Professional Project Essay Example | Topics and Well Written Essays - 1750 words

Professional Project - Essay Example An example of a language learner is a Japanese student who migrates to China to do further studies in World history. He has limited knowledge in Chinese language, but finds that all lessons are taught in this language. Undertaking Chinese language lessons will enable him sharpen his linguistic skills and make the learning process much easier. He will also converse effectively with Chinese students and make meaningful social relationships with them. Importantly, he will be able to learn about the differences in Japanese and Chinese cultures and will have an opportunity to fit himself well into the new Chinese culture (Beckett & Haley, 2000). However, he is likely to encounter various kinds of barriers including; Cognitive load Cultural load Language load Learning load This paper examines these barriers in the context of the Japanese student, issues and difficulties in teaching and learning of Chinese language, and the context and strategies available for teachers to overcome these dif ficulties in facilitating effective learning. 2. Barriers to Learning Chinese that may be encountered by the Japanese Student As mentioned, one of the barriers that this student may encounter is cognitive load. This refers to the number of concepts contained in the Chinese text or lesson. As Meyer (2000) explains, the level of cognitive load experienced by a Chinese student is determined by his or her familiarity with the content of Chinese lessons, or with the concepts being taught. The Japanese learner has limited entry knowledge about Chinese language; he will have to be introduced to new, unfamiliar concepts. Additionally, he will have little basis on which to draw conclusions or interpret linguistic clues in order to make informed guesses about the meanings of the tutor’s instructions or text. In other words, the student is likely to experience heavy cognitive load in the learning process. Another barrier that he may encounter is cultural load. According to Meyer (2000) the relationship between language and a learner’s cultural background determines the amount of effort that is needed in the learning process. Usually, the meanings and uses of words are related to their cultural and linguistic settings and often, differ in different cultural settings. The amount of cultural knowledge that is needed for a language learner to understand the meanings and uses of words, which are not explicitly explained to the learner is called cultural load. For instance, the substance water is represented by different labels in China and Japan and also exists in different scenes and settings. Though it exists in both Japanese and in Chinese languages, it has no similar meaning across both languages (Meyer, 2000). Therefore, words may exist in both cultures, but are used in different circumstances and settings. The barrier here is that the Japanese learner is likely to derive meanings and uses of such words from Japanese language and culture, even though they h ave different meanings and uses in China. The Japanese learner is also likely to come across unfamiliar words in text during tutor’s instructions. These words may contain long trail of syllables, they may have cumbersome pronunciations, or the manner in which they may be strung together to form sentences and paragraphs may be

Student Teacher Essay Example for Free

Student Teacher Essay The relationship that a teacher and student share is of trust, respect and devotion. Teachers influence their students by shaping their rational and moral virtues and hence, play an important role in molding the society as a whole. The education system of ancient India and Greece shared some common characteristics. In both cultures, teachers and their disciples conglomerated at specific places earmarked for educational purposes. This is where students gained both spiritual and material education from their teachers. All ancient societies functioned according to a set of moral codes and social hierarchy and teachers were at the apex of the social system. During this time, teachers were revered and considered as equivalent to Gods. Students were completely devoted to their teachers and were willing to fulfill all the responsibilities, conferred upon them by their teachers, unflinchingly. One of the quintessential examples of student teacher relationship is that of Chanakya and Chandra-Gupta Maurya. With the passage of time however, the ancient tradition of conglomerating at educational places ceased to exist in its original form and was replaced by more modern practices of schools, colleges and universities. However, the respect paid to teachers is still the same. even in this modern era, teachers share a close emotional attachment with their students. The ancient history of education systems is rife with several examples of great student teacher relationships such as Socrates-Plato, Plato-Aristotle etc. It is beyond the scope of dubiety that teachers, since ages, have played a major role in the life of an individual and his/her overall upbringing. Teachers are the beacons of light that lead people to success and glory. They are the ones who recognize the talents of their students and encourage them to move further and assist them in reaching the zenith of their potential. Let us dedicate this Teachers day to all those teachers who, through their talent, patience, wisdom and astute judgment of character, shaped the fates of many individuals who influenced the society as a whole. Go through this section and understand the kind of relationship that many of the historys famous students and teachers shared. These great