Anti-social behaviour presentation reflection Essay

Anti-social behaviour presentation reflection - Essay Example Our vision of our presentation successfully aided us in every part of the preparation. We were very much aware that to convey an understanding of a very interesting topic as ours, we need to fully understand it ourselves. All members of the group acknowledged this and were very committed with our envisioned presentation. To formally mark the commencement of our first week in preparation, we exchanged e-mail addresses and discussed the aspects and elements to include in the presentation. The discussion was highly proactive; each of the members was able to voice out not just the suggested details as well as concerns or issues early on. This procedure helped us establish not just the presentation details but also a good interaction channel in the context of our being a one group. It is noteworthy that all members of the group were fairly in common ground, cooperative, and comfortable working with each other. I believe these things are important because these enable the smooth run and sp eedy facilitation of the group effort. In addition, it helped us to individually develop our communication and synergy skills. The discussion’s output was a simplified structure consisting of the 1) ASBO’s; 2) ASB and its characteristic relationship with the young people; 3) ASBO publication; 4) the ABC’s; 5) Policy -- the law aspect; 5) Sociology and Criminology; and 6) Social Policy. Observing the discussion process and the output, one may foresee the smooth, simple-to-complex route our presentation is planning to take route. This route is very significant for us presenters as it will enable the audience to systematically process the information and insight we provide -- a feat that facilitates our goal to pass understanding of the topic to our audience. Splitting the subtopics, I picked the first part, ASBO’s and the fifth one, Policy. I could already see myself perusing some legislation cases for the subtopic Policy. Looking at ASBO as a policy, I am interested to know its basics -- the conditions or clause, evidence, how the evidence is handled, its efficiency in carrying out its function as well as exploring its flaws. I’m quite curious if its pros outweigh its cons and how do young people see themselves in the context of this policy. Marking the second week of preparation, the group gathered to discuss the researched information, forming them together, and checking how our assigned aspects contribute to the topic as a whole. Again, every member displayed cooperation. In the actual presentation, I suggested to present only the ASBOs part and let another member do the Policy part. Deciding to only present one part just came in reflection of my English speaking ability. Evaluating my current ability to communicate using English as the medium, I honestly doubted if I could effectively present the two parts. The subtopic Policy requires a lot of elaboration; I knew I must forgo an opportunity to expand my communication skil ls in lieu of the group goal. The third week was basically the technical mash-up of our member slides. Seeing the wholeness of our individual efforts was very fulfilling. Looking at our work, I could confidently say that I was really given a chance to participate and my work is very much reflected in the group’

Pre-Self Assessment Survey Essay Example | Topics and Well Written Essays - 1500 words

Pre-Self Assessment Survey - Essay Example Basic assessment is the horsepower towards self-assessment and scrutiny (Ersegovac 2008). In the journey towards literacy, one ought to sit down and start contemplating on their abilities, their respective faults notwithstanding. Thus, after assessing, one is prone to mapping the means forward. This exercise is engaging and one ought, to be honest, and ready to begin problem solving and rectification whenever it deems necessary in the course of the activity. Create a culture. Information Literacy This is the ability of an individual to point out when there is a need for specific information/intelligence, procure it, evaluate it and further utilize it for solving the quandary/problem at hand. Information intelligence/literacy is an upper hand resource and a major advantage/competency to those individuals who possess it, since; the information literacy expertise is used to, effectively, enhance intelligent levity in a particular society (Bothma, et al 2008). At contemporary times in a society that is overtly informational, one ought to possess the literacy to uphold competency and hoist his/her socio-economic banner. This extends that these individuals brighten up in terms of information literacy; therefore, obtaining an added advantage/upper hand in the procurement of the intelligence they require solving their issues. Over recent times, the idea of information Literacy has been incorporated into the society in the practitioner fields to enhance rapid solutions to student’s dilemmas. It has been applied in the libraries and high education agencies in proper management, since; it has been reiterated and perceived to be extremely beneficial and foolproof to minor challenges in the management of academic agencies that are extremely fragile to minor blunders (Brine 2009). Over time, it has been dubbed as the way to socio-culture-economic affluence in a civilized and organized society of the modern world. Pre-Self Assessment Survey In my entire learning proces s in this institution, I have had numerous experiences regarding and resulting from my failures and abilities.  

