Was Socrates Wise About God Essay Research free essay sample

Was Socrates Wise About God? Essay, Research Paper Mary Garofalo Fr. Mohr October 18, 2000 Socrates? s Wisdom of God In this paper I will try to specify, for the reader, the true significance of wisdom and all of its parts. I will seek to explicate cognition and the knower versus the known. I will besides, effort to explicate precisely how a individual comes to be considered wise, as Socrates was. So, in truth, explain the Socratic method. Hopefully, by the clip the reader has finished this paper, he/she will hold a good appreciation on my ain sentiment of Socrates and besides, have a appreciation on the definition of wisdom and how it applies to Socrates. I will carry through theses undertakings by utilizing the plants of Plato, the Apology, the Crito and the Phaedo, in hopes to turn out my point. What is wisdom? The actual significance, or etymology of the word is rooted in the Indo-germanic words such as weid, woid, wid significance, ? to see? . We will write a custom essay sample on Was Socrates Wise About God Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The etymology of wisdom besides can be seen in the verb? humor? from German, which means, ? to cognize? ( Mohr, 3 ) . So, the etymology is excessively see and to cognize. This is the definition I will spread out on. Wisdom is a type of seeing. Sing means that the visionary and the object being seen are united. This brotherhood of the visionary or apprehender and the known or seen is Knowledge. Knowledge can be in relation to virtually anything where there is a brotherhood of the apprehender and the known. One can be the apprehender of Biology and he knows about life. He has knowledge about life. One can cognize psychological science and have knowledge about the human mind. But my inquiry is, are the Biologist and the Psychologist truly wise? ? Or do they merely have one type of cognition on one select topic? Take this analogy for illustration. A individual may hold a complete apprehension of how to sit a bike. They know all of the Torahs and the mechanics and the natural philosophie s of the full construct of siting a motorcycle. But they have neer tried to sit it ; to see it ( category notes ) . Do they have wisdom of how to sit a bike? I believe wisdom is knowledge, most decidedly. But, it is non that simple. I believe that in order for one to be considered wise, one must hold more than one type of cognition, such as the individual who knows how siting a motorcycle plant. That is what is called theoretical cognition. There are two types of cognition. Theoretical cognition is the cognition of how the cardinal Torahs of a state of affairs ( such as siting a bike ) work. There is besides a 2nd type of cognition. That is practical cognition. Practical cognition by definition is, a cognition of how to make something or life experience ( for illustration, being able to physically sit a bike ) . So, once more I ask, what is wisdom? Well, one portion of my ain definition is that wisdom is cognition of the practical every bit good as the theoretical. It is life experience every bit good as being able to understand and appreciate the Torahs and mechanics or basicss of a state of affairs. Another facet I believe is indispensable to wisdom is the ability to constantly inquiry one? s milieus. I believe that it is perfectly indispensable for one to first uncertainty, so inquiry, so pass on 1s thought. In this method, it is the chief aim to invariably seek for the truth in every state of affairs. The last facet that I believe is necessary to incarnate wisdom is a little more hard to explicate. It has to make with the statements supra, as in the changeless pursuit for truth. To lawfully be on a pursuit for truth one must make the followers: First, inquiry themselves. By making this, they will hold the ability to cognize themselves. In order for one to cognize him/herself, one must hold cognition of God? s being and ever-presence. By cognizing one? s ego and by cognizing God, one will hold a scruples, which will be the component of good judgement, decion devising and pureness of motivations. Now, the initial inquiry that has been argued for ages, was Socrates wise? ? As I had stated antecedently, to be wise is to cognize one? s ego, to cognize God through oppugning, therefore oppugning the truth. In the Apology, Socrates does merely that. His friend Cherephon went to the Oracle at Delphi to happen out if there was a adult male wiser than Socrates. The sacred prophet? s reply to this was that no adult male was wiser than Socrates. To this statement, Socrates was in incredulity. He said that he did non understand how this was possible, claiming that he was non wise because he knew nil except that he knew nil ( Apology, 22e-23b ) . He went out