A Response to a Historical Essay Based on the US Civil War Essay Example for Free

A Response to a Historical Essay Based on the US Civil War Essay The war as people have known and understood it, has inculcated nothing but violence. Over the history, the remnants of different wars became distinct because of the horrors that it caused and imbibed within the innocent lives of people not involved with it. In addition, those who have actually participated in wars, battleworn and inflicted with such violence can only remember the dreadful effects that it left. However, recent studies and approaches to war histories suggest otherwise. Indeed, there have been numerous horrors inflicted by the war towards innocent victims – women, children, elderly, and the soldiers themselves. But on a different light, the article by Drew Gilpin Faust shows that these wars, although violent and bloody, have brought numerous lessons that only the battlefield can best teach the people. In contrast to the usual and common notion perceiving war as evil and violent, some historians view the war as an enlightening period in the history. Francis Parkman believed that the Americans, who have for so long been vilified by their pursuit for success, will be purified and strengthened after a season of war wherein they shall call out for new ideals and they shall learn to appreciate emotions and sentiments relevant for them to destroy selfishness and greed (Faust, 2004, pp. 369-370). In a distinct manner, the Americans have been dominating the international arena due to their indespensable strength and the supremacy that they hold before less developed and weaker countries. And as such, this rendered the Americans the incapability to become keen of other nations sentiments towards their leadership. And with this, the outcomes of the war can be the only way to bring about worthy realizations towards the Americans. Although no one can deny that in reality, the wars that people have bravely fought caused numerous of lives gone to waste. However, despite the horrors of losing loved ones, comrades and brothers became a necessary sacrifice in order to purify a nation that has been subjected to ill doings and a means to cleanse the people out of their sins committed against their own nation and other nations. It may seem morbid to other people, but more civilians became largely interested in understanding the experiences of the fighters firsthand. Civilians became more willing to feel the sensation because for them, these experiences will render them the ability to become more humane – feeling different sensations and privilege of having emotions for them to grasp (Faust, 2004, p. 372). Those who served the military to cure the wounded became immensely satisfied of their tasks. For them, the patients that they attended to and the wounds that they had to cure introduced them to richer and new insights. And though these may have connoted a great level of violence, nonetheless these experiences explored a great deal out of their humanity. And for those who have endured the battle themselves as soldiers, a number treated such experience with rejoice despite the destruction and chaos that it caused them (Faust, 2004, p. 372). With all these perceptions about wars, Civil War in particular, most of the historians developed greater interests in tackling the horrors and lessons that come with it. The fondness of most of Americans in the wars that they have fought became distinct that most of the historians have dedicated a large amount of their time and career to discover the truth behind the Civil War and the lessons that it has ought to teach the people. As such, over the history, numerous books and studies have been developed that were dedicated to the Civil War. James McPhersons book entitled â€Å"Battle Cry of Freedom† was one of the most celebrated composition and a direct beneficiary of the Civil Wars fame. It turned out to become one of the most respected and famous books that tackled the experiences behind the war. Consequently, the â€Å"Journal of Southern History† also became one of the best compositions that broadly represented the different aspects of the conflicts during the Civil War. Given the significant increase of peoples interest in the war, it is logical to wonder what has triggered the peoples desire to study more about it. Ken Burn explained that the issues confronted during the Civil War era is continously reflecting the contemporary issues that Americans still face today (Faust, 2004, pp. 374-375). In addition to Burns explanation, several writers have also come to the conclusion that people are still interested with the cause and outcome of the Civil War because it has shaped modern Americas society and culture. They believe that the horrors and lessons behind the war, though they are considerably dreaded, are keys to discover Americas roots and origin. The whole point of the article really does make sense. The turnout and effects of the war that it bestowed upon the country, the fighters involved in it, and the greater number of innocent lives who had to bear with the war experiences created a huge impact that is impossible to forget in a lifetime. The different aspects and different angles given to the study of Civil War offered a great amount of help in understanding the fruits and losses behind the incident. As such, such wars and battles mirror the history of America. During the present era, the war that America has fought and is still fighting presents the same outcome – numerous lives lost and land and property devastation. Same with Americas previous war engagement, they invented the war â€Å"in order to control violence† (Faust, 2004, p. 381). Equipped with weak evidences behind Americas attack against Iraq, America has acted in order to create for their country a â€Å"sense of meaning, intention and goal-directedness† (Faust, 2004, p. 381). Again, America was pushed into a war in order to regain superiority and control. Indeed, the wars that America has fought came with distinct lessons despite the unwanted memories and experiences that the wars have unleashed. But despite these horrors, the American government still pushed their nations onto a different battle regardless of what the world has to say about it. It is true, the Civil War taught Americans a great deal of lessons which were learned the hardest and most painful way. But now, they stand the war again – and numerous studies about the wars may not have helped at all. War, from the dawn of the history until the present generation, is still yet a battle that has not been won. Reference Faust, D. G. (2004). We Should Grow Too Fond of It: Why We Love the Civil War. Civil War History. (pp. 368-383). The Kent State University Press.

