Cultural Analysis On Cultural Relativism Essay Example For Students

Social Analysis On Cultural Relativism Essay Seungbae’s exposition on social relativism contends that each ethical choice one makes is just applicable inside the feeling of good and bad relying upon their social norms. He makes correlations with social morals similarly as with the laws of movement however doesn't appear to essentially relate today’s utilization of social relativism, and it likewise turns into a kind of in reverse continuum in which the relativism that he contends for transforms into an absolutist perspective, along these lines transforming his way of thinking into what he is contending against. He likewise expresses that there is a correspondence between Einstein’s laws of relativity with that of a moral point of view of relativity. His thoughts on what is ethically proportionate to good and bad gives us an outlook for a relativist see on the idea of the real world and the situation of morals inside it. He contends that the thoughts of Hitler’s Nazi system was similarly as moral as M other Teresa’s messages on harmony. This is the place his contention starts to self-destruct. He contends that Hitler s Nazi system was ethically right for his time, yet just respects significance of moralistic characteristics to the individuals in power. There are not whole view of rightness with regards to one particular society or culture. Along these lines, it is sketchy the stuff to put stock in something ethically when you can't simply confide in the individuals in power, and explicitly on the grounds that there are various recognitions inside that society of what is good and bad. For instance, he contends that this philosophy is the thing that privilege and what's up are just pertinent to one’s culture. The Jewish individuals that were being exploited in this nation were a piece of the way of life. Consequently, he accepts that those individuals weren't right to accept that it wasn't right for the Nazi’s to murder their. .selves. This belief system that ethics are just pertinent to social gauges of good and bad and that those are vexing and that they can be changed from one culture to the next is simply Ayn Rand’s reasoning of Objectivism and our ethical commitments to ourselves instead of to our way of life all in all. To keep our way of life and our general public well and working there must contrast belief systems between the individuals in our way of life or we would not push ahead. There would even now be bondage and the heartless executing of individuals would be alright similarly as long as you manufactured a culture around these thoughts as something There must be battle to have something happened to it and there must be struggle inside belief systems for new and better ones to approach. At the point when one decides to just make the wisest decision out of the setting of their own way of life, things halt and movement isn't made.

Messages of George Orwells Animal Farm Essay examples -- George Orwel

Messages of George Orwell's Animal Farm Despite the fact that Animal Farm can be viewed as simply a beguiling animal tale delineating a bound insubordination, its beginning is really of a progressively genuine and political nature. It isn't just the story of Napoleon and Animal Farm, yet a parody and editorial on that of the Russian Revolution, Stalin and Communism. For an individual to increase a genuine comprehension of Orwell's importance in Animal Farm, it is best that the person in question hosts a comprehension of the political gatherings and history encompassing Communism, Stalin, and the change and dread that followed Stalin's ascent to control. Orwell didn't compose Animal Farm just as a sleep time story for youngsters, or for a work to be concentrated by understudies in their classes. As Alok Rai expressed, Orwell's Animal Farm was a determined shock, a purposely provocative attack against the contemporary profound respect for the Soviet Union, whose armed forces were battling with epic valor against Hitler's fear war machine. This foundation is critical to a right comprehension of Orwell's splendidly genuine joke (113). To draw the similitudes between Napoleon the pig and Stalin, or Snowball the pig and Trotsky is a piece of what makes this book so fascinating, and to do so one must have some information on the policy centered issues Orwell was expounding on at that point. As expressed, it is useful for an individual who is perusing Animal Farm to have some information on history to completely welcome the novel. What was the political circumstance that was occurring during the time where Orwell composed Animal Farm? For one, World War II was happening, however when the novel was distributed it was near the finish of the war. Stalin was in charge of the Soviet Union, under a Communist standard, however th... ...ther and, to whomsoever power was depended, it was practically sure to be manhandled. For power was itself defiling (147). This can, obviously, be one of a few unique messages that are detracted from the novel by a peruser. Does one, at that point, must be a political history understudy to see all that goes on in Animal Farm? No. History understudy or not, there are a few messages to be found inside the novel, which anybody is equipped for finding, on the off chance that it is perused appropriately. Nonetheless, to completely welcome all that Orwell endeavored to achieve with Animal Farm, or to see the equals between the novel and the disturbance of Orwell's existence, it is essential to have some grip of the legislative issues and history of that time. Something else, however not all the messages he expected inside the pages of Animal Farm will be lost, most of incongruities and equals assuredly will be.

Best Dedicated Server Hosting Providers Top 10 Reviewed

Best Dedicated Server Hosting Providers Top 10 Reviewed .elementor-19992 .elementor-element.elementor-element-19992{text-align:center}Last Updated on February 23, 2020Deciding on the best dedicated server hosting can be a tricky task even if you are tech-savvy. However, with the many options available, you should be able to find something that fits all your requirements along with your budget.There are numerous reasons to choose dedicated server hosting over shared. Disclosure As an independent review site, we get compensated if you purchase through the referral links or coupon codes on this page â€" at no additional cost to you. Dismiss alert With a dedicated server, you won’t have to worry about your server’s CPU or RAM being bogged down by other websites. Maintaining an online presence is harder and harder these days. Your customers are likely to head somewhere else if your site is bogged down and running slow.Choosing a dedicated server hosting provider for your hosting can even save you money in the long run. A dedicated hostin g provider will incur the cost of building your website, reducing your overhead, and providing you with a better return on your investment.So, you’ve made your decision. You want dedicated server hosting for your website. This is where things can get complicated. Don’t worry; you don’t need to know the difference between Uplink, CPU Speeds, and Bandwidths to make an informed decision.This guide will provide you with the top 5 dedicated server hosting sites out there, so you can choose which will be the best dedicated server hosting for you.Our #1 web hosting pick:Get top rated dedicated hosting software for as little as$2.64 per Month Claim your discount now! You might also like: Best web hosting Table of Contents Best dedicated server hosting comparisonHere are the best dedicated server hosting providers1. HostPapa (Best dedicated server hosting)2. LiquidWeb dedicated hosting3. InMotion dedicated server hosting4. BlueHost (best inexpensive hosting provider)5. 11 (best of the dedicated hosting providers for reliability)6. iPage (best fully managed dedicated hosting provider)7. A2Hosting (best web hosting for customization)Finding the best dedicated hosting server: conclusionBest dedicated server hosting comparison Rating Company OS Disk space Overall rating Link 1 HostPapa Windows Linux 500GB - 1TB 5/5 Best deal! 2 LiquidWeb Windows Linux 211GB - 1.8TB 4.7/5 Check Prices 3 InMotion Linux 500GB - 1TB 4.5/5 Check Prices 4 BlueHost Linux 500GB - 1TB 4.5/5 Check Prices 5 1and1 Windows Linux 500GB - 6TB 4.2/5 Check Prices 6 iPage Linux 500GB - 1TB 4.1/5 Check Prices 7 A2Hosting Linux 1TB - 2TB 4/5 Check Prices Here are the best dedicated server hosting providers Overall we chose HostPapa as the best overall dedicated server hosting site due to its performance, price, and flexibility.Boasting 12,000 servers under their management and a 90% customer satisfaction rate, it’s hard to go wrong with HostPapa. See What Else HostPapa Has to Offer, Click Here 2. LiquidWeb dedicated hostingLiquidWeb gained its large score based on innovation, performance and customer support. See What Else LiquidWeb Has to Offer, Click Here 3. InMotion dedicated server hostingThis truly is a company that has their customer’s satisfaction in mind. InMotion is available 24/7/365 via Skype, phone, online chat or email.Although the high price tag may scare some customers off InMotionHosting wants your business. They offer a 30-day money back guarantee which is somewhat hard to find when it comes to hosting. InMotionHosting is confident once you try their services, you won’t want to trade them in.InMotion received their rating based on a combination of things including, customer service, the high number of IP addresses available, reliability, and pure speed. It was dinged for high price and the fact it is unavailabl e for users with Windows. See What Else InMotion Has to Offer, Click Here 4. BlueHost (best inexpensive hosting provider)All of 11s packages offer unlimited bandwidth and reliable security options. They also include a 30-day money-back guarantee. They guarantee a 99.99% network uptime and have server locations around the world. This provider offers some of the highest RAM and space capacities among the best dedicated web hosting services out there.11 hosting is affordable and has strong uptime. It functions well with WordPress hosting. They offer many tools exclusive to 11s hosting. The website is intuitive and easy to navigate.The Downside: customer support isnt their strong suit. While 11 offers 24/7 email and phone support, theyve received many complaints. Many customers have had difficulty getting clear instructions and resolving website issues.Payment processes can also be unclear, and some customers have received unexpected charges. Be sure to stay up to date on pricing and fees.The website builder is easy to navigate but requires customers to add a tier to use it. See What Else 1and1 Has to Offer, Click Here 6. iPage (best fully managed dedicated hosting provider)They are also missing a few features compared to other companies. There is no support for HTMLDoc, PDFLib, MSSQL, ColdFusion, Plexum, or mod_perl.Customer support is standard, but there is no toll-free number available for customers outside of the US. See What Else A2Hosting Has to Offer, Click Here Finding the best dedicated hosting server: conclusionHopefully, these dedicated server reviews have helped you begin to make a decision as to which will be the best dedicated hosting server for you. Ultimately, it’s up to you to decide what features are the most important to you and compare them to your budget.Based on our reviews, we favor InMotion as tnearly the best dedicated hosting available for performance.Popular developer hosting companies are A2 Hosting and Bluehost.For beginners , wed recommend Hostpapa or iPage, with HostPapa being our choice for best dedicated server hosting provider overall  with an all-round package that will work for most.Your choice should vary based on the personal needs of your website and its purpose. Your budget and level of experience with web hosting are also factors worth considering. Regardless of which you choose, these companies all provide some of the best dedicated web hosting services available.Although choosing a dedicated server for your hosting can initially seem like a hassle, further down the line you will be glad you did. The overall benefits of a dedicated server compared to other options are plentifulA dedicated server hosting site can give you a secure domain unique to you along with the flexibility you want. You will rest easy with the knowledge that your site is secure and free from other potential malicious websites. Get started with HostPapa Our #1 hosting pick:Top rated HostGator hosting plans for as litt le as$2.64 per Month Claim your discount now! Best cloud hosting Best eCommerce hosting

