The Unfettered Language :: Speaking Language Essays

The Unfettered Language In advancing through the stages of one’s life, one also advances through different levels and styles of speaking. One’s personal style of language is adapted to fit these distinct periods of life. In citing a language and using words that others are unfamiliar with, many can be left in a state of confusion. Over time there have been many styles of language that we find difficult to understand and relate to. In Keywords, Raymond Williams is able to take a certain language or group of words and show the reader the different forms of the word/language by giving examples and background, thus clarifying some of the confusion that new languages and words can have. One’s whole life is spent around the same types of people and languages, then all of the sudden when leaving that comfort zone that you had developed you feel like you’re lost. To comprehend the different styles of speaking in our society today, one must understand their origins and the context o f their use. The language (group of words) that I am going to discuss in this paper is the one that we speak here at Duke. It is the vocabulary that many students here at Duke speak, as we have matured past our young teen years, but still search for our adult maturity and lifestyle. I will show how the primary language spoken here at Duke is a much more mature and respectful than that of high school language, but explain how it still lacks in maturity compared to adults way of speech. Teenagers growing up in Northern California, like myself, are known for using â€Å"hella†; it’s a word that I have used for as long as I can remember. But when I came to North Carolina for the first time, I said it to someone who in turn asked, â€Å"California, right?† I responded with a stuttering yes. Why is it that these kinds of things happen? How is it that a single area on the world’s map, or a single group of people start using words that no one else understands or uses? To say that there is just one explanation does not fully justify it. I remember my mother and father being completely confused by what I was trying to say back in high school when my friends and I used words like hella (meaning â€Å"a lot†) and hit (meaning â€Å"hideous†).

once upon a midnight dreary :: essays research papers

â€Å"Once upon a midnight dreary, while I pondered, weak and weary†, is one of the most famous poetry lines in America. Edgar Allan Poe had a life most people would think of as crazy. He wrote a famous poem called â€Å"The Raven† that is very strange like most of the poems he wrote.   Ã‚  Ã‚  Ã‚  Ã‚  Edgar Allan Poe had a devastating childhood and a dark life as an adult. He was born January 19,1809, under the name of Edgar Poe. His father soon abandoned Poe and his fate is unknown. When Poe was two years old his mother died. John Allan who was part of the Ellis and Allan Tobacco Merchants then adopted him. Poe attended many schools because he could never manage to stay in one school very long. In 1826, he went to the University of Virginia for not even one year and was kicked out because he never paid his gambling debts. Poe started living a dark life after he was kicked out because he had to live on the streets. He married his 13-year-old cousin Virginia Clemm in 1836. He was happy until 1847 when Virginia Clemm died. He was so unhappy that a year later he attempted suicide. The circumstances of Poe’s death remain a mystery. But after a visit to Norfolk and Richmond for lectures, he was found in Baltimore in a pitiable condition and taken unconscious to a hospital where he died on Sunday, October 7, 1849. He was buried in the yard of Westminster Presbyterian Church in Baltimore, Maryland.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Raven† is a very great poem that has many literary devices and has great meaning. Edgar Allan Poe wrote many poems but â€Å"The Raven† is probably his most famous poem. â€Å"The Raven† was chosen because in 4th grade my teacher read it to the class and since then it has had a lot of meaning. This poem is about a †rapping at my chamber door† and then he realizes a raven causes the rapping on his chamber door. The raven is always saying â€Å"Nevermore† and then he goes so crazy he kills himself. He dies because the speaker says â€Å"And my soul from out that shadow that lies floating on the floor/ Shall be lifted- nevermore!† â€Å"The Raven† contains many literary devices such as symbolism, metaphors, sensory images, and personification. The raven symbolizes the character conscious. A metaphor in â€Å"The Raven† is the raven being a â€Å"a thing of evil† which is represented through out the poem.

