Unquantifiable free essay sample

The maters of the heart had no fundamental place in the brain, and could never have any solid basis in logic. Logic and love could never coexist with one an other for the simple fact that Love was not logical and Logic knew nothing of love.Keeping that in mind we can understand a bit about the unquantifiable matter of love, love could never be fully processed or understand. But if we realize that love can strike at any moment, and be blitzed away in any instance. Then we as humans should understand that we must hold on to it with both hands, and never let it slip though our fingers.Time by passed by love, and slips thought the fingers of those who can not learn to live, to watch a clock waiting for the hand to tick by. Time slips away when matters of the heart are involved and there was never a solid foundation in the knowledge of anything. We will write a custom essay sample on Unquantifiable or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We move to fast for time, and so we are commanded by it, waiting and plotting, our own execution and extinction, time revels on, but with no one to be there to mark it and know when it is and how it works and let the time slip by. So therefor time is as unquantifiable as love.Time revels on and on, and when dose it end, if we have no need for time, then how must one know anything that is worth knowing about. But is there really anything to know about, and if so, then why do we as humans have to master and know everything.If humans are so imperfect in our own way then why can we not understand such a thing, and if people are impatient why must everything be judged and manipulated, and why must we always know and find and be and have and all the rest else.If the world isnt perfect then why do we seek perfection?Theres no answer key to life, there is no notes to be taken, there isnt a manual, or a secret to anything, we just have to live.Most wars are started because of the human instinct and struggle to be and have and do, and know everything. Our survival instincts have been over ruled by time and money, that has connived us, in our 21st century north American ways.So everything is about survival of the fittest, and we have become fat on what is to be considered modern life but which is mistaken for lazy stubbornness and ignorance.Everything revolves around money, so what if we took away money and time from the equation, then the richest people in the world would be the ones who have there family and friends and are happy in life. We are so focused on everything around us, we forget to live, to be, to let life slip by, to take a back set for once, we crave knowledge, and power. Money plays a key factor in our happiness, but how many people say that they would be that much happier to have time spent with loved ones, and food to eat.What has happened to our world? What happened is we have grown fat on our way of life, on our need to have money, power, and forget that the simple things can bring us the most joy in our lives.What dose all of that have to do with love? Quite a bit actually. Because if we dont learn to slow down and smell the roses, if we dont learn to just live. How can we have or know love, logic would dictate that such an unquantifiable matter is not able to determine all of this; logic would dictate we need time to tell us where to go and to table everything out; logic would dictate by spending our time on things such as work and learning and furthering ourselves then we get money which we can s pend on our loved ones.So really in the end it all comes down to who has the most because people think that if they have a little more money they can by the respect and love of there family; the people they love.

What We Know Be True About humans. essays

What We Know Be True About humans. essays What is a human or a characteristic that makes a human? Human, Humane may refer to which is, or should be, characteristic of human beings. In thus, describing characteristics, human may refer to good and bad traits of a person alike. When emphasis is placed upon the latter, human is thought of as contrasted to divine. Humane takes into account only the nobler or gentler aspects of people and is often contrasted to their more ignoble or brutish aspect. A humane person is benevolent in treating fellow humans or helpless animals. Ever since evolution, humans have made a lot of progress in becoming what we are today. Even though we have, in fact, come a long way, we have so much further to go to reach perfection. Personally, I dont think that humans will ever reach perfection. Our weaknesses have not been overcome for thousands of years, nor will they ever. No matter how far we come technologically, medically, or intellectually, our human nature is simply full of weaknesses. Our emotions as human beings prevent us to grasp the social skills that are required for social perfection. For example, jealousy, anger, and sadness all come in the way of our social skills. Even though most of us have been taught social skills at a young age, we still do not possess the skills of self control. Every person is different. How can someone judge what good manners are? If one person is taught one thing and another is taught the opposite, who is right? The answer is not easily understood. For each person, the answer lies within. Human beings have never been able to get along together. Even though we are all the same deep down, different groups of people do not accept other groups of people. This is very juvenile and closed-minded. All we have to do is think and analyze different situations to view things in a rational and legitimate way. A problem we face today is the growing population all over the world. ...