teachers and their students have influenced human philosophies and ideologies since ancient times. Read the kind of relationship these student-teacher duos shared. Certainly, it will be a great experience to learn about those great souls with an insight on how they influenced their students lives and the whole mankind. Plato The Wonderful Teacher Plato was a classical Greek philosopher and mathematician. He was a student of Socrates, the founder of the Academy in Athens and a well-known Greek scholar who is renowned for his philosophies. Plato, along with Socrates, played a vital role in laying foundations of Western philosophy and science. Plato was a highly sophisticated writer and his works demonstrate this. Though the exact place and time of his birth is unknown, it is certain that he belonged to an aristocratic family. According to most of the scholars, Plato was born between 429 and 423 BC. His father, Ariston, is believed to be a descendent of the king of Athens and the king of Messenia. Platos mother, Perictione, also belonged to an aristocratic family which boasted of close connections with the famous Athenian lawmaker and lyric poet, Solon. According to Diogenes Laà «rtius, biographer of Greek philosophers, Plato was named as Aristocles but, his wrestling trainer called him Platon, a Greek word meaning broad. Plato learned grammar, music and gymnastics from the most eminent teachers of his time. He travelled to many places like Italy, Sicily, egypt and Cyrene. He returned to his hometown Athens at the age of 40 after which he founded the Academy, one of the earliest known organized schools in Western civilization. There are various speculations related to Platos death. One version states that he died on his bed, while other states that he died during a marriage feast. Aristotle The Lofty Student Aristotle was a famous Greek philosopher whose expertise was not confined just to philosophy but, extended to various other subjects like physics, metaphysics, biology, zoology, music, theater, logic, linguistics, politics and government. He was rightly named Aristotle which literally means the best purpose. Aristotle was born to Nicomachus, who himself was a physician to King Amyntas of Macedon. Thus, Aristotle was born, brought up, and educated as a member of the aristocratic society. He attended Platos Academy at the age of eighteen and remained there for about twenty years. It is said that he left the academy after Platos death, disappointed with the decision of making Platos nephew, Speusippus, his successor at the Academy. By 335 BC, Aristotle established a new school, Lyceum and conducted courses for the next twelve years. Aristotle got married to Pythias and she died after some years of togetherness. He then married Herpyllis and had a son Nicomachus, who was named after Aristotles father. He studied almost every subject known at that time. He was so passionate about exploring new areas of knowledge that not only did he master many subjects, but also made many significant contributions to most of the domains. He is famous for his major contributions like theory of universals, classical elements, potentiality and actuality, causality, four causes, chances and spontaneity, observations on electric fish and catfish and writings on octopus, sepia and paper nautilus. Apply yourself both now and in the next life. Without effort, you cannot be prosperous. Though the land be good, you cannot have an abundant crop without cultivation. These golden words come from a person who is still revered for his great philosophies. Yes, Plato had a very practical outlook on life. He believed in human skills but insisted that people must put great effort and use their skills for the good of the entire mankind. Plato respected his teacher, the famous philosopher, Socrates very much and he propagated most of his teachers philosophy through his works. Many scholars consider Platos dialogues as the most comprehensive accounts of Socratess Philosophy. It would be great to learn about the life and contribution of this highly eminent teacher-student duo, especially, on such a wonderful day like Teachers Day. Read further to know about their life and the kind of relationship they shared. Socrates Socrates was a classical Greek Athenian Philosopher. He is revered as one of the founders of Western philosophy. Interestingly, he had not penned any philosophical works. His philosophies were propagated through the works of his students like Plato and Xenophon. The details of this great philosophers life can be found from three sources Platos and Xenophons dialogues and Aristophaness plays. Aristophanes, in his play, The Clouds, depicts Socrates as a clown who teaches his students to hoodwink their way out of the debt. Aristophaness works are famous for their parody style of presentation and hence, this characterization is also considered as parodic. According to Platos works, Socrates was born to Sophroniscus and his wife Phaenarete. Socrates married Xanthippe, who was much younger to him. The couple had three sons, Lamprocles, Sophroniscus and Menexenus. According to the ancient texts, Socrates did not work and hence, how he earned a living is still not clear. Though Aristophanes, The Clouds, Socrates is said to have accepted fees for teaching. However according to Plato and Xenophon, he never accepted any fees or remuneration. Socrates criticized democracy and claimed loyalty to his city and went against the normal course of Athenian politics and democracy. It is believed that his attempts to improve the Athenian sense of Justice was not accepted but was severely criticized and this could probably be the reason that he was sentenced to death. He was accused of