Grant v Australian Knitting Mills Essay

The material facts of the case: The underwear, consisting of two pairs of underpants and two siglets was bought by appellant at the shop of the respondents. The retailer had purchased them with other stock from the manufacturer. The appellant put on one suit and by the evening he felt itching on the ankles. Next day a redness appeared on each ankle. The appellant treated himself with calomine lotion but the irritation was such that he scratched the places till be bled. He carried on with the underwear (washed). His skin was getting worse, so he consulted a dermatologist, Dr. Upton, who advised him to discard the underwear which he did. He was confined to bed for a long time. The rash became generalized and very acute. When he felt sufficiently recovered he resumed his medical practice, but soon had a relapse. His condition was so serious that he went into hospital. The illness was most severe, involving acute suffering, and at times Dr. Upton feared that his patient might die. The appellant bought action against th e respondents, claiming damages on the ground that he had contracted dermatitis by reason of the improper condition of underwear (presence of an irritating chemical – free sulphite, in the cuffs or ankle ends) purchased by him from the respondents, John Martin & Co., Ld., and manufactured by the respondents, the Australian Knitting Mills, Ld. Judgements/opinions in the case: 1) In their Lordships’ judgement the retailers are liable in contract of sale. The facts set out show negligence in manufacture. If excess sulphites  were left in garment, that could only be because someone was at fault and the appellant is not required to lay his finger on the exact person who was responsible, or to specify what he did wrong. 2) The decision treats negligence, where there is a duty to take care. In Donoghue’s case the duty was deduced simply from the facts relied upon: article issued to the world, used by the party in the state in which it was prepared and issued without it being changed in any way and without there being any warning of, or means of, detecting, the hidden danger. There was no personal intercourse between the maker and the user; but the duty is personal, because it is inter partes (between parties), it needs no interchange of words, spoken or written, or signs of offer or assent. The want of care and the injury are in essence directly and intimately connected. The word ‘control’ in D. case is used to emphasise the essential factor that the consumer must use the article exactly as it left the maker, and used it as it was intended to be used (control, of the maker, until it is used – artificial, because they parted with all the control when they sold the article). 3) In D. case can only be applied when the defect is hidden and unknown to the consumer. The presence of the deleterious chemicals in the pants, due to negligence in manufacture, was a hidden and latent defect, just as much as the remains of the snail in the opaque bottle: it could not be detected by any examination that could reasonably be made. Nothing happened between the making of the garments and their being worn to change their condition. The garments were made by the manufacturers for the purpose of being worn exactly as they were worn in fact by the appellant: it was not contemplated that they should be first washed. 4) D. was a case of food/drink to be consumed internally, but there is no distinction. The garments were made to be worn next to skin. Lord Atkin specifically puts as examples of what is covered by the principle he is enunciating things operating externally, such as ‘an ointment, a soap, a cleaning fluid or cleaning powder.’ 5) The decision in D. essentially depended on the point that the article should reach the consumer or user subject to the same defect as it had when it left the manufacturer, and this was true for garment.

Research approach

Evidence and structure are the keys to constructing a convincing and logical argument in support of the idea, insight, contention or recommendation you want to make. In today's business environment it is unlikely that you will be able to find the answer to your question in a single source. You may not find any articles that directly address your question. Therefore, you need to research†¦. And I do not mean being able to use Google Like a good lawyer, you have to bring together a number of different pieces of information.On their own each piece does not mean much but hen you add them all together and YOU explain to the reader how the pieces of Information Interconnect and what the combining of all this Information demonstrates – you are creating a convincing, logical argument. Students often only use the prescribed textbook as the evidence base for their argument. The information within these is generally sound. However, business people do not make decisions based on one source of Information and neither should you.There are a number of search techniques and sources of information that will make the process of generating information easier. If it a completely new topic for you start broad and move to the specific; start with easy to read, general business writing and move to more credible but technical academic writing. If you are a visual learner In the global digital age competition between the worlds best educational institutions is increasing.