Oedipus Rex Analysis - 904 Words

Oedipus Rex is one of the many plays that exemplifies Aristotle’s principle of tragedy, where the plot revolves around the hero’s progression towards his own demise. In this story, the titular character was subject to a horrendous fate where he murders his own biological father-King Laius- and marries his own mother, which he eventually unearths this truth when it became his duty as the new king to find the murderer of the previous Ruler. Throughout the play, we begin to see that Oedipus intends to solve this case with the expectation of a success like he did with the sphinx’s riddle , but instead resulted in the extreme opposite. Through Oedipus progression as a character, the author implements a message that regardless of anyone’s†¦show more content†¦While some may argue he could have avoided this, Sophocles justifies his intentions for doing so by associating dramatic irony with his past-King Laius sent Oedipus away to only encounter him at the crossroads- where only the audience acknowledges he was bounded by the prophecy while Oedipus doesn’t, which his encounter with fate again implements a sense of doubt towards him that contradicts his self-assurance that he had avoided fate in the beginning-he left his stepparents in effort of not fulfilling it. As the play progresses towards the end, Sophocless proceeds to use the audience’s knowledge of the play to reveal how Oedipus’s vulnerability negatively affects his actions which injures the relationship of those around him. The titular character’s engagement with his wife Jocasta demonstrates how his enslavement to the prophecy diminishes not only her and himself, but ultimately displays the drastic transition from the highest point of life towards his downfall. When Jocasta heard of Oedipus’s situation, she attempts to converse him out of it by stating the value of life along with the potential consequences that may occur; but despit e this Oedipus still insists on striving towards the truth, stating, â€Å" I will not listen; the truth must be made known ( Scene 3, page 57).† The manner Oedipus speaks to his wifeShow MoreRelatedAnalysis Of Oedipus Rex 1705 Words   |  7 PagesIn the play Oedipus Rex, Oedipus unknowingly murders his father and marries his mother. When Oedipus discovers this he is disgusted with himself and decides to go into exile. The Misanthrope is a play about the self-exile of the main character Alceste. Challenged in court, he refuses to take back the criticism of a sonnet written by a powerful nobleman. Alceste and Oedipus are both convicted by their knowledge of the truth. Although, the United States grants asylum to more refuges than any otherRead MoreAn Analysis Of The Of Oedipus And Oedipus Rex Essay1229 Words   |  5 PagesCreon Rex Ambition is a unique trait that allows the human race to either accomplish great things or fall into a web of greed and malice. Throughout the framework of history, humans have willingly paid a price to obtain power, glory, and wealth. The price for this achievement could include the loss of friends, family, monetary goods, and social status. The story of Oedipus Rex is no exception. A man, seemingly through no fault or causation of his own, rises to power then suffers a great fall atRead MoreAnalysis Of Oedipus Rex1024 Words   |  5 Pages In the play â€Å"Oedipus Rex† by Sophocles, the story revolves around the central theme of prophecy, and forces the reader to seriously consider the extent to which the protagonist’s doom is dependent upon his own free will or is predetermined by fate. In the story, Oedipus was not a victim of only his actions or only his fate, but his actions and fatal flaws did affect the path that he took to his demise, through his pride/ignorance/temper, his unquenchable thirst for knowledge, and his cowardiceRead MoreAnalysis Of Oedipus Rex 2527 Words   |  11 PagesAri Victor Honors English 28 July, 2015 Summer Reading Oedipus Rex 1. The people of Thebes are suffering from a god attacking their city. 2. The Priest asks Oedipus to save Thebes and the people living there. 3. The Thebans plead Oedipus for his help because 1) they think that Oedipus has help from the gods, and 2) they know that he already saved their town before, so he can save it again. 4. Oedipus has already taken the step of sending Creon to Apollo’s temple to ask how to save the city. 5. TheRead MoreAnalysis : Oedipus Rex 2007 Words   |  9 Pagessupposedly perfect, it only makes sense as to why a man gifted a beaten gold mask has flawlessly proportioned features. Individuals seemingly must have worshipped and blindly obeyed his every whim like the Chorus in Sophocles’, Oedipus Rex, followed their false god, Oedipus. That theory can even furthermore be confirmed, considering this artwork comes after the life of this man occurred, his death not sufficient in ceasing the infatuation many held. Beaten gold, a material that continues to possessRead MoreAnalysis Of Oedipus Rex Bliss 944 Words   |  4 PagesMr. Myles May 3, 2010 Oedipus Rex - Bliss in Ignorance One of the most memorable and meaningful Socratic quotes applies well when in context of Sophocles Theban Trilogy. The unexamined life is not worth living, proclaims Socrates. He could have meant many things by this statement, and in relation to the play, the meaning is found to be even more complex. Indeed, the situation of Oedipus, king of Thebes, the truth of this statement is in question. Would Oedipus have been better offRead MoreCharacter Analysis Of Oedipus Rex943 Words   |  4 Pagessolved as the people of Thebes suffer. In Sophocles’ Greek tragedy, Oedipus Rex, Thebes is being punished by the gods for a crime committed far in the past. The city of Thebes is cursed with a plague until the murderer of Laius is discovered and banished from the land. As Creon and Oedipus work to save Thebes, their different qualities show who is a better fit to be king. Oedipus saved Thebes once from the sphinx; however, Oedipus’ qualities of being arrogant, intense , and stubborn cause him to foilRead MoreOedipus Rex Character Analysis994 Words   |  4 PagesGuilty Woman Within the drama Oedipus Rex, Iocastà ª becomes a central figure of the controversy surrounding the arising destruction of Thebes. The kingdom of Thebes has become the victim of a sickness causing the death of crops, animals and people. The King Oedipus has sent his brother-in-law to the Oracle of Delphi to discover the problem that is plaguing the kingdom. The Oracle reveals that in order for the plague to end, the murder of the previous king must be found and killed. In the hunt ofRead MoreLiterary Analysis : The Kite Runner And Oedipus Rex1292 Words   |  6 PagesThe Kite Runner Oedipus Rex: Literary Analysis Essay Although The Kite Runner and Oedipus Rex differ from the style in which they were written and by the authors who wrote them what they do share are common themes. Both the play and the book share two major subject matters. Guilt is one theme that is seen constantly between Amir dealing with it in The Kite Runner written by Khaled Hosseini and Oedipus and Jocasta’s struggle with it in Oedipus Rex written by Sophocles. Another theme found in bothRead More Analysis of Oedipus Rex Essay890 Words   |  4 Pages Oedipus did not have a fair start in life. His father, Laius, heard prophecy that Oedipus would one day kill his father and sleep with his mother. In order to prevent this, Laius gave Oedipus to a shepherd to be killed. Fortunately, through a string of events, Oedipuss life was saved, and he even went on to become the honored king of Thebes. Despite this feat, Oedipus still managed to make several decisions that ultimately fulfilled the original prophecy told to Laius , and inevitably sealed