Molly Brangs Ten Principles :: Art Molly Brang Essays

Molly Brang's Ten Principles My picture contrasts the dark, sharp, menacing objects with the light, calm, serenity of the hand. Using Molly Bang’s ten principles, I was able to depict this evil and suspenseful moment from the story, "Sleeping Beauty." Molly Bang’s ten principles teach us how to illustrate moments from stories or poems with abstract shapes and basic colors. By applying these principles, any emotion can be expressed. Maleficent was the most challenging object in the picture. Since the whole purpose of the picture is to represent evil and suspense, I knew that she had to be black. First, she had more rounded corners and her cape was straight up and down. I obviously needed to make her look more evil. So I sharpened up every corner of her and brought her cape to a point. According to Molly Bang, "We feel more scared looking at pointed shapes; we feel more secure or comforted looking at rounded shapes or curves" (70). The extended triangle to the right represents her outreached arm. I thought this made her look as if she were in authority over the situation. This makes her appear more powerful. Generally, powerful rulers and kings extend their arms as a representation of power and authority. The more I looked at this outreached triangle and its relationship to the picture, the more I thought of her cunning and conniving ways to hide this from others. Instead of just bringing the cape straight down off the page, it is more interesting to bring it to a point. Bang says, "Diagonal shapes are dynamic because they imply motion or tension" (46). Because the pointed cape implies motion, Maleficent looks as if she is ready to pounce on Sleeping Beauty or grab her immediately after she touches the spindle. It shows that Maleficent is in suspense and on the edge of her feet waiting for Sleeping Beauty to touch the spindle. Some other details that make Maleficent stand out and look evil are her horns, size, location, and her eyes. It is obvious that the horns give her away as having the characteristic of evil and menacing. Horns are associated with the devil; therefore, these become an essential part of depicting her. Her size and location portray triumph and power. She looks as if she is secretly peering down upon Sleeping Beauty.

War Is Unpredictable

To an extent war is unpredictable, however the meaningless punishment and demoralising conduct is something that soldiers experience constantly throughout war. In Owen’s poem â€Å"Anthem for Doomed Youth† he diminishes the patriotism and heroism that is commonly associated with war and replaces it with depictions of the harsh punishment and perfidious death of youth in war. Correspondingly in his poem â€Å"Dulce et Decorum Est† he extends the theme of unpatriotic behaviour and hollow death and suggests that war is also a devilish and sinful practice, where nothing but death and hatred arise. Contrastingly, in Stanley Kubrick’s war film â€Å"Full Metal Jacket† he does not look at death in war, but conversely the internal punishment that superior officers give to soldiers, harshly exploring the training and punishment soldiers receive before war. Ultimately, these three texts explore the lack of honour and worthless punishment that soldiers experience constantly in war, depicting war as a place of hatred and sin. In Owen’s poem â€Å"Anthem† he removes the common Romantic concepts of glory and triumph that were associated with war from the early 20th century and realistically explores the truly unpatriotic nature of the battlefield. His ideals contrasted the Romantic ideals of glory as well as the government and the media who exhibited war as valiant and fitting for the youth of the early 20th century. Instantly, Owen’s title of the poem contradicts the reader’s belief in the common war values where he pairs the terms â€Å"Anthem† and â€Å"Doomed Youth† juxtaposing with a gloomy and depressing description of the youth in war. Owen then compares the youth who â€Å"died as cattle† to an abattoir by using metaphor, emphasising the sheer amount of death that occurs on the battlefield, also suggesting that the youth are indiscriminately dying with no justification. Likewise, Owen uses juxtaposition to describe the sounds of war, in which he subverts the calming sound of â€Å"choirs† and depicts them as â€Å"demented†, illuminating the sound of screaming comrades in war and enhancing his anti-heroic view. Thus, Owen through his poem â€Å"Anthem† dishonours the common concepts of glory and triumph, and replaces them with â€Å"mockeries† of the dying youth in war, ultimately suggesting war unheroic and the soldiers deaths unglorified. On the contrary, Stanley Kubrick’s war film â€Å"FMJ† explores the internal and meaningless punishment that soldiers experience whilst training to become a soldier, aggressively depicting the raining as harsh and suicidal. Directed in 1979, Steven Kubrick’s position on war was neither affirmative nor negative and simply stated he was concerned with â€Å"the way things are†, thus forcefully depicting the disciplinary discrepancies of the Americans in Vietna m. The opening montage of the camera focused on the soldier’s heads being shaved depicts the blank expressionless faces of the soldiers and shows the identity loss of the soldiers in war, illustrating their inconsequential individuality. Kubrick uses harsh and explicit dialogue to stress how even though war is â€Å"fair† everyone participating is â€Å"equally worthless†, again punishing the soldiers for their racial background and individuality. Likewise, in the final scene of the introductory sequence before the war, Kubrick displays the suicidal aspect of the meaningless punishment, where Private Pile† explains that even though there is war going on in Vietnam, he is in a â€Å"world of shit† after the punishment from the senior officers. This harsh portrayal of pre-war training explains Kubrick’s view that internally war can be as detrimental as it is on the battlefield. Correspondingly, Owen aims to eradicate all romantic feelings in â€Å"Dulce et Decorum Est† and instead represent war as a sinful and devilish practice. The ironic titling of the poem initially subverts any sense of patriotism and glory associated with war, and condemns the romanticised portrayals of war that the government and the media have created. By deliberately subverting the heroic Latin phrase through the bleak ideas in his poem, Owen depicts the title as an â€Å"old lie† where he suggests that glorification and bravery in war is undermined by the fallacies of the government and the media. In addition, his use of metaphor in the first stanza exemplifies the mechanised and fatigued state of the soldiers in war, where the soldiers â€Å"marched asleep† from the endless punishment and futility of war. Owen indicates here exactly how â€Å"lame† the soldiers were with the pain and suffering of war, illuminating the punishment and empty nationalism he attempts to portray. Furthermore, the graphic imagery of the sinfulness and devilish nature of war used in the third stanza highlights the devilish and sinful representation, by comparing a comrade to a â€Å"devil sick of sin†. Owen here evaluates war as a whole, as a place where even the devil can no longer handle the horrid pain and meaningless suffering. This powerful imagery removes the Romantic ideals of patriotism substituting them with a morbid depiction of â€Å"choking† with sin. Thus, Owen eradicates the glory and valour that had been associated with war literature in the 20th Century and indicts war as a fallacy to children who are â€Å"desperate† for honour. Ultimately, Owen aims to challenge all feelings of glory and heroism that are commonly associated with war and shift these concepts to a historic fallacy where sinful and devilish behaviour arises. Alternately, Kubrick strives to explore both the harsh and unforgiving nature of the battlefield and the meaningless punishment experienced internally in the U. S Marine Corps, where even the pre-war training results in the suicide of a soldier. Each text explains the horror and meaningless punishment as a constant and predictable outcome, as wells as the horrifying and sinful behaviour that soldiers experience, however Owen’s poem â€Å"Dulce et Decorum Est† more effectively depicts the unpredictability of war by emphasising how disgusting war is, promoting it as foreign to any kind of valour and partisanship.