Compare and contrast the roles of the teacher and teaching assistan

1. 1-Compare and contrast the roles of the teacher and teaching assistant in assessment of learners achievements. Both the teachers and the teaching assistant main role is to monitor and assess pupils achievemnets in the class, but the main teacher has overall responsibility for recording and making the decisions that may be needed for example moving a child into a different group to match their ability levels. The teacher needs to be aware of the progression made by all the children in their class and be able to report back to parents and other members of staff.As a teaching assitant my main role is to support the class teacher whilst the ongoing assessment of pupils takes place. The teacher can measure the progress of each pupil by carrying out lessons and setting the children clear learning objectives. At the beginning of the lesson the learning support practitioner will need to be aware ob the learning objective and need to know what they are going to be supporting, once they kno w this then they will be able to show the children what they are going to do and how to achieve it.The day to day planning and lesson plans are the main responsibilities of the class teacher, but feedback and input from the teaching assistant can help the teacher structure the planned lessons. As well as the teacher having more responsibility in relation to their planning we both work together to ensure that all children achieve their targets and both carry out observations of the children in their class. By carrying out observations this gives factual feedback to the teacher to show exactly what stage each child is a, if they need extra support and how to get them to their targets.The teachers role in assesment for learning is to look at the observations and feedback given to work out the different learning groups and move children about if necessary, regular reviews of these groups will ensure that the groups are more specific to their ability and the children will gain confidence from working in groups of pupils with the same ability. Both teacher and assistant need to be giving praise and encouragement and also be giving feedabck to the children on how they are doing this will encourage motivation from the pupils. 1. 2- Summarise the difference between formative and summative assessment.Formative assessment is a formal way of working on a lesson or target that needs to be learned, it is an ongoing process over time used to check that the pupils have learned and understood the lesson through observations and seeing how they work and what strategies are best for the pupils. It is a way of monitoring pupils to check their understanding and to clear up any problems that are observed. Any problems will need to be altered to suit the individual needs. It is also used so that the pupils can identify their own strengths and weaknesses.Children should be involved in reviewing their own progress throughout the lesson and be encouraged to think about what they have l earned and how it might help future lessons. Summative assessment is a fact based way of assessing, it can be done by end of week tests to see how the pupils are performing and whether they understand what they have learned. It will show whether the pupil has achieved or not and if it shows they havent planning will be taken into account to alter the way the child is taught, therfore constant review will take place to help to understand future lessons.There are a number of ways formative assessment takes place in the classroom and a couple of examples Examples of formative assessment Observations- this will be done throughout the lesson to make sure the target for that lesson has been met. Feedback to the teacher- this will show if a child has understood the lesson or if extra support is needed. Feedback from the child- this will determine whther the child feels they have understood the lesson outcome. Examples of summative assessment End of week tests SATS End of unit testsAlthough formative and summative assessments are different ways of assessing learning they are both used for assessing and following the national curriculum. Formative assessment is a more formal type of assessing where the focus is on monitoring pupils response to the lesson and any progress made. Summative is where the focus is on determing what the pupil has learned for example in a test at the end of term.1. 3-Explain the characteristics of assessment for learning. When the teacher shares and explain the learning objective with the pupils they will be giving the pupils a clear understanding of what they are to learn, they can  check the childs understanding by asking questions, the support learning practitioner will also need to be aware of the learning objective. It aims to help pupils gain a clear understanding of the standards they are aiming for an example of this could be providing an example of previous work. By allowing pupikls to do self and peer assessment it allows them to a ssess the progress they have made and identify how they can improve their work. Peer assessing allows others in the group to act as critical friends.By providing feedback the pupils will see more clearly what they need to do next and how to improve on their work if needed, examples of feedback could be questions in a group or a through a whole class discussion. Promoting confidence that every child can improve will see the child gain satisfaction on their own progress and will give them a sense that they can continue to improve, a teacher or TA can do this by giving positive and constructive feedback, setting appropriate targets to their ability and then working out a learning objective which will challenge individuals.Involving both teacher and pupils reviewing and reflecting on assessment for learning it will allow the teacher to balance teacher assessment with peer and self assessment allowing the children to take responsibilty for their own learning and allows them to reflect on what they have learned. They will focus on learning objectives and sucess allowing them to make good progress. 1. 4-Explain the importance and benefits of assessment for learning- Assessment for learning is an essential part of education as it defines whether or not the learning objectives are being met.Assessment for learning is a significant way to raise a pupils academic achievement. In order for the pupil to progress through the school they must understand the purpose of their learning, where they are in relation to this purpose and how they can achieve their set goals and targets. Assessment will help a pupil reflect on their own development which in turn will help them recognise their own strengths, a benefit of this is if a pupilis given the opportunity to discuss their learning either with a teacher/TA or their peers they may develop a deeper understanding of their learning which can build confidence and motivate them as students.Assessments can identify individual educatio nal needs of all children as well as informing them about their performance and achievments this will then allow teachers to use different approaches personalised to each childs needs. Children who feel they are not part of the learning process are more likely to lose interest in the lesson. Assessment for learning is used so that the pupil is able to understand the objective/aimof the lesson, what they need to do to reach this and where they are in relation to this.1. 5-Explain how assessment for learning can contribute to planning for future learning carried out by- Teacher- It will contribute to future planning for the teacher as the teacher will be able to differentiate different groups by ability and then levels they are at. They will be able to recognise if any child needs any additional support, whether it just be extra one to one support or whether and outside agency is required for example occupational therapists.The teacher will decide through assessment for learning who t he TA is to work with and will make sure they have all the correct resources ready. Doing reports throughout the year will allow any information to be passed on to supply teachers and end of year reports will be passed to the new teacher of the next year to show what stage the pupils are at and they will carry on where the last teacher left off. Pupil-It will contribute to future planning for the pupil as they will know what their targets are and how to achieve them.Feedback to the teacher or TA on whether they understand the learning objective. They may even offer suggestions to simplify the explanations or may find and easier way of acvhieving. Self and peer assessment in which the children identify their own achievements and progress and think about what they need to do to improve this. They may learn better by using different learning techniques for example visual as oppesed to kinastetic.Just by asking the pupils questions will contribute for example â€Å"do you think your ha ndwriting is neat† they will know if thet need to work on improving and should put it into practise on their next attempt. TA-By working alongside the teacher and pupils the TA will be able to recognise any areas of learning that need revisiting, they will do this by asking the pupils questions on how they feel the lesson went, is there any learning styles that would have made them understand it better.They will feedback to the teacher to help prepare for future lessons and gather any resources that will be needed. A teaching assistant may also feedback to the teacher via feedback forms and the teacher may decide that a child in a certain group needs to move to another group. A TA will give extra assistance if a child needs it and give less able pupils the opportunity to revisit areas they are unsure of.