corrupting the minds of the youth in Athens. He was asked to drink a mixture containing poison hemlock and was executed this way. Plato Plato, the classical Greek philosopher and mathematician, was a student of Socrates and the founder of the Academy in Athens. Socrates was popular for his philosophies. Plato was one of the most famous students of Socrates and he, along with Socrates, played a vital role in laying foundations of Western philosophy and science. Platos high sophistication of writing is evident in his works. There is no dependable source of information regarding the exact place and time of his birth but, it is certain that he belonged to an aristocratic family. However, depending on the most popular scholars, he was born between 429 and 423 BC to an aristocratic family. Ariston, Platos father, is believed to have been the son of the king of Athens and the king of Messenia. Platos mother, Perictione also belonged to an aristocratic family. He was not originally named as Plato but as Aristocles. He was called Plato for the first time by his wrestling trainer, who called him Platon, a Greek word which meaning broad. Plato was trained in various subjects like grammar, music and gymnastics from the most eminent teachers of his time. Plato travelled a lot. He had visited many places like Italy, Sicily, egypt and Cyrene. However, he returned to his hometown Athens and founded the Academy, one of the earliest known organized schools in Western civilization. The exact place and cause of death of this great philosopher is not clear, there are various speculations related to his death. According to one version, he died on his bed, while other states that he died during a marriage feast. The Teacher-Student Duo Socrates and Plato were very close to each other, and Plato was very much influenced by Socrates philosophies. Platos works have been considered as one of the major sources of Socrates philosophies. According to Platos work Apology of Socrates, he had mentioned that Socrates considered Plato as one of the youths close to him. Socrates, on his speech regarding his death sentence, asked the public that if he had corrupted the youth. And if so, why then Platos and any of the other youths fathers did not have any problem with him. However, Plato was not present at the prison on Socratess last day. According to historical sources, Plato was ill that day.

Gender Differences in Fear of Crime Anxiety

Gender Differences in Fear of Crime Anxiety Qualitative Data Analysis Using Open Coding Gender difference, anxiety and fear of crime 1995 Introduction This is a Qualitative Data Analysis done on the data set of â€Å"Gender difference, anxiety and fear of crime 1995†. Qualitative Research is development of concepts which help us to understand social phenomena in natural (rather than experimental) settings, giving due emphasis to the meanings, experiences and views of the participants (Pope and Mays, 1995, 311:42-45). Qualitative Data Analysis is used in market research to congregate a thorough insight of human behaviour and the rationale behind such behaviour. It tries to clarify the why and how of decision making rather than focusing only on what, where and when (Hamersley, 2013). In this report efforts have been made to understand the behaviour of two people (one male and other female) – both white unemployed below the age of 18 and belonging to high crime area. The report will try to analyse the data collected with respect to Gender Difference, Anxiety and Fear of Crime. Methodology and Research Design The objective of using qualitative research method for this project is to: To describe individual experience. To describe group norms. To describe variations. To describe and explain relationships. According to Merriam (2009), some of the commonly used qualitative research methods include the following methods: Generic Qualititative Research involving a free approach as per the research project in hand. Ethnographic Research also called methodology of the people. Grounded Theory, an inductive type of research, is developed on the data obtained from sources like interviews, surveys, observation, review of records and quantitative data. Phenomology is the study of live experiences encountered by the participants. Philosophical Research, conducted by professional experts is used to ascertain ethics, clarify definitions or to make an important finding related to their specific field of study. Critical Social Research is used to understand the communication between people and the development of symbolic meanings. Ethical Inquiry studies the ethics related to rights, duties, choices, etc. Foundational Research studies the basis for science, analyzes beliefs and comes up with ways to identify how the existing knowledge can be changed with regard to new information. Historical Research studies the past and present in respect to the present scenario and helps to solve current issues. Framework Method wherein data is collected by transcribing interview or creating field notes while conducting participant observation or observing objects or social situations. It can be said to be a combination of Grounded Theory and Phenomology methods. In this project I have employed Framework Method because it has the following features: Simultaneous collection and analysis of data. Creation of analytic codes and categories developed from data and not by pre-consisting conceptualisations. Discovery of basic social processes in the data. Inductive construction of abstract theories. Theoretical sampling to refine categories. Integration of categories into a theoretical framework. Qualitative researchers typically employ the following methods for gathering information:Participant