I have, is football. I have grown up watching my dad coach football, playing football with my cousins, and watching it on TV. American football, is sport originating from the Greeks. We will write a custom essay sample on Football or any similar topic only for you Order Now The BBC states, â€Å"The purpose of the game Is to move the ball towards, and ultimately into, the opposition’s end zone-This is achieved by either run inning with the ball until tackled, or throwing the ball downfall too team ate† (BBC). Football is considered a spectator’s sport, in which many people watch and play. Along with the many rules and regulations of the sport, there are a few different divisions of football. One cone apt to initially focus on, is the differences of teams and fans in each division of football. Divisions can be defined as the deferent levels of a player’s ability or pay. NFG and college football are the two types of divisions. Although they are similar, they have so me aspects that make them deferent. How to cite Football, Papers

Vegetarian (Health, Ethics And Environmetnal Effec Essay Example For Students

Vegetarian (Health, Ethics And Environmetnal Effec Essay ts) Must We Kill To Live? Today youve arrived here with questions. After you read this maybe youll have the answers? If not go to Http://www.geocities.com/rainforest/andes/4004 Whether youre already a vegetarian or if youre only curious about vegetarians I hope you find this informative and maybe influential. Ihope to open your minds enough that youll agree that we dont have to kill to live. We will write a custom essay on Vegetarian (Health, Ethics And Environmetnal Effec specifically for you for only $16.38 $13.9/page Order now I hope to expose you to a lifestyle that doesnt promote violence or death. These are all the reasons you should need to convertyour lifestyle. Ive been a practicing vegetarian for 2 years. A vegetarian is defined as someone who avoids all animal flesh, including fish and poultry. Vegetarians can be sub categorized: Those who avoid flesh but still indulge in animal products such ascheese, milk and eggs are referred to as ovo-lacto-vegetarians. People who reject all animal products are referred to as purevegetarians or vegans. Scientific research shows that ovo-lacto-vegetarians are healthier than meat eaters and vegans arehealthier than both. Now Im going to present you with four reasons everyone should be a vegetarian. First the obvious ethical reasons, second the physiological reasons, third the health reasons and finally the most important reasons for our planet, the environmental impact of a meat based diet. First the ethical reasons to become a vegetarian. The ethical reasons were the first to occur to me when I began considering becoming a vegetarian. Why should any creature lose its life to fill my stomach? Unfortunately most people dont associate the meat on their plate as having had life at one time. In some countries people eat meat of monkeys, dogs. cats, and even other people which is disgusting to us. But its OK for us to kill cows, chickens, or fish cause they are different? At 20 weeks of age, 85 million pigs die for Americans to eat. Another 24 million die due to abuse before they reach slaughter age. Cows normally have a 25 year life span, but most only live to be 3-5 years old before dying to become hamburgers. More than 1 million calves a year are raised for veal. They spend a miserably short life of 16-18 weeks in a crate thats not big enough for them to even stand or move in. Not given any water or solid food, only deficient milk replacers, so they will stay white and tender. Since only female chickens lay eggs over 280 million male chicks are thrown into plastic bags and piled on each other to die. Something to ponder, when you eat out, whats really in that meat? Besides a dead animal? The FDA says certain percentages of unknowns are acceptable. Like cockroach parts, rat feces, and other unknowns. There are over 660,000 animals killed every hour for meat. The average American consumes 200 pounds of meat a year. Hindus believe that eating an animal ingests its fears and misery from the time of its death. Ethically animals live and breath, as we do, they feel pain and know fear. If by not eating meat I spare the torture of another living creature, how small a sacrifice is that? If the ethical reasons werent convincing read on to the physiological reasons. Physiology refers to the way were built, our anatomy. The differences between animals who were created to be predators (carnivores) and humans are distinct. Carnivores have long teeth and claws for holding and killing prey, humans have short teeth and no claws. The jaws of carnivores open in an up and down motion and shred, a humans jaw moves sideways for grinding and chewing as well as up and down. Humans are more similar to monkeys than carnivores like lions. There are many more differences that are too technical for me. Well, weve covered ethical and physiological reasons, now lets move on to health. Vegetarians enjoy excellent health consistent with dietary guidelines and meet the recommended daily allowances for nutrients. .uf5d4fab23c2c455ae7da9067f8fa914d , .uf5d4fab23c2c455ae7da9067f8fa914d .postImageUrl , .uf5d4fab23c2c455ae7da9067f8fa914d .centered-text-area { min-height: 80px; position: relative; } .uf5d4fab23c2c455ae7da9067f8fa914d , .uf5d4fab23c2c455ae7da9067f8fa914d:hover , .uf5d4fab23c2c455ae7da9067f8fa914d:visited , .uf5d4fab23c2c455ae7da9067f8fa914d:active { border:0!important; } .uf5d4fab23c2c455ae7da9067f8fa914d .clearfix:after { content: ""; display: table; clear: both; } .uf5d4fab23c2c455ae7da9067f8fa914d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf5d4fab23c2c455ae7da9067f8fa914d:active , .uf5d4fab23c2c455ae7da9067f8fa914d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf5d4fab23c2c455ae7da9067f8fa914d .centered-text-area { width: 100%; position: relative ; } .uf5d4fab23c2c455ae7da9067f8fa914d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf5d4fab23c2c455ae7da9067f8fa914d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf5d4fab23c2c455ae7da9067f8fa914d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf5d4fab23c2c455ae7da9067f8fa914d:hover .ctaButton { background-color: #34495E!important; } .uf5d4fab23c2c455ae7da9067f8fa914d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf5d4fab23c2c455ae7da9067f8fa914d .uf5d4fab23c2c455ae7da9067f8fa914d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf5d4fab23c2c455ae7da9067f8fa914d:after { content: ""; display: block; clear: both; } READ: Our Declining Education System Essay The PCRM also lists a host of health benefits of a vegetarian diet including, prevention of cancer, heart disease, lowering blood pressure, preventing and reversing diabetes, preventing and alleviating gallstones and kidney stones as well as aiding osteoporosis and asthma. 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Technology and Genetic Engineering essays

Technology and Genetic Engineering essays For many years, man has been advancing his race through technology. Many things through those were questionable and questionable, but none are close to a certain technology today. And that would be genetic engineering. What exactly is genetic engineering? To put it shortly, it is where scientists splice, alter, and manipulate genes of one thing to how the scientist want it, and even insert that gene into a foreign host. This technological tool is too powerful for us to handle. It is advancing faster than we can expect. Because of this fact, genetic engineering raises many moral and ethical issues while also showing signs of many dangers. This controversially technology could be looked at two ways, one religiously and the other, scientifically and economically. First, let's talk a religious point of view on genetic engineering. With the current knowledge we have today in genetic engineering, life can easily be created and manipulated to one's liking. How can one "Play God" by creating and altering life at one's will and not at all feel guilty? Haven't we learned that trying to be on a level as God is a punishable act? Such examples are ones such as the destruction of Babylon. People at that time tried to build a tower high enough to reach God, but it was destroyed, a punishment by God that warned us of what will happen if we tried to get powerful as him. People say that God gave us the knowledge to discover. If this is so, did God give us the knowledge to make the atom bomb so we could wipe out cities and vast lives in an instant? Did God give us the knowledge to make deadly biological weapons to kill each other with? And did God give us the knowledge to be so advance in warfare today that the world could be destroyed in minutes? God did not give us the knowledge to do these things or for genetic engineering. Man ignorantly chooses his own way and chooses to venture out doing things that are wrong. So who are we to decide what sex a...

