William Shakespeares Hamlet Essay - 751 Words

William Shakespeares Hamlet Hamlet might well claim to be Shakespeares most famous play because of its language and the charm of its central character. Shakespeare wrote some thirty-eight plays. Taken individually, several of them are among the worlds finest written works, taken collectively, they establish Shakespeare as the foremost scholarly talent of his own Elizabethan Age. The play Hamlet is one of the most well-known revenge†¦show more content†¦However the progress of the story reveals the troublesome continuity of Hamlets madness. Claudius therefore describes his madness as being dangerous and turbulent to reveal the state of his own mind. Claudius realizes that he has to explore intensely, the depths of Hamlets thoughts and therefore regards him as a threat. Claudius is eventually the one who can translate Hamlets strategies and therefore realizes that madness in great ones must not unwatched go. Later Gertrude describes his madness as mad as the sea and the wind when both contend. Hamlets madness seems to be evolving with the progress of the story and the audience understands that this occurs due to his inability to act. Hamlet inspires in everyone a unique feeling so that in spite of his madness, he is adored and respected. Hamlet, as a reflective scholar and prince has an indecisive attitude to women in the play. Therefore his loathing for his mother, moves on to his loathing in womanhood. Gertrude describes Hamlet as her too much changed son however she doesnt realize the change caused in him is partly her own contribution. Hamlet cannot accept his mothers oer hasty marriage and it is this marriage which causes bitterness in his heart and sarcasm in his words. Hamlet cannot accept the fact that she movesShow MoreRelatedWilliam Shakespeares Hamlet981 Words   |  4 PagesWilliam Shakespeare is a historic writer that is well known and wrote many plays in his lifetime. In most of his plays, if not all, he has incorporated hidden meanings and messages. The majority of his hidden meanings are controversial topics of his time period. In Shakespeare’s play, Hamlet, the controversial topic that is throughout the play is religion and the afterlife. Afterlife plays a big role in Hamlet and is discussed throughout the play. Multiple authors have written on the topic of afterlifeRead MoreWilliam Shakespeares Hamlet745 Words   |  3 PagesIn William Shakespeare’s Hamlet, Hamlet is a unique character due to his unpredictability. He is attempting to discover the truth in a way that no other character of Shakespeare’s has done. We find Hamlet in a state of deep melancholy due to the death of his father, as well as the very sud den and lewd marriage of his uncle and his mother. Hamlet is inspired by the player giving the speech about Hecuba witnessing the massacre of her husband, Priam. He goes off on his own, and he is bewilderedRead MoreWilliam Shakespeares Hamlet964 Words   |  4 Pagesunsatisfactory situation. In William Shakespeares Hamlet, a characters inability to overcome their weakness due to it being emphasized by their unfortunate circumstance results in their tragic downfall. This is illustrated through Hamlets over thinking, Claudiuss ambition, and Gertrudes naive persona. Hamlets character is one that is very thoughtful and conscious, however some view these qualities as procrastination and over thinking. Even Hamlet himself acknowledges this inRead MoreWilliam Shakespeares Hamlet1482 Words   |  6 PagesIn one of William Shakespeare’s most notorious plays, Hamlet, Shakespeare uses multiple scenes filled with drama to add a certain extreme dimension to the play. In a story filled with drama, such as Hamlet, an author attempts to use intense dialogue and actions in order to invoke personal emotions and feelings in the hearts of the audience. Shakespeare attempted to have the audience feel the pain that Hamlet experienced, sense the feelings of revenge that were deep in the heart of the prince, andRead MoreWilliam Shakespeares Hamlet1308 Words   |  6 PagesWilliam Shakespeare’s play, Hamlet, has deep meaning and sorrow to its story. It has one of the most famous soliloquies ever to be written in theater art, â€Å"To be, or not to be.† At first, reading Shakespeare’s writing seems difficult to understand and be interested in, but as the reader reads on and digs into the roots of the play, it truly grabs the reader’s attention and makes him/her want to know more of the thoughts behind Hamlet. Thus, the story of Hamlet begins and his personality shows throughoutRead MoreWilliam Shakespeares Hamlet 2214 Words   |  9 PagesMadness within: Bipolar William Shakespeare had the uncanny ability to read people then put into words how individuals reacted with one another. His most known playwright is â€Å"Hamlet†. Hamlet leads the opening of the play with grandeur; but, when his father’s ghost of comes to visit him telling of Hamlet’s uncle Claudius killed him. Hamlet schemes a plan pursuing revenge. Hamlet demonstrates depression exceptionally, in the presence of his mother and Uncle Claudius. Shakespeare’s character likely labeledRead More William Shakespeares Hamlet Essay1277 Words   |  6 PagesWilliam Shakespeares Hamlet Hamlet has been praised and revered for centuries as one of William Shakespeares best known and most popular tragedies. Based on its popularity, critics alike have taken various viewpoints and theories in order to explain Hamlets actions throughout the play. The psychoanalytic point of view is one of the most famous positions taken on Hamlet.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Psychoanalytic criticism is a type of literary criticism that analyzes and classifies many of the forms ofRead MoreWilliam Shakespeares Hamlet1172 Words   |  5 PagesHamlet is a complex story that uses many literary devices to help develop the characters in Hamlet. One dominant device is irony. The main plot of the story revolves around irony. Hamlet is a witty character and loves to use irony. Hamlet’s use of irony displays how he insults people, discovers useful information, and reveals his true character. The use of irony in this story helps to add depth to each character, which is why Hamlet is one of Shakespeare’s most complex stories. There are three typesRead MoreWilliam Shakespeares Hamlet710 Words   |  3 PagesIn Shakespeares tragedy Hamlet are very few female characters that is caused by the story - the son must avenge his fathers killer , the mother s uncle . Nevertheless images of Gertrude , Queen of the Danish and Ophelia , daughter of royal adviser Polonius , played in the tragedy very important role . In these two images are not simply embodied many typical female character traits - as worthy , and not so . In the process of communication with these women reveal deeper characters of Hamlet andRead MoreWilliam Shakespeares Hamlet Essay2474 Words   |  10 PagesWilliam Shakespeares Hamlet When first introduced to Hamlet he is a character full of pain and confusion, still mourning his father’s death, ‘But two months dead-nay, not so much, not two’.[1] The punctuation here highlights Hamlet’s anguish. Significantly, Hamlet is already portrayed as a misfit, as no one else within the court but Hamlet is wearing mourning clothes; in Shakespeare’s time it would have been worn for at least a year following the death of a king.

