Free Essays on Philosophy

Can Descartes be certain that he is thinking? How? Can he be certain that he exists? How? (And who is he?) Descartes’ statement â€Å"I think therefore I exist† raises questions about the meaning of thought, the meaning of existence but most fundamentally, in what sense he can be certain. The difficulty in establishing the certainty of â€Å"I think† and â€Å"I exist† is that the two concepts are interrelated. Thus, for example, differing interpretations of what it is to think will have a profound impact on the question of whether Descartes can achieve the certainty of his existence. The success of his attempt to achieve certainty can be analysed in relation to how far he overcomes the universal doubt he has introduced in the first meditation. It is in this sphere of meaning that â€Å"I† becomes very relevant as it is possible to argue that his use of â€Å"I† demonstrates that his own interpretation of what is certain is partially based on intrinsically held beliefs. Williams describes the statement â€Å"I think† as indubitable. This is because â€Å"if anyone believes he is thinking or that he exists then necessarily he has a true belief.† Using the Cartesian method, the statement that â€Å"I think† is unique because it is the only premise that has the property of having its truth confirmed by the act of doubting it. Descartes demonstrates that he has found a statement that is not defeated by the possibility of a ‘malicious demon’ when he says â€Å"If I am in doubt, if I am entertaining the possibility that I might be deceived, then the very fact that I am around to entertain that doubt shows that I must exist†. Thus he is already assuming that his ability to entertain doubt, or â€Å"think† is certain, which based on the premise above, is a not unreasonable conclusion. Before further examining his assertion that he is thinking, the question of what Descartes means by thinking must be defined. In the simplest form, possible d... Free Essays on Philosophy Free Essays on Philosophy Philosophy is an interesting subject in the fact that it is not based solely on science, mathematical formulas, and chemical equations, but more on the idea of ethics, morals, and values which in turn is based on perception, interpretation, education, and religion, just to mention a few. Different cultures appear to have different values compared to my own and at times I often wonder whether these different cultural values morals and ethics are good or bad? The interesting fact is that it is not my place to determine whether they are or not, but to accept the difference, and either try to understand them or disregard them. If I do choose to accept them, I have the option of incorporating them into my own beliefs. If we look at Kant’s theory of Good Will, you’ll find that if what you do or believe in is in good faith, meaning done with good intentions, that the outcome is rather irrelevant due to the fact that it was done out of good intention. I personally believe that good intention is something handed down from generation to generation based on parental belief, which could possibly come from religion in some way or form even if they are not religious. The questions posted are, why do different cultures ethics, morals, and values differ? Do I believe in Kant’s theory? And if religion were not to play a role in morals and values where would they come from? In my opinion, different cultures carry different perspectives on life, and yes I do believe in Kant’s theory, and lastly, I’m not sure morals and values cannot come from religion, at the very least, from many years before, when life was more in a barbaric stage of living. Why do different cultures ethics, morals, and values differ? I don’t think there is any one answer to this question because ethics, morals, and values are a compilation of different perspectives and interpretations of what is right and wrong. What may be right here in America, may not seem righ... Free Essays on Philosophy Aristotle Aristotle was born in 384 BC and lived until 322 BC. He was a Greek philosopher and scientist, who shares with Plato being considered the most famous of ancient philosophers. He was born at Stagira, in Macedonia, the son of a physician to the royal court. When he was 17, he went to Athens to study at Plato's Academy. He stayed for about 20 years, as a student and then as a teacher. When Plato died in 347 BC, Aristotle moved to Assos, a city in Asia Minor, where a friend of his named Hermias was the ruler. He counseled Hermias and married his niece and adopted daughter, Pythias (wierd names, huh). After Hermias was captured and executed by the Persians, Aristotle went to Pella, Macedonia's capital, and became the tutor of the king's young son Alexander, later known as Alexander the Great. In 335, when Alexander became king, Aristotle went back to Athens and established his own school, the Lyceum.Since a lot of the lessons happened when teachers and students were walking, it was nicknamed the Peripatetic school (Peripatetic means walking). When Alexander died in 323 BC, strong anti-Macedonian feeling was felt in Athens, and Aristotle went to a family estate in Euboea. He died there the following year. Aristotle, like Plato, used his dialogue in his beginning years at the Academy. Apart from a few fragments in the works of later writers, his dialogues have been wholly lost. Aristotle also wrote some short technical writings, including a dictionary of philosophic terms and a summary of the "doctrines of Pythagoras" (the guy from the Pythagorean Theorem). Of these, only a few short pieces have survived. Still in good shape, though, are Aristotle's lecture notes for carefully outlined courses treating almost every type of knowledge and art. The writings that made him famous are mostly these, which were collected by other editors. Among the writings are short informative lectures on logic, called