Changes of Hester Prynne in Hawthornes Scarlet Letter :: essays research papers

In Nathanial Hawthorne’s The Scarlet Letter, the reader meets the character Hester Prynne who as the novel progresses, one notices the changes in her character are very dramatic. The changes are both physical and in her mannerism’s. There are many significant events which took place before the start of the novel and during the novel. Some of these events that lead to this dramatic change include the affect of wearing the scarlet letter, the secrets which she keeps, and her daughter Pearl’s evil characteristics. By these events, Hester Prynne’s image is transformed throughout the time of the story. As Hester wears the scarlet letter, the reader can feel how much of an outcast Hester becomes. When walking through town, â€Å"†¦she never raised her head to receive their greeting. If they were resolute to accost her, she laid her finger on the scarlet letter and passed on† (Hawthorne, 127).She believes that she is not worthy of the towns acknowledgments and chooses to ignore them. The guilt that now rests in Hester is overwhelming to her and is a reason of her change in personality. The secrets which Hester keeps are because she is silent and hardly talks to anyone. â€Å"Various critics have interpreted her silence†¦ as both empowering†¦ and disempowering†¦ Yet silence, in Hester’s case, offers a type of passive resistance to male probing† (Elbert, 258). One may refer back to the scene at the beginning when Reverend Wilson is trying to get the name of the other sinner. As Hester refuses, one may see this as a foreshadowing for other events. Hester is a strong woman who would not tell a soul the secrets that interconnect Dimmesdale and Chillingworth. The secrets however begin to take a toll of Hester especially as Chillingworth comes to town and is dying to know who the father of Pearl is. As a living reminder of Hester’s extreme sin, Pearl is her constant companion. From the beginning Pearl has always been considered as an evil child. For Hester to take care of such a demanding child, put lots of stress onto her life. Hester at times was in a state of uncontrollable pressure. â€Å"Gazing at Pearl, Hester Prynne often dropped her work upon her knees, and cried out with an agony which she would fain have hidden, but which made utterance for itself, betwixt speech and a groan, ‘O Father in heaven- if Thou art still my Father- what is this being which I have brought into the world!’† (Hawthorne, 77).

Rate of Reaction Coursework Essay -- GCSE Chemistry Coursework Investi

Investigate if changing the concentration of an acid will change the rate of the reaction when marble is dissolved in hydrochloric acid. Apparatus Marble Chips Conical Flask Hydrochloric Acid Gas Syringe Delivery Tube Stop Watch Fair Test To make the experiment a fair test I will use the same amount of acid for each concentration. I will do this by using a capillary tube because they are very accurate. I will use 3g of marble in each concentration of acid. I will clean everything out before I start the next experiment with a different experiment. Safety ====== Magnesium is flamable and when it reacts with acid an exothermic reaction takes place releasing a large amount of heat energy. Acids are corosive so saftey glasses must be worn. Method I will use Marble chips all of a small size. I have decided to use 3g or marble chips. The amount of acid I have decided on is 20ml. I will measure this by using a burette, a very thin tube that lets out the acid when you turn the tap; it gets very accurate amounts of acid. I can measure the speed of the reaction by how much gas is given off. I can measure this in cm3 in a gas syringe. When the experiment takes place, I will take the reading every 10 second to get a good graph for the results. If the reaction goes very quickly, I will take the readings every five seconds. I will use acid of 0.5, 1, 1.5, 2 and 2.5 molar concentrations. To be sure I can rely on my results I will repeat he experiment twice or three times if necessary, because there is chance of inaccurate results for many reasons. Calcium Carbonate + Hydrochloric acid Calcium Chloride + Water + Carbon Dioxide CaCO3 + 2HCl CaCl2 + H2O + CO2 Prediction ========== I predict that if the concentration of the Hydrochloric a... ...would have been a lot similar. If I did use Powder however, the concentration of acid may have had to be weakened as the reaction would have taken place a lot quicker due to the very large surface area and readings wouldn't have been as accurate. Secondly, an inaccuracy may have been caused by the fact that the temperature may have dropped during the reaction. This could have been used if I used a water bath to heat up the acid to a constant temperature. You have to allow for a margin of human error during the experiment, some people react slower than others and you have to rely on the person taking the readings with the stopwatch. The results were reliable because they were almost the same in both experiments, even though there was an anomalous result; it happened in both experiments, so the results were still relibale, I have no explination for the anomalous result.