Observation, Non-participant Observation, Field Notes, Reflexive Journals, Structured Interview, Semi-structured Interview, Unstructured Interview, and Analysis of documents and materials. In this project unstructured in-depth interviews using open-ended questions (without any preset questions) were conducted. The interview started with broad questions (related to the topic) and continued based on the participant’s response. An appropriate sample size for a qualitative study is one that adequately answers the research questions. For simple questions or very detailed studies, this might be in single figures; for complex questions large samples and a variety of sampling techniques might be necessary. There are three broad approaches to selecting a sample for a qualitative study (Marshal 1996): Convenience Sample: This involves the selection of most accessible selection. Judgement Sample: The most productive sample is selected to answer the research question. This can involved developing a framework of the variables that might influence and individual’s contribution and will be based on the researcher’s knowledge of the research area, the available literature and evidence from the study itself. Theoretical Sample: Theoretical sampling necessitates building interpretative theories from the emerging data and selecting a new sample to examine and elaborate on this theory. In practice, qualitative sampling requires a flexible, pragmatic approach. I have taken a sample data that includes a female and a male- both white, unemployed, belonging to high crime area and in the age group of 16-17. The participants belonging to different sex can give a true picture related to the influence of gender on the study being conducted. The female will be referred to as Participant 1 and the male will be referred to as Participant 2 in the coding table. Comparisons are made between the experiences of both the participants. Secondarydata is data collected by someone other than the user. Common sources of secondary data forsocial scienceincludecensuses, organisational records and data collected through qualitative methodologies orqualitative research.Primary data, by contrast, are collected by the investigator conducting the research. As is the case inprimary research, secondary data can be obtained from two different research strands: Quantitative: Census, housing, social security as well as electoral statistics and other related databases. Qualitative:Semi-structuredandstructured interviewsfocus group’stranscripts,field notes,observationrecords and other personal, research-related documents. I have used the interviews (qualitative research) conducted as my secondary source for data analysis. Procedure of Framework Method Analysis: According to the Framework Method procedures (Adams. et. al 2007; Gale, 2013), the following steps were followed: Stage 1: Transcription According to Adams. et. al (2007), A transcript of the interview must be made. Context is of primary importance. A word to word transcription for both the interviews has been made. Adequate spacing has been provided in the transcripts for coding and making notes. Both the transcripts are in comparable formatting. I checked all transcripts for errors by listening back to the audio-recording and reading the transcripts simultaneously. Stage 2: Familiarisation with the interview According to Gale (2013), getting acclimatized with the transcript is an important part of this method. For best interpretation I have tried to understand the interview thoroughly by going through the interview transcripts repeatedly. Familiarisation through reading and making notes in this way also enabled me to find my way easily around the pages of transcript later in the analysis. Stage 3: Coding While reading the transcript line by line, the researcher should apply a label or code that portrays what they have inferred as important. In more inductive studies, at this stage ‘open coding’ takes place, i.e. coding anything that might be relevant from as many different perspectives as possible (Adams. et. al 2007). Concepts should be named appropriately; because â€Å"people act toward things based on the meaning those things have for them; and these meanings are derived from social interaction and modified through interpretation.† Open Coding includes labelling concepts, defining and developing categories based on their properties and dimensions. (Bulmer, 1969). Codes could refer to substantive things (e.g. particular behaviours, incidents or structures), values (e.g. those that inform or underpin certain statements, such as a belief in evidence-based medicine or in patient choice), emotions (e.g. sorrow, frustration, love) and more impressionistic/methodological elements (e.g. interviewee found something difficult to explain, interviewee became emotional, interviewer felt uncomfortable). Coding aims to classify all of the data so that it can be compared systematically with other parts of the data set. I have used open coding for this research project. I have used â€Å"in vivo codes† i.e. words that participants have used in the interview for coding (Glaser Strauss, 1967). Stage 4: Developing a working analytical framework According to Adams et. al (2007), a set of codes to be applied to all subsequent transcripts should be finalized. Codes can be grouped together into categories (using a tree diagram if helpful), which are then clearly defined to form a working analytical framework. It is always worth having an ‘other’ code under each category to avoid ignoring data that does not fit; the analytical framework is never ‘final’ until the last transcript has been coded.The framework consists of twenty-three codes clustered into