Prior Knowledge Improves Reading Comprehension

Prior Knowledge Improves Reading Comprehension Using prior knowledge is an important part of reading comprehension for children with dyslexia. Students relate the written word to their previous experiences to make reading more personal, helping them to both understand and remember what they have read. Some experts believe that activating prior knowledge is the most important aspect of the reading experience. What is Prior Knowledge? When we talk about prior or previous knowledge, we refer to all of the experiences readers have had throughout their lives, including information they have learned elsewhere. This knowledge is used to bring the written word to life and to make it more relevant in the readers mind. Just as our understanding about the subject can lead to further understanding, misconceptions that we accept also add to our understanding, or misunderstanding as we read. Teaching Prior Knowledge A number of teaching interventions can be implemented in the classroom to help students effectively activate prior knowledge when reading: preteaching vocabulary, providing background knowledge and creating opportunities and a framework for students to continue building background knowledge. Pre-teaching Vocabulary In another article, we discussed the challenge of teaching students with dyslexia new vocabulary words. These students may have a larger oral vocabulary than their reading vocabulary and they may have a difficult time both sounding out new words and recognizing these words when reading. It is often helpful for teachers to introduce and review new vocabulary before beginning new reading assignments. As students become more familiar with the vocabulary and continue to build their vocabulary skills, not only does their reading fluency increase but so does their reading comprehension. In addition, as students learn and understand new vocabulary word, and relate these words to their personal knowledge of a subject, they can invoke that same knowledge as they read. Learning the vocabulary, therefore, helps students to use their personal experiences to relate to stories and information they read. Providing Background Knowledge When teaching math, teachers accept that a student continues to build upon previous knowledge and without this knowledge, they will have a much more difficult time understanding new mathematical concepts. In other subjects, such as social studies, this concept is not readily discussed, however, it is just as important. In order for a student to understand written material, no matter what the subject, a certain level of prior knowledge is needed. When students are first introduced to a new topic, they will have some level of prior knowledge. They may have a great deal of knowledge, some knowledge or very little knowledge. Before providing background knowledge, teachers must measure the level of prior knowledge in a specific topic. This can be accomplished by: Asking questions, beginning with general questions and slowly increasing the specificity of questionsWrite statements on the board based on what students have shared about the topicHave students complete a worksheet, without grading, to determine knowledge Once a teacher has gathered information on how much the students know, she can plan lessons to students further background knowledge. For example, when beginning a lesson on the Aztecs, questions on prior knowledge might revolve around types of homes, food, geography, beliefs, and accomplishments. Based on the information the teacher gathers, she can create a lesson to fill in the blanks, showing slides or pictures of homes, describing what types of food were available, what major accomplishments the Aztecs had. Any new vocabulary words in the lesson should be introduced to the students. This information should be given as an overview and as a precursor to the actual lesson. Once the review is completed, students can read the lesson, bringing in the background knowledge to give them a greater understanding of what they have read. Creating Opportunities and a Framework for Students to Continue Building Background Knowledge Guided reviews and introductions to new material, such as the previous example of the teacher providing an overview, before reading are extremely helpful in providing students with background information. But students must learn to find this type of information on their own. Teachers can help by giving students specific strategies for increasing background knowledge about a new topic: Reading summaries and conclusions of chapters in a textbookReading the end-of-chapter questions before reading the chapterReading the headings and subheadingsFor books, reading the back of the book for information on what the book is aboutOlder students can review cliff notes before reading the bookSkimming the book, reading the first line of each paragraph or reading the first paragraph of each chapterSkimming for unfamiliar words and learning definitions before readingReading short articles on the same topic As students learn how to find background information on a previously unknown topic, their confidence in their ability to understand this information increases and they can use this new knowledge to build and learn about additional topics.References: Increasing Comprehension by Activating Prior Knowledge, 1991, William L. Christen, Thomas J. Murphy, ERIC Clearinghouse on Reading and Communication Skills Prereading Strategies, Date Unknown, Karla Porter, M.Ed. Weber State University The Use of Prior Knowledge in Reading, 2006, Jason Rosenblatt, New York University