Life Struggling Against Death in Shakespeares Sixtieth Sonnet (Sonnet

Life Struggling Against Death in Shakespeare's Sixtieth Sonnet (Sonnet 60) Shakespeare's sixtieth sonnet is probably addressed to the same young, male friend to whom most or all of the earlier sonnets are said to be addressed. The sonnet does not specify this, however, so it could be to anyone or everyone. The theme is certainly universal; time steals human life away, but poetry is immortal. The poet uses diction and imagery to paint a picture of life struggling against death and losing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The speaker of the sonnet tells the audience in the first quatrain that human life is fleeting. He or she refers to life as "our minutes" (813). This is a twist on the traditional expression "our days." The use of "minutes" in place of "days" makes life seem even shorter and gives the poem a sense of urgency. The speaker uses wave imagery to show the audience that life is rushing: "Like as the waves make toward the pibbled shore,/ So do our minutes hasten to their end" (813). The wave is a very appropriate symbol for life. First it is nonexistent, then it becomes a small groove on the water, then it swells to greatness. As it grows in size, it speeds up, as life seems to speed up as people grow older.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The speaker says that the minutes of life are "Each changing place with that which goes before,/ In sequent toil all forwards do contend" (813). The speaker treats the minutes of life without glamour. The minutes, like the waves, pass in the same way as those that wint before them. The speaker uses the word "toil" to imply that life is drudgery. The wave, even when swollen to its zenith acts in an imitative and monotonous way. Then it begins to shrink more quickly than it grew, finally dissipating as it crashes o... ...d nothing stands but for his scythe to mow," but in the next line says that the "verse shall stand" (813). The speaker also implies that the poetry might be written more in spite of Time than in praise of the audience. "The worth" of the audience is mentioned only once, while the mighty enemy, Time, is the focus. The victor over Time is the verse.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The speaker of the poem tells the audience that he or she should be flattered that they were chosen as the subject of the speaker's poetry. The speaker convinces the audience that life is weak and Time is strong, but the speaker's poetry is stronger still. Perhaps the speaker felt that the audience was not appreciative enough of some previous efforts at immortalizing him or her in verse! For whatever reason, the speaker of Sonnet Sixty gives the audience a profound example of the importance of poetry.   

