Monday, October 14, 2019
Phaedrus by Plato Essay Example for Free
Phaedrus by Plato Essay Of all the dialogues of Plato, this has got to be one of the most impressive of all. A display of conversations that did not rely on just mediocre questioning and explanation about a single topic. Walking around the country and providing conversations on just about whatever happens to them, the Phaedrus and Socrates walking conversation displays relevant matters and enlightening words. Tackling the topic of love was the initial subject that the two had taken into consideration. Talking about philosophies of love and their own takes on how love is, Socrates and Phaedrus showcase their sides by explaining what love is to them. Thus, this conversation about love ruled most of their walk. Along the way they tackled more enlightening matters The dialogues last part tackles about writing books and its capabilities to impart goodness on a person. They explain their considerable thoughts on books. In part 229c-230 b, Socrates reflects an affirmative belief on stories of myths such as the story of Bores and Orithyia. Socrates showcases his reasoning that he doesnt have enough time as well for himself to give explanation about such occurrence that happened in the place where the story was foretold thus he results to might as well be believing in it. He believes that skeptics dont have the luxury of time challenging and explaining the truth about other creatures, monsters and occurrences as well. Thus Socrates concludes that seeking out for truth with regards to said stories is ridiculous. He believes that even those people of science that tends to explain everything will also have such a difficult time on proving such claims and that there are more important matters other than challenging these stories. The conversational walk that Socrates and Phaedrus had in the dialogue displays amenable reasoning and provides ample knowledge upon readers.
Sunday, October 13, 2019
Cultural Differences in Nonverbal Communication Essay -- Communication
When communicating, only a small percent of the exchange is verbal. The larger part of the message is made up of body language or movements, known as nonverbal communication. The reason for people using nonverbal communication is to enhance the message they are sending to the receiver. One way nonverbal communication differs is through cultural differences. Cultural differences have a significant impact on nonverbal communication as cultures differ greatly in their nonverbal interpretations and responses. Firstly, this essay will prove how kinesics can create barriers between people as types of nonverbal cues differ amongst cultures. It will then show that paralinguistics can be based on cultural expectations and this can create stereotyping in cross-cultural communication. Turning to haptics, it will then show that different perspectives on haptics can cause problems in a cross-cultural context. Finally, it will prove that because of different cultural norms, the use of proxemics can be misinterpreted, therefore proving that cultural differences have a significant impact on nonverbal communication. Kinesics refers to the study of body movements; an understanding of kinesics across culture requires a close look at posture, movement, facial expression, eye contact, and gestures (Tyler, Kossen & Ryan 2005). Particular kinesics do not signify the same meaning for all cultures, the meaning of any kinesics depends on the culture of the expresser and the observer. Kinesics varies from culture to culture; these differences can cause barriers between people from different cultures, it can also create barriers between two countries. For example, Bill Richardson tells of a time when he went to Iraq to negotiate the release of two U.S... ...Cited Delgado, R & Kobayashi, T 2011. Proceedings of the Paralinguistic Information and its Integration in Spoken Dialogue Systems Workshop. 1st ed. Springer. Richmond, V & McCroskey, J 2011. Nonverbal Behavior in Interpersonal Relations. 7th ed. Allyn & Bacon. Knapp, M & Hall, J 2009. Communication in Human Interaction. 7th ed. Wadsworth Publishing. Laver, J, 1994. Principles of Phonetics . Cambridge University Press. Remland, M, 2008. Nonverbal Communication in Everyday Life . 3rd ed. Allyn & Bacon. Hall, E, 1990. The Hidden Dimension. Anchor. Tyler, S, Kossen, C & Ryan, C 2002, Communication: A foundation Course, Prentice Hall, Sydney. Hall, E, 1990. Understanding cultural Differences: Germans, French and Americans. Nicholas Brealey Publishing . Harper, R, 1978. Nonverbal communication: The State of the Art. New York: John Wiley & Sons.