to turn out that the work forces most consider wise were genuinely wiser than himself. He inquiries three types of presumptively wise work forces: a poet, a craftsman and a politician. To each of these work forces, he found they had cognition of their specific country, flowery authorship, constructing things, and persuasive address ( Apology, 22a-c ) . But he found no secular truths with in them. Therefore, they had merely one type of cognition, either practical or theoretical, yet non both. Therefore, he concluded that they are non wise. So he proved the prophet correct. If Socrates was wise, he must hold known God. If the prophet was true, he was wise. Than all of his cognition and wisdom was from God. Therefore, he believed that he is inspired by God. Because he knew God and knew himself, the combination of the two were his scruples. His scruples told him non to take portion in political personal businesss of the province. He believed that God does non desire him to. He was on a mission from God. Therefore, he was being obedient to the God. ( Apology, 31c-32e ) . Besides, Socrates said he did non acquire paid for any of his doctrines. It was for the good of the psyche merely. He did non make it for money of to accomplish greater societal position ( Mohr, p.11 ) . He believed that halting his mission from God, intending non to pattern doctrine, would be existent cogent evidence that he was an aetheist, because he would be traveling against God? s program for him. Besides, Socrates? s actions show that he was wholly wise about God in his position of his ain pending decease. Socrates had the chance to appeal to the emotions of the jury by conveying in his married woman and kids. He chose non to make this. He believed that it was non in Gods program for him to populate. Therefore he did non seek to rip off decease. If he fears decease than he pretends to cognize what he does non cognize in presuming decease is evil. If he fears decease he disobeys God, stops his pursuit for the truth and Michigans loving, for God is love. He besides faced decease will no fright. Because if he does non fear decease than he would be able to obey God, continue quest and go on to philosophise ( category notes ) . He besides does non feign to cognize what decease is like because he said, ? it is known to no 1, except God ( Apology, 42a ) . ? In the Crito, Socrates? s near friend tried to convert him to salvage himself and get away from gaol. Socrates said that he will non get away from prison, even if he is held at that place as an guiltless individual. He said, ? Neither to make incorrect or return a wrong is of all time, non even to wound in return for hurt received ( Mohr, pg. 13 ) . ? Therefore, he refused to salvage himself. Even though Crito appealed to Socrates? s emotions, by stating he needs to be at that place for his boies, besides that Crito himself will lose a really beloved friend. But, this statement is to no help. Socrates believed that he was put here on the Earth for a ground, a mission from God. He believed that he must finish his mission. And by fearing decease, and get awaying from prison, he would non be carry throughing his mission. In the Phaedo, Socrates attempted to explicate to his friends why he was non afraid of decease. He said that to fear decease is feigning to cognize what you do non cognize. In making this he showed his devouring belief and wisdom of God? s program for him. His friends reminded him of Cebes statement. Socrates responded to Cebes statement that it is incorrect to take one? s ain life because we are ownerships of the God by stating that it would be wholly evil for him to resent decease if he was non certain that God wanted him to decease, so that he could travel to a topographic point where wiser, better work forces are in a wiser better topographic point ( Phaedo, 63a-c ) . And he said he believed that he was non deceasing in vain or that he was merely perpetrating suicide. He was deceasing so that he could go on philosophising. He was deceasing for communicating, love, cognizing God and cognizing himself and others. He called doctrine the pattern of decease. And that is precisely what it is. So, in decision, Socrates is wise about God. His actions proved that is so. He would non differ from God? s program from him in seeking to salvage his ain life. He knew that he was God? s gift and it was non in God? s program for him to go on to populate in this universe. He would hold ageless life in God. There he would be able to be in complete brotherhood with God, hence, he was called to finish wisdom. For being wise is cognizing God, cognizing one? s ego, cognizing LOVE and others. It was his bend to cognize love everlastingly with God. He communicated his inquiries and thought, hence practising Philosophy. He was genuinely wise.

