Poetry + The Prophet by Khalil Gibran Flashcard

Poetry + The Prophet by Khalil Gibran

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Research Paper Help Research Paper Help Research Paper Help Research paper writing should start with analysis of an essay question.   In addition, you need to read numerous articles and find enough supporting information.   Research paper help is sought by students who understand that research paper writing process is not as easy as narrative essay writing. While a tutor gives the same essay question to all students, every student comes up with an original paper.   Ordering custom research paper writing at .com, you receive 100% plagiarism free project written from scratch.   You have to include the following parts:   abstract, introduction, literature review, methodology, results, discussion, and conclusion with recommendations.   It is not easy to write a good research paper because in addition to profound writing skills, you have to possess excellent critical thinking skills. Research Paper Help Online You should keep in mind that a good research paper cannot be written in a couple of hours.   You have to spend many hours in a library reading numerous articles, you have to spend a lot of time reading and making notes, you have to spend enough time formatting and proofreading your research paper.   Sometimes, you will find some mistakes and discrepancies even in the course of the tenth reading.   You, as a research paper writer, know what is written in your essay and you unintentionally skip a significant part of each sentence.   Ordering custom research paper writing at our site, you get polished research paper.   Research paper help is aimed at assisting students with their academic projects.   We are available 24 hours a day and all of our writers work full time.   While you have to accomplish many projects, we are ready to devote all our efforts to your needs. Free Research Paper Are there custom written research papers offered for free?   No!   Custom written paper is not posted online.   Once any essay is posted online, it becomes plagiarized.   We offer customized assistance and we will never post your project online.   We value your choice and try our best to provide you with first-rate research paper written from scratch.   Help writing a research paper is your solution to academic challenges.   If you have already written your research paper, answer the below questions to check your work: Have I followed the proper referencing style? Have I acknowledged all scholars whose original ideas I used? Are quotation marks placed around short quotations, and are longer quotations placed in block quote format? Do not hesitate to order professional assistance and you will not regret spending money on our writing services!

A 2000 word review of Mark Deuzes Media Work and 2000 word self Essay

A 2000 word review of Mark Deuzes Media Work and 2000 word self evaluation - Essay Example His remarks here refer to conditions and setting of liquid life. Among the conditions Deuze is referring to include the challenge and opportunities of precarious labour, contingent employment, and a structural sense of authentic or perceived job insecurity. The first liquid life condition that Deuze refers to is the challenges and opportunities that are resultant of the current contingent or reliant employment environment. This situation, as noted by Ulrich Beck, reflects the fundamental hesitant prospects of the current work-styles throughout the society which are marked by uncertainty, inconsistency and risks (Deuze, 2006). Deuze notes that it is the nature of contemporary freedom that manifests itself most openly in the noteworthy change of people’s career from a chain of more or less expected achievements. Such is a result of an enduring contract to a continuous reshuffling of job bits and pieces in what has been heralded as portfolio work life (Deuze, 2006). Such reshuffle makes life liquid in nature. Another condition of liquid life that referred by Deuze is that precarious labour environment in the contemporary transition from life to work and the overall present employment patterns. Using Zygmunt Bauman’s sketch, Deuze notes that stability and solidity, which were at one-time major hallmarks of a health organisation have also become signs of organisation’s weakness. This is a liquid life because such global integration introduces a deep-seated aspect of unpredictability of work, leading to failure or success of the local production process becoming entirely dependent on the fluctuations in the worldwide network. Consequently, Deuzes’s reference to liquid life is relevant to the perceived job insecurity as it reflects the contemporary workforce behaviours. He notes that such patterns include adaptive response, permanent change, and continual innovation, all expressed as the exclusive philosophies of workforce flexibility.