Discuss the notion of age or generational differences with reference Essay

Discuss the notion of age or generational differences with reference to certain characters in A&P - Essay Example Sammy Sammy, who assumes the role of narrator of A & P, is a thoughtful young lad who has keen interest in the members from opposite gender. He keeps a robust sense of observation. Sammy observes his surroundings and takes notice of the physical appearance of the girls that visit the A & P store. Sammy studies the texture as well as the designs of the bathing outfits of girls along with their suits’ tan lines. His observations are not limited to the surface. Along with the patterns of their outfits, Sammy also makes judgments about the pattern of their everyday life, specially Queenie, who appears to be the leading lady. While examining Queenie’s body, Sammy observes the strap of her bra dangling. This both arises sexual sensation in him as well as gives him clues about the lifestyle of Queenie. Sammy gains an assumed insight into Queenie’s social life through her speech. This further clarifies her image in front of him and defines it in detail. His undue ogling of the girls speaks of Sammy’s own chauvinism, weaknesses and youthful immaturity. His immaturity can be estimated from the fact that lost in the world of lust, Sammy forgets about the ethics of professional life and becomes ignorant towards other customers in comparison to the girls. Sammy calls the other A & P customers as â€Å"houseslaves† and â€Å"sheep†. His immaturity can fundamentally be attributed to the fact that he is a bachelor. His coworkers like Stokesie also take interest in the girls, but their interest is far different than that of Sammy. They have a natural inclination towards and attraction for such an overt expression of sexuality particularly when it comes from the opposite gender. However, unlike Sammy, Stokesie talks about the girls only sarcastically and his attraction for the girls is only apparent. This may be because Stokesie is an aged and married man while Sammy is a young unmarried man. Sammy’s argument with Lengel has no ro le in building his relationship with Queenie and it is rationale to assume that he knows this as well. Despite that, Sammy takes stand for Queenie to such an extent that he looses his fundamental source of income and for what? Nothing, but lust! Only after he has done the act, Sammy realizes what he has done to his life. Sammy narrates, â€Å"†¦my stomach kind of fell as I felt how hard the world was going to be to me hereafter† (Updike). This clearly speaks of the fact that young girls’ mere expression of sexuality is enough to cause young and immature bachelors to make life changing decisions for no practical reason. Queenie: Queenie is a young girl who knows that her sensual expression impacts boys. She is in a phase of constant experimentation in which she tests the limits to which exposure can be allowed by the opposite gender in public. She has assumed that boys would not mind her showing up in a bathing suit. According to her assumptions, her sensual messag e is too strong and appealing for boys to condemn it. Perhaps, she gains a sense of independence from this. Embarrassment arises from lack of expectation. Queenie essentially does not expect any male to stop her from her expression of sexuality, though in her assumption, she is being ignorant of the fact that all males are not young, and have more important preferences in life than falling prey to the appeal of young

Leadership Essay Example | Topics and Well Written Essays - 1750 words

Leadership - Essay Example It is through the varied yet complimentary leadership paradigms that these CEO’s bring to the organization that constitute SAP’s primary outlook. In addition, there is an overarching resistance to change throughout the organization. While SAP is centrally located in Waldorf, Germany the company has become an international entity, with substantial leadership entities in the United States, Switzerland, Asia-Pacific, and various regions within the Americas. To some degree there are substitutes for leadership operating within the organization. SAP has developed a highly competitive atmosphere, wherein employees are encouraged to develop a number of hobby projects. In these regards, the substitute for leadership consists of this entrepreneurial environment. In terms of a substitute for the seven layer managerial structure, to some degrees this hierarchical structure is necessary as the high number of employees and expansive nature of the company necessitate a complex organiz ational structure. Still, it is noted that there is inefficiency in this structure in that it locates individuals with their manager rather than those whom they actually work with. 2. The type of followers SAP says it wants are â€Å"self-managing, professional employees who create opportunities to fulfill their potential and maximize their value to the organization† (‘Case Study’, pg. 8). SAP currently has instituted a number of measures to reduce their employee attrition rate. In these regards, there is a strong emphasis on promoting employees from within the organization. The company also does not make a regular practice of firing employees whose skills are no longer needed; instead they have made a practice of tailoring career paths for employee development, encouraging employees to work in different areas of expertise. The company also encourages flexible working hours, casual dress styles, as well as long hour meeting times in the cafeteria for employee net working. The company also developed an employee development management culture. Perhaps most importantly the company offered salary levels above the average for the expected work, as well as profit sharing opportunities. In addition they have developed opportunities for employees to gain stock options through an American based program. In all it seems that the company has taken adequate HR measures to stem the employee attrition rate. Rather than developing furthered measures, with the exception of greater stock options, it seems the main attrition problem is linked to the company’s organizational culture and leadership qualities. In these regards, one would need to make deep structural changes that would possibly alter company progress and efficiency. 3. There are a number of notable elements related to the structure at SAP. It seems that the most notable element relates to the seven layer management structure the organization has in place. While the case study indicates tha t the managerial structure was a needed response to the company’s increasing size during the internet boom, there are also a number of elements related to it that have been indicated to be problematic. For instance, â€Å"one of the consequences of this focus on management was that people may be located with their manager rather than being co-located with those they actually work with†