Organon (which means "inst... Free Essays on Philosophy Can anybody ever truly think outside the box? In our subconscious mind lies everything we were taught growing up and everything we have heard, but maybe not noticed. I am no great scholar and I am barely starting school at Brazosport College in Texas. But, I have many ideas waiting to be written down on paper and I intend to start tonight, on June 16, 2004. As I was saying, today in school, we talked about Benjamin Franklin and Ralph Waldo Emerson. They were two great American writers as well as thinkers. Benjamin Franklin believed you should strive for self excellence and that greatness occurred while serving your country as well as your community. I think just a bit deeper than that. First of all, what is our country? It is many people gathered together trying to maintain stability and hopefully grow. But Why would they want to do this? Many people say that they do it for our future, and for our children’s future. I think that everybody is at some point, selfish. By helping others, these people fill an emptiness inside themselves that I believe was placed intentionally by some divine power. Everything we do has to fill some kind of emptiness inside ourselves. That’s why we help others and try to be â€Å"good† citizens. Don’t get me wrong, I am definitely not anti-government, and if I wasn’t afraid to die, I wouldn’t be writing this right now. In fact, my writing this and jotting some thoughts down is actually filling an emptiness that was placed inside of me. I have no idea why, but for some reason, it is there. I know that the greatest question that philosophers can ask is why. Why did this happen? And why did it have to happen in this way? Even still, I ask you why do we go on with our everyday lives. A typical morning for me would begin with waking up. I would then proceed to the bathroom and brush my teeth. Then, I eat, dress myself, and go to work at Buc-ees, a local convenience store... Free Essays on Philosophy Can Descartes be certain that he is thinking? How? Can he be certain that he exists? How? (And who is he?) Descartes’ statement â€Å"I think therefore I exist† raises questions about the meaning of thought, the meaning of existence but most fundamentally, in what sense he can be certain. The difficulty in establishing the certainty of â€Å"I think† and â€Å"I exist† is that the two concepts are interrelated. Thus, for example, differing interpretations of what it is to think will have a profound impact on the question of whether Descartes can achieve the certainty of his existence. The success of his attempt to achieve certainty can be analysed in relation to how far he overcomes the universal doubt he has introduced in the first meditation. It is in this sphere of meaning that â€Å"I† becomes very relevant as it is possible to argue that his use of â€Å"I† demonstrates that his own interpretation of what is certain is partially based on intrinsically held beliefs. Williams describes the statement â€Å"I think† as indubitable. This is because â€Å"if anyone believes he is thinking or that he exists then necessarily he has a true belief.† Using the Cartesian method, the statement that â€Å"I think† is unique because it is the only premise that has the property of having its truth confirmed by the act of doubting it. Descartes demonstrates that he has found a statement that is not defeated by the possibility of a ‘malicious demon’ when he says â€Å"If I am in doubt, if I am entertaining the possibility that I might be deceived, then the very fact that I am around to entertain that doubt shows that I must exist†. Thus he is already assuming that his ability to entertain doubt, or â€Å"think† is certain, which based on the premise above, is a not unreasonable conclusion. Before further examining his assertion that he is thinking, the question of what Descartes means by thinking must be defined. In the simplest form, possible d... Free Essays on Philosophy For this assignment I decided to report on the bible. I choose this book because it’s something that I’ve grown up learning about and it speaks on everything that this assignment consists of. Growing up in church, I’ve found that reading the bible helps you in everyday life. Life, death, justice, morality, power, society, reason, and divinity are all topics covered in the bible. I’ll start with life because that's where it all began. The first story that comes to mind when speaking of the bible usually is Adam and Eve. This story begins in Genesis, the first chapter, starting at verse 26. God creates man and calls him Adam, and from Adams rib he creates woman and calls her Eve. They lived in perfect peace until Eve was tempted by a serpent and ate from a forbidden tree called the tree of life. After she ate from the tree, she went and had Adam do the same. Before eating from this tree they had no knowledge of being naked, but once they had, they quickly covered themselves with leaves. I’ve always found this story to be interesting because if Eve had never eaten from that tree as she was told, things possibly wouldn’t have changed. The whole world possibly could be walking around naked in peace without knowing. One thing that the bible speaks of a lot is healing power. People often give testimonies or speak of being healed of deadly diseases. Some people have spoken of pronounced dead and they were brought back to life. These are all part of healing power. The bible speaks about Jesus being able to heal the sick and raise the dead. Scriptures like Hosea 12:3, Micah 3:8, and Matthew 9:6-8 all speak of healing power. There’s not just one type of power, besides healing power God gives the power to forgive sins. Just as he forgives us of our sins and wrong doing, he’s gives us the power to do the same. Matthew 9:6 says, â€Å"but that ye may know that the Son of man hath power on earth to forgive sins, (then saith he to ...

