How to Describe Gibberish

How to Describe Gibberish How to Describe Gibberish How to Describe Gibberish By Maeve Maddox The recent post on greeking prompted a reader to remark: And, of course, theres Double Dutch. Where did that come from? Double Dutch is another expression meaning â€Å"incomprehensible speech.† The â€Å"Dutch† refers to the idea that a foreign language is incomprehensible to one who hasn’t learned it. The â€Å"double† is an intensifier. â€Å"Double Dutch† is a language twice as difficult to understand as â€Å"plain ‘Dutch’†. Here are some more nouns to express the idea of unintelligible vocalization that is either entirely unintelligible, or which may be understandable on some level, but makes no sense, or is inconsequential. babble: probably an imitative word suggesting baby talk. I used to think it came from the story of the Tower of Babel, but apparently no etymological connection can be traced. The meaning â€Å"to repeat oneself incoherently† is known from about 1418. balderdash: originally referred to a jumbled mix of liquors, for example milk and beer or beer and wine. In 1674 it meant â€Å"senseless jumble of words.† baloney: originated as American slang word meaning â€Å"nonsense.† Could be from bologna, but could also have derived from blarney. bilge: â€Å"stupid talk or writing† The bilge is the â€Å"lowest internal part of a ship.† A lot of nasty stuff accumulates there. blather: â€Å"nonsensical talk† May have come into English via Scots dialect from a Scandinavian word meaning â€Å"babble.† bull: Most of us probably think of â€Å"bull† as short for â€Å"bullshit,† but bull with the meaning â€Å"trivial or false statements,† has been around since Middle English. The ME word probably derived from French boul meaning â€Å"false talk, fraud.† It may be connected to modern Icelandic bull meaning â€Å"nonsense.† Bullshit is American slang dating from 1915 with the meaning â€Å"eloquent and insincere rhetoric.† bunk: another American slang word meaning â€Å"nonsense.† It originated in 1847 with a politician from North Carolina who explained that his boring speeches in Congress were intended to impress his constituents â€Å"back home in Buncombe.† The spelling quickly became bunkum and has dwindled into bunk. drivel: â€Å"stupid or senseless talk.† This one comes from OE dreflian, â€Å"to dribble or run at the nose.† eyewash: â€Å"blarney, humbug.† According to the OnlineEtymologyDictionary, this expression is chiefly British, is perhaps from the notion of something intended to obscure or conceal facts or true motives. But this, and expression my eye also may be the verbal equivalent of the wink that indicates one doesnt believe what has been said (cf. Fr. mon oeil in same sense, accompanied by a knowing pointing of a finger to the eye). gibberish: probably another imitative word suggesting the sound of chatter. Gibberish is totally unintelligible. gobbledygook: â€Å"unclear, wordy jargon.† This is another word we owe to the sphere of politics. In another post I mentioned the eponym â€Å"maverick† that comes from the surname of rancher Samuel Maverick (1803-1870). The word gobbledygook was coined in 1944 by one of his grandsons, Texas representative Maury Maverick. In a memo dated March 30, 1944, he banned the use of â€Å"gobbledygook language† and threatened to shoot anyone who used the words activation or implementation. He said he based the word on the sound a turkey makes. guff: â€Å"empty talk, nonsense.† This is another word of imitative origin, possibly based on puff. hogwash: â€Å"worthless, false or ridiculous speech or writing.† Originally hogwash was slops fed to pigs. Then it came to mean cheap liquor. The meaning â€Å"inferior writing† dates from 1773. jargon: The word entered English with the meaning â€Å"unintelligible talk, gibberish† in 1340. It derives from a French word meaning â€Å"a chattering of birds.† Now it can mean technical terminology associated with a specific occupation. Practitioners understand jargon, but to those not in the know, its gibberish. mumbo jumbo: â€Å"unintelligible or incomprehensible language.† The term is supposed to derive from an African idol in the Niger region, but no likely source has been found. The meaning â€Å"big, empty talk† is documented from 1896. piffle: â€Å"foolish or futile talk or ideas.† Probably an imitative word derived from a contemptuous blowing sound, or it could be a conflation of trifle and piddle. poppycock: â€Å"senseless talk, nonsense.† This one sounds comical, but if you think about it, it’s as disgusting as bilge: 1865, probably from Du. dialect pappekak, from M.Du. pappe soft dung (see pap) + kak dung, from L. cacare to excrete. OnlineEtymologyDictionary. prattle: â€Å"idle or meaningless chatter.† This is another imitative word. The verb is prate. tripe: â€Å"something of no value.† The literal meaning of tripe is the rubbery lining of the stomach of cattle or other ruminants, used as food. Answers.com twaddle: â€Å"silly talk.† The origin is unknown. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Writing Prompts 10145 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†How Many Sentences in a Paragraph?

