Learning Styles and Pedagogy

Presentation As a person inside the showing calling, I understand how it is frequently essential to inspect myself to decide the adequacy of my exhibition. It is a part of basic reflection that addresses my real execution, in this manner helping me in discovering answers to probably the most squeezing questions.Advertising We will compose a custom basic composing test on Learning Styles and Pedagogy explicitly for you for just $16.05 $11/page Learn More The basic reflection helps in building up the calling since it goes about as a structure square, empowering the fortifying of more fragile regions and improving execution significantly further in best performed zones (Leung Kember, 2003, p. 61). Learning and showing procedures or exercises, in spite of the fact that led in an unexpected way, are comparable in numerous significant perspectives (Roxã ¥, Mã ¥rtensson Alveteg, 2011, p. 99). I consider the way where I adapt on a very basic level to have an immediate bearing in transit I in the end show my understudies. It is difficult to be an educator without having experienced learning in light of the fact that the two are common. This paper draws from the standards of vocation reflection to ponder my profession as an educator. The paper investigates the learning and showing forms all in all. The paper at that point dives further into the various variables that are included before basically pondering a portion of the guideline ideas that are engaged with the two procedures. Learning Process and the Factors Involved Learning is a requesting procedure that obviously relies upon the obligation of the person to a huge degree (Bhusry Ranjan, 2012, p. 313). Except if an individual feels that he firmly possesses and is straightforwardly answerable for the whole procedure, learning may never be accomplished paying little heed to how much exertion is included. I basically found this during my days as a learner in graduate school. In spite of the fact that I had next to no idea at first about my accurate style of learning, I in the long run decided my priority when I slowly valued the way that the whole procedure relied upon my own obligation and resolve. As a student in graduate school, I found that three basic methodologies of learning were viable in my examinations. They included gathering conversations and learning, down to earth introductions and movement, just as ceaselessly handling assignments (Moores, Change Smith, 2004, p. 77).Advertising Looking for basic composition on training? How about we check whether we can support you! Get your first paper with 15% OFF Learn More The aftereffects of this experience were show in me on the grounds that my fundamental system of learning had at first depended vigorously on perusing class work and other related writings. There was a reasonable change in my exhibition and in general handle promptly I exchanged procedures. This appraisal has expanded my capacity to make a considerable and scholarly end in regards to my method of learning. I explicitly comprehend what my qualities are and, thusly, understand a portion of the shortcomings that I face. I have an away from on a portion of the manners in which that can help in expanding open doors for my profession development, including strategies and procedures for tending to shortcomings. By and by, as Tomlinson et al. (2003) properly declare, people contrast in their learning ways and styles that straightforwardly influence their exhibition. While my techniques of learning paid off generously, I understood that a lot of my partners had their own appropriate strategies for discovering that didn't really take after one another’s. A few students griped that learning in bunches influenced their focus such a great amount of that there was small learning accomplished at long last. They favored doing concentrates all alone inside calm and isolated conditions. The way toward learning possibly becomes fruitful when it changes a person a s far as his comprehension and information. The fundamental standard of learning for any understudy is in any case tolerating and thinking about the requirement for change (Bellas, 2004, p. 19). This occurs from an individual’s perspective where a student must acknowledge the information obtained to change him. I have my primary origination of learning as a procedure that prompts the securing of realities and methodology expected to accomplish a goal. As a student, I regularly test the degree to which I have experienced change by endeavoring test questions and applying the calculations, abilities, and formulae that I have concentrated previously. I utilize the resultant score to these self-managed tests and test evaluation inquiries to decide the degree of the change undergone.Advertising We will compose a custom basic composing test on Learning Styles and Pedagogy explicitly for you for just $16.05 $11/page Learn More Teaching Process and the variables Involved Gurney (2007, p. 89) portrays instructing as an instructive procedure that should concentrate on making feeding encounters to empower the learning procedure to be common and inescapable. Instructing ought to briefly allude to down to earth activities of assisting learning for the understudies, rather than concentrating on some other related viewpoint. Quality showing involves ten fundamental attributes that remember centering for the accomplishment of understudies, performing academic practices that bring about mindful, and comprehensive and brought together learning networks. It must make compelling connections with the school’s social setting, be receptive to the learning procedures of the understudies, just as offer adequate learning openings (Gurney, 2007, p. 90). Other quality