A persuasive paper on Teenage sexuality Essay Example | Topics and Well Written Essays - 500 words

A persuasive paper on Teenage sexuality - Essay Example The most important aspect that is talked about regarding teenagers is their sexual behavior pattern. Every new generation has a luxury of getting more exposure, more opportunities and more knowledge than the previous one due to advancement in technology, media and education system. Teenagers today are exposed to sexual contents more easily and more frequently than their parents or grandparents. Dating has become a common phenomenon and hence the indulgence in sex too. However, does it mean that teenagers are irresponsible, rude, careless and arrogant people? No, it does not mean that. Teenagers and their sexual behavior pattern is the result of both, the personal and the social changes. The emotional, hormonal, psychological and physical changes that the teenagers go through after entering the puberty make them curious about the opposite sex and hence the strong attraction. Add to this the exposure to the sexual content they are getting from television, internet, movies and magazines. The teenagers have energy, intelligence, strength and boldness of doing things the way they want t o. The adults need to take a responsibility of guiding them in the right direction by letting their natural desires fulfilled rather than suppressing it. It is the responsibility of the society to help teenagers go through this exciting and at the same time dangerous phase by being there to guide them regarding the dangers of the indulgence in sex and help them make their experience more fun, genuine and guilt free rather than making them feel that they are committing some sin. Sexuality is a power of nature and no amount of rational or logical thinking can win over nature. Teenage sexuality is the beginning of the sex