The beliefs of Childrens Learning

The beliefs of Childrens Learning Identifying the beliefs of Childrens Learning, Development, and the Social Influences that shaped them. A childs learning and development begins from the moment they are born, the early years from birth to five are an important milestone in a persons life, what a child experiences in the early years has a major impact on their future chances in life. A safe, secure and happy childhood is important in its own right. We can shape a childs learning from an early age, children learn through experience and adult involvement, therefore interaction with babies and young children is fundamentally important, it helps to build ideas, creates thinking and helps them develop as learners. Babies are born with an interest in people and a drive to find out about their world. Observing and assessing babies and young children is an important basis in their learning and development. Watching children learn can open our eyes to the capacity of how they learn (Pugh, 2001, p. 66), and this shows us the i mportance of these first few years in a childs life. Over the decades early education, policies and practices have seen significant changes. We still use many of the earlier theories and methods through the Early Years Foundation Stage (EYFS) in our early education settings today. The EYFS is part of a ten year Childcare Strategy introduced in 2008, it relates to the Childcare Act 2006, and its aim is to give young children the best start in life, it sets standards to enable early years providers to implement the rich and personalised experience many parents give their children at home. It provides legal requirements relating to learning, development, assessments and welfare. The EYFS principles which guide all practitioners consists of four themes; a Unique Child, Positive Relationships, Enabling Environments, Learning And Development. It implies that all children from birth to five will acquire the same skills and knowledge in preparation for school while at the same time recognising that all children are individuals that require ind ividual learning strategies. The construction of early education and care of children and young people dates back many years, as early as the 17th century. Friedrich Froebel a major theorist was born in 1782 in Thuringia what is now Germany and was well known for saying play is a childs work, he formulated the idea of kindergarten meaning childrens garden as a means of educating young children. Play and the outdoor environment were important in Froebelian kindergartens. His approach emphasized that children are able to develop their capacity for learning through play, and that active learning is essential with guidance and appropriate direction. He believed that training of workers within the early years was essential, and the importance of parents as partners in the education of young children. The influence of Froebels methods are well established in early years settings to date, his work was one of the theories that made the basis of early education. Many recent theorists based t heir work on these early findings, and say, he was ahead of his time as one of the EYFS themes and commitments, of today states active learning. Active learning it is implemented through the learning and development principle of the EYFS, it provides physical and mental involvement, decision-making and personalised learning, and it occurs when children are keen to learn and are interested in finding things out for themselves. Play is a dynamic process that develops and changes, it provides children with opportunities for developing cognitive, social, emotional and physical skills. Froebelian kindergartens were seen to be middle class; despite this his methods were adapted for use with disadvantaged children and families within developing 20th century nursery and infant schools. (Pound, 2008, p. 16). The first nursery school opened in Scotland in1816 by Robert Owen(1771-1858), he was a mill owner who refused to employ children less than 10 years of age, he believed that education should be a common right for all children, and that children are passive, contrived and by due preparation and accurate attention can be formed into any human character. He managed their behaviour through kindness, which in the19th century was unusual, children as young as 2 years attended his school. The opening of his nursery school influenced changing attitudes on child labour, and set the basis of early education for young children. The start of the curriculum method was one of Owenss ideas, his vision on education-inspired generations of activist; he recognised the link between social welfare and early education this is an important part of practice in modern day settings. His commitments to education were radical as were his ideas on the importance of equality, although his policies were a bold ste p forward, he was criticised as being rooted in his desire for profit. (Pound, 2008, p. 13) In the UK the development of early education was very slow compared to Europe, it was In 1870 that publicly funded education became compulsory for children age 5, the need to understand these early childhood services is important as they laid down the foundations of our education system (Pugh, 2001, p. 8) During the 1960s the voluntary playgroup movement emerged. A letter sent to the Guardian by Belle Tutaev, a young mother of a four-year-old expressing concern to the lack of appropriate nursery provision within our education system. For many years the main means of early education was state primary schools, and this was aimed at children over 5 years, after campaigning to the authorities to no avail she opened her own playgroup, this progressed and by the seventies playgroups became a recognised form of pre-school provision. Over the next 2 decades the changing family patterns and employment patterns meant early years provision were a much needed source, this saw the growth of private nurseries. Only after a review in 1988 on early childhood and education services, (The Education Reform Act) did the government realise