The Impact Of Islamic Radicalism On The Middle East

One of the most pressing issues in modern geopolitics is the rise of a radical and violent terrorist sect in the Middle East. Most prominently associated with Al Qaeda during the early half of the 21st century and as of 2015 it’s even more extreme splinter group The Islamic State of Iraq and Syria. While many in the West are shocked by the violent motivations and anti-Western philosophy of these movements the truth is that Islamic Radicalism has roots that stretch far back through the fog of history to the fall of the Ottoman Empire and the rise of European economic, social, and military might in the region. With the partitioning of the old Ottoman territories after World War I and subsequent occupation by Western European colonial powers, the historical strategy of colonization came into play; place a foreign-backed minority-led government into power to serve as a puppet regime acting for the benefit of the controlling foreign interest. This socially unsustainable colonial st rategy placed the majority of many countries, including Egypt and Syria, into conflict with the empowered minority. Other more homogeneous countries, such as Iraq and Iran, discontent to live under the oppressive de-facto rule of a foreign power, grew embittered towards their colonial patrons and puppet dictatorships and turned towards the perceived purity and social benefits of embracing political movements based in Islam and Pan-Arabism. Prior to the First World War the Ottoman Empire, sitting atShow MoreRelatedIslamic Fundamentalism5541 Words   |  23 PagesIslamic Fundamentalism Contest Introduction I. Islam as a Religion II. Islamic Fundamentalism 3.1. Defining Fundamentalism and the Backgrounds of Islamic Fundamentalism 3.2. Islamic fundamentalist movements Conclusion Bibliography Introduction Islam is the fastest growing religion in the world and is second only to Christianity in number of adherents. Muslims live in all parts of the world, but the majority of Muslims are concentrated in the Middle East and Asia NorthRead MoreIslamic Fundamentalism5550 Words   |  23 PagesIslamic Fundamentalism Contest Introduction I. Islam as a Religion II. Islamic Fundamentalism 3.1. Defining Fundamentalism and the Backgrounds of Islamic Fundamentalism 3.2. Islamic fundamentalist movements Conclusion Bibliography Introduction Islam is the fastest growing religion in the world and is second only to Christianity in number of adherents. Muslims live in all parts of the world, but the majority of Muslims are concentrated in the Middle East andRead MoreAnti American Sentiment Among The United States1047 Words   |  5 Pagespolitical control. According to journalist Ahmed Rashid, â€Å"[Osama] funded a lot of their activities. He provided funds to them. And he s also become a kind of ideological mentor of theirs in the sense he introduced them in many ways to the world of Islamic radicalism. He s taken them along the way that he wanted to.† Osama, who had aided the Mujahideen during the Soviet invasion, was able to politically maneuver the Taliban for the benefit of his terror network, Al-Qaeda, creating a more dominant but alsoRead MoreRelationship Between The West And Iran2034 Words   |  9 Pageshas been notoriously rocky. Several main factors accumulating at the beginning in the 20th century have led to a perfect storm of religion, imperialism and radicalism that have come together to create the Islamic Republic of Iran that was built primarily on anti-Americanism. How did this happen and why is this republic so anti-American? The Islamic Republic is built upon a revolutionary type of anti-Americanism that can be â€Å"found among opposition groups seeking to overthrow regimes closely identifiedRead MoreUnited Arab Emirates1293 Words   |  6 PagesBeing one of the smallest nations in the world, the United Arab Emirates is uniquely positioned to be an economic superpower in the next few decades. With their forward thinking policies, and far reaching impact, one of the few things holding them back from success is their leadership. Although the United Arab Emirates has an involved authoritarian regime, diversification of the market economy, innovative trade policies, and forward-thinking government projects have created an arena for economicRead MoreThe Corruption Of Saddam Hussein1488 Words   |  6 Pagesuncle, Khairallah Tulfah, who made a deep impact on what Hussein later did in his life. There is proof that Saddam was connected to violence at an early age. There are several reports that link him to the murders of a school teacher and/or a cousin. At the age of 20, Hussein joined the Ba’th party. He was denied admission to the prestigious Baghdad Military Academy in 1957. This probably happened because he failed to finish high school. This made a huge impact on Saddam’s honor which led him to createRead MoreTerrorist Groups and Impact Essay1881 Words   |  8 PagesTerrorist group and impact Introduction HAMAS (Harakat al-Muqawamah al-Islamiyya) is the Arabic word for Zeal and also known as Islamic Resistance Movement. It is a notorious terrorist organization in the Middle East and George Bush stated that â€Å"Hamas is one of the deadliest terror organizations in the world today† (Jensen, p.1, 2009). Origins and sources Hamas was formed in 1987 as the Muslim brotherhood (Ikhwan al-Muslimin) in Palestinian by late Ahmad Yassin, Abdel Aziz al-Rantissi andRead MoreEssay about Extremist Islamic Terrorism: Jemaah Islamiyah 4102 Words   |  17 Pagesthat cover key areas including the inception of JI, the status and role of Ba’asyir, the ideological influence of Darul Islam, JI’s manifesto and operational charter, the splintering of JI and the future of Islamic extremists and the response from authorities. The analysis shows that Islamic extremism is not only present but prevalent in Indonesia today. Hard line groups like JI and the recently identified Aceh cell actively plan to conduct mass-casualty attacks on civilians and senior politicalRead MoreChallenges Faced By Pakistan As An Impoverished Nation And Its Development2033 Words   |  9 Pagesas poverty, illiteracy, terrorism, civil war and overpopulation. This paper will shed light on some of the challenges faced by Pakistan as an impoverished nation and also provide some suggestions on how these issues can be tackled. Pakistan is an Islamic state located in South Asia that covers an area of 796,095 square kilometers. It shares border with India, Afghanistan, Iran and China and a marine border with Oman. It came into existence as an independent nation in 1947 and since then, it has beenRead MoreTerrorism by the Egyptian Islamic Jihad3663 Words   |  15 PagesTerrorism by the Egyptian Islamic Jihad Brandin P. Lea SCTY 488 – Terrorism and Homeland Security December 26, 2010 Professor Eric Witcher Abstract It has been the case that over the duration that mankind has graced the planet there has been group’s hell bent on enacting their beliefs and values upon the rest of the world. As time has passed there have been many times that these groups have changed the face of the planet permanently. You can look at any organized religious group and

