Agon Absurdism and Life Sisyphus Essay

Agon Absurdism and Life Sisyphus Essay Agon: Absurdism and Life Sisyphus Essay In Albert Camus’ â€Å"The Myth of Sisyphus,† the reader is presented with a completely new way to look at this ancient story. Rather then looking at the life Sisyphus led while he was on Earth, Camus presents the life Sisyphus led while in the underworld. More specifically, Camus doesn’t focus on Sisyphus’ struggle or punishment, but instead focuses on his ability to overcome his punishment and be happy in spite of it. Through out the reading Sisyphus makes several different attempts at dealing with the demands and punishment placed upon him; the first being simple defiance, and the second, and most profound, is acceptance. Through out his life Sisyphus has many demands placed upon him by the gods, all of which he meets with defiance; such as when Aesopus asks Sisyphus about the disappearance of his daughter, Aegina. Sisyphus would only tell who did it if Aesopus would give water to the citadel of Corinth. Instead of being forthcoming with the information he had, Sisyphus decides rather to blackmail Aesopus so that he could gain something for the people of Corinth. His only motivation for doing this act was to gain something for his people and himself; which is why he chose the gift of water over the celestial thunder bolts. He chose the water because it was something they could get the most use out of. Sisyphus’ defiance of the gods wasn’t just for the benefit of the people but also for his own personal gain. In addition to defying the gods for the benefit of his people he also defied the gods for his own benefit. For example, â€Å"When he had seen again the face of this world, enjoyed water and sun, warm stones and the sea, he no longer wanted to go back to the infernal darkness. Recalls, signs of anger, warnings were of no avail.† Despite constant warnings from the gods Sisyphus remains hard nosed and stubborn and only focuses on himself and what he wanted to do. Because of his stubbornness he earns himself what could be considered the harshest of punishments, an eternity of futile labor; in which he has to push a stone up a mountain, but he was even able to overcome this and defy of the gods. As one looks at Sisyphus, he sees someone, â€Å"straining to raise a huge stone, to roll it and push it up a slope a hundred times over, one sees the face skewed up, the cheek tight against the stone, the shoulder bracing the clay-covered mass, the foot wedging it,† and a smile on his face. One may ask how someone can still smile in the face of adversity. How he can smile even when he is condemned to an eternity of futile labor. This isn’t something that just came to Sisyphus; it is rather something that he has come to realize. At first, Sisyphus undertakes his task begrudgingly; as he is going back down the mountain he has a â€Å"heavy yet measured step toward the torment of which he will never know the end.† As a result of this punishment Sisyphus suffers from a melancho ly that stems from his longing to see the world again and his passion for life, which causes him to go through his life in and almost robotic, unconscious, manner. It is in these moments that the gods have won; the rock has won. But this is not Sisyphus, he is not one to lie down and let fate be his master. He has conquered death before, and even placed him in chains. Similarly, he will overcome his punishment he will conquer

Area and Perimeter

University of Missouri – St. Louis Fourth grade pupils participated in three hands-on lessons designed to further conceptual apprehension of country and margin. to able to mensurate them in units and to be able to separate them from each other within the same figure. Students worked with a university module member and schoolroom instructor to build forms on geoboards. reassign the forms to stud paper and count units in and around each form. Students’ misconceptions and deficiency of direct experience were apparent in replies on the pretest ; conceptual development was improved as evidenced on replies to post trial every bit good as on dot paper drawings. Although expressions were non developed in the lessons. pupils could explicate how steps were found every bit good as arrive at the right sum at the completion of the unit Area and margins were identified on forms kids constructed and drew. including their initials. Introduction How do pupils larn to understand. step and distinguish country and margin? Over the past several decennaries. research workers such as Jerome Bruner ( 1960 ) and Jean Piaget ( 1970 ) . found that conceptual development is possible when pupils are given chances to believe. ground and use mathematics to existent universe state of affairss at appropriate acquisition degrees ; pupils need to build their ain cognition in context as they engage in tactile experiences. Because most 2nd to fifth grade school students ground at the â€Å"concrete operational phase. † ( Copeland. 