Saturday, October 12, 2019
Graduation Speech -- Graduation Speech, Commencement Address
Psalm 25:9: "The humble He guides in justice, And the humble He teaches His way." Good evening ladies and gentlemen, faculty and staff, family, honored guests, and fellow students. Thank you for coming to our graduation services this evening. My name is Rebekah Hoad and I am the Valedictorian for the graduating class of 2006. I am honored and blessed to be the messenger of years gone by and the inspiration of years to come. This is not only a time to receive a diploma but it is an opportunity to celebrate our lives. A time that represents our past childhood and passage into adulthood. As we embark on life's journey, remember to build on the foundation laid by our parents and teachers. Apply what we have learned and embrace God's love to strive for spiritual maturity. For me, the years have gone by faster than I could ever have imagined. I can still remember walking into my first grade classroom, my very first day at Caleb Christian School. Mrs. Cusic was my teacher and I recall her telling me several times that I was not the teacher. Over the years our school has changed. Teach...
Friday, October 11, 2019
“A Different Mirror†by author Ronald Takaki Essay
In the book, â€Å"A Different Mirror†by author Ronald Takaki is an interesting chapter by the title of â€Å"The Promised Land†where I will discuss the pros and cons that African Americans must face.            The years 1910-1920 we learn about migration of African Americans as they head toward complete freedom. During the movement of the population, there was a spreading out of this race across the nation and a negative effect from this movement would be the huge scattering of the African American race. Families were separated more than they had ever been before with many migrating to the west coast. See more: Recruitment and selection process essay            A positive effect from this migration would be that the African Americans could gain better employment and had a broader range of opportunities due to the migrations.            As this group moved to other areas they did encounter violence by gangs and resistance from the white population. Communities began changing as the African American race moved in, while the Caucasian race weren’t comfortable with this new migration.            The African American group began gaining more control as they started their own groups ran by their own race. This was good for the Negro population as they were able to voice their own concerns to the public and feel as they had room to grow in society. The Negros had a new sense of who they were and a new sense of identity while white liberals and the new Negro movement began to grow in the Arts and Entertainment industry.            The Depression showed a decline in Harlem’s population as the African American population continued to migrate as they searched for employment. There was much discrimination for Negroes but on the positive side, there were many positive changes for the population as there were labor and union changes concerning this group. There was more WPA support, along with the help from the Democratic Party.            Discrimination was always evident which held a negative impact for the African Americans but with the support from men such as W.E.B. Dubois, there was more leadership for this group.            African Americans were learning everyday about who they were, where they were going and who they wanted to be. Although, the negative impacts from the white race was always evident, the African American population pushed ahead, moved to better places where they could gain employment and move up in society as they worked toward better living arrangements and more acceptance from all Americans.            Working harder made all gains more appreciated, while the African Americans worked toward gaining complete freedom and acceptance. More and more leaders stood up and empowered the Negro population which gave them more confidence as they migrated across America, searching for a better way of life.            African Americans were more concerned about their rights in the workplace and in schools as better opportunities presented themselves. This group grew stronger which was a positive effect while still on the negative side, they always felt less worthy than other groups in America. Â
Thursday, October 10, 2019
Profile of an Adolescent Bully Essay
From 2000 to the present time, there have been well over 600 peer-reviewed articles published on bullying. When compared to the less than 190 articles that were published from 1980 to 2009, one has to acknowledge that this area of research has exploded. Research indicates that between 10% and 30% of children and youth are involved in bullying and that bullying also increases during the middle school period as children enter adolescence (Cook, Williams, Guerra, Kim & Sadek, 2010, p. 65). Talk to any adolescent in school today and they will have their own story about their experience with bullying and there is a consistent agreement that it is becoming more complex to address. This essay is intended to inform the audience of some of the different behaviors and characteristics of bullies, the different methods of