Bach Essay examples - 550 Words

Bach Johann Sebastian Bach (1685-1750) was unlike most other composers of his time. â€Å"He wrote music for the glory of God, and to satisfy his own burning curiosity, not for future fame.† During the 1700s, people knew him as a talented musician, not as a composer, as we do today. He never left his country to pursue bigger and better things. Bach was content as long as he could play music. Traditions were very important to him. He wanted to carry on the musical tradition of his family, and never opted to change the traditional ways of composing, as did most composers. Bach’s work is vast and unique. Bach received his first big job at the age of 23. He was a court musician, and wrote many wonderful organ pieces, most of which†¦show more content†¦Around the year 1721, Bach wrote a book of music called the Well-Tempered Clavier, which was composed of 24 exercises. It had a prelude and fugue for every major and minor key. Twenty years later, he produced a s econd volume that was just like the first [in format]. Bach’s polyphonic music is full of counterpoint, the combining of two or more melodic lines into a meaningful whole. He perfected the art of the fugue, a complex composition usually written for four musical lines. â€Å"Bach’s fugues involved incredibly complex melodies that, even though they started at different times, wound up sounding good together.† The one I chose to describe is the first prelude and fugue from Bach’s second book, in the key of C major. This piece includes a harpsichord, an ancestor to the piano. It begins with a pedal note, the low note that keeps ringing while others are played ’around it’. In this case, the pedal note is a low C and lasts for 13 seconds. This gives the song stability, making this piece feel momentous. It’s â€Å"as if Bach were throwing open the big doors to some enormous building.† As the song progresses, you can hear the counterpoint, including low and high notes. Once the prelude ends, there is a pause, and the fugue begins. The fugue begins with the first melody, with no accompaniment. As the first changes, the second melody is added at a slightly higher pitch. Again thisShow MoreRelatedBach s Musical Gifts : Bach Essay888 Words   |  4 Pagesseb. Bach. And indeed, in his case, he was correct, a statement made in regards to Bach’s legendary musical gifts, whether it be his emotionally triggering music that broke all language barriers or his intense passion and drive that inspired Beethoven and Mozart. Born in 1685’s Thuringia, Germany into a family of musicians, Bach was destined to take up instruments a love of music from a very young age. Bach began his musical career playing the violin, but after his parents’ deaths, Bach was sentRead MoreBach Essay717 Words   |  3 PagesBach Born in Eisenach, Germany, on March 21,1685; he was the son of a masterful violinist. Throughout the history of music, many great composers, theorists, and instrumentalists have left indelible marks and influences that people today look back on to admire and aspire to. No exception to this idiom is Johann Sebastian Bach, whose impact on music was unforgettable to say the least. People today look back to his writings and works to both learn and admire. He truly can be considered a musicRead More Bach Essay1348 Words   |  6 Pagesto this idiom is Johann Sebastian Bach, whose impact on music was unforgettable to say the least. People today look back to his writings and works to both learn and admire. He truly can be considered a music history great. Bach, who came from a family of over 53 musicians, was nothing short of a virtuosic instrumentalist as well as a masterful composer. Born in Eisenach, Germany, on March 21, 1685, he was the son of a masterful violinist, Johann Ambrosius Bach, who taught his son the basic skillsRead MoreBach And Baroque Ideas : Johann Sebastian Bach2212 Words   |  9 PagesMUS-M 401 7/2/2015 Bach and Baroque Ideas Johann Sebastian Bach was one of the most important figures in the Baroque era of music. His music was a large part of the Baroque era and contains many musical principles of the time. The question is, what specific ideas did Bach use in his music? Did he use different Baroque techniques based on what he was writing for? And how were these techniques used in his music? In this paper, I will discover what Baroque era techniques Bach used in some of hisRead More Bach Essay2733 Words   |  11 Pages Johanna Sebastian Bach was a composer of the Baroque era, the most celebrated member of a large family of northern German musicians. Although he was admired by his contemporaries primarily as an outstanding harpsichordist, organist, and expert on organ building. Bach is now generally regarded as one of the greatest composers of all time and is celebrated as the creator of the Brandenburg Concertos, The Well-Tempered Clavier, the Mass in B Minor, and numerous other masterpieces of chu rch and instrumentalRead MoreAnalysis Of J. S. Bach Concerto Bach 593 No 3 No 21336 Words   |  6 Pages J. S. Bach Concerto BWV 593 A. Vivaldi Concerto op. 3 no 8, RV 522 Mov I (No description) Allegro Mov II Adagio Larghetto e spiritoso Mov III Allegro Allegro J. S. Bach Concerto BWV 978 A. Vivaldi Concerto op. 3 no 3, RV 565 Mov I Allegro Allegro Mov II Largo Largo Mov III Allegro Allegro J. S. Bach Concerto BWV 106 A. Vivaldi Concerto op. 3 no 10, RV 580 Mov I (No description) Allegro Mov II Largo Largo – Larghetto – Adagio – Largo Mov III Allegro Allegro No 2. the internal structure of theRead MoreBach Fugue Analysis1417 Words   |  6 PagesFor that reason, Bach used a fugue in solo organ pieces and in instrumental works and choral cantatas. This Fugue is the most famous of fugues by any composer. The difficult part to explain is how Bach created the Toccata’s forceful organ effect. When Bach was in Arnstadt when he was younger, the organ ordinarily lacked a 16-foot register on the keyboard; consequently, it sounds an octave lower than the normal 8-foot register. Accordingly, in order to create the effect, Bach used octave doubling;Read MoreBach s Prelude And Fugue1467 Words   |  6 Pagesdisplayed many of the different qualities that Bach employed throughout his career. Johann Sebastian Bach was born in Germany in 1685, where he was trained as an organist and composer during his youth. As a teenager he was enrolled in the prestigious St. Michael’s School in Lunenburg where he studied organ with Georg Bohm. After he graduated, Bach went on to become a court musician in the chapel of Duke Johann Ernst III in Weimar. Throughout his early career Bach was celebrated as an organist throughoutRead MoreJohann Sebastian Bach Essay828 Words   |  4 PagesJohann Sebastian Bach was one of the greatest composers in Western musical history. More than 1,000 of his compositions survive. Some examples are the Art of Fugue, Brandenburg Concerti, the Goldberg Variations for Harpsichord, the Mass in B-Minor, the motets, the Easter and Christmas oratorios, Toccata in F Major, French Suite No 5, Fugue in G Major, Fugue in G Minor (The Great), St. Matthew Passion, and Jesu Der Du Meine Seele. He came from a family of musicians. There were over 53 musiciansRead M ore The Joy of Bach Essay1664 Words   |  7 PagesThe Joy of Bach The Baroque period was filled with the new idea that every issue had two sides. Great thinkers and masterminds left behind the idea that the world was either god- influenced or science-influenced. Most people embraced this notion, with the exception of a few. Johann Sebastian Bach was one of these few people. Bach, although the greatest composer of the Baroque period, led a life based on tradition and past influence, which left him virtually ignored for many years

Capital Punishment

Question: Describe about the Capital Punishment? Answer: Introduction The Qur'an says, "We ordained therein for them: 'Life for life, eye for eye, nose or nose, ear for ear, tooth for tooth, and wounds equal for equal.' But if any one remits the retaliation by way of charity, it is an act of atonement for himself. And if any fail to judge by the light of what God has revealed, they are no better than wrong-doers" (Qur'an 5:45).people need a law to safeguard them and protect their rights. Though, God had already told the people how will they be secured by the government if they followed the rules of justice in Tawrah Bible ,and Quran. One of the main Law of justice is capital punishment, which save people lives from getting wasted for nothing if they got murdered or raped the murder must be execution, unless the family of victims forgive in case of killing only which is preferable. Yet, many people think killing criminals is cruel, so they should put life sentence instead. Humanity life is so precious, and capital punishment is a way to save people righ ts. Overcrowding in prisons and jails is one major problem nowadays. Some individuals believes that this is a problem but having more jails built will solve this problem. Having more prisons or jails built may help solve the problem but the death penalty effectively stops draining more money from the taxpayers to house murderers. These murderers get three warm meals a day; they do nothing all day, and have a place to sleep just because the taxpayers fund these facilities. Murderers on death row do not deserve to get a place to stay. They deserve to get their life taken away from them because of the terrible crimes that these criminals have done .According to Will the Supreme Court Keep Prisons Overcrowded? the supreme court is reconsidering capital punishment for overcrowded jails in life sentenced criminals ( cholhen). Everyone thinks human life is valuable. Some of those against capital punishment believe that human life is so valuable that even the worst murderers should not be deprived of the value of their lives. They believe that the value of the offender's life cannot be destroyed by the offender's bad conduct - even if they have killed someone.Opponents who are against death penalty are valuing the life of murder in a way that looks like they are killing the victim two times (Koch 136). Many opponents might argue that life sentence is much harder on criminals rather just killing them. Yet if the murder who is sentenced to life in prison find it really difficult to live the rest of his live in jails that he may try to subside, which is the opposite cause people and even criminals find it really difficult to imagine themselves dead. According to opponents of death penalty Fact on Death penalty, there is no proof that capital punishment deters law-breaking. That mean the criminals not find it discouraging to have penalty death or execution. Ernest van den Haag, a Professor of Jurisprudence at Fordham University who has studied the question of deterrence closely, wrote: "Even though statistical demonstrations are not conclusive, and perhaps cannot be, capital punishment is likely to deter more than other punishments because people fear death more than anything else. They fear most death deliberately inflicted by law and scheduled by the courts. Whatever people fear most is likely to deter most. Human nature is to fear from death, so execution is one good way to lower crime and protect people lives. In the Law of Equality there is saving of Life to you, o ye men of understanding; that ye may restrain yourselves(Albgrah 1:179).That mean that killing the murder is efficient tool to save the life of others, because people will think twice before committing a crime :in other word, harsh punishment such as death penalty is very useful to prevent crimes and to precut. God knows about what works best for people, so when Allah told the people about execution, they should know it is the best tool to save their lives and for equal rights. Throughout times immemorial punishment has been used as a weapon to discourage the criminals as well as the would-be-criminals to commit any unlawful action. It is the society that has the most significant interest in the prevention of murder (Connors). Hence for the society the strongest punishment that can be given in order to deter murder is to render death punishment or capital punishment to the convict. Once the murderers are sentenced to death and they are forced to go through execution in such case any other possible murderers would generally think before committing any further murders as a result of the fear of losing their own lives. It needs to be observed that the death penalty usually does discourage the murderer who is executed. This punishment acts similar to the form of incapacitation. For instance, just like the robber is put in prison in order to prevent him from committing any other robbery on the streets. Similarly, the dangerous murders must also be killed so as to prevent any other person from committing any murders again (HOOD). Hence it can be said that the death punishment is one kind of punishment that can act as both a deterrent and also as a permanent incapacitation. This kind of penalty also assists in preventing the happening of future crimes. Arguments favoring Capital Punishment There are a number of reasons why capital punishment should be favored. Firstly this kind of a penalty helps in incapacitating the criminal. This is because capital punishment intends to remove the worst possible criminals from the contemporary society and hence makes the society much safer for the others than any other lengthy imprisonment process (Melusky and Pesto). Since it is known fact that criminals who are dead cannot commit any further crimes either by staying inside the prisons or by escaping from the prisons or once they are released. Hence the fears from the criminals end with the death of the criminal. The second most essential factor in favor of death penalty is cost involved. Money is the most essential criteria in todays life. Hence it is more advisable if the government spends more money in maintaining the health and safety of the old, young and the sick rather than spending the money on the long term imprisonments for the dangerous murderers and the rapists. In most countries the campaigners against the rendering of the capital punishment consider that there is a high cost in the execution of the prisoners as compared to the keeping of the prisoners in the prison for a lifetime. In some countries this fact is however true since in countries such as United States under the US legal system there are a number of delays and appeals while carrying out the death sentences that is permitted in the country (Garland). As a result of these delays the average time that generally is spent over a death sentence is approximately twelve years. Contrastingly, in the country of Great Britain during the 20th century the average time for carrying out a death penalty was 3 to 8 weeks and during this period only one appeal was permitted. Thirdly, it can be observed that execution is one actual form of punishment when compared to any other rehabilitative form of punishment. This is one form where the criminal can be made to suffer in proportion to the crimes committed by him (Melusky and Pesto). However, the existence of the traditional principle of "lex talens" (an eye for an eye) still remains a matter to be judged by individuals personally. In accordance to most research it has been observed that the process of retribution can be observed by most as an appropriate reason for death penalty. The next obvious question that arises is the deterrent effect of the death penalty. This is comparatively difficult to prove since in most of the countries where retention is practiced the number of people generally executed is very less. Further it has been observed in most countries that practice death penalty seriously, the rate of crimes is seen to be less than the other countries. These statistics show that generally death penalty acts as a deterrent however it is true only in those cases where execution is certain and absolute. Death penalty acts as more deterrent in those cases where the criminal has time to plan out the crime and he or she has the time to think over the probable outcomes that the supposed crime may lead to (Melusky and Pesto). But in such circumstances where the crime is committed as a result of provocation or any instigation at the heat of the moment it is likely that under such case no form of punishment would affect as deterrence. With regard to this issue there exists a strong argument that the murders that is committed under these circumstances should not be punished with death penalty or there should exist degrees of murder as there exists in the United States (Garland). In most cases the campaigners for the anti-death penalty argued that death penalty does not always act as a deterrent and many American studies are sited to favor this point. However this view is also flawed since it leads to deliberate misleading concepts. In order to establish the importance of death penalty three relevant evidences can be given. Firstly, when life without parole is compared to the concept of death penalty it can be observed that most of the campaigners of anti death penalty consider the life in prison without any parole is one practical alternative as compared to the execution of the offenders and research conducted in America depicts that many people who had previously supported death penalty presently shows there support for life without parole instead (Melusky and Pesto). They argue that this concept of life without parole is comparatively crueler than capital punishment. Philosopher John Stuart Mill during the 19th century had brought up a debate in the parlia ment of United Kingdom. Here he had stated that life without parole meant that the prisoners are given death penalty each and every day. A statistical record showed that in the country of Italy around 311 prisoners who were serving life sentences petitioned to their government to give them death sentence (Melusky and Pesto). They consider that life without parole will act as a living death for the prisoners. In the United States execution of minor is not permitted. Hence here around 50,000 people served death life sentences in the year 2009 among which above two thousand were minors (Garland). In this regard one question arises as to what is the reason for locking up a person until they die and whether it is actually a worse punishment than death. The argument with regard to this issue would be that death is the only mean that incapacitates any individual from committing any kind of offense (Richardson). Life without parole cannot prevent the criminal from committing offense against any jail staff or any fellow inmate or take hostage in order to escape prison. This can also be supported with the view that these prisoners have nothing to lose can gain by escaping prison. Such incidents have been happening in a number of countries. Even in the most secured prisons attempt to escape will not end and once in a while some of the prisoners will be successful in their attempt (HOOD). Especially in the prisons the prisoners have endless time to plan their escape from the prisons. Further, with every new government policies keep changing and it might be so that in future governments may release the prisoners who again will come into the society to commit any offense. Conclusion As concluding remarks, it can be stated that capital punishment is the only punishment that can be the ultimate warning for any kinds of crimes. When the criminal knows that even after the most heinous crimes he will always have the chance to escape he will be more incline to commit crimes. One more thing can be mentioned in this regard (Melusky and Pesto). Death penalties are given by hanging the person where the neck is snapped around the second vertebrae. Even for the most brutal and heinous murders the death caused are by this method. Hence, it can be said that the murderer is generally given a better death than the victim. References Connors, Paul G.Capital Punishment. Farmington Hills, MI: Greenhaven Press, 2007. Print. Garland, D. 'Capital Punishment And American Culture'.Punishment Society7.4 (2005): 347-376. Web. HOOD, R. 'Capital Punishment: A Global Perspective'.Punishment Society3.3 (2001): 331-354. Web. Melusky, Joseph Anthony, and Keith A Pesto.Capital Punishment. Santa Barbara, Calif.: Greenwood, 2011. Print. Richardson, Steffanie.Capital Punishment. Detroit: Greenhaven Press, 2006. Print.