four categories each with brief description of their meanings and examples of what ideas and or elements might be summarized under that code. The codes used in this data analysis and their descriptions are mentioned below: In the above table, four categories have been made by grouping codes having similarities based on their common properties. Stage 5: Applying the analytical framework The working analytical framework is then applied by indexing subsequent transcripts using the existing categories and codes. Each code is usually assigned a number or abbreviation for easy identification (and so the full names of the codes do not have to be written out each time) and written directly onto the transcripts (Gale, 2013). Stage 6: Charting data into the framework matrix According to Adams et. al (2007) and Gale (2013), qualitative data are voluminous and being able to manage and summarize data is a vital aspect of the analysis process. A spreadsheet is used to generate a matrix and the data are ‘charted’ into the matrix. Charting involves summarizing the data by category from each transcript. Good charting requires an ability to strike a balance between reducing the data on the one hand and retaining the original meanings and ‘feel’ of the interviewees’ words on the other. The chart should include references to interesting or illustrative quotations. The data has been summarized using the attached Microsoft Excel for each category. As shown below, the matrix for this project comprises of one code in each row per participant. Data has been abstracted from transcripts for each participant and code, summarised it using verbatim words and placed it into correct cells of the matrix. A separate sheet has been used for each category (Please refer to the attached Microsoft Excel file for the details). Stage 7: Interpreting the data Characteristics of and differences between the data are identified, perhaps generating typologies, interrogating theoretical concepts (either prior concepts or ones emerging from the data) or mapping connections between categories to explore relationships and/or causality (Adams. et. al 2007). Themes were generated from the data set by reviewing the matrix and making connections within and between participant and categories. Analysis and conclusion has been done keeping the codes active using the constant comparative method asking (Glaser Strauss, 1978) What is actually happening here? Under what conditions does this happen? What is this data a study of? What category does this incident indicate? The creation of theory is based on a core category. Without zeroing on a core category the framework method will become irrelevant and unworkable. The core category accounts for most of the variation of data and therefore most other categories relate to it in some way. The core category is a more highly abstracted category but still must remain grounded in the data. The major categories are related to the core category and these categories show how the core category works in the lives of participants. From the matrix table (in the attached excel file) we can conclude that the core category is â€Å"Affects of crime† as it gives an overview into the data set with respect to gender difference and the consequence of crime mainly anxiety and fear of crime. The different codes of â€Å"Affects of crime† are presented in the matrix table(attached excel sheet) with relevant quotes from the interview. All the other categories – places of crime, forms of crime and tools used in crime are related to this core category. The following conclusions can be made from the matrix of the data with respect to the project objective of â€Å"Gender difference, anxiety and fear of crime 1995†. 1. Gender Difference: Usually females are not involved in fighting or killing activities in the area. It was only on rare occasions that they were involved in fighting: â€Å"And they were wi us, and they knew that Donna hadnt said nowt cos like wed been knocking about with them for a bit, and they knew that Donna wouldnt have said owt like that. But they never like went to stop Sarah from itting er, and I were only person who stopped Sarah from itting er, cos like she adnt done nowt wrong.†(Participant 1, p.11) Usually the males are involved in illegal activities like scraping, shoplifting, fighting on the streets, burgling and vandalizing because they do not have any other good means of earning: â€Å"Well I know I started like getting into crime, you know, from coming up onto estate. I think its all things that appen on estate you know crime. So thats only thing that I can really do on estate. Cant get a job where  £29.50. Int worth it, end of day. So just go scrapping and things like that.à ¢â‚¬ (Participant 2, p.1) Both the genders do not show much keenness in studies and have dropped out of school without any fixed future plans of pursuing further education: â€Å"Dont know. cos like na I dont know I dont want to miss I like going out and doing different things every day. Not same thing every day. cos school, used to get up, get dressed, go to school, come ome from school, ave me tea, go out, go to bed. Get up, get dressed, go to school, come back, ave me tea, go to bed. So it were same all time.†(Participant 1,p.22). â€Å" I used to get since I moved from Area 45 I went to school. I used to feel that teachers were getting at me all time. I walked into class, itd be one of them. Dont start messing.†( Participant 2, p.4) 2. Anxiety and fear of crime: Activities like threatening, burgling, brick throwing and fighting on the streets have led to a feeling of fear and anxiety especially amongst the female population: â€Å"I was scared. I werent old. I were about 9 or 10.'