The Role of Characters in Dracula and Carmilla - 1574 Words

The Role Of Characters In Dracula and Carmilla February 16th, 2009 EN-102-69 Professor Kaplan Essay 1 – Final Draft Acknowledgements This paper would not have been possible without the help of many people. Firstly, I would like to thank my classmates for all of their inputs and perspectives, in class discussions, thread discussions and their papers, which helped me gain a complete understanding of the two stories. I would also like to thank my peer edit partners Joey and Michele who provided me with constructive criticism that guided me in writing my final draft. Thank you to Professor Kaplan who guided our class discussions and played the â€Å"devil’s advocate† to get me thinking about the opposing side of the argument more thoroughly.†¦show more content†¦Ã¢â‚¬â€œ to destroy this monster; but it is not part for a woman† (Stoker 250). By doing so they were actually putting her directly in the way of danger. As the men rush in to find Mina one night they are surprised to see Dracula had beat them to her, â€Å"With his left hand he held both Mrs. Harker’s hands, keeping them a way with her arms at full tension; his right hand gripped her by the back of the neck, forcing her face down on his bosom† (Stoker 300). In response to this passage Mara Model wrote, â€Å"I believe that when Stoker read in ‘Carmilla’ the unnecessary need for men, he wanted to prove a point, and see what it would be like if he made the Count have a female quality. If Laura could penetrate like a man, then Dracula could breastfeed like a woman. To me, it was a way to show the ridiculousness of the idea LeFanu wrote about† (3). I completely agree with Mara as I also believe that Dracula is mocking the motherly characteristic that Mina possesses by making her drink his blood from his bosom like a nursing child would drink milk from their mother’s bosom. By having a character mock the idea of the switching of gender roles, Stoker indirectly mocks LaFanu’s Carmilla. While it is true that Stoker wanted to point out the power and control that men were supposed to have over women, it does not necessarily mean that they were completely successful in doing so. Mara Model concludes that Mina â€Å"†¦was once a strong, independent woman, but after her attack, asShow MoreRelated Intertextual Exchange in Carmilla, Dracula and the Historian1639 Words   |  7 Pagesby other writers or generic conventions, but vary aspects of it in significant ways† (Friedman 155). Sheridan Le Fanu’s, Carmilla, Bram Stoker’s, Dracula and Elizabeth Kostova’s, The Historian, clearly engage in this intertextual exchange, as evidenced by their use of narrative structure and striking character parallels. Published in 1872, Le Fanu relates the story of Carmilla from a first person point of view, through four distinct perspectives. The first narrator, an unnamed assistant to DoctorRead MoreCarmilla and Dracula1362 Words   |  6 Pagesdiscuss the two gothic tales ‘Carmilla’ and ‘Dracula’ in relation to cultural contexts in which they exist as being presented to the reader through the gender behaviour and sexuality that is portrayed through the texts. Vampire stories always seem to involve some aspect of sexuality and power. Joseph Sheridan Le Fanu wrote Carmilla. It was first published in 1872 as part of the collection of short stories titles ‘In a Glass Darkly.’ Carmilla predates the publishing of Dracula by 25 years. Laura, whoRead MoreDracula And The Female Sexuallity As Disease2438 Words   |  10 PagesDracula and Carmilla Female Sexuallity as Disease In the two classic gothic vampire tales, Carmilla and Dracula, both novels have similarities through their displays of sexuality. Sexuallity isn’t just displaying sexual intentions towards other people. The two novels explore how vampirism represents female sexuality as a disease through different means. In Carmilla, the character of Carmilla’s vampirism is linked with disease because she has bitten Laura, one of her many victims, and fed off of herRead MoreThe Extent to which You Think the Gothic Novel Represents Recognisably Modern Anxieties2868 Words   |  12 Pagesthe period of time in which it was written. The strong image of the vampire is a strong metaphor for communicating the zeitgeist of the time. By analysing Bram Stoker’s, Dracula (1897) and Sheridan Le Fanu’s, Carmilla (1872), as both novels are very important as they both helped mainstream vampire literature and created characters that have remained popular for over a century. An examinatio n into these texts and the significance of the vampire on modern anxieties and anxieties of the time can be understoodRead More The New Woman in Fanu’s Carmilla, Stoker’s Dracula, and Buffy the Vampire Slayer2496 Words   |  10 PagesThe New Woman in Fanu’s Carmilla, Stoker’s Dracula, and Buffy the Vampire Slayer The correlation between the vampire, a figure that is usually regarded as the subject of social ostracism, and the New Woman, the advent of which was feared by the majority of the British Victorian patriarchy, was a prominent aspect of much mid-to-late Victorian era literature. Supplementary evidence to support the compelling Victorian era literary connection between the vampire and the New Woman can be extrapolatedRead MoreAnalysis Of The Monk 849 Words   |  4 Pagesrape, and murder. In Radcliffe and Lewis we can visualize the dichotomy of the Gothic novel, which allowed women writers to express themselves independently and in the most horrific manners, but still relied on negative representations of female characters in order to fully unveil and critique the decay of society. Surprisingly — or perhaps not so —, in the midst of such a degenerative dichotomy it was from the overt, friendly competition between Mary and Percy Shelley, Lord Byron, and PolidoriRead MoreThe Brave Gentlemen And Men Of Science967 Words   |  4 Pagesfight the alien threat of the vampire Dracula and his army of infected humans. However, the group’s shared need for masculinity transforms women into commodities, because men’s anxieties are also directed towards homosocial desires, which they fear will develop into a morally corruptive homosexual performance. Signorotti states: â€Å"The only way to eliminate the homosexual threat between men is to include a woman in the relationship† (Signorotti 608). Thus, in Dracula the emphasis on male prowess is inherentlyRead MoreAbraham Stoker and Theater1231 Words   |  5 Pagesproductions in the City of Dublin (â€Å"Bram Stoker†). An interesting sidelight to this â€Å"job† was Stokerâ₠¬â„¢s acquaintance with sheridan le fanu, joint-owner of the evening mail. Le Fanu was a popular writer of honor tales. One of his more famous stories, â€Å"Carmilla† told of a six year old girl who was bitten by a vampire. Stoker enjoyed Le Fanu’s gripping tales of nightmares, ghosts, haunted, houses, and supernaturalism (Whitelaw 22). After nearly 10 years in civil service, Stoker left his position at DublinRead MoreEnglish Source Doc.7581 Words   |  31 PagesTitle: Dracula: Stoker s Response to the New Woman Author(s): Carol A. Senf Publication Details: Victorian Studies 26.1 (Autumn 1982): p33-49. Source: Nineteenth-Century Literature Criticism. Ed. Jessica Bomarito and Russel Whitaker. Vol. 156. Detroit: Gale, 2006. From Literature Resource Center. Document Type: Critical essay Full Text: COPYRIGHT 2006 Gale, COPYRIGHT 2007 Gale, Cengage Learning Full Text:   [(essay date autumn 1982) In the following essay, Senf contends that, contraryRead MoreThe Mystery Of Vampires From Folklore Tales1622 Words   |  7 Pages Ideas, beliefs, and theories of monsters have been a part of culture since the dawn of mankind. Over time, these gothic entities transformed into specific characters with names, features, and appearances. One particular monster that sustained themselves over time have been vampires. In fact, stories of vampires have been with civilization for centuries. The exact origin of vampires is unknown and there have been many speculations and theories of these monsters’ origins. Many scholars believe

Analysis Of The Scarlet Letter By Nathaniel Hawthorne...

Jacob Bretzke November 1, 2016 Period 4 Dimmesdale’s Poetic Justice In life people tend to compare their actions to others going through the same thing. Doing this can give people a temporary sense of comfort knowing that they are not alone in their sin or wrongdoings. This action of comparing separates successful people and unsuccessful people. Those who achieve success don t need to make excuses as they know it will get them nowhere, as people who don t reach success make up reasons why they are this way. If people live out this lie they are becoming a victim, this mentality that they are average and no worse than others can actually make them bitter and unsuccessful. In the book The Scarlet Letter by Nathaniel Hawthorne a puritan society is plagued by hypocrisy and sin. The three main characters Hester Prynne, Roger Chillingworth, and Arthur Dimmesdale are all endowed with a deep underlying sin. Out of the three Dimmesdale is the worst sinner in the town because he is a coward for not admitting his sin. Dimmesdale is not only the most complex character in the book but his way of self pity and guilt give a sense of confusion among the other characters. Dimmesdale displays his cowardice many times in The Scarlet Letter. He does this because he is scared to admit his sin in fear that the town will reject him. Dimmesdale had many great opportunities to admit his sin and learn to live with what he had but he always had ways to justify his sin. He told HesterShow MoreRelatedAnalysis Of Nathaniel Hawthorne s The Scarlet Letter Essay1234 Words   |  5 PagesNathaniel Hawthorne, in The Scarlet Letter, and Daniel Solove in his piece about â€Å"Shaming and the Digital Scarlet Letter† show that one who lives two lives with two dual personalities, purposefully or accidentally, can live the lie for only so long before he makes a mistake, becomes confused, and betrays his identity. The two lives that one leads most often have one persona used to conceal the other personality that society typically shuns, and he chooses to have these two personalities. He choosesRead MoreAnalysis Of `` The Scarlet Letter `` By Nathaniel Hawthorne1445 Words   |  6 Pagesnotable mishaps in our history. â€Å"It’s not how many times you get knocked down that counts, it’s how many times you get back up. - George A. Custer†. Hester Prin endured this saying every day after marked with the fateful letter â€Å"A† for adultery. Nathaniel Hawthorne, wrote,The Scarlet Letter, about a women that was marked by society and thus placed on the outside of general population, she was barely human. Underneath the obvious plot of the book are many themes, one of which can be attributed to life hasRead MoreAnalysis Of Nathaniel Hawthorne s The Scarlet Letter 1452 Words   |  6 PagesJunhee Chung A.P English Language August 20, 2015 Novel Analysis Assignment The Scarlet Letter by Nathaniel Hawthorne Plot and Conflict The Crucible is a story that revolves around the Salem Witch Trials. The novel takes place in Salem Massachusetts in 1692. It starts off with the local pastor, Reverend Parris, catching a group of girls, one of them his daughter and one of them being his niece, practicing witchcraft in the woods. Abigail is the leader of the group of girls, and her motive forRead MoreRhetorical Analysis Of Nathaniel Hawthorne s The Scarlet Letter 1877 Words   |  8 PagesRhetorical Analysis During the 17th century, a Puritan commonwealth presided over Boston and was known for its strict adherence to religious, moral and social codes. In The Scarlet Letter, Nathaniel Hawthorne utilizes rhetorical strategies in order to denounce the Puritan system of beliefs and bring to light the hypocrisy of the Puritan community as he tells the agonizing story of a young woman who was condemned by society. In passage 1, the Hawthorne employs an allusion when he explains that HesterRead MoreAnalysis Of Nathaniel Hawthorne s The Scarlet Letter 1606 Words   |  7 PagesMarin Fallon Mrs. Janosy English 2H 23 November 2015 Sin in the The Scarlet Letter The story of The Scarlet Letter by Nathaniel Hawthorne is one with many twists and turns. A young woman moves to Boston, Massachusetts while her husband takes care of affairs in England. After two years pass she secretly has an affair with the Reverend Arthur Dimmesdale. When she becomes pregnant and gives birth to her daughter Pearl, the town punishes her for committing the act of adultery. She is sentenced to standRead MoreAnalysis Of Nathaniel Hawthorne s The Scarlet Letter Essay1368 Words   |  6 PagesCharacters’ Name in The Scarlet Letter† (2015), suggests that Nathaniel Hawthorne uses symbolism to greatly enhance the importance of three of the main characters in his novel. Lei supports her suggestion by talking about the different ways in which each character’s name is symbolic, and how that directly correlates with their characteristics and their actions. Lei’s purpose is to elaborate on the depth of the main characters names in order to revea l to the reader how Hawthorne implicitly makes theRead MoreCharacter Analysis of Hester from The Scarlet Letter by Nathaniel Hawthorne977 Words   |  4 PagesCharacter Analysis of Hester from The Scarlet Letter by Nathaniel Hawthorne With nothing now to lose in the sight of mankind, and with no hope, and seemingly no wish, of gaining anything, it could only be a genuine regard for virtue that had brought back the poor wanderer to its paths. (153) With his precise diction Nathaniel Hawthorne displays an interesting conflict based on a disagreement between the protagonist, Hester Prynne, and the strict Puritan society around her in his novel TheRead MoreAnalysis Of Nathaniel Hawthorne s The Scarlet Letter 1503 Words   |  7 PagesMartinez Mrs. Lee English 3H, Period 2 9 December 2015 Judgement Day American author, Nathaniel Hawthorne, felt guilty about the intolerance of his Puritan ancestors, one of whom judged at the Salem witch trials. He utilized his passionate sentiments regarding Puritanism as an inspiration for his iconic literary work, The Scarlet Letter; in which he does not embrace but rather critiques Puritan ideology. Because Hawthorne has fathomed the Puritan community, he favors to provide a more in depth understandingRead MoreAnalysis Of Nathaniel Hawthorne s The Scarlet Letter 1217 Words   |  5 PagesBotts 1 McKenzie Botts Mrs. Eron English 2330, Section 02 November 10, 2014 A Sin is a Sin Nathaniel Hawthorne was a brilliant writer of the 19th century. Hawthorne created a novel that reflected the time period of the Puritans in New England. The Scarlet Letter contains a representation of the people during that time period but can also be related to the reader’s time period. Originally, God created the world with complete perfection until man fell, and sin entered the world. In the eyes of GodRead MoreAnalysis Of Nathaniel Hawthorne s The Scarlet Letter1371 Words   |  6 Pagesmoney or a cost that cannot be remedied in the physical world. In Nathaniel Hawthorne’s The Scarlet Letter, Hawthorne illustrates the high cost of identity and selfhood in society. Through the protagonist Hester Prynne, Hawthorne reveals the societal standards regarding chastity and sin that drive the high cost of identity and selfhood in society and their relation to the physical and metaphysical worlds. In addition, Hawthorne uses the townspeople of Boston, such as the old wom en in the town,

