A Career in Social Work

The c areer that I want to pursue is friendly work up. I enjoy talking to people, dower them with their problems, and try to make their bad days better I already have some trained skills, which I have learned in places that I did some volunteer work in the past. I to a fault worked babysitting children of different ages and tutored others in some basic subjects. My experience of having my aver small business plus all the volunteer work in the places I menti unrivaledd above, gave me a head start by assisting individuals on a regular basis. Becoming fond returns worker has many a nonher(prenominal) responsibilities.Some of the responsibilities are getting information to provide quality services in an advantageously and effective manner to people with complex needs. To be a good social service worker requires a solid foundation of training, values, knowledge, scheme and skills. I was born and raised in a big metropolis and lived n the same street with my family, until the age of twenty. My parents have been together for many years and I have 5 siblings. Growing up in the 1970s, having an abusive biological father was very trying for my mother, my siblings and me.I felt that we were a comfort open family with all the things necessary to be happy. I was unaware that my biological father was abusive towards my mother, so was one of my brothers toward his wife. When I learned it, I was a teenager and it led for my siblings and I lean toward my grandmother and stepfather. Our families were change integrity by religion and the abuse. My stepfather was our pillar of support he forever and a day promote all of us to get an education. I had to learn rapidly to right to different situations and saw that folks Just were not all bad, ecause they had set about problems in their lives.This permitted me to grow and absorb in ways other children whitethorn have never imagined, and I be certain of that because of my family, it has added a spectacular deal of my in dividual strength and approval of others. I have as well as learned many useful skills and experiences throughout my adult life. Having a difficult time as a child myself and then universeness marital to an abusive husband for 15 years, has given me the power and aspiration to incur a Social Service hightail iter. It get out be fulfilling a durable vision to swear out persons n need no matter the sine qua non they whitethorn be pursuing to remedy.When I was younger I evermore talked about being a teacher or a social worker. As I got older and started to build my life it changed. I went from being a simple receptionist to being an office clerk, where I have to not only answer phones, moreover learn many other skills at administrating an office. Although I went to school for to Office administration and didnt finished it, I everlastingly have the desire to serve and help others. With the determination and drive instilled in me there is no other ending but achievement and s uccess.The one real mistake I suppose we can make in life is to not learn from the errors and challenges that come our way. In fact, it is in these mistakes and trials where I have learned the most and grow into a healthier and stronger person. I still feel in my soul that my career means is in social work and now that I know what career path I will take it is up to me to make it happen. I believe that my life experiences and skills demonstrate why the field Social Service Work is best suitable for me as an education and career.Considering my strengths, I am cooperative, g natured, generous, nelptul, numble and modest and I trust others. As a professional, I am non-judgmental, not hold responsible the lymph gland for their predicaments. Even if someone hurts my feelings, I am quick to forgive and forget. These qualities are essential for me, because I am working and will work with a variety of people, healthcare professionals, leaf nodes, and others that may exhibit inflexible a nd difficult personalities that may be challenging to work with. Finding the right treatment or service for each client based on their needs requires a creative person.I am in addition particular, hard-working, organized, and, and take my responsibilities seriously. These qualities are appropriate for when I am working by the piece or with a team. My extroverted personality also suits my career neutral as a social service worker as interaction with others is a significant portion of this kind of work. Regarding communication skills, I am talkative, assertive, sociable and active. One of my confinements is that, although I speak two languages fluently, my strong show is not acceptable to some when it comes to interact with clients.I am vercoming this personal limitation by taking a pronunciation course over the spend as a starting point. Some of my personal talents include being interested and passionate in a selfless and courteous manner. I am capable to sustain a considerate and gentle manner, correct in hectic circumstances. I have a high notice for intellect, which shows that I strive to acquire and preserve my existing knowledge, which is crucial for a worthy and passionate social service worker. I am honestly concerned with other individuals and try to treat everyone with consideration and compassion.I have always had the desire to study and strive in my area of interest. When I had an probability in 2005 to go back to school, I was fully committed to leap out in my studies. My goal is not Just to get good grades, but also to fully understand the concepts in my studies and be able to analyze them. There are many social issues in our society that I would like to personally contribute to for the improvement of society. Through learning, I was able to understand some of my own experiences from the past, and instead of taking them as a terrible lessons, I accepted them as a hallenging Journey.One of my academic goals is to nurture up my above aver age grades. I put in long strength and hard effort into my studies. Upon arriving at this city, I was determined that I would spend my next two years in pursuit of sore ideas and experiences. I come from a country with a rich social, cultural and ethnic variety this helps me appreciate cultural sensitivity better as well as the clients traditional beliefs, when working with the particular client populations. Beside English, I speak French and Spanish knowledge of two extra languages, will become n extra asset as a social service worker.The population that I want to work the most is the elderly. of age(p) clients are friendly and willingly wait for a social service worker to visit them. Most of them treat the worker as an acquaintance. clever detachment is required, so that I will not picture the client as a family, and to keep in mind that the objective is to help them improve their ability to do well without a lot of support. I am arranging my other areas of life around my stu dies, so I can entirely commit and keep up with decent grades. victor is all can see in my future.

Child and young person development Essay

trade union movement 2 Explain the difference between sequence of phylogenesis and consider of teaching and why the difference is important.The sequence of reading is the order in which phylogeny takes place. Although some spots of culture whitethorn be missed (for drill some babies do not crawl and go straight from shuffle to walking) the sequence is usually followed by children and the order usually remains the same.The enjoin of development is the time-frame given for the average development of a child anticipate at a certain age, i.e. at one has blend ined to walk. All children ar unique and will develop at their own rate. The rate of development is just a guideline. For example some babies start teething from 6 months and some of them start at 9 months. Some babies net start making sentences at around 1 year others advise however speak few broken words.Read more Rate of developmentessayThe sequence of development generally remains the same. The rate of developme nt can change considerably and many other factors such as individual growth patterns, social background, health and nutrition, disability and learning difficulties can have an effect on it. It is important to know the difference between the sequence and rate of development as it helps to meet the childrens individual needs. It helps you recognise if any children have special educational needs and helps you aim to make sure they are getting the help and support they may need.Practitioners must have a good understanding of the child development rates.Practitioners shouldCarry out assessment and observation effectively. It is required for practitioners to make development comparisons between a childs actual development represent and expected development rates.Offer appropriate activities and experiences. This will be assured byobservation, monitoring and assessment of individual children.Anticipate the next stage of a childs development. This allows the practitioner to provide act ivities and experiences that will quarrel and interest children, therefore, stimulating the childs learning development.Notice when children are not progressing as expected. Although children develop at different rates, significant delays in one area or many delays in several areas can be an indication that children need intervention and extra support.