Interview with a 30 Years Older Person Essay Example | Topics and Well Written Essays - 1000 words

Interview with a 30 Years Older Person - Essay Example Just, pray for me. Please. Mr. Ross. Young man, I still believe, you are right in narrating the utility of family. Although back in 1930, a Harper's Monthly Magazine essayist wrote: "To-day social and civic agencies, in taking over most of these parental responsibilities, have deprived the parents of an important bond of mutual understanding. But, I still believe in the sanctity, integrity and sovereignty of family as the supreme social institution. I never complain about Tania, who left me in a lurch, when I needed her most. She was not a staunch believer in the sanctity of family. She passed her most time out. Our initial love fizzled soon.. Had Amelia, not died in 1995. I would have never gone for another marriage. She was really faithful, loving and caring. Only Richard, when grew up gave us some tough time. I did not have enough time to give him. So he grew brat. Then I decided to move into my family more closely for the sake of Richard and gave him a regular family therapy. Me. It is great thing to learn from you. ... I think, in modern society, family has lost its relevance altogether. Mr. Ross. No. Look, young man. Although, over the decades the family as a unit has decayed in American society. But, I still, believe that there is no other institution that can be compared to the family as an institution fit for grooming the children as successful persons. Now, I will explain to you the family system therapy. In the first instance, Family Systems Therapy works on the assumption that the all the family members are interdependent with one and the other and are expect some form of reciprocity (Bowen, 1985). Family Systems Therapy has a broad spectrum of application which can be used to treat children in the families and intimate couples that might have one of the following: various personal and family crises; sociological disorders; and physically challenged or have a chronic illness. Since Richard used to think aggrieved by my over occupation with work he was always sad and angry. In the age of 16, he left home and I received complaints from local police station that Richard has been caught gambling and in some other illegal, unhealthy activities in the local pubs. This worried me a lot. I immediately decided to go for family therapy for Richard. This type of therapy focuses on the aggrieved child helping him through the grief, sadness, depression, anger, and other emotions. It differs from person to person on how they can cope up with this kind of situation. Some individuals' even stops talking as a coping mechanism during this period. For some, it goes on and on until they realize that they cannot speak as they think that they have lost a part of them completely. You see. Most of the children entirely blame themselves for their parents' problems and

Liquid Crystal Displays evolution into the future Essay

Liquid Crystal Displays evolution into the future - Essay Example iversity of Illinois argued with concern about the quality of monitors which by then were television sets used within the main computer producing very low quality pictures which were not well defined and difficult to identify the content and, or follow the programs that were being broadcasted (Adee, 2008, p. 81). Due to evolution of large and colored screens, the quality of pictures improved despite the high power consumption which was mainly as a result of large components with respect to the later versions but smaller compared to the older versions respectively, overheating, the quality became poorer afterwards due to constant overheating hence the need for a different screen monitor with better resolutions to help solve the problems that they had experienced previously with the cathode Ray Tube screens as well (Bellis, 2007, p. 37). This concern led to invention of LCD technology. The term â€Å"plasma† was used in regard to the technology because the pixels that enhance screen resolution depended on plasma cells. A plasma screen is a typical display panel contains millions of tiny plasma cells in compartmentalized spaces between two glass panels which when energized reflects light that focuses on the screen to create a field of view (Delepierre et., al, 2006, p. 30). LCD- This is a fourth state of matter after solid, liquid and gaseous states, which contains definite number of electrically charged particles. However, the interaction between the neutral particles and the charged particles plays a major role in determining the usefulness and the behavior of plasma. As the energized electrons move and vibrate between the two glasses, some of the electrons strike mercury particles moving through the plasma which increases surface area for the energy level in the molecules (Chemistry, 2011, p. 27). Each pixel in a plasma display comprises of three primary colors namely blue, red and green with respect to the IEE regulations, the voltage signal variations within