1984. p. 12 ) hands-on acquisition chances are indispensable to heightening the children’s mathematical thought. â€Å"Students should be actively involved. pulling on familiar and accessible contexts ; Students should develop schemes for gauging the margins and countries of forms as they â€Å"measure objects and space† in familiar milieus ( NCTM. 2000. p. 171 ) . Using manipulatives to further students’ measurement sense of country and margin is supported in the NCTM papers every bit good as mathematics instruction literature ( Outhred. L. A ; Mitchelmore. M. . 2000 ) . The constructs of country and margin are hard for pupils to hold on. as reported in the TIMSS consequences ( NCTM. 1997 ) since 4th graders scored less good in the country of measuring than they did in subjects of whole Numberss. informations representation. geometry. forms. dealingss and map and fractions and proportionality. The National Assessment of Educational Progress ( NAEP. 1999 ) . reported that merely 35. 4 % of nine-year-oids were successful in happening the margin of a rectangle. merely 37 % could happen the country of a rectangle and that 4th and 8th class pupils sometimes confuse countr y and margin. Carpenter. T. P. . Lindquist. M. M. . Brown. C. A. Kouba. V. L. Silver. E. A. A ; Swafford. J. O. ( 1998 ) found that this deficiency of understanding continued to impact kids in older classs. This article is written to depict a undertaking designed to work with 4th graders on these critically of import but confusing measuring and geometry subjects. The lessons focused on developing conceptual apprehension of country and margin. numbering their step and so comparing them in a common scene in order to place and separate them from each other. Project Overview A St. Louis Public School District instructor and a University of Missouri-Saint Louis mathematics instruction professor worked together during the 2002-2003 school twelvemonth in a district-university fionded concerted undertaking to develop and team Teach lessons about country and margin. Geometry and measurement subjects were chosen because the school’s intermediate class pupils scored at less than desired degrees on pr ovince and territory standardized mathematics trials administered during the old spring semester. The category consisted of 16 males and 11 females and participated in the undertaking for four hebdomads. An assessment instrument was administered in an attempt to find students’ construct and accomplishment degrees of cognition about country and margin of simple closed plane geometric figures before forma! direction began. The inquiries were both conceptual and procedural in nature and are found in Table 1. as are sample replies. Tablet: Pre-assessment 1. What does perimeter intend? Sample replies: It means length something ; It means to touch something ; it is a math word. 2. How do you mensurate perimeter? Sample replies: You need to happen a large twine ; you can’t mensurate it ; you add something ; you multiply something. 3. Where is perimeter found in the existent universe? Sample replies: It’s truly non in the existent universe. merely in the books ; it’s found on the map ; it’s my fencing. 4. What does country intend? Sample replies: The topics we learn ; something in the geometry chapter ; the infinite around a square ; the infinite in a line. 5. How do you mensurate country? Sample replies: With a swayer ; there is a expression ; we haven’t learned that yet ; with your manus. 6. Where do you happen country? Sample replies: In the book ; in a narrative ; in a spelling list ; in a house. 7. Why do you necessitate to cognize about country and margin? Sample replies ; for the trial ; for following twelvemonth ; the instructor says we have to ; to mensurate material. hello measuring the consequences of the pretest. the instructors discovered that many pupils frequently confused their apprehension of country with that of margin. Although many pupils could declaim expressions. peculiarly for happening the step of country. the scholars were unable to explicate why that expression â€Å"worked. † Some pupils could non remember which portion of a figure was the country and which was the margin. After analysing the consequences. the instructors designed three lessons. The first would supply chances to advance apprehension of the constructs for â€Å"perimeter† and â€Å"area† in relation to existent geometric figures. Following pupils would larn to mensurate margins and countries in the same figure. The 3rd lesson focused on measuring students’ ability to separate the concepts and to happen the measurings within the same geometric figure. Understanding the geometric footings and meaningfully separating them from each other w ithin the same form were the ends of the undermentioned lessons. Lesson One: Margin and Area Concepts The first lesson dealt with the constructs of margin and country. Students were asked to see constructing a pen for a pet in the pace or place so that they could get down to team with a existent universe application inquiry or enquiry. Learners were to find how to denominate the pen’s location and what sort of infinite they wanted. in footings of grass. asphalt or soil. to cover the fioor of the pen. Students were given objects such as books. pencils. scissors and paste sticks and asked to follow around them on field paper to see the thought of a environing boundary line or margin. Because the names of objects can non be discovered. as such. and because footings are most efficaciously understood when taught at the same time with hands-on experiences ( Sheffield. Cruikshank. 2000 ) . pupils were asked if they knew the term for the outside boundary lines that had merely been traced. After several conjectures. pupils were told that the geometr ic term for boundary was â€Å"perimeter. † A treatment ensued refering the demand to larn about margin. Students suggested assorted forms the boundaries could take on for the enclosures plarmed for the pets. To develop an apprehension of country. pupils began by sing the infinite within the boundary of a plane figure. Reynolds and Wheatly ( 1996 ) identified five degrees of imagination believed to be of import in explicating children’s actions in pulling coverings of parts on isometric documents. The first degree. that of building an image of the given form. was accounted for as pupils shaded the infinite inside the boundaries of the books. as pencils. scissors and paste sticks they had merely traced. Students so moved a manus over the surface of the points. The term â€Å"area† was associated with this infinite so that experience preceded and so was connected to the symbol which was the word. A argument ensued about the most suited surfaces that might cover the floor ofthe pet pen. Geoboard Experiences: Margin Because geoboards provide a manner to visually stand for forms. the manipulative was chosen to supply hands-on experience for go oning to develop conceptual apprehension of both margin and country. Working with geobands and one geoboard per groups of three or four kids. pupils were asked to organize a closed. straight-sided form that represented a type of enclosure for a pet. Students shared their work with other groups. demoing the margins of their created figure by following around their forms with their fingers. The geoboards were traded and each pupil had an opportimity to thumb follow the margin of the form formed by another group. Geoboard Experiences: Area Next. the pupil groups formed geoband figures of favourite playthings or objects they liked at place. Computers were chosen by 80 % ofthe pupils. Geoboard figures were shared among the groups as pupils enjoyed thinking the names of each form. Each pupil so cut a piece of paper to put over the infinite within the boundary ofthe created form. Students identified that infinite as â€Å"area† and a connexion was made between the word and the existent infinite inside the boundaries of the traced existent universe forms. This connexion was a powerful learning experience for pupils. To travel scholars to the pictural degree of abstraction ( Bruner. 1960 ) . dot paper was distributed. Students drew the geoboard form for a favored enclosure on the dot paper with a image of an carnal inside the form or enclosure. Students highlighted the margin lines on their documents with one colour and lightly shaded the country within the figure with another colour. Teachers circulated about the room to measure the work. The lesson concluded by holding pupils write the word â€Å"perimeter† o utside their figure and the word â€Å"area† within it. Lesson Two: Count Perimeter Units The end ofthe 2nd lesson was to enable pupils to understand and go skilled at mensurating margin and country. Length is an property that can be measured straight ( Jensen. 1993 ) . Students were told that each unit ofthe fencing for their favored enclosure would be $ 1. 00 and asked what they could make to find the entire cost. Students replied that they needed to happen the length of the fencing they would necessitate. or the length ofthe margin. To happen how many units to number to happen the length of the margin. scholars foremost connected two back-to-back prongs with one geoband in a horizontal or perpendicular way to call the distance between two prongs as one unit in step. Perimeter was counted in generic â€Å"units† in order to concentrate entirely on the construct of length instead than standard unit labels. With that cognition. pupils worked in braces to make forms for the pet pens. Using the unit length as the distance between two prongs. pupils counted the figure of units around the figures. Eacb brace of pupils traced around the boundary of