parts of instructing incorporate compound undertakings and settings, which help in supporting learning cycles, adequately adjusting educational plan objectives, and a training that demands giving understudies w ith criticism about their assignment commitment. As Gurney (2007, p. 90) further records, instructors and understudies should frequently take part in thinking of objective situated appraisal and define a framework that advances learning directions, metacognitive techniques, understudy self-guideline, just as an astute understudy talk. My training systems have incredibly been affected by my learning styles. I have a more noteworthy inclination that urging understudies to concentrate in gatherings can improve their scholarly exhibition a lot. In any case, I additionally welcome the way that understudies are not no different. Much the same as a portion of my partners in school didn't endorse of gathering conversation as the most ideal method of examining, I understand that a portion of my understudies may likewise be thinking that its an ineffectual technique for considering, contingent upon their own comprehension and conviction. With respect to quality strategies for instructing (200 7, p. 90), I have singled out connecting with my understudies usefully so as to complete a far reaching objective situated assessment.Advertising Searching for basic composition on training? How about we check whether we can support you! Get your first paper with 15% OFF Find out More I utilize such meetings to permit the understudies to decide the sort of troubles they face in their examinations, just as assess their territories of solidarity. It in the long run gives me the influence to build up the best instructing procedures that suit every one of the understudies, in this way keeping away from the slip-up of utilizing a uniform methodology for the whole class. Educator information, energy, just as obligation regarding learning are yet other basic angles that decide instructing as a procedure (Eisner, 2002). Since training involves going of information, it will depend with the nature of information that I have as an instructor for an understudy to adapt completely as envisioned. I frequently experience my readied notes ahead of time before I go to class to show the understudies. This gives me certainty since it guarantees me of whatever I am instructing, not normal for entering a class without having recently arranged regarding the matter to be educated. My Pe rsonal Learning Style I am an outgoing individual with a solid detecting discernment. I depend on instinct and emotions to decide. My mentality toward the outside world is for the most part shaped out of my own judgment rather than the observations that I have. In view of the Myers-Briggs Type Indicator, I am an outgoing, detecting, thinking, and judgment individual (ENFJ) (Sample, 2004, p. 67). My extroversion clarifies why I incline toward bunch fill in as the best procedure for my examinations. During my instructor instructional course as an undergrad, my examining was done generally during the day to take into account meaningful conversation meetings with my associates. Subsequent to understanding the way that I performed well in study gatherings, we sorted out ourselves together in an examination gathering of five individuals involving people with a similar character types. Adapting for the most part occurred between 8 am and 4 pm, where we alternated in doing short introductio ns to authorize the change procedure of information. The greater part of the individual examinations in my room in the nighttimes just went on for a limit of two hours as they just involved handling of assignments and test questions. The handling of self-managed assignments and questions offered me the chance to assess myself concerning information change. My general observation, which is ‘intuition’ as depicted by Myers-Briggs, had a solid bearing on my learning (Cools Van, 2007, p. 359). This keeps on influencing my learning procedure even at present concerning the general life marvel. I am quick at learning and increasing general information. I don't really depend on esteem realities and information to upgrade my learning. While going to the examination bunch in school, I would concentrate all my introduction of thoughts and realities that I concentrated to help myself. Similarly, I would challenge different individuals at whatever point they made their introductions to help their situations with decided thoughts and realities and demonstrate the degree to which they had comprehended an idea. Another basic part of my ‘intuitive’ observation that has been basic in my learning is an everyday practice

Climate Change Essay Example | Topics and Well Written Essays - 1000 words

Environmental Change - Essay Example Portray three key discoveries of the AR4 report that are referenced in the Introduction Section. Key discoveries include: 1. An expansion in worldwide normal air and sea temperatures, far reaching dissolving of day off ice and rising worldwide ocean levels 11 out of most recent 12 years from 1995-2006 position among the 12 most sultry years on record Global ocean level ascent of 1.8mm from 1961-2003 Polar ice tops contracting †Artic ocean ice degree shrank 2.7% every decade Changes in precipitation †decrease in Mediterranean, Sahel, southern Africa and increment in eastern piece of North and South America, North Europe 2. Normal frameworks are being influencing by provincial environmental change, especially temperature increment Glacial spillover increment chilly lake sizes Hydrological impacts †increment overflow, prior spring top release, warming of lakes/streams, which impacts warm structure and water quality 3. Impacts of territorial