assignment 2 Essay examples

assignment 2 Essay examples assignment 2 Essay examples SOUTHERN CROSS UNIVERSITY ASSIGNMENT COVER SHEET For use with online submission of assignments Please complete all of the following details and then make this sheet the first page of each file of your assignment – do not send it as a separate document. Your assignments must be submitted as a Word document (i.e. .docx or .doc extension). If you wish to submit in any other file format please discuss this with your lecturer well before the assignment submission date. Student Name: Christian Boon Student ID No.: 22227878 Unit Name: Managing Organisations Unit Code: MNG10247 Unit Assessor’s name: Dr. Patrick Gillett Assignment No.: 1 Assignment Title: Workbook Due date: Wednesday, 12th November, 2014 Declaration: I have read and understand the Rules Relating to Awards (Rule 3 Section 18 – Academic Misconduct Including Plagiarism) as contained in the SCU Policy Library. I understand the penalties that apply for plagiarism and agree to be bound by these rules. The work I am submitting electronically is entirely my own work. Signed: (please type your name) Date: 12/11/2014 Managing Organisations (MNG10247) Assignment 1 tasks Place your answer in the spaces provided. To assist the marker, please use a blue font colour to identify your answers. Task 1. Limited details of a particular publication are provided below. Use the Library’s ‘OneSearch’ function to locate the publication and identify (i.e. insert) the missing information. (1 mark) Tip: don’t use the ‘Advanced’ search function but do not use ‘10th Ed’ as one of your search terms. Author: James A. O’Brien and George M. Marakas Title: Management Information Systems (10th Ed.) Publisher and their location: McGraw-Hill/Irwin Education, New York Year of publication: 2011 Task 2. Use the ‘articles’ search function on the library’s home page to locate the following paper: Strategic marketing and operations relationships: the case of the lean enterprise. Copy and paste the ‘Abstract’ section of the paper in the area below (i.e. before Task 3): (1 mark) Abstract: Commentators are increasingly suggesting that marketing may be suffering a 'mid-life crisis' and that marketing research and practice is stagnating and loosing corporate influence. In parallel, the management of operations is gaining increasing organisational attention and research prestige. One of the most influential of the new operational strategies is the lean enterprise, which proposes organisational design based around its own core principles, extending from raw materials to final consumer. In this paper, we investigate the short-comings of the value definitions contained within the lean enterprise, and propose that an opportunity exists for the strategic integration of marketing activities and lean operations to provide marketers with access to a tool kit for quality and efficiency improvements, whilst at the same time resolving shortcomings in the lean enterprise to improve organisational effectiveness in the marketplace. [ABSTRACT FROM AUTHOR] Copyright of Journal of Strategic Marketing is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Task 3. With the limited information available, use the library database ‘Proquest’ to locate the following journal article and provide the missing information. Tip – use the ‘advanced search’ function. (1 mark) Authors: Saunders, Max, Mann, Robin and Robin Smith Title: Implementing strategic initiatives: a framework of leading practices Publication: International Journal of Operations & Production Management Year: 2008 Volume (Issue)

5 forces model on Qatar airways Assignment Example | Topics and Well Written Essays - 500 words

5 forces model on Qatar airways - Assignment Example Qatar airways flies to 119 terminuses and travellers can connect from Doha to terminuses such as Bangkok, Maldives, Nairobi, Dubai, Cape Town, Colombo, Seychelles and Dar es Salaam. The airline controls 110 aircrafts including cargo aircrafts. It has various subsidiary companies including: United Media International, Doha International Airport, Qatar Aviation Catering Company and Qatar Aviation Services. Qatar Airways has employed more than 20,000 individuals (Tower, 2007). The airline has a high capital expenditure. This is because the costs of leasing and buying aircrafts are very high. Also, manpower, customer service, security and safety measures costs are very high. Moreover, there are other airlines that exist and have high consumer dependability and brand value (Tower, 2007). There is a lot of competition as every airline wants to tap into new terminuses, provide different services like better menues and increasing in-flight channels (Tower, 2007). Also, many airlines are utilizing the use of extensive marketing. The airline industry can be affected by the suppliers through their capabilities of reducing the quality of purchased goods