Medical Mariujana essays

Medical Mariujana essays Put yourself in this position...your diagnosed with AIDS, cancer, glaucoma, or just chronic pain from old age. The medication your taking works, but after a while it is making your body dependent on the drug, eating away your stomach lining, you cant eat, you feel nauseated and you are losing weight fast. This doesnt sound too productive, in fact it doesnt sound fun, but the alternative can be fun and help all the previous listed symptoms go away. That is why I am urging you to contact your state senator, Chuck Grassly on House Bill 2592 on supporting the States Rights to Medical Marijuana. I. In recent years AIDS victims, cancer victims, and illnesses have risen to 40 million in the US alone. Many suffering with chronic problems due to prescription medication. II. AIDS patients have as much difficulty ingesting medications for nausea as they do food. The medications simply don't stay down long enough to take effect. III. According to the New England Journal of Medicine, January 30, 1997, "The advanced stages of many illnesses and their treatments are often accompanied by intractable nausea, vomiting, or pain. IV. Standard medications have side effects that marijuana doesn't. With many pain medications, a steady level must be maintained in the bloodstream. a. There is no "time off" from side effects like 1. Drug interactions must be monitored. Liver screens are necessary to prevent toxicity. I. This is why I urge you to contact your senator Chuck Grassly and vote yes on House Bill 2592 on supporting Rights to Medical Marijuana. i. the prescription or recommendation of marijuana by a physician for medical use ii. allows an individual to use it, without l ...

25 Coups de Plume

25 Coups de Plume 25 Coups de Plume 25 Coups de Plume By Mark Nichol What, exactly, is a coup, and how many kinds of coups are there? This post describes a variety of phrases using the word, plus an array of related terms. Coup, a word for a sudden bold and/or brilliant act it also serves as a truncation of â€Å"coup d’à ©tat† comes from the French word coup, meaning â€Å"stroke† or â€Å"blow†; ultimately, it’s from the Greek term kolaphos by way of the Latin borrowing colaphos. Few of the following expressions have been widely adopted into English, but they’re all available for literal and/or idiomatic use: 1. Coup la porte (â€Å"knock on the door†): a signal or summoning 2. Coup bas (â€Å"low blow†): a cheap shot 3. Coup d’archet (â€Å"stroke of the bow†): contact of the bow with one or more strings on a violin or a similar instrument 4. Coup d’chance (â€Å"stroke of luck†): a fortunate event 5. Coup d’eclat (â€Å"stroke of glory†): a glorious feat 6. Coup d’à ©tat (â€Å"stroke of state†): the overthrow of a national government by a government faction usually, elements of the nation’s military 7. Coup d’oeil (â€Å"stroke of the eye†): a survey taken at a glance 8. Coup de coeur (â€Å"blow to the heart†): an intense but short-lived passion 9. Coup de crayon (â€Å"stroke of the pencil†): an expression of artistic creativity 10. Coup de destin (â€Å"blow of fate†): a tragic event 11. Coup de foudre (â€Å"stroke of lightning†): an unexpected sudden event; also, love at first sight 12. Coup de glotte (â€Å"stroke of the glottis†): a method in singing and speaking technique in which the glottis, the space between the vocal folds, is suddenly manipulated by muscular contraction 13. Coup de grà ¢ce (â€Å"stroke of mercy†): a blow or shot to end the suffering of a mortally wounded person or animal; a figuratively similar act; or a decisive act, event, or stroke 14. Coup de l’amitià © (â€Å"stroke of friendship†): one (drink) for the road 15. Coup de main (â€Å"stroke of the hand†): a sudden, full-scale attack, or assistance 16. Coup de plume (â€Å"stroke of the pen†): a witty or masterful turn of phrase 17. Coup de poing (â€Å"stroke of the fist†): a punch, or a shock 18. Coup de pouce (â€Å"stroke of the thumb†): a helping hand, or a nudge 19. Coup de repos (â€Å"stroke of rest†): a chess move in which a player prepares for a blow against the player’s opponent 20. Coup de sang (â€Å"stroke of blood†): extreme anger 21. Coup de thà ©Ãƒ ¢tre (â€Å"stroke of theater)†: a sudden twist in a stage play’s script, or, in general, a sudden turn of events or a sudden effect; also, a successful stage production 22. Coup du ciel (â€Å"stroke from heaven†): sudden good fortune 23. Coup dur (â€Å"stroke of difficulty): a tough blow, or something difficult to accept 24. Coup en traà ®tre (â€Å"stroke of treachery†): a stab in the back 25. Coup montà © (â€Å"stroke of fitting†): a frame-up or con Many other phrases and expressions include the word coup; those listed above are just most of them that begin with it. Among the others are coup pour coup (â€Å"blow for blow,† or â€Å"tit for tat†) and coup sur coup (â€Å"in