environmental change in regular and human condition are rising, albeit many are hard to observe because of selection and non climatic drivers Agricultural changes †planting crops prior on in the year Increase in climatic wellbeing risks, for example European 2003 warmth wave slaughtered 15,000 individuals in France What is the distinction among regular and anthropogenic drivers of environmental change? Give a case of each. Regular changes allude to climatic modifications in the Earth’s environment that aren’t influenced by people. Galactic Effects Terrestrial Effects Orbital inconstancy of the Earth Global geometry of mainland/sea conveyance Solar tempests and flares Ocean tide cycles Sunspot cycles Periodic sea dissemination changes, for example El Nino These procedures control the measure of suns radiation arriving at explicit latitudinal zones on Earth Volcanic emissions Anthropogenic drivers have likewise been featured as adding to environmental change and quickening the warming of the Eart h’s climate. Models incorporate expanded CO? (280ppm from pre mechanical levels to 379pmm by 2005), consuming of non-renewable energy sources, deforestation, CFC’s and pressurized canned products and from horticulture, for example dairy animals discharging noteworthy measures of methane. What is an ozone depleting substance (GHG), and how have their levels changed in the air changed since 1970? A GHG is a gas in the Earth’s environment that adds to the nursery impact through retaining and discharging radiation causing environmental change. They incorporate CO?, methane, nitrous oxide and halocarbons. Changes in the air groupings of ozone harming substances and vaporizers, land spread and sunlight based radiation adjust the vitality adjusts of climatic frameworks. There has been a 70% expansion in worldwide GHG discharges because of human exercises between 1970-2004. CO? yearly outflows have expanded by 80% from 21 to 38 gigatonnes. CO? additionally speaks to 77% of all out anthropogenic GHG emanations. Depict the SRES situations. What are they, and for what reason do we have more than one of them? SRES alludes to the situations portrayed in the IPCC Special Report on Emission Scenarios. The SRES venture an expansion of benchmark worldwide GHG discharges by a scope of 9.7 to 36.7 GtCO? †eq (25% to 90%) between 2000-2030. The SRES situations are assembled into 4 situation families (A1, A2, B1, B2). They investigate elective improvement pathways, covering a wide scope of segment,

Four Early Reading Strategies and Teaching Tips

Four Early Reading Strategies and Teaching Tips Veteran teacher and TeacherVision Advisory board member Tina shares her top four early reading strategies, and includes teaching tips from her own practice. Try something new and add these to your teaching toolkit. by Tina Wheeler One of the leading predictors of future academic achievement is early reading success. Because early readers are just learning to read, many traditional reading strategies are not appropriate for them. It can be difficult to pinpoint effective reading approaches for the young learner. Find four fabulous early reading strategies below that you can easily implement in your classroom for your early readers. 1) Guided Reading The International Reading Association, the National Association for the Education of Young Children, and the National Council of Teachers of English have each found that guided reading can be beneficial to young learners when used as part of a balanced literacy program. In fact, many reading programs focus on guided reading as the main component. Guided reading is a teaching method in which an instructor works with a smaller group of students who share similar reading levels and skills. A lesson lasts about 15-25 minutes, and it should allow for students to use reading strategies they already know and apply them to reading a new text with teacher support. Guided reading has been shown to support reading proficiency, build fluency, and strengthen specific skills focused on during instruction. Teaching Tips for Guided Reading Use the following procedure and suggested times for a Guided Reading lesson: Identify and group students according to reading levels and skills. The ideal group should be no more than 6 students, but if your class size is large, groups with up to 8 students can still be effective. Groups of more than 8 students start to lose their efficacy. Introduce the lesson (2-3 minutes). Identify troublesome vocabulary, and help students decode and define the words. Present any background knowledge the students may need. Assign the number of pages students should read. Read the text (10 minutes). Students read to themselves, either silently or quietly. Pay attention to each student for a portion of the reading time, providing any support where needed. Discourage any poor reading habits. Identify any areas you should reteach. Talk about the text (5 minutes). Engage in a conversation about the reading with the students. Answer any questions the students may have and clear up any misconceptions. Ask critical thinking and open-ended questions. Teaching Objective (5 minutes). Teach one objective that students need to practice at the level you are teaching. Select an objective that is present in the text selection read by the students. Reference the text selection while teaching the objective. Word Work (3-4 minutes). Plan activities that provide a hands-on experience to work with spelling or vocabulary words. Word work can be done using spelling words, vocabulary words from the text, or other words the students need to know. Examples include word sorts, spelling patterns, learning about word parts, and rainbow spelling words. Independent Work Assign students an activity that assesses the objective taught. This can be for practice or a graded assignment. 