The Japanese Quince Essay Research Paper AP free essay sample

The Nipponese Quince Essay, Research Paper A.P. English The Nipponese Quince In The Nipponese Quince written by John Galsworthy, the actions of Mr. Nilson, a well-known and affluent man of affairs, consist the secret plan. The narrative basically describes Mr. Nilson s amble through Square Gardens, which leads to a realisation that he lacks spontaneousness, which in bend has prevented him from appreciating nature, so when he does see the beauty in nature, he gets fascinated by it. Developments in the secret plan are Mr. Nilson s feeling of emptiness, his infatuation with the Nipponese Quince, and the brush with Mr. Tandram.Mr. Nilson s complaint ab initio starts out as benign and described as a curious sweetish esthesis in the dorsum of his pharynx, and a feeling of emptiness merely under his 5th rib. However, this esthesis was intense plenty to hold Mr. Nilson deviate from his day-to-day modus operandi. We will write a custom essay sample on The Japanese Quince Essay Research Paper AP or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This feeling of emptiness additions and shortly is more mistily described as a fagot feeling and a swoon hurting merely above his bosom. Mr. Nilson tries to explicate what is doing this, but ends up with nil. When Mr. Nilson says, and here I am the lone individual in the Square who has the-to come out and- , this signifies his feeling of emptiness is even apparent in his comment. He was seeking to state that he couldn t believe that he s the lone 1 who has the desire to come out and look at nature. The reader, can comprehend what the cause of it is when there are elans in topographic point of words. He can t ptyalize these words out because he has neer experienced the beauty of nature. The Nipponese Quince fascinates Mr. Nilson ; it [ is ] so alive and reasonably. The tree with its pink and white flowers serves an cosmetic intent, since it doesn t do anything so utile as bear fruit. This is a contrast to Mr. Nilson s mechanical life, along with his fathead clock. Mr. Nilson s life is being a man of affairs, while the fathead clock s life is to start out and sing every hr on the hr to do people cognizant of the clip. Both of these occupations are really mechanical in that Mr. Nilson follows a set agenda mundane and does non diverge from it, while the fathead clock pops out every hr on the hr twenty-four hours after twenty-four hours. It s Mr. Nilson s life in general that is doing him lack spontaneousness. The fathead clock besides is a contrast to the blackbird that is alive and existent. The blackbird produces sweet and tuneful vocals, while the fathead clock produces the same humdrum vocal every hr on the hr. When Mr. Nilson sees the Nipponese Quince, he is dazzled by it because due to his busy life with work, he doesn t have clip to be fascinated with nature. Mr. Nilson s brush with Mr. Tandram is the concluding development in the secret plan. Mr. Nilson strikes up a small conversation with Mr. Tandram, which entails merely scientific inside informations about the tree. We see that since Mr. Nilson can non depict the beauty of nature in abstract words, but alternatively he must trust on facts to depict the tree. He is ever believing about concern and affecting himself with facts, merely like when he was chew overing on the monetary value of Tintos. When Mr. Nilson sees a C transcript of himself in Mr. Tandram, he thinks to himself, how foolish he must ve looked staring and smiling at the tree, and Mr. Nilson fears this because it is something unknown and a new experience for him. The reader of The Nipponese Quince should recognize that the feeling of emptiness, is caused by losing spontaneousness. At the terminal when Mr. Nilson hears the sound of a cough from Mr. Tandram, he gets disquieted, but doesn Ts know why. This is likely because Mr. Nilson enjoyed his amble through the park. However now he is reluctantly forced to travel back to the mechanical life of a man of affairs.