Roaring Twenties in American Society After World War I. Essay

World War I lasted from 1914 -1918, but America did not become involved until 1917. After World War I, American society changed greatly. A new era, the Roaring Twenties, found its way in America along with the arrival of the flappers (Roaring). Americans were introduced to new fashion styles, the prohibition and the Jazz Age (Fashion, Jazz). Controversy proved to be very prominent with the Scopes Trial (Scopes). As the war came to a close, the Roaring Twenties made its way into America. This time period brought many changes that were new to Americans. Fashion changed from the traditional Gibson Girl to the controversial flappers (Rosenberg). The Gibson Girl was a fashion trend popular before World War I. Women who supported the†¦show more content†¦In 1919, people began preparing for the ban by buying large amounts of alcohol before the ban started. Although there was a ban on alcohol, the Volstead Act granted access to making wine as long as it was obtained from fr uit, and legal use of alcohol if there was a prescription (Prohibition, Rosenberg). People would gather at speakeasies or illegal bars where gangsters would supply alcohol from the borders of Mexico and Canada (Prohibition, Rosenberg). For fourteen years, alcohol was illegal, but in 1933 the Amendment was finally repealed (Rosenberg, Ellis and Esler). America was already going through a rough patch with the prohibition but it seemed like things were getting worse. The Scopes Trial brought a lot of attention to Dayton, Tennessee, where substitute biology teacher, John Scopes, was accused of teaching evolution (Scopes). The Butler Act was a law â€Å"prohibiting public school teachers from denying the Biblical account of man’s origin† (Scopes). On May 5, 1925, John Scopes was found guilty of teaching evolution and was given a $1,000 fine. Later, the verdict was overturned (Scopes). The Jazz Age spread quickly when jazz music was listened to in the speakeasies during the prohibition (Prohibition). The Jazz Age was a â€Å"post World War I movement in the 1920’s, from which jazz music and dance emerged† (Jazz). Jazz music could be heard on potter palms. A potter palm is â€Å"a popular type of radio showShow MoreRelatedThe New Woman848 Words   |  3 PagesFashion is an art that has influence mankind throughout human history, and it has played an important role in shaping society. Beauty has always been a motive for men to do something radical for women in order to be noticed. Both beauty and fashion have always been key elements to an artist’s paintings and other works. Fashion has always changed throughout history and it will continue to do so as long as people continue to live on the earth. Humans possess certain characteristics that separate themRead More The Roaring Twenties Essay836 Words   |  4 PagesThe Roaring Twenties Rarely has the world seen such a unique decade in time as the Roaring Twenties. It was an age of prosperity and change. The United States experienced a recession that was followed by a period of unlimited prosperity. Although the United States encountered both positive and negative experiences, it proved to be very influential in the future. The 1920s were definitely Roaring in more ways than one. There were major changes in American Society during the 1920s thatRead MoreWorld War I And The Great War1196 Words   |  5 Pagespopular art did before the 20th century. However, post WW1 American society had advancements in technology that aided certain ideals and values in spreading across the nation. And the term media culture gives reference to the current western capitalist society that emerged and developed from this 20th century time period under the influence of mass media. World War I, or the Great War, was one of the bloodiest wars of all time. It was a war sparked by mili tarism, alliance, imperialism, and nationalismRead MoreThe Roaring Twenties By F. Scott Fitzgerald1263 Words   |  6 PagesThe Roaring Twenties were a time of leisure and parties. The media and events surrounding this time period greatly impacted the carefree, extravagant lifestyle. This era was one of the most dramatic and energetic times in American history. To many, the symbols of the roaring Twenties were F. Scott Fitzgerald and his wife, due to their tales of the young and the wealthy (Hanson 96). The Roaring Twenties influenced many literary works, throughout the 1920s such as F. Scott Fitzgerald’s The Great GatsbyRead MoreEssay on The Roaring Twenties1209 Words   |  5 PagesThe Roaring Twenties Do you ever find yourself wondering why the 1920s were called the Roaring Twenties? The Roaring Twenties was a celebration of youth and culture. During the 1920s, many different forms of art, music, and literature began. There were many changes that took place in the 1920s, and many people were influenced by these changes. The Roaring Twenties was a constant party because America was celebrating the victory of World War I. Many customs and values changed in the UnitedRead MoreTaking a Look at the Jazz Age1600 Words   |  6 PagesWorld War 1 has come to an end, and America is rejoicing. The Jazz Age was a time of change and new beginnings for Americans. During the Jazz Age, the United States erupted in new musical and cultural changes. These changes can be seen through the shift in literature, from conservative to contemporary writings, by literary giants like F. Scott Fitzgerald and Bessie Smith. The Jazz Age was known as the Roaring Twenties, and is still popular today due to its infamous jazz music, flappers, and prohibitionRead MoreEssay on Class Conflict in the Great Gatsby1261 Words   |  6 PagesThe main, reoccurring theme in F. Scott Fitzgerald’s novel, The Great Gatsby, is the theme of society and class. Three separate social classes are portrayed in the novel: â€Å"old money,† â€Å"new money,† and the lowest class known as â€Å"no money.