quick succession,† or â€Å"time after time†). Coup appears in other usages, and related terms abound. A coup injury is one in which the head strikes an object, causing injury to the brain; the accompanying countercoup injury to the brain occurs when the head strikes a fixed object, causing the brain to impact against the skull as well. Counting coup is the act of dominating or defeating an opponent in single combat without causing injury; in some Native American cultures, a warrior won such prestige by striking a foe or an enemy position with a hand, a weapon, or a coup stick, or by stealing an opponent’s weapon or his horse. Success in counting coup, which required the honoree to withdraw without injury, was acknowledged by notches cut in the coup stick or eagle feathers worn in the honoree’s hair. Coupage has four distinct meanings: blending two types of wine to alter flavor, mixing drugs with other substances, removing hair from a hide, and tapping on the thorax to help dislodge secretions, such as in treatment for tuberculosis. Decoupage, unrelated to any of these senses, describes decoration of an object with paper cutouts and other materials. Other terms with the root word coup include recoup, which originally meant â€Å"to deduct,† though now the general sense is of compensation for a loss, and beaucoup, a French term meaning â€Å"many, a great number.† The latter entered general usage in American English by way of military personnel who had served in Vietnam, which had until recently been part of French Indochina. Coupà ©, the word for a type of carriage and, later, a style of car, is related; the sense is of something cut (with a stroke) down to a smaller size. So, too, is coupon, from the French word for â€Å"piece.† They are cognate with the verb cope, frequently seen in the phrase â€Å"cope with† and meaning â€Å"deal with challenges† and, less often, â€Å"prevail in combat or competition.† A coping saw, meanwhile, is a tool with a small, thin, saw blade set in a U-shaped frame, and a coppice (also rendered copse) is a thicket of trees cultivated for cutting. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesDifference between "Pressing" and "Ironing"Honorary vs. Honourary

Presidential Elections From George Washington to Rutherford Hayes Essay

Presidential Elections From George Washington to Rutherford Hayes - Essay Example John Adams (1797 – 1801) acted as the 2nd president. Adams was one of the two presidents who signed the Declaration of Independence. Adams accomplishment during his presidency was when he preserved peace between America and France from war. During Adams presidency the French were raiding American ships causing conflict between the U.S. and France. Adams sent out ministers to France to resolve the problem but the first attempt failed; this was known as the XYZ Affair. And when Adams sent out another group of ministers for the second time they were able to have an agreement and peace was preserved. He belonged to the Federalist Party. Thomas Jefferson (1801 – 1809) was the 3rd president of the U.S. One of Jefferson’s major accomplishments is that he is the author of the Declaration of Independence which symbolized the American ideal of freedom and democracy. Jefferson was also responsible for the passing of the statute of Religious Freedom in Virginia which is a landmark piece of legislation. He belonged to the Democratic – Republican Party. James Madison (1809 – 1813) was the 4th president of the U.S. Madison was the president during the War of 1812 which successfully ended and concluded by the signing of treaty in favor of the U.S. and ending any future threat from the British. He belonged to the Democratic – Republican Party. James Monroe (1817 – 1821) was the 5th president of the U.S. Monroe’s accomplishments during his presidency was the Missouri Compromise in 1820. Missouri Compromise in 1820 was an agreement that prohibits slavery in Louisiana Territory. He belonged to the Democratic – Republican Party. John Quincy Adams (1825 – 1829) was the 6th president of the U.S. His accomplishment during his presidency was that he contributed to the expansion of the Cumberland Road. It was also during his presidency that the â€Å"tariff of

Media Ethics Column Paper Essay Example | Topics and Well Written Essays - 500 words