Final Assignment HUM

You are the news director of a topical anaesthetic idiot box station. The city council has Just voted to close city place 3 days a week to save money. Meanwhile, a study fame has died. The park story has greater takings on your viewers, yet the celebrity death allow for get bigger ratings? Which do you nominate your lead story and why? As a viewer I would normally say effect the park story first one C percent. This is local broadcast I want to hear active education that affects me directly.This is not the ease, though. As a news director I would put the story of the celebrity death in the lead position for the higher(prenominal) ratings. This may not probem manage the best choice, but it is a numbers game. The good thing that may come out of tip with the passing of the celebrity is that more viewers lead learn or so the closures at the city parks, since they will be tuning in anyway. It is this convey responsibility to get the news out to the public, but it is the directors choice of what enunciate that news will be seen.It is also likely that the national stations, internet, and communicate will be reporting the story as advantageously. This plunder fee-tail some viewers may already be aware of celebrity death, but ultimately the city park story grass hand behind it. It is Just not as attention getting as the other story. This may not eat up been the case fifty or seventy-five years ago. Since the news traveled much slower then, the local happenings would be much more in the forefront, with national headlines taking overnight to reach faraway places.This Just shows how media has changed over the last century. It will lower various viewers who may be tired of hearing about the death who then turn on the local station and see it again, but that is both the advantage and disadvantage of how the media is delivered in this day and age. We feces learn about news almost instantly (advantage), but with any type of media outlet reporting o n the most recent buzz, it can also render redundant very quickly as well (disadvantage).It is not an easy call to choose what the lead story will be because there will always be someone who has n opinion about what should have run first or could have been better, and there always will people to criticize the actions of others. Explain the effect of relationships among television, paintings, and electronic games with culture. Television, movies, and electronic video games, and culture are all connect and they all influence each other. Like the saying life does succeed art and are does imitate life.There are numerous television shows that associate to everyday life from the past to the present and most like will continue into the future Just a few object lessons are Friends, Sniffed, and contemporary Family. The same goes for movies. The classic culture related film is son meets girl, boy falls in love with girl, boy loses girl, and boy gets girl adventure in the end. Who ha s not had at least one relationship like this in the past? They also relate to each other. A television show hasnt palpablely become an icon until it is made into a movie these days, for example Sex in the City has had not one, but twain movies spawned from the show.Electronic games are included as well. There are quite a few movies that have been created from video games, like Laura Croft Tomb Raider for example and there have been movies that seem almost specifically made to become electronic games like Torn. Whether a person watches a movie or television show because he or she can relate to it or if it is purely entertainment, it does affect culture because it becomes a part of each person. commonwealth quote funny lines from a movie or show, why, because it they connect with what they watched and make do it with others.It can then catch on and become should slang who can forget dont have a cow man or you got it associate? Some movies, television shows, and electronic games do depict violence and humble social situations. They often get blamed when people in real life commit violent crimes. This is a topic people step strongly about on both sides, and is not easy to make or condemn. The most important thing to do is to talk unaffixed with our children, teach them clearly what is reclaim and what is wrong, and give them self-confidence and self-worth, so in a controversial situation they are able to make the right decision.

Brighton Rock by Graham Greene

In 1947 Donat ODonnell wrote that far more than than the leave-wing mi illuminateance of such poets as Auden and Sp final stageer the thrillers of Mr. Greene reflect the state of the West European mind in the mid-thirties. (25). For ODonnell, Greene is the most truly char acquiteristic writer of the thirties ir England, and the leading unexampledist of that time and place (28). What Greene draws attention to in his novels from the stay is, as McEwen n stars, the condition of violence and savagery repressed beneath a jutming peace.Greenes work such as Brighton shake up apply the apparatus of the thriller to expose and investigate contemporary mixer problems these novels argon vehicles for cordial commentary partiallyicularly in the implicit equation they make mingled with the violence and cruelty of their protagonists, Raven and pinkie, and the background of poverty against which they argon presented. This write up analyses Brighton wave through a prism of memori al theory. In summation some socio-philosophical implications are discussed.Analysis In Brighton Rock pinkys gang murders Hale save exclusively after he has do the acquaintance of Ida Arnold, a gambling-loving pragmatist who repeatedly insists on her bashledge of the difference betwixt right and wrong. Responding to an irrational irresistible impulseshe c eachs herself a sticker where rights contacted (16)she investigates Hales oddment, seeking to bring little finger to evaluator and to save ruddiness the suffering that Pinkie will inflict upon her.Like Mather, Ida, disrespect fulfilling the role of the re anticipate worker, is mocked by the account her in baron to see beneath the prove of involvements severely limits her d proteststairsstanding of the cutting and of the world she inhabits. Brighton for her is a place of romp and excitement, and purport is always dear(p) (19, 72) I always say its fun to be alive (17). The dark side, twain of life and of the c ity with its beggars and its horror, is all alien to her (73)Death shocked her, life was so important. She wasnt unearthly. She didnt believe in heaven or hell, only in ghosts, ouija boards, tables which rapped . . . but to her death was the end of everything. . . . livelihood was sunlight on brass bedposts, Ruby port, the leap of the embrace when the unwrapsider you have backed passes the post and the colours go bobbing up. Life was poor Freds m fall outh pressed down on hers in the taxi, vibrating with the railway locomotive along the parade. . .. she took life with deadly seriousness she was prepared to cause every amount of unhappiness to any ace in ensnare to defend the only thing she believed in. (36) Both her naive optimism, which has something dangerous and remorseless (36) in it, and her spiritual blindness prevent her from understanding Pinkie and Rose and account for the ironic shade that dominates gayy of the descriptions of Ida Ida Arnold was on the right sid e. She was cheery, she was healthy, she could get a bit lit with the take up of them.She liked a good time, her big breasts bore their prurience frankly down the Old Steyne, but you had only to look at her to know that you could rely on her. She wouldnt tell tales to your wife, she wouldnt remind you next morning of what you wanted to forget, she was h unityst, she was kindly, she belonged to the great middle law-abiding class, her amusements were their amusements, her superstitions their superstitions (the planchette scratching the French lash out on the occasional table, and salt over the shoulder), she had no more recognise for any angiotensin-converting enzyme than they had. (80)This kind of mockery has led numerous critics to denigrate Ida for her lack of spiritual awareness (she boasts to Rose that Its the world we got to deal with 198) and to elevate Pinkie to tragic stature because he professes a belief in a godlike order (its the only thing that fits 52, he says) wher ein the crucial difference is non between right and wrong but between Good and Evil. In that Rose shares Pinkies knowledge, she and Pinkie are presented both in the text and in critical discussions as object lessonly superior to Ida and other(a) characters like her such as Dallow, Cubitt, Colleoni, and Phil Corkery.The point is make particularly get to in comments made by Rose to Pinkie and in exchanges between Ida and Rose I only came here for your sake. I wouldnt have troubled to see you first, only I dont want to let the Innocent sufferthe aphorism came clicking out like a ticket from a slot machine. Why, wont you lift a finger to stop him killing you? He wouldnt do me any harm. Youre young. You dont know things like I do. Theres things you dont know. she brooded darkly by the bed while the charcleaning lady argued on a God wept in a garden and cried out upon a cross Molly Carthew went to everlasting fire.I know one thing you dont. I know the difference between Right and Wrong. They didnt instill you that at school. Rose didnt answer the womanhood was quite right the 2 words meant nothing to her. Their taste was extinguished by stronger foodsGood and Evil. The woman could tell her nothing she didnt know closely theseshe knew by tests as clear as mathematics that Pinkie was shabbinesswhat did it matter in that case whether he was right or wrong? (198) As is illustrated here, the narrative oft contrasts two distinct views of the worldthe secular outlook of Ida and others and the religious recognition of Rose and Pinkie.From a social perspective there is no escaping the circumstance that Pinkies evil makes him a criminal. However, as with Raven, Pinkies guilt is mitigated by a background of poverty ( populace is made by the places in which he lives, the text tells us 37) and by the presence of Colleoni, a self- draw business man (64), who, though the leader of a vast criminal organization, is in like manner well(p) regarded by the Brighton p olice and by the Conservative party which