Philosophy Of Religion Assignment - Free Essay Example

Sample details Pages: 1 Words: 414 Downloads: 2 Date added: 2019/10/10 Did you like this example? Saint Augustine addresses three theological problems which he has to deal with and provide solutions so that the remaining mankind do not have to deal with. The three problems are metaphysical, ethical and one directly theological. He later discusses the solutions to each. Therefore, this paper will focus on the three problems, the solution and the evaluation of the solutions to see if it has really solved the problems. The first problem Saint Augustine addresses is metaphysical problems of ethics. He wonders why evil is present in the world with an ever present and all powerful God as presented by the Greek philosopher, Epicurus. Saint Augustine provides a solution to this by saying God is perfectly good and everything that comes from him. Therefore, anything that is evil does not come from God and thus lacks goodness. I therefore agree with Saint Augustine as from his argument anything that lacks goodness is evil like the wounds in an individual; they are evil but once treated they cease to be evil and flesh which god created is good as the way god created. Don’t waste time! Our writers will create an original "Philosophy Of Religion Assignment" essay for you Create order The second problem Saint Augustine addresses is ethical. He is questioning the fact that God is not only all powerful and can stop mankind from doing what is evil but He does not but He also is free to decide but still wills for evil. He provides the solution by arguing that God is in a position to stop mankind from doing evil but does not because he has given mankind the freewill. Whatever mankind chooses God wills that is why he cannot stop mankind from doing evil. He further states that mankind fails to understand the wisdom of God but with faith they can clearly see his ways. Free will has been given to each and every one of us by the omniscient God. I agree that mankind is in a position to choose either to do good or evil. Saint Augustine lastly tackles the traditional paradox of mankind lacking the free will since God know what will happen prior to what happens and clearly states that God having prior knowledge of what should happen does not necessarily mean that it will happen. He states that man’s will is the cause of his actions. Therefore, his will determines the actions and thus the events that are foreknown by God. I fully agree with him due to the distinction he places between the knowledge of a cause and the cause itself.

Sex Education Comprehensive Sexual Education - 972 Words

Sex Education Comprehensive sexual education has long been a contentious issue within the United States of America. Owing largely to America’s history and culture, sexual education has long been stigmatized as unnecessary involvement in the private life, or even misattributed to rising rates of pregnancy and sexually transmitted infections. A U.S. review article, however, poses the opposite argument – â€Å"The overwhelming weight of evidence reveals that sex education which discusses contraception does not increase sexual activity.† The understanding of sex education not only provides young people with a better understanding of the ways in which their bodies function, but can also help in allowing teenagers to take better care of their sexual health to include pregnancy and STI prevention. Furthermore, sex education improves gender equality, provides accurate information about sexually transmitted infections, and promotes interpersonal skills. Thus, comprehensive sexual educ ation should be introduced and made mandatory in all secondary schools across the United States. Sex education promotes gender equality. Comprehensive sexuality education should be taught and introduced into the high school systems at the earliest state possible and within reason while the human body is still in the development process. Since a young body will continue to develop, one will eventually experience and make the life-changing decision regarding his or her sexual and reproductive health withoutShow MoreRelatedSex Education And Comprehensive Sexual Education1609 Words   |  7 PagesLet s talk about sex. Stances on comprehensive sexual education vary, whether it be from religious beliefs or past experiences, different views are held throughout. It is in the interests of society in general... for every secondary school pupil to be in receipt of sexual education† (Cumper 16). The phrase ‘it’s better to be safe than sorry’ applies heavily on the top ic of sex education, the idea of a pregnant and STD ridden 15 year old tends to frighten a million times more than the thought ofRead MoreSexual Education : A Comprehensive Sex Education969 Words   |  4 Pagesthat come with sexual education in the classroom is the first step in being a comprehensive sex education advocate. To this day, we see classrooms in middle and high schools preaching about abstinence, shaming children and not being able to give proper, thorough, and informative resources and guidelines on how to approach healthy, body-positive, accessible information about sexual activity. The ideal image abstinence curriculum advocates are hoping for is all adolescents will not have sex prior to marriageRead MoreComprehensive Sexual Abstinence Education : A Comprehensive Sex Education Essay2096 Words   |  9 PagesSex is considered a private thing not to be discussed in this day and age. However, with the age that people start having consensual sex getting younger and yo unger each day. There is clearly a need to have a straight dialogue with young people of each new generation about sex, the dangers, and repercussions of having sex before marriage. The type of sex education we are proposing is a comprehensive sex education. In this paper we will outline the best way we found to incorporate a comprehensiveRead MoreComprehensive Sexual Education Of The United States1219 Words   |  5 Pages† Smith refers to the inadequate sexual education of teenagers in the United States. Sexual education is the instruction on issues about bodily development, sex, sexuality, and relationships. Comprehensive sex education teaches about abstinence, condoms, and contraceptives to avoid sexually transmitted diseases (STDs) and unplanned pregnancies. As well as, the skills needed to help young people explore their own values and options. Comprehensive sexual education should be taught in the United StatesRead MoreSafe Sex Vs. No Sex1504 Words   |  7 PagesSafe Sex vs. No Sex. What’s Realistic? A Case for Comprehensive Sex Education Teenagers have been having sex since the beginning of time. Instead of telling them â€Å"just don’t† shouldn’t we educate our teens so that they can be safe? The problem with traditional Abstince- Only-Until-Marriage is that instead of educating they use fear tactics to unsuccessfully keep children ignorant. This causes children to turn to other outlets like porn and other children their age, it’s like a bad game of telephoneRead MoreComprehensive Sexual Education Should Be Taught1240 Words   |  5 PagesWELL.† SMITH REFERS TO THE INADEQUATE SEXUAL EDUCATION OF TEENAGERS IN AMERICA. Sexual education is the instruction on issues about bodily development, sex, sexuality, and relationships. Comprehensive sex education teaches about abstinence, condoms, and contraceptives to avoid sexually transmitted diseases (STDs) and unplanned pregnancies. As well as, the skills needed to help young people explore their own values and options. Comprehensive sexual education should be taught in public schools inRead MoreThe Debate For Comprehensive Sex Education1212 Words   |  5 PagesDebate for Comprehensive Sex Education Across the United States of America there is wide spread support for abstinence-only education. A majority of states require that abstinence-only education be the only form of sexual health education provided, or requires that abstinence be stressed above other forms of sexual education. These highly stressed abstinence-only programs are under fire as research comes out against the efficiency of these programs, and as new forms of sexual health education appearRead MoreSex Education : Which Is Better? Essay1718 Words   |  7 PagesAbstinence or Comprehensive Sex Education: Which is better? Sex is in the air, everywhere. It is seen when the television is turned on in the morning, it is used to sell hamburgers and cereal, and is the cornerstone by which we gauge our success. Sex is everywhere and the youth of today need to be equipped to handle it safely. There are two primary paths that can be taken when referring to sexual education: Abstinence or a more comprehensive education. Abstinence education is the promotionRead MoreComprehensive Preparation For A Complete Life1068 Words   |  5 PagesComprehensive Preparation for a Complete Life Teen pregnancy has been a serious social issue for quite a while. Often, a teen pregnancy is detrimental for both the teen and the child involved. Both a teen mother and her child are more susceptible to complications during the pregnancy and birth than and adult mother and her child. Unfortunately, a teen mother and her infant are also less likely to pursue and receive healthcare to alleviate these health risks (Teen Pregnancy). Moreover, â€Å"teen pregnancyRead MoreKirsten Spears. Mrs. Hohl/4. English 112. Classical Argument.1404 Words   |  6 PagesArgument 9 March 2017 Sex Education: Is Abstinence Really the Only Option? Sex education for American youth has been a topic of discussion across the nation since the early 1980s. Teen pregnancies and sexually transmitted disease are two major problems throughout the U.S.. Sexually transmitted infections have been an ongoing problem for American people since World War I. To combat the growing teen pregnancy and STI rates, the U.S. established organized sex education. Since sex education has been integrated

Diamond Chemicals Plc (a) the Merseyside Project free essay sample

The Merseyside Project The objective of this report is to demonstrate to the senior management of Diamond Chemicals PLC that sufficient capital should be allocated for the proposed ? 9 million expenditure to renovate and rationalize the polypropylene production line at the Merseyside Plant. The Merseyside Plant is aging and therefore it is losing its competitiveness relative to some of its industry peers. Because the industry is in a downturn and â€Å"an oversupply is in the works,† Merseyside plant should be renovated now for several reasons. First, if Diamond Chemicals modernizes the Merseyside plant now, it will not lose as much in sales volume as it would if it waits for the economy to rebound. Second, Merseyside will be in a better position to exploit the market once the economy starts to recover. Third, the longer Diamond Chemicals defers maintenance and other required operational improvements, the less cost competitive the Merseyside plant will be. We will write a custom essay sample on Diamond Chemicals Plc (a): the Merseyside Project or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Fourth, if the enterprise continues to use labor intensive production techniques and antiquated technology, it will find it hard to adapt to changing consumer needs. As a result of this complacency, efficiency will be seriously hampered and the quality of output may also come into question. The implications of not modernizing are far too numerous to list them all. Therefore, with the long-term opportunities in mind, Merseyside should modernize. The final question that needs answering is whether the proposed project is financially feasible. Our calculations will show that, yes, the Net Present Value (NPV) of this project is positive. NPV is a stable measure to determine if a project is financially sound. Therefore, the foremost criteria used to determine whether or not Diamond Chemicals should allocate monetary resources to renovate its Merseyside plant is the NPV rule which states that a project should be accepted if its Net Present Value is positive.