there was a growing problem. It found flaws, in uncoordinated services, which varied between different parts of the country, compared to the rest of Europe there were low levels of public funding. It had different services ran by a diversity of different organisations, this meant a wide range of clients used them, all with different aims and purposes. The education system needed the government to intervene. A number of national reports was to be published, one of them the Rumbold report published in 1990, expressed concerns about education and the lack of access to Early Years services. It highlighted the need for the development of good quality provision in the early years, and believed it to be vital that all that work, or are involved with young children recognise the importance of their educational role and fulfil it. She urged those who make provision recognise the growing demand for and the expansion of high quality services to meet children and parents needs (rumbold, 1990). The report also highlighted the way in which young children learn are as important as what they learn, and argued against the introduction of formal learning. At the time, this report was ignored but it is now used as a basis for best practice in todays Early Years settings. The establishment of the Early Childhood Education forum in 1993 meant bringing together all national agencies working in the field, (Pugh, 2001, p. 11) it clarified that an early years policy is needed, and an expansion in services, the forum gathered strength with over 45 national organisations by 1998. Its aims were to champion childrens rights and entitlements, support the training development and education of early childhood practitioners, and all those who work with children and their families. The government took action and in 1995, funding for the education of 4 year olds was introduced this was in the form of vouchers that could be redeemed in private, voluntary, or local authority nurseries, the vouchers were extremely criticised at the time and was abolished in 1997 when Labour Government was elected. The election of the Labour Government brought big changes in the way our whole Education System was run, especially Early Education; its key issue is to eradicate child poverty, and provide more family friendly policies and childrens centres. The Sure Start initiative, launched in 1999 under the National Childcare Strategy plays a major role in doing this, by helping families in local communities of need with children under 4years old. The government pledged 1.4 billion pounds over 6 years. This meant that parents had access to a multi agency of services within the Sure Start Childrens Centres. They are now a key influence within our communities helping children, families and society, by learning and developing life skills in the early years so that young children grow up to be happy, healthy and are able to achieve their goals in life. The centres are at the Heart of the Every Child Matters Change for Children 2004. The green paper Every Child Matters was published in 2003, in response to a report by Lord Laming in 2001, into the death of Victoria Climbie. Victoria was a young girl who was horrifically abused, tortured and killed by her great aunt, Marie-Therese Kouao and partner Carl Manning; they were the people who were supposed to be caring for her. Shameful failings within a number of systems meant on 12 occasions over 10 months the chances to save Victoria were missed. Evidence from this Inquiry demonstrated the dangers of staff from different agencies not fulfilling their separate and distinctive responsibilities. The death of Victoria showed a fundamental need for an integrated service that would be part of a political agenda for many years, despite the Children Act 1989 provisions, child protection strategies and services stayed within the social service system, and the level of communication and co-operation between these and other services in health and education were variable. The Ev ery Child Matters agenda is recognised by five outcomes; be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic wellbeing; these outcomes are a universal ambition for the government, and form a strong basis for the EYFS curriculum used in Early Education Settings to date. The transfer of responsibility for children under 8-years-old were made from the Department of Health, to the Department of Education and Skills and from 2001, an integrated inspection service was introduced, bringing together all the services, enabling multi-agency working, which was an important step forward. The Early Years Development and Childcare Partnership in local authorities were also introduced, helping to increase levels of provision in Childcare. Working in partnership with the Local Education Authority, each authority completed an audit, with a plan to reach the governments targets for early education places for all 3- and-4year-olds. This was made easier in the change of policy earlier, that allowed non maintained sectors to apply for nursery grants, children in private day nurseries, pre-schools and some childminders could now access their free half-day nursery provision. In this way the strategy started to tackle the long-term split between Early Years education serv ices and the childcare services. (Macelod- Brundenell,and Kay 2nd edition 2008 pg 352 ). It has been without doubt that Early Education has come a long way since Froebel in the 17th century, and the opening of Owens nursery school in 1816, but not many things have changed, it was evident then that children learn through play and exploration, and early learning is important in the first five years. Maybe many generations of children have missed out the chances given to young children of today. The EYFS has been an important milestone for early education and young children, and is now the way forward in preparing a child for school, but its existance is still in the primary stages, and many small nursery settings may find adapting to these changes and sustaining them quiet difficult as the standards and welfare requirements set are extremly high.