John Forbes Nash Jr free essay sample

John Forbes Nash Jr. (born June 13, 1928) is a mathematician who worked in game theory and differential geometry. He shared the 1994 Nobel Prize for economics with two other game theorists, Reinhard Selten and John Harsanyi. After a promising start to his mathematical career, Nash began to suffer from schizophrenia around his 30th year, an illness from which he has only recovered some 25 years later. John Nash was born in Bluefield, West Virginia as son of John Nash Sr. and Virginia Martin. His father was an electrotechnician; his mother a language teacher. As a young boy he spent much time reading books and experimenting in his room, which he had converted into a laboratory. From June 1945-June 1948 Nash studied at the Carnegie Institute of Technology in Pittsburgh, intending to become a technical engineer like his father. Instead, he developed a deep love for mathematics and a lifelong interest in subjects such as number theory, Diophantine equations, quantum mechanics and relativity theory. We will write a custom essay sample on John Forbes Nash Jr or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He loved solving problems. At Carnegie he became interested in the negotiation problem, which John von Neumann had left unsolved in his book The Theory of Games and Economic Behavior (1928). He participated in the game theory group there. From Pittsburgh he went to Princeton University where he worked on his equilibrium theory. He received a Ph. D. in 1950 with the dissertation Non-cooperative games. The thesis contained the definition and properties of what would later be called the Nash equilibrium; 44 years later, it would earn him the Nobel prize. His studies on this subject led to three articles, the first entitled Equilibrium Points in N-person Games, published in the Proceedings of the National Academy of Sciences (USA) (1950), and the others in Econometrica about The Bargaining Problem (April 1950) and Two-person Cooperative Games (January 1953). The only official economic lessons he followed were a series about international trade. In the summer of 1950 he worked at the RAND Corporation in Santa Monica, California, where he returned for shorter periods in 1952 and 1954. From 1950-1951 he taught calculus courses at Princeton, studied and managed to stay out of military service. During this time, he proved the Nash embedding theorem, an important result in differential geometry about manifolds. In 1951-1952 he became science assistant at MIT in Cambridge, Massachusetts. At MIT, he met Alicia Lopez-Harrison de Larde, a math student from El Salvador, whom he married in February 1957. Their son, John Charles Martin (b. May 20, 1959), remained nameless for a year because Alicia, having just committed Nash to a mental hospital, felt that he should have a say in what to name the baby. As was his parents, John became a mathematician, but, like his father, he was diagnosed a paranoid schizophrenic. Nash had another son, John David (b. June 19, 1953), by Eleanor Stier, but refused to have anything to do with them. An admitted bisexual, he carried on intimate relationships with men during this period. Although she divorced him in 1963, Alicia took him back in 1970. But, according to Sylvia Nasars biography of Nash, Alicia referred to him as her boarder, and they lived like two distantly related individuals under one roof until he won the Nobel Prize in 1994, then they renewed their relationship. They remarried on June 1, 2001. In 1958 John Nash began to show the first signs of his mental illness. He became paranoid and was admitted into the McLean Hospital, April-May 1959, where he was diagnosed with paranoid schizophrenia. After a problematic stay in Paris and Geneva, Nash returned to Princeton in 1960. He remained in and out of mental hospitals until 1970, and held a research position at Brandeis University from 1965-1967. Illustrative is the 30-year publication gap between 1966 and 1996 of any scientific work. In 1978 he was awarded the John Von Neumann Theory Prize for his invention of non-cooperative equilibriums, now called Nash equilibria. Nashs mental health improved very slowly. His interest in mathematical problems gradually returned, and with it the ability to think logically. He also became interested in computer programming. The 1990s brought a return of his genius, though it lived in a still feeble mind. In 1994 he received the Nobel Prize in Economics as a result of his game theory work at Princeton as a graduate student. He is still hoping to score substantial scientific results. Between 1945 and 1996 John Nash published a total of 23 scientific studies, plus an autobiographical essay, Les Prix Nobel (1994) [1] (http://www. nobel. se/economics/laureates/1994/nash-autobio. html), first published in Sweden. A film titled A Beautiful Mind, released in December 2001 and directed by Ron Howard, dramatically portrayed some events of Nashs life. It is (loosely) based on the biography of the same title, written by Sylvia Nasar (1999) and received four Oscars in 2002. A deleted scene from A Beautiful Mind reveals that Nash (re)invented the board game known as Hex or (at Princeton) Nash or John, as it was often played on hexagonal bathroom floor tiles. A Beautiful Mind has been criticized for its inaccurate portrayal of John Nashs life and schizophrenia. The PBS documentary A Brilliant Madness attempts to portray his life more accurately.

Betters and Bettors

Betters and Bettors Betters and Bettors Betters and Bettors By Mark Nichol Is there a connection between better, which is sometimes employed as a noun, among other parts of speech, and the noun bettor? This post explains their etymological origins and lists and defines related words. Better is primarily an adjective, from Old English bettra (and, previously, betera), meaning â€Å"superior.† It can also mean â€Å"more advantageous or favorable,† â€Å"improved,† or â€Å"greater than half† (as in â€Å"the better part of an hour†). The adjective better pertains to doing something to a greater degree or with higher quality or can replace more (â€Å"She was doing better than twenty miles per hour†) or preferably (â€Å"It’s better left where it is†). As a verb, better means â€Å"make more acceptable or complete† or â€Å"improve on† (as in â€Å"The runner will try to better his personal record in the event†). It also serves as an auxiliary verb, one that supports another verb, as in â€Å"You had better get going,† sometimes with the first verb elided. The noun better means â€Å"advantage† (â€Å"Don’t let him get the better of you†), â€Å"something superior† (â€Å"We expected better of her†), or â€Å"someone of higher rank or status† (â€Å"I was told to respect my betters†). Better is also a variant of bettor, meaning â€Å"someone who makes bets.† The origin of bet, meaning â€Å"wager† (as a noun) or â€Å"wage† (as a verb), is uncertain, but it could be from abet, meaning â€Å"incite† or â€Å"urge on.† More likely, however, it is from the obsolete English word beet, meaning â€Å"make good† and related to better. Either way, it began as criminal slang; the affirming phrase â€Å"You bet† (even more informally, â€Å"You betcha†) is also slang, though not of unsavory origins. Two additional words based on better are betterment, meaning â€Å"an act of becoming or making better† or referring to an instance of property improvement, and the adjective bettermost, meaning â€Å"superior.† Better, however, generally suffices as a comparative that stands between good (which supplanted the Old English word bot, meaning â€Å"advantage†) and the superlative best. (Bot does survive in the phrase â€Å"to boot,† meaning â€Å"in addition.†) 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:Masters Degree or Master's Degree?50 Synonyms for â€Å"Idea†5 Tips to Understand Hyphenated Words