seeks to persuade him into authorities (159).As for Ida, whatever her shortcomings, she succeeds in her task of ridding society of Pinkies menace, although the conditions that produced Pinkie, the source of the evil, remain. On one level, then, Ida is the instrument of law and order who brings about the socially desirable end, the social good, that Rose, representative of a religious or spiritual Good, ejectnot. Ida is, in this respect, a figure of the law defending a secular middle-class sight of society that relies on human justice which, as we have noted, Greene sees as both limited and limiting.On the other consider, criticism of Ida often seems to have at its root a prejudice against the spy business race because it is a hot variant of literature. Ida, herself, is strongly tied to popular last, and in many prize she represents a populist spirit. The text tells us that She was of the people, she cried in cinemas at David Coppe rfield, when she was wino all the old ballads her mother had known came easily to her lips, her homely nubble was touched by the word disaster (32). Similarly, her bed-sitting room contains the trappings of popular culture and an assortment of popular literaturepieces of china bought at the seaside, a exposure of Tom, an Edgar Wallace, a Netta Syrett from a second-hand stall, some sheets of music, The Good Companions, her mothers picture, more china, a some jointed animals made of wood and elastic, trinkets given her by this, that and the other, Sorrell and Son, the Board. (42) In one sense then, her success represents the triumph, albeit limited, of the popular. However, for critics like R. W. B. Lewis, Idas popular heart (34) and her role as the investigating researcher underpin the reprobateation of her character and the neglect of her suffice in the book.In Lewiss eyeball, the Ida Arnold plot threatens Brighton with the disaster of being two different books under the sim ilar cover (244) The entertainment is Idas it begins with the first sentence . . . The tragedy is Pinkies it begins more subtly in the atmosphere of place (243). As these remarks imply, not to condemn Ida is to elevate in their importance the books detective- storey aspects-something Lewis cannot and will not do. We can see in Brighton Rock how the detective composition complements and underscores the narrative of Pinkies religious struggle.To be fair, however, Lewis does recognize the interdependence of the two stories, despite his perception of generic disorderliness in the novel (239) the semblance between the detective bill and the tragedy expresses exactly what Brighton Hock is finally all about. It is a relation between modes of narrative give-and-take that reflects a relation between two kinds or levels of reality a relation between incompatible worlds between the moral world of right and wrong, to which Ida constantly and overconfidently appeals, and the theological wo rld of good and evil inhabited by Pinkie and Rose.(244) However, we might add to these remarks that the relation between the two modes of narrative dis degree can also be withdraw as an inscription of the relationship between popular discourse and serious discourse. In the pure classical detective story that Todorov describes, the story of the crime becomes present in the text only through the story of the investigation that is, the crime takes place outside the frame of the narrative and all its details are revealed only in the course of the investigation.The events leading to the crime make up a story that is seen only through its half-yearly intrusion by means of clues, or ciphers, into the story of the investigation which we read we find out about the one story in the state of the other. As Todorov figures it, this pattern reveals the two aspects that the Russian formalists identify as part of any storyfabula and sjuzhetwhere the fabula is revealed only through the sjuzhet wh ile yet providing the sjuzhet with the square of its own existence.However, as we have noted, to determine which of these two precedes the other is a task fraught with ambiguity, and this ambiguity is reflected in Brighton Rocks departures from the paradigm of the classical detective story. This ambiguity emerges in the novels manipulation of the mechanics of the classical detective storys mental synthesis Ida explicitly begins her pursuit at the place from which Hale disappeared (81) and then works to reconstruct the crime which, as even Pinkie realizes (86), is the standard inquiring process.In a general sense, Ida traces over the previously laid path of Pinkie and his gangan activity that is consistent with the structural dynamics of the classical detective story plotand so figures the follow outs of the sjuzhet (the discourse) upon the material of the fabula (the story). As well, her retracing figures the act of compose that produces narrative as a re create verbally of a prior narrative which is repressed in the after narrative although its existence is revealed in the later narrativethe narrative of the investigationthrough the presence of clues which are the apparent signs marking the return of the repressed.However, in Brighton Rock Idas pursuit of Pinkie intensifies the story of Pinkies efforts to avoid capture. As Ida proceeds in her construe or eventsexplicitly linked to her reading of an occult text (Fresuicilleye)she uncovers indications of Pinkies story marked in the narratives details, which in more orthodox detective fiction are declare as clues things such as Hales dislike of Bass beer and his confession that he was going to die (18) arouse Idas instincts so that she senses that there is something odd about Hales death (31).Late details that come out after his death, such as the accompaniment that he used a false name (31), had bruises on his arms (79), and left a restaurant without eating despite utter Ida he was hungry (33), con firm Idas suspicions that something is puzzling about the death while, at the same time, they reveal details of Pinkies story. As the novel progresses, it becomes clear that Idas investigation of Hales death forces Pinkies actions.Since the official investigators agree that Hale died of natural causes, they have unopen the case (78-80), which means that it is only Ida whom Pinkie has to fear. In an odd way, then, Idas search originates, explains, and validates all of Pinkies actions from his courtship of Rose to his murder of Spicer to his attempt to arrange Roses felo-de-se as Dallow accuses Ida late in the novel, this is your doing. You made him marry her, you made him . . . (236).To be sure, Pinkie fears that the police may ask questions about the man who left the card at Snows, but, as we realize, they do not and will not reopen their inquiry. In their place, though, is Ida. In this sense, the detective story plot determines the course of Pinkies story although, conversely, i t is Pinkies story that gives rise to the detective narrative. The two lines of action are entangled in each other with each standing as the origin of the other.Indeed, the question of origin is complicated further by the fact that the disturbance that excites the narrative of Brighton Rock into beingthe murder of Haleis considered an act of revenge the initial action occurs in response to an earlier actionthe murder of Kitethe story of which, though sporadically erupting into Pinkies story (63, 218-19), lies in another narrative, another text as the text explicitly remarks, The unit origin of the thing was lost (217).As a model of narrative mechanics, then, Brighton Rock, figures narratives ability to perpetuate itself by inscribing within itself two separate narrative anchors that bring back and then feed on each other. Since Pinkies storythe story of the crimesparks Idas story into life and since her investigation determines the content of Pinkies story, each story can be seen as the origin of the other as each lies tardily the other. Idas investigation uncovers the contents of Pinkies story, but his narrative also becomes the means by which Idas story is discovered.To illustrate with just one example of how this works one can look at part 4, section 1 (99-120), where Pinkie and Spicer are at the race track. Although the storyline in the foreground involves Pinkies treachery of Spicer to Colleonis men, one glimpses the other narrative line involving Ida. Spicer tells Pinkie about a woman who backed Black Boy for a pony (103). unmatched then finds out that Black Boy won the race, and again Spicer mentions the woman who now has won so much money (104) the narrative goes on to report that Pinkie heard a express emotion, a female laugh which is attributed to the same woman (104-105).She is, of course, Ida, who bets on Hales tip and so wins enough money to persist in the investigation. In this example one sees how the story of undercover work is revealed in the telling of Pinkies story. Another way for us to see the relationship between the two narratives of Ida and Pinkie, of investigation and crime, is to think of either narrative strand as the repressed content of the other each reveals its presence in intermittent clues that surface into the respective narrative.However, whichever way one chooses to view Brighton Rock again depends on ones point of view, but ultimately one is sounding at the same thing. Greene reflects the indeterminate nature of narrative origins in his handling of the classical detective storys structure. As Brighton Rock stands, the story of the detection is stop by the story of the criminal, which reveals details of the crime the two stories are presented in roughly alternating chapters occurring more or less along a shared timeline.The reader, then, gains knowledge of the circumstances of Hales death from two sources, the chapters dealings with Ida and the chapters dealing with Pinkie. The two stories o f the investigation and the crime become blurred in the novel as each begins to include the other. As if to underscore this blending of narrative, it is historied that the novels first scene places Pinkie, Ida and Hale in the same room murderer, detective, and victim have their stories begin at the same time in the same place. The novel figures, then, the indeterminate nature of narrative origin from its outset.Because Idas investigation of events, metaphorically count on in her reading of an occult text, both reveals and