bullying, and to explore the possible reasons for origination in order to assist in future prevention and intervention efforts. Where is the Research? While performing research for this paper it became quickly noticeable that studies profiling a bully’s traits are scarcely performed. The focus of most research is in areas such as the methods of harassment used by bullies (i. e. cyber bullying), or the ramifications towards society caused by being bullied [i. e. school shootings (Barnett, Miller-Perrin, Perrin, 2011, p. 280). ] There is little research focused solely on profiling the bully him/herself. If society is going to make a longstanding change and truly break the cycle of harassment between adolescents than the background of the bully should be explored and assessed. While a profile of a potential victim is offered, it is used to better complete an accurate understanding of the adolescent bully. Definition of a Bully Bullying is commonly defined as a specific type of aggressive behavior intended to distress a vulnerable person and includes intent to cause harm, occurs repeatedly and involves a power imbalance (Barnett et al. , 2011, p. 160). During childhood, bullies are rejected, isolated, and disliked by their peers. Social acceptance for the bully changes during adolescence to being well accepted and liked by their peers. This could be due to the children’s gradual transition into adolescence resulting in an increased knowledge in social problem solving, or gaining an ability to negotiate a confrontation with others thereby diffusing volatile situations (Cook et al. , 2010, p. 71). Two Types of Bully’s Currently, there are two types of bully’s that are invading American grade schools, the typical bully and the bully victim. The typical bully. An adolescent described as being loud, assertive, somewhat socially and academically challenged, hostile, possesses negative attitudes and beliefs about others, minimal problem-solving skills, and comes from a family environment typically characterized by conflict and poor parental monitoring (Cook et al. , 2010, pp. 75-76, Batsche & Knoff, 1994, p. 166). The bully victim. An adolescent holding negative attitudes and beliefs about him/herself and others, has minimal social competence, does not have adequate social problem-solving skills, has poor academic performance, and s not only rejected and isolated by peers but also negatively influenced by the peers with whom he or she interacts with (Cook et al. , 2010, p. 76). A possible motive for a bully victim to become aggressive at school is that they may be experiencing their own victimization due to the emotional and psychological effects of being a victim at home (Rivers, Poteat, Noret, Ashurst, 2009, p. 212), and are exposed to family models of aggression resulting in violence contributing to violence (Barnett et al. , 2011). Beyond Primary Roles There has been a significant change as to how bullying behavior is understood. With the expansion past primary roles such as bully and victim, Rivers et al. have defined secondary roles that can categorize all participants of a victimization scenario. The assistant bully plays an active but secondary role to the bully. The reinforcer is considered to be a pupil that joins in laughing at the victim or encouraged the bully. Outsiders are aware that the bullying is taking place but will actively remove themselves from the situation. Lastly, the defender is seen as one that directly intervenes or displays help-seeking behavior when involved in bullying situation, and is most times a female (2009, p. 12). Motives The motives of bullies range from satisfying the need for power or to be affiliated with another person or group that is powerful, to a partial or total inability to manage anger. Dependent on their environment at home, they may exert themselves to attain a sense of control in their lives. On closer observation, bullies often demonstrate problems with impulsivity, a need to dominate others, and show little sympathy or empathy for their victims. Some bullies even admit that they â€Å"like†being a bully and may have a slightly justified outlook on their social role. Parents of Bullies Research has shown that parents of bullies prefer authoritarian parenting styles, will sometimes reject their child or show hostility, may show inconsistent parenting while supervising at a minimum, and have poor problem-solving skills (Batsche & Knoff, 1994, p. 166). The parents of adolescent bullies have failed to model positive conflict resolution or how to satisfy their need for attention, therefore the bully will continue with harassing others because it has proven to be an effective strategy (Cook et al. , 2010). The bully may also be witnessing interparental violence at home (Barnett et al. , 2011, 161). Rivers et al. have shown that children who witness violence at home regularly are more likely to require counseling to overcome the emotional and relationship difficulties they experience (2009). Not addressing negative behavior patterns may result in the behaviors continuing into adulthood, resulting in bullying others at their workplace, and increasing their likeliness of being convicted of a criminal offense during adulthood than their noninvolved peers. They are also at a