Media Ethics Column Paper - Essay Example Creating unnecessary hype just to increase the viewership of the channel or a newspaper is not justified. Many channels, newspapers and magazines use theatrics when talking about certain issues and in this way try to gain attention of audiences. Media sensationalism comes in all forms. Documentaries and reality shows are also used to exaggerate things. Recently BBC was also accused of sensationalism when one of its documentary series showed twisted facts about the fish industry (Gray & Khan, 2010). Media also impact investor’s decision regarding stocks and commodities (Johnson, R. 2010). All these consequences cannot be ignored easily. Media has become a modern God who can bring fame or defame to anything or person. Sensationalism has also changed forms and with the use of emotional pictures public attention can easily be attracted (Bryant & Barton, 2011). Animated news is also used for attracting audiences (Hana, Albert. 2009). Media is an important pillar of society and it s hould take lesson from the utilitarian principle of ethics that call for the maximum benefit of the maximum people. The aim should be maximize the benefit by showing the true picture of the society. By creating unnecessary hype of news interest of the channel or the newspaper is served and this happens at the cost of the society.

Idioms in Bilingual Dictionaries Essay Example for Free

Idioms in Bilingual Dictionaries Essay A dictionary is a collection of words in one or more languages, and it reflects the vocabulary of a language. Its purpose is to provide information on the meaning of words, combinations with other words, sometimes also pronunciation and other aspects of a language. Dictionaries can be classified by many different aspects – for example, a dictionary can be monolingual, bilingual, bilingualised or even multilingual. If the dictionary is bilingual, it can be either unidirectional or bidirectional. Dictionaries can deal with general language, with special terms or specific area of a language and dictionaries vary for their purposes. Thus, dictionaries can also be classified according to their size. Usually the most popular dictionaries are monolingual and bilingual, and this essay aims at exploring the usage of multiword expressions, idioms in particular, in bilingual dictionaries. Burkhanov (1998) defines a bilingual dictionary as â€Å"a work of reference whose word list is organized in the following way: L1L2, which means that lemmata of one language usually referred to as an object of language, are explicated using another language – a target language† (Burkhanov, 1998: 29). Bilingual dictionaries have a longer history than monolingual, and their position is already well-established. Typically bilingual dictionaries are translation dictionaries, and at this point the treatment of idioms and other multiword expressions should be seriously considered. Bilingual dictionaries can be general or specialized, encyclopaedic or linguistic, alphabetical or thematic, diachronic or synchronic, in print or electronic format and they also vary according to various user groups and various sizes. Bilingual dictionaries can be divided according to their purpose – if your native language is the SL, then the dictionary is for encoding needs (also called an active dictionary), but if your native language is the TL, then the dictionary is for decoding needs (also called a passive dictionary). This active-passive parameter is â€Å"often equated with encoding vs decoding or productive vs receptive parameters† and â€Å"is used to classify bilingual dictionaries with respect to tasks for which they are employed by their users† (Podolej, 2009: 25). Dictionaries are organised in word entries or lexical items, and â€Å"a lexical item is any word, abbreviation, partial word, or phrase which can figure in a dictionary (often as the headword of an entry)† (Atkins, B. T. and Rundel, M. , 2008: 163). As the authors point out, â€Å"it is important to be aware of the various kinds of lexical item, as there are important differences in the way each is handled in the dictionary† (ibid. ). Lexical items are grouped as the single items and multiword expressions (ibid. ). Among multiword expressions there are classified fixed and semi-fixed phrases, phrasal idioms, compounds, phrasal verbs and support verb constructions, and the authors have raised a question of â€Å"which multiword items should be treated as ‘multiword expressions [ in our dictionaries? † (ibid. : 166). Multiword expressions, including idioms, constitute a very important part of the vocabulary and need to be included in both monolingual and bilingual dictionaries, but it is of particular importance to include them in bilingual learners’ dictionaries, since â€Å"language learners may not recognize them as significant units of meaning, cannot usually compose them, and will often have proble ms understanding them† (ibid. : 167). The authors have provided several types of multiword expressions, the first of them being fixed and semi-fixed phrases, for example, transparent collocations (to risk one’s life), fixed phrases (ham and eggs), similes (white as snow), catch phrases (horses of courses), proverbs (too many cooks), quotations (to be or not to be), greetings (good morning), and phatic phrases (have a nice day) (ibid. ). Other type are phrasal idioms that are â€Å"the most