2) Focus on Vocabulary Even before kids begin to read, they learn a variety of vocabulary words used in various contexts and categories. A recent study in the Journal of Developmental and Behavioral Pediatrics found there is an estimated 1.4 million word gap between children entering kindergarten who had at least 5 books a day read to them compared to those who were not read to at all. This startling statistic further highlights the importance of having a focus on vocabulary for early learners. A higher vocabulary helps kids to develop their reading skills with more understanding and complexity. Focusing on vocabulary simply involves a meaningful focus on teaching new vocabulary words. This does not have to be an entirely separate subject, but it is most effective when taught organically. For example, if you are reading a book about apples, and you come to the word “orchard,” discuss this word with your students. It is likely many of them will not know its meaning, which is a prime learning opportunity. Some teaching moments will present themselves unplanned, but it is important to also plan ahead and integrate a focus on vocabulary as you teach other content. Teaching Tips for Vocabulary Focus Placing a focus on vocabulary can be worked into your daily routine in a number of ways. First, any time you read with students, especially as a group, point out the most important words and discuss them. Second, choose books purposefully to introduce topics and/or words students may not be familiar with. Next, build on the information students already know to introduce new information, thus increasing their background knowledge base, which is what we generally use to learn new information. Finally, incorporate activities and games that focus on learning new words, such as Vocabulary Bingo, Pictionary, or rhyming games and songs. 3) Making Predictions Making predictions while reading is a great way to ensure that your students are not only paying attention, but are also comprehending what is being read. This is mainly due to the fact that when students make predictions, they are also asking questions about what they are reading, recalling facts from the text, rereading, and drawing conclusions. Making predictions is simply trying to figure out what could or should logically happen next. But it’s more than a guess. When you ask a student to predict what will happen, he or she must incorporate a variety of skills. Then the student must infer meaning from all the information he or she has, making a prediction about the story. Teaching Tips for Making Predictions Making predictions is a great reading strategy to start with early in the school year. Even kids who aren’t actually reading yet can practice this skill by listening to the story, looking at the pictures, and thinking about what could happen next. When practicing this skill, work on requiring students to provide evidence along with their predictions. “Why do you think that?” is an excellent question to ask to prompt students to support their predictions with information from the text, or to allow them to work through why their prediction may not be logical. 4) Checking for Comprehension Checking for comprehension, in my opinion, is perhaps the most important reading strategy. I cannot count the number of times I’ve been fooled into thinking students understand every bit of what we’ve read, only to find out they understood nothing when I checked their comprehension of the information. If students don’t understand, or if they misunderstand, information, they can spend a whole lot of time learning the “wrong” things. Checking for comprehension refers to assessing students to be sure they understand what they read. An assessment, however, is not always a test, or even on a piece of paper. This assessment can be a quick, oral check, such as asking a question. You could do a craft, or even have kids sort pictures on a storyboard. Teaching Tips for Checking Comprehension When working with early readers, the teacher will usually be the one checking for comprehension. However, you can introduce the idea that students can check for their own comprehension. If they don’t understand something, what should they do? They could ask a friend, look in the text, or ask the teacher. In addition, asking questions is a great strategy that helps to check comprehension. However, work on crafting questions ahead of time, so you can throw in a few that might require a bit more brain power. Graphic organizers are also a great tool. Even if you have non-readers and writers, you can give students pictures to sort for sequence of events, pictures to color for accuracy based on information in the text, or even a blank piece of paper for them to draw something specific from the story. Teaching kids to read can be cumbersome, but oh, it is so worth it! Early readers certainly benefit from many of the same strategies that older readers do, but oftentimes, these strategies must be presented in a slightly different format. Hopefully, you have found some strategies and tips that you can integrate into your teaching routine that will be helpful for your little learners. How do you teach early reading in your classroom? Share with us on Instagram, Facebook, Twitter, and Pinterest. Tina Wheeler is an elementary teacher in a combined 3rd/4th grade classroom at a small private school in Cuba, Missouri. She has been an educator since 2005, working in both the general and special education classrooms with students ranging in ages from 3 years old to adulthood. When Tina is not teaching, she works as a freelance writer. She also shares teaching tips and tricks on her blog at Miss Tina’s Room.