Instructional Model for E Essay Example

Instructional Model for E Essay A Classroom Model for Designing an ESL Course Ayami Gunasinghe University of South Alabama A Classroom Model for Designing an ESL Course The demand for English-as-a-second-language (ESL) courses has increased tremendously in recent years. This may be due to many reasons including the pervasive influences of globalization and the Internet revolution, and the general attitude change towards the English language as a whole.In former colonial nations such as Sri Lanka, English is no longer viewed as a tool of colonial oppression. Instead, English is vastly perceived by non-native speakers as a non-threatening, utilitarian language that would be of tremendous advantage to them. In the present context, English departments in countries such as Sri Lanka have been overwhelmed by the huge demand for ESL courses and Extension courses in English. The pressure to meet this demand has led to ESL courses being hastily churned out in great quantity but at the expense of quality.Many of these course s are often poorly designed, generic language courses that lack structure and purpose. They often include outdated content and strategies, and pay little or no attention to specific curriculum goals and learner needs. For this reason, I believe that ESL courses must be designed using a systematic approach that is focused on achieving particular communicative and language goals that meet the needs of the learner. The ESL Course Design model was created to facilitate this task.This model has been inspired primarily by the Kemp, Morrison and Ross Model (as cited in Gustafson Branch, 1997), which focuses on curriculum planning. It has, however, also been influenced by other classroom-oriented models such as the Gerlach and Ely model (as cited in Gustafson Branch, 1997)) that emphasizes the specification of content and objectives and the Foresee model (Kid Marquardson, 1994) that adopts a content-based approach to ESL instruction. Like the latter model, this model also takes note of p ractical and theoretical considerations involved in course design.However, while the Foresee model emphasizes the need for sound theoretical basis for content design, the ESL Course Design model focuses on the need for designers to consider research findings and established principles of language teaching with regard to every aspect of the language course design process. In addition, the ESL Course Design model is focused on the design process of a curriculum whereas the Foresee model (Kid Marqurdson, 1994) by contrast, is devoted to integrating content, language and learning strategies instruction in the ESL classroom.The ESL Course Design model advocates a systematic approach to language course design. This does not however mean that this model adopts a linear, lock-step approach. This is essentially a non-linear model that has been created to help language teachers in the design of an effective ESL curriculum. An Overview of the ESL Course Design Model The Three Outer Circles: N eeds, Resources Delivery and Research The ESL Course Design model’s three outer circles are linked to the inner circle via two-way arrows, which indicate that the components of this model are mutually supportive rather than separate and isolated.See figure 1. These three outer circles (Needs, Resources and Delivery, and Research) represent practical and theoretical considerations that will guide the designer during the course design process. A thorough needs analysis of learner needs will result in realistic goals being set and purposeful content being developed, in accordance with the learner’s language learning goals and proficiency level. A focus on available resources and feasible delivery systems will also help designers in their quest to design language courses that are situation appropriate.It is my contention that all these processes must be guided by current research findings and established teaching principles to ensure that the most suitable methods are bei ng employed. Figure 1: The ESL Course Design Model The Innermost Circle: Goals At the heart of the inner circle is a circle with goals at its center. This innermost circle is meant to represent the importance of setting clear goals when designing a language course. As such, in many ways this is a goal-based or goal-driven model although it does pay equal importance to learner analysis and content.In addition, just as Gerlach and Ely (as cited in Gustafson Branch, 1997) acknowledge the fact that teachers may think about instruction from differing points-objectives or content, this model too makes provisions for the designer’s preference. In this respect it allows greater design flexibility than the afore mentioned model as it allows the designer the freedom to approach the task from any point. The Inner Circle: Content and Sequencing, Format and Presentation and Assessment The inner circle is divided into three components. They are Content and Sequencing, Format and Presentat ion and Assessment.The Content and Sequencing segment of the design process includes what will be taught and in what order. A focus on content ensures that learners are being presented with the opportunity to further their knowledge and practice of the language. The Format and Presentation segment draws the designer’s attention to how the subject matter will be taught. The Gerlach and Ely and Kemp models (as cited in Gustafson and Brach, 1997) include the above-mentioned segments, as they are vital ingredients in keeping ESL learners motivated and focused.The Assessment segment prompts designers to focus on evaluation instruments and feedback, which are often given step-motherly treatment in language course design but are a prominent feature of classroom models such as the Gerlach and Ely model (as cited in Gustafson and Branch, 1997). The Outermost Circle: Evaluation The outermost circle represents evaluation. This is a much needed aspect of course design which involves insp ecting every aspect of the course to determine its value, if it meets the required standard and /or whether it needs improvement.The Kemp, Morrison and Ross model (as cited in Gustafson and Branch, 1997) and the Gerlach and Ely model (as cited in Gustafson and Brach, 1997) both emphasize the importance of evaluation in course design and see evaluation as being closely linked to learner goals. As such, this model also incorporates this vital aspect of course design. Parts of the ESL Course Design Model All the parts of this model in my estimation merit equal consideration by the designer. An elaboration of each of the design processes of this model follows, beginning with the three outer circles.The Three Outer Circles: Needs, Resources Delivery and Research Needs A thorough analysis of learner needs is imperative for useful course goals to be set. Many language theorists like Nunan and Lamb (as cited in Valdez, 1999) believe that an effective curriculum is one that has been designe d after a needs assessment has been done to set out the learning objectives, which guide the teacher. In many respects needs analysis influences every aspect of course design including content, format and presentation, and assessment.Learner needs analysis will yield vital information regarding the learner’s current proficiency level, learning style, attitude towards the language and course, in what context the knowledge and skills gained from the course will be utilized, and what interests the learner. This information is invaluable in developing a course that meets the needs of the learner, which should be the primary goal of any language course. Many language courses have been unsuccessful in achieving the desired learning objectives because of the designers’ failure to take note of individual learner goals and preferences.A case in point was the recently developed ESL course for Business Management students at a major university. This course though well organized, was rooted in linguistic development and subscribed to the traditional ESL emphasis on grammar-based exercises. The Business Management students who viewed English as a business tool were disappointed that the course failed to provide them with practical skills that would help them as they entered the corporate world. They were able to attach very little use or meaning to the grammar exercises that were used in isolation, in this course.This resulted in poor attendance and dropouts among the disgruntled students. As such, if learner needs had been considered this course would have been focused on the communicative aspects of language learning and developing communicative competence, which would have been more favorably received by the learners in question. Apart from learning purpose, an analysis of learner needs may also yield data on learning styles and preferences, which have an equal impact on the success or failure of a course.For instance adapting Willing’s grouping (as cited in Valdez, 1999) there are those who are concrete learners; those who like using games, pictures, films and practicing English outside the class. Then there are analytical learners; those who like to study grammar, and English books, and read newspapers, and who like to study alone, find their own mistakes and work on problems set by the teacher. Others are communicative learners who learn by watching, listening to native speakers, talking to friends, in English, and watching television in English.These students value the interactive nature of group work and activities such as simulations that provide them with meaningful opportunities to practice the target language. Others are authority–oriented learners who prefer that the teacher explain everything and who learn by reading and studying grammar (Valdez, 1999). Learner differences such as these must be considered during course design in order to keep learners motivated and engaged in the course material and activitie s. Resources and DeliveryThis aspect of the model prompts designers to consider the situation in which the course will be used and the resources that it has to offer. Resources in this model represent many things. It refers to classroom equipment such as video and audio equipment, recording facilities and computers. It also refers to the monetary resources provided by sponsors for the design, development and implementation of the course. In addition, the teacher or instructor too maybe viewed as a resource and his or her skills and knowledge must be a vital consideration during course design.Yet another resource that is a crucial factor in course design is time. The students themselves become a resource in my opinion in the eyes of the instructor as the number of students and their level of competence plays a large part in designing appropriate activities and content. Designers of ESL curricula must pay attention to all these resources during the design process. The delivery system of the course i. e. if it is to be traditional, web-based, computer-based, self-paced, etc is another important consideration for the language course designer, and will depend on the resources available.Computer-based language learning simulations have become popular in certain developed nations as a means of communicative language instruction. In developing countries such as Sri Lanka, designers must seek alternatives to such instruction due to budgetary constraints and the lack of technological skill amongst learners and instructors, especially in the rural areas. Designers need to focus on resources and delivery in order to ensure that the course will be suitable, practical, and realistic.Research I believe that along with the practical considerations of language course design, designers must also focus on the theoretical implications of language use, acquisition and teaching. There is much research on how to encourage learning in general, and language learning in particular, whi ch must be used to guide content development along with format and presentation. There are many principles that have been established from this research.For instance, research done by Nunan (as cited in De Dilva, 2001) indicates that learners have â€Å"hidden agendas† and that effective learning takes place when the curriculum is expanded to accommodate these hidden individual agendas. Such research supports the principle that individual learner differences and styles must be considered during course design. Designers must explore applied linguistic research and principles related to all the components of this model. They must be guided by this research during their curriculum design journey and quest to establish meaningful content and realistic learning goals.The Innermost Circle: Goals Goals Goals take center stage in this model. Nunan and Lamb (as cited in Valdez, 1999) believe that all language programs should take their form of departure from the goals and objectives t hat have been derived from an analysis of learner needs. I have placed goals at the center of this model, as it is my belief that it is essential to establish why a course is being designed and what it hopes to achieve from the very outset. Having a clear statement of goals is vital for determining the content of the course, deciding on the presentation, and guiding assessment.What follows is an example of goals that were set for an ESL extension course at a major university in Sri Lanka. The course was targeted at Law Faculty students and was based both on tradition and task-based methodology. This course aims to: a) Assist students in developing communicative competence in the English Language by providing them with meaningful opportunities to practice their language skills. b) Help students understand and master the grammatical rules of English. c) Acquaint students with basic legal terms. d) Develop confidence in using the target language.Establishing clear goals for a course al so benefits learners. Crookal and Oxford (as cited in Hill, 2002) suggest that many students, especially graduate students, benefit from being told the goals or purpose of an activity or course. The goals of a course influence the overall design of the course in general and content in particular. The Inner Circle: Content and Sequencing, Format Presentation and Assessment Content and Sequencing The content of language courses consists of the language items, strategies and tasks that meet the goals of the course. When the goal of a language lass is to promote communicative competence the content of the course centers on task-based activities. Conversely, if the goal of the course is focused on developing grammar skills, course content will then be characterized by grammatical features. A systematic way of checking the content of a course is via lists such as frequency-based vocabulary lists, lists of functions and topics, and lists of subskills and strategies (Valdez, 1999). Working from lists is an effective way for designers to make sure that what should be covered is covered and not left to chance and what is unnecessary or redundant is omitted.It is also my view that these lists should be chosen and adapted as a result of the needs analysis in order to set the language learning content of the course. Content also needs to be properly sequenced for logical learning according to the Kemp, Morrison and Ross model (as cited in Gustafson Branch, 1997). I believe that the best way to achieve this is by including easier tasks or units at the beginning of the course and then progressively introducing more challenging ones. This helps to build confidence, which is imperative in language learning.The content of a language course should serve to motivate learners by presenting information that is relevant to the learner and is within the purview of his /her experiences and worldview. I believe that what Gredler (1994) states in relation to language skills /communica tion simulations may also be applied to the content of a language course in that it must be a challenge but not a threat to the learner. In addition, content must also be based on available resources, and current research. Format and Presentation Format and Presentation are often neglected aspects of course design, in my experience.The material in a course needs to be presented in a form that will facilitate learning and achieve the goals of the course. The presentation of a course includes the teaching strategies and activities that will be used. It is imperative that the designer focus on these aspects during the design process as it plays a vital role in keeping ESL learners motivated. The learner analysis and available resources along with current research must guide format and presentation in the design process. Especially vital is the consideration of individual learning styles. For nstance, the format and presentation must appeal to both auditory and visual learners. Some res earch reveals that learners are more comfortable with â€Å"traditional† learning activities over more â€Å" communicative† types (De Silva, 2001). Another study by Pope and Saka (as cited in De Silva, 2001) revealed that stronger (according to test scores and teacher grading) pupils preferred more learner oriented or learner-teacher oriented activities whereas weak students preferred teacher controlled classroom activities. Such findings must be considered when designing a course.During my brief stint as an ESL instructor at a major university in Sri Lanka I began to realize the importance of having a set format for a course. The university ESL course was structured in such a way that learners would first be introduced to a topic of current interest. This would be followed by a listening activity, a reading activity and finally a speaking task in that order. Having this kind of set format is beneficial as it makes the course easier to monitor and fosters learner conf idence, as they become familiar with the learning procedure.Learners are often more comfortable with the predictable than they are with the unpredictable. The fear of â€Å"pop† quizzes is testaments to this, although certain surprise elements do need to be incorporated into course design to prevent students from becoming complacent. These â€Å"surprise† elements may include a role-play activity or a simulation in a traditional grammar-based language course. Course design according to this model is not a linear process. As such, it may be necessary to alter the content or sequencing to suit the lesson format and meet the learning goals. Content must also focus on and facilitate assessment.Assessment Assessment plays a key role in determining if a course has achieved its goals. As such, it is a useful and recurring part of the design process. Of the many ways assessment may be carried out, tests take precedence over the other methods. These tests are an important consi deration in course design. Language courses are associated with both proficiency tests and achievement tests. Proficiency or placement tests are usually held prior to the commencement of a course to determine the learner’s level of language knowledge and which level of the course best fits him or her.Based on this knowledge ESL learners at a major university in Sri Lanka are enrolled in three different courses, simply labeled level one, level two and level three. Level three courses cater to the more proficient learners while level one courses are focused on the needs of learners with little or no knowledge of the target language. These students are subjected to achievement tests that monitor their progress and identify knowledge gaps, at the end of each unit. They are also subjected to a comprehensive achievement test at the end of the course.Such tests elicit valuable information on the effectiveness of the course. As such, designers must pay careful attention to the struct ure of such tests and their place in the overall course design. Curriculum design must also make provisions for the inclusion of other non-test-based assessment such as observation, journal entries, simulation debriefing outcomes and student accounts of their learning. Data gathered from such methods of assessment may in some cases prove to be more valuable than tests in determining the strengths and weaknesses of the course design.The Outermost Circle: Evaluation Evaluation Apart from using assessment data, a course maybe evaluated via learner and instructor input gathered through surveys, interviews and focus groups. This information will determine whether the course meets the required standards, is deficient and needs improvement or needs to be discontinued. Although immediate or formative evaluation of a course is vital, the true worth of a language course can be evaluated only after some time has elapsed allowing learners to utilize the knowledge and skills gained from the cour se in the desired setting.The effectiveness of a language course in my view lies in how it has impacted the life of the learner. In this regard summative evaluation is an important part of the design process. The evaluation process maybe regarded as a backstage process that is imperative for the successful completion and realization of center stage processes such as setting realistic and purposeful goals and content. Responsible curriculum design must therefore include ongoing evaluation of the course. Conclusion The ESL Course Design model serves language teachers in course design, which is often seen as an arduous task.It portrays course design as a process and emphasizes the importance of considering learner needs, resources and applied linguistic research as a practical and theoretical basis for course design. According to the model, this knowledge will hold designers in good stead as they proceed to the other vital components of course design. Goals, content, format and present ation and assessment are all vital aspects of this model that must be given equal consideration. Evaluation too, is given prominence and designers are advised to conduct continuous evaluations to ensure that the curriculum design is effective and viable.The ESL Course Design model testifies to the fact that course design is not a linear or static process. It also implies that ESL course design is a constantly evolving process that needs careful consideration and planning. References De Silva, R. (2001). Students’ perceptions of the English teaching / language experience in the classroom. In David Hays (Ed. ), Teaching English: Possibilities and opportunities ( pp. 85-91). Colombo: The British Council. Hill, J. L. (2002). Playing with the three pigs. Simulation Gaming, 33 (3), 353-359. Gredler, M. (1994). Design evaluation games simulation: A process approach.Texas: Gulf Publishing Company. Gustafson, K. , Branch, R. (Ed. ). (1997). Survey of instructional development mode ls (3rd Ed). New York. Eric Clearinghouse. Kidd, R. , Marquardson, B. (1994, March). The Foresee approach. Paper presented at the annual meeting of the teachers of English to speakers of other languages, Baltimore, MD. Valdez, M. (1999). How learners’ needs affect syllabus design. Forum, 37(1), 30-34. Format Assessment Presentation Content Sequencing Goals Needs Research Resources Delivery Evaluation Evaluation Evaluation Evaluation Evaluation