How To Write An Evaluation Essay, with Topics and Structure Elements

How To Write An Evaluation Essay, with Topics and Structure Elements Writing an Evaluation Essay Outline example Topics list When defining an evaluation essay, some people think of it as a review while others think of it as a type of a critical essay. Both sets of definitions are not wrong, but lack the key attributes of what an evaluation essay is. An evaluation essay encompasses some attributes of critical essays as well as reviews, but tends to be specific and follows a different method of writing. Evaluation essays are written to help demonstrate the qualities or lack thereof of a specific product such as qualities of a famous restaurant in town, a vacation site, a book, a film, etc. An author’s stance on something needs to be clearly established and backed by enough evidence to sway the mind of the readers. Evaluation essay writing often comes out as opinionated, and to a large extent, some authors think that they are supposed to be like that. However, contrary to popular belief, evaluation essays should not come across as opinionated in whichever instance. Authors need to ensure that their pie ces or articles are well-reasoned, unbiased and help readers to evaluate the options before them objectively. The main difference between a critical essay or review and an evaluation essay is the one which is supposed to develop or have criteria when writing an evaluation paper. Developing a criterion is indeed of the essence because it ensures that one’s paper is not opinionated but delivers an unbiased account. A criterion can be defined as the ideal property of a product or place or even a service, and having this means that the writer has a basis for their comparison. For example, if one is writing an evaluation essay on a famous restaurant in town, it would be important to establish a criterion first. Such a criteria would involve things like the quality of service offered, the quality of food offered, the restaurant’s cleanliness, waiters, and waitress’s attitude as well as time taken to get an order after placing one. Having such a basic and public criteria upon which comparisons are drawn ensures that the final paper will only entail an objective account. Structure Elements When writing an evaluation essay, it is important to remember that there are three important and necessary parts. They include the criteria, the judgment, and finally the evidence. For a student’s essay to be termed as complete, these parts must be included and clearly established independently. The criteria as stated above is the ideal picture of what the product should be. The criteria should be something that the audience relates to and can agree with. The judgment is the author’s opinion on the product. Whatever that one says here must be supported by sufficient evidence and hence the third and final part. These three parts, if approached and tackled well, will indeed ensure that paper is not only objective but credible enough. In some occasions, writers have let their feelings get a hold of them, and the results have been devastatingly bad. It is, therefore, essential to ensure that each part is accurately and impartially developed. When looking at most evaluation essay writing guides, the most common thing one notices is the fact that evaluation essays use the five-paragraph essay format. An evaluation essay outline should hence have an introduction, the main body section, and finally a conclusion. As always in the introduction, the writer is expected to include a thesis statement which is the writer’s judgment or evaluation of the product or subject. The criteria should also be included in the introduction. In the main body, the writer is expected to include points that best describe or support their judgment while referencing their criterion. Finally, the conclusion paragraph, first of all, must give the indication that the writer has come to an end and then close the discussion. Evaluation essay outlining is essential because it gifts one with the opportunity of having their points delineated first and then discussed while maintaining the writer’s main point. Below is an example of an outline for an evaluation essay with the title being KFC – good or awful fast-food restaurant. KFC – good or awful fast-food restaurant Introduction Topic sentence – introduces KFC and gives a brief background information about the restaurant. Thesis statement – the paper’s premise or author’s stance will be declared here, and in this case, it will entail supporting the fact that KFC is indeed a good fast-food restaurant. The last bit of the introduction will involve a list of the criteria that should be used as a yardstick to help cement the position of KFC being a good fast-food restaurant. (Food quality, cleanliness, time taken to order and be served staff’s attitude) Main Body Paragraph 1 – The quality of the food is either the best or top five in town. Paragraph 2 – Cleanliness of KFC’s fast-food joints is also a plus or the restaurant. Paragraph 3 – Staff’s attitude has been a point of discussion for quite a while, and KFC’s staff has been touted as warm, welcoming, and courteous. Paragraph 4 – Time taken to order and to be served is not long. In some occasions, depending on the number of orders, one might wait longer, but they always notify their customers. Conclusion A summary of the essay as well as the main points, including the thesis statement must be included. When writing an evaluation essay introduction, it is important to remember the clichà © terms of brief, concise, and direct. In some occasions, writers forget and end up including a lot of information in their introduction. On such occasions, duplication of points as a result of getting stuck becomes the order of the entire essay. It is, therefore, essential to remember to be brief, concise, and direct at all times. A thesis statement is a part of the introduction. In the thesis statement, the author’s stance or the article’s premise must be clearly outlined. Readers need to know the writer’s focus or line of thought as early as possible. It is hence important to include a clearly defined thesis statement. When writing the body paragraphs, it is crucial to remember that they are only building upon the author’s thesis statement and one should hence avoid drifting. As already stated, evaluation essays take after the five-paragraph essays and will on most occasions have five to six sentences in a paragraph. Transition words, for example, firstly, secondly, additionally, moreover, subsequently, etc. must be used to usher in the next point. An evaluation essay conclusion paragraph sums up the entire essay. Here, some of the transitional words that are used include lastly, in conclusion, ultimately, finally, etc. These help when writing a conclusion for an evaluation essay because they make it clear to the readers that the essay has indeed come to an end. A summary of the essay’s thesis statement as well as the essay’s main points should be included. Finalizing Essay When writing a  perfect essay, regardless of the type, starting with a draft is necessary. Preparing an evaluation essay draft is easy because one does not need to be thorough but only create something that will help complete the task. Human is to make errors, and everyone makes some mistakes when writing. The above makes essay revision and proofreading the necessary steps before submission. Submitting an essay with grammatical or contextual errors is indeed planning to fail. Once complete, it is hard not to find grammatical, punctuational, and style errors. To correct these, one can involve their friends and ask them to identify any errors or ask their family members to read and give their genuine opinion. Evaluation Essay Topics List Evaluation essay topics vary and can easily be found online. First of all, topic selection is an important part that must be taken seriously. When selecting a topic, students should ensure that they are selecting topics that are interesting to them. The above is because it will give them an easy time to find the content and also allow them to make a value judgment on the product/service/place. Below are examples of good evaluation essay topics: Evaluate your favorite movie. Evaluate your favorite sport. Evaluate your favorite satirical news show. Evaluate the services offered by Netflix. Evaluate Bitcoin and the prospect of it being the future of money. Evaluate the role of African Americans during the American Civil war. Evaluate the US’s foreign policy. Evaluate Russia’s response to Obama’s administration of suspending Russian delegates. Examine how media affects the minds of children. Examine the effects of social media on physical relationships. Evaluate your favorite music band. Examine the Shakespeare’s contribution to literature. Evaluate the movie Mission Impossible 3. Evaluate the current educational system in South Korea. Examine the current EU agenda towards reducing the issue of refugees. Evaluate the world’s preparedness to dealing with nuclear warfare. Evaluate the actions being taken to encourage cohesion among the different religions. Evaluate the actions being taken by the US government to ensure that all races co-exist peacefully. Evaluate the US government’s actions to counter and fight terrorism. Examine the US government’s justification of the use of surveillance systems. Evaluate money laundering and its effect on a country’s economy. Examine Chicago’s policies on the homeless.

What is the difference between Art & Design Essay

What is the difference between Art & Design - Essay Example This paper will review the dissimilarities between the two, and what brands the two so differently. One of the key dissimilarities that exist between art and design is the purpose in which they are created. The work of art starts from nothing other than an empty canvas. Through feeling and opinions, works of art are put on canvas that brings out what the artist feels. They are inspired by these emotions which then capture the attention of the audience (Fichner-Rathus 89). Designers, whether starting on a new piece, will always have a fixed point from where to start. They are used to communicating something that people already know exists. By doing this, they motivate the audience to do something with regards to another form of art. The interpretation of the messages communicated by art and design is also a difference between the two. Artists set out to convey a certain message. However, it is usually not always certain if the massage being conveyed has one or many meanings. As there are many interpretations for different art by different audiences, art connects differently with people. Designs are meant to convey a meaning (Fichner-Rathus 95). If they convey something different other than what the designer intended, then they have not met the requirement. The taste exhibited by the audience is likely to judge art and design differently. The taste that an audience may exhibit might determine how they interpret the message being brought forth by a piece of art. Likes and dislikes can alter the interpretation of the message, and the meaning by an artist. Design, regardless of taste, can be successful (Fichner-Rathus 97). If a certain design achieves the objective of making the audience do a task, it is only a matter of opinion if it is exceptional or poor. Art and design are seen differently. Exceptional art is seen as talent, whereas exceptional designing technique is considered skill. Artists have the natural ability to put creativity on a canvas at a

