Thursday, January 30, 2020

Managing Resources Essay Example for Free

Managing Resources Essay The learning resource I have chosen is actually also used as an ice breaker for a lesson and then used to build on students communication, reading and understanding skills. The task is used to put students under a time constraint to complete a task of ready and answering simple and possibly trick questions in a short time frame. This resource is not used in a way to trick students but used to then get them to reflect on their ready and interpretation of a question. For example, the first part of the document tell them what they must do and this also asks them to use the space before the number to write their answers. Many students do not do this and proceed to write their answers at the end of the question. When a student is under stress, they may be able to learn skills in much less than the usual time. This is the theory also used in military basic training. It is known as ‘Quick Learning Under Pressure’, it reduces the time it takes to learn a skill through study. This theory has been interpreted under many different ways and Ann Dupuis suggests that under pressure students will gain new skills without taking time to study. Her theory goes onto describe how a Physician caught on a battlefield will under pressure help other people and learn surgery to assist other. I feel this adapts itself to my resource. Many students do not know how to adapt their skills under a timed period such as an exam and placing them under pressure for a short period of 5 minutes will get them later to reflect on their actions. This learning resource however may not be suitable to all students and it is not always used where I am aware of slow reader or maybe people who suffer with dyslexia. The choice to use this is based upon group dynamics and ability. When I thought of designing this resource I took into account how learners who complete this task can reflect on each question and question other peer group member answers. This then is reflected within Kolb’s idea on the learning cycle. Kolb works on a four stage cycle of Concrete Experience, Reflective observation, Abstract Conceptualization and Active Experiment. The experience side of things is the student actual having to complete the task. The reflective observation is covered by completed a group review of the answers. So at the end of the 5 minutes I will lead the students through the questions and statement finding out the students answers and getting them to reflect both personally and as a group on what they had originally written. Now they are reflecting are they changing their mind about the answers? Do they see their initial error when reading the question? The 3rd stage Abstract Conceptualization is then covered by the students looking at the task and ideas or concepts of others around them. The other student interpretation of the questions. The student will then process this information and is able to make a more informed decision. Final the Active Experiment part. 9/10 students want a copy to take a way and try on friends and family so they can put their new skills or understanding into practise of others. This theory is adapted from Kolbs 2006 theory which he updated added extra reasoning behind the 4 main stages. The learning resource once we have gone through the answers can now have the idea and new acquired skills in practising exam questions or exam papers under timed conditions. It also teaches the students not to read something once and immediately think the understand what is being asked of them. When I am moving on from this learning resources onto practise exams I am conscience of the different learning styles I have in the room. I have to ask myself what type of learning styles I have in the room. Do I have the reflector, the theorist, the activist or the pragmatist? The understanding behind this is designed by Honey Mumford. They came up with these 4 titles. Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own. Theorists adapt and integrate observations into complex and logically sound theories. They think problems through in a step by step way. They tend to be perfectionists who like to fit things into a rational scheme. They tend to be detached and analytical rather than subjective or emotive in their thinking. Activists like to be involved in new experiences. They are open minded and enthusiastic about new ideas but get bored with implementation. They enjoy doing things and tend to act first and consider the implications afterwards. They like working with others but tend to hog the limelight. And finally; Pragmatists are keen to try things out. They want concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth. The one good thing about this resource is as long as I have it on paper to hand out (good planning) I don’t need any other resource or technology. I have used this learning resource as a back up lesson in the past when either our computer systems have gone down, or I have arrived at a venue that does not have ICT facilities of some way of showing resources on a smart board or projector. This learning resource is shared out so widely. As mentioned earlier many students ask for a copy to take away with them so I ensure I always have spares to hand to give out and share the experience. Even if it is just for fun.! The main learning outcomes are to show the students that they need to read the question carefully, even if under pressure. To look out for trick questions or two part questions. And finally extracting the information out of the question that is not relevant to exactly what is being asked of them. In relation to legal requirements, this learning resources has been adapted from a many similar styles. I have used a number of my own questions, however I have added questions I have seen elsewhere and this includes from magazine riddles for fun and other websites. This resource has been changed several times and questions replaced with what I felt where better one to get the students thinking more. This then I believe fall under my Intellectual property right. This is the ownership of ideas or work. Copyright is different as copyrighted material means information created by someone else and a you are not allowed to copy it without the owner permission which may incur costs. An easy understanding of this would be music. If I brought a cd from a store and copied it onto a blank disc and then sold it I would be breaking copy right laws as I am selling something someone else owns. This is the same with learning materials.