Philosophy of Truth Essay

There are many theories on the meaning of truth, and with those theories come beliefs and questions as to why one is more adequate than the others. The theory that I will discuss as the most adequate is the correspondence theory. Honestly, I don’t possess the capabilities to fully determine the most sufficient theory of truth. I do, however, have empirical evidence and solid reasoning to support the correspondence theory. There are many valid arguments and questions of this theory that I am not qualified to completely refute. For the sake of this essay I am only able to continue this age old discussion, not to conclude with an exact theory of truth to follow. First I will introduce the basic ideas of the correspondence theory and then I will show why I support these ideas. Then I will present what some other philosophers have said in regards to the correspondence theory and how I interpret these statements. To end, I will discuss the basic arguments against the correspondence theory, and show reasons as to why these arguments are applicable to any theory. The concept of the correspondence theory says that a statement is true only if the facts given match up with reality. (Solomon p. 268) This can be a very simple approach to determining the truth. The basic idea is that if, based on my understanding of reality, the statement given matches that reality then the statement is true. If the statement does not correspond to reality then it is false. A statement is a sentence that can be determined to be true or false but not both at the same time. So ultimately I use past experiences and beliefs to determine my concept of reality. Then, based on my idea of reality, I determine if a statement is either true or false. â€Å"To say of what is that it is not, or of what is not that it is, is false, while to say of what is that it is, or of what is not that it is not, is true† (Solomon p 268) This was Aristotle’s belief in Metaphysics and seems to be a very clear-cut statement on how to determine truth. Either a statement is true or false. The law of contradiction says that a statement and its denial cannot both be true. (Solomon p. 266) This reinforces the belief that a statement cannot be true and false at the same time. As Aristotle also said in Metaphysics â€Å"It is impossible for the same man to suppose at the same time that the same thing is and is not. † (Solomon p 266) This however, as some still argue, does not solve the problem that what may true to one, may be false to another. If reality is based on my experiences, then having different experiences can cause different perceptions of reality. The argument of whom or what would determine the final truth is well beyond my qualifications. This can cause a contradiction of truth. This contradiction, based on an individual’s idea of reality, is another concept that I am able to only understand and take a position. I do not have the final answers to these arguments but I do have a perspective. An individual’s concept of reality is unique to that individual. Based on ones’ experiences comes that person’s concept of reality. Just because someone’s experiences cause them to believe one truth, doesn’t mean they are wrong if I believe another truth. This idea of reality is what causes philosophers to discuss different theories of truth and their credibility’s on many different levels. These extreme cases and abstract ideas is where the correspondence theory draws in the critics. I feel that some of these arguments, though valid, are applicable to any theory. The first argument of this theory roots from the name itself. This argument of the correspondence theory states that â€Å"there is no such thing as a statement or belief that by itself is capable of corresponding to anything. † (Solomon p268) This means that mainly because our words have different meanings in different languages there is not one single statement that can â€Å"correspond† to anything. I feel that this is a weak argument in that it would mean that nothing can be true. There are many different languages and there is no single word I know of that is universal. This argument could be applied to any theory of truth. If what I say is not true to everyone, then it is false. That seems to be the basis of this argument and because of this belief nothing could be true. To me that is an outrageous and un-realistic argument. The next point critics of the correspondence theory make is that there in some cases may be physical implications with verifying correspondence. One example of this for me may be my diabetes. If I say â€Å"my blood sugar is low† the only way to verify if that is true is through the use of my glucose meter. Without the correct equipment there is no way to tell if that statement is true. (At least until I’m in a coma! ). To me this still seems to have a simple solution; the truth isn’t known until it can be verified. I truly do not know if my blood sugar is low until I have tested it. This may cause me to have to rely on another person’s statement but then I can only form an opinion. If I cannot verify the truth physically then I do not know if it is true. This brings up the next argument. The final point I will talk about is that of abstract ideas. Some people will argue that the correspondence theory does not â€Å"work† for abstract ideas, such as love and feelings. These are difficult to verify since they are mostly feelings. There is no concrete source to â€Å"match† them up with. To find the truth in these areas is very difficult with any theory of truth. The best answer I have to counter this objection is that the truth to these abstract ideas is unique to every individual and is really more of an opinion. If someone says â€Å"I am hungry† that is really more of an opinion than a statement. Therefore these claims cannot be either true or false, they are a feeling and that is not for me to judge as truth or not. This leads me to conclude that the correspondence theory is the most adequate theory for determining truth. As long as a belief or statement corresponds with my perception of reality then it is the truth. Though there are valid arguments against this theory I feel that they are a stretch and can be argued against any theory of truth. Bibliography Solomon, Robert, Introducing Philosophy, 8th edition, (Oxford University Press, NY 2005) pp266-279.

Celta – Pre-Course Task

CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for. Celta – Pre-Course Task CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for.