Physical Agents Essay Example | Topics and Well Written Essays - 1000 words - 1

Physical Agents - Essay Example Ultrasound therapy uses sound waves to cause stimulation of tissues under the skin surface. The sound waves have a high frequency (between 800,000Hz to 2,000,000Hz) which causes movement in cellular molecules. It promotes blood circulation, prevents swelling and edema, and reliefs chronic pains. An ultrasound sound works with a gel spread on the skin as it transmits the sound waves from the ultrasound head. LLLT is different from ultrasound: it does not require a gel, and is used directly on the skin without a gel application. An ultrasound has limitations on its effectiveness and a range of applications compared to LLLT. An ultrasound should not be used on acute injuries, plates, pins or bony prominences. Physiotherapists prefer the LLLT over the ultrasound when it comes to its use on the above mentioned areas, which the LLLT performs effectively. Ultrasound therapy works on closed wounds only. It has both thermal and non-thermal properties, which makes it therapeutically beneficial. It generates warmth at high intensities, and it is thus useful in muscoskeletal conditions, such as spasms and changes the model of wound healing phase, to improve the outcome of wound healing or the scar. LLLT employs low-level lasers to alter the process of healing at the level of the cell, even on an open wound. It reduces inflammation by lowering the quantity of enzymes and chemicals in the cell linked to inflammation and pain. It also increases the speed of wound healing by increasing cell division and cell proliferation. Through various researches, it is possible to compare the effects of laser and ultrasound on wound healing. Pressure sores are common in patients who have spinal cord injuries due to the immobilizing effect of the condition. The effect of therapeutic ultrasound on pressure ulcers treatment with ultrasound on pressure ulcers have not shown significant benefits in healing of the ulcer in

Mildred Taylor Essay Example for Free

Mildred Taylor Essay The weather plays an important role in Roll of Thunder, Hear My Cry. Its importance is emphasised by its presence even in the title. It was also an important part of the lives of rural families. When they ploughed, sowed and harvested all depended on the weather. This importance is included in the book. The weather reflects on events that are happening and the mood in each part of the book. It also indicates what will happen in the future, building up tension and giving warnings of danger. Roll of Thunder, Hear My Cry begins in October. The Logan children are traipsing to school on a day which Cassie describes as, A bright August-like October morning made for running the cool forest trails Cassie is oblivious to racism and this reflected in the mood of this section. The weather is sunny and cheerful and although the children do not appear to be cheerful, the worst of their problems is school. It isnt until chapter 3, towards the end of October, that the weather begins to change. The rain falls heavily on the dust making it turn to red oozing mud. When they are forced into the slimy gullies by the white schools bus, the Logan children decide to get revenge. They dig a hole into the road, which they hope the school bus will drive into. However when they return after school they find that the rain has turned their hole into a trench that the bus drives into and breaks down. Without the rain, the Logan children wouldnt have been able to get revenge on the school bus. In this situation the weather is used to their benefit. However, the rain also brings the nightriders, which Cassie sees and is frightened by. The Logan children fear that the nightriders are after them, trying to get revenge for the bus incident. The rain is a bad omen and creates an atmosphere of fear and worry. It is during the rain that Mr Tatum is tarred and feathered by the nightriders. In chapter 5, the rain has gone but at the beginning of chapter 6, it says that the night was a thick blackness and smelled of coming rain. This adds tension and anticipation of bad things to come, as last time there was rain the night men rode. The arrival of Uncle Hammer adds friction to the situation, as the whites do not like to see a successful black person. The weather is getting colder, which is indicated by Uncle Hammers gift of a coat to Stacey. At Christmas, it is very cold and the family huddle round the warmth of a fire in their home.

Princely Power Essay -- Essays Papers

Princely Power Niccolo Machiavelli's The Prince contains a very unique section entitled "Princely Virtues" in which Machiavelli takes on a how-to approach in regards to becoming a prince. The instructional qualities of the novel lead its reader to create in themselves an image of not the most virtuous, but in Machiavelli's eyes, the most effective prince. In the selections found in chapters 15-26, Machiavelli teaches his intended princely students the necessary political skills that a prince must possess in order to maintain his position on top. Machiavelli paints the illusionary portrait of the perfect prince. The prince must take great pains to keep up this virtuous front in order to maintain command as well as respect of his people. Even if the prince does not have a desired virtue, Machiavelli reasons that he must only appear to have certain virtues, and more importantly know when it is appropriate to display such virtues to benefit himself. The prince is obligated to put on the necessary front in order to disguise himself as the most effective prince in an effort to maintain control. Machiavelli may on the surface seem to argue that a ruler must focus on the positive end and employ whatever means necessary to achieve his desired result, maintaining power and control; however, he only argues this to a point, there are limitations on a prince’s power. Machiavelli begins his section on princely virtues by emphasizing why a prince must in actuality depart from being virtuous or good in order to avoid coming to ruin among other men who are evil; seeming to be good is more important than being so. To emphasize this point, he says: For there is such a difference between the way men live and the way they ought to live, th... ...tudes of men towards those in authority bring about an understanding of sorts, which leads to sympathizing with the deceitfulness of Machiavelli's prince. For a prince to lead men who are inherently evil he must think clearly about his actions, he will fail miserably, if he does not rise above his people's intelligence. Yet, a wise prince will not allow his greedy desires to rule his good judgment. Without a watchful eye, he may stand in the way of attaining his own goals. By Machiavellian logic, even if a prince obtains his goals through employment of what may seem like vices, he must always remember to keep up his good front. He cannot be justified in doing anything he pleases to maintain his power and control. Works Cited Machiavelli, Niccolo. "The Prince" in The Norton Anthology of World Masterpieces (ed. Maynard Mack). New York: Norton, 2000. 1488-1497.