The Cask of Amontillado by Edgar Allan Poe Analysis Essay Example For Students

The Cask of Amontillado by Edgar Allan Poe Analysis Essay The author of The Cask of Amontillado, Edgar Allan Poe, lets us know in the opening sentence that the character telling the story, Montresor, vows revenge. Montresors target of revenge is Fortunato, but Montresor never specifically says what Fortunato did to him or his family. However, Montresors fear of Fortunato avenging any threat of revenge leads us to believe his plan is well thought out and executed in a very matter of fact way. Seeking this revenge on Fortunato has not made Montresor feel guilty for what he has done. It seems as if revenge is just part of his nature. Throughout the story, it seems as if Montresor has every bit of his revenge on Fortunato planned out. He could not have chosen a better time or place to commit his act of revenge. He knows that during carnival season, or as we know it Mardi Gras, everyone in town will be dressed in a costume with a mask, drinking, and not paying attention to much that is going on outside of the carnival. Montresor knows that Fortunato will be at the carnival and more than likely drinking. We will write a custom essay on The Cask of Amontillado by Edgar Allan Poe Analysis specifically for you for only $16.38 $13.9/page Order now Another part of Montresors plan is to use reverse psychology. The story reads, I had told them that I should not return until the morning, and had given them explicit orders not to stir from the house. Montresor says this because he knows that his servants will also want to celebrate at the carnival so if they know he will not be there they will leave. Montresor used this psychology a few times on Fortunato. As Fortunato began to cough heavily, Montresor says, We will go back; your health is preciousà ¢Ã¢â€š ¬Ã‚ ¦you will be ill, and I cannot be responsible. Besides, there is Luchresi-. Montresor is not at all worried about Fortunatos cough. Montresor chooses wine because he knows that it is something Fortunato is interested in and that he is extremely proud of his knowledge of it. During their discussion, Montresor plays to Fortunatos arrogance by comparing his abilities to Luchresi. Montresor sounds concerned about Fortunatos health up until his final act of revenge. Montresors family crest is a human foot crushing a serpent. The family motto reads, No one challenges me with impunity. This translates into Montresor being the human foot that is crushing Fortunato. Montresor did not let Fortunato get away with whatever insult he gave to him. This is what makes revenge part of Montresors nature. If this were what he believes in, then of course he would not feel guilty about it. Montresor says to Fortunato, You are rich, respected, admired, beloved; you are happy as I once was. This could lead a reader to believe that Montresor killed Fortunato because it made him feel more powerful. That may have been what made him happy. Perhaps that is why he took his precious time putting the last stone in the wall. He was enjoying what he had done. Montresors well-planned and executed act of revenge still sounds so matter of fact some fifty years later as he is telling his story to someone. As he is finishing the story, he points out that no one has run across the rock walled tomb where he left Fortunato. Montresor does not seem to convey any guilt as he finishes his story with, May he rest in peace!

Artistic Influence Essay essays

Artistic Influence Essay essays I have numerous artistic influences that date back to when I was a child. My mothers family is so creative and crafty; I remember my aunt would always think of little projects for us kids to get our hands messy. My mother always encouraged me in everything that I did and do even if it was the worst thing that she had ever saw, she still found some good in it. My father was in a band, I would always be in the garage while they practiced and I would sit with him and listen to records of Led Zeppelin, Jimi Hendrix, and other old artists. I always loved to draw when I was younger, even though I am not that great of an artist now. Whenever I need some inspiration, I like to go to the beach, to the park, or just simply to lie on my mothers bed. I like the beach because there is always something happening there always so many people but at the same time the ocean is so calming. I always have to take a deep breath in order to take in how vast the ocean really is, its a beautiful place to collect yourself. The park is also a great place to lay and relax, or play on the playground; I enjoy observing people running around at the park. People watching anywhere can inspire tons of ideas for so many different projects. My mothers bedroom is so quiet and peaceful, I can go to her closet and look through old family picture albums while lying my head down comfortably on the bed. My mother to me symbolizes everything comforting, just a picture of her brings a smile to my face. I enjoy listening to a range of different styles of music. The music that I most listen to is Drum and Bass or Jungle, it is always linked to the rave scene because that is the only place that it used to be played. I dont think that this music is as appreciated as other types of music because of its roots, but I enjoy hearing it because it can be really upbeat sometimes and a minute later it can totally break and slow down. It usua...

Beware of Three Syntax Sins when Writing Business Proposals

Beware of Three Syntax Sins when Writing Business Proposals Sometimes the writing voice that speaks with confidence in your mind can trick you. Internally, you sound powerful, in control, and impressive. On paper, however, it can be a very different story. Poor syntax takes the confident writing voices in our heads and garbles it into an ineffective, hesitant sounding mush. We might not realize it because, frankly, we are used to seeing poor syntax in business writing. So the weak, timid-voiced writing passes through our proofreading radar unnoticed. Beware of the following three deadly sins of poor syntax when writing business proposals. If you eliminate these problems, your proposal will shine with confidence. 1. Refine Your Clarity Don't write with passivity. The passive voice likes to place the center of your sentence's action the subject that's doing the verb at the end of the sentence: i.e. "The sales numbers were calculated by John," which should be "John calculated the sales numbers." Here's a quick fix: if you scan your proposal for any use of the word "by," you will catch many of your passive sentences. The passive voice does have its uses, however. Its mild, cool-headed rhythm can be useful for conveying a business-like tone. But do not use it in excess. Strip your sentences of adverbs those little words we like to sprinkle into sentences to amplify our verbs and adjectives. It's amazing how clean, crisp, and powerful a sentence becomes when you strip the adverbs from it. Good novelists discovered this trick ages ago. However, you don't need a long list of adverbs to do this syntax cleanse. Just scan your manuscript for the most common offenders: the word "very" and any word that ends with "-ly" and remove it from the proposal. Your sentences will drop their excess weight and fly. Example: Before adverbs removed: Our CEO very happily confirmed that the incredibly effective new product line has attracted amazingly quick responses from very influential investors in a highly competitive market. After adverbs removed: Our CEO confirmed that the effective new product line has attracted immediate responses from influential investors in a competitive market. Of course, adverbs do have their purpose. Sometimes they help with tone and the rhythm of a sentence. But use them judiciously. 2. Drop the Jargon Using jargon creates a sense of insecurity. It's also annoying and distracting. What is jargon, exactly? It's the language of the business cultures we inhabit. Have you ever been asked what the primarytakeaway was from the meeting, instead of, "What did you take away from that meeting?" That's a classic example of jargon turning verbs into nouns. But jargon also turns nouns into verbs called "verbing." About Educationpublishing an article about verbing, and it used a dialogue from a Calvin and Hobbes cartoon to make its point: Calvin: I like to verb words. Hobbes: What? Calvin: I take nouns and adjectives and use them as verbs. Remember when "access" was a thing? Now it's something you do. It got verbed. . . . Verbing weirds language. Hobbes: Maybe we can eventually make language a complete impediment to understanding. That's exactly what jargon does; it turns language into a barrier for understanding. The solution is simple: look for unconventional language or insider's terms specific to your work culture and replace them with plain, clear language. Jargon steals some of the professional sheen from your proposal. And, your proposal will be misunderstood if the client doesn't speak the same jargon. 3. Use Correct Terms: Avoid Lazy Proofreading Triple-proof your text to ensure you used the correct terms specific to your client's work. Incorrect terms, even if from human error, make you appear ignorant. Your reader will not trust you if you're misusing technical language and terminology. Do the extra work of checking your sources and brushing up on the proper terminology for the subject. Sometimes simple writing fatigue causes these errors. Try to avoid rush jobs that depend on late night proofreading. If you know the job will require an all night work session, try to schedule time the next day to do more proofreading when you have fresh eyes. When you are very familiar with a document, it's always best to let a day lapse before you proofread. Your eye becomes so accustomed to the document that it becomes very easy to miss an error. Our onlinebusiness proposal writing course will help you avoid these three deadly sins of bad syntax and fill your proposals with a powerful, effective, and confident voice.

American Teen Conflict Analysis Paper Movie Review

American Teen Conflict Analysis Paper - Movie Review Example This is to mean that the nature, extent and frequency of the American teen conflict are factors that have strong underpinnings in films as forms of literary works, as shall be seen in the discussion that ensues forthwith. 1) Self-esteem, social comparisons, and self-expectations In the movie American Teenagers, it is given that self-esteem, social comparisons and self-expectations combine to form a complex whole of teenagers’ interpersonal skills. The manner in which self-esteem and social comparison are portrayed is seen in the apportioning of the roles the main characters play. There is Colin Clemens, a basketball jock, Megan Krizmanich, the popular, liberal and academically talented girl, Jake Tusing, the self-acclaimed nerd and Hannah Bailey, the rebel artist, writer, musician and aspiring filmmaker. It is important to note that the traits of these four main characters in American Teenagers are the very values that American teenagers identify with. For instance, because mo st American teenagers are liberal, neither does conservatism rarely fit in among them, nor do those who identify with conservative ideals. It is for this same reason that Hannah Bailey, the rebel, has liberal views that are considered unfit for Warsaw, a small town which is very conservative. This creates conflict between American teenagers and the society at large. ... Mitch and Hannah for instance become friends and develop a relationship, following the verbal communication they have together. This verbal communication is also enabled by listening and disclosure. Just like other forms of communication, even teenage relationships are highly dependent upon verbal communication which comprises listening and disclosure. Immediately this chain of listening and disclosure is broken, conflicts arise. Mitch and Bailey forfeit their friendship after Mitch ends their relationship through a text message, for instance. 3) Nonverbal communication, power and attraction Nonverbal communication is also presented in the movie, as part of teenage conflict, but not as a causative agent for the conflict. Instead, nonverbal communication is treated in the movie as part of detachment, given that it flocks like-minds together and the unlike-minded apart. It is for this reason that though being a geek (a quality that sells an individual to the outside world) and having l ove for marching band (an outdoor activity), Tusing remains an introvert who resorts to video games. This development brings a twist to Tusing’s life, by opening up another line of conflict. Tusing longs for a girlfriend but his introverted mien keeps him from getting one. Friedberg, Garcia and McClure help understand that the case above is underpinned and compounded by the fact that in teenagers’ psychology, power and attraction are predicated upon being outgoing and good-looking. It is for this reason that Mitch Reinholt is popular at school. He is handsome, laid back and loves sport. The fact that Reinholt gets wider coverage immediately he begins to date Hannah, is a matter that demonstrates the