Rugged Individualism

History as we know has many ways of describing it, with all the historical events that occurred in the past it is a result of our American system. As Americans, we live in a land of opportunity and because of that we have the freedom to live . â€Å"Every individual should be able to support themselves out that wouldn't include the government's aid†. This idea was originally introduced in Herbert Hoover's speech when he was president of the United States. Although this idea refers back during the Great Depression, Hoover believed that Americans shouldn't be assisted somehow by the government, financially speaking.In my perspective, I see rugged individualism as to any individual who is not being aided from the government, but also not just financially, but incentively through the mind. As I read along through books that relate to the American Dream, Hoover's idea of rugged individualism became more visible. Similarly books like â€Å"Ragged Dick† by Horatio Alger, †Å"The Great Gatsby† by Scott Fitzgerald and â€Å"A Raison in the Sun† by Lorraine Hansberry, are comparable that the idea of rugged individualism is still being used and even through today's society.To illustrate rugged individualism through the book Ragged Dick, Alger created a book disclosing the 19th century lifestyle of a poor boot black. In this book rugged individualism shows because of how Alger describes the motivation through his main character â€Å"Dick†. He was fourteen years young and worked as a ‘bootblack' aka shoeshiner boy and slept in dirty torn up clothes on the streets of New York City. Alger portrayed him as any ordinary boy that lived the hard life in the streets; he smokes and drinks occasionally.However, Dick would still practice good deeds and some gentlemen would be impressed that how would a bootblack be so humble and attentive in his work in the streets of New York. â€Å".. He was above doing anything mean or dishonorable. He would not steal, or cheat, or impose upon younger boys, but was frank and straight-forward, manly and self-reliant. His nature was a noble one, and had saved him from all mean faults. † Dick is a good example of someone who I thought that reflected rugged  individualism.He was brought up by himself and never had much of a role mode to look up to while growing up. He relied on himself to get customers to get their boots shined, he didn't complain about living on the streets or how filthy is his clothes was from the work that he does. In my point of view, Dick didn't have help from anyone, or didn't expect anything from anyone, and if he did he would be more than grateful and smart enough to invest it in the right ways.In the book, he was treated very well by an older man and his son, and during that time in the book he acted very humble as he explains that he lives on a cardboard box on the streets and didn't really see that hygiene wasn't so important to him, but what was im portant was how he was going to feed himself and live in the future. And as soon as he found a plan to get better at what he does he uses that money to save for an apartment and to invest in for the future. Although wealth can bring you happiness and success in life, it can also you direct you in the wrong places.The main character of the book by Fitzgerald is Gatsby who is a wealthy man. He tries to use his wealth to attract the attention of a women named Daisy. This is not the right way of to get someone to love you but he's also thinking that his money can bring him success of happiness. He believes that his money will make him succeed in his attempt to get Daisy to fall back in love with him. He would be known to throw the largest parties every saturday, and his guest wouldn't even know who is he truly and why there's a party. At that time in the early 1920's, every person in new york city loved to party.Furthermore Daisy likes the fancy things, the partying and it all seems so good, but her heart is still committed to her husband. Therefor Gatsby's plan was not successful because his plan wasn't a way of receiving love back. Rugged individualism may not seem evident, but it does in a way that Gatsby wanted to help from his money to get his dreams to come true didn't work out. For he wanted the parties to draw her attention, even his large land and big mansion couldn't help him to fulfill his dreams with Daisy. Lorraine Hansberry created a book that was about dreams.In the story A Raisin in the Sun, the main characters each have their own dream that they want to fulfill. The Youngers family struggle to attain these dreams through out the end of the story. Walter who is the man of the house wants to afford things for his family and give them a decent life to live and not having to hold back for his wife and kids. There's Beneatha his sister who wants to be a doctor and their Mama who just wants to best for their family. Although things didn't go as planned, fights and tension between Walter and his family even his wife, things became a learning lesson to each one.Mama always knew best, and when it all came down to one decision, it had to go Mama's way. That Walter had to turn down the offer of a big check to keep them from staying away from living at a all-white neighborhood. This taught Walter that his son, Travis, looks up to him as the man of the family, and in the long run, his decisions will be reflected on his son. He wouldn't want his son to think this is right. Walter was stubborn throughout the book that he just wanted to money to provide for his family, another house to live in, pearls to wear on his wife, and a better life for his son.But Walter didn't earn that money, it was just the life insurance of his father and he didn't earn any of it himself. In this book Walter is the example of rugged individualism because although he was stubborn to realize that it was wrong to receive that check to not live in an all-white neigh borhood. If he accepted it, the money coming in wouldn't be because he worked hard for it, it would because he wanted the white people to have their way of keeping their neighborhood an all-white neighborhood.But no one shouldn't be told to live a certain area because of their skin color. So when Walter rejects the offer, he is also accepting the fact that he will have to work harder to provide, and try to uplift his family in some way. It's better than uplifting his family in the wrong way by accepting that offer. That insurance check was tempting for Walter to accept, but he didn't and later when his son would grow older, he can then explain to him that he has worked for every bit of that money that kept his family together.In America today, we still struggle with people who don't live up to the idea of â€Å"rugged individualism†. I believe it isn't really called by that term, but people know it as the American Dream. People who aren't familiar with both are those who thin k reaching your lifetime goals don't require any effort or any struggles. For those who become millionaires are results of hard work and labor that put in to achieve in life. Anything worth having is worth fighting for, and along the path there needs to be struggles and failures, but it is still a choice to keep trying and to not give up.History as we know has many its ways of describing it, throughout all the historical events that occurred in the past it is a result of our American system. As Americans, we live in a land of opportunity and because of that we have the freedom to live. With the three books that i've mentioned, they are examples of the having the opportunity to uplift themselves in their lives. In each book they have reflected to the idea called â€Å"rugged individualism† which was introduced by Herbert Hoover when he was president of the United States.According to Hoover this idea meant that â€Å"any each individual should be able to support themselves out that wouldn't include the government's aid†. Even so, I see rugged individualism as to any individual who isn't being aided from the government, but also not just financially, but incentively through the mind. As I read through the three books, each author had their ways of reflecting rugged individualism through their characters, and with the struggles and decisions they made through the books.