Film and Literature Essay

Literature and film feed at the same breast, considering the affinities between them. Since its very beginning, Hollywood has used works of fiction as source material for films. One of the most discussed adaptations is Francis Ford Coppola’s Film Apocalypse Now (1979) based on Joseph Conrad’s novel Heart of Darkness (1902). This paper compares and contrasts these works of art, arguing that while there are obvious differences, the film generally general remains true to the core meaning of the novel. One can say that Coppola’s film is a thematic and structural analogue to Conrad’s novel. Differences On the surface it seems that Apocalypse Now deviates largely Heart of Darkness. The differences can be seen in settings, events, characters, and other snippets of information such as quoted lines and strange actions of the major characters. The settings of the two stories are different and written in different periods of time. The setting of Conrad’s late nineteenth century novel is the Belgian Congo in the 1890s. By contrast, Coppola’s 1979 film takes place in Southeast Asia in the 1960s during the Vietnam War. In addition, the novel centers on Charles Marlow, a British sailor employed by a European trading company as captain of one of their steamboats, whereas the film focuses on an American army officer, Benjamin Willard. Another major difference is that the ivory traders are in the Congo of their own greed and free will, whereas the American soldiers are drafted into Vietnam and engage in the war against their will. At the first glance, there seem to be character differences in the novel and film – Copolla’s Willard is nothing like Conrad’s Marlow. In the novel, Marlow is very eager to meet Kurtz and perhaps gain knowledge about the secrets of the ivory trade in the former Zaire. On the other hand, Willard seems to have a death wish. Copolla portrays Willard as a depressed human, having a soldier’s killer instinct, throughout the entire film. The effectiveness of point of view also differentiates the novel and the film. While it is true that Willard remains on the screen more than anyone else in Apocalypse Now, and his comments are often heard on the film’s sound track, viewers still do not see others completely from his perspective as readers do in Heart of Darkness. Hence, the film is robbed of some of the emotional intensity that one feels when one reads the novel. This is simply because the narrator in the novel communicates his subjective reaction to the episodes from the past. In the film, the audience does not grasp the extent to which the narrator is profoundly affected by Kurtz’s tragedy. Many of Marlow’s sage reflections about Kurtz’s life and death are absent in the film. Moreover, while Coppola successfully creates a staggering experience of the war’s madness, he seems to confuse the moral issues. This is perhaps because of his view of personalizing the novel. The director identifies so strongly with Kurtz that he modifies the issue of power and disturbs the delicate balance between Conrad’s story and the subject of Vietnam. Apocalypse Now succeeds in making its viewers experience the horror of the war and to realize their own complicity in it, but it fails to highlight the nature of Kurtz’s horror illuminated in Heart of Darkness. Coppola’s failure to combine Conrad’s story and the Vietnam War in this respect points largely to The film’s adaptation of Kurtz. In the novel, Kurtz is corrupted by his isolation in the wilderness, resulting in an obsession with power and unfolding frightening truths about himself: I think it had whispered to him things about himself which he did not know, things of which he had no conception till he took counsel with his great solitude-and the whisper had proved irresistibly fascinating. It echoed loudly within him because he was hollow at the core. (133) in the film, Coppola tries to resonate Kurtz’s â€Å"hollowness† by having the character recite The Hollow Men by T. S. Eliot. But this can be seen as more of an emblematic solution that does not somewhat applies in the Vietnam War context. Parallels While the settings, backgrounds, characters, and approaches of the novel and film are somehow different, the narration, structure, and that theme are similar. The following paragraphs summarize some of the essential parallels between Conrad’s Heart of Darkness and Coppola’s Apocalypse Now. In the novel, Marlow introduces his narrative with a passage about â€Å"devotion to efficiency†, the idea behind how the ivory trade makes profit, justifying cruel exploitation (Kinder 16). This statement is also applicable to the Vietnam War context as they are both in the stages of Western imperialism: The conquest of the earth, which mostly means the taking it away from those who have a different complexion or slightly flatter noses than ourselves, is not a pretty thing when you look into it too much. What redeems it is the idea only. An idea at the back of it; not a sentimental pretence but an idea: and an unselfish belief in the idea-something you can set up and bow down before, and offer a sacrifice to. (70) Coppola does not retain this speech in the film, but it becomes the groundwork for the dramatic events that unite Kurtz and Williard: the former’s recounting of the inoculation story and the latter’s murder of a wounded Vietnamese woman. The two are driven into a situation in which â€Å"military efficiency is totally undermined, yet they have been trained to worship it and to internalize it as the source of their own personal pride† (Kinder 16). In the novel, although Kurtz embodies all of Europe, he can be viewed as a â€Å"universal genius† who shows what lies ahead for those who take the challenge to look into the abyss. Despite the shortcomings in the handling of Kurtz, Copolla’s conception of film remains a masterful work that complements the power of Conrad’s vision. The novel and the film embody the theme of insanity and madness and insanity caused by the evil of imperialism. Madness in the novel is the result of being removed from ones normal environment and how people cope with their new environment. The same theme is explored in the film. Many soldiers who are drafted into Vietnam are barely 18 or 19-year-olds. Their mental stability is shaken when they are thrown into a harsh environment, where their lives hang on by the minute. Soldiers such as Lance and Chef are ready to snap at any moment due to the shock and realization of what kind of situation they are in or what is the purpose of fighting fellow men. They also fear the fact that they do not know where they are headed. Copolla and Conrad literally and metaphorically confront the madness and insanity brought about by Western imperialism and colonialism. Through Kurtz and the American soldiers, Copolla is able to portray what war is like for them, and why so many of them suffered from Post Traumatic Stress Syndrome. The film suggests that wars are an imperialist tool that drives the weak into their destruction. On the other hand, Conrad exposes how the imperialist agenda leads to the exploitation of foreign lands and its people, leaving the imperialist agents themselves deranged and empty (Papke 583). Both the novel and the film also give rise to a race discussion. Conrad and Coppola portray White men as the dominant. They not only rule over their respective crews; they also dominate the local peoples. Marlow and Willard look at the native people as if are the savage culture and White men are the civilized one. But it is interesting to note that each of the two main characters see a little of himself in Kurtz, a degenerated savage White man. Coppola’s take on Conrad’s Heart of Darkness has gained much attention from film scholars. In â€Å"The Power of Adaptation in ‘Apocalypse Now’†, Marsha Kinder states that â€Å"Coppola rarely hesitates to change Conrad’s story-setting, events, characters-whenever the revision is required by the Vietnam context. † (14) Moreover, the dialogues in the film, especially Willard’s voice-over narration, have been attacked by several film critics for sounding more like a parody of author Raymond Chandler than an adaptation of Conrad’s novel. But a deeper look suggests that Willard’s character and tone are not intended to be Marlow’s. To suit the Vietnam context, Willard has been totally transformed into a trained assassin, whose life has been drained of all meaning. Coppola retains Conrad’s focal image of the river. In the film, just as in the novel, each of the main characters embarks on a literal and metaphoric central journey. Marlow’s description of the Congo is an enormous snake uncoiled that fascinates him as a snake would a bird. The film’s structure is controlled by the image of the river â€Å"that snaked through the war like a main circuit cable,† carrying Willard to Cambodia. The novel and the film begin with the protagonists’ explanation of how they got the appointment which necessitated their excursion upriver. Marlow is dispatched to steam up the Congo in to find Mr. Kurtz, while Willard is mandated to journey up the Mekong River in a navy patrol boat to find Col. Kurtz. Moreover, while they travel up a primeval river to fulfill their respective assignments, they speculate about the character of the man they are seeking, with the help of the information they have pieced together about him. In both novel and film, the river eventually leads Marlow and Willard to Kurtz and his dying words of horror (Kinder 15). This final destination for both men is their soul-altering confrontation with Kurtz. Overall, it is an expedition of discovery into the dark heart of man. It is also a close encounter with man’s capacity for evil. Coppola agrees with this observation and stated that he also saw Willard’s voyage upriver as a representation for the journey of life that people take within themselves and during which they decide which side to take: good or evil. The horror of the world dominated by hollow men is at the center of both Heart of Darkness and Apocalypse Now. Kurtz, in his god-like acousmatic voice and morally terrifying manifestation, is invested with much greatness: He fully understands existence in all its repugnance. Repelled and terrified Kurtz pushed himself to go into the very heart of darkness, to fully engage in the dualism (good and evil) of Being. To call Kurtz heroic or rapacious or good or evil, is to miss the point entirely. He is forever shaped by a dark satori, by an understanding of the omnipresent nature of darkness. Marlow and Willard are arguably Kurtz’s spiritual sons, and they experience the same realization. Both of them look full face at the great condemnation, at the dark obscurity of Being. Each of them faces moral terror in the shape human conduct forced beyond decent limits; and each of them is profoundly transformed by this experience. In her book, Double Exposure: Fiction Into Film, Joy Could Boyum states that â€Å"in substituting Willard for Marlow, a madman for a sane one,† Coppola creates a character incapable of â€Å"any shock of recognition,† a man unable to â€Å"know evil when he sees it† (114). Boyum also argues that there is no discovery for Willard; he is a â€Å"murderer confronting a murder, a madman face to face with madness-it amounts only to a tautology. † Thus, Copolla’s Apocalypse Now can be argued as a movie that has no moral center. Unlike Willard, Marlow returns from the river experience with intact moral perspective and sanity, inviting the reader’s trust and identification. But one can also say that, like Apocalypse Now, Conrad’s Heart of Darkness, itself, is a novel that has no moral center. The book suggests that Marlow’s great realization is that existence itself has no moral heart. The character has not sustained the river journey with his intact moral perspective unchanged. Towards the end of the novel, Marlow is a transformed man, largely isolated and very different from those people aboard the Nellie. He is alienated forever in his wisdom. Willard, too, in the end, is vastly separated by his new knowledge. While many critics see Willard as immoral, insane, and unchanging, Kurtz’s view of him is more fitting. In the film, Kurtz describes Willard when he sees him for the first time as â€Å"an errand boy sent by grocery clerks to collect a bill. † But in the end, Willard becomes wiser. He has been transformed, humbled by his face-to-face confrontation with the darkness natural in Kurtz, in himself, in existence. Therefore, the separate stories of Willard’s and Marlow’s river experiences follow a similar narrative pattern and arrive at a similar truth. Apocalypse Now is a thematic and structural analogue to Heart of Darkness. This is perhaps because, Copolla, in his authorial wisdom, fully understood that theme and technique, meaning, and structure are inseparable entities. To tell a story differently is to tell a different story. It seems that, ultimately, Copolla and Conrad tell the same story. Conclusion This paper looks at the differences and parallelisms between Conrad’s Heart of Darkness and Coppola’s Apocalypse Now. In comparing and contrasting the novel and the film, this paper suggests that the film has some significant deviation from the novel. Despite this, however, Apocalypse Now generally remains true to the core of Heart of Darkness. Both the novel and the film follow the same story line but Conrad and Copolla have different ways of presenting this story. This results in surface differences. But a deeper and closer reading of both the novel and the film reveals that they complement each other. This is one of the most important things in adapting a work of literature into a film. Works Cited Boyum, Joy Gould. Double Exposure: Fiction Into film. New York: Universe Books, 1985. Conrad, Joseph. Heart of Darkness. New York: New American Library, 1950. Kinder, Marsha. â€Å"The Power of Adaptation in ‘Apocalypse Now’†. Film Quarterly 33. 2 (1979-1980): 12-20. Papke, David Ray. â€Å"Joseph Conrad’s Heart of Darkness: A Literary Critique of Imperialism. † Journal of Maritime Law and Commerce 31. 4 (2000): 583-592.