determines the text she reads, we also see in Brighton Rock how the perceiving subject effects what it perceives, and in damage of reading the implications of this action are complex. On one level, reading a text actualizes that text for the reader by inscribing it in the readers consciousness where it previously did not exist. At the same time, the reader sees in the text what he or she is, in a sense, programmed to see through his or her get laid of the alrea dy-read.This phenomenon lies behind the differing judgments on Brighton Rock probable or improbable plot, doer novel or moral allegory, detective story or religious drama, light fiction or serious literature, entertainment or tragedy, and so on. However it is seen, the novel is the product of an interpretive act. Brighton Rock shows us both how these differences are generated and how they coexist within the textual field of the novel. The question of how texts are read is one of the issues at the heart of Brighton Rock.Perhaps more than in other detective stories, Brighton Rock foregrounds the reading process as a concern from the first page when we find Hale as Kolley Kibber following a thoroughfare (itself prescribed by a text) through Brighton in search of someone with a copy of The Daily Messenger in hand who can repeat a prepared text You are Mr. Kolley Kibber. I claim the Daily Messenger prize (5). Language is, thus, explicitly figured as a code. The text stresses that the c laim must be made in the proper form of words (5), and hence the possibility of arriving at a correct, univocal reading of a text, of fully understanding the code, is implied.However, since the gainsay Hale receives ultimately results in his death, we see figured in Brighton Rock the inadequacy of such a simple method of reading. This possibility is confirm in the larger investigation of reading that is enacted in the novel. As the detective, Ida is the reader of the fictions that Pinkie creates to explain Hales, Spicers, and, though it does not occur, Roses deaths. In producing these fictions, Pinkie uses glaring signs, which are meant to mislead their reader. The cards he has Spicer lay along Hales route are meant to stand as the visible traces of Hales presence, as Hales signature.Similarly, in preparing the story of Roses suicide, Pinkie uses a note that Rose herself has written and insists that she add a piece to explain her death (231) for Rose, this involves signing away mo re than her life (227) because in committing suicide she commits a mortal sin which will, according to her belief, swear her. But in both instances, and particularly in the latter, the creation of a fiction is explicitly tied to the production of a written text, and in this way the act of detection that involves the reading of Pinkies texts mirrors the activity of Greenes reader and of reading in general.Conclusion If Brighton Rock demonstrates the limitations of reading, it also insists upon the necessity of reading. Just as Chesterton described every detail within the urban landscape as a sign to be read by the detective in his or her search for truth, so is every detail within a detective story of potential significance to the readers interpretation of the narrative. In Brighton Rock the sire of the world is figured in terms of reading the world of Brighton is explicitly a world of text.Roses fathers face is marked deeply with the hieroglyphics of pain and diligence and suspic ion (142) the edge of the sea is like a line of writing in whitewash big sprawling letters (152) and Ida, herself, is likened by the narrative to an enigmatic text that insists it be read she stood there like a wall at the end of an alley scrawled with the obscene chalk messages of an opposition (196). In this context, reading becomes an unavoidable activity linked to power those best able to read or even to offer convincing and dogmatic readings are those who exercise power in this world.Both Ida and the police are confident in their interpretations of clues and events. The police, assigned the task of interpreting evidence in order to determine whether or not a crime has been committed, produce their own reading of Hales death. Their report presents a univocal interpretation of the details of the death and so preserves their power because in their eyes and in the eyes of the society the case is solved.The closing of the case thus maintains an impression of efficiency, which, in t urn, justifies the authority conferred upon the police. As Edwin Muir wrote of Pinkie in a review of Brighton Rock, he is an evil product of an evil environment, a living criticism of society, and on that plane genuine (76). Muirs remarks could just as easily apply to Raven, who is verbalise to be made by hatred (66). Indeed, because one of his obsessive boasts is Im educate (15, 46), the social system that shapes Raven is severely criticized.In Brighton Rock there are hints of a repressed desire for goodness and peace in Pinkie that are seen in his emotional reactions to music, his recollection of his days in the perform choir and his desire to be a priest, his faint stirring of substance for Rose and pity for Prewitt, and his sense of an enormous emotion beating on him . . . the pressure of gigantic wings against the glass as he drives Rose to what he assumes will be her death (242)all of which indicate that Pinkies evil arises out of the corruption of his innocence.In his cas e, the crippling effects of his environment destroy a natural tendency to goodness. The three entertainments that follow Brighton Rock, while not abandoning the social critique of the books from the thirties, become more obvious than Greenes text was in the interrogations of the thriller form and of the structures of authoritywhether political, literary or textualthat exist within society. Bibliography Greene, Graham. Brighton Rock. 1938. Harmondsworth Penguin, 1988._____________. Our Man in Havana. 1958. Harmondsworth Penguin, 1977. Lewis, R. W. B. Graham Greene The Religious Affair. The Picaresque Saint Representative Figures in Contemporary Fiction. Philadelphia and New York Lipponcott, 1959. 220-74. McEwen, Neil. Graham Greene. Macmillan Modern Novelists. London Macmillan, 1988. ODonnell, Donat. Graham Greene. chimaera 5. 4 (Summer 1947) 18-30. Todorov, Tzvetan. The Poetics of Prose. 1971. Trans. Richard Howard. Ithaca Cornell UP, 1977.

Issues in Second Language Learning Essay

People today run low in a global village populate correspond with severally opposite from virtually the globe regularly done the Internet, modern exile enables a person to travel from Africa to Europe in a calculate of hours, products ar bought and sold with increasing ease from all over the word, work are provided any while, anywhere in the founding, and real time coverage of major international impudentlys events is taken for granted. Thus, it seems that culture back up linguistic communication is a requirement in todays highly globalised environment.However, second voice communication skill (SLL) is a long and onerous regale, and is a big parturiency for anyone. After all, attainment a starting line phraseology is a process that involves much of a young childs day, and ESL students in universities must work even harder in order to learn and acquire a second spoken communication. The learning process can be emotionally difficult for university students to take the step into a naked terminology and culture. Adult learners, possibly even much than children and adolescents, can be shy and embarrassed around other(a)s when trying out beginning language skills.Learners acquire a second language in numerous different ways. There are many similarities in how a second language is learned, besides thither are also differences based on individual student characteristics and language background. For example, outperform students may begin to imitate phrases and expressions very early and try them without perturbing slightly making mistakes. Conversely, other learners may not do their newfangled language for some time. Usually, at the outset, learners may experience cultural cuff as they are unresolved to a new language, therefore, a upstanding new culture.This common experience, describe as uprooting, is the abrupt transition from a familiar cultural milieu to an alien one. In the beginning of all(prenominal) SLL program, man y learners experience a so-called honeymoon period, during which students are enrapture with the alien language without a true judgment of them. As time progresses, it is common for students to become almost hostile toward learning new language. secant language learners often suffer greater rates of anxiety, depression, and psychosomatic complaints.Furthermore, inclined the stresses SLL students face, a student struggling with language issues may lack the physical, emotional, or financial resources to tend to basic needs. After this stage, the learners are transitioned to so-called alter adjustment. In the last stage, the stage of bilingualism, the learners incorporate the norms of the language and culture that they own acquired and learned into their own lifestyle and their own value set. Cultural Issues some students of SLL are struggling with learning a new language.These struggles stem above all from linguistic and cultural differences. Often, they experience the languag e shock phenomenon wherein learners exhibit anxiety when first entering a community in which they do not speak, or are not proficient in, the dominant language. It is a common occurrence in schools, where, despite their desire to speak the dominant language fluently, students must struggle for months or several years originally they understand everything that is being said. This feeling of anxiety is aggravated by the ignorance of others. remember the following example reported by Li (1999) When a Chinese mother went to pick up her daughter from school, she began to ask her some questions about her day, but in Chinese. The girl became upset with her mother and later explained that her classmates would prank at her in those situations. Moreover, whenever the teacher in her school inquired as to who had do a position mistake, one of her classmates would point to her and say, The Chinese girl, when it was usually not so. In addition to the language shock that occurs on entering a new environment, many students experience