When They Dont Pay

When They Dont Pay A couple of weeks ago, a long-time fan wrote to me, saying how she had not been paid for a poem that was published on The Relationship Blogger (https://therelationshipblogger.com/). The writer did all the right things. Even once she was not paid, she sent nice notices, always being patient when the answers asked for more time. Ultimately, she wrote me and asked for help. I wrote the editor in June and asked that she be paid. Otherwise, I had to mention his website/publication to my readers as one not to trust in terms of payment. The website did post on March 4, 2019 (https://therelationshipblogger.com/spring-break-call-for-submissions/) that they were only taking reprints (for no compensation), but my friend had already been published in February. Yallwere only talking $15 for a poem. His response to me (verbatim): We are no longer a publication anymore, and I am no longer accepting any paid submissions of any kind. We ran into funding problems due to the recent decline in our income streams in December last year. Sadly, we were unable to fulfil the writers payments, and as soon as that happened we stopped taking submissions that we paid for. I do plan to pay the writers for that month, but until I can build myself back out of the hole Ive found myself in, I cant. If I pay one, then I have to pay them all if that makes sense. I am absolutely willing to take her poem down, though. I have kept most of the work the writers have done over the last year in the archives out of respect to them because we have semi-high DA (Domain Authority), and linkbacks are always good. Hope that is ok, Kind regards, Editor (name removed) Sadly, this writer didnt get her $15. While that doesnt sound like much, when you have bills to pay, it helps. So, as a reminder on the basics of freelancing, do the following: 1) Screen-print  the submission guidelines for future reference (for when they disappear later). 2) Keep a file of emails accepting your work along with any mention of conditions for acceptance. I have a spreadsheet of my submissions to include the emails used, rights purchased, expected payment date, etc. 3) When they do not pay,  be professional  and remind them. Then remind them again every few weeks. The next suggestions you may not agree with, but they are from my experience and general outlook: 4) Determine based upon the payment due to you whether your time is worth investing in pursuing compensation. Look at the hours you lose writing for another market and decide how youd like to best use that time. While I might not have pursued the $15, someone else might need it desperately. 5) If you wish to contact someone like me with a site that mentions non-paying markets, dont expect to also collect your ounce-of-flesh (retaliatory satisfaction). While I often do collect compensation for writers with a single letter, sometimes I dont. Ill write once but wont take up the torch, so to speak. 6) Dont attach your name to anything public that depicts you as a disgruntled soul who wants to get even. That means anywhere. . . Facebook, newsletter, Instagram, etc. You want the public to remember you in a positive light, regardless of how deeply you  feel burnt. You dont want your wrath to appear in someones Google search of your name. Writers have eroded entire careers duking it out with a market or publisher, with their writing long forgotten in the fight. 7) Finally, get over it. Not only will you serve yourself better

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Extra Cridets - Essay Example Extra Credits was first viewed on The Escapist from 2010 to 2011. It was developed in 2008. This was the time when Floyd came up with two video presentations (Harris 118). The presentations were meant for media theory and respective art history classes. The classes were held at Savannah College, a school of art and design. The series of videos in Extra Credit are presented in a loosely modeled style. The director of the video, Floyd, makes use of pitch-shifting technique to come up with a unique and high-pitched voice. Portnow wrote the episode scripts for Extra Credits. Floyd then redefined the scripts for recording. Floyd also edited the video series. The show in Extra Credit is presented in a lecture hall style. The tone of the series in the film is humorous and light-hearted. However, the tone is also didactic since it is aimed at raising discussions on the major subject being presented. The shows in Extra Credit target game designers (Harris

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THE EARLY REPUBLIC - Coursework Example He one time owned more than 40 slaves in his plantation in early 1774 including children belonging to his slaves who began working for him at the age of ten. People felt that his acts contradicted his belief where every human had a right to liberty. He was forced to abolish the slave trade, thus upsetting other elite planters who depended on slavery for their riches. Thirdly, Artisans in England consisted of individuals such as Paul Revere who is termed as a revolutionary of his time. In 1964, he opposed the British policies that touched on revenue, thus spending much of his time attending meetings and educating people through his anti-British slogans. One of the policies that he was upset at is referred to as â€Å"Resisting the Navigation Act† which restricted their trading practices with other people. (Andrews 31) Yeomen farmers occupied the smallest lands in the southern colonies an idea that made fee neglected by the government. Despite spending much of their energy working hard on their farms, they found themselves in powerful positions in the imperial government. The main reason Yeomen wanted political positions were for them to get a favorable channel where they could address their grievances such as the infringement of a free man’s right. Lastly, the frontier settlers included the Scots and Germans who were awarded a piece of land under the â€Å"Declaration of trans-Appalachian settlement policies† by King George III (Andrews 53). He declared that the mountainous land situated to the west of Appalachian would not be occupied by any white because it belonged to the Indians. The whites’ were upset with this decision because this land was not to be sold to them and that the existing residents were forced to