The First American Political Conventions

The history of political conventions in America is so long and steeped in lore that its easy to overlook that it took a few decades for nominating conventions to become part of presidential politics. In the early years of the United States, presidential candidates were usually nominated by a caucus of members of Congress. By the 1820s, that idea was falling out of favor, helped along by the rise of Andrew Jackson and his appeal to the common man. The election of 1824, which was denounced as The Corrupt Bargain, also energized Americans to find a better way to select candidates and presidents. After Jacksons election in 1828, party structures strengthened, and the idea of national political conventions began to make sense. At that time there had been party conventions held at the state level but no national conventions. First National Political Convention: the Anti-Masonic Party The first national political convention was held by a long-forgotten and extinct political party, the Anti-Masonic Party. The party, as the name indicates, was opposed to the Masonic Order and its rumored influence in American politics. The Anti-Masonic Party, which began in upstate New York but gained adherents around the country, convened in Philadelphia in 1830 and agreed to have a nominating convention the following year. The various state organizations chose delegates to send to the national convention, which set a precedent for all later political conventions. The Anti-Masonic Convention was held in Baltimore, Maryland on September 26, 1831, and was attended by 96 delegates from ten states. The party nominated William Wirt of Maryland as its candidate for president. He was a peculiar choice, especially as Wirt had once been a Mason. The National Republican Party Held a Convention in December 1831 A political faction calling itself the National Republican Party had supported John Quincy Adams in his unsuccessful bid for reelection in 1828. When Andrew Jackson became president, the National Republicans became a devoted anti-Jackson party. Planning to take the White House from Jackson in 1832, the National Republicans called for its own national convention. As the party was essentially run by Henry Clay, it was a foregone conclusion that Clay would be its nominee. The National Republicans held their convention in Baltimore on December 12, 1831. Due to bad weather and poor traveling conditions, only 135 delegates were able to attend. As everyone knew the outcome ahead of time, the real purpose of the convention was to intensify anti-Jackson fervor. One noteworthy aspect of the first National Republican Convention was that James Barbour of Virginia delivered an address that was the first keynote speech at a political convention. The First Democratic National Convention Was Held in May 1832 Baltimore was also chosen to be the site of the first Democratic Convention, which began on May 21, 1832. A total of 334 delegates assembled from every state except Missouri, whose delegation never arrived in Baltimore. The Democratic Party at the time was headed by Andrew Jackson, and it was obvious that Jackson would be running for a second term. So there was no need to nominate a candidate. The ostensible purpose of the first Democratic National Convention was to nominate someone to run for vice president, as  John C. Calhoun, against the backdrop of the Nullification Crisis, would not be running again with Jackson.  Martin Van Buren of New York was nominated  and received the sufficient number of votes on the first ballot. The first Democratic National Convention instituted a number of rules which essentially created the framework for political conventions that endures to the present day. So, in that sense, the 1832 convention was the prototype for modern political conventions. The Democrats who had gathered in Baltimore also agreed to meet again every four years, which began the tradition of Democratic National Conventions that extends to the modern era. Baltimore Was the Site of Many Early Political Conventions The city of Baltimore was the location of all three political conventions prior to the 1832 election. The reason is fairly obvious: it was the major city closest to Washington, DC, so it was convenient for those serving in the government. And with the nation still mostly positioned along the east coast, Baltimore was centrally located and could be reached by road or even by boat. The Democrats in 1832 did not formally agree to hold all their future conventions in Baltimore, but it worked out that way for years. The Democratic National Conventions were held in Baltimore in 1836, 1840, 1844, 1848, and 1852. The convention was held in Cincinnati, Ohio in 1856, and the tradition developed of moving the convention to different locations. The Election of 1832 In the election of 1832, Andrew Jackson won easily, garnering about 54 percent of the popular vote and crushing his opponents in the electoral vote. The National Republican candidate, Henry Clay, took about 37 percent of the popular vote. And William Wirt, running on the Anti-Masonic ticket, won about 8 percent of the popular vote, and carried one state, Vermont, in the electoral college. The National Republican Party and Anti-Masonic Party joined the list of extinct political parties after the 1832 election. Members of both parties gravitated toward the Whig Party, which formed in the mid-1830s. Andrew Jackson was a popular figure in America and always stood a very good chance of winning his bid for reelection. So while the election of 1832 was never really in doubt, that election cycle made a major contribution to political history by instituting the concept of national political conventions.

