Writer is free to pursue any field of inquiry Research Paper

Writer is free to pursue any field of inquiry - Research Paper Example This is arguably the greatest difference and point that makes the beloved better since unlike the summer’s day the beloved is eternal. Moreover, the final lines of the piece explains how the beloved shall live forever in the words of the poem. Additionally, the couplet cements this by arguing that the beloved shall live eternally as long as men breathe and eyes see. Nevertheless, to clearly understand the sonnet there it is important to focus more on the overriding theme and also the general feeling prevalent in the sonnet. Determination of the overriding theme requires a critical evaluation and analysis of the main emergent idea in the sonnet. Theme are important since they give a clearer and better understanding of the main argument in a poem. For this particular sonnet, the overriding theme can be considered to be love. This is because the greatest part of the sonnet mainly focuses on praises directed towards the beloved. Unlike the summer’s day that seems to lack in so many respects such as too short, too hot, and too rough among others, the beloved carries all the desirable aspects of a perfect summer day. For example, the second line states â€Å"Thou art more lovely and more temperate†. Inclusion of such praise towards the beloved shows the speaker’s view and in totality love is the most prevalent theme in the sonnet. Incorporation of emotions in poetry is considered to be of great importance. This is because presence of emotions in a poem creates a platform for readers to interact with the main idea of the poem. Since most poems are written in a seemingly hidden meaning technique, there is need to incorporate an aspect that can act as an intermediary between the persona and the reader hence enhancing understandability. Shakespeare has managed to invoke readers’ emotions through the comparison tactic. There is a general feeling of tenderness as the reader goes through

Compromise and Marriage in Pride and Prejudice Essay -- Pride Prejudic

Compromise and Marriage in Pride and Prejudice      Ã‚  Ã‚  Ã‚   It is not unusual for an individual to disagree with social customs or expectations. Some people are only happy when they can rebel against society. Most mature adults eventually realize that compromise is necessary to achieve happiness. This is the case in the early nineteenth century England setting of Pride and Prejudice, by Jane Austen. In the novel, Miss Elizabeth Bennet is a lively, independent woman, whose family's financial situation and whose strong mindedness suggest that she may never marry. Mr. Darcy, is a rigid and proper man, who falls in love with Elizabeth, despite their differences. By the end of the novel, Elizabeth and Darcy learn to compromise, and, in doing so, become truly happy. In marrying, they not only fulfill themselves as individuals, but also affirm the principle values of society. The marriage at the end of the novel shows Jane Austen's ideal view of marriage as a social institution.      Ã‚  Ã‚   The novel Pride and Prejudice, by Jane Austen gives us the reader a very good idea of how she views marriage, as well as society. The theme of marriage is set in the very opening sentence of Pride and Prejudice; "It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife" (Austen, 1) As Norman Sherry points out, this is Austen's way of implying that 'a single man in possession of a good fortune' is automatically destined to be the object of desire for all unmarried women. The statement opens the subject of the romantic novel; courtship and marriage. The sentence also introduces the issue of what the reasons for marrying are. She implies here that many young women marry for money. The question... ...s, Jane Austen makes them 'all right'." (Sherry, 92) By having Darcy and Elizabeth end the novel engaged in an ideal marriage is a significant detail. Jane Austen, in doing this is suggesting that society would be better if it followed Elizabeth and Darcy's example. By controlling pride and prejudice, and by learning that compromise is sometimes the best way to happiness, society can hope to improve itself. Marriage in the end, is the perfect ending, since it is both an affirmation of the values of society as well as a personal fulfillment, which it is for both Elizabeth and Darcy since they improve themselves by being together.    Works Cited: Austen, Jane. "Pride and Prejudice. New York. Bantam Books, 1813,1981. Butler, Marilyn. Jane Austen and the War of Ideas. Oxford. Claredon Press, 1975 Sherry, Norman. Jane Austen. London. Montegue House, 1966