Female Gender Dynamics in Elementary and Secondary Education Essay

Female Gender Dynamics in Elementary and Secondary Education - Essay Example When addressing the gender bias it has frequently been asked if males and females are different as a result of social or biological reasons (Frawley, 2005). Unfortunately, the answer does nothing to change the fact that men and women are viewed in different ways and are expected to act in different manners. The differences that exist in the educational arena can be traced to society's views on acceptable behavior of men and women. Because males and females are expected to act in different ways, it is impossible to expect them to act in the same ways within the classroom setting. Instead, the differences in male and female behavior need to be correctly identified and taken into consideration when it comes to curricula in schools. The differences that exist in the education of men and women can be traced back to social views of the two genders. Traditionally, males have been more educated than females. In addition, males have been expected to achieve more intellectually as a result of the belief that men are smarter and more capable of intellectual accomplishment than women. In addition, women have been viewed in as inferior in academic settings and as a result, less encouraged to excel in academia. The effects of these views can still be seen in the behavioral differences that exist between males and females in classrooms (Banks, 2004). In colonial America, females received a very minimal education in the form of dame schools only at a very young age. The education of females at these schools consisted of learning how to correctly perform household duties that would be expected of them when they married. Classes consisted of cooking and sewing. Very few females knew how to read or write. In fact, "less than one-third of the women in colonial America could even sign their names" (Banks, p. 136). The reading females were taught was for the sole purpose of reading the bible to their children. In order to fully grasp the inferior education females have historically received, understand that "not until the 1970s and 1980s did they win the right to be admitted to previously all-male Ivy League colleges and universities" (Banks, p.136). Only thirty-six years have passed since then. When looking at education from a historical perspective, the education of women is still extremely recent and we have a long way to go before gender equality is reached in classrooms. The gender inequality has been so documented that in 1995, a Gender Equality Act was passed. As a result of this act, many teachers received special training on how to create a sense of gender equality within their classrooms (WikEd, 2005). Because much of the gender bias of teachers was subconscious, training in this area has been extremely beneficial in creating more equality for females in elementary and secondary schools. Use of Language, Time and Space Males and females are proven to have different linguistic styles. Males are louder, more assertive, and more aggressive in their speech than women. Females tend to speak in a softer tone with more hesitation. In addition, women are more likely to turn a statement into a question and follow it with a "tag" question ("don't you think"). Because of their linguistic

Human Resource Management Essay Example for Free

Human Resource Management Essay The manner in which an organization handles its employees at the place of work is important as it determines its success rating (Deckop, 2006). This is because human resources constitute any organization’s most valuable assets. Among other issues, priority ought to be given to ethical and legal issues when dealing with employees. Complaints and general problems ought to be handled carefully, and in accordance with the legal and ethical provisions. As such, human resource managers ought to be well versed with employment and workplace laws; but need to use their discretion to act ethically when dealing with people. This is because what is ethical does not always mean it is legal (Deckop, 2006). The Ideal Legal and Ethical Hiring Practices There are federal laws that govern hiring of staff by organizations. For Greenhill Memorial Hospital, the conflict between Brad and his supervisor can be resolved by a careful examination of the ideal legal and ethical practices of hiring. The first area of interest as far as legal issues are concerned is that it is illegal to discriminate anyone during the hiring process (Querin, 2009) As such, should Brad’s claims that he is being discriminated against on the basis of his gender and sexual orientation be confirmed as true, then his supervisor is liable for criminal charges. This is in accordance with the provisions of Title VII of the Civil Rights Act which prohibits discrimination based on color, race, sex, religion, and nationality (Guerin, 2009). It is therefore critical that Brad is given a fair chance during the selection process. Another legal requirement when hiring staff is that there ought to be a blend of different people as opposed to a homogenous workforce (Guerin, 2009). The law, on this basis, requires that hiring companies make advertisements for the vacancies they have and carry out a fair selection process based not only on qualifications but also on the need for maintaining a heterogeneous workforce. The organization is then expected to maintain a record of all the applicants for a given position, the number of those who qualified and those who failed, as well as the reasons for their failure (Guerin, 2009). This helps to ensure that the process is fair and legal. There has to be no focus on specific attributes of the person in making such advertisements except that the need for the applicant to be qualified. That is why the hiring agency is required to give reasons for rejecting certain applicants; and their personal details also ought to be made available. For instance, if indeed a friend to Brad’s supervisor is hired eventually, the supervisor, in the event of an investigation, will be required to give the reasons why the friend was hired as opposed to the others who interviewed for the position. In this case, Brad ought to submit an application for the job and wait for the results of the application. In the event he fails to get the job, he has the right to file formal complaints to the Equal Employment Opportunity Commission (EEOC) that is charged with the responsibility of ensuring that there is no form of discrimination at the workplace based on issues like age, gender, disability, race, among others. In the event that there are threats to Brad as he claims, then another agency, individual, or organization can file the claims on his behalf so that the hiring process can be investigated. If the claims are investigated and found to be true, Brad can be compensated in different ways, including being hired for the job. Ethically, it is unethical for Brad’s supervisor to inform staff under her of a vacancy when actually she has already filled it up (Deckop, 2006). Even more unethical is that she has filled it up with her own friend. It is also unethical for her to fail to let Brad, who has worked in the job for twelve years and is obviously better qualified, to have the job. Even more unethical is the fact that Brad is really in need of a morning shift job as he is going to have to give up his evening shift job because of his other commitments. Obviously, any ethical supervisor would view his case as a deserving one (Deckop, 2006). However, legal issues ought to always be given priority over ethical ones (Deckop, 2006). For instance, there has to be proof that no-one else is qualified for the job before Brad can be considered on ethical grounds. The law usually does not use ethics to determine the due process. Ethics remains the preserve of the individual people dealing with the process and cannot be cited in legal proceedings (Deckop, 2006). Brad also ought to understand that he is not supposed to make allegations based on rumors only. He also has to understand that he has the legal right to complain to her boss about work-related problems without fear of being dismissed or punished. Ensuring Legal Hiring As the HR manager to whom this case has been reported, I would first ask the supervisor to make available to staff under her the Equal Employment Opportunity Commission’s rules and provisions for hiring so that they can be better placed to understand their legal rights on hiring, discrimination, and dismissal (Guerin, 2009). Then I would require that the supervisor advertises the job in accordance with those provisions. A key issue is that superficial attributes like age, skin color, gender, or sexual orientation ought not to be part of the requirements because any person can qualify to do the job. After hiring, I will require that the supervisor gives the reasons why whoever gets the job got it as well as why each of the other unsuccessful applicants failed to get the job (Pozgar, 2009). All the reasons must never have any element of discrimination as the basis of decisions made. Termination and Retaliation It is the right of an employer to fire staff when one so requires. However, it is illegal if such actions are based on reasons that are illegitimate (Dinterman, 2003). For instance, it is wrong for Brad’s supervisor to sack him based on his complaints about something. It is legal for employees to complain to their employers about the issues that concern them. Retaliation is not allowed and constitutes discrimination. Therefore, Brad ought to be helped to understand that a supervisor cannot retaliate against him for making official complaints. Neither can he be terminated on such a basis. Retaliation is an offence that is usually treated as an act of discrimination because retaliating is essentially acting against someone based on personal reasons as opposed to legitimate issues affecting the organization. Acts of retaliation usually overrule any other issues that the employer might have done to justify any disciplinary measures by the employer (Deckop, 2006). For instance, even if what Brad heard was baseless and only rumors, any retaliation by his supervisor upon his reporting or complaining will overrule any of his faults. Finally, Brad ought to rest assured that the law of employment protects everyone – the employer as well as the employee (Guerin, 2009). In this respect, he ought to understand that a unilateral decision by his supervisor cannot be effected without the involvement of the human resource manager and other relevant management staff.