A IMPORTANCIA DO USO DA MUSICA

A IMPORTANCIA DO USO DA MUSICA A IMPORTANCIA DO USO DA MUSICA PARA O ENSINO DA LINGUA INGLESA A importAncia do uso da mUsica para o ensino da là ¬ngua inglesa RESUMO A cada dia surgem novos metodos e propostas que pretendem auxiliar no aprendizado da là ¬ngua inglesa de forma efetiva. Porem, ao tentar usar formas inovadoras o profissional da area de là ¬nguas estrangeiras se depara com um problema muito comum: o aluno escuta, mas nà £o compreende, escreve, mas nà £o cria a là ¬ngua escrita, repete expressoes e palavras, mas nà £o fala. Ou seja, nà £o se comunica, realmente, numa segunda là ¬ngua. e importante entender que o sucesso na aquisià §Ãƒ £o de uma nova là ¬ngua requer comprometimento e participaà §Ãƒ £o total por parte do aluno. Metodologias rejuvenescidas, ou a aplicaà §Ãƒ £o de regras, nà £o significam aprendizado efetivo. O educando precisa se sentir familiarizado com a là ¬ngua; necessita sentir-se parte deste meio. A mUsica tem esse poder de abrir caminhos e ligar conceitos e ideias. Ela consegue propagar ate aspectos culturais de uma determinada regià £o, usando uma combinaà §Ãƒ £o de linguagem sonora, verbal e, muitas vezes, visual. Ferreira (2009) comenta que desde os primà ³rdios da humanidade, a mUsica ja servia de subsà ¬dio para as primeiras manifestaà §oes verbais orais da humanidade. A partir desta constataà §Ãƒ £o, este estudo pretende apresentar e ressaltar a importAncia da mUsica, como auxiliadora na aprendizagem da là ¬ngua estrangeira (LE), neste caso, a là ¬ngua inglesa (L2). O objetivo e mostrar que o uso da mUsica pode auxiliar o educando no desenvolvimento das quatro habilidades: compreensà £o auditiva, compreensà £o oral, leitura e escrita. PALAVRAS-CHAVE MUsica. Aprendizado. Desenvolvimento. Comunicaà §Ãƒ £o. A importAncia do uso da mUsica para o ensino da là ¬ngua inglesa 1 Introduà §Ãƒ £o O ser humano e um ser musical. Podemos notar isso em qualquer tipo de evento ou comemoraà §Ãƒ £o. A mUsica e usada para expressar sentimentos ou mesmo para traduzir o grau de importAncia que cada um tem sobre determinado evento em sua vida. Porem alem de manifestaà §Ãƒ £o pessoal segundo Ferreira (2009) com a mUsica, e possà ¬vel ainda despertar e desenvolver nos aluno sensibilidades mais aguà §adas na observaà §Ãƒ £o de questoes prà ³prias à   disciplina alvo. Sendo assim, ao utilizarmos a mUsica em aulas de là ¬ngua inglesa, podemos despertar o desejo e o envolvimento do aluno, considerando tambem que ela e uma forma de comunicaà §Ãƒ £o comumente usada entre grupos em conversas, trocas de mensagens, lazer, festas, encontros, principalmente entre pessoas mais jovens. Porem nà £o podemos desconsiderar que, por vezes, a mUsica e caracterizada como outra linguagem, e dessa forma, pode apresentar barreiras ao profissional que intencione dela fazer uso, mas que nà £o domina essa tecnica ou   que se sente desconfortavel neste tipo de atividade. Nà £o e desconhecido que um dos grandes problemas enfrentados pelo professor de là ¬ngua estrangeira e o de procurar formas ou adaptar materiais para que o seu aluno aprenda e desenvolva os conhecimentos da là ¬ngua estrangeira. E mesmo quando, apà ³s pesquisas e tentativas, se desenvolve uma forma mais pratica de transmissà £o de dados e informaà §oes, o professor se depara com a falta de interesse do aluno, pois este percebe que seu aprendizado nà £o e completamente satisfatà ³rio. Qual educando nà £o se desencanta ao perceber que seu aprendizado da là ¬ngua estrangeira nà £o o habilita e capacita a se comunicar? Nerici (1985, p.11) afirma que praticar atividades nas quais o indivà ¬duo se revele mais eficiente; faz com que ele se sinta capaz, o que lhe confere auto-confianà §a. Alem disto, toda a atividade educativa deveria ser motivada na realidade. Esta deveria ser a fonte de motivaà §Ãƒ £o para se educar ou ensinar uma disciplina, principalmente quando falamos de linguagem e comunicaà §Ãƒ £o. Devemos aproximar o aluno da là ¬ngua e nà £o afasta-lo. Rivers (1975) menciona que a maneira ideal de desenvolver ao maximo a habilidade oral seria viver entre os falantes da là ¬ngua alvo. Acontece que, na nossa realidade brasileira, nem todos os alunos podem viajar, mesmo que por um espaà §o curto de tempo, para um paà ¬s falante de là ¬ngua inglesa, neste caso, a fim de praticar o que vem aprendendo em seu conteUdo escolar e ampliar seu vocabulario. Um dos principais fatores no aprendizado de uma là ¬ngua estrangeira e a habilidade e oportunidade de pratica-la, testar sua elasticidade[1] (Rivers, 2000 p.94, traduà §Ãƒ £o minha[2]). Para que o educando tenha o melhor aproveitamento da là ¬ngua inglesa, o professor muitas vezes, precisa descobrir ou adaptar tecnicas que propiciem bons resultados de aprendizagem. O material didatico atualmente usado em algumas instituià §oes educacionais ou escolas de idiomas, em certos aspectos, nà £o fornece bases necessarias para o real aprendizado de um idioma estrangeiro. Sà £o livros muitas vezes compostos de conteUdo ultrapassado ou que nà £o condiz com a realidade. Ou seja, a là ¬ngua inglesa que se ensina nà £o e a que e falada, por um falante nativo. Como consequà ªncia, por vezes o aluno se sente desmotivado, pois nà £o se acha capacitado em aprender a L.E. , ou simplesmente por nà £o entender o que e falado em series de TV, filmes, programas de variedades etc. E o pior e que essa desmotivaà §Ãƒ £o pode afetar diretamente o educador, que nà £o và ª o resultado de seu esforà §o em ensinar a L2. O educando precisa se familiarizar com a realidade. Essa realidade deve ser atraente a ele, a fim de que este queira conhecà ª-la, e sinta que pode atuar nela. Metodologias especializadas para o ensino de là ¬nguas estrangeiras orientam enfaticamente que um bom aprendizado requer interaà §Ãƒ £o entre aluno e là ¬ngua a ser aprendida, mediada ou liderada por um professor. Este professor deve ter, como qualidades essenciais, um grau de lideranà §a tanto quanto sensibilidade, percepà §Ãƒ £o e afeto. Quando um professor demonstra essas qualidades, os alunos perdem o receio de se atrapalharem com os exercà ¬cios, principalmente diante dos colegas, pelo contrario, tà ªm desejo de interagir e se expressar. Acrescido a isso, o uso de materiais como filmes, jornais e textos de gà ªneros variados, mUsicas e a interaà §Ãƒ £o com os costumes, farà £o   com que esses alunos compartilhem suas opinioes acerca da cultura da là ¬ngua alvo (Rivers, 2000). 