Description and Care of the Monkey Puzzle Tree

Description and Care of the Monkey Puzzle Tree Monkey-Puzzle Tree is a wild, scary evergreen with open splaying and spiraling branches. The tree can grow to 70 feet tall and 30 feet wide and forms a loose, see-through, pyramidal shape with a straight trunk. The tree is so open you can actually look through it. The leaves are dark green, stiff, with sharp needles that cover the limbs like armor. Monkey-Puzzle tree makes an attractive, novelty specimen for large, open yards. It is seen in large numbers in California. Specifics Scientific name: Araucaria araucanaPronunciation: air-ah-KAIR-ee-uh air-ah-KAY-nuhCommon name(s): Monkey-Puzzle Tree or Puzzle TreeUSDA hardiness zones: 7b through 10Origin: Chile (national tree) and the Andes of South America.Uses: garden specimen; indoor tree specimenAvailability: somewhat available, may have to go out of the region to find the tree. Monkey Puzzles Range There are no native monkey puzzle trees in the United States. The natural monkey puzzle tree is now found in two small areas in the Andes and on the coastal mountain range. It is a highly fire-adapted species, occurring in an area where fires have long been caused by volcanic activity and, since the early Holocene, by humans. The tree can grow in North America along the coastal zone from coastal Virginia, down the Atlantic, west through Texas and up the Pacific coast to Washington. Description Dr. Mike Dirr in Trees and Shrubs for Warm Climates says: The habit is pyramidal-oval in youth, later with a slender bole and ascending branches near the top....cones are about twice the size of hand-grenades and hurt even worse. Tolerates extremes of soil, except permanently moist. Etymology The origin name Monkey-puzzle derives from its early cultivation in Britain in about 1850. The tree was very popular in Victorian England. Legend has it that an owner of a young tree specimen in Cornwall was showing it to a group of friends, and one made the remark, it would puzzle a monkey to climb that. The popular name became, first monkey-puzzler, then monkey-puzzle. Prior to 1850, it had been called Joseph Banks Pine or Chile Pine in Britain even though it is not a pine. Pruning The Monkey Puzzle needs to be isolated from other trees for the best display of its graceful and natural limb sweep. Maintain a central leader and do not top for best effect. Branches should be protected and only pruned if dead wood appears. Dead branches are hard to work on but will cause the tree to decline if not removed. Monkey Puzzle in Europe Monkey-puzzle was introduced to England by Archibald Menzies in 1795. Menzies was a plant collector and naval surgeon on Captain George Vancouvers circumnavigation of the globe. Menzies was served the seeds of the conifer as a dessert while dining with the governor of Chile and later sowed them in a frame on the ships quarterdeck. Five healthy plants made it back to Great Britain and were the first plants to be planted. Culture Monkey puzzle tree does best where the summers are cool and humid, and they are popular landscape oddities in England.Light: Full sun to partial shade.Moisture: Likes a moist, but well-drained soil and regular watering.Propagation: By seeds or by tip cuttings from vertical shoots. Cuttings from lateral-growing shoots will develop into sprawling shrubs. In-Depth Description Monkey-puzzle prefers well-drained, slightly acidic, volcanic soil but will tolerate almost any soil type provided drainage is good. It prefers temperate climates with abundant rainfall, tolerating temperatures down to about −20 Â °C. It is far and away the hardiest member of its genus and the only one that will grow in mainland Britain, or in the United States away from the extreme south. In Canada, Vancouver and Victoria have many fine specimens; it also grows on the Queen Charlotte Islands. It is tolerant of salt spray but does not like exposure to pollution. It is a popular garden tree, planted for its unusual effect of the thick, reptilian branches with a very symmetrical appearance. The seeds are edible, similar to large pine nuts, and are extensively harvested in Chile. A group of six female trees with one male for pollination could yield several thousand seeds per year. Since the cones drop, harvesting is easy. The tree, however, does not yield seeds until it is around 30-40 years old, which discourages investment in planting orchards.

Introduction to Psychology Essay Example | Topics and Well Written Essays - 1500 words - 5

Introduction to Psychology - Essay Example There is a decrease in breathing and heart rate. At the final stage/paradoxical sleep, the EEG recordings increase as those of stage 1 and 2 due to increased brain activity. Rapid eye movement (REM) sleep is experienced here. The EEG pattern is like that of a person who is awake. Generally, there is deeper sleep in the early cycles but in the later cycles there is more time in the REM. Sleep disorders result in distorted sleep which can affect a person’s live and career. It reduces the optimal functioning of a person and increases the chances of accidents during work. They result from psychological, biological and environmental factors. Insomnia: This refers to a condition of unsatisfactory quantity or quality of sleep. Continued lack of satisfactory sleep leads to inability to sleep on time, arousals during sleep, early awakening. Sleep Apnea: This affects the upper respiratory system. There is a stop in breathing during sleep hence emergency hormones are secreted causing the person to awake so as to breath (Gray, 2010). Narcolepsy: The person affected experiences periodic sleep during the day. When they sleep, they enter REM sleep immediately so they experience vivid dream images and terrifying hallucinations. Muscle weakness or lack of muscle control can be experienced under emotional excitement causing the person to suddenly fall. This causes negative psychological and social impact. Somnambulism/sleepwalking: While asleep, the person leaves their beds and walk around. It is associated with NREM sleep. Children learn both spoken and gestural languages. A child can be said to have fully acquired language when they have reached a stage of being able to analyze and recognize the units of sound and the meaning of that language. They should also be able to organize sounds into words and derive meaningful sentences from these words and participate actively in coherent conversations. The first step in language

Does International Law Matter in Relation between States Essay

Does International Law Matter in Relation between States - Essay Example International law, is the body of law that 'regulates the activities of entities possessing international personality'. Traditionally, that meant the conduct and relationships of states. However, it is now well established that International Law also concerns the structure and conduct of international organizations, and, to a degree, that of multinational corporations and individuals" (Wikipedia). International law, as it exists today, makes one question as to whether it has any real influence in impacting issues between states, related to war/peace, human rights, trade and even crime. This is because the interpretation and application of international law makes it so fluid, that it can be molded by any nation to suit its stand. The stronger the nation, the easier it gets to mold the so-called law. Damrosch et al state that international law "governs relations between independent states" (68). But if it is so slippery, how can it ever achieve this objective It must be noted, that customary international law is based on what states consistently practice out of a sense of legal obligation. So, customary international law keeps changing based on acceptance or rejection of specific acts practiced by states. The weakness inherent in international law is further examined from a legal perspective. International law as a law appears to be a paradox. As noted by Glennon: "when a given question can be argued either way, a state is presumed to be free to act. Indeed, it could hardly be otherwise in any legal system. It is, as Kelsen wrote, a 'fundamental principle that what is not legally forbidden to the subjects of the law is legally permitted to them.'84"(63). There is so much uncertainty surrounding international law that the arguments in a court are not so much about whether the actions were permissible or impermissible under international law, but about what international law really specifies. ... ance consider the environment protection law on banning tuna caught in the nets that kill dolphins, if accepted, then it has a discriminatory effect on trade. So "international law, as interpreted by the WTO, becomes the friend of business and bugaboo of environmentalists" (Ratner). If the interpretation of international law is going to increase conflicts, how can it ever ensure global stability Overall, international law has too many gaps or overlaps, which only increase tensions between states. It has seen limited success for example in the extradition of Abu Salem Qayyum Ansari to India from Portugal and in the banning of landmines. Question of War and Peace It is an accepted premise that war is waged either in retaliation or in self-defense to an aggressor's move. This has also been an accepted stance in the international framework. US, too supported this stance and normally argued that nations need to work within the international framework so that the world order does not break down. However, it was quick to exempt itself from this rationale, when it planned the Iraq invasion. Bush administration argued on the basis of the pre-emptive principle claiming that Iraq was a potential threat. US rejected traditional international law, claiming that it was not suited to manage the contemporary situation. Arend notes: Traditional international law required there to be an "imminent danger of attack" before preemption would be permissible, the [Bush] administration argues in its 2002 National Security Strategy (NSS) that the United States "must adapt the concept of imminent threat to the capabilities and objectives of today's adversaries." It contends that "[t]he greater the threat, the greater is the risk of inaction - and the more compelling the case for taking

Punctuality and Time Essay Example for Free

Punctuality and Time Essay Advantages: If we be punctual, we can finish up our work at right time. Punctuality checks unnecessary wastage of time. Time is very valuable for us. We can save it only by punctuality. Time and tide wait for none. Seconds, minutes, hours and days pass by in right order. There is a maxim We should hold the time by the forelock. If we be punctual, a single second of us will never go waste. The English men are very punctual. They put on wrist-watches to exercise punctuality. But we, the Indian put on wrist-watches only as ornaments for show. We cannot progress. If we do not be punctual. Punctuality helps us in our progress. It also saves money in other ways. There is a saying. A stitch in time saves nine. So, if we take our food punctually, we will never be sick and so we will never have to spend money on medicines and doctors or to worry our near and dear ones in this connection. And this principle applies well in all other cases. Conclusion: Everybody should be punctual in his everyday life. Every students should make a habit of punctuality. The people who have become great in their lives are very punctual. Punctuality is the first condition for becoming great in life. So, punctuality should be the motto in our life. We should not only be punctual ourselves but also advise others to be punctual. Related Articles.