† The â€Å"old money† class refers to those who come from families that have fortunes. â€Å"New money† families are those who made their money in the Roaring Twenties and often lavishly display their wealth. In the novel, the growing tension between the â€Å"old† and the â€Å"new†Read MoreThe Great Gatsby By F. Scott Fitzgerald931 Words   |  4 PagesPost World War I, during the Roaring Twenties, women in The Great Gatsby such as Daisy, Myrtle, and Jordan, display the new ideology of women while attempting to reach the American Dream. Women embody the new flapper era and are expected to work for their own money and gain more independence after earning the right to vote. Flappers were seen as significant figures during the Roaring Twenties, as they helped define a new generation for young women who are trying to achieve the American Dream, â€Å"[Flappers]Read MoreCharacteristics Of The American Dream In The Great Gatsby1615 Words   |  7 PagesChuck Palahniuk once said in his novel Haunted,Thats the American Dream: to make your life into something you can sell. In the novel The Great Gatsby by F. Scott Fitzgerald, the protagonist is a man named Gatsby who is accustomed to the party lifestyle of the Roaring Twenties. The novel follows a group of people living in a fictional town known as West Egg and East Egg.The two towns represent old money and new money. Jay Gatsby overcomes his poor upbringing and earns an enormous amount of moneyRead MoreWorld War I And The Great Depression1131 Words   |  5 PagesAmerican life was at an all time high during the Roaring Twenties, Americans were enjoying the prosperity of the United States so why would they want to get involved in European conflicts? The United States under the Hoover administration held a very isolated stance, the country’s economy was booming and the people were relishing in the modern society. When the Great Depression hit Americans continued to hold an isolationist stance as they focused on the deteriorating situation going on at home

Reflective essays - 1316 Words

The classic tragedy, as defined by Aristotle, has six major parts. These parts include a plot, characters, theme, melody, spectacle, and language. All stories, according to Aristotle must have a beginning, middle, and end, and must follow a logical sequence according to these six elements. nbsp;nbsp;nbsp;nbsp;nbsp;The plot is the series of events, or sequence in which the action of the play occurs. Plot must follow a cause and effect relationship, which follows a logical pattern. Characters are the people in the play, who have certain qualities that can be determined by what they say, do and what others say about them. The theme of the play is the general feeling or statement made by the author that presents an observation or†¦show more content†¦An enlightenment for the hero must follow at the end of the story to give us an idea that some greater good was accomplished or that some important lesson was learned. nbsp;nbsp;nbsp;nbsp;nbsp;Oedipus demonstrates these four attributes of a tragic hero very clearly. He was a great person in that he was a prince in both Corinth and Thebes, as well as the king of Thebes. He demonstrated high moral standards through his selfless love of Thebes, and his relentless search for the truth, as well as his sense of responsibility for his actions. Oedipus’ character flaw was said to be his hubris or excessive pride, his not knowing when to quit and his thinking he could circumvent his fate. We also discussed in class, that perhaps he should have been more careful about who he murdered, having a fate as he did. His downfall was obviously having to live with the knowledge of what he did, being banished and blinded by his own hand. In his own words, â€Å"I am misery!† Oedipus realizes at the end that he is not as great as he once thought he was and that he cannot circumvent the will of the gods. The theme of darkness and light is used throughout t he play as a symbol or knowledge or enlightenment. When Oedipus is blinded at the end he is then able to â€Å"see† the truth. 6.nbsp;nbsp;nbsp;nbsp;nbsp;The theory of incongruity is a comical theory that is based on the idea that a happening does not â€Å"size-up† or â€Å"fit† theShow MoreRelatedReflective Essay : Reflective Self Essay1406 Words   |  6 Pages Reflective Self-Analysis Essay My first semester as an exchange student, I decided to take a composition 1 class to improve my English skills. Before I came to America, I thought I was advanced in English and I was so confident to speak it. I wasn’t afraid to take this class because of my confidence to get good grades, although I never had written any essays in English ever in my life. On the first day of class, my confidence was crumbled and I could feel that my English skills were weak when IRead MoreReflective Letter : Reflective Essay807 Words   |  4 Pages Review essay reflective letter The research essay is one of the hardest essays I have to write this semester, the difficult part is to generate ideas and factual information to support our ideas. Over the pass week we have been working on the review essay as a team together and I got to say the essay are much harder than I thought it would be. We able to pick our own subject and write about it. The main goal is to inform the reader to take a look further at the subject using non-bias, scholarlyRead MoreReflective Essay1530 Words   |  7 PagesReflective Practice Reid (1994) Gibbs Reflective Cycle What happened? (description) What would you do if it happened again? (action plan) What were you thinking/feeling? (feeling) What alternatives did you have? (conclusion) How can you make sense of what happened? (analysis) What was good/bad about the experience? (evaluation) Reflectivity