2   MUsica para ensinar Ferreira (2009 p.14) define que uma comunicaà §Ãƒ £o efetiva e Compreender aquilo que faà §o com a maneira pessoal de expressar-me e ser compreendido por aqueles que me cercam. Rivers (1975), por sua vez, afirma que a aprendizagem da habilidade auditiva e de compreensà £o deve ser desenvolvida com exercà ¬cios para os estagios de identificaà §Ãƒ £o e retenà §Ãƒ £o. Nà £o estamos apenas falando do exercà ¬cio de retenà §Ãƒ £o de informaà §oes e repetià §Ãƒ £o de palavras, mas sim da real comunicaà §Ãƒ £o com um mundo globalizado, sendo assim, com linguagens e sinais. Trabalhar com exercà ¬cios que fogem da realidade ou que sà £o construà §oes artificiais nà £o produzira o resultado esperado de aprendizado, pelo contrario, pode confundir o aluno na hora em que a este forem requeridas a compreensà £o ou comunicaà §Ãƒ £o na là ¬ngua alvo. Rivers (1975) faz objeà §Ãƒ £o a afirmativa de que se ao aluno forem ensinadas a leitura, a escrita e a gramatica de uma maneira adequada, ele aprendera a falar rapidamente, de maneira fluente e natural, no momento em que se encontrar numa situaà §Ãƒ £o em que o uso oral da là ¬ngua lhe seja importante. Analisando o aprendizado, de uma forma geral, nà £o podemos deixar de constatar que e essencial o interesse do aluno. Sera uma tarefa ardua e inglà ³ria tentar desenvolver algum tipo de habilidade em alguem que nà £o sente empatia pelo assunto a ser estudado; ela deve ser despertada. Nerici (1985, p.12) afirma que o conhecer algo traz como consequà ªncia empatia acompanhada de um agir responsavel em relaà §Ãƒ £o a esse mesmo algo. Ao entrar em contato com o universo que e a là ¬ngua estrangeira, e neste caso, com o auxà ¬lio da mUsica, o aluno tende a se aprofundar, por empatia, no conhecimento e na aquisià §Ãƒ £o gramatical, lexical, cultural da L.E. . Aos poucos, este educando vai ampliando seu conhecimento, promovendo assim seu efetivo aprendizado. Nà £o se trata apenas do conhecer informal, mecAnico, mas de um conhecimento vivo. Atraves de metodos, analises e releituras de formas de ensino, nà ³s professores podemos criar uma ponte entre o aluno e o conhecimento, de uma maneira agradavel, interessante e ampla. A realidade que nos deparamos quando observamos alunos dentro do contexto escolar por vezes e preocupante. Existem educandos que sà £o naturalmente propensos ao estudo e ao desenvolvimento de uma L.E. Mas sà £o alguns. Deparamo-nos com um grupo que e falante de uma mesma là ¬ngua materna, porem com propà ³sitos e motivaà §oes e interpretaà §oes particulares. (Brown, 2001). Se os educandos hoje sà £o ecleticos, e o que os norteia tem diferentes cores e formas, nà ³s, enquanto professores, precisamos encontrar um ponto em comum, ou pelo menos, tentar desenvolver atividades que mantenham a dinAmica da aula e proporcionem a aquisià §Ãƒ £o da là ¬ngua estrangeira. A interaà §Ãƒ £o entre a sua abordagem e a atividade em sala de aula e a chave para o dinamismo no ensino. Os melhores professores sempre correm alguns riscos calculados em sala de aula, tentando uma ou outra atividade nova. [3] (Brown, 2001 p.40). A proposta e a abordagem de exercà ¬cios que usam   esta estrategia para exercitar a memà ³ria (aquisià §Ãƒ £o de vocabulario); as habilidades cognitivas (raciocà ¬nio e significado de expressoes); e afetivas (simpatia pelo grupo e/ou cantor). Nà £o se trata mais de privilegiar a gramatica ou a comunicaà §Ãƒ £o, mas de promover o conhecimento e o reconhecimento de si e do outro. Brown (2001) sugere que o professor motive os seus alunos por meio de atividades que desenvolvam compreensà £o, autoconfianà §a, interesse pela là ¬ngua e cultura. Segundo Rivers (1987) a mUsica promove interaà §Ãƒ £o nà £o somente do aluno-aluno, mas tambem do professor-aluno. Ha uma troca de conhecimentos e discussà £o sobre determinado aspecto, dentro da mUsica que esta sendo utilizada em determinado exercà ¬cio. Atividades musicais tà ªm a capacidade de promover e desenvolver quatro estagios ou habilidades: preparaà §Ãƒ £o, compreensà £o, expressà £o e reaà §Ãƒ £o. e por esse motivo   que e um recurso que promove resultados satisfatà ³rios tanto para   o professor quanto ao aluno. O uso de mUsica e canà §oes de maneira organizada, com letras de facil interpretaà §Ãƒ £o e com pouca repetià §Ãƒ £o descansa o grupo de alunos, quando eles està £o envolvidos em atividades gramaticais, por exemplo. Ha tambem outro fator importante que e a motivaà §Ãƒ £o. O educando que esta motivado com determinado exercà ¬cio tem melhor resultado. Rivers (2000, p.95) afirma que ha um elemento motivacional especà ¬fico no ensino de mUsicas em là ¬ngua estrangeira. Em inglà ªs, que e a là ¬ngua da mUsica pop, este fator motivacional e evidente. [4]   De fato, a mUsica da acesso à   parte reacional do aluno, fazendo-o sentir o que esta sendo dito ou a mensagem que se esta passando atraves da letra. (Rivers, 2000). A mUsica e uma das maneiras que usamos para nos exprimir e interagir com o outro. E por ser uma ferramenta poderosa de comunicaà §Ãƒ £o, e possà ¬vel usa-la no aprendizado da là ¬ngua, para facilitar a compreensà £o e a absorà §Ãƒ £o do insumo de conhecimento teà ³rico. A tecnologia eletrà ´nica, atualmente, facilita de forma ampla o uso da mUsica em sala de aula, pois hoje, e muito facil ao aluno e ao professor disporem de aparelhos portateis, ou ainda, ter acesso a uma vasta e diversificada quantidade de mUsicas via internet. No entanto, toda essa diversidade musical deve ser usada de maneira direcionada. Do contrario, o aprendizado com a mUsica passara a ser sà ³ mais uma aula com mUsica. Quase um passatempo. Existem diversas formas musicais. Dentro dessas formas, distribuem-se os varios gà ªneros. A escolha do gà ªnero mais adequado para um resultado satisfatà ³rio no aprendizado e absorà §Ãƒ £o por parte do aluno e de extrema relevAncia. Ferreira (2009 p.25) ressalta que hoje sabemos a relaà §Ãƒ £o à ¬ntima que a mUsica tem, por exemplo, com disciplinas como a arte (em geral), a là ¬ngua (portuguesa, inglesa, italiana, latina etc), a histà ³ria, a matematica, a fà ¬sica [. . . ] Trata-se de uma arte extremamente rica e que dispoe de farto e vasto repertà ³rio, acessà ¬vel em qualquer lugar no nosso planeta. No entanto, quando nos propomos a usar a mUsica associada a uma outra disciplina, que nà £o a prà ³pria arte musical e suas caracterà ¬sticas, constatamos que o aluno associa essa atividade ao lazer e diversà £o e nà £o especificamente ao aprendizado. Nà £o e incomum os educandos nà £o levarem as aulas com mUsica a serio, o que pode causar desordem e barulho, atrapalhando inclusive salas vizinhas. Esta constataà §Ãƒ £o nà £o e notada somente nos alunos; o prà ³prio professor pode ter influenciado este tipo de comportamento, ao tratar atividades com mUsica, nas aulas de inglà ªs, de maneira inapropriada. Para que problemas provenientes da falta de organizaà §Ãƒ £o e inabilidade sejam evitados, a mUsica que sera usada nas aulas deve ser cuidadosamente avaliada; da mesma forma que seu conteUdo e qualidade do audio. Sons baixos, ruidosos, gravaà §oes de baixa qualidade e de difà ¬cil compreensà £o mais incomodam que auxiliam Canà §oes em inglà ªs, a exemplo de milhares de outras canà §oes, nà £o tà ªm a intenà §Ãƒ £o de ensinar a là ¬ngua inglesa. Para sua composià §Ãƒ £o, seus autores usam as mais variadas composià §oes linguà ¬sticas e recursos estilà ¬sticos, expressoes idiomaticas, gà ¬rias, para expressar um ponto de vista, um aspecto cultural, fazer um protesto contra injustià §a social ou polà ¬tica. E toda essa combinaà §Ãƒ £o permite-nos introduzir o aluno na cultura da L2. Tomemos, como exemplo, um trecho retirado da mUsica Crazy[5], do grupo norte-americano Simple Plan. Tell me whats wrong with society. When everywhere I look I see. Young girls dying to be on TV. Wont stop til. Theyve reached their dreams. Diet pills, surgery. Photoshop pictures in magazines. Telling them how they should be. It doesnt make sense to me Nestas duas estrofes podemos encontrar aspectos culturais atuais: (Garotas morrendo para aparecem na TV[6]); podemos abordar o uso de contraà §oes, muito comuns na là ¬ngua falada (Whats, til);   alem de explicar ou mesmo retomar os Modal Verbs (Does/doesnt, Will/wont).