The History of Film Essay examples -- Informative, Film

A major change that has occurred in the development of film is the linearity of narrative. The history of film spans over one hundred years ago, with classical narrative emerging in Hollywood around the nineteen thirties. The classical narrative period had a strong emphasis on linearity and coherence, where characters where goal centred and consistent in personality and action. In the nineteen sixties a change began to emerge in Hollywood, with Breathless (Jean-Luc Godard, 1960) breaking the editing rules, and narrative coherence, with the introduction of jump cuts. This film among others greatly contributed to the outburst of non-linear narratives, a narrative technique wherein events are portrayed out of chronological order. In the twenty-first century a range of independent films with a variety of non-linear narratives have been getting mainstream release. Within this essay I will briefly explain the different types of narratives and the reasons for their popularity. The directorial intent for many non-linear narratives can be to evoke mood, maintain suspense, indicate the malleability of memory, signify dream, and above all to provide visual pleasure. The involvement that a spectator can feel from a non-linear narrative can offer both a sense of pleasure and relation. The fact that it is up to the viewer to keep up, put things together, and make sense of the narrative provides a sense of satisfaction, and can become the reason they are watching the film. Removing the chronological order of a story and rearranging its components can make a it more compelling than if the scenes progressed in chronological order. An advantage of non-linear narrative is its ability to involuntarily feed the viewer information. This means that th... ...d anthology. Abstract series acts independently or semi-independently of the conventional relationship of narrative time, space, and causality whilst anthology, or multi-strand narrative, consist of a series of short stories which originally appear to be detached, yet turn out to share the same world in which the events occur. Dissimilar to other narrative structures, anthology shifts from a central character to a multi-character narrative where characters shift in and out of prominence. This type of narrative assists in maintaining suspense throughout the entire film. An ostentatious example of an anthological narrative is Love Actually (Richard Curtis 2003). The romantic comedy delves into different aspects of love as shown through ten separate stories involving a wide variety of individuals, many of whom are discovered to be interlinked as the film progresses.

A short story – Behind the Canvas

Behind the canvas the shadow loomed large and dangerous. The head was enormous and it seemed to be floating in the air. The feet, as long as canoes, would rise and fall as the other elongated shadow moved up towards the top of the tent. As John entered the tent, the head burst. It was a balloon, a silly childish prank. The shadow, a petite ten year old. Falling on top of his mates in laughter, John started to come round from his ever-lasting laughing fit. â€Å"That was the worst monster I've ever seen,† laughed James. † It wasn't as bad as your go yesterday!† chuckled David. â€Å"OK, but you have to say that that was awful David,† James stated. † Time for some real stories I think.† â€Å"Not ghost stories, James they're boring,† whined John. â€Å"Not a ghost story, John, a real story†¦Ã¢â‚¬  The time was 2-45pm and there was only fifteen minutes until kick-off and the road was deserted. A piece of tumbleweed blew across the pavement. A bulky shadow squeezed under the thin barriers and a tall, chunky middle-aged man was walking across the road towards the ground. By his side his son, a skinny seven year old. They rushed through the busy traffic and into the long never-ending passageway, which reflected the sight of a Leviathan winding through the prehistoric woodlands, towards the stadium. The boy was furiously tugging his father's hand in an attempt to arrive on time. Stopping 100m from the ground the boy's dad slowly bent down to tie his shoelaces up. By this point the young boy could see the amount of people. Thousands gathering for the match. He began to sweat. His father rose; he quickly grasped his hand and tightened up against the giant figure. And pulled. As they pushed through the big crowds plaguing the entrance, a sight similar to an ocean of tall, blue and white waves crashing into each other, a loud, unfamiliar crackling sound rang in his ear. He sharply turned his head and could see a speaker blurting out messages that just seemed scrambled to the excited boy. They took their seats for the start of the match. With his father to the left of him, the boy looked across to his right where he saw a big-boned bald supporter, with distinctive dark glasses, tucking into a Cornish pasty. The man lowered his head. As the match progressed the crowd grew more and more agitated. A large, black crow hovered over the grandstand. The boy's father was fidgeting constantly. After a few minutes the father got up from his seat. † I'll be a few minutes son, just got to use the toilet.† The small boy looked like a pebble on the beach in contrast to the crowd's attendance, which was like the mountainous Rockies. Minutes past and his father had still not returned. He looked over to his right. The man with dark glasses had disappeared. A grey cloud passed over the stadium. The boy started to panic. His heartbeat rocketing, his body trembling and his eyes watering. The referee blew his whistle loudly to signal half time and the crowds started to disappear into the toilets and hot dog stalls, into the bars and club shop. In an instant the crowd had plummeted in number. He couldn't see anybody he recognized and he felt so alone. The minutes ticked by, never before had he been left so alone. As the crowd reappeared from the exits, every fan that wasn't the boy's Dad was like a knife in his heart, as painful as a pig to the slaughter. After nearly giving up hope of his father returning, the strange dark-glassed man emerged from the exit, a wide grin on his face. As he placed himself next to the boy he glanced over. † Alright kiddo, are you enjoying yourself?† The small boy, as frightened as a cat running away from a dog, hesitantly replied with a nod. As the match progressed so did the boy's anxiety. It had been 30 minutes since his Dad left and the boy was really starting to shake. He lowered his head onto his lap and as he lifted it back up he could see a tall, broad, sinister looking Caribbean man with an afro plodding up the steps in a fluorescent orange jacket. The boy sat up properly and the man squeezed his way through the seated crowd and placed himself next to the boy. Before the boy could speak he was being carted off towards the emergency exit and thrown into the back of a shiny silver Renault Cleo. The boy didn't know what was happening and as they passed through the gates of the football stadium he could see the chunky bald man he'd been sitting next too staring at him with his dark shaded glasses. Suddenly I shiver wriggled down the boy's spine. The car, being driven more recklessly by the minute, every junction they passed through a loud ringing sound would come out of the car. The car, going faster than the boy was used to when his dad was driving started swinging round roundabouts, accelerating through motorways and skidding past corners at great speed. The car finally came to a halt outside a big four-storey building; the boy was swiftly whisked out of the car and marched into a plain white room where he was left. This room was plain, with five simple chairs around an oak table. A few womens magazines were all that lay upon this furnished table and it seemed an eternity for the boy whilst, he was waiting. The boy didn't know what was happening; with nothing to do he stared at the low walls. He heard the door rattle and turned sharply, the door hadn't been touch. The boy, panicking, ran to the door to answer it but it wouldn't budge. He yanked it. He kicked it. He barged into it but it still wouldn't open. He was going, crazy what place was this? He could see men and women in wheelchairs and crutches ambling round the place. Men with head bandages and women with there arms in slings. Every few minutes a big trolley would pass the room. The boy would knock as hard as he could but still there would be no answer. Nobody could see him and no one answered his cries. As the fourth trolley rushed past it stopped just outside the door. A tall, chunky middle-aged man stepped off it. The boy instantly recognized the figure. It was his father. The door was unlocked immediately and the two were re-united. The boy was still unsure what had happened but he didn't care in the slightest. â€Å"That wasn't scary at all James, tell us another one,† laughed John. â€Å"It was scary John, look how scared Peter is,† â€Å"Peter, what's the matter that wasn't as scary as one of mine.† As the boys looked across to Peter who was shaking like a leaf, the door flap flew open as a cold chilling wind descending down their spines, and in the door laid a pair of dark shaded glasses.