Edgar Allan Poe and Nathaniel Hawthorne: A Comparison Essay

Edgar Allan Poe and Nathaniel Hawthorne were two of America’s finest Romantic writers. These two writers have stood the test of time and are read as much today if not more than they were in their own time. The major reason that both author’s were as popular as they are is because of the fact that they delved into the human mind to create their psychological literature. Edgar Allan Poe’s life spanned from eighteen nine until nineteen forty-nine, the years that were the beginning of the Romantic Movement. Poe was considered an educated man for his time. He attended the University of Virginia and West Point. Since West Point is a military school, he no doubt studied psychology because one who would be a commander in the army would need to know about the way the enemy thinks. Poe did not use this knowledge as a military officer, but used it to create excellent psychological terror in literature. During a time when the arts focused on the supernatural, Poe looked to the character’s own mind to provide terror. The narrator of The Tell-Tale Heart is so terrified by his guilt that he reveals the murder he has committed to the authorities, as does the narrator of The Black Cat. In the famous short story The Cask of Amontillado, the reader experienced the terror of one’s condemnation to be walled up in a small cellar room to die and to have the time to think about what is to happen in total darkness and isolation. The Fall of the House of Usher also leaves the narrator completely terrified, not because of his safety, but because of the information that his mind must process and the knowledge that he may begin to suffer from the same madness that Roderick Usher is doomed to endure. Nathaniel Hawthorne was also an expert in delving into the deepest regions of a character’s mind. The Scarlet Letter, one of Hawthorne’s best works is about a woman who must wear a scarlet A because she is an adulterer. The town minister is the man who is also responsible for the sin. However, because he is a male and cannot get pregnant, the community does not know of his guilt. Instead he punishes himself much more than his female counterpart until the sin takes on a supernatural quality. It does so only through the guilt that he must endure. The Minister’s Black Veil is about another minister who physically punishes himself for a psychological sin that he has committed. This penance has bothered the congregation to the point that they isolate the minister. Again, it is their psychological fear and guilt that is their terror. Hawthorne, in his attempt to prove that all are sinners and that all wrestle with good and evil in their minds, proves his point in Young Goodman Brown. In this short story, a young man must decide whether to sell his soul to become a successful man or to remain free. The resolution of the story is that the horrid scene the young man had witness the night before was only a dream, yet he is not sure that it took place in his mind or if it was real. Reality and what one perceived as reality was something that Hawthorne was a master. Both Edgar Allan Poe and Nathaniel Hawthorne made use of the human mind as an instrument a person’s demise rather than actions. They understood the power of the human mind even though they did not know what we do today. They are shining examples of psychological literature as an instrument of terror and guilt. Works Cited Hawthorne, Nathaniel. The Minister’s Black Veil. 1836 Hawthorne, Nathaniel. The Scarlet Letter. New York: Pocket. 2004. Hawthorne, Nathaniel. Young Goodman Brown. 1835 Poe, Edgar Allan. The Black Cat. 1843. Poe, Edgar Allan. The Cask of Amontillado. 1846 Poe, Edgar Allan. The Fall of the House of Usher. 1839 Poe, Edgar Allan. The Tell-Tale Heart. 1843