Arendt-Theory of Totalitarianism Essay

Hannah Arendt is widely regarded as one of the most important, unique and influential thinkers of political philosophy in the Twentieth century. Arendt was greatly influenced by her mentor and one time lover, Martin Heidegger, whose phenomenological method would help to greatly shape and frame Arendt’s own thinking. Like Heidegger, Arendt was sceptical of the metaphysical tradition which tended towards abstract conceptual reasoning; ultimately at odds with the reality of human lived experience. Consequently, Arendt was highly dubious of being referred to as a philosopher, as she felt philosophy was, by its own essence, confined to the proverbial ivory tower. She believed political life was at the apex of human experience and so she identified as a political thinker/actor. Her emphasis on the phenomenological nature of the lived political experience permeates her life’s works and perhaps can be said to constitute her own distinct brand of political philosophy. Arendt’s early publication, Ideology & Terror: A Novel Form of Government, is a profound elucidation of the nature of the theretofore unprecedented (she argues) phenomenon of Totalitarianism and its â€Å"origins†¦ elements†¦ and functioning†¦ † A Novel Form of Government: Arendt posited that the totalitarian forms of â€Å"government and domination† (Arendt. 03) which characterised the Nationalist Socialist party in Germany and Stalin’s oppressive regime in Soviet Russia, which saw systematic genocide and terror visited upon literally millions of innocent people, were unprecedented in the history of political systems, and were not mere modern manifestations of ancient forms of violent government such as despotism or tyranny. She went further even, to suggest that totalitarian systems had destroyed the very foundations upon which traditional ideas and presuppositions of government rested. Although totalitarianism seemed to contain elements of tyrannical or despotic forms of government i. e. terror, violence, absolute power etc Arendt contended that totalitarian regimes differed in important ways which rendered them qualitatively distinct. Tyranny and dictatorships, she argues are marked by â€Å"Arbitrary power, unrestricted by law, yielded in the interest of the ruler and hostile to the interests of the governed, on one hand, fear as the principle of action, namely fear of the people by the ruler and fear of the ruler by the eople†¦ †(Arendt. 306) Terror, according to Arendt, has traditionally been used as a means to an end, or tool for tyrannical regimes, namely the end of maintaining and sustaining a position of power over its subjects. Totalitarian systems however, do not function in this way, ideologically at least, According to Arendt. â€Å"total terror leaves no arbitrary lawlessness behind it and does not rage for the sake of some arbitrary will or for the sake of despotic power of one man against all. † (Arendt. 311) Context and Content: In order to understand the nature (if there is one) of Totalitarianism forms of government, it is important first to understand both their historical contexts and the Ideologies which underpin them, as Totalitarian regimes, are by their nature ideological, as Arendt shows. Take for example National Socialism, the political ideology which took root in Germany during the 1930’s, characterised by militant nationalism and overtly inherent racism. The context in which the Nazi party rose to prominence was the extreme devastation, debt and resulting poverty and hunger left in Germany in the wake of the First World War. It can indeed be argued that Adolph Hitler’s demagoguery and flair for rousing public sympathy with his intense speeches, was also crucial to the widespread proliferation, acceptance and support for Nazi ideology, at a time when people yearned for a clear solution to their plight and poverty. Hitler’s bellicose rhetoric displayed a typical trait of ideologies; a final solution, the idea that the answer to all of life’s problems can be understood and solved by following a particular stringent course of action determined by a single unambiguous worldview. Ideologies-isms, which to the satisfaction of their adherents can explain everything and every occurrence by deducing it from a single premise† (Arendt. 315) Nazi Ideology had at its core, a politically and indeed racially motivated perversion of the Darwinian concept of a natural hierarchy of species, in which the stronger/more successful species would inevitably replace the weaker ones. Darwin’s profound insight into the ways in which organisms evolve was warped and misrepresented by the Nazis, who filtered it through their racist and nationalist worldview, justifying the extermination of Jews and other supposed degenerate races by claiming they were following and indeed implementing a Law of Nature. In Darwin, Arendt explains, the Nazi party had found what they saw as an unbending Natural Law, the very source from which positive (manmade) laws had been traditionally derived. far from being â€Å"lawless,† it goes to the sources of authority from which positive laws received their ultimate legitimation† (Arendt. 