[Participant1, p.7] They experience insecurity, are scared and nervous because of these activities. They have sleep disorders like nightmares. :† Sometimes I still ave dreams. You know dreams about im, and I wake up screaming. [Participant1, p.16] The males get physically hurt due to being involved in these activities. Males also feel highly insecure due to the violent and dangerous environment in the area as well as the activities they are involved in: â€Å"I said es messing wi bird, so Ive it im. and this kid stood at side, whacked me in face. And all me face were puffed up down ere. And I ad concussion for like a week. [Participant2, p.14] 4. Conclusion Framework methodology was used in the research. In-depth unstructured questions were used for the interview. The interview continued with the flow of response from the participants. The participants were probed to know about their experience of living in the area, the forms of crime they faced or were indulged in, their security concerns, the fear and anxiety resulting from the crimes, etc. They were encouraged to share their experience in detail with the interviewer. Both the genders (male and female) are feeling scared, insecure and anxious because of their surroundings especially because of the crime scenario in the area. Crime in the form of burgling, killing, fighting, etc. could take place anywhere without any substantial reason and in any place like houses, cars, streets, etc. People were not safe in their own houses also. However, the situation seems to have improved over a period of time. 5. Suggestions for future research Would the scenario have been different if the youngsters would have completed their schooling and had they been given better employment opportunities? Would the area become a better and safer place to stay in with crime rate reducing drastically. References: Adams, J., Khan, H. T., Raeside, R., White, D. (2007). Research methods for graduate business and social science students. New Delhi: SAGE Publications India. Blumer, H. (1969). Symbolic Interactionism: Perspective and Method. Englewood Cliffs, NJ: Prentice-Hall. Calman,L. What is Grounded Theory. The University of Manchestar. Gale, N.K., Heath, G., Cameron, E., Rashid, S. and Redwood, S., 2013. Using the framework method for the analysis of qualitative data in multi-disciplinary health research.[online] Available at: http://www.biomedcentral.com/1471-2288/13/117 [Accessed 21 April 2014]. Glaser, B.G. and Strauss, A.L., 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine Publishing Company. Hammersley, M. (2013). What is Qualitative Research? What Is? Research Methods. London: Continuum/Bloomsbury. Marshal,M.N.1996. ‘Sampling for Qualitative Research’, Family Practice, vol 13, no.6, pp. 522-525. Maykut†, P. and Morehouse†, R .(1994). Beginning Qualitative Research, A Philosophic and Practical Guide, London: The Falmer Press. Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass. Pope, C. and Mays, N. 1995. Qualitative Research: Rigour and qualitative research. BMJ. Seidal, J.V. 1998. [pdf]. Available at: ftp://ftp.qualisresearch.com/pub/qda.pdf [Accessed 22 April 2014]. Qualitative Research Designs. Available at: http://www.umsl.edu/~lindquists/qualdsgn.html[Accessed 23 April 2014] 1

Macbeth :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Macbeth is one of the greatest tragedies of all time. It begins with a prophecy of three Witches. An overanxious nobleman named Macbeth and his wife let greed and envy consume them and end up killing the king. The murder places Macbeth on the throne, which fulfills the earlier prophecy. The play takes a tragic turn and Macbeth is killed, but only after he and his wife both go mad.   Ã‚  Ã‚  Ã‚  Ã‚  Although some people may think Macbeth's plot is aged and unimportant, it still explains a large part of life in today's society. Greed, envy, and hate are all too familiar in the struggle for power even today. The problem with having power is that sometimes the person with the power is not the best person to be in that power. This point is very evident in the characters of Lady Macbeth, the Witches, and Macbeth.   Ã‚  Ã‚  Ã‚  Ã‚  Lady Macbeth is the perfect example of the powers of greed, envy, and hate. Lady Macbeth, like a lot of women today, wants her husband to be manly and prominent. Most women use their influence over their husbands in a subdued fashion. Lady Macbeth is very forward and aggressive about her power over Macbeth, which makes her begin to hate her own husband. Because of this, Macbeth is ashamed of himself and will do anything his wife asks of him. Lady Macbeth's spousal abuse is brought about by her envy of the King's social status and the fact that her husband is not the king. This is a very typical situation in a lot of relationships. Some women tend to abuse their power over their husbands to gain a higher social status or to simply get what they want out of the relationship. Although the abuse is not usually as extreme as   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Macbeth's case, where murder takes place, it is still very common. The higher social status is also where her greed interferes. Even though she and Macbeth are some of the highest nobles in Scotland, Lady Macbeth is still not satisfied. Even in today's society greed in relationships plays a very major part, mostly in materialistic items such as social status and money.   Ã‚  Ã‚  Ã‚  Ã‚  The three Witches in the play hold the ultimate power over Macbeth. The Witches are seen as the devil, tempting and leading Macbeth into bad situations. If the Witches had never given Macbeth the idea that he would be king, then he never would have killed Duncan or began his steady decline.