College Essay Help

College Essay Help College Essay Help Can style be taught? Style is your way of writing - the expression of your personality as an essay writer. Style can also be defined as writing that expresses or carries the voice of the author without which essay writing is dead. Sometimes, the style of college essay writer's is so strong that the tutor can recognize it without knowing the identity of the author. Many students ask whether essay style can be taught. In at least one fundamental sense, essay style is elusive in much the same way as rhythm or good taste or passion is elusive. Every student possesses his own writing style; however, not every student is able to write a good essay.College essays are interesting to write, however, college essay writing is a challenge. We hope that the below tips and other articles under this section will help you learn something useful about writing college essay. College Essay Online There are two cardinal rules to improve and develop college essay writing style: by writing (regular writing) by developing an awareness of the style of others (reading and studying the essays of others) Read the following specific strategies for developing your own college essay writing style: expose yourself to things you want to write about read widely (not just one author) mark passages that please you and reread them, noting why they please you underscore the good figures of speech, count their frequency and taste their flavor Ordering college essay online, an experienced writer will adjust his own writing style to meet the requirements of your tutor. In addition, placing an order at .com, you are welcome to upload a sample of your writing and our writer will definitely take it into account. College essay help we provide is of high academic standard. We deliver only custom written college essays and we are never late with delivery: College Essay Help Prior to writing college essay, examine the below principles of style. aim for simplicity avoid trite phrases and cliches use figures of speech appropriately avoid euphemisms, slang and colloquialisms choose your words carefully (seek the right word; avoid rare and difficult words) avoid repeating key words (unless for emphasis or effect) avoid redundancy use alliteration keep sentences as short as possible develop a feel for rhythm be original is your chance to get a college essay help of truly high academic level. We have developed an advance plagiarism detecting system and provide free plagiarism report to prove authenticity of your college essay. Read more: Analysis Case Studies Editing Paper Term Malayalam Essays Literary Essay Hamlet Essay on Poverty

International Oil and Gas Law Coursework Example | Topics and Well Written Essays - 4000 words

International Oil and Gas Law - Coursework Example German army endeavoured to take control of oil fields around the world during the Second World War. In 1941, the German tried to gain control of the Russian oilfield situated in the Volga region and also later directed its war forces towards the Middle East as abundant deposits of oils was found out in Kuwait and Saudi Arabia. Hence, petroleum has become a strategic commodity for the nations around the world now. Oil is a strategic commodity which is likely to uphold its vital role in the near future also as it is extensively used in transport, generating electricity, etc. It is estimated that the demand for the petroleum is likely to soar up in the coming years to reach a level in excess of 4 Gt/y1. The development and exploration of Oil & Gas involves both high return and risk. The development of petroleum reserves needs the allocation of expertise and massive investments and capital which involves high risk. There can be significant return if the exploration and production of petr oleum resources turned to be successful. Due to this double-edged sword nature of petroleum exploration industry, a number of business contracts and arrangements’ namely fiscal regimes that are never employed in other industries are being used in O&G industries2. The expertise of major oil companies around the world has contained the functions like production, refinery, transportation and sales or marketing. The oil exploration needs the adoption of modern contracts, which are footed upon either wholly or partly on participation arrangement instead of the traditional concession contract system. The main objective of this research essay is to advise Jupitus (J) a developing nation, where there is the absence of both environmental and commercial laws as well as the absence of the adequate international banking system for the purpose of identifying its oil resources and to explore the same as the oil is available, mainly in a habitat of indigenous people. Further, for advising t he Jupitus, the factors like absence of oil industry expertise and absence of established legal or banking systems have been taken into consideration. Further, in Jupitus, there are very few commercial or environmental laws. Jupitus is also a relatively poor country and does not have the resources to develop any of the oil reserves itself and hence, it has to depend upon foreign oil companies (FOC) to explore its petroleum reserves. This research essay will advice Jupitus on three fronts namely the forms of contract to be entered by J with the oil exploring companies , the inherent risks associated with the O&G exploration contracts like environmental ,political and commercial risks and ways and means to minimise the same and the need to develop an international banking system and to have international investment agreements so as to attract more foreign direct investments in the field of oil and gas exploration in Jupitus. 2 Answer to Question 1 2.1 Various Types of Arrangements for Development of Oil Reserves in Jupitus Various types of contracts or arrangements for