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Para que a mUsica, uma forma de linguagem que apresenta em sua composià §Ãƒ £o aspectos complexos, seja usada com sucesso, o professor deve dedicar-se ao seu estudo, procurando compreendà ª-la, considerando os sons e ritmos variados, ou seja, a sua amplitude. Este professor deve estar disposto a aceitar o desafio, vencer a timidez, caso nà £o o tenha feito ainda, de usar e disponibilizar tanto a tecnologia, quanto de seu prà ³prio talento musical. Deve explorar e desenvolver atividades musicais a fim de ampliar aspectos culturais, como expressoes idiomaticas, gà ¬rias, abreviaà §oes e coloquialismos. E ficar atento aos resultados que o uso de mUsicas em sala de aula pode lhe proporcionar. Nà £o se trata de aprofundamento na teoria musical, ou suas raà ¬zes e histà ³ria. A proposta aqui e fazer uma ponte entre a disciplina de là ¬ngua inglesa e a mUsica. A mUsica alem da arte de combinar sons, e uma maneira de exprimir-se e interagir com o outro, e portanto, devemos compreendà ª-la. (Ferreira, 2009). 3 Inteligà ªncias MUltiplas na sala de aula Inteligà ªncia musical A escola com a qual trabalhamos hoje passa por mudanà §as significativas a cada dia. Sà £o novas tecnologias, novas metodologias. O aluno esta muito mais crà ¬tico ao aprendizado, e fà ³rmulas muitas vezes usadas nas salas de aulas nà £o dà £o mais o mesmo resultado. A escola que nà ³s educadores visualizamos busca estimular o profundo entendimento dos alunos a utilizarem conhecimentos adquiridos para resolverem tarefas e problemas com os quais se deparam na comunidade e ambiente em que vivem (Gardner, 1993 apud Armstrong, 2001). O aluno hoje, nà £o deve aprender somente teoria. Ele deve usar toda a informaà §Ãƒ £o adquirida em prol de seu desenvolvimento e inserà §Ãƒ £o num mercado cada vez mais global. Mas para que esse convà ¬vio real, numa sociedade bilà ¬ngue aconteà §a, a escola de hoje tem a missà £o de mediar ou auxiliar esse aluno. O està ¬mulo ao uso e compreensà £o da L2 deve acontecer de forma familiar. Isso evitara o fracasso do professor, e derrubara problemas inerentes à   abordagem sou obrigado a aprender uma L2, discurso muito comum encontrado hoje em dia. A proposta e o uso de algum mecanismo que faà §a esse aluno se sentir familiarizado com tanta mudanà §a à   sua volta. Na Europa Oriental, ha vinte e cinco anos, pesquisadores em educaà §Ãƒ £o descobriram que os alunos conseguiam gravar mais informaà §oes na memà ³ria se escutassem a exposià §Ãƒ £o da materia, pelo professor, com sons musicais ao fundo. E se a mUsica promove este conforto e sucesso, essa descoberta e uma forte aliada para qualquer professor de là ¬nguas. Porem nà £o podemos desconsiderar que quando falamos do uso da mUsica, tambem temos outros fatores envolvidos em resultados satisfatà ³rios. Ha alunos que, naturalmente, sà £o predispostos à   linguagem musical. Sà £o aqueles que tà ªm uma aptidà £o nata à   mUsica. Neste caso, o uso desta linguagem para o aprendizado tera excelente resultado, pois estarà £o envolvidos alem da aquisià §Ãƒ £o de conhecimentos, o fator emocional, o prazer, a receptividade. Quanto aos educandos que nà £o possuem uma inteligà ªncia musical nata, se houver o desenvolvimento de atividades que propiciem integraà §Ãƒ £o e comprometimento no aprendizado, os resultados tambem serà £o satisfatà ³rios. Isso vale tambem para desenvolver tal habilidade em educadores, se estes se considerarem nà £o possuidores de inteligà ªncia musical. Devemos lembrar que ao falar de atividades com mUsica nà £o estamos considerando somente o cantar em grupo, ou mesmo, repetir palavras dentro de um contexto. Estamos abordando tecnicas e exercà ¬cios de concentraà §Ãƒ £o, predisposià §Ãƒ £o e relacionamento com uma determinada atividade linguà ¬stica. Nà £o e tarefa facil definir padroes de enquadramento, para se chegar num consenso se um aluno e ou nà £o possuidor de inteligà ªncia musical[7]. E tambem o objetivo principal e o aprendizado atraves da mUsica, resultando em desenvolvimento pessoal e intelectual. e importante sempre considerar que o mais importante em qualquer tipo de aula, ou atividade diferenciada, que se desvie do padrà £o e o resultado para a pessoa do aluno. Antes de levarmos adiante qualquer tipo de modelo de aprendizagem em um ambiente de sala de aula, baseado tambem, dentre tantas outras consideraà §oes, na inteligà ªncia musical, devemos primeiro aplica-lo a nà ³s mesmos como educadores. Armstrong (2001) nos adverte que um passo importante no uso da Teoria das Inteligà ªncias MUltiplas e determinar a natureza e a qualidade das nossas prà ³prias inteligà ªncias mUltiplas, buscando maneiras de desenvolvà ª-las na nossa vida. Somos educadores, mas tambem somos aprendizes. A melhor maneira de avaliar o desempenho de nossos alunos, e explorar de forma significativa as inteligà ªncias e examinando de maneira realista nosso desempenho diante das tarefas que propomos aos nossos alunos. Em vez de realizar tarefas com os alunos, podemos desempenha-las juntamente a eles. Por exemplo, podemos propor um teste, cujas perguntas se enquadrem numa avaliaà §Ãƒ £o das inteligà ªncias separadamente. A partir das respostas, alem de conseguirmos entender mais profundamente a sala, poderemos explorar e despertar o interesse dos alunos, de forma interpessoal. Perguntas como Aprender uma là ¬ngua estrangeira (inglà ªs) e relativamente facil para mim? ou Ouà §o as palavras em minha cabeà §a antes de là ª-las, fala-las ou escrevà ª-las? para medir a Inteligà ªncia linguà ¬stica; ou mesmo Minha vida seria mais pobre se nela nà £o houvesse mUsica? e ainda Conheà §o a melodia e a letra de muitas mUsicas? para medir a Inteligà ªncia Musical seria um exercà ¬cio revelador e envolvente para toda a sala. A teoria das inteligà ªncias mUltiplas e um modelo atrativo e interessante para nos auxiliar. Ela serve para avaliarmos a sala, como um todo, mas a nà ³s mesmos, pois nos desafia a superarmos nossas prà ³prias dificuldades e limitaà §oes. Armstrong (2001 