Instructional Model for E Essay Example Instructional Model for E Essay A Classroom Model for Designing an ESL Course Ayami Gunasinghe University of South Alabama A Classroom Model for Designing an ESL Course The demand for English-as-a-second-language (ESL) courses has increased tremendously in recent years. This may be due to many reasons including the pervasive influences of globalization and the Internet revolution, and the general attitude change towards the English language as a whole.In former colonial nations such as Sri Lanka, English is no longer viewed as a tool of colonial oppression. Instead, English is vastly perceived by non-native speakers as a non-threatening, utilitarian language that would be of tremendous advantage to them. In the present context, English departments in countries such as Sri Lanka have been overwhelmed by the huge demand for ESL courses and Extension courses in English. The pressure to meet this demand has led to ESL courses being hastily churned out in great quantity but at the expense of quality.Many of these course s are often poorly designed, generic language courses that lack structure and purpose. They often include outdated content and strategies, and pay little or no attention to specific curriculum goals and learner needs. For this reason, I believe that ESL courses must be designed using a systematic approach that is focused on achieving particular communicative and language goals that meet the needs of the learner. The ESL Course Design model was created to facilitate this task.This model has been inspired primarily by the Kemp, Morrison and Ross Model (as cited in Gustafson Branch, 1997), which focuses on curriculum planning. It has, however, also been influenced by other classroom-oriented models such as the Gerlach and Ely model (as cited in Gustafson Branch, 1997)) that emphasizes the specification of content and objectives and the Foresee model (Kid Marquardson, 1994) that adopts a content-based approach to ESL instruction. Like the latter model, this model also takes note of p ractical and theoretical considerations involved in course design.However, while the Foresee model emphasizes the need for sound theoretical basis for content design, the ESL Course Design model focuses on the need for designers to consider research findings and established principles of language teaching with regard to every aspect of the language course design process. In addition, the ESL Course Design model is focused on the design process of a curriculum whereas the Foresee model (Kid Marqurdson, 1994) by contrast, is devoted to integrating content, language and learning strategies instruction in the ESL classroom.The ESL Course Design model advocates a systematic approach to language course design. This does not however mean that this model adopts a linear, lock-step approach. This is essentially a non-linear model that has been created to help language teachers in the design of an effective ESL curriculum. An Overview of the ESL Course Design Model The Three Outer Circles: N eeds, Resources Delivery and Research The ESL Course Design model’s three outer circles are linked to the inner circle via two-way arrows, which indicate that the components of this model are mutually supportive rather than separate and isolated.See figure 1. These three outer circles (Needs, Resources and Delivery, and Research) represent practical and theoretical considerations that will guide the designer during the course design process. A thorough needs analysis of learner needs will result in realistic goals being set and purposeful content being developed, in accordance with the learner’s language learning goals and proficiency level. A focus on available resources and feasible delivery systems will also help designers in their quest to design language courses that are situation appropriate.It is my contention that all these processes must be guided by current research findings and established teaching principles to ensure that the most suitable methods are bei ng employed. Figure 1: The ESL Course Design Model The Innermost Circle: Goals At the heart of the inner circle is a circle with goals at its center. This innermost circle is meant to represent the importance of setting clear goals when designing a language course. As such, in many ways this is a goal-based or goal-driven model although it does pay equal importance to learner analysis and content.In addition, just as Gerlach and Ely (as cited in Gustafson Branch, 1997) acknowledge the fact that teachers may think about instruction from differing points-objectives or content, this model too makes provisions for the designer’s preference. In this respect it allows greater design flexibility than the afore mentioned model as it allows the designer the freedom to approach the task from any point. The Inner Circle: Content and Sequencing, Format and Presentation and Assessment The inner circle is divided into three components. They are Content and Sequencing, Format and Presentat ion and Assessment.The Content and Sequencing segment of the design process includes what will be taught and in what order. A focus on content ensures that learners are being presented with the opportunity to further their knowledge and practice of the language. The Format and Presentation segment draws the designer’s attention to how the subject matter will be taught. The Gerlach and Ely and Kemp models (as cited in Gustafson and Brach, 1997) include the above-mentioned segments, as they are vital ingredients in keeping ESL learners motivated and focused.The Assessment segment prompts designers to focus on evaluation instruments and feedback, which are often given step-motherly treatment in language course design but are a prominent feature of classroom models such as the Gerlach and Ely model (as cited in Gustafson and Branch, 1997). The Outermost Circle: Evaluation The outermost circle represents evaluation. This is a much needed aspect of course design which involves insp ecting every aspect of the course to determine its value, if it meets the required standard and /or whether it needs improvement.The Kemp, Morrison and Ross model (as cited in Gustafson and Branch, 1997) and the Gerlach and Ely model (as cited in Gustafson and Brach, 1997) both emphasize the importance of evaluation in course design and see evaluation as being closely linked to learner goals. As such, this model also incorporates this vital aspect of course design. Parts of the ESL Course Design Model All the parts of this model in my estimation merit equal consideration by the designer. An elaboration of each of the design processes of this model follows, beginning with the three outer circles.The Three Outer Circles: Needs, Resources Delivery and Research Needs A thorough analysis of learner needs is imperative for useful course goals to be set. Many language theorists like Nunan and Lamb (as cited in Valdez, 1999) believe that an effective curriculum is one that has been designe d after a needs assessment has been done to set out the learning objectives, which guide the teacher. In many respects needs analysis influences every aspect of course design including content, format and presentation, and assessment.Learner needs analysis will yield vital information regarding the learner’s current proficiency level, learning style, attitude towards the language and course, in what context the knowledge and skills gained from the course will be utilized, and what interests the learner. This information is invaluable in developing a course that meets the needs of the learner, which should be the primary goal of any language course. Many language courses have been unsuccessful in achieving the desired learning objectives because of the designers’ failure to take note of individual learner goals and preferences.A case in point was the recently developed ESL course for Business Management students at a major university. This course though well organized, was rooted in linguistic development and subscribed to the traditional ESL emphasis on grammar-based exercises. The Business Management students who viewed English as a business tool were disappointed that the course failed to provide them with practical skills that would help them as they entered the corporate world. They were able to attach very little use or meaning to the grammar exercises that were used in isolation, in this course.This resulted in poor attendance and dropouts among the disgruntled students. As such, if learner needs had been considered this course would have been focused on the communicative aspects of language learning and developing communicative competence, which would have been more favorably received by the learners in question. Apart from learning purpose, an analysis of learner needs may also yield data on learning styles and preferences, which have an equal impact on the success or failure of a course.For instance adapting Willing’s grouping (as cited in Valdez, 1999) there are those who are concrete learners; those who like using games, pictures, films and practicing English outside the class. Then there are analytical learners; those who like to study grammar, and English books, and read newspapers, and who like to study alone, find their own mistakes and work on problems set by the teacher. Others are communicative learners who learn by watching, listening to native speakers, talking to friends, in English, and watching television in English.These students value the interactive nature of group work and activities such as simulations that provide them with meaningful opportunities to practice the target language. Others are authority–oriented learners who prefer that the teacher explain everything and who learn by reading and studying grammar (Valdez, 1999). Learner differences such as these must be considered during course design in order to keep learners motivated and engaged in the course material and activitie s. Resources and DeliveryThis aspect of the model prompts designers to consider the situation in which the course will be used and the resources that it has to offer. Resources in this model represent many things. It refers to classroom equipment such as video and audio equipment, recording facilities and computers. It also refers to the monetary resources provided by sponsors for the design, development and implementation of the course. In addition, the teacher or instructor too maybe viewed as a resource and his or her skills and knowledge must be a vital consideration during course design.Yet another resource that is a crucial factor in course design is time. The students themselves become a resource in my opinion in the eyes of the instructor as the number of students and their level of competence plays a large part in designing appropriate activities and content. Designers of ESL curricula must pay attention to all these resources during the design process. The delivery system of the course i. e. if it is to be traditional, web-based, computer-based, self-paced, etc is another important consideration for the language course designer, and will depend on the resources available.Computer-based language learning simulations have become popular in certain developed nations as a means of communicative language instruction. In developing countries such as Sri Lanka, designers must seek alternatives to such instruction due to budgetary constraints and the lack of technological skill amongst learners and instructors, especially in the rural areas. Designers need to focus on resources and delivery in order to ensure that the course will be suitable, practical, and realistic.Research I believe that along with the practical considerations of language course design, designers must also focus on the theoretical implications of language use, acquisition and teaching. There is much research on how to encourage learning in general, and language learning in particular, whi ch must be used to guide content development along with format and presentation. There are many principles that have been established from this research.For instance, research done by Nunan (as cited in De Dilva, 2001) indicates that learners have â€Å"hidden agendas† and that effective learning takes place when the curriculum is expanded to accommodate these hidden individual agendas. Such research supports the principle that individual learner differences and styles must be considered during course design. Designers must explore applied linguistic research and principles related to all the components of this model. They must be guided by this research during their curriculum design journey and quest to establish meaningful content and realistic learning goals.The Innermost Circle: Goals Goals Goals take center stage in this model. Nunan and Lamb (as cited in Valdez, 1999) believe that all language programs should take their form of departure from the goals and objectives t hat have been derived from an analysis of learner needs. I have placed goals at the center of this model, as it is my belief that it is essential to establish why a course is being designed and what it hopes to achieve from the very outset. Having a clear statement of goals is vital for determining the content of the course, deciding on the presentation, and guiding assessment.What follows is an example of goals that were set for an ESL extension course at a major university in Sri Lanka. The course was targeted at Law Faculty students and was based both on tradition and task-based methodology. This course aims to: a) Assist students in developing communicative competence in the English Language by providing them with meaningful opportunities to practice their language skills. b) Help students understand and master the grammatical rules of English. c) Acquaint students with basic legal terms. d) Develop confidence in using the target language.Establishing clear goals for a course al so benefits learners. Crookal and Oxford (as cited in Hill, 2002) suggest that many students, especially graduate students, benefit from being told the goals or purpose of an activity or course. The goals of a course influence the overall design of the course in general and content in particular. The Inner Circle: Content and Sequencing, Format Presentation and Assessment Content and Sequencing The content of language courses consists of the language items, strategies and tasks that meet the goals of the course. When the goal of a language lass is to promote communicative competence the content of the course centers on task-based activities. Conversely, if the goal of the course is focused on developing grammar skills, course content will then be characterized by grammatical features. A systematic way of checking the content of a course is via lists such as frequency-based vocabulary lists, lists of functions and topics, and lists of subskills and strategies (Valdez, 1999). Working from lists is an effective way for designers to make sure that what should be covered is covered and not left to chance and what is unnecessary or redundant is omitted.It is also my view that these lists should be chosen and adapted as a result of the needs analysis in order to set the language learning content of the course. Content also needs to be properly sequenced for logical learning according to the Kemp, Morrison and Ross model (as cited in Gustafson Branch, 1997). I believe that the best way to achieve this is by including easier tasks or units at the beginning of the course and then progressively introducing more challenging ones. This helps to build confidence, which is imperative in language learning.The content of a language course should serve to motivate learners by presenting information that is relevant to the learner and is within the purview of his /her experiences and worldview. I believe that what Gredler (1994) states in relation to language skills /communica tion simulations may also be applied to the content of a language course in that it must be a challenge but not a threat to the learner. In addition, content must also be based on available resources, and current research. Format and Presentation Format and Presentation are often neglected aspects of course design, in my experience.The material in a course needs to be presented in a form that will facilitate learning and achieve the goals of the course. The presentation of a course includes the teaching strategies and activities that will be used. It is imperative that the designer focus on these aspects during the design process as it plays a vital role in keeping ESL learners motivated. The learner analysis and available resources along with current research must guide format and presentation in the design process. Especially vital is the consideration of individual learning styles. For nstance, the format and presentation must appeal to both auditory and visual learners. Some res earch reveals that learners are more comfortable with â€Å"traditional† learning activities over more â€Å" communicative† types (De Silva, 2001). Another study by Pope and Saka (as cited in De Silva, 2001) revealed that stronger (according to test scores and teacher grading) pupils preferred more learner oriented or learner-teacher oriented activities whereas weak students preferred teacher controlled classroom activities. Such findings must be considered when designing a course.During my brief stint as an ESL instructor at a major university in Sri Lanka I began to realize the importance of having a set format for a course. The university ESL course was structured in such a way that learners would first be introduced to a topic of current interest. This would be followed by a listening activity, a reading activity and finally a speaking task in that order. Having this kind of set format is beneficial as it makes the course easier to monitor and fosters learner conf idence, as they become familiar with the learning procedure.Learners are often more comfortable with the predictable than they are with the unpredictable. The fear of â€Å"pop† quizzes is testaments to this, although certain surprise elements do need to be incorporated into course design to prevent students from becoming complacent. These â€Å"surprise† elements may include a role-play activity or a simulation in a traditional grammar-based language course. Course design according to this model is not a linear process. As such, it may be necessary to alter the content or sequencing to suit the lesson format and meet the learning goals. Content must also focus on and facilitate assessment.Assessment Assessment plays a key role in determining if a course has achieved its goals. As such, it is a useful and recurring part of the design process. Of the many ways assessment may be carried out, tests take precedence over the other methods. These tests are an important consi deration in course design. Language courses are associated with both proficiency tests and achievement tests. Proficiency or placement tests are usually held prior to the commencement of a course to determine the learner’s level of language knowledge and which level of the course best fits him or her.Based on this knowledge ESL learners at a major university in Sri Lanka are enrolled in three different courses, simply labeled level one, level two and level three. Level three courses cater to the more proficient learners while level one courses are focused on the needs of learners with little or no knowledge of the target language. These students are subjected to achievement tests that monitor their progress and identify knowledge gaps, at the end of each unit. They are also subjected to a comprehensive achievement test at the end of the course.Such tests elicit valuable information on the effectiveness of the course. As such, designers must pay careful attention to the struct ure of such tests and their place in the overall course design. Curriculum design must also make provisions for the inclusion of other non-test-based assessment such as observation, journal entries, simulation debriefing outcomes and student accounts of their learning. Data gathered from such methods of assessment may in some cases prove to be more valuable than tests in determining the strengths and weaknesses of the course design.The Outermost Circle: Evaluation Evaluation Apart from using assessment data, a course maybe evaluated via learner and instructor input gathered through surveys, interviews and focus groups. This information will determine whether the course meets the required standards, is deficient and needs improvement or needs to be discontinued. Although immediate or formative evaluation of a course is vital, the true worth of a language course can be evaluated only after some time has elapsed allowing learners to utilize the knowledge and skills gained from the cour se in the desired setting.The effectiveness of a language course in my view lies in how it has impacted the life of the learner. In this regard summative evaluation is an important part of the design process. The evaluation process maybe regarded as a backstage process that is imperative for the successful completion and realization of center stage processes such as setting realistic and purposeful goals and content. Responsible curriculum design must therefore include ongoing evaluation of the course. Conclusion The ESL Course Design model serves language teachers in course design, which is often seen as an arduous task.It portrays course design as a process and emphasizes the importance of considering learner needs, resources and applied linguistic research as a practical and theoretical basis for course design. According to the model, this knowledge will hold designers in good stead as they proceed to the other vital components of course design. Goals, content, format and present ation and assessment are all vital aspects of this model that must be given equal consideration. Evaluation too, is given prominence and designers are advised to conduct continuous evaluations to ensure that the curriculum design is effective and viable.The ESL Course Design model testifies to the fact that course design is not a linear or static process. It also implies that ESL course design is a constantly evolving process that needs careful consideration and planning. References De Silva, R. (2001). Students’ perceptions of the English teaching / language experience in the classroom. In David Hays (Ed. ), Teaching English: Possibilities and opportunities ( pp. 85-91). Colombo: The British Council. Hill, J. L. (2002). Playing with the three pigs. Simulation Gaming, 33 (3), 353-359. Gredler, M. (1994). Design evaluation games simulation: A process approach.Texas: Gulf Publishing Company. Gustafson, K. , Branch, R. (Ed. ). (1997). Survey of instructional development mode ls (3rd Ed). New York. Eric Clearinghouse. Kidd, R. , Marquardson, B. (1994, March). The Foresee approach. Paper presented at the annual meeting of the teachers of English to speakers of other languages, Baltimore, MD. Valdez, M. (1999). How learners’ needs affect syllabus design. Forum, 37(1), 30-34. Format Assessment Presentation Content Sequencing Goals Needs Research Resources Delivery Evaluation Evaluation Evaluation Evaluation Evaluation