Analysis of Poetry Essay Example for Free

Analysis of Poetry Essay This Unit Activity will help you meet these educational goals: 21st Century Skills—You will use critical-thinking and problem-solving skills and communicate effectively. Introduction In this activity, you will read and analyze three poems by different poets and examine the similarities and differences among them. __________________________________________________________________________ Directions and Analysis Task 1: Read and Analyze Poetry Read these poems, which revolve around the ideas of darkness and the night: Do Not Go Gentle into That Good Night by Dylan Thomas Acquainted with the Night by Robert Frost We Grow Accustomed to the Dark by Emily Dickinson Read the poems a few times, noting each one’s theme, mood, form, structure, rhyme scheme, and use of imagery and figurative language. Use the provided table to record your analysis. Type your response here: â€Å"Do Not Go Gentle into That Good Night† â€Å"Acquainted with the Night† â€Å"We Grow Accustomed to the Dark† theme Mortality Isolation To â€Å"find the light† imagery Sunrise and sunset Loneliness figurative language Their frail deeds might have danced in a green bay Personification and rhyming Darkness and light mood Somber desperation Discomfort Sadness form Villanelle Iambic pentameter Lyric poem meter, structure, and rhyme scheme five three-line stanzas and a sixth stanza with four lines Terza rima, ABABCBCDCDADAA, Italian form Rhythm is similar throughout, but changes from eight and six syllable lines to seven and six syllables to seven and six syllables. Task 2: Make Comparisons Write a 250-500-word essay describing the similarities and differences you found in the poems. Address the following points in your essay: Examine how the subject of darkness is used in each of the three poems. How has each poet woven the central idea of the poem around the subject? Compare and contrast the figurative devices used in each poem. How do they affect the mood and relate to the theme of the poem? Point out the differences in style and tone, including the choice of words. Which poem do you think has the greatest overall impact on readers? Which one communicates its message most directly and effectively? Which poem appeals most to you? Give reasons to explain your answers. As with any essay, this essay should be structured into paragraphs, with a clear introduction, a body, and a conclusion. Arrange your ideas logically and group them into paragraphs, using suitable words to mark transitions between ideas. Remember to provide textual evidence from the poems for your opinions. Type your response here: The similar ideas of dark and night appear in works by Emily Dickinson, Dylan Thomas, and Robert Frost, but the meaning of the two concepts in context of the literary works differ greatly. In Emily Dickinson’s â€Å"We Grow Accustomed to the Dark†, Dylan Thomas’ â€Å"Do Not Go Gentle into that Good Night†, and Robert Frost’s â€Å"Acquainted with the Night† the theme of night and darkness is compared and contrasted through the literary elements of point of view, imagery, and structure. The concept of darkness and night is portrayed through the use of point of view. In each of these poems, the poet writes in the first tense, giving the reader a sense that the narrator has personally experienced the presence of the symbolic â€Å"darkness† and â€Å"night†. However, while â€Å"We Grow Accustomed to the Dark† is written in a plural point of view, â€Å"Acquainted with the Night† is written in a singular view, and â€Å"Do Not Go Gentle into that Good Night† is from the speaker point of view. This gives a differing meaning to dark and night between these poems, because although Dickinson’s plural poem encompasses humanity as a whole, showing the dark to be a natural point in life, Frost’s poem depicts the night his character is experiencing as a lonely, solitary happening, and Thomas’ poem shows loneliness and wanting for companionship. The differences in these poems help to show night as a more unnatural and depressing experience than the dark that happens to everyone. __________________________________________________________________________ Evaluation Your teacher will use these rubrics to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Task 1: Read and Analyze Poetry Criteria Distinguished (4 points) Provides a complete and accurate analysis of each poem Exhaustively lists instances of figurative language and use of imagery Provides a concise but compelling description of the mood and theme of each poem Proficient (3 points) Provides a complete and largely correct analysis of each poem Lists most instances of figurative language and use of imagery Provides an effective description of the mood and theme of each poem Developing (2 points) Provides a complete analysis of the poems with some inaccuracies Lists some instances of figurative language and use of imagery Provides a passable description of the mood and theme of each poem Beginning (1 point) Provides an incomplete analysis of the poems with some inaccuracies Lists only a few instances of figurative language and use of imagery Attempts to describe the mood and theme of the poems Task 2: Make Comparisons Criteria Distinguished (4 points) Thoroughly addresses all the points mentioned Effectively compares how the subject has been woven into the central idea in the three poems Thoroughly evaluates and compares the effect of figurative language and imagery in the poems Insightfully compares the style and impact of the poems Provides strong textual evidence to support opinions Structures the essay exceptionally well, has a compelling introduction and conclusion, and uses transitions to enhance the organization of ideas Consistently uses correct grammar, spelling, and punctuation throughout Proficient (3 points) Adequately addresses most of the points mentioned Effectively compares how the subject has been woven into the central idea in the three poems Adequately evaluates and compares the effect of figurative language and imagery in the poems Effectively compares the style and impact of the poems Provides adequate textual evidence to support opinions Structures the essay well, has a meaningful introduction and conclusion, and uses transitions effectively Largely uses correct grammar, spelling, and punctuation Developing (2 points) Adequately addresses some of the points mentioned Compares how the subject has been woven into the central idea in the three poems Evaluates and compares the effect of figurative language and imagery in the poems to some extent Compares the style and impact of the poems Provides some textual evidence to support opinions Structures the essay into paragraphs, has an introduction and a conclusion, and uses transition words Makes a few mistakes in grammar, spelling, and punctuation Beginning (1 point) Marginally addresses some of the points mentioned and omits others Attempts to compare how the subject has been woven into the central idea in the three poems Inadequately describes the effect of figurative language and imagery in the poems Attempts to compare the style and impact of the poems Does not provide textual evidence to support opinions Does not structure the essay well and does not use transitions effectively Makes several mistakes in grammar, spelling, and punctuation