p.32) orienta-nos da seguinte forma: Se vocà ª nà £o tem ideias para levar a mUsica à   sala de aula porque sua inteligà ªncia musical e pouco desenvolvida, pense em pedir ajuda à   professora de mUsica da escola ou a um colega com inclinaà §oes musicais. Cada aluno tem inclinaà §oes diferentes nas inteligà ªncias mUltiplas. Portanto, sabemos que determinados exercà ¬cios que usam ritmos e cAnticos serà £o bem aceitos por uns e rejeitados por outros. Devido a essa diferenà §a inerente a qualquer grupo heterogà ªneo, o professor pode usar estrategias variadas para a mesma aula. Aquele aluno que tem inclinaà §oes mais fà ¬sicas e verbais, por exemplo, podera nà £o se interessar por atividades musicais, mas apreciara exercà ¬cios do tipo preencha as lacunas ou complete o restante que falta na frase e assim por diante. Ja à  queles que apreciam o ritmo e a melodia, sera interessante exercà ¬cios orais e repetià §Ãƒ £o de expressoes e estruturas complexas, por exemplo, os phrasal verbs ou tempos verbais. Ao falar do exercà ¬cio da inteligà ªncia musical, Alvarez (2002) remete-nos ao fato de que tanto na Idade Media quanto no Renascimento, a mUsica ja era considerada um dos quatro grandes pilares da aprendizagem, juntamente à   geometria, a astronomia e a aritmetica. Armstrong (2001 p.83) reforà §a sua importAncia, relatando-nos que por milhares de anos, conhecimentos foram transmitidos de geraà §Ãƒ £o em geraà §Ãƒ £o por meio de mUsicas ou cAnticos. No seculo XX, os publicitarios descobriram que os jingles musicais ajudam as pessoas a lembrar o produto de seu cliente. Os educadores, todavia, demoraram mais para reconhecer a importAncia da mUsica na aprendizagem. Como resultado, a maioria de nà ³s tem milhares de jingles musicais comerciais na memà ³ria a longo prazo, mas relativamente poucas mUsicas relacionadas à   escola. Podemos ate criar um ritmo moderno, um rap ou um cAntico, associado à   aula que queremos explanar. Por exemplo, se colocarmos um ponto central que queremos ensinar numa aula expositiva, de forma rà ¬tmica, com repetià §oes, a sala toda podera se envolver tanto no conteUdo quanto no ritmo. Esse exercà ¬cio e muito comum entre os alunos, e sà ³ observar alunos cantarolando mUsicas e palavras em inglà ªs, nos corredores das escolas. Outro exercà ¬cio e convidar os alunos a criarem seus prà ³prios jingles ou canà §oes sobre o tema a ser estudado. Esse exercà ¬cio ajudara os alunos a sintetizarem a materia e a aplicaà §Ãƒ £o dos significados aprendidos, alem de proporcionar uma atmosfera mais descontraà ¬da e emocional para a aula. Se o professor tocar algum instrumento de percussà £o, ou qualquer outro instrumento musical tambem sera uma à ³tima contribuià §Ãƒ £o para bons resultados. Alem disso, podemos encontrar frases musicais, ou trechos de canà §oes que resumam algum ponto essencial da materia estudada. Tambem e possà ¬vel falar sobre literatura, usando ritmos opostos para sugerir situaà §oes mais calmas ou tensas, da peà §a Romeu e Julieta de Shakespeare, por exemplo. Armstrong (2001). Essas estrategias oferecem um grau de amplitude e criatividade consideraveis tanto para os alunos, quanto para os professores. O desafio maior   aqui e vencer a resistà ªncia quanto à   timidez e o envolvimento com o grupo que se esta trabalhando. 4 Traduà §oes e Versoes Existem hoje diversas formas, com resultados satisfatà ³rios, de se trabalhar com a mUsica em sala de aula. Podemos citar os exercà ¬cios mais comuns de preencha as lacunas em branco ate praticas mais elaboradas de traduà §oes. Atualmente e muito facil encontrar mUsicas na internet, que dispoem de traduà §oes. Isso pode ser considerado uma à ³tima estrategia de ensino pela facilidade e disponibilidade tanto para o professor quanto para o aluno. Considerando essa disponibilidade tecnolà ³gica, acessà ¬vel ate para as escolas de menor poder aquisitivo, podemos trabalhar uma analise de letras de hinos, poesias cantadas, canà §oes (esta Ultima muito mais comum e de facil traduà §Ãƒ £o). Nà £o podemos negar que muito do que e traduzido aos alunos, provem de nossa prà ³pria experià ªncia como professores ou tradutores. Porem, existem traduà §oes que sà £o verdadeiras perolas para a compreensà £o. Vejamos o exemplo da mUsica Im not dog no, de Falcà £o e Tarcà ¬sio Matos, uma versà £o do portuguà ªs para o inglà ªs da canà §Ãƒ £o Eu nà £o sou cachorro nà £o[8], de Waldick Soriano. A mUsica foi traduzida ao pe da letra. Sabemos que foi intencional, porem, com o uso desta canà §Ãƒ £o, o professor podera trazer à   tona erros que devem ser evitados ao lidar com letras e traduà §oes, e assim explicar expressoes idiomaticas e coloquialismos. Im not dog no, for live so humbleIm not dog no, for you be so very farYou dont know understand who is love, who is likeE eu ja estou querendo stay hereAnd so there I go away Eu nà £o sou cachorro nà £o, para viver tà £o humilhado Eu nà £o sou cachorro nà £o, para vocà ª estar tà £o longe Vocà ª nà £o sabe entender o que e amar, o que e gostar E eu ja estou querendo ficar aqui E assim, la eu ir embora As mUsicas de carater humorà ¬stico servem para descontrair a aula, alem de tornar o aprendizado atraente para a maioria dos educandos, sejam eles das mais variadas idades. Os alunos passam a aprender e adquirir conhecimento nà £o somente observando os acertos e construà §oes linguisticamente corretas, mas notando ou localizando os erros. Duas pessoas diferentes nà £o interpretam ou entendem um trecho exatamente da mesma maneira. A personalidade, experià ªncia e a referà ªncia de memà ³rias farà £o com que esta interpretaà §Ãƒ £o varie de aluno para aluno (Rivers, 2000). A contribuià §Ãƒ £o, por exemplo, que teremos ao interpretar uma mUsica, como exercà ¬cio em sala de aula, sera outro fator motivacional e por que nà £o dizer, uma promoà §Ãƒ £o à   relaà §Ãƒ £o   interpessoal   entre   o grupo, pois cada aluno trara uma versà £o diferente de um mesmo trecho de mUsica. MUsicas e canà §oes usadas como atividades conduzem naturalmente ao aprendizado ou aperfeià §oamento da là ¬ngua estrangeira. A pronUncia e entonaà §Ãƒ £o sà £o assimiladas com facilidade atraves de canà §oes na là ¬ngua alvo. Alem disso, segundo Rivers (2000, p.160) trabalhar com mUsica pop pode envolver quanto à   leitura sobre o cantor/cantora, acompanhar entrevistas com o cantor/cantora no radio ou TV, assistir os và ¬deos ou cantar as mUsicas[9]. O aluno, ao ser motivado a aprender as palavras, podera exercitar atividades diferentes sozinho e depois compara-las à  s dos colegas de classe. O professor inclusive pode se valer desta iniciativa do aluno e fornecer-lhe a mUsica com os espaà §os em branco para completar. 4.1   A TECNOLOGIA NA SALA DE AULA Quando alguem fala no uso de tecnologia e mUsicas em sala de aula, logo pensamos em computadores, ou nas aulas de computaà §Ãƒ £o na sala de multimà ¬dia da escola. A questà £o e que, tudo que nà £o seja cad