Visual Arts Project Essay Example | Topics and Well Written Essays - 750 words

Visual Arts Project - Essay Example She was portrayed with her face in profile as she studied her hands, which were covered by the folds of the skirt of her white Victorian styled gown. I wondered if she might have had a quarrel with her lover. Above her head, to the right, was a golden mellow rose that made me think this even more. It created in me a mood of sadness, making me recall my own experiences with lost love. As I became more affected by the painting, I wanted to know more about its creator! While studying the life of Hassam, I learned that the piece is considered one of his best works of art and that he had chosen as an alternate title to the piece, Beethoven's "Appassionato" sonata. (2) It appeared to me that, like Beethoven, he must have had feelings of great passion to be able to create the mood of The Sonata. For me, the subtleness of that passion was further emphasized by Hassam's use of a blend of colors to create a golden gilded hue. The painting is highlighted by this color blend in the colors of the rose, the woman's hair, and in other spots throughout the painting. In contrast to this is the pure whiteness of the Victorian styled gown that the woman wears. Hassam also called attention to the subtle meaning of the painting with the use of indirect line. Using and almost S-shape to emphasis the focal point of the painting-the woman, he draws the eyes of the beholder of the painting, from the rose into the woman's face and down to her hands. The artist was from New England and learned the techniques of the impressionists while studying in Paris. While he, later, became more involved in modernistic landscapes and patriotic scenes of America, the influence of the impressionists never escaped his work. The painting is considered one of Hassams's best works. Like the first artists of impressionism, Hassam has captured natural light and luminosity in the painting with the use of numberless short choppy strokes of paint. Unlike Claude Monet, the father of impressionism, and his early followers, Hassam's Sonata is too academic to be defined strictly as an impressionist work. Instead, the artist has defined his subject and the meaning of the painting as delicately as did the Flemish painters with their strict adherence to detail. The great exception to their rules would be the flatness of The Sonata as compared to the depth to be found in their paintings. A painting such as the Sonata draws one into an imaginary space, while a sculpture calls its viewer to experience it physically. The atmospheric perspective techniques used to create depth in a paintings or not available to sculptures. In paintings, something is added, with sculptures, something is subtracted. Sculptures are devoid of the softness that many paintings possess. While requiring the same talents and skills as that of painters to effect greatness in their creations, sculptures are limited in their abilities to tease our imagination. The use of colors and values is also less, because of this, paintings are more complex. The Sonata is a good example of this, like the Mona Lisa, she invites us, not only to wonder, but also to participate in her mystery. References Frederick Childe Hassam (1859-1935), 1893, oil on canvas, 32 x 32, Bequest of Mr. and Mrs. Joseph S. Atha, Collection of the Nelson-Atkins Museum. The Nelson Gallery Foundation, d.b.a. The Nelson-Atkins M