The circular process by which our thoughts affect our actions, which affect the situation we are dealing with and therefore after feedback through the reactionsRead MoreReflective Essay1409 Words   |  6 Pagesmy essays were about summarizing a chapter from a book or writing a short story. There was no set length it had to be and there were not any specifics to focus on such as to focus on a strong introduction or to focus on being organized when writing. The essays that I wrote in high school were just for a quick grade or to help out our grade. I did not really have that much experience in writing essays. In the past semester I have grown more as a writer than I have in the past years. My essays haveRead MoreReflective Essay2215 Words   |  9 PagesReflective Essay This essay aims to critically review my strengths and weaknesses as a self-regulated learner, in relation to key skills which demonstrate my ability to use reflective practice. Also, the essay will identify and implement the learning skills required to complete the modules in Year 2 of the programme. It will produce and make use of individual learning plans that reflect how I could improve upon my interpersonal skills and implement a personal development plan. Furthermore, a demonstrationRead MoreReflective Models Used by Nurses Essay891 Words   |  4 PagesReflective Practice Introduction: Reflection its self is looking into personal thoughts and actions. For nurses this would mean looking at how they performed a particular task taking into consideration their interaction with their colleagues and other members of staff, patients and in some cases relatives This then enables the nurse to assess their actions and thought processes. There are various frameworks of reflection that one could choose and the examples used for this workRead MoreMy Writing : The Reflective Essay Essay1666 Words   |  7 PagesThe Reflective Essay Writing has been one of my favorite hobbies since I was in high school, so I used to spend many hours to writing in my daily journals in Vietnamese. However, when I came to America, I felt more difficult to write and express my thoughts in English because I did not know much vocabularies and lacking grammatical knowledge. Then, I decided to go back to school to improve my writing skills because I recognize the significance of writing in my everyday lives. As a college studentRead MoreReflective Essay Writing708 Words   |  3 PagesImagine writing a ten-page essay on something you feel very strongly about, then being told you have to reduce the size of your essay to only two pages. While this may seem like an easy task, I have learned from experience that while writing is difficult, taking away from my writing is much more complicated. I have spent hours writing, my brain is tired, but I read my completed project, and am proud of what I have accomplished. Then, out of nowhere, I rea lize that I am only allowed two pages outRead MoreReflective Essay : Writing Skills945 Words   |  4 PagesReflective Essay This fall semester in ESL 91has been pretty interesting, and so far successful. The main object of this semester was to improve our essay writing. We were taught various lab techniques that helped us to improve our English writing skills, such as using appropriate verb tense and how to write a research paper with a works cited. Through my work on the research paper I have learned how to write in an academic style, how to find appropriate sources from an academic database, and howRead MoreThe Reflective Essay My Writing Essay1598 Words   |  7 PagesThe Reflective Essay When I was a child, writing was one of my favorite hobbies, so I used to spend many hours to write in my daily journals. However, when I came to America, I felt more difficult to write and express my thoughts in English because I did not know much vocabularies and lacking grammatical knowledge. Then, I decided to go back to school to improve my writing skills because I recognize the significant of writing in my everyday lives. As a college student, my writing are about different

Lev semenovich vygotsky, two types of psychological development Free Essays

string(39) " the kid construct on their cognition\." Lev Semenovich Vygotsky was a developmental Psychologist. He lived a short life during turbulent, radical times. Lev Vygotsky was born on the 17th November 1896 in Orsha, a metropolis in the Western part of the Russian Empire in a Judaic household. We will write a custom essay sample on Lev semenovich vygotsky, two types of psychological development or any similar topic only for you Order Now He died 37 old ages subsequently from TB in Stalinist, Russia. Vygotsky was a Lawyer based on his University instruction and a school instructor by business. Although his involvements were rather diverse his Hagiographas frequently centred on subjects of kid development and instruction. Some of the major theories developed by Lev Vygotsky include ; Socio-cultural Theory – Vygotsky proposed there were two types of psychological development ; â€Å" natural † consisting of biological growing, physical and cognitive development ; and â€Å" cultural † , dwelling of larning to utilize psychological and cultural tools, including marks, symbols and linguistic communication. Vygotsky believed that a kid ‘s development is a consequence of his/her civilization. He thought that development applied ab initio to the psychological procedure, for illustration, linguistic communication accomplishments, the manner of thought and other mental maps. Vygotsky believed the above is accomplishable through interacting socially with others, the parents being of peculiar influence to the kid along-side knowing others. Interaction with others enables a kid to larn the life style of his/her civilization. These wonts being things such as address forms, the written linguistic communication and other constructed cognition. Both n atural and cultural operation act jointly to simplify the development procedure. Vygotskys socio-cultural theory suggests that societal interaction leads to uninterrupted bit-by-bit alterations in a kid ‘s idea and behavior that can change greatly from civilization to civilization ( Woolfolk, 1998 ) . Basically, Vygotskys theory implies that development depends