Friedrich Nietzsche Essay example -- essays research papers

Friedrich Nietzsche Some call Friedrich Nietzsche the father of the Nazi party. Was Nietzsche's ideas twisted and warped by a needy country? Nietzsche himself despised the middle and lower class people. Was it Nietzsche's Will to Power theory that spawned one of the greatest patriotic movements of the twentieth century? These are some of the questions I had when first researching Friedrich Nietzsche for the following paper. Friedrich Nietzsche, at one time called "the arch enemy of Christianity"(Bentley, p.82), was born into a line of Protestant Clergyman on October 15, 1844. During Nietzsche's early years, he gave no indication that he would not follow in his families' clergy tradition. As a boy, Nietzsche considered himself a devout Lutheran. At age six(two years after his father passed away)Nietzsche, his mother and sister moved to the small town of Naumburg. When Nietzsche was twelve he wrote â€Å"I saw God in all his glory†(Bentley, p.82). Later his description of his own mental state was one of Gottergebenheit; â€Å" surrender to God†(Bentley, p.82). At a very early age Nietzsche had already displayed an aptitude for highly intellectual prowess. At fourteen, Nietzsche left his home of Naumburg and went to an exclusive boarding school at the nearby Schulpforta Academy. The school was famous for its grandeur of alumni that included â€Å"Klopstock and Fichte†(Brett-Evans, p.76). â€Å"It was here that Nietzsche received the thorough education in Greek and Latin that set him upon the road to classical philology.†(Brett-Evans, p. 76) On many occasions Nietzsche's zeal to prove himself at the Pforta school spurned legendary tales. One certain tale is when Nietzsche â€Å"could not bear to hear of the courage of Mucius Scaevol, who did not flinch when his hand was burnt off, without seizing a box of matches and firing them against his own hand.†(Bentley, p.84) At the age of twenty, Nietzsche left to attend Bonn University. By this time Nietzsche had come to think of himself as an â€Å"aristocrat whose great virtues are fearlessness and willingness to assume leadership.†(Bentley, p.85) Ironically, Nietzsche planned to study theology(to please his mother). At this time Nietzsche no longer believed in Christianity, because â€Å"with maturity he lost his heavenly father†(Bentley, p.86). In 1868 Nietzsche was a student in Leipzig. This is when he met Cosima and Richard Wagner. The... ...world domination is only possible by ignoring the greater part of what he wrote.†(Brett-Evans, p.81) Matter-of-factly, Nietzsche sternly despised anti-Semites. At certain times, there was not a harsher critic of racist German nationlism. But some questions arise out of these statements. What of the comments Nietzsche made concerning the â€Å"will-to-power† theory, the constant reference to the â€Å"superman†, and his sometimes vigorous patriotism? One of the most significant contributions Nietzsche made was in the area of psychology not philosophy. One of the â€Å"most significant conclusions he came to in this field was that traditional morality consists of different expressions for the same thing, that "good" actions and "bad" actions can ultimately derive from the same motive.†(Brett-Evans, p.80) In truth I believe that Friedrich Nietzsche was a visionary who was never able to replace his earthly Father or his heavenly Father. This led to his strange emotional relationship with women. His only friends were those women who he had failed relationships with and men who he quarreled with. In the end, Nietzsche died of syphilis that was allegedly contracted while in college.

Outsiders: S. E. Hinton and Hero

A hero is someone who has given his or her life to something bigger than oneself. Anyone can become a hero through perseverance from any point in society. Ponyboy is part of a crowd who are like criminals known as the Greasers, who are poor and live on the east side of town. The Greasers are a gang that have Ponyboy, Soda, Steve, Johnny, Dally, Darry, and Two-bit Matthews. The Greasers are hated by the Socs, the Socials, who are the west side rich kids in the town.In the novel The Outsiders, by S. E.  Hinton, Ponyboy, the main character, and his family of Greasers rise above a life of poverty, stealing, and criminal action to help others, proving that anyone, no matter the obstacle, can become a hero. There are many heroes in the greaser gang and they didn’t start out this way. The greasers were known for robbing, gang fights, stealing, and driving old souped-up cars, your basic hoods. It all starts when Ponyboy gets jumped by the Socs, who are intent on beating Ponyboy to a pulp, when Darry, Ponyboy’s brother, intervenes and saves him.This is a very noble act by Darry, who could have easily been beaten up badly himself, because he stood up for Ponyboy when no one else would. Darry shows a sense of responsiblity and sympathy for others, especially for family, that a hero characterizes. This is also true when he takes care of his brothers after their parents died so they wouldn’t end up in a home for boys. Moreover, Ponyboy, Dally, and the other greasers become heroes when they all run into the burning building to save the children from the fire.The reasons why they became heroes is because they chose to save the kids no matter the cost, even if it put their lives in danger. The selflessness that all of the Greasers display when they ran into that building show that they value the well being of others over themselves. This is a key quality of all heroes, making the Greasers more than just a small time criminal gang. Johnny is a hero becaus e the incredible selflessness he displayed saving the children from the burning building.Johnny sacrificed, got burned, and died just to save the kids and Ponyboy. Everything that Johnny did was very selfless and had good value behind each of his actions. These heroic qualities are embodied by Johnny, showing that anyone can become a hero, even if your a basic hood rat. Additionally, Johnny was very brave when he was forced to kill Bob before Bob could drown Ponyboy. Johnny heroically killed Bob to save his friend from being murdered because it was the only way to ensure Ponyboy’s safety.It takes a special kind of person to be able to act at the right moment in the defense of others, and Johnny is that valiant person. It is important to be a hero when you can, the world can use more heroes and society always needs a good role model. A hero is someone who has devoted his or her life to something more than their individual wellbeing. Anyone can become a hero through perseveranc e from any point in society. In the novel The Outsiders, by S. E. Hinton, Ponyboy, the main character, and his family of Greasers rise above a life of poverty, stealing, and criminal action to help others, proving that anyone, no matter the obstacle, can become a hero.To be a hero in Ponyboy’s life is astonishing, because he is part of a gang that steals and is poor. When he ran into the church to save the kids, he demonstrated how brave one can be, and he might have died from it. Ponyboy evolved from a life as a criminal to a life as a hero. This means that anyone can be a hero, no matter the life they used to lead.

A clockwork orange: Futuristic fantasy Essay

A Clockwork Orange is a book with a moral. More than that, it is a warning: a caution to the 1960s society of which Burgess was a part. His predictions of the world to come are bloody and his depictions of militant regimes and totalitarian states are fantastic and profound. But they are not so far from the truth as one would think†¦ Burgess formed his picture of Alex’s world in the world he saw around him in the 1960s. This is most notable in the language that is used. It is absolutely full of Russian words: â€Å"horrorshow†, â€Å"krovvy†, â€Å"ptitsa†, and â€Å"tolchock†. This is of course a reference to the Soviet regime, which ruled over the USSR with an iron fist. At the time the Cold War was in full force, animosity was high and Soviet communism posed a real threat to the western democracies. But it is possible that Burgess was depicting the future world as well as his own. He is suggesting that if his own society were to carry on the way it was in his time, then it could possibly end up being as strict and oppressive as the Soviet regime. It is even a possibility that Burgess believed that the western countries, including his own country, the UK, would fall under the rule of communism and become Soviet states themselves. If this is true, then it suggests to me an admiration for the Soviet regime, not a dislike: he considered that the Soviets were so strong and organised, that western occupation was an actual possibility. But if this happened, Burgess believed it would be the end of the world as he knew it. Throughout the novel he makes subtle references to certain things he believed would not last under state control: art and literature. Alex himself says that â€Å"newspapers [were] not being read much†. Later he describes the â€Å"Public Biblio†, or library, â€Å"which not many lewdies used those days†. The boys wear masks later in the first chapter, and these are also significant. â€Å"Peebee† Shelley is seen as a novelty now; an age-old poet from years ago, long dead and long forgotten. Even Elvis Presley is included with Shelley and Henry VIII, suggesting that he too is simply a remnant of an old society. This had even more significance in the time Burgess wrote the novel, since Elvis was alive and famous and very much a part of modern popular culture. To Alex he is a name that means nothing. Even the remnant buildings of Oldtown are strange to him. They are from a time when people had a choice. The fall of literature and art is synonymous with the abolition of freedom. Literature, art and architecture are forms of expression – and in Alex’s world they do not exist, only in fleeting references and novelty masks. There is the boys’ appearance: the so-called â€Å"heighth of fashion† for their day. In many respects it is similar to fashion of the 1960s. The outrageous styles, indicated by the â€Å"old jelly mould†¦ fitting on the crotch under the tights†, funnily shaped into flowers, spiders and a â€Å"clown’s litso†. And there are also the very bright colours – â€Å"purple and green and orange wigs on their gullivers†. Rather unusually the boys also wear make-up. There are two possible explanations for this. The first is the most obvious: the boys want to be different. They are hitting out against organised state-control. The second reason is much more subtle: at the time Burgess wrote the novel, a sexual revolution was taking place; in particular, women were more free to take on the traditionally masculine practices, such as pursuing a career. Clearly, the boys are doing the same thing: adopting a traditionally female practice. It could be that Burgess is making a social statement: he predicts that in the future, the boundaries determining which gender takes on which role will be less definite. Yet it is still only a suggestion; Burgess’s old-style attitude towards the sexes is fairly clear in the book, since every major character is male. It is a strange combination of past and â€Å"future†. But although the boys want to stand out and not conform, they are ironically conforming within their own group. The weird clothes and make-up are components of their uniform, which exist mainly to control people in a militant fashion. They are fighting fire with fire. And if the make-up is an equality statement, then it is ironic also. The boys do not want to be equal to everyone else – they like to be different. And they do not want equal rights – they believe that they have, or should have, more rights, and can therefore defy the law through acts of violence. The message that Burgess is putting across here is ambiguous. Either he could be saying that too much state control will eventually force a violent revolution, and therefore the government should relax, which is probably the most common belief. Or his warning could be the opposite: he is saying that if the government give in and grant extra rights to everybody, then in the future there will be someone, somewhere, who has, or wants, more rights. I prefer to believe the latter theory. Burgess was not for violent revolution of any kind. A Clockwork Orange is a frightening prediction of the world to come if it continues to grant people so much power, and not a warning of how the world will be if state control continued. Eventually all of this freedom would necessitate state control, as it exists in Alex’s time. Burgess was for a certain degree of control – the use of Russian words in his novel, as explained above, is evidence for this. Although few people would agree with me, that is what I believe. Burgess’s novel was indeed written as a warning to those in his time. But despite the frightening depiction of state control, I do not think Burgess was so opposed to it as some people claim. I would only say that the totalitarian regime of Alex’s time is an example of an extreme form of state control that is certainly wrong, but only because of its severity. Burgess’s warning was not aimed at the government; it was aimed at those who dreamt of revolution. Only one thing is certain: the connotations are clear, and A Clockwork Orange is definitely not just a fantasy novel.