British Culture Chaoxiaoqian

My questions are Why does Helena stay with Jimmy and leave Jimmy, why does Alison come back to Jimmy. These are very tricky questions like twisted twines. Here I just air my views, expecting to be complemented by yours. The reasons for Helena staying with Jimmy might be probed from the following: Superficially looking, Jimmy is a person basically worth while. Jimmy is a young man with education, ideas and penetrating insights. Alison breaking through her family's strong obstacles to marry Jimmy from side reflects Jimmy's charms and attractions. Jimmy seems a natural desire and magnet for women if his working-class background?poverty and walled situations are ignored for the moment. As Helena said she took Jimmy to herself because â€Å"she finds that she desires him and wants to have him for a time†. It is an outburst of impulse catalyzed by special occasions. At that time, without digs, Helena had an appointment on the next day and had to lodge in Jimmy's attic; Jimmy is then immersed in bereavement without comfort while Allison and Cliff left him successively. Witnessing Jimmy's bitterness and helplessness, out of her female compassionate nature, Helena offered Jimmy her hand and herself as well. For solace and release, Jimmy dramatically accepted his natural enemy. Thus the two naturally and reasonably moved together. Exploring the in-depth reason, Helena's staying with Jimmy might be considered as a challenge she made for herself driven by her instincts of curiosity and conquest. Helena wanted to make out why the seemingly compatible couple always brawl and torture each other, why Jimmy is always angry?dissatisfied and cynical,always trying hard to be offensive, provocative, irritating. Determined by her inborn authoritative personality and her middle-class inclination to sustain the status quo,she takes Jimmy as a challenge and an attempt, an enemy territory to conquer, to justify her middle-class convictions and consciousness. She expects Jimmy to be changed, back into normal, behaving like anyone else and taking reality like a real man. Naive?romantic and over-confident as Helena is, she fails to change Jimmy. Conversely and ironically, she was within an inch of being changed. Helena was inevitably to lose the war because Jimmy's anger was socially deep-rooted. He had the complex of inferiority and superiority. He showed contempt for uneducated Cliff, irony for educated Alison. He was well educated, but his situation was no better than the two he looked down upon. It was an affliction and sarcasm to him. He lived at the sea of isolation?desperation and inarticulate agony. Without being heard or understood. He found no target to attack, therefore everything became his target. Jimmy was a man born out of his time. To change Jimmy Helena should change the times first. It is difficult and impossible for Helena to change the time, and so with Jimmy. To bridge the systematic and fathomless class and value gap was never a easy task and doomed to be futile and fruitless. Jimmy and Helena's combination was the effect of passionate impulse. It was a kind of insanity or wrong-doings as Helena herself later commented. Once waken up from the dream, the end of their relation was approaching. Helena was a woman of conventionality by nature, she couldn't forget the book of rules anytime. She still believed in â€Å"right and wrong†! Gnawed by the worm of conscience and sense of guilt, she can't †be happy without the book of rules†, she can't †be happy when what you're doing is wrong, or is hurting someone else†. Moreover she lost the war waged against changing Jimmy, the war to restore everything into normal. Unless Jimmy and Helena don't confront with each other face to face, or they will certainly fall into the state of war, the war of ideas, class, values, social reality. There was no middle road to compromise. Helena's exeuntting also meant she lost the war against conventionality, against status quo. Her story is more than a morality one, it further proved every desire or attempt to change the suffocating and inanimate society over-confident and all for naught. Everyone would inevitably subordinate himself to conventionality. My understanding of Alison's return is explained as such: Alison might feel regret about her past behaviors. Though she is the seeming victim of Jimmy's irrational assault, she knows that Jimmy has reason to do so on her. After her abortion, something dormant was aroused from the bottom of her heart and she came back to Jimmy, though shilly-shally. As a young woman, she is a †monument of non-attachment†. †She hasn't had a thought for years!† She is a woman in her 20s without enthusiasm, animation and sincerity. Nothing Jimmy could do would provoke her. Her marriage with Jimmy was a kind of physical and responsive affinity rather than mental and spiritual one. She was nicknamed as ‘Lady Pusillanimous' by Jimmy. Moreover, as a middle-class woman by nature, she kept her arrogant and uppish manner in communicating with the working-class people which was especially exposed when she wrote letter to her mother, discussed Jimmy with her father and Helena, refused to see the dying Mrs. Hugh with Jimmy. She had the sense of inborn class superiority which is a fatal and permanent weapon to sensitive Jimmy. She did betray Jimmy in a sense. In a word, she has never given herself to her husband with the honesty which she knew he demanded and needed. Actually, she knew she should shoulder some responsibility for Jimmy's anger and offered Jimmy more understanding and communication. The problem of their marriage was not sheer Jimmy's fault. Alison left Jimmy in pursuit of peace and relaxation. Tortured by Jimmy's distorted allegiance and loyalty demands for her, Alison wanted to escape from the role of hostage and the war Jimmy declared on †those sections of society†. But Alison never succeeded in escape. Things didn't go in the way as she expected. Alison's coming back could be interpreted as a subjugation to conventionality?reality and failure of Ostrichism. Alison is easily to get used to everything and she is also on the verge of burst. Tortured by Jimmy's distorted allegiance and loyalty demands for her, Alison wanted to escape from the role of hostage and the war Jimmy declared on †those sections of society†. She leaves Jimmy, in pursuit of peace and relaxation. But Alison never succeeded in escape. Things didn't go in the way as she expected. Her abortion brings her shock and disillusionment, awakening something dormant in her heart. She then clearly sees a depressing?aimless?hopeless and futureless reality, without light and outlet. By then she understood Jimmy's anger and discontent to some extent. Without a bright future, Alison had to revert to the past, though vague, remote and suspended it is. She wanted to find herself a position in the conventional and accustomed role of wife. The unpleasant past seems a more lovely memento In comparison with the suffocating and smoldering reality. Finally Alison and Jimmy decide to pick up the bear-squirrel game. It is a seeming communiquà ¯Ã‚ ¿Ã‚ ½ by Alison and Jimmy, protesting the reality and fighting against the â€Å"cruel steel traps, lying about everywhere, just waiting for rather mad, slightly satanic, and very timid little animals.† This could be regarded as a faint flicker of hope offered by the protagonists who had a in-depth perception and understanding of life.

This essay outlines several classic greek and roman inventions that have influenced our lives today. It clearly shows the invention and then explains how it has affected daily life.

This essay outlines several classic greek and roman inventions that have influenced our lives today. It clearly shows the invention and then explains how it has affected daily life. Both Greek and Roman influences have had a major impact on the world today. For instance, the Olympics have survived to this day and even retain much of its former meaning of peace. Another important invention is the calendar; the modern calendar is based upon the Roman version. Even our military uses inventions from Greek times. Greek fire has inspired the creation of petroleum bombs and napalm weaponry, and spurred the terrorist favorite of psychological warfare.The Olympics represent the height of sports competition in which athletes train for their entire lives in order to win. While the competitive drive of today's athletes is no less than that of the Greeks, today's Olympics are much less violent. In ancient Greece, instead of using boxing gloves, leather was strapped to the opponents' hands, leaving the fingers free and adding a sting to the punch. These sports represent the constant training people underwent to hone their bodies to physical perfection and pit their abilities in a man vs.Olympics 242man competition where only the best would win. Today's Olympics are more team oriented, and the success of the team depends on everyone's physical conditioning and skill as opposed to ancient Greece, where the games were more individualized. Despite the physical violence involved in ancient Greek Olympics, the games promoted peace. In Greek times the entire old world would cease war to participate in the Olympics. Today, while the games are less violent, the meaning of peace is not as strong. For example, the Olympics were cancelled for World War II. However, the meaning of peace is not totally lost, as is apparent in North and South Korea's unification for the games.Romans concocted one extremely important invention that is still in use today, the calendar. The Roman calendar was almost completely accurate,

Life Passed Me By

Life Passed Me By Life Passed Me By Life Passed Me By By Maeve Maddox Cezar wrote: Can you clarify differences or subtleties between:my life passed by me and my life passed me by. Sometimes the placement of a word makes all the difference in meaning. My life passed by me could mean simply that a portion of ones life has gone by. Anyone who bought stocks in mid-1929 and held onto them saw most of his or her adult life pass by before getting back to even. The sun is shining on my brown eyes; eyes that have seen these past three years of my life pass by me in a flash. My life passed by me could also mean that the speaker had a vision or revery in which the events of his life replayed in his mind the way the thoughts of a drowning victim are thought to cause his life to pass before his eyes before he dies. Usually the preposition is before, rather than by. I felt panic and fear at first and saw my whole life pass by me in an instant. How could he come that close to death and not see his life pass before his eyes? Just saw my life pass before my eyes as elevator I was in †¦ plummeted 10 floors before lurching to a stop †¦ My life passed me by, on the other hand, conveys the idea of a wasted life, a life that has been frittered away in meaningless activity. I feel like my life has passed me by to the point where I experience very dark and depressing days Has life passed me by at 40? If spoken of another person, life passed him by, the expression can mean that the person so described passed his life in uneventful obscurity: [Harish Chander Mehra] Saved Nehrus life, but life passed him by 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 Expressions category, check our popular posts, or choose a related post below:Arrive To vs. Arrive AtHow to Punctuate with â€Å"However†Particular vs. Specific

Developmental theories Research Paper Example | Topics and Well Written Essays - 2000 words

Developmental theories - Research Paper Example reated as simply miniature adults for a long time, and it was only in the early 20th century – in other words, fairly recently – that child development in particular was explored by theorists. Among the most popular of these theorists are Sigmund Freud, Erik Erikson, and Jean Piaget, whose theories will be the focus of this research paper. Their theories shall be discussed in detail – focuses, strengths, weaknesses – and will also be compared and contrasted. Sigmund Freud’s research focuses mainly on sexual desires and libido, dating back to the late 19th-early 20th centuries when he first developed the concept of psychoanalysis. The key point of his tenets is that humans are driven by their instincts and innate sexual urges (libido), which would determine their behavior regardless of repression. Specifically, even if one represses his libido, it will instead manifest in other ways – for instance, one may sate his sexual desires by pushing himself in his work. Humans, he says, are polymorphously perverse, capable of deriving sexual pleasure – or in cruder terms, getting off – from practically anything and everything (Psychosexual Development, 2010). Specifically, children are said to undergo five psychosexual stages, each with its own erogenous zone (henceforth referred to as e-zone) which the id focuses on; any trauma suffered during one of the first three stages – the oral, anal, and phallic stages – may result in fixation of that particular stage’s e-zone (Feist and Feist, 2007), which Freud connects with adult personalities and personality disorders. Locke (2009) cites Edward Cullen, a character from the popular vampire romance series Twilight, as an example of repression and fixation. He is said to have been sired at the age of seventeen – the genital phase of development – and is neither come to terms with his (biological) parents’ death nor been able to fully mature into an adult. Thus, while he is chronologically a hundred

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Marketing Success Research Paper Example | Topics and Well Written Essays - 500 words

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The Characteristics Of Childrens Learning Styles