on a kid ‘s interaction with others and the tools that civilization provides to assist them organize their ain position of the universe. His theory combines the societal environment and knowledge. Children will get the ways of thought and behaving by interacting with a more knowing other. Vygotsky believed that every map in the kid ‘s cultural development appears twice, foremost on the societal degree and subsequently, on the single degree, foremost between people ( inter-psychological ) and so inside the kid ( intra-psychological ) Vygotsky, 1978. The socio-cultural theory consists of several elements to as sist implement it ( see below left ) . Language and the thoughts that are expressed by agencies of linguistic communication play a cardinal function in mental development.image Zone of Proximal development – Harmonizing to Vygotsky kids learn by following the beliefs, values, and attitudes of others, either consciously or unconsciously as a consequence of interacting with them. Vygotsky argues that the Zone of Proximal Development ( ZPD ) is the difference between a kid ‘s bing abilities and what s/he can larn under counsel from a knowing other. Therefore the Proximal Zone is the difference between what kids are already able to make and what they are non rather ready to carry through by themselves. Harmonizing to Vygotsky, a knowing other must assist direct and organize a kid ‘s acquisition before the kid can understand and follow it. In order for the ZPD to be a success, it must incorporate two characteristics, the first of which is called subjectiveness. This term implies that the knowing other must hold a common apprehension of what they are making with the kid, in-other-words both parties must hold a shared end. The kid uses the exper tness of the knowing other ( adept ) in the acquisition procedure. To get down the expert takes duty, so as the kid ( novice ) learns, the expert transportations rational duty to the novitiate. This is non immediate but a gradual procedure for illustration, when an expert teaches a kid how to swim, the expert first supports the kid in the H2O and so Lashkar-e-Taibas go bit by bit, there-by switching duty to the kid. The ZPD uses two degrees to find a kid ‘s ability and potency. A kid ‘s â€Å" existent development degree † is what s/he can accomplish unaided without aid. This sets the footing for a kid ‘s cognition and is what is traditionally assessed and valued in schools. The â€Å" possible development degree † is the degree of proficiency a kid can make when s/he is guided and supported by another individual. Social interaction helps a kid to retrieve and may even keep the cardinal to memory development. The construct of a important other steerin g a kid through the ZPD is known as guided engagement /scaffolding.Graph: Zone of proximal development: Vygotsky Guided Participation/Scaffolding – Harmonizing to Vygotsky staging is the procedure used by a knowing other to teach or steer a kid through hard jobs, in order to cultivate hypertext transfer protocol: //www.tascwheel.com/files/research/article-01/figure3.jpg her/his potency. Scaffolding makes it easy for a kid to construct on the cognition they already have and helps them follow new thoughts and attitudes. Any direction given by the knowing other must be directed towards the hereafter and non the yesteryear. Guidance can be given in legion different ways, by a knowing other, by cultural experiences or objects or by a kid ‘s old acquisition. Vygotsky assumed that a kid ‘s development is a consequence of his/her civilization. He thought that development applied chiefly to the psychological procedure, for illustration, usage of linguistic communication accomplishments, the logical thinking procedure and other mental maps. Vygotsky thought that the above is achieved through interacting with others, parents being peculiarly influential to the kid ‘s development along-side knowing others. Interaction with others enables a kid to larn the manner of life of his/her civilization, that is to state address forms, the written lingu istic communication and other constructed cognition. Vygotsky believed that societal interaction helps kids to retrieve and may even keep the cardinal to memory building. As illustrated in the image above, the scaffolding rule plants on the footing that the knowing other asks the kid unfastened ended, near ended inquiries and gives bit-by-bit instructions ever structuring the acquisition procedure. Encouragement and congratulations are offered at every chance, while each point is reinforced through presentation, repeat and the usage of psychological tools. This procedure helps the kid construct on their cognition. You read "Lev semenovich vygotsky, two types of psychological development" in category "Essay examples" Psychological tools can be in the signifier of â€Å" symbolic objects † such as, marks, relevant texts, expression, graphs, important devices and today it besides includes electronic signifiers of information entree ( computers/internet ) . Internalization and Language Another of import part made by Vygotsky connects the development of relationships between linguistic communication and idea. This construct is farther explained in his book Thought and Language. It looks at the connexion between address ( soundless inner address and unwritten linguistic communication look ) and the development of mental perceptual experience and consciousness of one ‘s thought procedure. Vygotsky argues that it is through the above that a kid ‘s ideas and mental concepts are formed. Language development is formed in the undermentioned four phases ; Crude Stage – At this phase a kid has n’t mastered the art of address s/he merely babblings. The sounds that s/he makes do n’t hold any existent significance or intent. The kid is merely experimenting with their new found accomplishment. This action does non intend that a kid does non believe it merely suggests that s/he has non learned to internalize her/his address. Naive Stage – When a kid foremost learns to talk s/he may state certain words before s/he has a comprehensive apprehension of their significance and map. A kid merely understands that when a word is said in a certain manner others understand the significance. In other words