Quality Assurance Review Essay

Questions 1. How did the staff member introduce themselves to the client and the teacher? It is important to know how the staff member initially introduces themselves to the client and the teacher. The first impression of our staff members to our clients is very important because we would like our clients to feel comfortable and excited about the services that we provide. 2. Did the staff member explain the services that were going to be provided to the client? We want our clients to be able to understand the services that are being provided to them. The services that we provide should be simple and easy to understand especially to our clients and their family members. We like to know that our clients are satisfied and comfortable with the services being provided. 3. Were their any communication problems between the staff member and the client or the teacher? If so, how did the staff member resolve them? We believe that communication is a key element between our staff members and our clients. Communication helps us build a client and staff relationship and we want our clients to be able to express themselves the best way they know how. Our clients should be able to feel comfortable with our staff. It is also important to understand how the staff member dealt with any communication problems during the services because it helps us better  understand the different types of approaches to communication that can be successful when working with clients. 4. What is the clients perception of the staffs overall services? We pride in our services and what our client’s feedbacks entail. Knowing that clientele is satisfied with our rendering of services provides us with confidence and allows us to use such references for future clients. 5. How and what would the client change about his or her experience with our services? Reviews are golden when clients provide their feedback about what they believed helped and if otherwise; how they would have felt more assisted by us. Our promise to clients is to evolve constantly to pursue customer satisfaction. 6. Was the staff up to the standards of the expectations? Recognizing our areas of opportunity is important; therefore addressing the staff with important issues and concerns is priority for us, especially if this comes from the clients. 7. Would you consider coming back to our facilities and recommending others for assistance? Knowing that we have completed a good job and creating healthy relationships with clients is important for us. We understand that despite the assistance provided; some situations would create triggers and thus the desire of help may be neglected, everyone needs help sometimes. 8. Is the documentation being done in timely manner? Medical records can be seen as legal documents either written or computer- Generated. Medical Records serve with proof of care patients get, including Response to such care. Recently, Medical Record has come into use as Clinical Record comprising all contributions from every healthcare service Provider giving care for the patient. 9. How is the documentation being filed? For protecting you in a legal way, you need to follow established set of rules for documentation while knowing the way for documenting appropriately. 10. Are mistakes accepting? Depends on the mistakes, which is why we document everything with the client, is very important not to make any mistakes. PART 2 The Scenario In the given scenario, I would communicate to the teacher who notified the agency, the client as well as my staff. The client suffered from communicable diseases and was treated. It can impact the way this client acted while relaying the data. Staff member should have been knowledgeable about the client getting treatment with services being done on any other day. Feedback from teacher is significant and can be useful as the teacher knew and worked with clients regularly. This relationship can be mended by full attention being given to students and accepting feedbacks. This student has to see professional care being there for assisting him. To stop this from taking place once again, client’s record need to be checked before services are made for ensuring there is no sort of negative changes or interventions on the client’s part.