Free Essays on Polluting

Pollution is the introduction of harmful substances or products into the environment. It is a major problem in America and as well as the world. Pollution not only damages the environment, but damages us also. It has cause many problems ranging from lung cancer to the greenhouse effect. It is all among us and but we continue to live in our own filth. What is the reason behind this flawed logic? In this paper I will examine the problems and solutions for this issue. Automobiles are undeniable the greatest source of pollution. The noise pollution created by cars is immense. Another polluting effect of cars is the heat it creates. This heat makes it unpleasant to be near the car while its running. And of course the most famous of the automobiles evils is the exhaust. The toxic fumes given off as a byproduct of the combustion engine are slowly deteriorating our lungs and our atmosphere. The exhaust is extremely toxic to human beings. But why do we do continue to drive these walking time bombs. Some people will say it is progress, but the majority drives it for the convenience. Why walk four miles in four hours when you can drive the same miles in four minutes? Another popular source of waste is the post-consumer market. American citizens throw away millions of tons of garbage each year, and this trash has to go somewhere. While there are projects underway to clean and reuse this refuse most of it gets dumped into huge landfills. These landfills are disgusting festering blisters on our country's landscape. But people continue to consume and throw away more and more in the name of convenience. As they see it, when things get old, throw it away and get a new one. They blame the government for the trash problem, but the truth blame should be placed on themselves. The last great source of pollution lays in the businesses. Although not common, businesses have been known to dump their waste products into streams, lakes... Free Essays on Polluting Free Essays on Polluting Pollution is the introduction of harmful substances or products into the environment. It is a major problem in America and as well as the world. Pollution not only damages the environment, but damages us also. It has cause many problems ranging from lung cancer to the greenhouse effect. It is all among us and but we continue to live in our own filth. What is the reason behind this flawed logic? In this paper I will examine the problems and solutions for this issue. Automobiles are undeniable the greatest source of pollution. The noise pollution created by cars is immense. Another polluting effect of cars is the heat it creates. This heat makes it unpleasant to be near the car while its running. And of course the most famous of the automobiles evils is the exhaust. The toxic fumes given off as a byproduct of the combustion engine are slowly deteriorating our lungs and our atmosphere. The exhaust is extremely toxic to human beings. But why do we do continue to drive these walking time bombs. Some people will say it is progress, but the majority drives it for the convenience. Why walk four miles in four hours when you can drive the same miles in four minutes? Another popular source of waste is the post-consumer market. American citizens throw away millions of tons of garbage each year, and this trash has to go somewhere. While there are projects underway to clean and reuse this refuse most of it gets dumped into huge landfills. These landfills are disgusting festering blisters on our country's landscape. But people continue to consume and throw away more and more in the name of convenience. As they see it, when things get old, throw it away and get a new one. They blame the government for the trash problem, but the truth blame should be placed on themselves. The last great source of pollution lays in the businesses. Although not common, businesses have been known to dump their waste products into streams, lakes...

Show, Dont Ask

Show, Dont Ask Dont ask an editor what you can write for him. Writers arent just about putting words together. They are about bringing fresh material to the table. Writers are a dime a dozen. New ideas are a dime a dozen. Writers who can write and produce fresh ideas hit the sweet spot. Dont ask questions like: 1) What can I write for you? 2) Is this the sort of thing you publish? 3) What are your guidelines? 4) Are you accepting submissions? Were talking ANY sort of writing whether you pitch magazines, apply for copywriting gigs, write nonfiction, or create novels. Your job as a writer is to make an editors work easy, not add to their pile. Come to them with solutions, not more work, and yes, answering inquisitive emails is work when you multiply it times a hundred each and every day. At the risk of being repetitious, the golden rule for any writer attempting to earn money is this: Dont make work for an editor (or agent or publisher). Approach the editor/agent/publisher with a proposal that makes them eager. . . makes them feel like you are more than worth their time. Make a proposal strong. State what you can do for the other party and demonstrate how you can do it. Of course, a pitch for a freelance story is different from one for a novel, and nonfiction requires the book to be outlined with sample chapters while fiction must be polished to the hilt. But the recipient must open this package and marvel at how print-close it is. But the goal of any proposal/pitch/query is to show the person on the other end that: 1) You know how to write, 2) You have a fresh idea, 3) Your work fits THEIR goals of reaching readers, and 4) You are capable of following through. You might be a fantastic writer, but if you cannot pitch it properly and show how much value you can add, nobody will ever learn how great you are. And to ask someone to help you figure it out, not appreciating how full their plate already is, is like putting in your query, Youre not interested in buying my work, are you? Trust me. The answer will always be no.

CROSS-CULTURAL MANAGEMENT Essay Example | Topics and Well Written Essays - 1250 words

CROSS-CULTURAL MANAGEMENT - Essay Example Every company across the world is trying to maximize the profitability from the opportunity it has in the global world economy. Companies are looking for the opportunities to expand their businesses and serve the international markets. International markets on one hand provide lucrative opportunities and on the other hand poses different challenges for the international business managers. Much of these challenges come due to the differences of the cultures of the target market places. Every market differs with each other in geographic specifications, customer demographics, consumer choices and preferences, taste, culture and traditions and in various different aspects. It is very important for the international businesses to cater the needs of different markets by responding to different environmental factors. One of the most important issues for the business organisations’ in the present business scenario is ‘Culture’. Culture has been defined in different ways by academicians, sociologists, researchers and various experts from different fields. Hofstede (1980) has regarded it as ‘collective programming of the mind’. This collective programming allows people to distinguish the members of one group from the other. Maanen and Schein (1979) has defined culture as values, beliefs, and expectations that members of a group come to share. Success and failure of any project of organisation is subject to its culture and culture of the people working in/with it. Organization culture allows its employee certain degree of freedom, innovativeness and support. It depends on leadership for the mission, vision and approach. Employees of any organization must follow the vision of management in order to achieve desired results. The components of organization’s culture are as follows: Mooij and Marieke (2004) state â€Å"Organization culture is collection of vision, values, norms, beliefs and attitude of an organization.† Organisation culture is one

What is at stake in the call to decolonize IR What difference would it Essay

What is at stake in the call to decolonize IR What difference would it make, if any, to how we make sense of the international theoretically - Essay Example Further, this field has been dominated by Anglo-American scholars, and to this extent it has ignored much of the rest of the world. Thus, the field of International Relations has largely been reduced into western imperialism, and the international interest for global powers has effectively become the foundation of the world order. It is against this background that the creation of a new world order in the 21st century becomes a subject of interest, which can barely be achieved without first decolonizing International Relations (Tickner, 2003:297). Despite the fact that globalization has come as an avenue through which a new world order can be created, the long-past against which the previous and the current world order is built has hindered this transformation. Thus, International Relations, which has largely ignored the fundamental questions of dispossession, racism, colonialism and slavery serves as a major impediment to the achievement of the new world order (Krishna, 2001:407). Therefore, there is no vital time in the history of the world to address the decolonization of International Relations, than presently. The call to decolonize International Relations emanate from the need to address the historical background that led to the development of the current world order, which has completely been ignored by the International Relations discipline (Shohat, 1992:102). The apparent definition of the historical background of colonialism and dispossession that led to the current world order as a taboo by the discipline of IR has raised sufficient ground for understanding the unwillingness of the west to address the issue of colonialism, slavery racism and imperialism, which led to the development of a world order where some nations are powerful, wealthy and developed than others (Barkawi, 2010:1365). Therefore, the decolonization of IR would majorly seek to create a ground for focusing on such historical backgrounds, so that the

English essay Example | Topics and Well Written Essays - 500 words - 1

English - Essay Example hat women have less physical ability and strength then men, of course those arguing with this pre-conceived notion are discounting the physical strength necessary to hold a child through gestation and give birth to that child after this. While many studies have indeed shown that generally women have less muscular development than men this does not by default cause them to be â€Å"weaker.† In fact according to one report; â€Å"statistics reveal that women live longer and are more resistant to many diseases† (Womens Rights 1). Socially it has often been the case in many societies both throughout the West and in the East that women are relegated to caring for the home. While this was acceptable when hunting and gathering as well as tribal approaches to life were necessary we live in a drastically changed world. Men no longer need to hunt or gather and while they still occasionally war so do women. Technological advances have become part of the great equalizer between men and women. In the military women are preforming far greater roles with regards to active duties. One example is Specialist Jamiell Goforth, who won the 2007 Forces Command Soldier of the Year competition at Fort Bragg, N.C (Administrator 1). There are more examples of other active duty women however, the point is made that in many formerly off limits areas for women they are in fact succeeding. In conclusion it seems clear that women are in fact not only able to succeed where men do, but are. By winning the ability to choose what they want with their lives they are in fact taking their role as equal humans with males and improving our society as a result. By increasing their roles, and winning previously male dominated sports and more they are gaining the additional freedom and truly becoming equal. Women are equal, now it is up to our society to understand that. The home is a springboard not a nursery, women are equal. FORSCOM Soldier of the Year Is Combat Medic." Militarywomen.org. N.p., 2010.