Teacher and Lesson Plan

Write a Lesson Plan Guide How to Develop a Lesson Plan We have received several questions regarding how to write a good lesson plan. We went ahead and asked our experts, did some research, and have included some tips and guidelines below. To begin, ask yourself three basic questions: Where are your students going? How are they going to get there? How will you know when they've arrived? Then begin to think about each of the following categories which form the organization of the plan. While planning, use the questions below to guide you during each stage.Goals Goals determine purpose, aim, and rationale for what you and your students will engage in during class time. Use this section to express the intermediate lesson goals that draw upon previous plans and activities and set the stage by preparing students for future activities and further knowledge acquisition. The goals are typically written as broad educational or unit goals adhering to State or National curriculum standards. What are the broader objectives, aims, or goals of the unit plan/curriculum? What are your goals for this unit?What do you expect students to be able to do by the end of this unit? Objectives This section focuses on what your students will do to acquire further knowledge and skills. The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well defined time period. What will students be able to do during this lesson? Under what conditions will students' performance be accomplished? What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged?How will students demonstrate that they have learned and understood the objectives of the lesson? Prerequisites Prerequisites can be useful when considering the readiness state of your students. Prerequisites allow you, and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet the lesson objectives. What must students already be able to do before this lesson? What concepts have to be mastered in advance to accomplish the lesson objectives? MaterialsThis section has two functions: it helps other teachers quickly determine a) how much preparation time, resources, and management will be involved in carrying out this plan and b) what materials, books, equipment, and resources they will need to have ready. A complete list of materials, including full citations of textbooks or story books used, worksheets, and any other special considerations are most useful. What materials will be needed? What textbooks or story books are needed? (please include full bibliographic citations) What needs to be prepared in advance? (typical for science classes and cooking or baking activities)Lesson Description This section provides an opportunity for the author of the lesson to share some thoughts, experience, and advice with other teachers. It also provides a general overview of t he lesson in terms of topic focus, activities, and purpose. What is unique about this lesson? How did your students like it? What level of learning is covered by this lesson plan? (Think of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, or evaluation. ) Lesson Procedure This section provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson plan objectives.This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan. It also focuses on what the teacher should have students do during the lesson. This section is basically divided into several components: an introduction, a main activity, and closure. There are several elaborations on this. We have linked to some sample lesson plans to guide you through this stage of planning. ! Introduction How will you introduce the ideas and objectives of this lesson? How will you get students' attention and motivate them in order to hold their attention?How can you tie lesson objectives with student interests and past classroom activities? What will be expected of students? ! Main Activity What is the focus of the lesson? How would you describe the flow of the lesson to another teacher who will replicate it? What does the teacher do to facilitate learning and manage the various activities? What are some good and bad examples to illustrate what you are presenting to students? How can this material be presented to ensure each student will benefit from the learning experience? Rule of Thumb # 1: Take into consideration what students are learning (a ew skill, a rule or formula, a concept/fact/idea, an attitude, or a value). Choose one of the following techniques to plan the lesson content based on what your objectives are: Demonstration ==> list in detail and sequence of the steps to be performed Explanation explained Discussion discussion ! ==> outline the information to be ==> list of key questions t o guide the Closure/Conclusion What will you use to draw the ideas together for students at the end? How will you provide feedback to students to correct their misunderstandings and reinforce their learning? ! Follow up Lessons/ActivitiesWhat activities might you suggest for enrichment and remediation? What lessons might follow as a result of this lesson? Assessment/Evaluation This section focuses on ensuring that your students have arrived at their intended destination. You will need to gather some evidence that they did. This usually is done by gathering students' work and assessing this work using some kind of grading rubric that is based on lesson objectives. You could also replicate some of the activities practiced as part of the lesson, without providing the same level of guidance as during the lesson.You could always quiz students on various concepts and problems as well. How will you evaluate the objectives that were identified? Have students practiced what you are asking th em to do for evaluation? Rule of Thumb # 2: Be sure to provide students with the opportunity to practice what you will be assessing them on. You should never introduce new material during this activity. Also, avoid asking higher level thinking questions if students have not yet engaged in such practice during the lesson. For example, if you expect students to apply knowledge and skills, they should first be provided with the opportunity to practice pplication. Sample Lesson Plans from the Educator's Reference Desk Collection Subject Sample Lesson Plan from the Educator's Reference Desk Collection Arts A Line is a Dot That Went For a Walk Computer Science SimCity and PowerPoint Foreign Language Minimal Pairs Bingo! Health SunSmart Information Literacy Teaching Internet Library Instruction Sessions in the Electronic Classroom: The Adult Learner, the Internet, and Training Skills & Teaching Styles Interdisciplinary Who am I? Language Arts The Sounds of â€Å"EA† Mathematics Find a Pattern with â€Å"One Grain of Rice† Philosophy Plato's Allegory of the Cave Physical EducationBasketball Golf Science The Notion of Motion Social Studies Crisis in the Balkans Vocational Education Theme Meal Please note that there are many other exemplary lesson plans that could not be included here due to space limitations. However, you may access them at the Educator's Reference Desk home page. General Rule of Thumb: Your plan should be detailed and complete enough so that another teacher knowledgeable in your subject matter could deliver the lesson without needing to contact you for further clarifications. Please do not forget to edit and spell check your work before submission to the Educator's Reference Desk Collection.Resources for Lesson Plan Ideas The GatewaySM Collections List http://www. thegateway. org/collections. html PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and nationa l curriculum standards. http://www. pbs. org/teachersource/ Discovery Channel School http://school. discovery. com/ Best of Education World ® 2002 http://www. education-world. com/best_of/2002/ Education World ® – Lesson Planning Center http://www. education-world. com/a_lesson/ Education World ® – National Standards http://www. education-world. com/standards/national/index. html This guide was written by Manal El-Tigi, Ph. D. , Department of Instructional Design, Development, and Evaluation – Syracuse University. She was one of the principal editors and reviewers of the AskERIC Lesson Plan Collection from 1996 – 2000. References Teacher Education Module Series. Develop a Lesson Plan, Module B-4 of Category B–Instructional Planning (1977). Ohio State Univ. , Columbus. National Center for Research in Vocational Education. ED149062 – An ERIC Document Created December 1, 1999; Last Updated December 20, 2003 Created December 1, 1999; Last Updated December 20, 2003