History of Early Childhood Education Comenius, Froebel, Montessori Essays

History of Early Childhood Education Comenius, Froebel, Montessori Essays History of Early Childhood Education Comenius, Froebel, Montessori Paper History of Early Childhood Education Comenius, Froebel, Montessori Paper Paper History of Early Childhood Education Comenius, Froebel, Montessori 1. John Amos Comenius John Amos Comenius (1592-1670) was a Czech theologian, philosopher, teacher and writer who thought education could improve society. He advocated universal textbooks language and believed children would enjoy learning more if they were methodically taught in early years. Comenius thought instruction should move from general to specific, from easy to difficult and believed to engage children with nature. He taught that education began in the earliest days of childhood, and continued throughout life. Comenius believed in four different schools for different ages: -Nursery School – birth to 6 years of age, where hands-on learning, active experiences and sensory learning are of importance. 2 -Elementary (National) – ages 6 to 12 -Latin School (Gymnasium) – ages 13 -18 -Academy – gifted ages 19-24 From his point of view teachers should present lessons at a reasonable pace, use age-appropriate instruction, keep materials constantly before a child’s eyes and use a single method of instruction at all times. Comenius rejected the conventional wisdom that children were inherently bad and that teachers needed to use corporal punishment to discipline them. 3 He was the first to promote continuing education and the first to advocate equal education for all, including women and the poor. Furthermore he wrote the Great Didactic (a textbook for curriculum and education) and was the first to use pictures in text books for teaching children (Orbis Pictus). â€Å"His philosophy of Pansophism (meaning all knowledge) attempted to incorporate theology, philosophy, and education into one. He believed that learning, spiritual, and emotional growth were all woven together† especially in the teaching of children. â€Å"What Comenius referred to as the Via Lucis, or way of light, was the pursuit of higher learning and spiritual enlightenment bound together. † 4 In 1641/42 he was asked to completely restructure the school system of Sweden. As the Bishop of the Unitas Fratrum, the Moravian Ch urch, Comenius was asked to be the first President of Harvard College, but declined. He died in Amsterdam in 1670. â€Å"Comeniuss theory incorporated spiritual love of human beings with emphasis on Natures goodness. 5 He was a naturalistic educator who believed children were innately good and learned most effectively and efficiently by examining objects in their immediate natural environment. â€Å"Comenius anticipated many practices associated with modern child-centered progressive education. † 6 He believed that teaching should build on childrens interests and actively involve their senses. During his lifetime he published 154 books, mostly dealing with educational philosophy and theology. Known today as the Father of Modern Education, he pioneered modern educational methods. 1Comenius Foundation, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comenius-biography. php 2Essa Young (1994), p. 36 3www. wou. edu/~girodm/foundations/pioneers. pdf, p. 106 4Comenius Foundation, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comenius-biography. php 5www. wou. edu/~girodm/foundations/pioneers. pdf, p. 106 6www. wou. edu/~girodm/foundations/pioneers. pdf, p. 107 2. Friedrich Wilhelm August Froebel The German educationalist Friedrich Wilhelm August Froebel was born in 1782. From 1798 to 1800 he was an apprentice to a forester and surveyor in Neuhaus, and attended the University of Jena from 1800 to 1802. In 1805 Froebel briefly studied architecture in Frankfurt, got hired as a teacher and took a short course with Johann Heinrich Pestalozzi at Yverdon, where he interned from 1808 to 1810. Although he accepted certain aspects of Pestalozzis method – the emphasis on nature, the permissive school atmosphere and the object lesson – he believed that Pestalozzis theory lacked an adequate philosophical foundation. Froebel gave Pestalozzis object lesson a more symbolic meaning by saying that the concrete object was to stimulate recall of a corresponding idea in the childs mind. He accepted Pestalozzis general method that saw schools as emotionally secure places for children, but he elevated the concept to a highly spiritual level. Like Pestalozzi, he wanted to prepare teachers who would be sensitive to childrens readiness and needs. 7 Furthermore Froebel studied languages and science at the University of Gottingen from 1810 to 1812 . He wanted to identify linguistic structures that could be applied to language instruction. From 1812 to 1816 Froebel studied mineralogy at the University of Berlin. He believed the process of crystallization, moving from simple to complex, reflected a universal cosmic law that also governed human growth and development. Froebel was influenced by two trends in the first half of the 19th century: a resurgence of philosophical idealism and the rising nationalism of the post-Napoleonic eras. Idealism emphasizes a spiritually based reality. Idealists saw the nation as embodying the world spirit on earth. During Froebels life, there were efforts to unite the various small German kingdoms into one large nation. He believed that an education that emphasized German traditions and folk tales would advance this cause. Froebels idealism was a reaction against the empiricism of Locke and Rosseau. However, his educational philosophy emphasized the dignity of child nature as recommended by Rousseau and Pestalozzi. In 1816 Froebel established the Universal German Educational Institute at Griesheim. He moved the institute to Keilhau in 1817 where it functioned until 1829. In 1818 Froebel married Henrietta Wilhelmine Hoffmeister (1780–1839), who assisted him until her death. In 1831 Froebel established an institute at Wartensee on Lake Sempach in Switzerland and then relocated the school to Willisau. Froebel next operated an orphanage and boarding school at Burgdorf. He believed that every childs inner self contained a spiritual essence that stimulated self-active learning. He therefore designed the kindergarten system for children under the age of six (1837) that would be a prepared environment to externalize childrens interior spirituality through self-activity using play, songs, stories, and activities. He developed special materials (such as shaped wooden bricks and balls), a series of recommended activities (occupations) and movement activities (fine motor skills). This particular curriculum – now a standard part of early childhood education – stimulated childrens cognitive, social, emotional, creative and physical development. Froebels reputation as an early childhood educator increased and kindergartens were established throughout the German states. In 1852 Froebel passed away. By the end of the nineteenth century, kindergartens had been established throughout Europe and North America. 4 7http://education. stateuniversity. com/pages/1999/Froebel-Friedrich-1782-1852. html 3. Maria Montessori On August 31st, 1870 Maria Montessori was born at Chiaravalle, Italy. Her father, Alessandro Montessori, worked for the civil service, and her mother, Renilde Stoppani, came from an academic family and was well educated. The Montessori family moved to Rome in 1875, and the following year Maria enrolled in the local state school on the Via di San Nicolo da Tolentino. At 12, Montessori expressed her intention to attend what was called a technical school for her secondary education, which was unusual at the time as most girls who pursued secondary education studied the classics. From 1886 to 1890 she continued her studies at the Regio Instituto Tecnico Leonardo da Vinci, which she entered with the intention of becoming an engineer. This decision didnt find favor with her father, who believed that the education of females should be restricted to certain subjects. Upon her graduation, Montessori was determined to enter medical school and become a doctor. Her father opposed this course- medical school was then an all-male preserve- and initially Maria was refused entry by the head of the school. 