Essay --

1. MAAKASUTUSE MÕJUTEGURID 1.1. Mullastik Eesti muldade mitmekesisus on pà µhjustatud Eesti looduslike olude nagu geoloogiline ehitus ning pinnamood tagajà ¤rjel. ÃÅ"le poole Eesti aluspà µhjast koosneb lubja-kividest ja seetà µttu on 75% mulla là ¤htekivimeist karbonaatsed. Eestis on ka palju rà ¤ndkive, millest suuremad on kaitse all. Duurim kivisus Eestis on Saare-, Là ¤Ãƒ ¤ne- ja Harjumaal. Eestis on ka suurenenud muldade tuulekandeoht, mille on pà µhjustanud turvas- ja liivmuldade massiivistamine ja kuivandeamine Là ¤Ãƒ ¤ne-Eestis ning saartel. Eestis on haritavate muldade boniteet keskmiselt 43 punkti. ÃÅ"le keskmise on Là ¤Ãƒ ¤ne-Viru-, Jà µgeva-, Viljandi-, Jà ¤rva-, Rapla- ja Tartumaal. Kà µige madalam boniteet Eestis on Và µre-, Là ¤Ãƒ ¤ne- ja Hiiumaal. (Joonis 1) Allikas: [EME 1 2008; muudetud 2011] Joonis 1 Pà µllumuldade viljakus. Pà µllumuldade keskmine boniteet (100-punktilises sà ¼steemis): 1 kà µrge (à ¼le 55 punkti), 2 à ¼le keskmise (50-55), 3 keskmine (45-50), 4 alla keskmise (40-15), 5 madal (alla 40) Soomuldade ja soostunud muldade ning muldade kivisus on Eesti mullastikule iseloomulik. Kolmandik muldkattest koosneb gleimuldadest ning viiendik soomuldadest, mis pà µhiliselt on metsamaadel. Gleistunud mullad hà µlmavad kuuendiku kogu Eestist ja veeriandi Eestis haritavast maast. Eesti muldade là µimis on và ¤ga erinev ja muutuv, see muutub nii mullaprofiilis kui ka territoriaalselt. Selle pà µhipà µhjuseks on mullatekkeprotsesside iseloom. Liivmuldade kà µige suurem osatà ¤htsus on Hiiumaal, à ¼le keskmise on neid Ida-Viru-, Pà ¤rnu-, Và µru-, Pà µlva-, Valga- ja Saaremaal. Rapla-, Pà ¤rnu- ja Là ¤Ãƒ ¤nemaal on suurim savide leviala, seal on palju harmisele tundlikke ja raskeid gleimuldi. Jà ¤rvamaal on leetjad ja leostunud viljakad liivsavimullad, kuid ka Rapla-, Viru- ja Jà µgevamaal. [EME 1 20... ... 2012] Joonis 2 Sademete keskmine aastasumma 1966–98 (mm) Eesti temeratuuri suurim mà µjutaja on Là ¤Ãƒ ¤nemeri, mis talveperioodil rannikualasid sisemaast soojemana hoiab. Eesti kliimale on iseloomulik temperatuuri ning pà ¤ikesekiirguse kà µikumine aastaajaliselt. Aastaajaliselt erineb tugevalt ka pime ja valge aeg, kus pà ¤eva pikkus kà µigub 18 tunnist suvel 6 tunnini talvel. Pà µhilisteks kiirgusolude erinevuse pà µhjuseks Eestis on pilvisuse eripà ¤rasused. Sisemaal on pà ¤ikest và ¤hem và µrreldes rannikualadega, sest soojal aastaajal on sisemaal paremad olud rà ¼nkpilvedele. Keskmiselt on Eestis pà ¤ikest 1600-1900 h. Kiirgusandmed 1966.–98. aasta kohta on pà ¤rit mà µÃƒ µtmistulemustest Tà µravere aktinomeetriajaamast. (Joonis 3) [Eesti ilma riskid 2012] Allikas: [Eesti ilma riskid 2012] Joonis 3 Pà ¤ikesekiirguse keskmised kuu- ja aastasummad Tà µravere aktinomeetriajaama 1966.–99. aasta andmetel