Relationship Between Adult Education And Democracy Education Essay

Relationship Between Adult Education And Democracy Education Essay Throughout history, adult education has played a role in many significant social, cultural, and political movements. With regard to this role, one of the most prominent theorists within the field, Malcolm Knowles (as cited in Merriam and Brockett, 2007) suggests that that ideals and methodologies often associated with adult education have tended to become more prominent in response to specific needs (p. 9). Similarly, democratic ideals have often emerged when the needs of individuals have met in some manner. Both adult education and democracy have traditionally focused on supporting the growth, freedom, and development of the individual as well as the larger community and society. This author would argue that the individual, social, and organizational philosophical concepts associated with adult education are directly related to and have played a significant role in the growth and development of democratic principles over time. Before one may effectively examine the significance of the relationship between adult education and democracy, it is important to have a clear understanding of the components of each individual concept. Democracy is a concept that emphasizes the rights, freedoms, and ultimate power of the individual. Democratic ideals, principles, and practices sustain and protect these rights and freedoms. As Ellis (1993) attempts to argue the importance of education and the participation of informed citizens within the democratic process, he contends that the true purpose of the democracy is to improve the lives of citizens as opposed to it being simply a demonstration of power and authority of those in high positions. Chickering (2008) takes a somewhat critical approach to viewing current aspects of the democratic society, and argues that in order for the fundamental principles of democracy to be effective, systematic changes and a greater emphasis on personal and community development should occu r. He suggests that these changes will encourage and allow all individuals to able to play a more role in the democratic process. It is important to note that although democratic ideals have existed for centuries and are considered the preferred form of government by many, a number of democratically related concepts are not universally valued. In some cultures, they actually serve a source of conflict for many individuals and groups for a variety of reasons. Democracy lends heavily on the idea that individuals are capable of creating and maintaining an effective government through informed decision-making and continued participation in the process. Ellis (1993) argues that On the whole people are only able to participate effectively when they have acquired through education the knowledge, skills and attitudes that are essential for active and meaningful participation (Education for Participation, para. 3). Many adult education theorists contend that adult education is one of the most effective means of developing informed and active participants within a democracy. John Dewey was one of the most prominent figures associated with the progressive movement in education and his ideas influenced a number of recognized figures within the field of adult education. Darkenwald and Merriam (1982) suggest that Dewey believed that democracy was essentially a collective form of existence that was dependent on education to sustain growth and developme nt. Adult education is grounded in the idea that one should never stop learning and emphasizes practices and methods of educating individuals who are considered adults. Much of the fields focus revolves around improving outcomes for both individuals and the larger community. Although somewhat broad in nature, the primary purpose of adult education is the foster change. From a historical perspective, adult education has been prominent for centuries. From the methods used by Socrates to the current use of social networking to aid in the spread of democratic ideas, adult education has significantly influenced society and culture. Grattan (1955) noted that adult education focuses on individuals in the business of life (p. 7). This argument is central to associating adult education with democracy because adults often have the power, means, and ability to create and maintain significant change within their own lives and the lives of others. Adult education focuses its attention on those in thi s position of power and democracy depends on their consistent and meaningful participation. The connection between adult education and democracy exists within the shared goals of each concept. According to Proulx (1993) Adult education is a process through which groups and individuals become able to play a significant role in protecting their rights and building a society which reflects their reality (Introduction, para. 5). Adult education has been used to build upon and support the individual and collective freedoms at the core of a democracy. Through education, citizens may become more aware of fundamental governmental processes, unfair practices, and the importance of participation. Adult education may also encourage citizens to take advantage of opportunities that have the potential to improve their financial, emotional, and social outcomes. Throughout adult education literature, authors and theorists consistently contend that, in addition to addressing individual outcomes, adult education also affects larger communities and the culture as a whole. With regard to democ racy, this author would argue that without the principles of adult education to engage and maintain an informed citizenry, democratic ideals would be more difficult to sustain and authoritarian controlled governments would have a greater prominence in our society. As previously stated, an important theme within the field of adult education is the consistent focus on the growth and development of the individual, community, and ultimately society. Many of the philosophies associated with adult education revolve around these components. Merriam and Brockett (2007) suggest that understanding the philosophies associated with adult education will help individuals to more effectively grasp the innate values and true nature of the field. Although many aspects of the various philosophies encompassed under the umbrella of adult education differ, there are a number of similarities. Each philosophy emphasizes the importance of learning and active participation the learning process. The prominent philosophies also recognize that education is a powerful tool for change. However, the proposed outcomes and the believed impact resulting from these changes sometimes differ between the philosophies. Some focus primarily on the individual while others focus on or ganizational and/or societal outcomes. This author would argue that democracys relationship to adult education is significant and unavoidable regardless of philosophically touted outcome. Early adult educators, prominent philosophers, and the architects of democracy in both the United States and around the world ascribed to the adult education philosophy of liberal education. Much of the adult educations early history is rooted within philosophical