The importance of play for the childs development

The importance of play for the childs development This literature review collates evidence on the importance of play for the childs holistic development in early childhood. Concepts, theories, benefits of play, social policies, curriculum standpoints and the continuous conflicting debates which are related to this area were studied. A discussion of my personal experience which correlated to the literature review is also included. Selected literature was researched from peer-reviewed journals, books, articles and other materials relevant to this topic. The terms play, childs development, creative arts, theories and curriculum texts were chosen to evaluate this theme. Literature review It is a well-known fact that since time immemorial children kept themselves busy in play activities. Historical artefacts which can be interpreted as toys were found in various places of the world, including Malta. The National Museum in Valletta, hosts stone balls and beads which are thought to date back to the Neolithic phase (ca 5200BC). This indicates that play was always important in a childs life and as a consequence, educators delved into past studies of philosophers and early childhood education pioneers, who interpreted different views about play (Saracho et al., 1998; p.5, Wood et al., 1996; p.17, 20). In order to understand better the importance of this topic in a childs early years, an overview of different views of key theories, and definitions was researched. Different theories and definitions of play Early pioneers, scholars, and philosophers such as Plato, Comenius, Locke, Pestallozzi, Froebel, Steiner, Montessori, Freud, Erikson, Piaget, Vygotsky and Bruner all focused on the importance of childrens play and its relation to childs development (Anning, 1991). The first discussion of play appeared in the works of Plato (427-348 B.C.E.) the ancient Greek philosopher who maintained that one can get to know more about a person in an hour of play than in a year of discussion. He also acknowledged that play is an effective tool for children to develop their cognitive and social skills which would prepare them for their future life (Quinn, B.,  Foshay, R.,  and Morris, B., 2001). Comenius (1592-1670) in particular, believed in impulsiveness of play which boosted up childs creativity, while Locke (1632-1704) viewed play as a necessary and important part of personal development (Cassel R.N.,1973a 10(1), 42-45). Similarly, Pestallozzi (1726-1847) believed that children learn through experience and activity, (Wardel, F., 1995, v 50 n3 p.68-73). Froebels (1782-1852) pioneering work suggested that children learn best through play, free self expression, social participation and creativity and saw play as a process in which children showed their inn er self (Anderson, C., 2010, v65 n2 p54-56) while Montessori maintained that sensory stimulation during play helps the child construct and guide his own learning. (Soundy, C., 2010, v22 n4 p18-25). Both Steiner and Froebel believed in free play, where the child had the opportunity to choose the topic of the play without constant interference or involvement by an adult. (Brehony, K. J., 2001) But on the contrary to Froebel, Steiner believed that play is not limited only to toys but included cooking, painting, and action songs (Edwards, C.P., 2002, v4 n1 Spr 2002). Steiner and Montessori had similar views, in particular that of helping the children realise their full abilities through play ( Edwards, C.P., 2002, v4 n1 Spr 2002) Studies show that educational theorists also recognised the importance of play. According to Sigmund Freud, children employ pretend play to help them cope with everyday problems (Elkind, D., 2001 n139 p27-28). Play helps them change the unpleasant situations that would overcome all their difficulties (Saracho et al., 1998; 7). On the other hand, Erikson (Lillenry. O. F., 2009) described play as a primary motivation to develop socially and emotionally. In yet another definition, Jean Piaget (1886-1980) who has influenced educators for the past three decades (Wood et al., 1996; p.20; Tyler, 1976; p.227). from anna) viewed play as having a strong influence on the intellectual development of the child. Furthermore, Piaget argued that the purpose of play for the child is, that it gives fulfilment and allows development involving accommodation and assimilation (Taylor., J.B. 1996; v7v5 p.258-9) ericp. The theoretical model, which Piaget applied to his theories, was the concept of schema. Schemas are evolving structures which change from one stage of cognitive development to another (Nutbrown.C., 1994). Piagets definition of the child during play is of a scientist working actively on tangible objects, imaginary events, in a stimulating environment, while processing, constructing knowledge and understanding (Wood et al., 1996; p.21). Piagets study implies that while the child is active in play he absorbs information, and cognitive development occurs (Blenkin et al., 1981; p.28). According to Smith et al (1998), Piagets approach provided the most complete explanation of how play is the most significant factor in intellectual development. In a similar approach to all other theorists, Vyg otsky also points out that play can serve as a powerful tool for learning and development (Nicolopoulou, A., Barbosa De Sa, A., Ilgaz, H., Brockmeyer, C., 2010, v17 n1 p42-58). However, Vygotsky challenged Piagets conclusions. While Piagets theory states that a child will develop and learn while he interacts with the environment, Vygotsky implies that a child learns best through social interaction (Saracho et al., 1998; p.7). anna As studies reveal, Vygotsky placed more weight on play as serving an important role in the socialising development. His theory of the zone of proximal development (ZPD) specifies that when guided by experienced individuals the child moves on to the next level of cognitive functioning (Smolucha et al., 1998; p 53, Wood et al., 1996; p.55). This adult-child joint play activity fosters development in both adults and child (Ferholt. B. Lecusay. R., 2010; v17 n1 p.59-83). eric The level of development that can be reached with an adult, is far greater than what can be achieved alone (Ford 2004). Vygotsky also implies that while the child engages in play, the ZPD is created and the child always behaves beyond his average age, above his daily behavior; in play it is as though he were a head taller than himself (Vygotsky, 1978, p. 102). In contrast to Vygotskys and Bruners theories, Piagets studies took another different approach. In Piagets theory the teacher acts as the facilitator for the young scientist, whilst Vygotsky and Bruners ideology is that the child and adult work together in order to develop new schemas. INSERT Jerome Bruner is one of the most important figures in education and his theory of play influenced other educators (Takaya, K., 2008, v39 n1 p1-19). Nevertheless, each of these different theoretical positions make an important contribution to our understanding of why these theorists work has become increasingly popular in todays education. (Wood et al, 1976; Crain, 1992; Broadhead, 2006). In yet a further definition of play, is given by Pellegrini (1991) and Saracho (1991) who used Rubin, Fein and Vanderbergs (1983) ideology and implies that play dominated by childs activity, while being spontaneous free of rules, and controlled by the players themselves. An equally significant description of play is given by Herbert Spencer, (1820-1903) an English philosopher and sociologist, who defines play as a channel or vent to let out the surplus energy which reduces tension, whilst Karl Gross (1861-1946) in The Philosopher of Art, alludes to Plato, when he maintains that play is the process of preparation for adult life. Similarly, Tina Bruce (2001, p. 112) believes play to be the highest form of learning and development in early childhood. sarah. This point is also sustained by the work of Moyles (1989) who maintains that play is vital for the growing child as it is an excellent learning medium. Sarah Certainly there is no shortage of limitations and misconceptions within the se views and definitions. Although the description of play remains highly popular, it is however important to note that many writers encounter difficulties when it comes to find a precise and conclusive explanation of play. (Moyles, 1989; Greig, 1998). Greig (1998) also highlights that the most difficult factor of defining play is due to the ambiguity of the whole concept. sarah As Smith (2000, p. 80) pointed out the boundaries of play are fluid and therefore it is difficult to provide a definite meaning. sarah Similarly, Peacocke (1987) argues that the misconception of the word play causes parents to have a false impression of its learning and developmental ability. Brierley (1987) points out that, if a task is easy or unimportant, we as adults refer to it as childs play. This was also supported by Moyles (1989) who argues about the importance of a different terminology for the word play, as it is usually used to signify something trivial, when in reality it is the core of learning . sarah Despite these limitations of the concept of play, its popularity in its beneficial contribution towards the childs development remains high. Educators and pioneers who advocated the use of play in education, emphasise that children expand their knowledge and developmental skills as they play alone, with others or when they interact with the environment (Clover, 1999 in Ashibi, G.S., 2007, Vol.35, no2, p. 199-207 ). It can be said from the above analysis that all these theoretical positions make an important contribution to our understanding that play is vitally important not just to childrens emotional and social development but also to their intellectual development. This review of literature depicting the work and theories on early childhood education clearly shows how the educators sought to establish the uniqueness and importance of play in childhood as a fundamental stage where they acknowledged its significance to learning and development (Wood et al., 1996; p.1). insert Further research in this study about the benefits of play, proved that they are consistent with the repeated arguments in the history of theories of play, which emphasis the power it has on childrens physical, emotional, intellectual and social development (Saracho et al., 1998; p.7). The importance of play during childhood Play helps the child flourish the skills which are very important to later growth and development (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37).This study seems to strongly indicate that there is a connection between play and the development of cognitive, emotional, physical, and social skills that are necessary to learn more complex concepts. Play is also attributed to the growth of memory, adjusting behaviour, language, symbolic recognition, (Leong, D.J.  and  Bodrova, E.,   2005, Vol.13, Iss. 1; pg37)  and other skills such as literacy, problem solving, negotiation, turn-taking, cooperation, and social understanding ((Ashiabi, G.S., 2007, Vol.35, no. 2 pgs 19-205). The intention of the following literature is to give substantial evidence that free play including Steiners ideology, within a Montessori settings, is the key to the development of physical, cognitive, and social skills, for all children. Play and social development sarah A child being separated from his parents for the first time to attend kindergarten tends to be unsociable, and shy. At this time he has to learn how to mix with other children and develop social competence. As Smith (2000) highlights, it is through play that children establish healthy relationships with others. Active participation in free play does not only support the childs development of a sense of self but also enhances the development of the childs ability to team up with his peers. (Gerhardt, 1976: p.236 ) (anna) In order to fit into society, children have to learn how to accept and get on with others. (Reynolds, 1987; Woolfson, 2001). Sarah Connolly and Smith (1978, v10 n2 p86-97) observed pre-school children during free play sessions and noted the period of time the children had been attending the nursery school. They found that sociability in play was more correlated with time spent at the nursery than with the childs age (Connolly, K., Smith, P. 1978, v10 n2 p86-97). Studi es all imply, that play is an important activity of early childhood (Smolucha et al., 1998: p.42), Insert where peer interaction is important for social-cognitive development (Creasy et al., 1998: p. 12; Soundy, C.S., 2008, in E.C.E. J.2009 36:381-383). Play is a form of social behaviour, which requires children to act and react to different circumstances while engrossed in solitary, parallel or social play. During play, children experiment and practice new social skills and behaviours (Creasy et al., 1998, p.126). INSERT, test their assertiveness, tackle conflicts, take decisions, and make choices and mistakes (Tyler, 1976, p.242). INSERT Play also helps to increase childs ego, peer-group identity and build up abstract frameworks (Wood et al., 1996, p.145). Social competence is promoted further through the development and refinement of certain skills, such as sharing, cooperation, problem-solving, and perspective taking (Creasy et al., 1998; p.126). Insert Social and cognitive play are inter-related, when even in the simplicity of working together in sharing paper bits and pieces to make a collage, children do not just socialise but also develop intellectual skills (Seefeldt, 1976b; p.178). INSERT Play enhances Intellectual Development Children have an innate capability for learning, and play is the medium through which most learning takes place (Manning and Sharp, 1977; Smith, 2000). During free-play children are confronted with high levels of cognitive tasks. As children enjoy playing it has been established that pleasure is the factor which helps in absorbing knowledge (Bruce, 2001). Imposing rules on their play creates a conflicting anxiety, between doing what brings enjoyment and what decreases the rules that limit that pleasure (Pellegrini, 1998; p. 225). In this situation the child learns to deal with aggression, assumed leadership, respect, love, and anger. Observing peers who find new ways of tackling problems builds respect, empathy, and understanding of ones own skills as well as those of others. Fisher (1996) points out that a child engaged in an intellectually stimulating activity is just as active as the child pedalling a tricycle. In a similar fashion, vigorous play interrelates to the physical devel opment of the child. Play promotes Motor Development In a society where families live in high blocks of flats, the amount of play space is restricted. It is crucial that nursery schools provide space and play equipment for the child to develop his fine and gross motor abilities (Lester and Russell 2008). Psychologist Jane Healys study shows that physical play is essential for those children who live in inadequate environment (Healy, J. in Schroeder, K., 2007. Vol 72, iss 5; pg 73-74). Active play is associated with gross motor skills. It is a known fact that physical activities during play promote a number of health benefits including organ growth and muscle building. It is also said that through physical activities, the child understands and listens to his peers ideas while this creates roots of democracy (Gerhardt, 1976; p. 258) and help child develop a perception of friendship which will also help him solve emotional problems (Saracho, 1998; p.240; Lillard, 1998; p. 14). For years, therapists have used play therapy as an intermediat e for helping children with emotional problems. The use of Play in therapy Play therapy is based on Freuds theories where he implies that play becomes the