the form. numeration and describing the entire Numberss of units found. Students were asked which group’s enclosure would necessitate the most or least sum of fencing in footings of unit length. Findingss were compared provide another position and degree of abstraction. Examples of these forms are found in Figure 1. As pupils counted units of margin. instructors noticed that some scholars had jobs when numbering around a comer of a figure ; merely one side of a square was included as a unit and so perimeter count fell abruptly of the existent measuring. This misinterpretation was remediated when the instructors moved about the room observing and oppugning students’ logical thinking and mensurating techniques. Two pupils who counted right explained their schemes to the category. This information facilitated category treatment in which pupils could show their correct and wrong responses. Some misinterpretations were rathe r apprehensible to the category and could he remediated rapidly. For illustration. one pupil thought that he should number merely the sides but no comers and found his measuring to be excessively low and another multiplied the length by the breadth count and happening the sum conflicted with the figure found by numbering the units on the boundary line. That pupil confused margin with the country expression that had been memorized. Students created extra forms to happen margins ; a category treatment in which pupils shared consequences and concluding followed this activity. Figure 1: Which Enclosure Requires the Least Amount of Fencing? Counting Area Students were asked why happening the size ofthe pen country would be of import to them and their pet. How would the size ofthe country affect the manner they would construct the enclosure? During the category treatment. some pupils suggested that the sum of country would state them how much of their pace they could utilize. how much room their pet could play in or how much flooring they could afford. if the country were to be covered with some stuff. Methods of mensurating the country of the schoolroom objects were discussed. Some pupils suggested taking the documents on which objects were traced and puting them on top of each other for direct comparing. When that was done. a list was made ofthe countries from largest to smallest by posting the documents on a bulletin board. Students were so asked how they could mensurate and compare big infinites such as the floor. door. ceiling or a favored enclosure. The geoboard was distributed to assist work out this job. Students used one geoband to envelop one square unit within a geoboard – created figure for the pet pen. Each internal square was counted as one unit of country. Care was taken that pupils did non overlap or breach the internal square units. All the internal squares that were enclosed within the form were counted. Extra forms were created on the geoboards and traded so that each group covered and counted the internal infinite of another groups’ figure. The countries were reported by each group in footings of the figure of internal squares so that pupils would avoid thought of country merely as the memorized expression of length x breadth – country. â€Å"Premature usage of expression can take to work without intending â€Å"† ( Van deWalle 1994. 332 ) . Shapes were once more transferred to stud paper and the step ofthe country was recorded inside each form as pupils counted the internal squares. Last. pupils were asked if there were a connexion between the breadth and length of their figure and the country count. Several pupils stated that the length count was a manner to â€Å"keep track† of how many perpendicular columns they saw within the figure. If they multiplied the figure of perpendic ular columns by the sum of squares within each of those columns. they â€Å"got the country count. † The lesson concluded with a treatment of the difference between country and margin parts of the same form. Students’ accounts of what the difference is and how they know one from the other are found in Table 2. Table 2: Post-assessment 1. What does perimeter intend? Sample replies: It’s the line around a form ; it’s how I know what the form is ; it’s a line I measure. 2. How do you mensurate perimeter? Sample replies: With a swayer ; you count the Markss on the swayer all around the form ; with grid paper 3. Where is perimeter found in the existent universe? Sample replies: It’s the boundary in my pace ; it’s the fencing in my pace ; it’s how far around my book is ; it’s the lineation of my computing machine. 4. What does country intend? Sample replies: It’s the infinite inside a form ; it’s the portion inside the boundary ; it’s the portion I can rub my H and over in a form. 5. How do you mensurate country? Sample replies: By numbering squares inside a form ; with a swayer to number the units on a side ; by numbering the units up and down the rows. 6. Where do you happen country? Sample replies ; In the book ; inside a form ; the infinite in my pace at place. 