and services or raising prices. Globally, the airline industry has limited suppliers, namely Airbus and Boeing. Thus the suppliers’ power is very high due to the limited suppliers having a control on the market. This is because the products manufactured by these suppliers have a huge demand (Tower, 2007). Qatar airways has high performance standards, including customer service, security and safety. The airline has broad marketing strategies in building a strong brand. It also provides unique services, provides different customer oriented services concerning luxury and convenience (Tower, 2007). Qatar airways has a hub that is developing properly and has brand new aircrafts in improving the confidence of their customers. Marketing and brand building can make Qatar airways to increase its brand (Tower, 2007). The

Promotional Strategy Essay Example | Topics and Well Written Essays - 1250 words

Promotional Strategy - Essay Example In order to maximize sales volume and reach as many customers as possible, the company will aim to use more of a ‘pull’ promotional strategy (Lamb, Hair & McDaniel, 2008), in tandem with the ‘push’ strategy which will be more subtle. The aim is to entice the end users to pull the EJ’s Innovation and More product from the manufacturer or the distributor into their homes. Sales promotion in the first phase of the campaign will be extensive but will be monitored closely. As this represents a cost that can be controlled, if the response of the customers is more than expected in certain cities or areas, sales promotions will be curtailed in those regions.  Pull Strategy With this strategy, the company is hoping to reach a massive audience, as has been defined previously. Strategies will include heavy television, radio, print, online and billboard advertising, especially in the major cities all over the U.S. The special features of EJ’s Innovations and More laptops and PCs such as touch-screen would be very creatively, yet simply, advertised to the customers. Special contests would be advertised online and in print which would allow every ten thousandth customer to get a lap top or PC with any five additional features of his choice. Similar tactics will continue throughout the campaign to attract new customers to the product. The company has plans to invest in trade advertising and incentives to encourage support businesses to push the new range of laptops

Response papers week 9 Assignment Example | Topics and Well Written Essays - 500 words

Response papers week 9 - Assignment Example Cochran and Kleiner (1992) suggest that the employees should be informed of the progress, achievements and failures of the organization, and how the new goals will mitigate its failures and boost its achievements. This way, the employees will be motivated to support the company in its new direction instead of resisting and working toward its failure. As a team of employees and their manager, they will also be able to clearly assess how the new goals are helping them to achieve the mission of the organization. Immediate appraising and reprimanding is critical in ensuring that the people involved adequately associate them with their actions and respond as expected. Adequate and immediate appraising encourages an emulation of the same by others and a continuation of the same by the person appraised. However, this should be done in such a way that the employees are comfortable. Otherwise, it will fail to encourage high performance in the organization. Apart from reprimanding immediately, managers should do it in a way that will clearly indicate that the reprimand was directly related to their mistake, and not hidden personal agendas. Some people think that workplaces are â€Å"all seriousness environments† and having fun at work is a sign that people are not working. Unfortunately, this is not always the case. We should maintain ourselves from the wears and tears just as we maintain the machines we use. Giles (2012) explains that not having fun at work breeds a pool of over-stressed, professionally dissatisfied, and lowly motivated employees. This is a sign of a poor work environment. Evidently, such employees work slowly and so their average production is low. The issue of making the workplace environment fun and exciting, therefore, deserves adequate attention and should be intentionally introduced because of the significant time people spend in their workplaces. This way,

Usage Involved The Area Of Simple Present English Language Essay