difficult [ ] to handle in lexicography† (ibid. : 168). The third type that the authors provide are compounds that â€Å"belong mainly to three word classes: nouns (the most frequent case, e. . , lame duck, civil servant), adjectives (e. g. , sky blue, stone deaf), and verbs (of which by far the most common are the phrasal verbs† (ibid. : 169). The fourth type is a phrasal verb – â€Å"a multiword expression consisting of a verb plus one or more particle(s)† that can â€Å"function either as an adver b (away, out) or as a preposition (with, to), or both (in, through)† (ibid. : 171). The fifth type is the support verb construction, of which the most frequent are make, take, have, give, and do (ibid. : 175). Other authors have made this classification in a more simple way – they argue that there are five types of multiword expressions distinguished, and they are idioms, collocations, phrasal verbs, compounds and support verb constructions (Atkins, B. T. and Rundel, M. , 2008: 359). In order to distinguish between different multiword expressions, the difference between a collocation and an idiom must be stated. Cruse (1986) has argued that collocations are â€Å"sequences of lexical items which habitually co-occur, but which are nonetheless fully transparent in the sense that each lexical constituent is also a semantic constituent† (Crude, 1986: 41). Idioms, on the contrary, are expressions â€Å"whose meaning cannot be inferred from the meaning of its parts† (ibid. : 37) and they are usually translated in bilingual dictionaries not with lexical, but semantic equivalents. According to Online Etymology Dictionary, the word â€Å"idiom† is derived from late Latin idioma, meaning â€Å"a peculiarity in language† and Greek idioma, â€Å"peculiarity, peculiar phraseology† (Online 1), but â€Å"with a passage of time this word has acquired quite different denotations† (Cruse, 1986. : 176). Longman Dictionary of Contemporary English provides the following explanation for the word â€Å"idiom†: â€Å"a group of words that has a special meaning that is different from the ordinary meaning of each separate word† (Online 2). Oxford online dictionary provides quite similar explanation â€Å"a group of words established by usage as having a meaning not deducible from those of the individual words† (Online 3). One more interesting definition of an â€Å"idiom† is that it is â€Å"a meaning where the sum’s meaning is different from that of the parts† (Jones and West 1992, Johnson and Schlichting, 2004, quoted in Fuste-Hermann, 2008:4). Dictionaries have existed for hundreds of years and they have been developed to meet practical needs of people. The language evolution throughout centuries has been â€Å"towards more idiomatic usage and more lexicalized combinations† (Yong and Peng, 2007: 175). Idioms are â€Å"a unique part of the lexicon and have proved to be the most difficult part in vocabulary acquisition for both native learners ad foreign language learners† (ibid. ). Each language contains a large number of idioms, and consequently, â€Å"the treatment of idioms in dictionaries, particularly in bilingual dictionaries, has become an essential issue in dictionary compilation and research† (ibid. ). As the authors argue, idioms started to attract the focus of language researchers only quite recently, and a lot of work still has to be done in this field, â€Å"either from the position of compiling a dictionary of idioms or from the position of treating idioms as an essential part of the process of making a dictionary† (ibid. . Idioms â€Å"are not a separate part of the language which one can choose either to use or to omit† (Seidl and McMordie, 1978:1, quoted in Yong and Peng, 2007: 175). Idioms form â€Å"an essential part of the general vocabulary of language, thus accounting for a large proportion of the dictionary text in both monolingual and bilingual dictionaries† (Yong and Peng, 2007: 175). Both monolingual and bilingual dictionaries should â€Å"decide where in the ordering of the entry should go compounds, phrasal verbs [ ] and other MWEs, if they are to be included within the entry of one of their component words† (Atkins, B. T. and Rundel, M, 2008: 253). Usually they are considered as secondary headwords or they can be located in a separate section, entitled ‘Compounds’ or â€Å"Phrases’, but there is another option of giving them a separate entry distinct from any related entry (ibid. ). In general there are five most common options of handling the multiword expressions, including idioms, in dictionaries – there is a possibility to make each multiword expression as a headword; to make selected types of multiword expressions in their own right; to put all multiword expressions within the same entry, at the very end in separate blocks for each type; to put all multiword expressions within the same entry, within the ‘appropriate sense’ in