higher risk for experiencing psychiatric problems, difficulties in romantic relationships and substance abuse problems (Cook et al. 2010, p. 79). Leaving this issue unaddressed also allows for the bully to possibly simulate the same environment that was conducive to their becoming a bully while raising their offspring therefore possibly making bullying intergenerational. Different Modes of Bullying Once seen as mostly physical in nature, bullying has now transformed into a ten-headed monster that spans from physical/direct bullying to various forms of indirect bullying such as turning friends against their peers, threats, and teasing. Bullying has also been made more complex and autonomous with the introduction and ease of accessibility to technology. Now bullies use tools such as text, e-mails, websites and chat rooms to torment their victims (Barnett et al. , 2011, p. 279). Measures of bullying. These measures need to encompass the three broad domains of behaviors that constitute bullying: direct physical bullying, direct verbal bullying, and indirect bullying in which the person or group of persons doing the bullying is not necessarily identified (Carbone-Lopez, Esbensen & Brick, 2010, p. 334). Most common types of bullying are verbal, then physical, then threats. Boys have always gravitated more towards physical bullying while girls tend to verbally bully their victims (Barnett et al. , 2011, p. 280). One of the reasons suggested was that girl verbal skills develop earlier than boys and until recently, it was seen as socially unacceptable and unladylike to physically bully (Strohmeier, Wagner, Spiel & von Eye, 2010, p. 187). The general concept of bullying entails a distinct type of aggression characterized by a repeated and systematic abuse of power. There are many acets to bullying that include but are not limited to physical aggression, verbal aggression (e. g. name calling and threats), relational aggression (e. g. , social isolation and rumor spreading), and cyber-aggression (e. g. , text messaging and e-mailing hurtful messages or images), a new venue for inflicting harm in an increasingly electronic youth culture (Strohmeier et al. , 2010, p. 187 ). The technology boom of today has brought new ways of communicating with each other. E-mail, instant messaging, Facebook, Myspace and texting are some of the new facets of communication. Gone are the days of writing letters or simply giving someone a phone call; people find personal confrontation easier to avoid and use these technologies to hide behind instead. The art of conversation is quickly giving way to this type of messaging and avoidance. Today’s society finds it much easier to verbally attack someone behind a phone or computer than to do it face-to-face. Victims Characteristics. Victims are characterized as submissive and non-assertive (Barnett et al. , 2011, p. 161). More often being smaller than the bully; the victim may be more sensitive, unhappy, cautious, quiet, and/or withdrawn (Cook et al. 2010, p. 65). Because the victim allows for the bullying to continue, one can only assume that they have passive or submissive characteristics. They may also be insecure and will not normally assert themselves. When attacked they withdraw and cry and since they are vulnerable, they will not retaliate. There is also an alternative type of victim termed the â€Å"provocative victim. †These victims are overactive, may have irritating behaviors, and are anxious along with showing aggressive traits (Green, Felix, Sharkey, Furlong & Kras, 2012, p. 1). These types of victims could possibly be a bully victim in the making. Age range. Victims are normally the same age and in the same class as the bully (Rivers et al. , 2009, p. 212). Therefore the bully will spend enough time with the victim to know them well. The bully does not have as much opportunity to victimize younger students since the chance to be around them lessens as they progress through school. The number of older pupils with opportunity to bully at decreased risk to selves decreases as the bully ages. Gender specifics. When explored, the reasons for bullying another peer differ by gender. A study done by Beaty & Alexeyev states that boy bullies pick on others because they â€Å"do not fit in,†are physically weak, or due to the clothes they wore (2008, p. 2). Victims also include those that are special needs, deviate from the norm, or differ in sexual orientation or race (Barnett, 2011, p. 161). Girls also primarily bully others because they â€Å"do not fit in,†but differ greatly when choosing who to pick on according to cognitive abilities. While boys have a tendency to victimize other pupils with special needs, girls chose to victimize what would be considered as â€Å"overachievers†(Rivers et al. 2009, p. 213). Conclusion Now knowing all of this information, how can it be put to use when addressing bullies in their earliest stages? Schools can use this profile of a bully as a window into what makes them become the people they are. Teachers will be able to identify a bully and address background situations such as family structure to offer counseling to the bully and their family. They could also assist victims within the school in learning social skills to deter bullies from picking on them as well.