Bill Nye s Controversial Debate - 1552 Words

Through the analysis of the major televised debate, held February this year, between the popular science communicator, Bill Nye, and the US-based Australian creationist, Ken Ham. It has come to light that through careful analysis and research it is my belief that scientists should not be involved within any debates â€Å"scientific† or otherwise regarding topics pertaining to creationism or any other religious perspective. The inappropriate use of the loose definitions of science and religion lead to the intertwining of the two subjects that are extremely different in methodology, leaving the audience up for misinterpretation. While the debate did bring about the topic to the forefront of the public, which in itself was a positive, I do not believe that the post debate result was a win for science. Bill Nye’s derogatory demeanour represented post debate towards Ken Ham was in turn a representation of institutional science. Leading to which the validity of the debate an d post debate could be brought into question. To accurately determine wether creationists should be involved with scientists in public debate, or in scientific debate at all, one must accurately define the institution that scientists represent. The issue present is the ability to provide an accurate definition of science. As Ruse stated â€Å"it is simply not possible to give a neat definition† (Ruse, 1982), however Ken Ham attempts to define science through the linguistics route. Using the origin of the latin wordShow MoreRelated`` Undeniable : Evolution And Science Of Creation, By Bill Nye1410 Words   |  6 Pagessince the beginning of time. In his new book â€Å"Undeniable: Evolution and the Science of Creation,† Bill Nye tries to prove evolution and debunk the ideas of creationism. His idea to write the book started from a controversial debate between himself and Ken Ham, creation against evolution. 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Consider political scientist Samuel Lubells thesis that ethnic minorities were the impetus for interwar isolationism.[19] Lubell argues that Americans of German, Irish, Scandinavian, and Italian origin, for a variety of reasons, felt embitteredRead MoreAmerican values at the crossroads4930 Words   |  20 Pagesindeholdt uafhà ¦ngighedserklà ¦ringen som indledning en erklà ¦ring om menneskerettighederne. 4. juli er USA s nationaldag: Uafhà ¦ngighedsdagen The Declaration of Independence, written by Thomas Jefferson and adopted by the Second Continental Congress, states the reasons the British colonies of North America sought independence in July of 1776. The declaration opens with a preamble describing the document s necessity in explaining why the colonies have overthrown their ruler and chosen to take their placeRead MoreGgfghj12150 Words   |  49 Pagesapproaches in peacekeeping, peacemaking and peacebuilding were widely seen for the ï ¬ rst time to be central in global politics in the context of what US President George Bush senior had (somewhat reluctantly) called a ‘new world order’. His successor, Bill Clinton, and UN Secretary-General Koï ¬  Annan both broadly subscribed to what we identify as the ‘cosmopolitan’ worldview shared by many if not most of the founders of the conï ¬â€šict resolution ï ¬ eld. The aim of the ï ¬ rst edition of the book was to explainRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. 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