Academic Integrity and Plagiarism

Academic Integrity and Plagiarism Hector J. Roman Walden University Academic Integrity and Plagiarism This paper contains the policies and expectations of the normal behavior as a student at Walden University. These are guidelines to follow not only as an online learner bur as a person. Also, will explain the prohibitions and consequences of committing plagiarism. â€Å"Try not to become a man of success but rather to become a man of value. â€Å"(Albert Einstein). Academic Integrity and Plagiarism Integrity is moral behavior. When we were kids, our fathers started to teach us to talk, walk, express ourselves and how to behave.To be respectful to other people, follow the rules and always trying to do the right thing was and is a top priority. Those words and actions still have a meaning. In an academic environment, those rules apply as well. Doing wrong was and always has been punishable and, for a student pursuing a doctoral degree can be devastating. Nontraditional education like online learning or distance education can put any student in a compromising position and for that, Walden University puts a lot of emphasis on academic integrity.In the Oxford American College Dictionary, a meaning of the word integrity is defined as the quality of being honest and having strong moral principles. To acknowledge this belief is a first step that can lead to success and Walden University Student’s Handbook reassures students its importance. To be respectful and honest are fundamental ideals. Integrity should be important for all students and faculty, as well. Having integrity will help in the development of a character. In an online learning environment, even absorbing those values and ideals, can put a student in a difficult situation unconsciously or by accident.Not knowing cannot prevent you from falling short and this matter can and will lead to plagiarism. Plagiarism is copying or stealing someone else’s work and makes it your own. Walden University ’s Handbook explains it as the use of intellectual material produced by another person without acknowledging its source. Matthews and Mathews (2008) explain plagiarism as the act of taking words or ideas that someone else has written and trying to present them as one’s own. Another term to look out in that same direction is self-plagiarism.Self-plagiarism is rewriting you own work. Self-plagiarism is presented in the Publication Manual of the American Psychological Association as a practice of presenting one’s own previously published work as though it were new. In other is stealing intellectual property. The best way to avoid plagiarism is to acknowledge the source. When doing online research you can find a great amount of articles, websites, or electronics books about the same topic. The tendency is to think that the instructor or teacher cannot or could not find the source. That is not true.Technological resources like Turnitin or Walden Writing Centerâ€℠¢s Grammarly can give you the tools needed to prevent plagiarism and not fail. These applications are used to search any suspicious expressions. Student’s Handbook recommended to contact a faculty mentor, course instructor, or academic advisor. In other words, academic integrity and plagiarism goes hand in hand. To be aware and apply these aspects is another step that can lead you to a successful academic and working career. Also, will show you as a genuine person creative enough to contribute with quality ideas.Those same ideas will be used as a reference in the future. As a prospective author, you will want to be recognized and your thoughts used as reference, as well. References Matthews, J. , and Matthews, R. (2008). Sccessful Scientific Writing : A Step-by-step Guide for the Biological and Medical Sciences Success eBook Collection (EBSCOhost). Oxford American College Dictionary. (2002). Copyright  © 2002 by Oxford University Press, Inc. eBook Collection (EBSCOhost) Wal den University Students’s Handbook retrieved from www. waldenu. edu