Wednesday, January 22, 2020

Feminine Roles in Othello Essay examples -- Othello essays

Feminine Roles in Othello  Ã‚        Ã‚   A variety of roles have women in them in William Shakespeare’s tragic drama Othello. Let us in this essay examine the female characters and their roles.    One key role for the heroine of the drama, Desdemona, is to support the general. David Bevington in William Shakespeare: Four Tragedies states the hero’s dependence on Desdemona:    Othello’s most tortured speeches (3.4.57-77, 4.2.49-66) reveal the extent to which he equates the seemingly betraying woman he has so depended on for happiness with his own mother, who gave Othello’s father a handkerchief and threatened him with loss of her love if he should lose it. (226)    A different role for the heroine appears at the beginning of the play. Iago persuades the rejected suitor of Desdemona, Roderigo, to accompany him to the home of Brabantio, Desdemona’s father, in the middle of the night. Once there the two awaken the senator with loud shouts about his daughter’s elopement with Othello. This is the initial reference to the role of women in the play – the role of young wife. Iago’s bawdy references to the senator’s daughter present a second role of women – that of illicit lover. The father’s attitude is that life without his Desdemona will be much worse than before; without her he foresees â€Å"nought but bitterness.† Here is seen another role or function of women in the drama – that of comforter for the aged. Brabantio is the old father, and he hates to lose the comforting services of his Desdemona.    Othello expresses his sentiments to Iago regarding his relationship with the senator’s daughter, saying    that I love the gentle Desdemona,   Ã‚  Ã‚  Ã‚   I would not my unhoused free condition   Ã‚  Ã‚  Ã‚   Put into c... ...emona’s falseness. Emilia at this point becomes a beacon of light and truth; she contradicts Iago: â€Å"Thou art rash as fire, to say / That she was false: O, she was heavenly true!† and accuses him of lying and of causing murder: â€Å"And your reports have set the murder on.† Emilia’s stunning interrogation and conviction of her own husband cost her dearly; she is thus absolved from her earlier collaboration with Iago and ends on a note of innocence.    Thus it is seen that the roles of women are many and varied – and are key to the successful development of the story.    WORKS CITED    Bevington, David, ed. William Shakespeare: Four Tragedies. New York: Bantam Books, 1980.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.   