understanding of a word comes before the kid really learns the full significance and intent of that word and is able to set it in any peculiar order. External Stage – In this phase the kid begins to utilize peripheral objects such as, flash cards, or fingers for numbering. This is besides the beginning of the egoistic address. The kid will speak to herself during drama with others or when there is no 1 else about. This action is the kid ‘s verbalization of ideas. In-growth Stage – In this phase the kid ‘s egoistic address turns inwards. S/he enters the concluding phase of linguistic communication development and with these new found abilities the kid is able to execute logical undertakings internally. Rather than numbering aloud s/he will number in her/his caput utilizing portion of her/his short term memory. Vygotsky believed that the more a kid uses internalised idea and logic, the better a kid can execute. Major Contributions to Education Vygotsky has made many of import parts to the instruction system and instruction, he has become to some extent a powerful figure in instruction, school psychological science and particular instruction, respected all over the universe. Many instructors and parents even before Vygotskys clip noticed an obvious connexion between support from a knowing other and the advancement a kid is able to do utilizing that support. Vygotskys ZPD helped determine options to standardized testing in schools. Vygotsky founded what is known as â€Å" dynamic appraisal † . Dynamic assessment accent potency instead than present accomplishment and measures the acquisition procedure straight. Traditional trials merely measure the kid ‘s current abilities based on past acquisition and non the kid ‘s possible. Harmonizing to Vygotsky dynamic appraisal leads a kid to accomplish success through joint shared activity ( Lidz, 1995 ) . The ZPD has direct bearing on readying in school instruction , it enables a instructor to take methods bespoke for peculiar pupils. Vygotsky believed that the schoolroom is a society consisting of a community of scholars with assorted ability, expert/novice working together. He viewed the instructor as an teacher, steering and interacting with pupils. Through the procedure of scaffolding the instructor is able to supply support to the pupils. Through the effectual usage of linguistic communication in the staging procedure the instructor is able to negociate with the kid. Vygotskys theory encourages coaction in the schoolroom. The instructor has to supply sufficient support until the pupil is able to travel through all set undertakings independently. Vygotskys 4 Principles Applied in Classrooms Hypertext transfer protocol: //viking.coe.uh.edu/~ichen/ebooklet/et-it/4vygo.htm Learning and development is a societal collaborative activity – This suggests that interaction between grownups and other kids is critical. The usage of engineering to heighten communicating, contact and interaction would be good in the schoolroom. Programmes that support combined job resolution and synergistic determination doing enrich the acquisition environment. The ZPD can function as a usher for curricular and lesson be aftering – Appropriate support by the instructor can help the acquisition procedure. Thoughtful counsel and productive treatment with the debut of psychological tools such as, encyclopaedias on CD-ROM, package such as, grammar draughtss and encephalon storming package would all assist the kid develop understanding and cognition. School acquisition should happen in a meaningful context – We learn things in relation to what else we already know and believe. Learning is an active societal procedure. It is non possible to absorb new cognition without some kind of old cognition to construct upon. The more we know the more we learn. Therefore a instructor must link what is to be learned with the pupil ‘s old cognition. Relate out-of-school experience to the kid ‘s school experience – The linguistic communication we use influences larning. It is of import for a instructor to organize school larning around the civilization the kid knows and understands for illustration, a category of pupils analyzing history could utilize a multimedia presentation to bring forth a undertaking about the history of their town. Vygotsky has made valuable parts in determining learning methods within particular instruction. He insisted that instructors should make a acquisition environment which would provide handicapped pupils with alternate agencies of communicating and development and those psychological tools should be used by instructors that are most suitable to counterbalance for a pupil ‘s peculiar disablement. He argued that a kid ‘s societal eviction is the chief factor responsible for its flawed development. Vygotsky states that although sightlessness may be a biological defect, a instructor must non cover with the biological factor entirely but besides look at the societal effects faced by the kid as a consequence of its sightlessness. He promoted the thought that handicapped kids should be included in the social/cultural life of their communities as this would rush effectual rehabilitation. Some Restrictions to Vygotskys Theory Vygotsky stresses the importance of civilization and linguistic communication in understanding. However there is limited research that determines whether grownup, kid and equal coactions differ in their value ( Miller 2002 ) . There is besides the inquiry on how much aid the knowing other should give the kid and whether excessively much coaction could take to regression instead than assist a pupil evolve ( Miller 2002 ) . Vygotskys theory is frequently compared to Jean Piaget, who believed that cognitive competency should non be looked at until a kid reached the appropriate development phase. Piaget believed that the most of import beginning of cogitation is the kid itself. It is frequently said that Vygotsky was in front of his times. His theory was formed over 50 old ages ago and his had such a profound consequence on our instruction system. Even today, instruction psychologists are still researching his theory, which could go an of import instrument to alter, regenerate our present instruction system. 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