Usage Involved The Area Of Simple Present English Language Essay This report was compiled to examine Simple Present Tense (SPT) use with beginner ESL students, aged 7-10 years old, attending Primary school. Ideally class sizes consist of 5-10 students, all L2 learners. The purpose and structure of SPT is highlighted. SPT differences with other languages and SPT difficulties faced by ESL students are outlined. SPT activities from introductory lessons through to higher proficiency have been discussed. Definition of Simple Present tense: The tense of a verb that expresses action or state in the present time and is used of what occurs or is true at the time of speaking and of what is habitual or characteristic or is always or necessarily true, that is sometimes used to refer to action in the past, and that is sometimes used for future events (Merriam-Webster, 2003, pg.982). These are not so much the meanings of the simple tenses themselves as the meanings which they gain in particular contexts. It is only the tense plus the context which can be said to express a certain temporal or aspectual meaning such as repetition, habit, or generality. The tenses themselves do not carry such specific meanings. If they did, then context would not be necessary for interpreting the time reference of a verb (Pennington, 1988, pg.). Simple Present tense is used to discuss: Repeated actions and express the idea that an action is usual. The action can be a hobby, a daily occurrence, a scheduled event or something that happens regularly e.g. I play soccer. It can also be something a person often forgets or usually does not do e.g. She never goes on holidays. Habitual is a common term used to describe the meaning of this term, which has come under scrutiny. What constitutes habitual action is determined completely by experience, and not at all by language especially not by the tense of the verb (Pennington, 1988, pg.53). Facts or generalisations It indicates that the speaker believes that a fact was true before (past), is true now (present), will be true in the future e.g. Spiders have eight legs and is timeless. It is also used to make generalizations about people or hings e.g. Vanessa is boring (Pennington, 1988, pg.53). Past and Future events Simple present is used to talk about the past or future and is described in a very immediate way, bringing the past or future into the present, including them as part of the present reality of the speaker and the hearer. As pointed out by Brown and Levinson (1978), shifting to the present tense is a way to show deference and positive regard towards the hearer, making a good story which pulls [the hearer] right into the middle of the events being discussed, metaphorically at any rate, thereby increasing their intrinsic interest; (p. 111). (Pennington, 1988, pg.52) http://www.englishpage.com/verbpage/simplepresent.html Structure of Present Simple sentences I base He You form She verb + S We of It They verb (+) Subject + verb + (+) Subject + verbS + (-) Subject + DONT + verb + (-) Subject + DOESNT = verb + (?) DO + subject + verb + (?) DOES + subject + verb + (WH)WH Q + DO + subject + verb +.. (WH) WH Q + DOES + Subject + verb + WHO + verbS WHO + verbS (Singalovski, 2008) Spelling When you add S to the verb you have to pay attention to spelling. 1. think + s 2. catch + es When the verb ends with s, sh, ch, x, z or o we add es. 3. stay + s fry Æ’Â   fries (Singalovski, 2008) Description of differences between English and Korean Korean language is spoken by 60 million people in North and South Korea. With an additional 5 million emigrants speaking the language worldwide in China, Japan, North America, and the former Union of Soviet Socialist Republics (Renaud, 2002, pg.1). The phonetic system, the syntactic structure, and semantics between English and Korean differ so greatly that the transition from one language to the other requires enormous efforts from the learner. More specifically, in relation to simple present tense, Korean learners typically struggle with the following disparities: In English, the word order is SVO (subject-verb-object), while the basic pattern of a Korean sentence is SOV (subject-object-verb). Although Korean has case-marking morphemes to designate the cases of the nouns and shows a more flexible word order, the predicate always comes at the end of a sentence (Cho, 2004, pg.33). In Korean the subject of the sentence is left out if it can be implied by the context, whilst in English, sentences need explicit subjects (Worldlingo, 2011). In Korean language new words are created by combining simple words, without changing their form (agglutinative). Words are created by adding suffixes to the basic part of the word (stem). Suffixes attached to a verb stem indicate things such as verb tense (past, present, or future), verb aspect (complete, repeated, or continuing), and honorification (marking of the relative status of the person addressed to or referred to from the speaker or addressers point of view-an elder, a stranger, a close friend) (Renaud, 2002, pg.4). In English the following third person pronouns are commonly used he, she, it, her, him (singular) and they, them (plural) . In Korean there are two third person pronouns used, male and female; the female form sounds awkward, and is mostly used when translating texts. Korean