Free Essays on Exemplum

Exemplum There once was a farm, and the owner of the farm was named Charles Rogers. His farm wasn’t very big, but he loved that farm. Mr. Rogers was a kind man. He was in his late 50’s and enjoyed spending his days maintaining his farm. One day he went to feed his animals, Thunder, who is a horse; Cluck Cluck, who is a hen; Spots, who is a cow; Curls, who is a sheep; and Pinky, who is a pig. When he got to the feeding pen, Spots was waiting for the food. As Mr. Rogers was pouring the food, Spots showed her appreciation and gave him a great â€Å"BBBBAAAAAAA.† Mr. Rogers said, â€Å"You’re welcome, Spots.† After a few seconds, Mr. Rogers turned around with a look of curiosity on his face. He exclaimed, â€Å"That was the weirdest ‘MOO’ I have ever hear!† Soon after, Curls walked in and gave a great â€Å"MOOOOOOO† because of his joy to see the food. As more animals started to arrive, Mr. Rogers started to notice that all of the animals had forgotten who they really were. As a result, Mr. Rogers had no choice but to call the town veterinarian. After a few hours had passed, she finally arrived. Once her car pulled up to the farm. She saw Mr. Rogers being pulled by Pinky with loud horse noises. Mr. Rogers let go of Pinky’s rope and slid strait into his white fence. In all the commotion, Shelly, the veterinarian, rushed to help Mr. Rogers to his feet. Mr. Rogers thanked shelly for her assistance. Shelly asked, â€Å"What is going on here?† â€Å"I really don’t know Shelly. I just went to feed the animals, and they were acting like this,† replied Mr. Rogers. â€Å"HMMMMMM very interesting,† replied Shelly. â€Å"There is only one method I can think of for this cure.† Next, she gathered all the animals together. She firmly said, â€Å"Alright; Now we were going to sing.† Mr. Rogers in curiosity asked, â€Å"but shelly how would this help?’ â€Å"If they don’t know who they are we have to teach them who they are,† said Shel... Free Essays on Exemplum Free Essays on Exemplum Exemplum There once was a farm, and the owner of the farm was named Charles Rogers. His farm wasn’t very big, but he loved that farm. Mr. Rogers was a kind man. He was in his late 50’s and enjoyed spending his days maintaining his farm. One day he went to feed his animals, Thunder, who is a horse; Cluck Cluck, who is a hen; Spots, who is a cow; Curls, who is a sheep; and Pinky, who is a pig. When he got to the feeding pen, Spots was waiting for the food. As Mr. Rogers was pouring the food, Spots showed her appreciation and gave him a great â€Å"BBBBAAAAAAA.† Mr. Rogers said, â€Å"You’re welcome, Spots.† After a few seconds, Mr. Rogers turned around with a look of curiosity on his face. He exclaimed, â€Å"That was the weirdest ‘MOO’ I have ever hear!† Soon after, Curls walked in and gave a great â€Å"MOOOOOOO† because of his joy to see the food. As more animals started to arrive, Mr. Rogers started to notice that all of the animals had forgotten who they really were. As a result, Mr. Rogers had no choice but to call the town veterinarian. After a few hours had passed, she finally arrived. Once her car pulled up to the farm. She saw Mr. Rogers being pulled by Pinky with loud horse noises. Mr. Rogers let go of Pinky’s rope and slid strait into his white fence. In all the commotion, Shelly, the veterinarian, rushed to help Mr. Rogers to his feet. Mr. Rogers thanked shelly for her assistance. Shelly asked, â€Å"What is going on here?† â€Å"I really don’t know Shelly. I just went to feed the animals, and they were acting like this,† replied Mr. Rogers. â€Å"HMMMMMM very interesting,† replied Shelly. â€Å"There is only one method I can think of for this cure.† Next, she gathered all the animals together. She firmly said, â€Å"Alright; Now we were going to sing.† Mr. Rogers in curiosity asked, â€Å"but shelly how would this help?’ â€Å"If they don’t know who they are we have to teach them who they are,† said Shel...