Characteristics of a Good Proposal Essay

The need for the proposed activity is clearly established, preferably with data. The most important ideas are highlighted and repeated in several places. The objectives of the project are given in detail. There is a detailed schedule of activities for the project, or at least sample portions of such a complete project schedule. Collaboration with all interested groups in planning of the proposed project is evident in the proposal. The commitment of all involved parties is evident, e. g. letters of commitment in the appendix and cost sharing stated in both the narrative of the proposal and the budget. The budget and the proposal narrative are consistent. The uses of money are clearly indicated in the proposal narrative as well as in the budget. All of the major matters indicated in the proposal guidelines are clearly addressed in the proposal. The agreement of all project staff and consultants to participate in the project was acquired and is so indicated in the proposal. All governmental procedures have been followed with regard to matters such as civil rights compliance and protection of human subjects. Appropriate detail is provided in all portions of the proposal. All of the directions given in the proposal guidelines have been followed carefully. Appendices have been used appropriately for detailed and lengthy materials which the reviewers may not want to read but are useful as evidence of careful planning, previous experience, etc. The length is consistent with the proposal guidelines and/or funding agency expectations. The budget explanations provide an adequate basis for the figures used in building the budget. If appropriate, there is a clear statement of commitment to continue the project after external funding ends. The qualifications of project personnel are clearly communicated. The writing style is clear and concise. It speaks to the reader, helping the reader understand the problems and proposal. Summarizing statements and headings are used to lead the reader.