7. Why do you necessitate to cognize about country and margin? Sample replies: for the trial ; for following twelvemonth ; to tel! what size something is ; to cognize what infinite something can suit in or how much fencing to purchase to set around a infinite for a pet. 8. What is the difference between country and margin? How do you cognize? Sample Answers: Perimeter is a line around an object and country is the infinite inside ; margin is a line around and country has squares to number how large it is ; I know from numbering the margin and the country in my lesson. Lesson Three: Distinguishing Between Area and Perimeter Students were engaged in placing and mensurating the country and margin constructs by chalk outing their first and/or last initial on dot paper during the concluding lesson. Working in braces. each pupil drew his or her first and/or last initial on the paper and so counted and recorded the margin and country of each other’s initial. Students helped each other draw and count. Slanted line sections counted as about one and one half unit of length. Examples of the students’ initials are found in Figure 2. Some pupils had trouble enveloping merely one square in order to number country within a form. Teachers and equals helped those who found the shading and numeration of country squares to be hard. Figure 2: Drawing and Counting the Margin Appraisal and Evaluation At the decision of lesson three. pupils were asked the same inquiries that were posed at the start of the lesson one. Informal analysis of the post-lesson responses revealed that the pupils understood country and margin constructs and could find the difference between them more accurately. Building. drawing and measurement experiences that began at the concrete degree and progressed to representational activities provided rich chances for scholars to do the constructs their ain. Activities affecting believing about pets and pulling initials were a challenge and meaningful to the 4th graders. The lessons were about them! Conclusion Measurement and geometry are subjects in the simple school course of study that can be taught in a mode that encourages building of conceptual apprehension with direct experiences. Real universe applications are legion. gratifying and built-in to mathematics success in students’ go oning instruction every bit good as in day-to-day state of affairss. Understanding the difference between the constructs of country and margin is indispensable to working with building forms. higher degree job work outing. and applications to three dimensional figures and strong spacial sense. Clearly. memorising misunderstood expressions is a short term solution that does non supply for long term keeping. conceptual apprehension or procedural accomplishments. all vitally of import factors in students’ success and accomplishment throughout the field of mathematics. Mentions Bruner. J. ( 1960 ) . The procedure ofeducation. Cambridge. Ma: Harvard University Press. Copeland. R. W. ( 1984 ) . How kids learn mathematics: learning deductions of Piaget ‘s research. New York: Macmillan Publishing Co. 1984. Jensen R. J. ( Ed. ) ( 1993 ) . Research thoughts for the schoolroom: early childhood mathematics. New York: Simon A ; Shuster. Macmillan. 1993. Outhred. L. N. A ; Mitchelmore. M. C. ( 2000 ) . children’s intuitive apprehension of rectangular country measuring. Journal of Research in Mathematics Education n. 2. p. 144-167. Piaget. J. A ; Inheldr. B. ( 1970 ) . The child’s construct of geometry. New York: Basic Books. 1970. Reynolds. A. . A ; Wheatley. G. H. ( 1996 ) . Elementary students’ building and coordination of units in an country scene. Journal for Research in Mathematics Education. 27. 564. 581. National Assessment of Educational Progress ( 1999 ) . The nation’s study Card. ( On-line hypertext transfer protocol: //nces. erectile dysfunction. gov/nationsreportcrad/tabIes/LTT1999/ ittintro. asp National Council of Teachers of Mathematics ( 1997 ) . U. S. mathematics instructors respond to the Third International Mathematics and Science Study: Grade 4 consequences ( On-line ) . Available: hypertext transfer protocol: World Wide Web. nctm. org/new/release /timss-4’*’-pgO 1. htm. ( July 10. 2001 ) . . ( 2000 ) . Principles and criterions for school mathematics. Reston. VA: NCTM: Writer. Sheffield. L A ; CruikshankD. E. ( 2000 ) . Teachingand larning simple and in-between school mathematics. New York: John Wiley and Sons. Silver. E. A. A ; Kenney P. A. ( Eds. ) . ( 2000 ) . Consequences from the 7th mathematics appraisal of the National Assessment of Educational Progress. Reston. VA: NCTM. Van De Walle. J. A. ( 1994 ) . Elementary school mathematics. learning developmentally. New York and London: Longman Publishers.