8 In 1890, with her mothers support, Montessori obtained her fathers reluctant permission to attend the University of Rome to study physics, mathematics and natural sciences, receiving her diploma two years later. This and the Pope’s intercession enabled her to enter the College of Medicine, and she became the first woman to enter medical school in Italy. Montessori stood out not just because of her gender, but because she was actually intent on mastering the subject matter. She awarded for her work in pathology by winning a series of scholarships at medical school which, together with the money she earned through private tuition, enabled her to pay for most of her medical education. In 1895 she won a position as assistant in the University hospital. Montessoris time at medical school was a challenge, because her male colleagues showed their disapproval of her presence and she had to work alone on dissections since these were not allowed to be done in mixed classes. But she was a dedicated student and graduated in June 1896 at the top of her class as a specialist in surgery and in the diseases of women and children. She became the first woman to qualify as a doctor in Italy, and with this distinction also became known across the country. She was immediately employed in the San Giovanni Hospital attached to the University. Later that year she was asked to represent Italy at the International Congress for Women’s Rights in Berlin, where she talked about the progress of education for women in Italy. In November 1896 Montessori added the appointment as surgical assistant at Santo Spirito Hospital in Rome to her portfolio of tasks. In 1897 she volunteered to join a research program at the psychiatric clinic of the University of Rome, and it was here that she worked alongside Giusseppe Montesano, with whom she would have a child a few years later. As part of her work at the clinic she would visit Rome’s asylums for the insane, seeking patients for treatment at the clinic. Montessori discovered that many children with mental, physical, or emotional disabilities, who couldnt stay at home or go to school or work, were being kept in asylums alongside adults with major psychiatric disorders. She came to realize that in such a bare, unfurnished environment the children were desperate for sensorial stimulation and activities for their hands, and that this deprivation was contributing to their condition. She began to read what others had published about working with children with various disabilities and in particular she studied the groundbreaking work of two early 19th century Frenchmen, Jean-Marc Itard and Edouard Seguin, his student. 5 8A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm Itard had developed a technique of education through the senses, which Seguin later tried to adapt to mainstream education. Seguin emphasized respect and understanding for each individual child. He created a practical apparatus and equipment to help develop the child’s sensory perceptions and motor skills, which Montessori was later to use in new ways. From 1897-98 she attended courses in pedagogy, studying the works of Rousseau, Pestalozzi and Froebel. In 1898 Montessori was becoming known for her work with and ideas about education for children with disabilities. In 1899, she began teaching at a college for the training of female teachers, and there she further explored and discussed ideas about education. Then, in 1900, as a result of her work with children in hospitals and asylums, Montessori was asked to become the co-director of the Orthophrenic School for children with various disabilities that prevented them from doing well in regular schools. Montessori spent 2 years working at the Orthophrenic School, experimenting with and refining the materials devised by Itard and Seguin and bringing a scientific, analytical attitude to the work; teaching and observing the children by day and writing up her notes by night. In 1898 Maria gave birth to a child, a boy named Mario, who was given into the care of a family who lived in the countryside near Rome. In 1901 Montessori left the Orthophrenic School and immersed herself in her own studies of educational philosophy and anthropology. In 1904 she took up a post as a lecturer at the Pedagogic School of the University of Rome, which she held until 1908. 9 During this period Rome was experiencing rapid population growth and industrialization. In the fever of speculative development, some construction companies were going bankrupt, leaving unfinished building projects which quickly attracted squatters. One such development, which stood in the San Lorenzo district, was rescued by a group of wealthy bankers who undertook a basic restoration, dividing larger apartments into small units for impoverished working families. Many children not old enough for school or work were being left alone while their parents went to work each day. These unsupervised children were vandalizing the newly renovated buildings and getting into other kinds of trouble. This prompted the developers to approach Dr. Montessori to provide ways of occupying the children during the day to prevent further damage to the premises. Montessori grasped the opportunity and established her first Casa dei Bambini or ‘Children’s House’. What Montessori came to realize was that children who were placed in an environment where activities were designed to support their natural development had the power to educate themselves (autoeducation). By the autumn of 1908 there were five Case dei Bambini operating, four in Rome and one in Milan. Children in a Casa dei Bambini made extraordinary progress, and soon 5-year-olds were writing and reading. In the summer of 1909 Montessori gave the first training course in her approach to around 100 students. He published her first book that same year in Italy, which appeared in translation in the United States in 1912 as The Montessori Method, reaching second place on the U. S. nonfiction bestseller list. Soon afterwards it was translated into 20 different languages and has become a major influence in the field of education. A period of great expansion in the Montessori approach now followed in Europe and America. By 1933 all Montessori schools in Germany had been closed. In the same year, after Montessori refused to cooperate with Mussolini’s plans to incorporate Italian Montessori schools into the fascist youth movement, he closed them all down. 9A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm 6 The outbreak of civil war in Spain forced the family to abandon their home in Barcelona, and they sailed to England in the summer of 1936. From England the refugees travelled to the Netherlands. In 1939 Montessori and her son Mario traveled to India to give a 3-month training course in Madras followed by a lecture tour; they were not to return for nearly 7 years. With the outbreak of war, as Italian citizens, Mario was interned and Montessori put under house arrest. She was well looked after in India, where she met Gandhi, Nehru and Tagore. Her 70th birthday request to the Indian government, that Mario should be released and restored to her, was granted. Together they trained over a thousand Indian teachers. In 1946 they returned to the Netherlands. A year later Montessori addressed UNESCO on the theme ‘Education and Peace’. In 1949 she received the first of three nominations for the Nobel Peace Prize. Her last public engagement was in London in 1951 when she attended the 9th International Montessori Congress. On May 6th 1952, at the holiday home of the Pierson family in the Netherlands, she passed away in the company of her son, Mario, to whom she bequeathed the legacy of her work. 10 10A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm 7 References: A Biography of Dr Maria Montessori, in: http://montessori. rg. au/montessori/biography. htm Comenius Foundation, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comeniusbiography. php E. M. Standing, Maria Montessori: Her Life and Work (New York 1984), p. 38. Essa, E. Young, R. (2003). Introduction to early childhood education (3rd Can. ed. ). Nelson: Canada Friedrich Froebel (1782–1852) Biography, Froebels Kindergarten Philosophy, The Kindergarten Curriculum, Diffusion of the Kindergarten, in: http://education. stateuniversity. com/pages/1999/Froebel-Friedrich-1782-1852. html Julia Maria, â€Å"’Le Feminisme Italien: entrevue avec Mlle. Montessori†,