separate blocks and there is an option of putting all multiword expressions within the same entry, within the ‘appropriate’ sense, but without differentiating the multiword expression type (ibid. : 254). However, according to Atkins, B. T. and Rundel, M. â€Å"the tendency nowadays is to avoid secondary headwords if possible, as embedding one entry (however reduced) within another simply makes it more difficult for the user to find anything† (Atkins, B. T. and Rundel, M. , 2008: 493). Idioms should be covered to some extent in general bilingual dictionaries, but usually they are found in subordinate parts of entries. When compiling a bilingual dictionary, the question of classification of idioms must be decided according to a key word in idiom. For example, the idioms pigheaded person and to eat like a pig could be found together under one entry word pig. In practice most of bilingual and monolingual dictionaries use this approach that seems the easiest way to decode a language. However, the second possibility involves â€Å"identifying the underlying function expressed and recording idioms under this category; for example, the previous two examples would be classified under the function to insult someone† (Akbarov, 2010: 137). Idioms do not co mply with other aspects of language that can be more easily explained â€Å"in terms of rules and semantic characteristics† (ibid. : 140). As idioms and other multiword expressions are quite hard to treat in dictionaries, the compilers of bilingual dictionaries have to be very careful towards this question because we all know how annoying it is to open a dictionary and fail to find a word that we were looking for. There is no dictionary that could include all words, and therefore lexicographers have to make decisions on selection of words in it, including idioms. Dictionaries are often regarded as a basic tool in the process of foreign language learning. Bilingual dictionaries have been the traditional lexical resource for learning a new language. Change is not something that dictionaries undertake very easily as their purpose and place is indisputably significant. Of course, modern dictionaries come in different formats – they can be monolingual, bilingual, paper or electronic dictionaries, but when it comes to defining the meaning and giving definitions or equivalents in other languages, the dictionary is the same. There are many problems the lexicographer has to deal with when compiling a bilingual dictionary and the main problem is the basic lack of equivalence which exists between different languages. According to Nida (1958: 279), the semantic problems that occur in compiling a bilingual dictionary are different from and also more complicated that those problems that occur in the compilation of a monolingual dictionary. The reason for that is the fact that monolingual dictionaries are compiled mostly for users who participate in and understand the culture being described, whereas bilingual dictionaries describe a culture that differs from that of the users. Baker and Kaplan (1994: 7, quoted in Gauton, 2008: 108) argue that â€Å"equivalence is nebulous in nature, and cannot be represented by way of neat translation equivalents†. The perfect translation in a bilingual dictionary where the SL word is translatable perfectly is very rare, and in the case of multiword expressions and idioms compilers have to be ready to face problems. As Atkins, B. T. and Rundel, M argue, â€Å"the equivalence relationship between a pair of words, SL and TL, varies from exact to very approximate, from perfect to just-adequate† and the factors that play a role in evaluating SL-TL equivalence are the semantic content (single words and multiword expressions), collocational context (mainly single words), vocabulary type (single words and multiword expressions), message (of phrases, including idioms and sayings) and function (Atkins, B. T. and Rundel, M, 2008: 468). Thus, there no right and wrong about how to present the various types of multiword expressions (ibid. : 491). As Yong and Peng (2007) argue, â€Å"idioms are the evolutional product of national culture and social life† (Yong and Peng, 2007: 176), thus â€Å"they are conventionally lexicalized linguistic units and ‘ready-made utterances’† (Crystal,1985: 152, quoted in Yong and Peng, 2007: 176). â€Å"Structurally, the elements in idioms are usually bound together† and they â€Å"often do not permit the usual variability they display in other contexts† (ibid. ). Thus, â€Å"from the semantic point of view, idioms must be interpreted in connection with the historical and cultural contexts from which they emerged† (Yong and Peng, 2007: 176). Idioms are unified and the meaning cannot be guessed without knowing its â€Å"sociocultural context† even though the meaning of separate words is clear (ibid. ). However, â€Å"some idioms are