perspective. According to Merriam and Brockett (2007), those approaching adult education from the liberal perspective contend that the goal of education should be to support the creation of informed, cultured, and moral citizens (p. 33). By becoming knowledgeable about a variety of subjects, the individual citizen is believed to become more well rounded, able to address issues, and solve problems more effectively. Democracy requires the individuals with a strong knowledge base and problem-solving ability to remain fluid and effectively adapt over time. As previously stated, the architects of democracy from both a theoretical and more a practical standpoint supported the principles of adult education and designed democracies to revolve around educated and informed citizens who could effectively address the issues of the day. Thomas Jefferson and Benjamin Franklin exhibited many of the previously noted characteristics as they supported the growth of democracy within the United States. Franklins success and development may be attributed to liberal adult education and is a prime example of the potential positive impact that democratic rights and freedoms can have on society through the individual. He was an inventor, politician, world traveler, and adult education pioneer with the development of his Junto group. When discussing Franklins support for education during a comprehensive review of his political theory Rossiter (1952) states, Franklins faith in education had a dozen outlets. The American Philosophical Society, The Library Com pany, the University of Pennsylvania, and the Franklin Funds of Boston and Philadelphia are present-day reminders of his high regard for formal and informal education of all classes, ages, and conditions of men (p. 269). The support and participation in liberal adult education by Franklin and others during the formation in the United States played a major role in the success and development of democracy in this country. Another prominent philosophical perspective within the field of adult education emphasizes personal and social improvement. Within this perspective, the focus is on the individual and his or her social circles and/or community. Eduard Lindeman was an adult educator, social worker, and author who often discussed the expounded upon the relationship between adult education and democracy in terms of an informed citizenry and active participation in the democratic process. Without responsible participation, democracy cannot exist nor endure. And responsible participation implies that the citizen is informed (Lindeman, 1956, p. 154). Lindemans ideas suggest a clear connection between adult education and democracy and suggest that democracy necessitates that individuals be knowledgeable in order to for the individual and society to be successful. Adult educators work to meet the needs outlined by democratic principles on a regular basis. Titus (2010) describes specific methods associated wi th adult education that are believed to be effective in terms of educating citizens about democracy and the political process. He suggests that observational and experiential learning may be particularly effective because they allow the individual to become directly involved a process that is sometimes complex. These methods also emphasize both the personal and social aspects of adult education. Individual self-actualization is another philosophy associated with adult education. This perspective specifically focuses on the individuals development and growth into his or her best possible self. Knowles is a key figure within the individual self-actualization perspective. According to Darkenwald and Merriam (1982), Knowles emphasized the liberation of the individual and believed that societys primary purpose was to serve as a vehicle for providing a full range of choices to a potential participant (p. 47). Knowles is directly supporting the basic principles of democracy with this contention. Societies provide the framework from which the individual operates. In authoritarian cultures, the individuals choices and the opportunities are limited; however, democracies allow citizens the freedom to become whomever they choose to be. Upon further examination, this author contends that both individual self-actualization and democracy tend to assume that individuals are good and will ma ke choices that will benefit themselves, their communities, and the larger society. Some within the field of adult education contend that social change should be the primary focus of adult education initiatives and have worked tirelessly to use education as a means of societal change. Although somewhat different in their ideologies, many of the major philosophies within the field of adult education emphasize some aspect of social action or social change. Social Transformation is a philosophical perspective that places a great deal of emphasis on empowering oppressed individuals with an overall goal of fostering transformative cultural and/or societal changes. One of the primary figures within this philosophical perspective of adult education was Paulo Friere. Although his may not be directly associated with all democratic principles, much of Frieres work revolved around educating oppressed individuals with the intention of providing them with the knowledge to recognize their rights as individuals and the need for change. Providing individuals with the knowledge to f oster change and encourage freedom is analogous with the democratic principals previously noted. According to Darkenwald and Merriam (1982), Friere believed that to be human is to seek to guides ones own destiny (p. 60). He truly believed that significant societal changes were possible by supporting and educating the individual, and he worked much of his life to provide these supports to his people. The problems and oppression endured by African Americans within the United States is somewhat similar to those described by Friere in his writings. Although the United States was founded on the democratic principles previously described, this particular portion of the population was segregated, demeaned, and not allowed to have the same rights as others for centuries. These oppressive actions were contrary to the freedom-focused democratic principals established by the founding fathers. Those who benefited from the labor of African Americans recognized that education would have changed the status quo and, as a result, fought vehemently against improved educational opportunities for African Americans. For many of these oppressed individuals, adult education was the only means attaining an education. Throughout history, many prominent and influential African Americans, such as Booker T. Washington, relied on adult education to gain the tools necessary to obtain the rights and freedoms that were suppose to be at the core of a democracy. Another example of an African American adult educator attempting to support individual learning and ultimately societal freedom was Alain Lock. He was a professor who spent a great deal of time developing programs and organization adult education initiatives that were geared toward the African American population. According to Gyant (1988), Locke believed that learning must be meaningful and must relate to ones own