another kind of struggle.Beca wasting disease of the types of ordeal described above, second language learners have negative associations with speaking their native language. hitherto when they go home, that is the language in which their parents communicate. Moreover, their parents insist that they too maintain the exercise session of the native language as a connection to their homeland and heritage. hardly many second language learners, especially those who immigrated to English-speaking countries, associate increase and fluency in English with becoming American and so they call for to give up their native language.These learners are caught in a passage of arms while at home, they are expected by their parents to speak their first language at school they are pressured to speak the second language. other important gainsay that many second language learners face is grounds the curriculum and pedagogy used in the classroom. Wester n classrooms are largely Euro-centric and America-centric. Carger (1996) recounts the story of a Mexican American son, who was a student in a predominantly Latino Catholic middle school in Chicago.While the teachers and administrators never openly stated that they intendd their students were inferior, they treated them as if they were. The boys homeroom teacher often used a demeaning subtlety when she spoke to her students. She did not allow them to ask questions, nor did she encourage them to think on their own. Most of her assignments included content to which her students could not relate. For example, one task that the students were asked to completed was to describe the experience of going to the dentist. However, many of the students had never been to a dentist. pedagogic Issues A major problem confronting learners is the failure of the teachers to appreciate different learning strategies and styles among SLL students. Increased interest in student-centred learning approac hes amongst language educators has led to numerous studies investigating individual language learning strategies and their relationship to achievement in learning second/foreign languages. Studies have indicated support for appropriately utilize language learning strategies on second/foreign language achievement (e. g. , Griffiths and Parr, 2001).The consensus of the inquiry is that although all learners, regardless of success with language learning, consciously or unconsciously employ a variety of learning strategies successful language learners engage in more purposeful language learning and use more language-learning strategies than do less successful ones. Overall, findings indicate that both the oftenness with which learners apply language learning strategies and the strategies they choose are distinguishing characteristics between more successful and less successful learners.Learning strategies are strategies that contribute to the knowledge of the language system which t he learner constructs and which affect learning directly. They are locomote taken to facilitate the acquisition, storage, retrieval, and use of education. In addition learning strategies are the special behaviours or thoughts that individuals use to help them learn, comprehend, or retain new information. Furthermore, it can be argued that learning strategies can foster learners autonomy in language learning.Strategies can also assist second language learners in promoting their own achievement in language proficiency. Learning strategies, therefore, not moreover help learners become efficient in learning and using a language, but also contribute to increasing learners self-directed learning. Whether as a result of heredity, educational background, situational requirements, age, or other factors, Sudanese learners of the English language understand and process information differently.While one individual prefers a particular learning style over another, much(prenominal) a penchan t reflects a personal inclination for how to learn in a particular situation. As personalities change, so too may their learning style preferences after exposure to different learning/teaching situations. Early re see into language learning strategies was mostly concerned with investigating what language learning strategies learners used, without attempting to manage the links between dodge use and success. Recent research has rivet on determining the connections between outline use and language proficiency. much(prenominal) studies have shown that proficient language learners employed more strategies in language learning than less proficient language learners. Other findings have exposed a relationship between students perceptions of their language proficiency and strategy use. Oxford and Nyikos (1989) corroborate that greater strategy use accompanied perceptions of higher proficiency, while Wharton (2000) demo a significant correlation between the two factors, indicating the higher a students language proficiency self-rating, the more frequent strategy use was.Long lists of learning strategies have been identified by a number of studies over the past thirty years Oxford (1993) reported that there were at least two dozen different classifications. Generally, these learning strategies authorize under four broad categories, i. e. strategies that enable learners to (1) comprehend, store, retrieve and use information (2) manage and direct their learning through reflection and planning (3) attend their emotions and (4) create opportunities to practice the mastermind language with other mint. Learning strategy system can be direct or indirect.Basically, direct learning strategies require mental bear on of the target language. There are trio major groups of direct strategies, each processes the language differently and for different purposes memory, cognitive, and compensation. reminiscence learning strategies, also called mnemonics, involve mental proce sses used in written text information in order, making associations, and reviewing. Cognitive learning strategies involve the processing of the target language so that meaning becomes clear through processes wish well reasoning and analyzing.Lastly, compensation learning strategies enable second language learners to propose up for gaps in their knowledge and skills, by, for example, guessing meanings and using gestures. On the other hand, indirect strategies support and manage language learning often without involving the target language directly. The metacognitive, affective, and social learning strategies belong to the groups of indirect learning strategies. In essence, metacognitive learning strategies enable second language learners to plan, coordinate, evaluate, and direct their own learning as well as to monitor errors.Affective learning strategies, on the other hand, help learners gain control over their emotions, attitudes, and motivation through self-encouragement, self- reward, and reduction of anxieties. Finally, social learning strategies are ways of involving other people in enhancing learning through questions, cooperation and increased cultural awareness. Another pedagogical issue is that many SLL teachers do not generate environment that go out foster learners understanding of making the essential mental construction. The current research proposes that students need to construct their own understanding of their learning.Constructivism provides a way of understanding teaching and learning and offers information for developing various ways of teaching, because the challenge in teaching is not to lecture, explain, or otherwise to attempt to commute knowledge, but to create circumstances and experiences that engage the students and support their own history and application of language models needed to make sense of these experiences. The focus of constructivism is not unique to psychology it also has roots in several areas, such(prenominal) as linguistics. Constructivism is primarily a theory of human development that in recent years has been applied to learning.The learning or meaning-making theory proposes that people create their own meaning and understanding, combining what they already know and believe to be true with new experiences with which they are confronted. The theory views knowledge as temporary, developmental, social and cultural. Lambert et al. (1995) described constructivism as the primary basis of learning where individuals bring past experiences and beliefs, as well as their cultural histories and world views, into the process of learning all of these influence how we interact with and interpret our encounters with new ideas and events (p.xii).Guided by theories of constructivism, teachers must recognize that learning is a search for meaning meaning requires an understanding of the whole as well as its parts in seeking meaning, they must understand the mental representations that students use to interp ret the world and the assumptions they make to strengthen those representations and the goal of learning is for the SLL student to develop his or her own understanding.Hence the students cultural-social and historical contexts are of immenseness in their learning. companionable constructivist concepts have important implications in teaching strategies. Social constructivists believe that reality is constructed through human interactivity. Members of a society unitedly construct the properties of the world. For them, reality does not exist prior to its social invention, consequently it cannot be discovered.Also, social constructivism holds that knowledge is also a human product and is socially and culturally constructed, which suggests that individuals establish meaning by interacting with each other and with their environment. Additionally, social constructivism proposes that learning does not occur only within an individual, but is a social process meaningful learning among SLL students happens when they are obscure in social activities.Teachers can design instructional models based on the social constructivist perspective. These models promote collaboration among learners and with practitioners in the society. According to Lave and Wenger (1991) a societys practical knowledge is positioned in relations among practitioners, their practice and the social organization and political economy of communities of practice. This suggests that learning should involve such knowledge and practice.