Apostle Creed Essay Example | Topics and Well Written Essays - 1250 words

Apostle Creed - Essay Example This essay shall list the doctrines contained in the Apostles' Creed, following from which it will discuss both Christology and Soteriology. The determination of the doctrines contained within the Apostles' Creed is dependant upon the prior identification of the Articles contained within it. These articles, totaling twelve, are clearly enumerated prior to each declaration of belief, faith, expressed in the creed: 1. I believe in God the Father Almighty, Maker of heaven and earth. 2. And in Jesus Christ His only Son our Lord, 3. Who was conceived by the Holy Ghost, born of the Virgin Mary, 4. Suffered under Pontius Pilate, was crucified, dead, and buried, 5. He descended into hell; the third day He rose again from the dead, 6. He ascended into heaven, and sitteth on the right hand of God the Father Almighty; 7. From thence He shall come to judge the quick and the dead. 8. I believe in the Holy Ghost, 9. The Holy Catholic Church; the Communion of saints; 10. The Forgiveness of sins; 11. The Resurrection of the body, 12. And the Life Everlasting. As directly derived from the above quoted articles of the Apostles' Creed, are the Christian doctrines of Theology, Cosmology, Pneumatology Part I, Soteriology Part I, Soteriology Part II, Christ's Physical Resurrection, Eschtatology Part I, the Sovereignty of God, Pneumatology Part I, Ecclesiastology Part I and Ecclesiastology Part I. The ordering of these twelve doctrines corresponds with the ordering of the twelve articles. Christology, of course, is a definitive outcome of the Creed but its complexity is such that it cannot be related to any one single article. As a theological doctrine or area of study within Christianity, Christology is both complex and uniquely important. Concerned with the nature of Jesus, the Christ, Christology is intimately related to articles two and three of the Creed of the Apostles and, to the extent that it may be identified as seminal to the Christian faith, to the entirety of the mentioned creed. The question which Christology simultaneously raises and responds to concerns the nature of Christ and, more specifically, the manner in which the divine and the human can be contained within his person and the way in which these two natures interrelate with one another. Indeed, the interrelationship between the divine and the human in the person of Christ is the primary concern of Christology and given the vastness and complexity of this concern, one notes that its subtopics embrace essential Christian doctrine such as Incarnation, Resurrection and Soteriology, or the salvic work of Jesus the Christ. In other words, Christology may very well be identified as the starting point for both the acceptance and understanding of the Christian theology insofar as its acceptance and understanding signifies the embrace of essential Christian doctrines. As may have been deduced from the preceding, Christology is immediately concerned with questions such as the Trinity, Unitarianism and Binitarianism; that is, questions which relate to the nature of God. Within a Christian theological context, the named doctrine is not simply concerned with the manner in which divine entities interact one with the other, but how the divine and the human can co-exist within the person of Jesus and how they interact with one another within that same person. The importance of Christology derives

How has friendship changed because of the spread of social networking Essay

How has friendship changed because of the spread of social networking are these changes more positive than negative, or have they caused more harm than good - Essay Example When friends are connected through a social media site, it is easy to find out the whereabouts of one another. It is also easy to find out what the other people are up to over the weekends, upcoming events, relationships and their current location. One can have as much time on social media as they want since the only charges that apply are those of internet connections. Friendship has changed from physical meetings and contact, to the internet sites. This means that one does not have to go through the hustle of arranging for a meeting when all the information required can be communicated through web platforms. It is easier and convenient to communicate through social networking because it is done at the convenience of the two parties involved. This element is useful; however, friends lose touch with one another in terms of physical approach. There is no much effort placed in making eye to eye contact with friends. The physical boundary has become independent. Friendship has become casual (Farah web). Friendships and how individuals make friends has changed ever since the invention of social media. Individuals prefer to be in a virtual world where one cannot be known fully but only at the superficial level. Social media has the option of adding individuals as friends. However this definition of friend is an online one. The two people may not even know each other but are friends on Facebook because one of them added the other. This kind of friendship is only superficial and shallow and exists in the virtual world. The two people, who call themselves â€Å"friends†, have no real life experiences (Barett web). On the other hand, social media has led to mistrust and deception among individuals. Some people have put a vetting mechanism for all people who add others as friends to avoid misleading characters in the name of â€Å"friends†. Social media can lead to breaking of good relationships (Parrack). Information