experience (p. 104). Adapting the educational environment to focus on the individuals experiences is one of the key principles associated with adult education. As previously suggested, participation is one of the primary factors in a successful democracy. Adults, particularly from marginalized backgrounds, often do not feel connected with the larger society. Adult education improves the democratic process for these individuals by altering the conversation to fit their needs. This author believes that adapting educational practices with regard to democratic and political pr ocesses will increase engagement, and ultimately participation among targeted groups. Historically, adult education has proven to be an effective means increasing awareness for individual rights of immigrants, women, and others minority groups. This author would also argue that the organizational effectiveness philosophy, as it relates to adult education, may be associated with the growth and development of democratic principals and ideas. Those who approach adult education from the organizational effectiveness perspective contend that supporting and improving practices for both individuals and organizations will eventually lead to improved outcomes individual workers, the organization, eventually the larger society. Casey (2003) contends that the increased autonomy and freedom in the workplace that typically results from adhering to adult education principles reflects and encourages the revitalization of models of civil, democratic society. Individuals spend a good portion of their lives within the work environment. Through knowledge and skills gained within the workplace, individuals often learn to become increasingly independent and knowledgeable, and many participate in adult education programs in hopes of improving the ir quality of life and becoming more successful. In terms of affiliation, a number of people tend to associate themselves with larger groups or communities in relation to their particular work environment. All of these factors suggest that the workplace permeates through several aspects of an individuals life and is often associated with the ability to achieve better outcomes. Democratic principles encourage and accommodate individual growth and development while adult education is often the means by which it occurs. Industrial growth and development had a signification impact on both democracy and the field of adult education. With increased opportunity, the freedoms and rights supported by democracy were more accessible to a larger portion of the population. This accessibility fostered demographic and cultural changes. Many African Americans moved to the industrial parts of the county in search of jobs and the promise of a better life for themselves and their families. Immigrants also moved to this country for similar reasons, and women increasingly began to pursue available opportunities within the workplace. During this transitional phase, adult education became increasingly prominent in both the workplace and within the larger community as a means of addressing the needs of the changing population. According to Merriam and Brockett (2007), the emphasis of adult education began to shift somewhat from the more liberal perspective to providing increased organizational and community support (p. 35). Individuals needed to be trained to complete assigned tasks within the workplace, many immigrants participated in courses that were touted as a means of helping them acclimate to the dominant culture, and increased attention was given to teaching individuals in need of basic academic skills. Ultimately, adult education, organizational effectiveness, and democracy can interconnect and play a role in shaping society as well as supporting the citizens within a democracy Adult education is a field that is consistently changing and adapting to address the needs of individuals and communities. Some of the significant changes involve the infusion of technologies, such as social networking, that are often used as a means of providing and spreading information. This technology has been instrumental in the spread and growth of democratic ideals in several Middle Eastern countries. Technology and the internet are making it more difficult to control the spread of information. As citizens of these countries become more informed, they are beginning to call for many of the rights and freedoms associated with democracy. As previously noted, this author believes that the basis of democracy is an informed citizenry and increased participation. Although the medium has changed, adult education is continuing to support the democratic process around the world. From a theoretical perspective, much of the fields focus has become increasingly geared towards theories such as postmodernism and critical theory. One goal underlying this trend within the field of adult education is to continuously evaluate and determine if commonly accepted concepts, such as democracy are actually effective and inclusive. Similar to other adult education perspectives, the goal is to bring about change and develop more effective programming that addresses the needs of all individuals. Adult educators have increasingly become focused on encouraging the learner to critically assess traditionally accepted processes, and consider the positive and negative effects that these processes have on various cultural, ethnic, or other potentially marginalized groups. Adult educators have begun to challenge the status quo, as well as policies and practices that are believed to be ineffective and unfair. This author believes that these challenges and the questioning of authority are excellent examples of the manner in which an effective democracy works. The power to question and create change should be given to the individual. In his discussion of critical adult education in terms of democracy, Martin (2003) suggests that adult educators should expand our notions of what it means to be active citizens in a democratic society (p. 566). Although the field of adult education is consistently changing, adult educators and theorists are continuing to prompt citizens to take action and participate in the process. Adult education is a field that encompasses a number of philosophies and ideals that are aimed at supporting improved individual, community, and societal outcomes. Democracy is a framework through which individuals are provided with the opportunities and freedoms to seek these improved outcomes. Through an examination of the major philosophies associated with adult education, this author has demonstrated the close relationship between adult education and democracy. Despite their differences, each philosophical perspective under the umbrella of adult education is directly related to the development of an informed citizenry. Adults have the power to foster change, and democracy is dependent on the participation of citizens who are knowledgeable about the issues facing both themselves and society. Throughout history, adult education has supported democratic principles by expanding ideas and providing information to citizens. This exploration into the nature of democracy and adult educat ion has demonstrated that adult education is a crucial and necessary component of democratic process.