Summer Of The Seventeenth Doll Essay

Summer Of The Seventeenth Doll Essay Summer Of The Seventeenth doll has been regarded as both a masterpiece and as a turning point in Australian history. It has boosted Australian theatre to another level and genre of performance that Australian theatre would not have been able to achieve alone. The doll managed to astound audiences by its distinctiveness. It managed to explore situations and aspects that the audience had never before entered. It was stylistically new and different, which caused plenty of reactions by the audience that contributed to its phenomenal. Due to The Doll's success in relation to its uniqueness, it inspired many more playwrights to experiment with theatre styles, which proved to be advancement in Australian history. The Doll's success is evident to this day, due to the fact that its themes and issues still hold a relevance and importance in today's society. Indeed it is upmost accuracy to state that The Doll has expanded and advanced upon actors, directors and playwright's methods and styles o f acting in Australian Theatre up to this very day.Princess Theatre, Melbourne, AustraliaA brief tour through early Australian history will clarify just how much Significance and meaning The Doll contributed when it was first released. The early theatre in Australia was influenced by the happenings in other parts of the world. The early settlers from Europe strove to maintain the cultural traditions of the societies they had left behind, and in time, this became a big barrier for Australian theatre between originality and imitation. As the plays performed were imported from overseas, so the acting styles in Australia followed those that were fashionable in Europe. By the Nineteen Seventies, melodrama had become very popular in Europe and America. Most melodramas performed in Australia were adaptations of novels or plays that were once successful in England or America. Eventually melodrama aged and...