307) Arendt argues that this Law of Nature was taken to be a suprahuman edict which was used justify their campaign of terror and genocide, and furthermore usurp any positive laws which were counter-productive to their cause. Nature itself mandated the extermination of lesser â€Å"degenerate† races according to Nazi ideology. And so the carrying out and indeed hastening of the process of this â€Å"Natural† decree was the end which the Totalitarian regimes sough to effect. In fact, Totalitarian ideology sought for the actual societal embodiment of these supposed Laws of history and nature, and asserted that by the strict implantation and of these laws, a utopia on Earth would be realised. â€Å"the Law of Nature or the law of History, if properly executed, is expected to produce mankind as its end product† (Arendt. 307) Arendt is highly critical of this thinking which she describes as particular to Totalitarian government. One of the most obvious critiques which she makes is the complete disregard in this line of thinking for basic anthropological concerns i. e. ow humans actually tend to behave and function. â€Å"It applies the law directly to mankind without bothering with the behaviour of men†¦ Totalitarian policy claims to transform the human species into an active unfailing carrier of a law to which human beings otherwise would only passively and reluctantly be subjected† (Arendt. 307) Terror as the essence of Totalitarian rule: Built into the notion of executing the Laws of nature and history is an inherent eschewing of the legitimacy, importance and even relevance of manmade or positive laws, which are intended to govern and ease the functioning of societies in which people participate. The denial of positive laws and their replacement with the bringing into effect, a Law of Nature or indeed a Law of History as per Totalitarian ideology, is, Arendt argues largely what separates Totalitarian regimes from despotism and tyranny. Because they drew their justification from the very source of all positive laws i. e. Natural law, Totalitarian regimes were able to substantiate this denial of the legitimacy of positive laws by claiming that in aiming to produce the perfect rule of Natural Law on earth, that mankind itself would become the very â€Å"embodiment of the law† (Arendt. 08) By claiming to actualise and bring into effect fundamental laws which determine the inevitable course of history by establishing the perfect rule of Natural law on earth through use of terror, Totalitarian regimes subvert at the same time traditional notions of government and also notions of the utility of terror. Terror was no longer merely an arbitrary tool of oppression, (although it was of course the methodology with which the terrible ideology of Totalitarianism was realised) Terror was itself the embodied form which submission to the supposed Law of Nature took, or as Arendt puts it â€Å"Terror as the execution of a law of movement†¦ Arendt. 311)† Terror was in fact now the end goal itself; as such Terror is indeed Totalitarianism’s essence. Arendt uses a good analogy to illustrate this point. â€Å"the absence of crimes in any society does not render laws superfluous but, on the contrary, signifies their most perfect rule-so terror in totalitarian government has ceased to be a mere means for the suppression of opposition, though it is also used for such purposes. Terror becomes total when it becomes independent of all opposition; it rules supreme when nobody any longer stands in its way. If lawfulness is the essence of non-tyrannical government and lawlessness is the essence of tyranny, then terror is the essence totalitarian domination† Dangerous Ideology: What made Nazism and Stalinism so dangerous, according to Arendt, were not merely the ideas which characterised their respective ideologies i. e. racism and dialectical materialism, but the logic which one could arguably follow from these types of thinking. If Ideologies are the logic of ideas, (which they are! ) then it is the seemingly logical implications of these ideas, which made them dangerous. To put it simply, if one concludes that there are suprahuman forces which determine the very course of history, as espoused by Nazism and Stalinism, then one must be bound to follow the logical steps which lead from this idea. â€Å"Whoever agreed that there are such things as â€Å"dying classes† and did not draw the consequence of killing their members, or that the right to live had something to do with race and did not draw the consequence of killing â€Å"unfit races,† was plainly either stupid or a coward†. (Arendt. 