The Characteristics Of Childrens Learning Styles CHAPTER I The background and main characteristics of childrens learning style 1.1 The characteristic of teaching young learners The concept of learning is influenced by the psychological study of the learning process and is widely interpreted in the popular use. The psychological concept extends quite far and includes all parts of childrens development, from language acquisition to social roles and changes in their personality. Language teaching can be widely interpreted as all activities intended to facilitate and cause language learning. At the beginning of learning the new language, the learners knowledge has none or hardly any associations with the language, it is as an infant learning its first language. The lack of contact with the language and the lack of a safe reference system can give the learner an intellectual and emotional shock which can discourage from further learning. Thus, the task for the teacher is to overcome childrens disorientation which characterises the beginnings of learning, build up and associate a system of positive attitudes and feelings with the language: that is, being able to reply spontaneously and to think in the second language. In teaching of the second language, certain social strategy is also needed, so that children should feel a need of imitation and acquire the second language in the same way as their first one. (H.H. Stern Fundamental Concepts of Language Teaching:397-400) Childrens world is based on games and having fun and the same should apply to their learning. Children should not be aware of learning, neither lexicon nor grammar, but the teacher can easily use these facts to teach the foreign language through games, stories and songs. In teachers work with young learners, it is important to teach them according to psychological and pedagogical rules. The amount of material which the learners can remember depends on teaching techniques and the way the material is drilled. It is important to remember that lack of stress in learning makes it more efficient and easier to use in real situations. What is more, only friendly attitude of the teacher towards a learner, teachers willingness for learning and using all methods of relaxation can protect a child from being discourages and shy in learning and using the foreign language. Any good associations with parts of the material can cause that vocabulary or grammar will be better and longer remembered. It is also important that childrens concentration span is quite short and it is crucial to use any procedures which can make the learner able to longer concentration. Student should be also involved and interested in the lesson (BrzeziÅ„ski 1987: 145-150). Childrens learning is based on imitation and having fun rather than on their awareness of learning. Imitation is the easiest way of introducing new vocabulary and its aim is to lead to correct articulation and intonation of sounds and their memorization. In teaching young learners, intonation exercises are especially useful because of childrens flexibility of larynx which disappears with time. In terms of imitation exercises, the teacher should pay attention to learners reactions determined by their age. Furthermore , the teacher should change the techniques of teaching to avoid learners getting bored (WoÃ… ºnicki, T./ Zawadzka, E. 1979: 60). Most activities for children should consist of movement and involve their senses. The teacher needs many objects, visuals and pictures to work with, and to create a possibility to use all of the schools surroundings. It is also important for the teacher to let the pupils play with the language, talk to themselves as much as it is possible, use songs, rhymes and tell stories. As a matter of fact, the teacher should let pupils talk even nonsense to enable them to experiment with the language. The basic principle in teaching a language is a variety of activities, pace, organisation, voice and face expressions. Nevertheless, routines in the classroom are also essential so that the children can know the rules, be able to use the mark system and complete tasks. Using familiar situations or activities creates the atmosphere of safety, especially for the shy learners. Another important criteria in making teaching a language efficient is the classroom atmosphere. During the lesson, there is s upposed to be room for shared experiences, group work, pair work; what is more, rewards and prizes should be avoided. It is much more useful for the teacher to make notes about each pupil regularly in case the teacher would like to inform the pupils parents about their progress (W. A. Scott Teaching English to Children:5-7). 1.2 Theory of language acquisition in the early age From around 1975, â€Å"language acquisition† is contrasted with language learning. The American applied linguist Krashen uses the word â€Å"acquisition† to describe learning of the second language which is analogous to the way in which a child learns â€Å"naturally† his or her first language and does not focus on the linguistic form. The disadvantage of Krashens terminology is that it is contrasted with psychological terms. Krashen differentiates between â€Å"acquisition† and â€Å"learning†, as learning for him is more or less conscious. It is a very valuable distinction but it implies a constraint on the use of the term â€Å"learning†, and frequently deliberately limits it to the school-like learning (H.H. Stern Fundamental Concepts of Language Teaching: 18-20). In the light of an early start of language learning, Anderson claims that the way a person acquires mother tongue still remains a riddle. Between birth and the fifth year of life, children develop their ability to speak. Children in the first stage observe adults behaviour and any noises they produce. After some time, they start understand the meaning of such noises without seeing adults movements. The next step is imitation of sounds and (partially) a creation of their own ones. Consequently, children find out that they can control adults behaviour by making certain sounds. Lonnerberg mentions that only 10% of childrens utterings is like adults ones and that 90% of such utterings is their own language production. As far as it is concerned, childrens language acquisition is a dispute between an innate, individual parole and the langue created and used by the society (BrzeziÅ„ski 1987: 22-23). 1.2.1 A critical age for foreign language learning Regarding the age of the earliest acquisition and learning point as birth, the best moment to start teaching a child the second foreign language is the age of 4-5. This is because of childrens flexible larynx which allows for nearly ideal imitation of sounds and the most efficient brain which all together create a great opportunity for language acquisition. Nevertheless, only until the age of 12-13, children keep their flexibility and natural readiness for language acquisition. Lenneberg shows through extended case studies the stages of physiological maturity processes taking place in the brains hemispheres (especially the left one), which is dominant. What is more, if it happens that the left hemisphere is damaged before the age of 12-13, it is possible that the right hemisphere takes over the domination and speech problems can be reduced. In addition, after this age such a process is almost impossible (BrzeziÅ„ski 1987: 28-29). 1.2.2 Childrens second language acquisition The phenomenon of mother tongue acquisition is interesting for linguists, psychologists, neuropsychologists and even neurophysiologists. Furthermore, it is connected with natural bilingualism which occurs when a child learns, in a natural way, the second language. The process of the second language acquisition in natural conditions is quite similar to the first language acquisition or even identical. The only difference between those two is the fact that the second language is assimilated later and is based on experience and knowledge of the first one and, as a result, the whole process happens faster and more effectively (BrzeziÅ„ski 1987: 18). Chomsky(1964) claimed â€Å" it is a common observation that a young child of immigrant parents may learn a second language in the street, with amazing rapidity, and that this speech may be completely fluent and correct to the last allophone, while the subtleties that become second nature to the child may elude his parents despite motivation and continued practice† (BrzeziÅ„ski 1987: 8). The first international meeting connected with childrens acquisition and its use in teaching foreign languages took place in Hamburg in 1961. Participant tried to find out if it is right to introduce foreign languages in the primary schools, if it is true that children learn better than teenagers and adults and which techniques are supposed to be used in teaching them. After four years, the second meeting took place and the first answers were given. During many decades, lots of contrary opinions developed. As early as 1967, Corder points out: â€Å"It still remains to be shown that the process of learning second language is of fundamentally different nature from the process of primary acquisition†. On the other hand, in 1972, Moulton stresses that in teaching a foreign language to young children it is possible to adopt some methods and intuition procedures, used by a child during mother tongue acquisition, and weave them into learning of the foreign language (BrzeziÅ„ski 19 87: 8). 1.2.3 Factors of efficient language learning In 1960s, the matter of teaching a foreign language during the early age was a topic of many discussions. After the war, in many methodological books it was said that children can easily absorb, imitate and produce the new language. Learning of languages in the early age is connected with the habit of repeating words and sentences in a foreign language and acquisition of language material with the help of various memory techniques. The technique of frequent repetition of the material, as the main key to learning a language, is also supported by many psychologists such as Watson and Thorndike. In many psychological books, it is easy to find many completely different definitions of habit. According to â€Å"MaÅ‚y sÅ‚ownik psychologiczny†, habit is well-practised through numerous repetitions: actions which are done always in the same way and automatically. This definition can bring one to a wrong opinion that one should always react in the same way. Lado definites habit as fluency in using units and models of a particular language in answering while attention is not paid to units but to content. There are many more definitions of habit written by A. Szulc, Lompscher or Rubinsztejn, but all these definitions come down to the conclusion that the habit is way of mechanic, unconscious repetition and conscious production leading to the conscious process where consciousness is removed so long as the automatic element is eliminated. In this case, the fact that the process of repetition is the most important comes from the opinion of psychologists based on the theory that acquiring the mother tongue comes from the imitation of adults. There are also certain reasons directly influencing and shaping the process of learning and its efficiency:  · age - ­ after the age of 10, language acquisition ease diminishes. Childrens minds lose their flexibility and it is not that easy to acquire a language. Younger learners have better and more specific memory but have less ability to learn and need more repetitions. Children are more willing to imitate but have a very short concentration span. Their mechanical memory is better than that of the adults, and their short memory is more dynamic and more effective. The older the child, the more specific the way of learning is. Older children have their own range of memory, their long-term memory is more developed and more logic. They can focus more easily and have wider general knowledge. Being more mature, having better learning techniques and better motivation, the young and adults can easily make up this matters, which children can reach thanks to their imitating skills and more flexible minds.  · attitude in learning, there are many elements which have influence on better acquisition or learning, but attitude is one of the most important because it stimulates brain to better work and makes memory work more efficiently. What is more, the lack of motivation can cause that person who is not interested in the topic or in learning itself will not remember anything.  · previous experience connected with the material that has to be learned the more experience the learner has, the easier and more efficient learning is for him or her.  · material and content there are some units of material which are more difficult to understand or remember, for example, sentences which have lots of information. Also, the size of the material, the length of sentences, the kind of material (Passive Voice sentences are harder to remember and require longer time to learn than Active Voice sentences) significantly influence the effectiveness of the learning process.  · way of learning Humans use mechanical or logical memory while the logical one is more preferred and a part of material learned in a logical way is not only easier to reconstruct, but also stays longer in human memory. Certain researches show that talking in a foreign language is not only a simple reproduction of material that was learned. A learner should pay attention to very basic patterns which can be modified and updated with new vocabulary and structures. Mechanical memorising of sentences can be even a quite dangerous and tricky factor because certain language elements occur in a particular arrangement, in a way they were learned and drilled by exercises.  · number of exercises and repetitions Psychological research shows that the long term memory is extended in proportion to the learning time. What is more, overlearning is a very important element in the memorizing process. The higher the level of overlearning, the slower is the process of forgetting. Yet, the level of overlearning is reached individually after each learner performs a number of repetitions. At the same time, mindless repetitions cannot be treated as overlearning.  · time spent on learning It is important how long and how often repetitions and exercises are done. Frequent and short exercises are more efficient than rare and long ones (WoÃ… ºnicki, T./ Zawadzka, E. 1979: 30-40). 