historically traceable with translations in several languages† (Fuste-Hermann, 2008:5). The sociocultural context is of extreme importance in dealing with idioms in bilingual dictionaries as there are the so-called â€Å"culture-bound† words that denote objects or concepts peculiar to some particular SL culture (Gauton, 2008: 110). It means that for these culture-bound items there are no translational equivalents in the TL and in order to overcome this lack, lexicographers use the explanatory equivalent in their illustrative sentences (ibid. : 110-111). Mtuze (1990, quoted in Gauton, 2008: 111) illustrates that â€Å"cultural issues could create problems for lexicographers because they might not comprehend certain concepts foreign to their own culture†. As Fuste-Herrmann argues, â€Å"there are three major factors affecting idiom comprehension: semantic transparency, familiarity and context† (Fuste-Hermann, 2008: 6). The first one, the semantic transparency, deals with â€Å"the relative correspondence of an idiom’s literal and figurative meanings† (Nippold and Taylor 1995, quoted in Fuste-Hermann, 2008: 6). There can be a transparent and an opaque idiom, â€Å"a transparent idiom’s meaning matches closely with the image conjured up by that idiom† and in contrast â€Å"an opaque idiom conjures up an image that is not helpful in interpretation† (Fuste-Hermann, 2008: 6). For example, the idiom a piece of cake could associate with some enjoyable task, whereas beat around the bush has nothing to do with its meaning (ibid. ). Therefore â€Å"the previous studies have concluded that transparent idioms are generally easier to decipher than opaque idioms† (Nippold and Taylor 1995, quoted in  Fuste-Hermann, 2008: 6). The transparency of idioms can be also discussed â€Å"in terms of their decomposition† (Glucksberg, 2001, quoted in Fuste-Hermann, 2008: 6). Idioms that are decompositional â€Å"are able to be modified† – for example, â€Å"he broke the ice, she breaks the ice, after the ice was broken etc† (Fuste-Hermann, 2008: 6). Therefore â€Å"the noncompositional idioms cannot survive the same alterations† (ibid. ). In general â€Å"decompositional idioms are likened to transparent idioms, and less decompositional idioms are equated with opaque idioms† (ibid. ). The other factor is familiarity – â€Å"the frequency with which an idiom occurs in a language† (ibid. : 7). It is â€Å"relative and depends on such factors as geographical location, linguistic background [ ], culture and age† (Nippold and Rudinski 1991, quoted in Fuste-Hermann, 2008: 7). The main idea is that the more frequently the idiom is used, it becomes more familiar (Fuste-Herrmann, 2008: 7). The third factor is context – â€Å"contextual cues are imperative for comprehension of unfamiliar idioms in either the written or oral modality, particularly if idioms are more opaque in nature† (Qualls et. al. , 2003, quoted in Fuste-Herrmann, 2008: 8). According to Fuste-Herrmann, â€Å"in the last several decades many researchers have speculated about how idioms are interpreted† (Fuste-Herrmann, 2008: 8). The first hypotheses that she advances is the â€Å"Early Hypotheses† that implied the idea of idioms when encountered for the first time in spoken or written language, â€Å"the listener or reader tries to interpret the idiom literally†, thus, â€Å"when the literal meaning fails to make sense, the listener/reader hen accesses a mental idiom list, described as a sort of a mental idiom dictionary, in order to determine the figurative meaning† (Searle, 1979, quoted in Fuste-Herrmann, 2008: 9). Swinney and Cutler (1979) have â€Å"challenged the existence of a mental idiom list† and also proposed that â€Å"the meaning of idioms were processed simultaneously as figurative and literal† and â€Å"the most appropriate interpretation wins† (Fuste-Herrmann, 2008: 9). Idioms are quite hard to acquire when learning a second language and it is considered that their arbitrary nature makes it difficult for learners to learn them, thus they are not easy to translate. Translating multiword expressions requires that they are not the exact word-to-word translation, but a translation of semantic equivalence should be offered. Traditionally idioms are perceived as rather fixed expressions that learners have difficulties with, but more and more modern dictionaries include idioms as well as other multiword expressions in their word lists that facilitate the language comprehension. As idioms can be found in either separate or sub-entries, sometimes it could be quite hard to find its location in a dictionary. For this purpose electronic dictionaries could be more useful than paper ones as it is more easy to locate the necessary idiom. Bilingual dictionaries are meant for learning a new language, and as idioms constitute a substantial part of any language, they should be treated properly and with care.