Most people believe they directly and completely perceive the world Essay - 1

Most people believe they directly and completely perceive the world that surrounds them - Essay Example It is the very sense that causes us to come up with innovative things and creative ideas. Often, we come across illusion images concentrating upon which for some time, we acquire the image in our eyes that we retain for some time, though there are none other than biological reasons behind this. The images are reflected against plain white background for a matter of seconds. As we see around after that, the memory of the image fades away. Contexts in which stimuli are experienced greatly affect human perception and remembrance of those stimuli. This was confirmed in a research conducted by Palmer. In his study, Palmer first made the research participants see a kitchen scene, and the participants were immediately then shown a loaf of bread, a drum and a mailbox (Sternberg, Mio, and Mio 112). Later when the participants were asked to memorize the things they were shown, all of them remembered the loaf of bread much better than the other two things because the loaf of bread was consistent with the context that the participants were originally shown. Taking the results of this research into consideration, it can be safely said that human perceptions of things are determined by the contexts in which they experience the stimuli. The doctrine of constructivism makes a lot of emphasis upon the meaning. Constructivism, is in itself a theory that revolves around learning. The main idea behind the doctrine of constructivism is that an individual constructs knowledge on the basis of his/her mental activity. The doctrine of constructivism considers learners as the organisms that actively seek knowledge and meaning. Initially, meaning is constructed in such a way that its relationship is very weak with reality, like the mindset of children, who are in constant phase of discovering the world and perceiving it. However, with the passage of time, as an individual gains more and more experience, the concepts become

Communication and professional relationships with children, young people and adults Essay Example for Free

Communication and professional relationships with children, young people and adults Essay Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: †¢help us better understand a situation or person which can help to determine our approach when engaging with them. †¢build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. †¢show that we care about the welfare and future of an individual and will do our best to aid in their success †¢ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. †¢build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstandings, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation. Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating. When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating. Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in them and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person’s situation trying to understand and accommodate any issues which may influence their feelings, actions and responses. Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. Explain how different social, professional and cultural contexts may affect relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal. If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting. As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might see daily. Communications might, for example, utilise text speak and jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address and show appropriate respect for the location and people with whom you are meeting. If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting. When contacting people professionally the use of social media sites would not be appropriate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred. Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact. Similarly, delaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Finally, we need to consider the cultural differences of those with whom we interact. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs. However, whilst it may be detrimental not to account for cultural differences you could see the same consequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Communication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak. As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should continue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming. Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child’s level, face them and maintain eye contact. Remaining focussed on the child rather than continuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill. Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child’s confidence so they are encouraged to communicate more and model a real conversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use. Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. 2 aThe age of the child or young person When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example. Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken down into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences. If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your method of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact. They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children often view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to speak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person’s ability level. Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or †you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include attention switches to maintain focus but not as frequently. bthe context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson. There will be other children in the same area working on separate activities so we need to make our lesson interesting to retain the attention of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges. If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside interests and we might share our own experiences to help form a bond. Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a figure of authority. Although conversation might be more light hearted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom. The formality of the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.

Censorship Gone Too Far :: Argumentative Persuasive Essays

Censorship Gone Too Far Seven Works Cited Have you ever walked into a music store and seen those parental advisory stickers on most of todays' popular music? Or have you seen those TV ratings on the top left corner of your favorite shows? How about the ratings on your favorite video games? I'm sure you have, but do you really know what those so-called harmless stickers, and images do to the world of entertainment and your freedom of expression for that matter? A recent craze to promote "family values" in the U.S. has caused censorship panels to go entirely too far with the censorship of the entertainment industry including television, radio, the Internet, and even authors. Not only do the customers suffer by having parental bans on their favorite music, but the musicians suffer as well. The musicians are betrayed by their own labels, who are there to support them, not hurt them! The world of music is basically a collage of the artist's thoughts, so banning what they write is a violation of their freedom of speech. (Crowley, 1) One of those artists is three time Grammy winner Sheryl Crow. In 1996, Crow released her self-titled album to her many awaiting fans. When most went to their local Wal*Mart to pick it up, they were turned down because of the contents in the lyrics. (Family-Friendly..., 76) Wal*Mart said the lyrics were offensive and argued that Crow, and her record label change the offensive lyrics. (Family-Friendly..., 76) When Crow and her label refused to change the lyrics, Wal*Mart and many other large-retail stores refused to sell her album. (Family-Friendly, 76) That was not the only time a large retail store refused the sale of an item! In 1986, Wal*Mart stopped the sale of certain rock magazine, including Creem and Rolling Stone. (Family-Friendly..., 76) The company argued that the magazines conflicted with the family oriented atmosphere they tried to maintain. (Family Friendly..., 76) The same goes for the CDs with Parental Advisories. Wal*Mart and most large retail stores like it, will not sell any Parental Advisories CDs. Therefore, they have decided to clean up those CDs before putting them on the shelves, altering them in many ways to get rid of the so-called explicit lyrics.