1.3 The characteristic of childrens memory Learning styles are various ways of learning. They involve education methods, characteristic for an individual, which are used by the individual to learn best. The alleged basis and efficacy for these proposals have been extensively criticized. Learning styles depend on individual preferences, and, according to Nail Fleming, such styles may be divided into four categories. The fist group is made of visual learners, who, as the term suggestsplies, receive most information visually. These learners have a tendency to do well at public schools because most of what they are taught is presented through visual teaching tools. They do well with visual aids like pictures. For visual learners, the easiest way to learn is watching and calling up visuals in their minds to remember what they studied in the past. They have a tendency toward appreciating arts: crafts, painting or drama. They tend to be creative and imaginative. The second group are auditory learnerswho tend to learn better through listening. They listen to instructions and follow them in such a way that they can gather large amounts of information and deal with it. Auditory learners are very good at listening to lectures and conversations for a longer time without getting bored. They are more concentrated than visual learners and may be more discerning and attentive in the class. They prefer to study with music in the background. These students may also be creative and imaginative. They are good at listening to information and reproducing it in their individual ways. Students with another style known as kinesthetic learning might be mistaken for too active in the classroom. They do not like waiting for information. They prefer to find things out for themselves without any prompts. They are the explorers who want to make new discoveries. They are quick to learn new things and do not mind being left on their own with a particular toy to find out how it works. They can be successful in practical tasks, such as carpentry and design. These children prefer doing rather than thinking. Homeschooling might be a better for these learners because regular classroom activities might not be interesting enough for them. The forth group consists of logical learners who think in a conceptual manner. They explore patterns and like to know how things work. They often ask questions and are good at puzzles, math problems, strategy games and computers. They understand abstract concepts faster than others. These students prefer inventing and building their own contraptions, for example, with toys (http://www.ehow.com/info_7881656_inventory-learning-styles-child.html#ixzz1MXMcJS9C). 1.3.1 Initial memorisation According to many researches, children have lots of problems when trying to remember and repeat parts of material or longer sentences. In a situation when a group of kindergarten children was asked to remember and repeat, they were passive and even did not take any action to do so. 8-year-old children are a slightly better and show some will to do what they were asked, although only the 10-year-old children and older pupils are able to deal with efficient memorization, data processing and are even able to organise new information to remember it better. According to this research, one can observe that at the beginning children can use only simple techniques and just after some time those techniques develop, become more complicated and fitted to individual preferences and styles. This fact is quite disturbing because during the very early school-years children are often required to remember mane, sometimes even complicated information like lyrics, grammar rules or definitions. On the o ther hand, children can easily learn their mother tongue, they widen their knowledge about society or nature quite fast. Children are often able to repeat the dialogue of their parents even if they seem not interested in it. In their first years, they are not aware of how their memory works. The flash memory term became very popular according to the discovered phenomena that some people have perfect perception and prefer things they saw rather than those which they listened to. It is a very important fact that children use flash memory in a metaphorical way because they mechanically transfer the received information to their memory. Everything seen by people is remembered for a very short time in their operation memory. For a long-term memorisation, it is useful to include various visual aids in the teaching process. Children are able to remember not only pictures but also many details from such pictures. However, sometimes a picture shown to a child may be slightly different, may h ave different colours or shapes (especially of those elements which amazed the child). Autistic children have a very efficient flash memory and after a few seconds they are able to memorise very complicated and detailed pictures; what is more, they do so without much effort. From the previously discussed research, one can deduct that only from the age of ten children can consciously memorise some facts for a longer time. More effective memory depends on which study techniques the child uses. Those study strategies consist of certain elements like: the level of consciousness and awareness of the aim the child is learning for and willingness the child hasmemorisation strategy effort used to learn a specific part of the material Sometimes it is very hard to prove which element from the ones mentioned above is used. It can be even said that children create memorization strategies in internalisation. Before a child creates its own technique of learning, a child cannot achieve better results in learning but when those strategies are already created, the child knows how to study to achieve his or her aim. Then, the process of memorisation becomes faster, easier and more efficient. After some time, children not only know how to learn faster but also can understand more and do this more freely. Nevertheless, at the age of six it is still very complicated for the young learner to organise material which has to be learnt, and this is why children start to repeat. Only nine-year-old children are consciously able to group certain pictures into categories to achieve better memorisation. To sum up, one can easily say that children develop their memorisation skills according to their age and in this process children reme mber those things which they pay attention to but it is short memory and at the same time hard memory which are used. Sensitivity on keeping memory on the alert and reaction do not depend on where this new information comes from (society, nature or their own body) but in case of children it is mainly automatically received and processed by their brain. This process happens quickly and almost without any effort and the teacher cannot see those processes and cannot stop or modify them. This process can be only stopped and controlled, but then it works much slower and requires some effort. What is more, a child has to be conscious of information and has to recognise it. To distinguish between automatic and controlled memorisation, one can distinguish three levels of the automatisation processes: the first level is dominated by the automatic use of information (also without paying attention) the second level is partially automatic when attention is not focused on information the third level is only rarely automatic but full attention is needed in this case ( E. Gruszczyk- KolczyÅ„ska, Ewa ZieliÅ„ska Wspomaganie dzieci w rozwoju zdolnoÅ›ci do skupiania uwagi i zapamiÄ™tywania WSiP Warszawa 2005: 52-68). 1.4 The theory how media influence children Media themselves may introduce lots of positive things but also the negative ones into the human life, shape attitudes and mentality of the young people. Furthermore, especially children may be easily influenced by commercials. Media contents are brought to people through the Internet, radio or television, and such media information consists of specific stimuli which affect brain, senses and create or change attitudes and ways of looking at the reality. The good side of the media is the fact that it is created for peoples development, making life more convenient, introducing social and personal values and causing that long distances are easier to overcome. As a result, even such aspects as education or culture are closer to various and separated nations. On the other hand, mass media become a kind of of a boundary or a cage in which a person is isolated from the others, as it may create a situation of misunderstanding and limit of ones social life which is then substituted with cyber space. Needless to say, the mass media caused radical reorganisation of the social life. In terms of education and upbringing of young generation, the media are creating new types of personalities, a sort of a new civilisation. This new generation of media-people is an inextricable part of the modern life, and can be source of many good, positive and improving aspects as well as bad, demoralising, violent and the ones encouraging unacceptable deviations. 1.4.1 Media in education The fact of striving for more effective ways of teaching is a main subject of many modern researches. Nowadays, in order to achieve the goal it is natural to use the most entertaining and universal tools like the Internet and other mass media. Thanks to these tools, learning can be more pleasant and successful for the learners and also easier and less effort-requiring for the teachers. More and more modern teaching techniques make education up-to-date and allow for leaving (old) traditional methods in education and introduce the modern model of integration of education with entertainment. In this context, education becomes a product, (almost a technological device), a source of educational tools and an incentive for the unconscious learning. Media may be easily and freely used not only in school teaching but also in private, out-school or even global, social, personal and cultural training. They can provide news, information and educational content using all possible multilingual tools. What is more, this kind of instrument has certain aspects which are singled out by Henryk GrudzieÅ„ in his work Media jako skÅ‚adnik procesu dydaktyczno-wychowawczego: direct influence this means that especially television programs and films immediately influence their audience (human emotions and intellect) building-up influence means building up information, associations and feelings connected with films or TV programs which cause some changes in the human psyche subconscious influence similar to the one above, but the audience is not conscious of changes in its attitudes because at the beginning the audience refuses the given way of thinking due to its unsuitable content and after some time its resistance disappears. Media also have a tremendous influence on the lifestyle of the young people, and they affect lots of spheres of young peoples lives, for example: the effect on the way that somebody behaves (making decisions, aggressive behaviour, social actions etc.) the effect on the level of knowledge (level of information, range of knowledge, level of communication skills etc.) the influence on attitude (believes, religion, judging of other people, etc.) the influence on physical fitness (damaging of senses, lack of motion, addiction) The processes mentioned above depend on many conditions such as age, psyche, actual situation in ones life, level of knowledge, weather, place of receiving such information or influences, company or gender. For example, the most influential may be a film watched in a cinema where the level of focus is very high, a bit weaker may be television and the weakest the radio. 1.4.2 The Internet in childrens education Nobody can deny that modern technology has changed and revolutionized education. Teachers have also quickly adjusted their teaching methods in a response to new technology because gadgets in the classroom can create a more interesting, interactive and entertaining environment. If schools strive to keep up with technological trends, then the learning that takes place there becomes more relevant and meaningful for the learners. The Internet and computer knowledge and literacy of major software programs is no longer reserved only for higher educational systems or special trade schools in the modern society. ( http://www.ehow.com/about_5410187_uses-modern-technology-classroom-teaching.html#ixzz1Iai4xP5X) Many children, when going to school, deal with individual difficulties on the basis of their opportunities. Nowadays, from the very early age, children get used to computers, the Internet and other modern technologies. The access and the use of the Internet fulfil many of the aims of education. What is more, it broadens childrens mind horizons, gives them a sense responsibility, builds up their self-esteem and develops their autonomy. A big advantage of the Web is its easy access and lack of duty to have a face-to-face contact. The author of the book Special educational needs and the Internet: issues for the inclusive classroom Chris Abbott claims that there are four principles and each one proves that websites and the Internet have become an influential tool for teaching as the pupils are: Informed The Internet is a source of information and news used in topic work, planning visits, web sites pictures of classmates work, connection with other pupils even outside the school, village or town and also link with past friends. Involved In the virtual tour, in preparing material, in creating and sharing their ideas; in group with the integrated activities where physical presence is not significant. Empowered enabling access for children with any physical difficulties, various tools, e-mails Recognised pictures on websites of the children and their work, whiles of the school council meeting, aiding successes and building self-esteem. (111-112) The Internet has a large part to play in the future education of the young people. In this book, the author included many useful tips when using computers in teaching young learners. For example, the page a teacher wants to use should be put on the screen before children come into the classroom. What is very important, computers should be set in a way so that the children cannot open unauthorized sites and also it is important to remind the children of behaving in a good way to prevent the pupils from running to get to the computers first. It is also useful to create a list of computer room rules. Wherever possible, there should be no more than three pupils per one computer. If children cannot see the screen, they may quickly lose interest in their school work and may not be willing to learn. All these elements can make children more concentrated and make learning more effective (C. Abbott Special educational needs and the Internet: issues for the inclusive classroom New York 2002).