originally had only one third person pronoun for both genders, meaning it. However it has increasingly been interpreted as a male pronoun used for both genders. Although in recent years the pronoun the female counterpart is slowly gaining ground due to the influence of translations from European languages, it is almost restricted to specific styles of written language, because Korean generally uses subject less or modifier + noun constructions (Worldlingo, 2011). Generally forms used to denote third person in Korean are not separate lexical items, but rather are formed by combining the demonstrative pronouns i = this, ku =that and ce =that (over there), with bound nouns. The deictic use depends on the distance between the referent and the speaker. They indicate respectively, close proximity, middle proximity and distant proximity (Iksop, Ramsey, 200, pg.90,91). In Korean verbs in the present tense do not take -s in the third person singular. Korean learners of English commonly fail to ensure there is subject-verb agreement, by missing inflected endings in writing and speaking (Cho, 2004, pg.33). Many Koreans repeat the question-answer format of Korean negative questions when communicating in English. To the question, Didnt you like it? English speakers answer either, Yes, I did or, No, I didnt, whilst Koreans generally respond either Yes, I didnt like it, or No, I liked it. Native English speakers are generally perplexed by Koreans amalgamation of positive and negative elements of discourse. Korean students also experience fossilization problems when attempting to express conditionals, indirect questions, rhetorical questions and hypothetical statements, as a result of first language interference (Cho, 2004, pg.33). Clearly, the difficulties Korean learners have in learning English are not limited to just Koreans. Students of any nationality may experience difficulties due to language difference, culture gaps, and the discrepancy between their language ability and their overall maturity(Cho, 2004, pg.36). . . Difficulties simple present tense poses to learners Parrott (pg.195, 2010) and Wee (pg.35, 36, 2009) outline the subsequent issues, as characteristic and typical difficulties learners face with simple present tense. Omitting third person s / Omitting auxiliary verbs Errors of omission consist of the omission of compulsory elements in tense or number markers such as the omission of the grammatical morphemes. These include the omission of -s/-es/-ies for the verbs after the third person singular in the simple present tense. The copula be verb is often omitted in the simple present and simple past well as the progressive tenses (WEE, 2009, pg.351). Addition of Unnecessary Elements Unnecessary elements that are present result in errors of addition, for example, the use of redundant tense markers. Students may put -s,-es,-ies markers after the verbs that follow the plural nouns/pronouns in the simple present tense or redundantly put the -ed marker in cases where it is not necessary, for example, cuted, puted (WEE, 2009, pg. 352). Double Marking Double marking occurs when two items are marked for the same feature such as tense, for example, My neighbour doesnt likes Mary. or The thief didnt ran away when I shouted. Students may redundantly add -s, -ed or -ing forms to the verb after a modal which should be followed by the base form of a verb (WEE, 2009, pg. 352). Incorrect tense choice Errors of misformation occur when students choose the wrong forms of the words in place of the right ones. These commonly happen in cases of subject-verb agreement, for example, The men was here last night. The wrong tense may be used, for example, the use of the past tense forms to express present or future time or the use of the present tense forms to refer to past actions (WEE, 2009, pg. 352). Questions and Indirect Speech Students are often confused when they use reported questions or indirect speech resulting in the occurrence of errors of ordering. This means that the correct elements are wrongly sequenced, for example, They asked me where was the girl. Students face a lot of difficulties in using the phrasal verbs and may produce sentences like I pick up her. or I phone up him. (WEE, 2009, pg. 352) Questions and negative forms Errors arise from several possible general sources, namely interlingual errors of interference from the native language, intralingual errors within the target language, the sociolinguistic context of communication, psycholinguistic and cognitive strategies, along with countless affective variables (Brown,1980: 66). Level students are taught simple present tense and through which contexts and topics. Effectively teaching simple present tense verbs to ESL students helps to build a strong foundation for their use of the English language. The simple present tense is usually the first verb tense ESL students are taught (Teaching ESL to