Teaching Techniques for Different Learning Styles Essay example -- Ess

Teaching Techniques for Different Learning Styles As teachers we will be faced with many difficult tasks one of which will be finding creative ways to motivate the children in our classes to learn. There are so many teaching techniques it may be overwhelming for new teachers. With the emphasis on test scores and the â€Å"No Child Left Behind† Act many teachers may fear being creative in the classroom. This paper will attempt to explore some creative teaching techniques. Recently there has been much discussion about different learning styles. As teachers it is important that we try to teach to all the styles in order for the children in our classes to be motivated to learn. Flexibility and creativity can aid teaching different learning styles. According to an article in â€Å"Helping Children Succeed† there are 3 main types of learning styles, visual, auditory, and kinesthetic. Visual learners learn by watching, calling up images from the past when trying to remember, and picturing the way things look in their heads. Auditory learners learn by listening. Kinesthetic learns learn best through movement and manipulation. (Learning Styles, n.d.) Forty percent of the population is visual learners. Some tips for teaching visual learners include: - Written instruction for all assignments and tests - Use visual aids: handouts, outlines, charts, graphs, etc. - Make flashcards - Use lots of pictures - Provide examples In elementary classrooms teachers can have posters and charts that are relevant to the curriculum. Labeling items in the classroom is good for pre- and early readers. For older children watching age appropriate movies is helpful in history and social studies. Graphs and charts are helpful in math and sc... ...sed Teaching and Learning. Intervention in School & Clinic, 37 (4), 237-242. Kozminsky, E. & Kozminsky, L. (2002). The Dialogue Page: Teacher and Student Dialogues to Improve Learning Motivation. Intervention in School & Clinic, 38 (2), 88-96. Lenz, K., Graner, P., & Adams, G. (2003). Learning Express-Ways: Building Academic Relationships to Improve Learning. Teaching Exceptional Children, 35 (3), 68-71. Wilms, W. (2003). Altering the Structure and Culture of American Public Schools. Phi Delta Kappan, 84 (8), 606-616. Steele, M. (2001). Ambush or Seduction? Some Creative Approaches Towards Motivating Learners. Innovations in Education and Teaching International, 38 (2), 112-118. Rejskind, G. (2000). TAG Teachers: Only the Creative Need Apply. Roeper Review, 22 (3), 153-158. For the Classroom. (1994). Interventions in School & Clinic, 29 (5), 310-312.