mirror to the subconscious (Moyles J.R., 1994; pg90). Play therapy is used with children from special areas, especially with children with disabilities or post-traumatic stress (Porter, M.L., Hernandez-Reif, M., Jessee, P., 2009, v179 n8 p1025-1040). The way the child plays is a reflection of his unconsciousness, since through play the child expresses his deepest conflicts which may be the root of his present condition (Manning and Sharp 1977 p. 13). In addition to this, they highlighted how children suffering from stress would find interacting with others difficult and state that. children cannot learn effectively unless they maintain their emotional and social equilibrium. It is within play, that children come to terms with their own lives, and develop the ability to cope with stressful situations (Smith, 2000; Bruce, 2001). The therapist uses psychoanalytic techniques together with play to help childre n with certain conditions, express and overcome the feelings of fear, anger or stress (Smith, 2000; Bruce, 2001). This is not just beneficial for children with emotional problems but also for children with other diverse special needs. The importance of play for children with special needs As mentioned in other paragraphs, play may enhance various skills, facilitate academic learning and be used as a therapy for all children (Myck-Wayne, J., 2010 Vol 13, n 4 p. 14-23). An equally noteworthy benefit of play is, helping children with special needs (Tuominen, W., 2005, Vol 35 Iss.10; pg 77). During play, peers serve as role models and these children learn to socialise and interact with others at school and in their community (Tsao, L., McCabe, H., 2010, Vol 13 n 4 p 24-35). Similarly, play can also promote interpersonal skills through observational learning and imitation ( Mastrangelo, S., 2009, Vol 42 n1, p 34-44). When play is integrated with music, drama, puppetry, miming and drawing, it will meet the needs of all the childs developmental areas namely, communication, physical, cognitive, social, emotion and adaptive development (Darrow, A. 2011, Vol 24 n 2 p.28). Having considered all this, one has to conclude that since the establishment of Froebels kindergarten, and Steiners ideology it has been recognised that play and expressive arts are the most suitable way in which all children learn and develop (Pinar, 1998; p. 167) ANNA CONTINUE FROM HERE 10 3. 11 The benefits of play and creative arts insert all referen page 31 from anna Play and arts have been a part of early childhood programmes since the establishment of the kindergarten by Froebel, and subsequently integrated in the early childhood curriculum of other theorists-educators (Saracho et al., 1998; p.4). insert There are no studies that suggest that growth, development, or learning are nurtured by a serious climate (Tyler, 1976; p.241). A classroom is meant to be full of playful learning or creative play (Tyler, 1976; p.241) and any school curriculum should be tailored to increase pupils enjoyment of learning (Guidance for Curriculum Managers in England, 1999; in Silcock et al., 2001; p.42). These statements augur that the teacher determines the creativity of play and expressive arts in a classroom (Tyler, 1976; p.238). Expressive arts have always held an important position in early childhood education. The kindergarten of Froebel, and Steiners ideology which introduced children to a variety of playing activities, began a long tradition of including expressive art in the learning programme. (Nutbrown. C., etc check_ and insert in ref_ This powerful relationship between art and play help the child to strip away rules and restrictions. Children are keen to explore and experiment with materials; they are sure to find drawing, painting, singing, miming, puppetry and modelling intriguing and gratifying experiences (Seefeldt, 1976b; p.177). Insert Review of the research and writings point out the interaction between play and art and see it as a developmental link which is exercised by the child whereas through play and arts, children develop the ability to cope with the world and cultivate their creativity. (Sarachao et al. 1998, p.8) insert Similarly Freud (1959; p. 143,144) believed that there is a spec ific link between childhood play and creative arts: should we not look for the first traces of imaginative activity as early as in childhood? Might we not say that every child at play behaves like a creative writer, in that he creates a world of his own, or, rather, re-arranges the things of his world in a new way which pleases him? These interactive activities are important factors to the development of the whole child enhancing the cognitive and psychomotor development (Wood et al., 1996; p.75). Getting acquainted to the arts enriches their cognitive development (Wood et al., 1996; p.143). Insert and it also enables the child to identify, observe, discover, recall and compare; judge and imagine (Shelley, 1976; p.205). INSERT It also helps the child manifest his emotional skills (Tyler, 1976; p.233). insert It reveals the unity of learning and cognitive development (Wood et al., 1996; p. 143). insert Recent research has shown that involvement in role play positively correlated with later success on tasks of mental representation (Kavanough et al., 1998; p,94). Insert In role-play, creativity and imagination are both important procedures which help to direct, influence and generate the complexity of the activity. (Wood et al.,1996; p.147). This author continues to sustain that the roles children create, do not j ust involve actions and speech, they also generate feeling states which link both affective and cognitive processes. Similarly, music can also be included with joyful learning. When children clap, count or sing to themselves, they demonstrate the sensor motor intelligence where the repetition of action, guides the repetition of word or thought (Shelley, 1976; p.205). INSERT Eisner, (1979) Insert argues that, far from being a fringe activity, artistic expression makes its own unique contribution to the process of learning and in the childs more general cognitive development (Blenkin et al., 1981; p. 188, 189). INSERT But however, as in many areas of childhood the subject of how a child learns and develops is full of debates. As in the case of play-based learning, there appears to be a tendency that policy-makers and parents sometimes, view creative arts in class as unimportant and not completely academically beneficial to the development of the child (Moelock, Bown, Morrissey, 2003, p.41). But this is not always the case as this research on policies and curriculum standpoints in various countries demonstrated. insert from file. Policy and curriculum standpoints about play and creative activities in nursery schools Following Steiner, Frebel, Piaget and other pioneers, play nowadays is an integral issue of the curriculum in an English nursery school. The English Curriculum encourages self-initiated free play in an exploratory environment (Hurst, 1997; Curtis, 1998). Yet one should also point out that Piagets theory somehow influenced the present Early Years Foundation Stage (EYFS, 2007) INSERT FROM LAST ASSIGNMENT curriculum, as this pursues a stage and age approach to learning and hands on activity or play. In a similar manner, Froebel (in Brehony, K. J. 2001. 6 vols) states that creative play is the work of the child and an essential part of the educational process. By the 1960s play activities had been officially approved in the UK as this extract from the Plowden Report (C.A.C.E., 1967, p.193) indicates: We know now that play in the sense of messing about either with material objects or with other children, and of creating fantasies is vital in school. Adults who criticise teachers for allowing children to play are unaware that play is the principal means of development in early childhood. It clearly implies that free play is the best method of development in the childs early years. At the same time it states that: in play, children gradually develop concepts of causal relationships, the power to discriminate, to make judgements, to analyze and synthesize, to imagine and formulate. The Birth to Three guidance documents also reminds educators that children need to explore with all their senses. There have been many debates about the education of young children in recent years, mainly due to the implementation of policies such as Supporting Families (Home Office, 1998), as well as initiatives such as the National Childcare Strategy and Sure Start (Pugh, 2005). However, a review of research and theory reveals that play faces the problem of not being recognised within the curriculum. Studies also state that the commonly-held view that early teachers encouraged learning through play was more myth than reality (Wood et al., 1996; p.5). Continuous policy changes and the constant increase of the material surplus in the curriculum appear to conflict play (Bell, 2001; p.141). Policy-makers are still faced with many dilemmas in the way they conceptualize play with its relationship to learning. The President of Alliance for Childhood, Joan Almon in Schroeder (2007, Vol.72, Iss. 5; pg 73-74) argues that policy makers are not fully aware of the importance of play. Political issues suffocate the possibility of early learning experience and emphasise on formal methods of academic learning (Schroeder, 2007, Vol.72, Iss. 5; pg 73-74). With increased emphasis on academic skills, creative activities have become blurred (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37). Young children may not have the ability to learn from any formal instruction, but learn through social interaction, creative play and exploration (Dockett, Perry, 2002, Vol.3 No 1., pp 68-69). Similar views are expressed by Raban (2002, Vol.26 (3), pp. 7- 8) who states that: pedagogy in early years settings has become more formal, not least, for example, as a result of doubt about the expectations of Ofsted inspectors and the impact of initiatives such as the Literacy Hour. Play and art activities are being segregated from school as play is being given the implication that it is something supplementary. Reeves from The Guardian (2002, p .13) implements that: trends in education policy are making things worse. The national curriculum is inflexibly enforced, is like an unreasonable edict from head office. The testing virus is out of control and emphasis is given to proper subjects such as maths and science, while art, music and drama are further downgraded. Myra Barrs (2002), the author of the article Best for Bambini recognises the atmosphere of pressure which exists in the introduction of formal education at a very young age. She insists that the obsession of policy makers to begin formal education at a young age impose pre-school testing and assessments. Noting the compelling nature of this article this question remains controversial. While most early years organisations are in agreement that children should not start formal teaching at an early age, there are many others, who see an early start of formal education as a childs potential advantage in todays competitive world. A view that contradicts this is articulated by Dockett, et al., (2002 Vol. 3, No 1. pp. 68-69) who contends that : children under the age of four or five may not have fully developed the cognitive and social skills that facilitate learning from formal instruction. Such research has led some to question the value of formal education at an early age and to suggest that a focus on social interaction, play and exploration might be more valuable. In an article by Henderson, in The Times (1999, p. 12) relates that studies in educational achievement show that Italy and other European countries where the statutory education starts at six or seven surpass those children who start formal learning at a younger age. A further research on this literature revealed that in Norway, Denmark, Sweden and Finland although children are encouraged to learn through free play and not taught any reading or writing until they reach the age of seven, score in the top ten for reading standards (Synodi, E., 2010, v18 n3 p185-200) This approach is also similar in Hungary, Switzerland and Austria where there are strict guidelines not to start on literacy and numeracy until the age of six and seven. These too do twice as well in reading tests than children who are exhibited to formal teaching at a young age. (Henderson,1999, p.12). In Singapores educational policy, academic skills are given much attention and many parents are still uncertain of a play-centred curriculum. As a result, children are deprived of free play and many children have not acquired social skills (Tan et al, 1997). file write in full Similarly in Malta, adults view play and arts not so important to the academic development of the children (The Times of Malta, Editorial supplement 2001). Insert Children start pre-school at the age of four where the main aim is to prepare them for more formal instructions in grade one class. It is also understood that the main aim of the curriculum in the kindergarten level is to enhance the holistic developme nt of the child where each area of childs development is considered important (The National Minimum Curriculum.1999, pgs 34, 35). The N.M.C. document of the Maltese Ministry of Education considers play as a natural process and recognizes it as the key pedagogical means. (N.M.C. 1999, p.76). Creativity definitely enjoys privileged significance throughout the N.M.C. document. In formulating the document, creativity is not only linked to the expressive arts, it is also identified as the driving force that should aid the teacher in devising classroom curricula. In the introductory message of the document the Minister of Education state: The process (of change) will be one of creative changes in each school and with each teacher as they develop their own more detailed syllabus, resources and methods guided and inspired by this document. (NMC. 1999, p.6) Despite the previous arguments there are many reasons to think that play is the most valid way in which children learn and develop (Pinar, 1998; p.167). Major issues and debates It can be seen from the above analysis that psychologists and educators have demonstrated that play is unquestionably part and parcel of life of a growing and developing child. Nevertheless wrong concepts of play remain a growing problem. Cultural issues, socio-economic issues, and educational policies of a society could influence adults perception towards the value and purpose of play. This analysis, unfortunately, implies why parents presume that children are not learning anything worthwhile if they are just playing. Parents perceive that play in itself serves no productive purpose and does not work towards any particular goal (Moyles, 1991, pp.10). As a result many parents believe that making children learn at a young age will help them succeed at school (Schroeder, K., 2007. Vol 72, iss 5; pg 73-74) and that the knowledge of the alphabet and counting numbers are more important (Ashiabi, G.S., 2007, Vol.35, no 2 pgs 19-205). Piaget often argued that play is often neglected by adul ts because they think it has no significant function (Piaget and Inhelder, 1969). DISS sarah Insert According to Broinowski ,(cited in Bloch and Pellegrini 1989, pp.17-19) he remarks that free play of childhood is at risk. At the same time he expresses his worries when he implies that children are being hurried to grow up and are growing up without childhood. Parents and educators have raised their academic expectations for their children so, play, and do not contribute towards to the childrens academic development. In this sense they send them to various organised extra curriculum activities (Bloch and Pellegrini, 1989, pp. 28-29, Chudacof 2007). Although these structured activities can enhance and have a