Criticism of Philosophers

There are many great philosophers who have had many great ideas over the centuries. These philosophers have had their ideas passed down to many people through the centuries, decades, and years. Fredric Nietzsche, Rene Decartes, and Socrates are philosophers that many philosophy students study. However, not everybody likes or agrees with these philosophers philosophies. The purpose of this paper is to provide information about the three philosophers’ lives, work, and philosophies. Also, in this paper there will be criticism of each of the philosophers.Let’s begin with a discussion of Socrates. Socrates was a Greek philosopher who taught another Greek philosopher named Plato. Even though Socrates is thought to be a great Greek philosopher, we have none of his writings. Therefore, many Greek scholars are not sure whether what is on the page is what Socrates taught Plato or Plato’s own thoughts. Socrates’ background is interesting, but now let’s talk ab out some of Socrates’ philosophical views. Derek Johnston claims that Socrates thought that there was much good in the world; however he believed that virtue was the ultimate good.Johnston goes on to claim that Socrates firmly believed that no outside source could deprive people of virtue (Johnston, 2006, 11). In short, Socrates was mostly concerned with the branch of philosophy called ethics. Socrates also firmly believed that the quest for knowledge was the most important thing and by obtaining knowledge about things is the only way people become truly virtuous. Johnston also claims that Socrates was also attempting to find the true meaning of ethical words such as â€Å"true†, â€Å"good†, and â€Å"beautiful† using the question and answer method of inquiry.He also held firm that Socrates’ main belief was that knowledge equals virtue which can and is obtained through reason. In fact, Socrates held strongly that any opinion that someone had that wasn’t based on reason should be discarded (Johnston, 2006, 11). Rene Descartes’’ philosophy seemed to be based on doubt and certainty. Decartes began to build his philosophical stance by doubting everything that could be doubted. But, even Decartes believed that there were things that couldn’t be called into question.The things that Decartes believed couldn’t be called into question were his existence and the existence of God. Decartes believed that his existence couldn’t be doubted because he was sitting down thinking about whether or not he existed, among other things. Therefore, he believed that if he doubted things then, he must exist. In other words, Decartes believed he thought therefore he was. He more famously put it as;† I think therefore I am. † The Latin for this saying is Cogito Ergo Sum (Johnston, 2006, 76).This argument is sometimes simply known as Cogito. Decartes also was a rationalist. Rationalists believe that there are things that have to be true and that there are things that have to be false. He also believed in the existence of God. His argument for the existence of God basically says that imperfect beings, which are humans, depend on their existence both beginning and continuing upon a perfect being which is God. In addition, according to Johnston, Decartes believed that minds are separate things from bodies (Johnston, 2006, 77).Both Socrates and Friedrich Nietzsche had a philosophical view that was based on ethics. Nietzsche was big on morality. He wished to locate a materialistic basis for his moral principles. At the beginning of his ethics, he believed that both good and evil were simply ways of illustrating that some actions were good for society and other actions were bad and didn’t benefit society. But, later he thought of good and evil in absolute teams (Johnston, 2006, 142). Nietzsche attacks philosophy from an ethical standpoint; however, he promoted only two sets of ethical values.One ethical value was pride in oneself and ruthlessness and philosophy, music, and poetry. Nietzsche thought there were some good ethical qualities that human beings could achieve however; he believed that all human beings could strive to get the good moral qualities but only a few exceptional human beings could actually get those good moral qualities. According to Johnston, Nietzsche’s noble man will have a cruel will and will sacrifice his fellow men. In addition, his noble man will be both disciplined and cunning in war (Johnston, 2006, 145).Nietzsche’s greatest philosophical view is called the Will to Power. Nietzsche’s Will to Power is the ultimate source of both what is and what will be for human beings. Strong people will be able to get the will to power and weaker people will not be able to get the will to power. According to Johnston, Nietzsche’s will to power allows people’s current moral judgments and values which are the moral judgments and values of society to be washed away forever. Then, and only, then can a new set of pure moral values and judgments emerge (Johnston, 2006, 147).In addition, a hero for Nietzsche is a man who rises above and beyond his fellow humans by the strength and will of his own powers be them physical or mental or both. His hero will never be sorry for his superiority; in fact he should relish and rejoice in it. Compare and Contrast It may seem as if because Socrates, Rene Decartes, and Fredric Nietzsche were born and lived at different times and in different centuries that none of these three philosophers’ philosophical views would have similarities to them. However, there are similarities to these three philosophers’ philosophies.Rest assured that there are differences in these three philosophers’ philosophies, but first let’s focus on the similarities of these three philosophers philosophical viewpoints. Both Socrates and Fredric Nietzsche su bscribe to the school of philosophy called ethics. In fact, according to Johnston, Socrates view of life centered mostly on ethics and ethical concerns (Johnston, 2006, 11). Also, both Socrates and Nietzsche tried to find the real meaning of ethical terms such as good, trust, bad, and beautiful by means of asking questions and getting answers.In fact, Socrates used the question and answer method to inquire into many moral definitions and many moral issues such as justice. Nowhere is this question and answer method of philosophical inquiry more apparent than in Plato’s dialogue called The Republic. In Plato’s dialogue The Republic through Socrates Plato explored both the definition of justice and the concept of justice itself. Plato also talked about what philosophy is and the many types of government that is used to run a state. Plato even talked about what he believed was the best form of government.Both Socrates and Nietzsche believed that there was one thing that wo uld make people virtuous. Socrates believed that possessing knowledge and Nietzsche believed that having the strength of will was the ultimate virtue. In addition, both Socrates and Nietzsche also believed that few people will ever achieve either virtue. These are the only similarities between the three philosophers Descartes, Socrates, and Nietzsche. These three philosophers had more differences between them than similarities. Let’s look at thee differences between them now.