Beyond the Ordinary Essay
Inside the Ateneo de Manila University is a hectic and busy population of students . Clearly seen by the bags under their eyes, these students have been through numerous tension due to the load of studies they’re having. Fortunately, beyond all those problems ,there is a sanctuary where students can reside to ease up their stress. A restaurant so accessible that is just within the school itself. Hidden under the University Dorm, is a concealed restaurant exceeding your ordinary cafeteria. It is Zekaf, the right place to relax while having a meal. Zekaf has the perfect ambience for people to relax and hang out. Once inside the restaurant, the public figures on the wallpapers greets you with a warm welcome. The place gives a warm feeling to its customers, as it is decorated with different shades of brown, a dull hue to bring out its sophistication. The carpeted floor also adds to the restaurant’s comfort. Mellow sounds and jazzy instrumental music engrosses the area, keeping the customers entertained while keeping them relaxed. Deeper inside the restaurant, is a wide balcony that displays the bright lights all over Marikina City, a simple yet breath-taking view. The smell of mixed herbs and spices also fill the area as the main dishes are being served on ordinary ceramic plates. What makes Zekaf unlike the other cafeterias is its interior design that helps attract more customers. Exceeding its ordinary purpose of being a cafeteria to the students of the Ateneo, Zekaf is also considered to be a venue for the people to enjoy each others company. Bringing in more students, from both Ateneo High School and Ateneo University, the restaurant has proven to be a mode of entertainment for every age group. Designed by a flat screen television, one can hear all kinds of sounds– from the deafening charges of guns from action movies to soothing melodies projected in the nature channel, the customers can just sit back and enjoy the entertainment offered by this restaurant. Zekaf has already grabbed its social status inside the university. It’s the place where students can both ease their stress at the same time enjoy the company of their friends. Beyond the average cafeteria, this place not only gives the customers a hearty meal but also the entertainment one cannot simply experience anywhere.
Wednesday, October 9, 2019
(Real)Assessment of the Higher Education Administration Program at Research Paper
(Real)Assessment of the Higher Education Administration Program at Peabody College of Vanderbilt University - Research Paper Example The aim of the college is to train highly skilled experts from varied backgrounds, for organizations both out of and in education, who have the same profound concern for the condition of human beings. Most academic programs in Peabody College consist of a powerful practice orientation. The college admits over 1,200 undergraduates and over 600 professional or graduate students, with the full-time teaching staff numbering 125. Many teaching faculty members are great leaders of professional organizations, are scholarly journals editors’ while others are recognized nationally for their research (â€Å"Education and Human Development at Vanderbilt,†2010). The college’s twelve faculty members are holders of named, conferred professorships. The faculty has five departments namely department of Psychology and Human Development; department of Special Education; department of Human and Organizational Development; department of Teaching and Learning; and department of Lead ership, Policy, Organizations (Education and Human Development at Vanderbilt, 2010). This paper gives an assessment of Peabody College’s Higher Education Administration Program. ... The college received the last accredition in 2007 and will receive the next interim report on March 2013 (â€Å"Vanderbilt University Accreditation,†2010). Every year, the United States’ News & World Report reviews Peabody College externally vis-a-vis other graduate schools of education. The report indicates that for the last one and a half decade, the college has held a top ten position. The report also indicated that for 2012, the college was in the top spot among the national graduate school of education and that this was the third successive year. Additionally, Peabody College consistently scores highly for student selectivity, a large quantity of funded research, and a low student-to-faculty ratio. Peabody, among the first five schools, has the largest number of programs incorporated in the specialty rankings of United States’ News & World Report (â€Å"Vanderbilt University's Peabody College of Education and Human Development,†2011). The United Sta tes’ News & World Report further indicates that Peabody attained nine points up ahead of its closest competitor with a general score of one hundred, with programs in Special Education along with Administration/Supervision being number one in the rankings. Other recognized programs were programs in Elementary Education and Educational Psychology, which were ranked fourth; programs in Education Policy, which were ranked fifth; programs in Instruction/Curriculum, which were ranked eighth; and programs in Higher Education Administration, which were ranked ninth. The yearly rankings of graduate schools are derived from surveys of about 13,000 academics and over 1,200 programs carried out in fall 2010 while individual program rankings are derived from deans of graduate studies and
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