Adults). Students learn best when they feel safe yet challenged, when responses are accepted yet extended, and when expectations are realistic yet high. Teachers can assist by teaching explicitly within context and providing varying levels of support as students become increasingly independent and how it changes in different situations (BOS NSW, 2000, pg.8). ESL learners need an explicit, methodical and planned language program that is integrated into their general class work in all key learning areas, and that takes into account their needs and development (BOS, NSW, pg.13). English language teachers have changed, or are changing, from a traditional approach to teaching formal grammar rules to a more communicative approach to teaching how to use grammar meaningfully in context. Communicative approaches to presenting grammar usually include a focus on meaning and use as well as form. Grammar can be taught in many ways there is no best way that suits all grammar points (Gardener, 2008, pg.39). Students are introduced to simple present tense at school (K-6) through numerous curriculum topics English, Human Society and Its Environment (HSIE), Science and Technology. Students use specific text types to practice usage of simple present tense. Each text type uses different language and grammatical features. These features are outlined in Table 1.2. This table indicates primary use of simple present tense in Report writing. In addition, Parrot (2000, pg.190), identifies past narratives and commentaries as other instances in which the simple present tense is also used. Reports and narratives are focus texts (structure, grammar and context) in the English K-6 syllabus. Grammar is used as a tool to help students understand how sentences are structured so that they are meaningful, clear and syntactically accurate (BOS NSW, pg.9). Reports are also commonly used in the following Key Learning Areas (KLAs) HSIE Significant events and people, Cultural Diversity (BOS NSW, 2006) and in Science and Technology Living Things, Earth and Its Surroundings (BOS, 1993, pg.10). The HSIE and Science and Technology syllabus highlight activities that essentially require the use of language. Students use language to pose questions, clarify ideas and communicate understandings (BOS, 1993, pg.27). Describe activities you could use for simple present tense The way in which the verb tenses are introduced can make the structure of the English Language easier for the students to understand. Whereas pre-teen and early teen children learn a language by listening and repeating what they hear, without any need to think about grammar, this facility seems to fade as everyone gets older. The older a student is the more he or she will want to analyze the structure or learn using rules. Unfortunately many rules for the English language have exceptions sometimes many exceptions (Stocker DG, 2011). Activities in a b require more direct, explicit instruction through discussion, modeling and controlled activities. Whilst c requires more implicit instruction and allows students to apply knowledge of tense in meaningful ways, through less controlled activities. Activities are conducted independently, in pairs and as a whole class, using verbal, auditory, visual, written and kinesthetic activities. Activities are implemented across all KLAs in the NSW K-6 curriculum. Introducing simple present Introductory activities- Define simple present tense to students, the structure and forms which it can take (positive, negative, yes/no, questions -wh) and when it is used. Focus on frequency adverbs, spelling and pronunciation. This can be done through discussion, asking questions and modeling. Students are taught as a whole class but also independently asked to give answers. Introductory activities need to be introduced over a series of lessons and each concept is taught independently of the others e.g. positive and negatives not taught with plurals. In between each topic follow up activities presented in b and c can be implemented. Activities Simon Says, Guessing Games What animal am I ?, Verbal Show and Tell, Songs Wonderful Tonight (Eric Clapton) Practicing and consolidating in controlled circumstances Worksheets -unscrambling sentences, cloze passages, short answer questions, changing negatives to positives, changing singular to plural. Such worksheets can be found at http://www.eslprintables.com/printable.asp?id=248248. Writing Report writing using simple present tense, using their prior knowledge of simple present tense and report writing. Teacher discusses structure and language features with students as whole class. Students are given an outline and topic and are able to construct in pairs. Routines students write their daily routines. Directions students give directions to a designated location. GAP Activities Interactive whiteboard Teachers can access interactive whiteboard activities using DET