Words with the -ster Suffix

Words with the -ster Suffix Words with the -ster Suffix Words with the -ster Suffix By Mark Nichol The suffix -ster originated in Old English as -ister, serving to turn a verb into an agent noun, one describing a person who (or thing that) performs an action. Beginning its linguistic life as the feminine equivalent of -er, it survives in the specifically feminine noun spinster- originally, â€Å"a woman who spins,† but now a label for an older unmarried woman. In Middle English, the suffix lost its gender-specific function. Surnames that were originally agent nouns denoting occupations include Baxter (â€Å"baker†), Brewster (â€Å"beer maker†), and Webster (â€Å"weaver†); linguists are divided about whether these terms were exclusively applied to female practitioners of various crafts or referred to men as well. Another occupational term, teamster, originally referred to a wagon driver and later to a truck driver; this profession gave its name to the trade union called the International Brotherhood of Teamsters, which includes workers in many other trades. Other words that we hardly notice include the suffix include gangster and mobster, both referring to members of criminal organizations. (Bankster is a recent play on the former word, alluding to allegedly felonious acts of bank executives.) A slang term for one who plays basketball is hoopster, and young and old people are referred to as youngsters and oldsters respectively. Less common words include chorister (a member of a chorus), pollster (someone involved in developing or carrying out polls), and tipster (an informant). Most -ster constructions are neutral in tone, but two derisive appellations are hipster, referring to a person who self-consciously follows an alternative lifestyle, and scenester, someone who is ostentatiously immersed in a trendy social scene. Various words for people who practice various forms of humor include gagster, jokester, prankster, punster, and quipster. Trickster refers to a dishonest person or to one who, like a stage magician, uses tricks to benignly deceive others; in folkloric studies, the term denotes a type of god or other supernatural figure who is cunning or who practices deception. Two terms that refer to things rather than people are dragster (a car used in drag races) and roadster (a convertible sports car). Although lobster is likely an agent noun- from loppe, an Old English word meaning â€Å"spider,† and -ster, its name is folk etymology based on the Latin word locustra (also the origin of locust)- some words that end in -ster are not related. Monster, for example, is based on the Latin term monstrum, meaning â€Å"monster† or â€Å"omen.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:5 Uses of InfinitivesA While vs AwhileWords That Begin with Q

Philosophy - 2 Essay Example | Topics and Well Written Essays - 2500 words

Philosophy - 2 - Essay Example In the earlier days, when monarchy, autocracy and other form of government was the norm, people had to obey to all the laws of the land including unfair and draconian laws and any opposition will land them in trouble. Individuals tended to obey the laws even if it was unfair to them from the moral and personal point of view also. This what Socrates did, when he was unfairly accused of committing crimes against the State. Although, he valiantly fought against the charges throughout, in the end he accepted the State’s verdict and did not indulge in any ‘unlawful’ activities which would have given him personal freedom. So, this paper will analyze why Socrates was right to obey the orders of the state of Athens to take poison, by using Socrates’ arguments. The paper will then discuss how his decision would be supported by a Buddhist Socrates, one of the profound intellectuals the world has seen, was accused by three persons of committing civil crimes against the state, for which he was sentenced to death. Socrates was accused by Anytus, a poet, powerful politician Meletus and Lycon, a supposed orator. He was mainly indicted for being a ‘hyper curious’ person and for being an atheist, who is corrupting the youth. However, Socrates vouched and countered that he did not commit any mistakes against the state and cannot be considered as an enemy of the state. Socrates while refuting both the charges, firstly counters the charge of being a â€Å"hyper curious† person who is accused of spreading misinformation. That is, out of curiosity and not due to any ulterior motives, Socrates made inquiries about the origins and functioning of the earth and sky, which is quite contrary to the beliefs of the state or the kingdom. Socrates did not take the stance of an authority who knows and tells, but rather the stance of an inquirer who is curious and open to the ideas of others (Grube). The other charge

The Effects of Violence Video Games on Children Behavior Essay

The Effects of Violence Video Games on Children Behavior - Essay Example The increased involvement of the people in the playing of video games has portrayed the negative effects that they can lead to. This is particularly true of violent video games as there has been a strong association between the playing of violent video games and increase in crime amongst youths. It has been analyzed that the playing of violent video games has resulted in many criminal acts which include robberies as well as murders. This paper will serve to explain the history of these violent video games and their strong association with acts of crime that have taken place owing to the negative impact of these violent video games. There has been a great rise in the popularity of video games and the number of people playing these games has widely increased. It is believed that children of the age group from 8 to 18 years in the United States have an exposure of 40 hours out of seven days to different forms of media. There has been a sharp increase in the exposure to video games by th e children and the teenagers. It has been analyzed that children even as young as two years play video games on an average of one hour every day. In the age group of 8 to 13 year old boys, it has been seen that they tend to play video games for more than approximately 7.5 hours in a single week. Another very important aspect that has been highlighted is that a research among teenagers explained the fact that the games that they purchased were not reviewed and analyzed by their parents and hence there is no check on the nature of the video games that are played by these children (Anderson et al 2001). It has been found out that 75 percent of the teenagers actually purchase and play video games that are meant for adults and these games have very high content of violence and negativities portrayed in them (Adams, 2010). The extent of the violence exposure has been explained by the statistics in a study which shows that in the United States, the young generation is exposed to 40,000 kil lings by some form of media by the time they acquire the age of 18 years (Anderson 2005). The history of video games dates to the years following 1970. But the video game that became a matter of debate was the game which was named "Death Race 2000". This game was based upon a car which was to be driven over bodies that were made of sticks. The game did not have good graphics but still the violent theme of the game sparked many debates. The last decade of the twentieth century came with many new games which were far more violent than the Death Race. These games included Mortal Kombat, Street Fighter, Wolfenstein 3D and Night Trap. All these games were based on violent themes. The Mortal Kombat was particularly a game which received much attention and became the favorite of young children. It was based solely on killing the opponents. This led to major controversies and the matter became a national issue. The matter also reached the Senate and a prominent member from the Senate Joe Li eberman presented the idea that restrictions should be imposed on video games. Night Trap was removed voluntarily by the shop owners following these issues and the video game industry also became aware that such games could result in blows to their industry. Thus, the video game industry formed a body which is termed as Entertainment Software Rating Board in the year 1994 to check on the violent and sexual material of the