Tuesday, January 14, 2020

Kierkegaard and Nietzsche

There are a number of misconceptions many have regarding the philosophy of existentialism. Probably the most common misconception is the notion that it is a nihilistic, dark philosophy with a miserable outlook. This is a horribly inaccurate assessment as existentialism is really a philosophy of looking at life through a realistic lens. Of course, different people see things differently and this is why even famous, leading existentialist philosophers such as Kierkegaard and Nietzsche have diverse teaching methodologies for presenting existentialism. In order to clearly understand existentialism, one must look at some of these differences between these two existentialist philosophers.Both of these two philosophers understand that it is often perception that gets in the way of reality. That is, people will look at life their own biases and perspectives as opposed to looking at reality. Both Kierkegaard and Nietzsche understand that this inherent flaw is common among all humans and they stress that improvement of the individual can overcome this problem. Their approaches to the problem, however, lack much in terms of similarity.Probably the main difference between the two would be the notion of inward understanding vs. outward expression. For Kierkegaard, there is much internalization. That is, the individual needs to look at his or her own flaws and come to an anagnoris of that is somewhat akin to enlightenment and personal spirituality. For Nietzsche, the approach is far more humanist as the process for self improvement is found in how the person acts. That is to say, enlightenment does not come from a quasi sense of spirituality as much as it comes in personal achievement in realized goals. In a way, Nietzsche's â€Å"superman† displays who he is through his actions. For Kierkegaard, there is internal philosophizing that creates a different perspective. This, too, can change the person but without the external displays.Individualism is a very important po int for both of these philosophers. Often, existentialism is the philosophy of the self and is not concerned with collectivism. (This is one of the reasons why the philosophy is erroneously referred to as being pure narcissism) Kierkegaard, while very negative towards the notion of group think and groups, stresses that there are certain gains that can be made from within the group.This is provided, of course, that the man does not allow the group to take over his thinking. For Nietzsche it would seem there is more anger and bitterness towards the group. He has little use for collective pursuits of any kind and would prefer to shun it as opposed to Kierkegaard plays the collective for individual benefit. That is, use the flaws of the group as a guiding principle for self enlightenment.If there was any confusion present it would center on the notion that one could be self enlightened or a superman within a vacuum. That is, if you are the loner who feels â€Å"above it all† what value can that be worth if the group collective does not honor you achievements. Perhaps Kierkegaard and Nietzsche would state that whatever the group believes is worthless but most people do hope to gain value from the collective's envy. Then again, perhaps this confusion derives from rejecting some of the isolationist tendencies of existentialism. If you are not willing to completely reject â€Å"the group† then much of existentialism will prove unappealing.Once again, while the teachings of Kierkegaard and Nietzsche in regards to promoting existentialism seek the same goal, their approaches have a number of differences. Some are overt and some are subtle. Then, some are merely a matter of perception.HeideggerBut what really is the human being? While there are physical, biological and even spiritual aspects that comprise the human being most people can not put the sums together and provide a finite, conclusive answer to that very important question. Yet, it has been a ques tion posed by many existential philosophers for many years. One existentialist who sought to provide a very unique and definitive insight to what is a human being was Heidegger/ The attempts to do so are seen in his examination of Dasein. Dasein is essentially a way of looking at the individual's place in the world. As such, if you understand the person's place in the world then you will understand the person. In a way, this is because a being and a being's environment are inseparable. After all, does not environment shape the being?The interesting point that Heidegger puts forth is that throughout human history there is an unfortunate tendency by society to ignore the question of being. This is because the being is taken for granted. That is, individualism is somewhat discarded due to benign neglect. This is the result of putting far too much emphasis on society towards looking at the being on overly psychoanalytical of not overly metaphysical means. In other words, the collective has too much of a complicated definition for the being. This is often because society does not look at the being from the perspective of extreme simplicity: a human is a thinking organism prone to emotion. When a school of thought or an institution ignores this fact the ability to truly understand the being is lost.In a way, it would seem that Heidegger would hope that the being – the individual – would ignore society as it generally ignores him. That does not mean one should be dismissive or insubordinate to the rule of law. It simply means one should seek his or her own individual path and try to avoid the collective mentality and the influences it pedals.In a similar vein, there are a number of strong opinions surrounding Heidegger's philosophy vs. Wittgenstein's Logical Positivism. On a baseline level, Logical Positivism is a rebuke of mysticism and seeks to establish a more secular, logic based outlook on life. In a way, it is much like traditional existentialism although its approach can be somewhat more biting. What makes the comparison between Heidegger's theories and Logical Positivism is the fact that followers of Logical Positivism often accuse Heidegger's theories of being overly based in mysticism!This is a bizarre notion because it would infer that Heidegger's outlook on the concept of the being was not based on humanism, Instead, it would be inferred that the being centered on mysticism. Perhaps this is because those who prescribe to Logical Positivism see concepts of â€Å"the being† as being psychoanalytical variants of mysticism and spirituality. Obviously, this was not Heidegger's intention and such an inference would infer confusion.Perhaps this is because the Logical Positives followers would assume that there is far too much speculation inherent to answering questions regarding who or what is the being. Again, this brings us to the antagonistic attitudes certain realists may have regarding anything psychoanalytical. P erhaps to these individuals looking inward to answer questions of being might walk to close of a line towards spirituality. (Again, this is not Heidegger's intent but this is how some critics may have defined it.) Notion of spirituality walk too closely to mysticism for followers of Logical Positivism and that is why they may very well reject Heidegger.On a basic level, however, Heidegger's theories of the being are sound. Of course, there will be critics and that is expected, but to outright dismiss the benefits of Heidegger's work upon cursory examination would not be the wisest path to take.