Gandhi’s Philosophy of Non-Violence Essay

First there was hostility, blood, vandalism, looting, pillaging, and then there was Gandhi. Mahatma Gandhi was one of the most influential people in history and fittingly has a place in the pantheon of the visionaries who changed the world. His philosophies of ahimsa and satyagraha, meaning non violence and non violent resistance respectively as a form of civil resistance and disobedience is one of the most prominent and most renowned for its massive implementations throught history. This essay’s aim is to describe the basic principles of ahimsa (non-violence) as it was introduced by Gandhi and bring to light one very important aspect of his teachings, the fact that violence is not only its obvious and apparent physical form, but can also be economic, ethical, political, psychological and educational and the only way for these to be eradicated is through peaceful manifestations. Gandhi’s philosophy of non-violence (ahimsa) and non-violent action (satyagraha) is constitu ted by a number of fundamental principles. Thomas Berton, having dedicated his life being drawn into a dialogue between Eastern and Western religions and viewpoints, has made a lot of research on the matter. In his book entitled â€Å"Gandhi on Non Violence: A Selection from the Writings of Mahatma Gandhi† he insightfully states that â€Å"Ahimsa (non violence) is for Gandhi the basic law of our being† (23). Based on this notion, Berton argues that non violence is one of the most valuable beliefs when it comes to public action, because it matches up to man’s instinctive craving for peace, justice, freedom etc. (23). The main principles of Gandhian non violence are respect for other people, understanding, acceptance of the differences of others, appreciating and celebrating diversity, truth and truthfulness, dealing with untruth wherever one finds it, and soaking up pain and agony from any altercation with untruth. According to Berton, â€Å"[s]ince himsa (violence) degrades and corrupts man, to meet forc e with force and hatred with hatred only increases man’s progressive degeneration† (23). In practicing the relational values of non violence we seek to recuperate and renew ourselves, become the change we want to see in the world and eventually demonstrate that people, organizations and governments can move the world toward love and peace pro-actively. Ahimsa gives man the possibility to reinstate impartiality and social order and by no means usurp authority (Berton 23). One aspect of Gandhi’s philosophy that is universally unfamiliar is that of the multidimensionality of violence. Douglas Allen, in his article â€Å"Mahatma Gandhi on Violence and Peace Education† focuses attention on this feature. â€Å"Gandhi, of course is very concerned with violence in the more usual sense of overt physical violence† (Allen 295). However, as Allen correctly points out, such severe explicit violence only comprises a minute quantity of the violence that ought to be dealt with (295). â€Å"For Gandhi, non violence is more than the absence of overt violence; peace i s more than the absence of overt war†¦Ã¢â‚¬  (Allen 294). According to Douglas Allen, â€Å"interpreters of violence†, center on obvious demonstrations, such as murdering, injuring, rape etc. while Gandhi focuses on the diverse kinds of violence and how status quo, even when liberated from explicit violent disagreements, is undeniably very aggressive (294). â€Å"These many dimensions of violence interact, [and] mutually reinforce each other†¦Ã¢â‚¬  (Allen 295). Gandhi, as Allen rightly illustrates, is very considerate of affairs, in which some who own a lot of money are able to take advantage of and govern those deficient of such supremacy (295). This is a typical example of economic violence. Furthermore, Gandhi uses the term educational violence. â€Å"A professor may use the grade as a weapon to threaten, intimidate, terrorize, and control students, including those who raise legitimate concerns†¦Ã¢â‚¬  (Allen 296). Similarly, most political discipline would be analysed by Gandhi as being innately violent, as it actually engages us in a world of â€Å"antagonistic adversarial relations† (Allen 296). All these different kinds of violence, according to Gandhi, can be done away with only through peaceful manifestations and the employment of non violence. In conclusion, non violence is essential to people because it matches their innate will for peace, harmony, freedom and order. Any action of violence degenerates their progress. Violence has many faces, including political, economic, educational, ethical and psychological aspects. Gandhi focuses on such features, as he considers them the big piece out of the pie named violence. Non violence is based on tolerance, acceptance, truth and diversity and gives everyone the possibility to re-establish objectivity and justice, but that can only happen if everyone erases violence from his life. Works Cited Allen, Douglas. â€Å"Mahatma Gandhi on Violence and Peace Education.† Philosophy East and West 57.3 (2007): 290-310. JSTOR. Web. 30 May 2012. Merton, Thomas. Gandhi on Non Violence: A Selection from the Writings of Mahatma Gandhi. New York, NY: New Directions, 1965. Print.