Rise and Fall of the Jamestown Colony Essay - 2347 Words

Rise and Fall of the Jamestown Colony The English settlement of Jamestown, Virginia, was founded on May 14, 1607 by Captain Christopher Newport and his fleet of a hundred or so Englishmen. During the next nine decades, this settlement would begin as a verie fit place for the erecting of a great cittie(Tyler, 33), and develop into nothing but Abundance of Brick Rubbish, and three or four good inhabited houses(Miers, 107). Two major factors led to the gradual decay and destruction of Jamestown: (1) The profit-before-survival attitude of the English settlers, and (2) the persistence of the Indians of the area to drive the English from their native lands. On the 26th day of April, 1607, three small ships - Susan Constant,†¦show more content†¦Once the English colonists decided on a site for their settlement they quickly set to work, as Thomas Abby tells us, Now falleth every man to worke, the Councell contrive the Fort, the rest cut downe trees to make place to pitch their Tents; some provide clapboard to relade the ships, some make gardens, some nets, c. The Salvages often visited us kindly(Tyler, 123). The Salvages Abby speaks of, were most likely members of one of the Algonquian tribes which occupied the country near Jamestown. These tribes inhabited the land in Virginia east of a line running from Washington, D.C., through Fredericksburg, Richmond, Petersburg, and then turning southeast along the Blackwater River and extending into coastal North Carolina as far as the Neuse River. They also inhabited the two counties Accomak and Northampton in the present Eastern Shore, Virginia. The Algonquians pushed down into Virginia from the north centuries before the coming of the English. Shortly before the English colony was established at Jamestown in 1607, chief Powhatan had brought under his control by conquest most of the Algonquian tribes in the tidewater country. This confederacy was held together by his despotic power. John Smith names twenty-eight tribesShow MoreRelatedHistorical Systems of Power, Governance, and Authority1182 Words   |  5 Pagesplayed a major part in the rise and fall of power structure and governance in the world. Societies have been overtaken, ruled, risen, and fallen. Wars have been fought for the power of one society, faction, or government to rule another. Non violent revolutions have enacted changes in power as well, making significant changes in power structures. In 1604, King James I gave a land grant to a group of entrepreneurs known as The Virginia Company to establish a colony in North America in the ChesapeakeRead MoreHistory Of Tobacco During The Colonial Period1505 Words   |  7 PagesAugust 2015 Short Answers 2. (a). Tobacco, as it relates to the early colonial period, was a fundamental cash crop for the southern colonies. It was first discovered by Europeans after Columbus’s first return from the West Indies, and by the early 17th century, tobacco from the Spanish colonies was widely used throughout Europe. John Rolfe, a Jamestown planter, experimented and produced high quality tobacco which quickly spread throughout the Chesapeake Bay. As there was great demand forRead MoreThe Discovery Of The Indigenous Native Peoples1325 Words   |  6 Pagesgoods he returned home. 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In addition to this the population growth that could not beRead MoreReligion in America, 1492-17902224 Words   |  9 Pagesreligions blossomed on the American shores of the Atlantic, a basic structure held for most of them, being predominantly derived from Puritanism. Jamestown, the first permanent English settlement, showed the link the new settlers had to God when Sir Thomas Dale said the following in 1610: Be not dismayed at all For scandall cannot doe us wrong, God will not let us fall. Let England knowe our willingnesse, For that our work is good; Wee hope to plant a nation Where none before hath stood. (Morison, pg. 89)Read MoreAmerica s Traditions And Customs2010 Words   |  9 Pagesour cuisine is the Native American Indians. The earliest settlers in Jamestown, Virginia and Plymouth, Massachusetts relied on the American Indians with their way of preparing and cooking food. The three main crops that the American Indians used were corn, beans, and squash. The Native American Indians generously shared and taught their way of life and how they made their food to the settlers. Throughout the forming of the colonies there were many different cultures and eating habits. There were huntersRead MoreThe South As Defined By The Crops Grown Within The Plantation System3011 Words   |  13 Pagesas opposed to subsistence crops, are specialized crops that are grown to be sold for profits and not used for personal use on the plantations. Plantation owners had no trouble transporting their crops because of the many waterways in the Southern colonies that made it made it easy for ocean-going ships to tie up at plantation docks. A plantation is defined as a large piece of land (or water) usually in a tropical or semitropical area where one crop is intentionally planted for widespread commercial