318) The dangers of commitment to the logic of ideas bviously are determined by the extremity of the ideas themselves, however as Arendt rightly points out, it is this ice cold reasoning which both Hitler and Stalin were very fond of which gave their ideologies a trajectory of power and an pseudo-scientific guise which legitimated them. Rather than a principle of action aimed at some common good or societal benefit such as the prevention of crime, this â€Å"logicality of ideological thinking† (Arendt. 321) is what makes Totalitarian government tick. Isolation, The Phenomenology of Terror: As we have seen, terror is the essence of Totalitarianism. But it is important to realise exactly what this means for the experiencing subject of Totalitarian rule. Terror, Arendt explains, destroys the ability to engage in any public life. Isolation is the most salient feature of terror. Terror wrought isolation has been used throughout the centuries by tyrannical rulers to inhibit political agency and thus destroy the possibility of revoltâ€Å"†¦ terror can rule absolutely only over men who are isolated against each other and that, therefore, one of the primary concerns of all tyrannical government is to bring isolation about†¦ Isolation and impotence, that is the fundamental inability to act at all, have always been characteristic of tyrannies. † (Arendt. 321-322) The final way in which Totalitarian governments differ from those regimes of tyranny, which have also employed terror as a tactic, is for Arendt, the destruction by terror of the private sphere of human life. Total terror, as it were, is not content with merely destroying the public life of people and their ability to interact. Total terror permeates the mind and destroys the faculties of creativity and mental autonomy. Totalitarianism seeks to destroy the entire ability for people to create something new and bring it into the world. While it obviously needs to destroy the ability of political life, it also enforces utter personal isolation (loneliness) on the mind of the individual, so that he or she has no outlet vent and indeed no ability to form ideas of their own. â€Å"In isolation, man remains in contact with the world as the human artifice; only when the most elementary forms of human creativity, which is the capacity to add something of one’s own to the common world, are destroyed, isolation becomes altogether unbearable†¦ Totalitarian government, like all tyrannies, certainly could not exist without destroying the public realm of life, that is, without destroying, by isolating men, their political capacities but totalitarian domination as a form of government is new in that it is not content with this isolation and destroys private life as well. It bases itself on loneliness, on the experience of not belonging to the world at all, which is among the most radical and desperate experiences of man. † (Arendt. 24) The phenomenological and anthropological implications of this total terror are for Arendt the complete breakdown of the human actor. She argues that humans are essentially social beings who need social interaction to function and live as we are hardwired to do so; our complete sense of who we are and what our world means ultimately derives from our experience of interacting with others. â€Å"For the confirmation of my identity I depend entirely upon other people† (Arendt. 324) In conclusion I think it may be prudent to summarise the central elucidations which Arendt makes in Ideology and Terror. . Totalitarian governments were unprecedented governmental forms before the early 20th century. 2. Totalitarian governments are ideological in nature and functioning, and derive their justifications from suprahuman â€Å"Laws of Nature and History† and implement the logic of these ideas through use of terror. 3. Terror is the primary tool and also the essence of Totalitarian governments, i. e. Total terror becomes the actual embodied form of the Laws of History and nature made manifest 4.  Totalitarian governments destroy the ability to act politically as all tyrannies do, but also they destroy the realm of private life as well, rendering human existence a miserable one in attempting to make each person the actual embodiment of Natural and Historical Laws Arendt’s masterful work has shed light on one of the darkest periods in human history and it al so lends insight into the nature of government, society and the human subject more broadly speaking. She remains a seminal figure in the discipline of political philosophy and continues to inspire thought and debate to this day.