The Problems Defining Genre :: Literature Essays Literary Criticism

The Problems Defining Genre Genre denotes a systematic way to categorize literature. The term might be considered academic jargon; however, it produces up a set of expectations that allow us to judge literature. These expectations or criteria also allow us to compare with other literature in the same as well as different genres. In spite of these expectations, genre does not dictate a set of rigid rules; in fact, genre is more descriptive than prescriptive. Problems in defining genre often arise because there are frequently sub-genres: romantic comedy might be considered a sub-genre of comedy, revenge tragedy of tragedy and gothic horror of horror. It becomes increasingly difficult to see where one sub-genre ends and another begins. Also these categories are seldom pure. For example, Hamlet, a revenge tragedy, includes aspects of romance and even a comic scene or two. Our popular culture makes defining genre challenging because what is vital one day might disappear the next. An example of this is the current insistence upon a happy ending. Since tragedy is often characterized by an unhappy or "right" ending, according to Aristotle, popular culture no longer welcomes the tragedy with the relish it did at other times in history. Our Town being the exception that comes to mind, as well as the one-man shows. Poetry makes frequent use of this voice. In Daddy by Sylvia Plath, the author address "Daddy" throughout the poem. Shannon Chamberlain's use of Aesop's fable The Parrot and his Cage was another example of this single voice narrative. A second voice option is the drama or dialogue that involves talking between two characters with no narration. All of the plays we are reading in class fit this category as well as Stacy Burleson's example of Merlin as a legend in film. Finally, the combination of the narrator plus dialogue is just as it seems, a narrator talks to the audience (or reader) but the characters talk to each other. The TV shows The Fugitive, Dragnet, and Twilight Zone come to mind as examples of this. Narrative genre, by contrast, focuses on the storyline or plot. Tragedy frequently introduces a problem, there is struggle for control, finally a realistic and often unhappy ending that resolves the problem.