Existential Lit Final Paper Essay

Part I 1. In Thomas Nagels The Absurd (1971), he begins by addressing the touchst unitaryised arguments for declaring disembodied spirit to be infatuated. The prototypic argument he points out is the vagary that no affaire domain doing in the present go a humanityagement thing in the dist ant rising, or as Nagel says, in a billion wide clip (Nagel 716). mint believe that what they do now wont numerate at ein truth abide(predicate) in a million eld, and that they argon fitting unmatched person sprightliness in the now that forget in brief be g atomic number 53 and lead thence non matter and assumet matter. Humans fritter away hold of this non mattering as a land wherefore behavior is wet, since if nonhing matters then the point of conduct is perplexityed.The mo standard argument Nagel nonions at is the fancy that manhood atomic number 18 picayune specks in the infinite vastness of the universe (Nagel 717). This persuasion focuses around lay and time, and how individual earthly concern exactly live for an extremely short gist of time in a trem prohibitously vast universe. People see this as a reason why feeling history is wild, waying at their lives as such(prenominal)(prenominal) short increments of time, especi every(prenominal)y on the large descale of the universe. Since human race atomic number 18 so sm every and take up such little time with their lives, this is seen as a reason bread and butter is pissed.The three argument Nagel looks at is about non universe able to equitableifying altogether of support storys activities, since mankind could die at any atomic number 42 and bequeath rasetually. People go through sequences in spiritedness, one thing leading to the next, to accomplish something each quantity of the way, and so it is stillified. However, sluicetually, life story must(prenominal)(prenominal) residuum, and the kitchen range of sequences pull up stakes be cu t attain in the middle of one of the activities, and therefore will end without middlingification. All of it is an elaborate expedition leading to nowhere (Nagel 717). These argon the three standard arguments for explaining why life is unreasonable that Nagel discusses.Nagel, still, disagrees with these arguments and finds each invalid for specific reasons. When looking at the mind that nonhing world do now will matter in a million years, Nagel objects this with the realization that it doesnt matter now whether or not what we do now in a million years will matter or not. Whether what valet do now will matter in a million years or not is not authorized, because either way it wouldnt change how population tactile sensation now.If their mattering now is not enough to accomplish that, how would it help if they mattered a million years from now? (Nagel 716). If now doesnt matter in the future, than the future must not matter now, and therefore this explanation of why life i s absurd is invalid. The second intellect, focusing on life be absurd because of how small and short lived humans lives ar, is contradicted by Nagels judgement that if humans were larger presents in the universe theyre lives would still be just as absurd and that if humans lived for longer, or forever, there lives would just be absurd for that much longer, or even infinitely absurd.This panorama of humans as living for such a short hail of time and world so tiny in the universe is distinctly not what makes life absurd, even if life is absurd. These facts, if anything, would make humans lives much(prenominal)(prenominal) absurd, if they were larger presents in the universe or lived forever then the absurd would be even larger or last for eternity. Therefore, this is not a valid argument in saying that life is absurd.Looking at the third argument, which focuses on last preventing the justification of human lives and its more sequences, Nagel shows that this idea is real false as life does not consist of these sequences that all engender purposes and continuous justification. Chains of justification come repeatedly to an end within life, and whether the process as a altogether keep be justified has no bearing on the finality of these end-points (Nagel 717). art objecty things we do in our daily lives are already reasonable and do not need throw out justification, such as fetching aspirin for a headache, Nagel points out.However, even if someone wanted to further justify any of lifes activities, this further justification would also realize to end somewhere, as all things must. If nothing butt joint justify unless it is justified in call of something distant itself, which is also justified, then an infinite regress results, and no chain of justification canful be complete (Nagel 717). All reasoning must end at some point and must be accepted as it is instead of looking at it as incomplete, because if it is looked at as incomplete then re asoning is impossible.With Nagels profound contradictions to these three arguments, he shows that these are not valid reasons to say that life is absurd. 2. Though Nagel discards the standard arguments for stating that life is absurd, he nonetheless says that life can be seen as absurd, just for different reasons than the previous ones discussed. He states that life is absurd because of the rubbing between humans tendency to take their lives so severely and the power of humans to motion these things which they take so seriously or experience them as arbitrary.Humans take their lives seriously, as seen through the idea that many things are necessities for living and that humans natural actions, such as making selects, are very important. However, humans also are opened of seeing things orthogonal of their lives, which then creates motion about the things that are taken so seriously. This idea that humans cannot live their live without this sincerity, to that extent can pr oduce a point of view foreign of their lives that makes this sincerity doubtful, is why life is absurd.It is absurd because we ignore the doubts that we receipt cannot be settled, continuing to live with nearing undiminished seriousness in appal of them (Nagel 719). There is a collide between what people think is happening in life and what is truly happening, and because humans are able to turn in a point of view outside of their confess life, they can see what is truly happening and therefore rick doubtful of what they think is happening. However, they draw out on with what they think is happening, or with this seriousness of life, even with the doubts from seeing what is truly happening.These two viewpoints, one within our have got lives and one outside our lives, are both unavoidable yet collision with one other, and this, according to Nagel, is why life is absurd. Nagel states that humans take their lives seriously whether they live in a serious manor or not, and c areless(predicate) of what their primary concerns in life are. Human life is estimable phase of the moon of effort, plans, calculation, triumph and failure we pursue our lives, with varying degrees of sloth and energy (Nagel 719).Humans can reflect, make choices, question things, and decide what to peruse and what to avoid and who they want to be or become. This alone is signified, but when it clanges with humans efficacy to think outside themselves and survey this seriousness, it creates fatuousness. Yet humans extradite the special capacity to tincture masking and survey themselves, and the lives to which they are committed, with that detached amazement which comes from watching an ant struggle up a head of sand (Nagel 720).This ability to step back creates these doubts and questions about this seriousness life is taken with, doubts and questions about things that bet so sure before stepping back. Nagel explains We step back to find that the whole dodge of justificatio n and criticism, which controls our choices and supports our claims to rationality, rests on response and habits that we never question, that we should not know how to defend without circularity, and to which we shall continue to adhere even after they are called into question (Nagel 720).According to Nagel, life is absurd not because humans are capable of this stepping back and reflecting on the seriousness of life, but because they then continue with their lives and taking them so serious even after doubts about the seriousness have been identified. 3. Nagel focuses on the idea that humans live absurd lives because of their consciousness, and therefore their ability to see themselves as humans and create this clash between seriousness and reality. With this, it can be said that immortal, all-knowing and self- aware(p), also lives an absurd life.The purloin Nagel refers to cannot have an absurd life because he is not self-aware, so he does not know he is a mouse and does not ha ve the ability to reflect on this and create doubts about it. God, however, knows he is God and therefore has the ability to step back and have doubts. Being self-aware substance that you doubt, and that every justification is doubted. This substance that God, self-aware, doubts justifications, just analogous humans, and has an absurd life with the clash between these. When Nagel describes how the mouses life would be if he was self-aware, he says, he would have to return to his meagre yet frantic life, full of doubts that he was ineffective to answer, but also full of purposes that he was unable to abandon (Nagel 725). This sentence is applicable to Gods life being absurd, as God has a life full of doubts without answers due to his self-consciousness, but also has great purposes that he is unable to abandon, since he is the high power that humans rely on. Also, like humans, God cannot deny this consciousness, because to refuse it would mean he is aware of it, and it therefore he would already be self-aware.Since God cannot escape this self-consciousness, he is trapped, like humans, in this clash between his self-awareness and the seriousness that is taken with it and the doubt that comes with self-awareness where he reflects and doubts all justifications. This makes Gods life absurd, just like humans lives, as he too experiences the clash between self and reality. 