Paradise Lost †What Do We Learn About Satan’s Character from Line 84 To Line 191 Free Essays

Milton’s portrait of Satan has fascinated critics since Paradise Losts first publication, leading some in the romantic period to claim that Satan is, in fact, the heroic protagonist of the whole work. Certainly Milton’s description of Satan has greatly influenced the devil’s image in western art and literature since the book’s publication. From lines 84 to 191 in Paradise Lost Book 1, we are introduced to the character of Satan, who has just been hurled from heaven, ‘because he trusted to have equalled the Most High’. We will write a custom essay sample on Paradise Lost – What Do We Learn About Satan’s Character from Line 84 To Line 191? or any similar topic only for you Order Now As a reader, one first meets a stunned Satan, chained down to the fiery lake of hell, surrounded by his co-conspirators. From lines 84 to 127, where Satan is speaking to his good friend, ‘Beelzebub’, Milton presents him as being nostalgic about heaven, ‘Myriads, though bright†¦ ‘ – something one sees significantly for the first and last time throughout the poem. Satan’s great yearning for heaven is brief, and when finally suppressed, Milton offers a fine and revealing example of Satan’s rhetoric and quick-moving contradictions, as he instantly expresses excuses for his failure. Firstly, he declares that ‘Till then who knew, the force of those dire arms? ‘ explaining how they were unaware of Gods powers before testing him. This is supportive evidence, backing up the suggestion that Satan is the supposed ‘Father Of Lies’, as he is seen to be directly manipulating the truth. He manages to make ‘He with his thunder’ sound as though God had taken unfair advantage by using an illegal weapon. Moreover, he never refers to God by his name, but as ‘He’, ‘The potent victor’, or ‘Our grand foe’. He makes a virtue out of his unwillingness to ‘Repent or change’ – the very unwillingness which imprisons him eternally in the hell of himself. Much of what Satan says makes him sound grand and admirable because of the rhetorical force with which it is expressed, however when studied more closely it is seen to be more hollow, and even absurd. Satan claims that in the war against God, ‘He shook his throne’, and that the battle was ‘dubious’ – that it could have gone either way. This is obviously untrue, and again contributes to the image of him being a rather desperate liar. Satan’s remarkably obvious sense of optimism becomes greatly evident towards the end of his speech, where he describes all the positive things that have been the outcome of their war. Firstly he boasts of how they have now gained experience of Gods power – ‘through experience of this great event’, and then he persuades himself they have learnt a lesson from defeat, and ‘in foresight much advanced’, will do better next time in the ‘eternal war’. In my opinion however, Satan’s brave face is merely superficial. Beneath, he is racked with ‘deep despair’, his essential spiritual condition. His ‘public face’, is that of supreme dissembler, and it is impossible to know the extent to which he is deceived by his own rhetoric. This idea, creates effects of sympathy towards Satan’s character as it almost suggests that he is hopeless and possibly even doomed. Throughout this particular speech, Milton in my opinion, indirectly forces juxtaposing emotions upon his readers in relation to the character of Satan – being that of sympathy Vs admiration. The feeling of sympathy, as he seems so determined to be a successful leader, however it is clear that he does not really know himself where he is leading to. Even though one might feel this pity, the admiration of his great courage to rebel against authority makes Satan more appealing and likable as a rebel. From lines 128 – 55, Beelzebub, the born second-in-command replies to Satan beginning by being sycophantic towards him, and then continuing the myth that their rebellion had ‘endangered’ god. In contrast to Milton’s confident and optimistic portrayal of Satan, he presents Beelzebub in a much dimmer light – portraying him as being heavily depressed through the repetitive use of emotive language, using words such as ‘destruction’, ‘misery’, pain’ and ‘fire’. This key difference in character highlights the extent of Satan’s sheer optimism in their situation, making him appear plausible for his determination and great courage, of which he appears to possess over the other rebel angel. Following Beelzebub’s pessimistic and sorrowful reply, Satan forcefully attacks him with a powerful and persuasive speech, desperately hoping to uplift his despair. From comments such as, ‘to be weak is miserable’, one learns that Satan is determined to scotch such defeatist talk and to abolish any sense of weakness. Although Satan shows signs of great commitment in his ambition to ‘pervert’ God’s providence, I think that he knows in his heart that he is on a hiding to nothing and the worst he can do is cause God temporary inconvenience. Words such as ‘disturb’ and ‘perhaps grieve’ illustrate Satan’s rather