The Pros And Cons Of School Uniforms - 2005 Words

One of the biggest controversies in the United States is whether or not public school students should be required to wear uniforms. According to Lisa Flam, author of the article, â€Å"Are School Uniforms Helping or Hindering?† on Today.com, â€Å"Nineteen percent of public school principals reported requiring uniforms in the 2009-2010 school year, up from 12 percent a decade earlier, according to TODAY.† Many people are against the idea of allowing students to dress freely, but students not having to wear uniforms has its benefits. Parents would not have to go out every few years or so to buy new uniforms because of changing schools or outgrowing them. Not having to wear uniforms also allows students the freedom of expressing themselves in†¦show more content†¦With the cost of uniforms on the rise, it is hard for parents with low income wages to continue paying for them every year. If students did not have to wear uniforms, parents would be able to send their children to school without having to worry about them wearing clothes that are too small for them. Uniforms restrict students from expressing their individuality. Children are often known to be c reative and very expressive, but when they wear uniforms, it takes away their freedom of expression. According to Michelle McDermott, author of the article â€Å" School Uniform Debate Is A Whole Lot More Complicated Than You Might Think,† students may find other, less desirable ways in expressing themselves, such as tattoos and piercings. Even though many schools enforce the uniform requirement to better identify students from faculty, staff, and sometimes even intruders, it does not help the students better identify themselves. It takes away their right to b expressive through their clothing. If students were able to dress how they wanted, the school leaders should have guidelines for the students as to what is and what is not appropriate clothing for school. With such strictly enforced uniform rules, students may feel like they are being scrutinized by the way theyShow MoreRelatedPros and Cons School Uniform1515 Words   |  7 PagesPros and Cons of School Uniforms Trina Warren Liberty University Professor Mink GRST 500/501 June 17, 2013 Abstract The decision for school district to enforce school uniforms has been in existence since the 16th century. School uniforms were originally created for poor children; however, over time, schools saw uniforms as a way to bring students together. There has been debate whether uniforms improve academic success while reducing affiliation of violence. There is opinion and study thatRead MorePros And Cons Of School Uniforms1206 Words   |  5 Pages School uniforms have been around for a long time in k-12th grades along with even some colleges, while most private schools have uniforms, now some public schools are trending toward uniforms as well. There are two sides to this argument, with pros and cons to both. I have interviewed Dale Patnode, Kelly Patnode and Patricia Patnode, they bring a first hand experience with what uniform show and what they do for students. Dale Patnode went to catholic schools throughout his whole life, experiencingRead MorePros And Cons Of School Uniforms1158 Words   |  5 PagesSchool Uniforms: Are Boomers and Stickers Affecting the Way People See Them? People say that school uniforms are a good thing. They prevent bullying, they are easier for parents to dress younger students, and they help students focus on studying, not what they are wearing. Are school administrators or boomers of the American school systems causing students to become Wendys Berrys version of stickers? Having students wear school uniforms have several pros and cons to them, including the costRead MorePros And Cons Of School Uniforms1936 Words   |  8 PagesEnglish 10 CP 27 January 2015 Pros and Cons of School Uniforms In 1994, the school district of Long Beach California was one of the first to enforce school uniforms in the grades Kindergarten through 8th, and crime rates in the district dropped 22% soon after. School attendance also improved after the uniforms were introduced. Although this one statistic shows there are positive outcomes from school uniforms, there is one question that remains: Do school uniforms help or harm the students andRead MorePros And Cons Of School Uniforms712 Words   |  3 PagesAn epidemic among many schools around the United States and around the world is one huge thing. This epidemic among schools is the fact that students have to wear uniforms for their schools. However, some parents and students may disagree with wearing these uniforms. I am one who supports the statement that students should not wear these uniforms for their schools. The next paragraphs will explain the pros and cons of not wearing and wearing school uniforms. I personally think that students shouldn’tRead MoreThe Pros And Cons Of Uniforms In Schools845 Words   |  4 Pages School uniforms: a debate that has been tossed back and forth for years now. The percentage of schools that necessitate uniforms and the percentage of the ones that do not are approximately equal. This conveys a dispute that is difficult to find a definite solution for, due to the ambiguous negatives and positives being drawn between both arguments. Uniforms being a part of school systems became widespread first after Long Beach, California implemented them into their elementary and middle schoolsRead MoreThe Pros And Cons Of School Uniforms702 Words   |  3 PagesSchool uniforms have been around for decades within many private and parochial schools. In more recent years more and more public schools are implementing their own uniforms hoping to see a change for the good within their schools. Upon researching the effects of these uniforms, it is clear to see that school uniforms are unnecessary concepts that decrease student individuality and do not actually help school attendance or test scores. Prior to taking a strong stance on this controversial topicRead MoreThe Pros And Cons Of School Uniforms791 Words   |  4 Pageshave the school uniform policy (research conducted in 2017). This means that one-fifth of the country’s students who are in school are not allowed to wear their own clothes. The statistics indicate that a majority of the United States disapprove of school uniforms since the percentage remains low. The topic about school uniforms has created two sides of the issue. Some believe that students should wear school uniforms to provide an equal learning environment. Those who oppose school uniforms believeRead MorePros, Cons, And Solutions Of The School Uniforms752 Words   |  4 PagesPros, Cons, and Solutions of The school Uniforms Individuality or uniformity, which one will you choose? The school uniforms are specific clothing students are forced to wear in an attempt to fix school related problems. They are quite controversial because they do fix some problems, but they also restrict students freedom of expression. School uniforms were first enforced in the 1980’s as an attempt to fix academic and behavioral problems. There are both positives and negatives of school uniformsRead MorePros And Cons Of School Uniforms819 Words   |  4 Pagesbe desired in schools with no school uniform. Being there is a major ethical appeal to introducing school uniforms to schools nationally. An advocate for school uniforms, Hillary Clinton, â€Å"as a way to help students focus on learning: ... Puts the focus on school, not on what youre wearing (Mike Wilson). When everyone is wearing school uniforms, equality would become more than a desired idea or way of life. It would become a reality. Visually accessible to an yone. School uniforms will reduce the

Famous Quotes From Woodrow Wilson

Woodrow Wilson (1856-1927), the 28th president of the United States, while not considered a terrific orator—he was more comfortable debating than orating—gave many speeches around the country and in Congress during his tenure. Many of them contained memorable quotations. Wilsons Career and Accomplishments Serving two consecutive terms as president, Wilson distinguished himself by leading the country into and out of the World War I and presiding over landmark progressive social and economic reforms, including the passage of the Federal Reserve Act and the Child Labor Reform Act. The 19th Amendment to the Constitution ensuring all women the right to vote was also passed during his administration. A Virginia-born lawyer, Wilson began his career as an academic, eventually landing at his alma mater, Princeton, where he rose to become president of the university. In 1910 Wilson ran as the Democratic Party’s candidate for New Jersey governor and won. Two years later he was elected president of the nation.   During his first term Wilson grappled with the war in Europe, insisting on U.S. neutrality, however by 1917 it was impossible to ignore German aggression, and Wilson asked Congress to declare war, asserting that â€Å"The world must be made safe for democracy. When the war ended, Wilson was a strong proponent of the League of Nations, a forerunner of the United Nations that Congress refused to join.   Notable Quotations Here are some  of Wilson’s most notable quotes:   The Constitution was not made to fit us like a straitjacket.†Ã¢â‚¬â€A  speech about â€Å"Americanism† at the Cooper Union, in New York, NY, November 20, 1904.Life does not consist in thinking, it consists in acting.—Announcing his presidential campaign in Buffalo, NY, September 28th, 1912.I am not one of those who believes that a great standing army is the means of maintaining peace, because if you build up a great profession those who form parts of it want to exercise their profession.—from a speech in Pittsburgh, quoted in The Nation, February 3, 1916.I believe in democracy because it releases the energies of every human being.—At the Workingman’s Dinner, New York, September 4, 1912.If you think too much about being re-elected, it is very difficult to be worth reelecting.—Address at the celebration of the rededication of Congress Hall in Philadelphia, October 25, 1913.One cool judgment is worth a thousand hasty counsels. The thing to do is to supply light and not heat.—Address at Soldiers Memorial Hall, Pittsburgh, January 29, 1916.There is a price which is too great to pay for peace, and that price can be put in one word. One cannot pay the price of self-respect.—Speech at Des Moines, Iowa, February 1, 1916.The world must be made safe for democracy. Its peace must be planted upon the tested foundations of political liberty. We have no selfish ends to serve. We desire no conquest, no dominion. We seek no indemnities for ourselves, no material compensation for the sacrifices we shall freely make.—on the State of War with Germany during an Address to Congress. April 2, 1917.The Americans who went to Europe to die are a unique breed.... (They) crossed the seas to a foreign land to fight for a cause which they did not pretend was peculiarly their own, which they knew was the cause of humanity and mankind. These Americans gave the greatest of all gifts, the gift of life and the gift of spirit .—speech at the American Memorial Day while visiting American graves at Suresnes Cemetery, May 30, 1919. Sources Craig, Hardin. â€Å"Woodrow Wilson as an Orator.†Ã‚  Quarterly Journal of Speech, vol. 38, no. 2, 1952, pp. 145–148.Wilson, Woodrow, and Ronald J. Pestritto.  Woodrow Wilson: The Essential Political Writings. Lanham, Md: Lexington Books, 2005.Wilson, Woodrow, and Albert B. Hart.  Selected Addresses and Public Papers of Woodrow Wilson. Honolulu, Hawaii: University Press of the Pacific, 2002.Wilson, Woodrow, and Arthur S. Link.  The Papers of Woodrow Wilson. Princeton, N.J: Princeton University Press, 1993.