4. Nagel stresses that absurdity is one of the most significant things that makes humans humans, and that it is essentially incurable. With this idea in mind, it can be seen that religion cannot bring to the feeling of absurdity, and religious people live absurd lives just as all humans do.Humans lives are absurd because they have life goals and strive for things, which is the nerve of taking life seriously, but they also can step back and reflect on things and this causes doubts, which happens conson-keyless of religion. What makes doubt unavoidable with regard to the limited aims of indi vidual life also makes it inescapable with regard to any larger purpose that furthers the sense that life is kernelful (Nagel 721). believe in something larger does not allow escaping to occur, as it can be doubted in the resembling way that individual life can be.People use a higher being for comfort and to give their lives sum and justification, however, as pointed out before, justifications end and humans no longer look any further. Moreover, religious people still have the human-centredic qualities that all humans do that eventually lead to musing and doubt. Another way of portraying religious peoples life as absurd just as nonreligious lives is to look at the idea of being self-conscious leading to absurdity and that this is a natural berth of being human.The only when way to avoid the relevant self-consciousness would be either never to attain it or to forget itneither of which can be achieved by the will (Nagel 725). Religion does not change this unavoidable self-cons ciousness, and therefore life it still absurd with religion. The idea of religion is to provide meaning to life, however, if all humans are prone to this inevitable doubt, than this meaning will be doubted in the same way that life without meaning is doubted, or may even be doubted even more and therefore this creates a more significant contradiction, and may mean that religion makes life even more absurd.The gap between seriousness and reality is even larger in a life with religion because life is taken more serious, as there is this idea of more meaning, but still has the contradiction with reflection and doubt, hence a life with religion abets absurdity. Nagels main focus about religion is that it does not cure the feelings of absurdity because, regardless of being religious or not, humans cannot avoid this inevitable doubt of their seriousness, and therefore creating this clash which makes life absurd. There does not appear to be any conceivable world (containing us) about whic h unsettlable doubts could not arise (Nagel 722).Nagels idea about facing this absurdity is, rather than believing in something higher that gives life a certain meaning that does nothing but encourage absurdity, view life as ironic. He says to approach our absurd lives with irony instead of heroism or despair (Nagel 727). Heroism, as seen in religion, means to value life too much, whereas despair, seen in the depressed or suicidal, means to not value life enough or at all. However, to look at the absurdity of life with irony allows humans to live this contradicting life, aware of this contradiction, but continue to live it without denial, torment, or resentment.In Samuel Becketts delay for Godot (1953), this concept of absurdity seen from continuing seriousness even after inquisitive it is portrayed. Vladimir and Estragon have chosen enslavement to an authoritative figure, Godot, and though they have yet to see Godot or even get confirmation that he will eventually come, they stil l continue to detention for him. This is the same idea that religion brings to humans, as they can live their lives without signs from God or sure meaning from religion, yet they still believe because it gives them a sense of purpose.However, this creates absurdity because, for religious people, they also doubt all of this purpose and meaning they are time lag for, and for Vladimir and Estragon, they doubt Godot will ever come. Towards the end of the play, it is clear that Vladimir has doubt about Godot and has a realization that he has been waiting for a long time and will continue to wait, possibly for eternity. He has this realization and doubt about his seriousness for waiting, yet continues to wait. This clash is what makes Vladimir and Estragons lives absurd, and is the same clash that is seen in religious lives as well.5. According to Nagel, atheistic existential philosophers, such as Sartre and Camus, dwell on and blame the fact that God doesnt exist as the reason life is absurd. They believe that without God, our lives lack the meaning which they demand, and without this meaning our lives are meaningless, and therefore absurd. However, Nagel has already pointed out that this is not why life is absurd and that whether our lives have meaning or not does not change this clash between the seriousness which we take our lives and the reality that causes us to doubt the seriousness that is the true creator of absurdity.These atheistic existentialists view absurdity of humans lives as a caper, as something that needs a solvent or to be fixed. Camus advice on dealing with this problem of absurdity is defiance. Nagel looks at Camus proposal, and says, We can salvage our dignity, he appears to believe, by shaking a fist at the world which is deaf to our please, and continuing to live in spite of it (Nagel 726). This, of course, will not rid our lives of absurdity, as this is not possible as long as we are self-aware and able to reflect, but Camus believes it will give humans at least a more fulfill life.Nagel disagrees with these ideas, and says that the absurdity of human lives isnt even a problem at all. He falls back on his idea that absurdity is one of the most significant things that makes us human, and humans lives are only absurd because they posses the ability of a kind of discernment that other species do not. If a sense of the absurd is a way of perceiving our true situation (even though the situation is not absurd until the perception arises) then what reason can we have to resent or escape it? (Nagel, 727). Nagel says that it is important that humans are aware of this absurdity, yet do not try to avoid it as it is not possible to do such a thing and one will only dwell on this attempt their entire life. Instead, as mentioned before, Nagel suggests the only way going about absurdity is to approach it with irony. It is important to not let this absurdity become torturous, but is also crucial to not allow it to force an a voidance or attempt to lead the absurdity.The acknowledgment of the clash between seriousness and reality is important in acceptance and living life in between heroism and despair. If humans can look at their absurd lives with irony, the absurdity will be acknowledged, but will not effect their lives as to cause anything actually problematic from happening. Nagel also states that this absurdity is important because it exposes our human limitations and allows humans to check these, so there is no reason to try to escape this. Nagels argument helps make sense of these atheistic existentialists works.For example, in Camus The Stranger (1942), the expiry is very clear because Camus didnt believe in the idea of come up absurdity with irony, so he did not end his book like this, and instead ended it with Maurseult approaching the absurdity with the dramatic feeling that Nagel discourages. Maurseult is unable to find irony in his absurd life, and blames Gods nobody for his inability t o justify honorables. It is clear that this happens because these are Camus beliefs, and Nagel portrays these as making a problem out of absurdity that shouldnt be a problem at all.Jean-Paul Sartre, also an atheistic existentialist according to Nagel, falls back on the idea that existence proceeds essence, and in that way humans achieve absolute independence. However, this idea is contradicted by Nagel when he says that humans are born into absurdity and there is no escaping it, as it would have to have been never attained or forgotten, which is impossible to do if its part of humans from the start.Nagels ideas about absurdity, such that it is unavoidable yet not necessarily a problem, contradict these atheistic existentialists ideas, and he ends with he belief that reverse to what these existentialists say, humans must approach their absurd lives with irony, because if nothing matters, than it wouldnt matter to do anything other than this. Part II a. Existentialism Is a secula r humanism, by Jean-Paul Sartre (1946), focuses on license as the bases of morality. Sartre defends existentialist philosophy as being a moral philosophy by contradicting arguments against this idea with his own eyeshots.The scratch idea that Sartre rejects is that which claims existentialism allows people to dwell in the quietism of despair (Sartre 1). In his argument against this he focuses on the concept that existence proceeds essence, where humans first exist before anything else, such as defining themselves. Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already animatedas he wills to be after that leap towards existence (Sartre 2). This is what Sartre refers to as the first principle of existentialism.The next idea Sartre argues against is that existentialism is a pessimistic view, however, he says that existentialism actually reflects severe optimism. He gives the example of the way an exi stentialist looks at a coward and sees him as personally responsible for being a coward, as something he take ins and commits to, which is an optimist way of looking at such a thing. Sartre then looks at the idea of subjectivity, which is argued as a negative aspect of existentialism as it is seen as living a solitude and therefore inconsiderate or egotistical life, and lifts two meanings for subjectivism.One meaning he points out is the freedom of an individual, and the other meaning refers to man unable to further himself beyond human subjectivity. This is a further look at existence proceeding essence, as it shows that humans do not choose being human but they do choose their actions after becoming humans, and by choosing for ones self, one chooses for all humans. This shows, therefore, that existentialists view humans as not individuals whom are egoistic, but rather that their actions speak for all humans. The last argument Sartre rejects is that existentialism denies realit y and the seriousness of humanity.However, according to Sartre, existentialism is humanist when looking at a fundamental definition of the word. Man is all the time outside of himself it is in projecting and losing himself beyond himself that he makes man to exist and, on the other hand, it is by pursuing transcendent aims that he himself is able to exist (Sartre 13). Existentialists believe that there is no human action that doesnt have an explanation, and if an action has an explanation it is human. These ideas portray Sartes commit that existentialism is a moral philosophy and that it is a humanism.However, his ideas are not enough to make this statement. He focuses deeply on the idea of freedom and that because humans are free as seen by existentialists, existentialism is a moral philosophy. For existentialism to be completely moral, however, it would have to compliment Sartes idea of freedom with other values, such as charity, kindness, and serving our responsibility to the w orld and others, as this is what is truly moral and humanitarian. Complimenting freedom with something else though would take some freedom away and therefore his idea of the moral outline being based on freedom is invalid.One example Sartre provides to talk this idea of freedom being the basis for existentialism, and the reason it is moral, is about a man facing a moral dilemma. He must choose between either staying with his mother, whom has been abanthroughd by everyone else in her life and only has this one son left, or leaving her, alone and empty, to go join the Free French Forces. He looks at this as a moral dilemma, however, this is not a moral dilemma because both choices are good. A moral dilemma is one where an individual is faced with two options and picks the one which is good and leaves the other which is not good.However, whether this man stays with his mother or goes to fight for a cause, he is choosing between two goods and therefore is not making a moral decision. Sartre also looks at the idea that existentialism leaves you uncertain and that all moral decisions operate with a degree of perplexity. This, to an extent, is true, and it is not wise to base decisions on certainty of the future. However, there are actions that are possible, and should be, taken based on their consequences. For example, the question of whether one should push another individual off an enormous cliff seems very certain.It is true that life is uncertain, but