Portal, through TALE. The preceding links provide suitable simple present activities that reinforce initial concepts taught. https://portalsrvs.det.nsw.edu.au/learningobjects/Content/L10347/object/content/index.html https://portalsrvs.det.nsw.edu.au/learningobjects/Content/L10346/object/content/index.html These activities consist of short stories, followed by supporting activities to enforce the concepts being discussed. Lessons can be implemented using a combination of individual or whole class approaches. Freer practice of the aspect of language Interactive computer games- The British Council have designed this language website for K-6 students. It includes interactive games, songs, videos and short stories to assist students in developing an awareness of simple present tense. Each of these activities is supplemented with worksheets and visual arts activities. Activities can be found at the following web address: http://learnenglishkids.britishcouncil.org/en/category/language-focus/grammar-present-simple This website allows students to work at their own pace, requires minimal teacher direction and gives students instant feedback, all whilst learning through an enjoyable medium. There are numerous educational websites, however each should be thoroughly assessed for appropriateness, quality and curriculum standards. Board Games- The preceding websites provide printable board games. http://www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=26329 http://www.ihbangkok.com/!new/resources/present-simple-board-game.pdf Each game is supported with teacher reference notes. Each game concentrates on a different form of simple present tense. Students work together in small groups of 2 or 3. The questions in the templates can be altered, so that students are answering meaningful questions and to avoid repetition. The aforementioned activities are a small sample of activities that could be used to teach simple present tense. Multiple activities can be sourced from the internet, textbook and colleagues then manipulated and altered to suit the needs of individual students. These activities allow for both informal and formal assessment to take place and allow the teacher to continually evaluate students progress.

The History of Hysteria Essay -- Exploratory Essays

The History of Hysteria W. Somerset Maugham’s The Moon and Sixpence is essentially a novel about a man’s struggle to free himself from the restrictions of society and to act out his most passionate desire--to paint. However, Maugham’s novel is also a story of its time and therefore reflects popular theories and ideas that were prevalent at the time of its writing. Included in these ideas is Hysteria, mentioned clearly when the narrators describes the doctor’s view of Blanche’s attempt to kill herself as â€Å"just a hysterical woman who had quarreled with her lover...it was constantly happening. (Maugham 123). The following will describe the development, symptoms and treatment of Hysteria. Hysteria, considered a â€Å"neurotic illness† (www.a2zpsychology.com/a2z%20guide/hysteria.htm) was considered a disorder in which a person, usually a woman, exhibited physical symptoms yet no physical cause could be found. Coming from the Greek for â€Å"uterus,† or â€Å"hysteria,† Hysteria was thought to be related to the uterus or an altered menstrual cycle. Hysteria’s symptoms were many, but the most notable included â€Å"inappropriate elation or sadness† (www.healthlibrary.com/reading/ncure/chap94.htm), excessive laughing or crying followed by an abrupt return to a normal state, fainting, panic, paralysis, cramps in the body and a â€Å"sense of constriction of the throat.† (www.healthlibrary.com/reading/ncure/chap94.htm) The French doctor Jean-Martin Charcot, a pioneer in the field of psychiatry in the mid-nineteenth century, insisted that there were four stages to a â€Å"full hysterical attack:† 1. Tonic Rigidity 2. Clonic spasms and grand movements 3. Attitudes passionelles, or vivid physical representations of one or more emotional states 4. Final delirium-... ...n appreciates† (SOURCE) and Hearst’s magazine urged husbands to purchase them as Christmas gifts to â€Å"keep their wives young and pretty and free from Hysteria.† However, as Freud initiated a new type of thinking in the psychiatric world, vibrators fell out of use and were replaced by more â€Å"modern† cures such as psychoanalysis. While hysteria is no longer a medical condition, it is important to note its effect both on the medical world and the steps it took to cure it as well as the effect it had on women and their standing in society. SOURCES FOR MORE INFORMATION: www.healthlibrary.com/reading/ncure/chap94.htm This web site provides a very complete description of the history, causes, symptoms and cures for Hysteria. Also, for further reading, try Charlotte Perkins Gillman’s The Yellow Wallpaper and Other Short Stories, available from Penguin Publishers.