poor plans to merely ‘irritate’ God, with his language generally lacking the vigour one would expect from Satan. Although Satan lacks in the quality of his plans, he does successfully manage to in-force a sense of time and place – as well as a feeling of unity, for example through ‘Our enemy’, ‘Our Own loss’. The effect of this is that it brings the rebels closer together reminding them that they have each-other, and therefore have a side. This shows us that Satan has great leadership skills, in that he holds the situation together and persuades his friends to follow his plans. Overall, I believe that from lines 84 to 191, Milton offers his readers an extremely complex and diverse view of Satan’s character, indicating rather important aspects that his personality appears to dominate. As the image created is rather dependable, my personal attitude towards him so far is greatly ambiguous, feeling both attraction, and repulsion – many people, it is relevant to add feel the same about snakes. The most notable aspects that have so far had effect shaping my view of his personality are his sheer courage and energy – that he appears to have on such an enormous scale. However, when analysing the value of these qualities in themselves one is forced to question their significance. In actual fact, when studying all major aspects of Satan’s character so far – the discussion of him rapidly turns into a series of endless questions, which I hope will soon be answered as the poem develops. How to cite Paradise Lost – What Do We Learn About Satan’s Character from Line 84 To Line 191?, Papers

The 1960S Essays (922 words) - Counterculture Of The 1960s

The 1960'S The fifties was a learning year and the 60s became the time to express everything that they learned. The 60s was a time for new and innovative ways to entertain the people. Since the blacklisting continued in Hollywood, the making or films became very difficult to express. The restrictions, such as the production codes, kept the big corporations to produce films that had no interesting subjects. These films also had to be films that show no signs of communistic values. The film industry was failing to bring in the audience to the theaters. With the TV making a big wave all over, the U.S. the film industry was losing it is money. Then in 1961 something big happened, 20th Century Fox took apart its lot. This act was one that led to a chain reaction. Studios were assuming the role of distributors. This would allow the independent companies to come in and add a new flavor to the silver screen. During this time films changed its traditional film making ideas. Things started to get graphic , more violent, sexual and more expressive. Movies had found a new look and with the production codes now gone and the blacklisting ending, there was an explosion of ideas that would be presented to the United States. The change in the U.S. can be said to be a social revolution. People were growing sick of the same old movies, they wanted a change and Hollywood needed to deliver or else they would lose their audience to the TV. In the early 60s, the studios were still afraid of the blacklisting so the films were still very safe. An example of this is the film Sound of Music (1965). This was a film about a musical family that needed to escape the Nazi presence. Although the movie is based on a true story, they still follow the same old idea of a nice family, who must escape from the clutches of evil. Basically, the movie is saying good guys win and bad guys always lose. Sure this how most films are made but there is no sense of change, no differences in the style or way it was made. Since there was no change, the public was not interested. The TV was much more convenient and kept the publics interested. It was not until the late 60s, that people started to notice the change on the silver screen. Movies started to head in a different direction. In November of 1968, the Production Codes were gone; the producers could make movies with more freedom of expression. There were no more restriction for the film industry, except for the obvious ones. The content of all films started to become more vivid. For example the Film Bonnie bad guys. The same goes for the Movie the Wild Bunch, directed by Sam Peckinpah, the movie ends in a blood bath. People dying all over the place and not a single survivor. Very violent, but a change that makes Hollywood noticed again. But it wasnt just violence that started to change but also the level of Sex and drug use. In the movie Last Summer (1969), directed by Frank Perry, there is a great deal of sexual innuendoes. The characters from the movie are adolescents that experiment with their sexual desires and experiment with drugs. This film also defies the norm or adolescents being uneducated to the worldly things such as sex and drugs. The adolescents in the movie have a deeper knowledge of themselves and are more complex than the way previous movies portrait them as. Not to mention The Graduate (1967), directed by Mike Nichols, a story about a college Graduate who finds himself stuck in his life. However, finds