there is quite a high chance that that individual, if pushed off the cliff, will fall and die. The immediate and certain consequences seen in life are not mentioned and are ignored in Sartres moral system of existentialism, and therefore is not enough to make this claim. Sartre focuses on this idea that freedom is what makes existentialism a moral philosophy, however, true morality limits freedom, and there is so much more to morality than what Sartre mentions. b.Ivan Ilytch and Meursault both experience an epip hany at the end of their lives, and therefore die as happy men. Both men lived selfish lives, unaware of what life truly was about. They both lived under an idea of what they thought was the right way to live, with Ivan attempting to live a normal life, fitting into society, and Meursault living a life in effort to embody the universe. Both of these life styles were structured and allowed the men to just follow guidelines which they believed was the right thing to do.However, this was selfish as it led to them ignoring the rest of the world, such as their families and other aspects of true happiness. Meursault went through life seeing it as meaningless and therefore claims he believes in nothing. However, the fact that he in so deeply inclined to this meaningless shows that he believes in this meaninglessness. This becomes clear when Meursault is talking to the priest and realizes that his uncertainty was just as strong as the priests certainty about everything, and when he says th at the priest was living like a dead man he realizes that it was really him who was doing such a thing.Meursault comes to terms with the fact the he so deeply believes that nothing matters and life is meaningless, and in doing so he looses his botheration and becomes emotional and passionate about something for once in his life. This same insight about realizing that life is not so structured and that it is about existing and having fulfillment is seen in Ivan when, as he is laying on his death bed, he becomes aware that there is no goal in life.He spent his whole life chasing something, but at last realizes that this is not what life is about, as he already had things in his life that could have disposed him fulfillment, such as his family. As he looks at his son and is bounce back by this realization, he is finally happy. Meursault also was pursing something in life, that of embodying the universe, but he too sees that this is not what life is about. Soon before he dies, he re ally sees the world for the first time in his life, the smells and sounds that it holds, and is happy. He even thinks about his mother and shows a side, lacking selfishness, that he had never shown before.With this thoughtfulness, as well as recognizing that nothing matters and there is no meaning, he finally gives himself the fulfillment that life is truly about and feels happiness. c. In Samuel Becketts time lag for Godot (1953), two men wait for an authoritative figure to appear and convey a message, telling them what to do and what to live for. This is a constant part of society, where humans continue waiting and spend their entire lives hoping the universe will tell them something. The play symbolizes this human waiting and longing for something more in many ways throughout it.Estragon cannot take his shoes off, symbolizing that he is stuck on earth and nothing can be done as he cannot escape. Vladimir looks at his hat, as if to find something in it that tells him something or gives some word form of sign, but finds nothing and continues to gaze at the horizon, which holds expect and something more than this life theyre stuck in. However, as trapped and unhappy as they are, as they even considered suicide, they do not give up hope. In fact, they decide against suicide because they must wait for Godot to come and see what he offers, and then they will decide what to do from there.Vladimir and Estragon cannot stop their lacking(p) to live as they want to live for something, so they are hoping that Godot will give them something to live for, even though he already is just from the hope that he might come. They have lost track of time and are unsure of whether they were here yesterday, as waiting tends to make people recur track of time since it is just what humans do and is constitutive(a) in our human condition. In metaphysical time, it is always just now, and waiting is eternal. When two new characters enter the scene, Pozzo and gilded, the main cha racters become puzzled.Lucky, who is seemingly not so lucky, carries Pozzos bags for him, but he never puts them down, and he obeys Pozzos every command. Vladimir and Estragon wonder why this is, and why Lucky even puts up with Pozzo. Lucky, however, is not much different from Vladimir and Estragon, as he just seeks authority. He wants this enslavement, where he is told what to do and think and how to live. Vladimir and Estragon have their own symbolic bags that they too refuse to put down, as seen through their choice to continue to wait for Godot, with no one telling them they must wait but it being their own decision to do so and continue to do so.When Vladimir and Estragon find themselves worried that Pozzo wants to get rid of Lucky and leave him idler, it symbolizes that they too are worried of being left behind by Godot. This constant desire for authority is something seen in this play as well as in society, as humans are very frightful of being alone or without someone to te ll them what to do or how to live. Though Vladimir and Estragons decision to wait is questionable, it does however give them something to do and comes from a command from authority.As mentioned before, though Godot isnt there, Godot is still ruling over them and gives them the authority that is so desperately seek for. This enslavement to Godot seen in Vladimir and Estragon is actually rather admirable, as it shows their obedience and commitment. The patience seen in their servitude conveys their faith and religious spirit. It brings them hope and a sort of comfort to continue this faith and commitment. When the boy comes the second time to hold Godots message, Vladimir seems to know that the same thing happened yesterday, and that it will continue to happen, but he still continues to wait.The boy does not tell Vladimir that he will convey his message to Godot and does not give Vladimir his desired recognition that this is real, and Godot has not shown up, yet Vladimir and Estrag on still continues to wait and do not lose hope. This idea that they are not just existing as humans but are devoting themselves to this higher authority shows that their existential journey leads beyond existentialism, as they continue to wait by choice but are being controlled by the idea of something more.

Factors Affecting Climate

Factors affecting Climate There be many different factors that affect temper roughly the world. The most important factors are- Distance From The Sea maritime Currents Direction of Prevailing Winds Relief Proximity To The Equator The El Nino Phenomenon Recently, it has been accepted that gentle activity is also affecting temper. Distance From The Sea (Continentality) The sea affects the climate of a take aim. Coastal areas are cooler and wetter than midland areas. Clouds micturate when secure pipeline from inland areas meets cool air from the sea. The centre of continents are subject to a large range of temperatures.In the summer, temperatures can bevery hot and change as moisture from the sea evaporates before it reaches the centre of the continent. ocean Currents The Ocean Currents of the World http//www. itl. solve cean currents can increase or reduce temperatures. The plot to the left shows the ocean currents of the world. The main ocean current that affects the UK is the disjunction Stream. tush you beguile where the gulf stream is? The gulf Stream is a warm ocean current in the North Atlantic flowing from the disconnection of Mexico, northeast along the U. S coast, and from there to the British Isles.The Gulf of Mexico has high air temperatures than Britain as its closer to the equator. This means that the air coming from the Gulf of Mexico to Britain is also warm. However, the air is also quite moist as it travels oer the Atlantic ocean. This is one reason why Britain often receives wet weather. The Gulf Stream keeps the west coast of Europe free from ice in the winter and, in the summer warmer than other places of a equivalent latitude. The chart below was the first chart drawn of the Gulf Stream. It was drawn by Benjamin Franklin in 1770.The Gulf Stream As drawn By Benjamin Franklin http//www. cnmoc. navy. mil. educate Direction of Prevailing Winds Winds that blow from the sea often bring rain to the coast and dry weather to inland areas. Winds that blow to Britain from warm inland areas such as Africa will be warm and dry. Winds that blow to Britain from inland areas such as the Netherlands will be cold and dry in winter. Britains prevailing pilfers come from a southwestward westerly direction over the Atlantic. The winds are cool in the summer and mild in the winter. Relief Climate can be stirred by mountains.Mountains receive more rainfall than low lying areas because the temperature on top of mountains is lower than the temperature at sea level. That is why you often see snow on the top of mountains all year round. The higher the place is above sea level the colder it will be. This happens because as altitude increases, air becomes thinner and is less(prenominal) able to absorb and retain heat. Proximity To The Equator The law of proximity to the equator affects the climate of a place. The equator receives the more sunninesslight than anywhere else on earth. This is collectable to its positio n in relation to the sun (see right).The diagram shows that the equator is hotter because the sun has less area to heat. It is cooler at the north and south poles as the sun has more area to heat up. It is cooler as the heat is dot over a wider area. The Earths Position in Relation to the Sun http//www. itl. net El Nino El Nino, which affects wind and rainfall patterns, has been blamed for droughts and floods in countries around the Pacific Rim. El Nino refers to the irregular warming of surface water in the Pacific. The warmer water pumps energy and moisture into the atmosphere, altering global wind and rainfall patterns.The phenomenon has caused tornadoes in Florida, smog in Indonesia, and forest fires in brazil-nut tree (see below) Devastation Caused by a El Nino-generated tornado in Florida http//news. bbc. co. uk smogginess In Indonesia http//news. bbc. co. uk El Nino Causes Forest Fires in Brazil http//news. bbc. co. uk Human exploit The factors above affect the climate nat urally. However, we cannot forget the influence of humans on our climate. We have been affecting the climate since we appeared on this earth millions of years ago. In those times, the affect on the climate was small.Trees were cut down to provide woodwind instrument for fires. Trees take in blow dioxide and produce oxygen. A reduction in trees will therefore have increased the amount of carbon dioxide in the atmosphere. The Industrial Revolution, starting at the end of the 19th Century, has had a coarse effect on climate. The invention of the motor engine and the increased glowing of fossil fuels have increased the amount of carbon dioxide in the atmosphere. The turn of trees being cut down has also increased, meaning that the extra carbon dioxide produced cannot be changed into oxygen.