420 Essay Example | Topics and Well Written Essays - 250 words - 2

420 - Essay Example In particular, almost 600 sea turtles, 100 dolphins, more than 6000 birds, and lots of other mammals were found dead. Besides, the oil spill increased mortality among whales. As ecologists report, the mortality rate among dolphins increased by 50 times. According to recent researches, however, the Gulf of Mexico is gradually recovering after the catastrophe. American oceanologists claim that reef-building corals, which cannot survive in contaminated water, are currently in quite good condition. They are reproducing and growing in the ordinary course. At the same time, biologists report insufficient increase in average water temperature. Some researchers, however, voice fears concerning the impact of the  BP oil spill over the Gulf Stream, which is known to be a powerful climate forcing factor. There is an opinion that its temperature has lowered by 10 °C. What is more, the stream tends to separate into several underflows. This may be one of the prime causes of certain weather anomalies which could be observed in Europe. Heavy winter frosts may be one of these examples. However, this is just one of the theories which needs to be proven. It is hard to say how much time nature will need in order to recover after the catastrophe. There is a hope that future generations will not feel its consequences, though there is no guarantee that similar incidents will not

The Strategic Causes of Conflict - What caused the 1991 Gulf War Essay

The Strategic Causes of Conflict - What caused the 1991 Gulf War - Essay Example There are other reasons for war such as ethnic and religious killings among others. War has become part of human beings and for a long time, it has really affected them. Generation after generation, nations have sent their youths to the fields to participate in these wars. Some have died in these wars as war does not discriminate. The costs of these escapes are very evident and some have been very severe1. For example, a look back to the damages that the First World War brought to the political structure of Europe makes it possible to understand the effects of war, and fight to stop its causes. 2 It is not a surprise to find that most historians are less concerned on the causes of war and have tended to concentrate on the causes of peace. This is not sufficient because the absence of peace is as a result of the war. Therefore, it is very important to look at the causes of a war rather than look for ways to bring peace after a war has already happened. The aim of this paper is to dig deep to the events that triggered the gulf war of 1991, and briefly shed light on the consequences of that war. What is the Meaning of the Term War? Before embarking on discussing the Gulf war that took place in 1991, there is need to clearly understand the meaning of the term war. There are many definitions of the term war, but only one definition will be used in this paper. The term war refers to the large scale violent conflict that occurs between organized groups that have already established governments or at times, those that seek to one day establish their own.3 Something that should be noted is that not all conflict is war, but only the large scale conflict is referred to as war. Therefore, the Gulf war of 1991 suits the description of war, as it involved large scale conflict. As mentioned earlier, this paper will concentrate on the causes of the Gulf War that took place between the American military and their supporters, and the Iraqi government in the year 1991. First, her e is a brief on the general causes of any kind of war and the meaning of the term war. General Causes of War The televisions, radios, and newspapers constantly remind people that the world they live in is not a world that has absolute peace. Day in day out, the reports are showing different nations being affected by conflict. For example, Somalia is country that has suffered warfare for many years. Statistics about wars are always frightening and since the Second World War, most of the social scientists have made great efforts, to attempt to identify the causes of interstate wars. Many researches have shown that there is no single master cause of war, but rather, the causes are different. Most of the wars occur as a result of a number of important causes and due to this, many states have found it difficult to solve their differences to bring about peace.4 Some have tended to argue that banning of nuclear weapons will help in eliminating the causes of war in the world. I tend to argu e otherwise because there are other root causes of wars around the world and some may come as a surprise. The following are different classes that can be used to classify the causes of war: Individual level causes: The causes of war in this category are normally short term and immediate. These are causes such as a leader’s personality. A leader’s personality on occasion plays an important role in the way he or she reacts to stressful situations. For example, a leader

Salem Witch Craft Hysteria History Essay

Salem Witch Craft Hysteria History Essay The age old question Was the Salem witchcraft hysteria a product of womens search for power? is debated that it whether it was or wasnt a product of their search for power. There are many different examples that it was, but if you think about it most of those are not conclusive, because you could easily have many reasons to why those events happened and were caused. The examples that women were do witch craft because they did unexplained activities such as assume odd postures, writher in agony, necks cracked, and more are not true, because those actions are easily explained. For example cracking your neck is common to people who had a sore neck. More of these action like the ones I name have no logic to it if you think about it. Some people will say yes to this question, due to the fact that when Tituba confessed she was a witch, she also said there were others out there, but no one really confessed to being a witch. Most of the accused were either related to some else who was accused or victims of paranoia that enveloped that community. Also some people will say that they were looking for power because most of the accused were women, but most were being accused due to their gender because most women did not have right back then. When the accused had been accused it was due to the fact that they did something thats was uncommon or unheard of. I say no they were not looking for power, because if they were they would not have been living in fear of being accused and would not wait to be accused, but admit that they were witches without fear. You may say that some women like Tituba, did confessed for more power to women, but they probably only said they were because they did not have an explanation to why those acts of witch craft accrued due to the fact that most of those actions were uncommon back then, but did some accepted the accusation just to rebel a little. Also most women probably only did confess like Tituba so they will not have been subjected to harsher punishments. The fits and rampages that had happened out of nowhere were factors in being accused in this time, but the thing is that these rampages were widely spread to not only the humans, but the livestock too. Even some people said that witch craft were the only explanations to these unexplained actions. People mostly only probably said this because back then people were scared of what they did not know and this was the only way they would know this in this time period. In later years similar events had swept Europe, as time went one all the unknown questions and unexplained event were becoming more and more known, so it would not have made sense that women did those things to gain and show power in their lives. If you look back to what was considered as witchery to now you would see it was fear of the unknown and paranoia that made it seem as womens act of gaining power and not conrisidents. Back to being accusers, they had many problems in their social lives and believe and accusing other was the only way to restore their problems in life and their self-worth. Accusers had gained more power from the witch accusation then the accused women did. With fear from the unknown and uncommon was established unknowingly the only way they became unfearful was to accuse others from these seemingly mysterious actions. Some of the accused were either different or untraditional and that was considered another trait of witchery. You may say that the untraditional women and fee-spirited women were only looking for power, but in reality it was the unconscious start for women to be able to have a little more freedom. Some of the witches like Susannah Roots were also accused for entertaining people late at night or adultery, but just because they did those kinds of things did not mean they were looking for power or attention from the whole town, but from the people they did it with. What we know now that did not know then is that the accused must have had been sick in some way or form. We can conclude this with the fact that the symptoms of witchery are the same symptoms as the Encephalitis Epidemic that accrued in the early 1900s to the mid-1900s. For example the bites made by witches were really red marks that bleed thru the skin. The visions they had were really hallucinations that accrued from ant diseases that they endured. More of the symptom that were cause back then would be perfect examples of the epidemic that will have swept Europe. With no proper heat back then the cold worsened the symptoms that were considered witchery symptoms. The illnesses that cussed these were from insects that might have infected the so called witches in the past. As the years went on less and less accusations stopped probably due to the weather change in which the insects could not live and in return not infect the people. Women had not really wanted to have power because they would have found some way or pretended to have done witchery actions to continue their search of power instead of letting it become only something in the past. We can also conclude that it was not really the womens idea of gaining power because if the events were becoming part of that past most things will not change, but be the same and they will have had continued the search of power. Many more insects had been spread all over Europe witch caused the diseases that were the causes of the witch accusations. If the diseases did not spread people would not have been infected and jugged. Another idea to consider is if the disease causing insects were not common and had not infected the accused will they still be considered witches. That is a question that you should ask yourself and think about. Some of the accused witches were women were highly esteemed members of their church and community. Even their daughters as young as four were accused, from the hysteria. If you think about it, it wound not make sense that the witches were doing godly things. Also this will be no way of trying to gain more power because otherwise they would not be as highly esteemed as they are. Even though women protested against being witches or having family being accused they still were not looking for power. The women were only trying to convince the accusers that they were wrong and that they were indecent the only way they could think of. Sure they got attention and some power, but so did the male members of the community who protested with them. As hysterias spread and more were accused the punishments got worse and so did the deaths. Even though women wanted to get more power they probably would not have gone as far as death, because they most would want to live for their families and not chose power.as time went on with these more and more people were trying to help them from being wrongfully accused like many did. If you were to face death like these wrongly accused women were would you accept death or would you beg to be spared? These women had to decide this question their selves, and they said they will beg because they were not looking for power they were just subjected peoples fear in that time period. with not accepting being witches and begging it will naturally cause less power and the argument that women wanted more power that they had made the witch trials a big deal would be false. Not all the accused were being murdered for being witches. If they had confessed even if they were innocent they will be spared. The women who were confessing to their crime were only doing it to save their lives and ant gain power like some people think. Many were trying to get set free and not die so they did anything to get found not guilty. Women did not want power they wanted to go back to their lives without free of dyeing. Most of the time when women were accused they were not given a fair chance to prove they were not witches which means they did not want the power people said they wanted. So as I we think about the question thats been asked for ages we also should think about how and why the women were accused and why they said and did what they did. There may be people still out there believing that it was womens act to gain power, but it was not because they tried to get free and prove they were not lying. Also they action they did can always have an explanation to them because of what we know today. Even though the accused were trying to prove they were innocent and that they wanted to be free, they were strong and just trying to survive and live their lives no matter what other will think. Soon the trials had become part of the past and an important part that no one will forget.