Claddagh Rings Essay

Today’s society is extremely fashion and style conscious. Most styles and trends are in one day and out the next, from clothing, jewelry, and accessories. However some trends are timeless and never go out of style, like the Irish Claddagh ring. But what is the origin of the jewelry and why is it still such a popular trend today? All these questions can be explained by looking at the origin, legends, meaning, and usage of the ring. The history of the Claddagh ring is surrounded in uncertainty due to the many popular folk stories that circulating around the origins of the ring. However what we do know for certain is that the ring originated from the Irish town of Claddagh(cite48). Claddagh was a small fishing village outside the city of Galway (cite48). This is where the name of the ring comes from. As with most story there are always many variations, in the case of the Claddagh ring and its origins there are numerous. One variation is how Margaret Joyce took the fortune inherited from her late husband, a Spanish merchant, and used it for charitable causes. She was reward for her charitably when a eagle one day dropped the the original Claddagh ring into her lap. cite48) The most likely legend of the rings origin is generally attributed to Richard Joyce. It goes that around 1675 Joyce was captured by Algerian pirates and sold as a slave while traveling to the West Indies. Joyce was sold to a Turkish goldsmith who taught him his craft. Joyce was released after William III was accession to the throne of England in 1689 and released all prisoners held captive by the Moors. Joyce served his master for fourteen years and when released his master offered half his wealth and his daughters hand in marriage if Joyce would continue to practice under him. Joyce declined this offer and returned to Claddagh where he married, had his on business as a silversmith and created the first Claddagh ring. The historical facts from this version of the story hold more truth to the origins of the ring then any other legend given that King William III did in fact release all Moors’ slaves. (cite 48 49) The Claddagh ring has a distinctive design. It features two hands clasping a heart that is surmounted with a crown. The ring itself is a symbol of love and marriage. Its believed that the heart represents love, the hand friendship, and the crown loyalty(cite 49). Going back to Richard Joyce if he is, and mostly likely was, the creator of the Claddagh ring the design itself depicts his loyalty and love of his country, since he did refused his masters offers to come home to Ireland. The Claddagh ring when created was used as a wedding or betrothal ring passed down from mother to daughter during a time of marriage (cite 49). This tradition it ensured the survival of the ring. (cite 49. ) The rings unique design also ensured its survival because it could be worn by both sex since it represents friendship and loyalty. Claddagh rings are still a expression of romance today. Today you can find the Claddagh symbol on different types of Celtic crosses, pendants, candles, and other jewelry. Its popularity in today’s society has been boosted threw media and pop culture, with celebrities wearing the ring and movies like Ladder 41, which describes how they way in which one wears the ring shows if they are in love or still open to friendship. Regardless of which legend of how the ring originated is true the facts is that the Claddagh ring has survived through history, keeping a symbolic meaning that is still significant.