Dialogical and Formalistic Approach to Thomas Grays Elegy (Eulogy) Wri

Dialogical and Formalistic Approach to Elegy (Eulogy) Written in a Country Churchyard Elegy in a Country Courtyard, by Thomas Gray, can be looked at through two different methods. First the Dialogical Approach, which covers the ability of the language of the text to address someone without the consciousness that the exchange of language between the speaker and addressee occurs. (HCAL, 349) The second method is the Formalistic Approach, which allows the reader to look at a literary piece, and critique it according to its form, point of view, style, imagery, atmosphere, theme, and word choice. The formalistic views on form, allow us to look at the essential structure of the poem. "Elegy Written in a Country Churchyard" by Thomas Gray shows aspects of both Dialogical and Formalistic Approaches. Gray's uses dialogic opposition, the way the author chooses to form his work so that the reader can interpret the characters' actions and words without the direct intervention of the author. (HCAL, 354) Gray lists the lifestyles of many different people in lines 32- 60. These stanzas cover all the different types of people that are buried in the churchyard. We can interpret the lifestyle and actions of the other characters because we have the ability to associate and connect what the narrator is telling us. By using the dialogic opposition, this allows the reader to identify the multiple types of characters in the poem, even if they don't all have dialogue. Bakhtin's definition points toward a parallel between issues of knowledge and power among the characters and those between the author and the reader. In both cases, knowledge is best thought of as dialogic rather than monologic, as open to the other rather than closed, as addres... ...defining words. The symbolism is to show the reader and the audience that life is only for so long. Once that old age is reached your youth is over. Try and accomplish all that you can when you have the time and the energy, because we are all going to be in the same place as all the characters in the churchyard before we know it. Gray uses imagery and symbols very well, and smoothly pulls the attention of his readers in to the poem. Gray's use of language and other literary devices allows readers to look at the poem from two different aspects. Dialogical and Formalistic, two completely different types of critiques. However, both let the reader look at the poem in completely different ways and see the many different aspects of the writing. Thomas Gray's "Elegy in a Country Churchyard", is a fine example of showing the dialogical and formalistic approach in a poem. Dialogical and Formalistic Approach to Thomas Gray's Elegy (Eulogy) Wri Dialogical and Formalistic Approach to Elegy (Eulogy) Written in a Country Churchyard Elegy in a Country Courtyard, by Thomas Gray, can be looked at through two different methods. First the Dialogical Approach, which covers the ability of the language of the text to address someone without the consciousness that the exchange of language between the speaker and addressee occurs. (HCAL, 349) The second method is the Formalistic Approach, which allows the reader to look at a literary piece, and critique it according to its form, point of view, style, imagery, atmosphere, theme, and word choice. The formalistic views on form, allow us to look at the essential structure of the poem. "Elegy Written in a Country Churchyard" by Thomas Gray shows aspects of both Dialogical and Formalistic Approaches. Gray's uses dialogic opposition, the way the author chooses to form his work so that the reader can interpret the characters' actions and words without the direct intervention of the author. (HCAL, 354) Gray lists the lifestyles of many different people in lines 32- 60. These stanzas cover all the different types of people that are buried in the churchyard. We can interpret the lifestyle and actions of the other characters because we have the ability to associate and connect what the narrator is telling us. By using the dialogic opposition, this allows the reader to identify the multiple types of characters in the poem, even if they don't all have dialogue. Bakhtin's definition points toward a parallel between issues of knowledge and power among the characters and those between the author and the reader. In both cases, knowledge is best thought of as dialogic rather than monologic, as open to the other rather than closed, as addres... ...defining words. The symbolism is to show the reader and the audience that life is only for so long. Once that old age is reached your youth is over. Try and accomplish all that you can when you have the time and the energy, because we are all going to be in the same place as all the characters in the churchyard before we know it. Gray uses imagery and symbols very well, and smoothly pulls the attention of his readers in to the poem. Gray's use of language and other literary devices allows readers to look at the poem from two different aspects. Dialogical and Formalistic, two completely different types of critiques. However, both let the reader look at the poem in completely different ways and see the many different aspects of the writing. Thomas Gray's "Elegy in a Country Churchyard", is a fine example of showing the dialogical and formalistic approach in a poem.