Modern Civil Society Essay Example | Topics and Well Written Essays - 1000 words

Modern Civil Society - Essay Example He believed that success meant leading a state of nature to civil society; however, the idea of combining every man who is free creates an agreement between people, and thus government is needed. Rousseau believed that people should give up some of their liberties and be governed in order to provide their own safety and other social benefits, yet Arendt has explained the disadvantages of government who have taken total control of their people. While Arendt and Rousseau both agree that slavery is an inhumane system, they have different views on people being controlled by the government. According to Arendt, the Nazis dehumanized and exterminated Jews by having the idea that everything is possible and everything is permitted. Once the idea had been formed, the purposes of concentration and extermination camps were designed to exterminate and reduce a kind of human being into an almost nonexistent species. Under total terror power control, these people who were in the camps often consid ered keeping themselves alive instead of fighting for freedom, which led them to start losing their thinking skills and began building up their abilities to obey. After the victims began losing their human behavior and their own personalities, they had been trained as â€Å"Pavlov’s dog, which, as we know, was trained to eat not when it was hungry but when a bell rang (Arendt 124)†. In the essay, Arendt stated that under the terror, those human beings had been turned into a â€Å"mere thing, into something that even animals are not (124)†. In other words, Arendt stated that by classifying human beings, Nazis saw Jews as trifling matter who have been â€Å"treated as if they no longer existed, as if what happened to them were no longer of any interest to anybody, as if they were already dead (132)†. They did not treat Jews as human beings, and surely they disregard Jews’ lives. Rousseau had a similar idea, arguing that no one is born to be a slave, and every human being is born equally and only they can choose their destiny: Far earlier, Aristotle, too, had maintained that men are not by nature equal, but that some are born to be slaves, others to be masters. Aristotle was right: but he mistook the effect for the cause. Nothing is more certain than that a man born into a condition of slavery is by nature. A slave in fetters loses everything—even the desire to be freed from them. He grows to love his slavery (61). According to the Greek philosopher Aristotle, some people are naturally slaves; however, others are naturally masters. In other words, a slave is born to be owned by another human being, and has no freedom; they even lose their opportunity to be set free from their owner. However, by defining the word â€Å"natural†, Rousseau explained that the nature for a human being is the idea that all men are born free, which means that all people have natural liberty, including slaves. He claimed that it is ridicul ous for a newborn human being to spend a lifetime as a slave, which might mean being locked up with the owner in poor conditions and forced to work for hardly any profit. Furthermore, Rousseau believed that a man could be born in the position of a slave, but the man must have his natural liberty that belongs to himself and only he has the right to decide his destiny. Arendt and Rousseau both had similar ideas that racism and slavery are inhumane actions that should not

American Literature - Margaret Fuller Research Paper

American Literature - Margaret Fuller - Research Paper Example Fuller’s father took a profound interest in the education of his daughter and it was from him that Fuller received her early education, starting to read from the age of three as well as allowing her to have a strong grasp on languages such as Greek and Latin from a very early age. Her father can be considered to have had a profound impact on shaping Fuller’s feminist personality, as he gave her an education that did not differentiate her based on her gender, by giving her lessons in general subjects, rather than just on subjects such as etiquette, which was expected at the time (Von Mehren,, 1994). Fuller was well schooled and went on to attend several schools, learning both German as well as Italian. Fuller had started publishing one-off articles in magazines by 1934, but when her father died in 1935, leaving the family in financial trouble, she was forced to take a break from her writing and instead take focus on the responsibility of educating her younger siblings. T herefore she became a teacher in Bronson Alcott’s Temple School and Green Street School for a period of two years, from 1936 to 1938. In 1939, Fuller received an offer from a literary and philosophical journal called The Dial, which she accepted and where she worked during the two year period of 1840 to 1842. Fuller served not only as the editor but also wrote a great number of articles and reviews on a great many topics on the subjects of art and literature. It was because of her work here that Fuller first began to gain a reputation as an important figure in the transcendental movement (Gura, 2007). During this time period Fuller kept her own writing up, publishing her book ‘Summer in The Lake’ in 1944 and publishing her famous essay, ‘The Great Lawsuit. Man versus Men, Woman versus Women’ in 1943, which is widely considered as the first feminist work of America. The essay was originally written to be published in The Dial and focused on women's eq uality and the role women played in American Democracy. In 1844, Fuller moved to New York where she joined the New York Tribune as a literary critic, thereby attaining her position as the first full-time female book-reviewer. 1n 1846, Fuller had become the journalist’s first female editor. Fuller wrote a great many columns for this publication, and her works included discussions on wide-ranging topics such as art and literature, as well as socio-political issues relevant to both women and other oppressed minority groups. In 1846, fuller travelled to Europe as a foreign correspondent for the New York Tribune, again, the first female to do so, where she interviewed a great number of prominent writers and then sent back reports to America. It was also in Europe that Fuller met Giuseppe Mazinni, with whom she was later to have a relationship as well as a child. In May, 1850, Fuller and her family embarked on a ship to sail back to the United States. Unfortunately, the ship crashe d at a short distance from the shore of New York, killing Fuller and her family, with their bodies unfortunately never recovered. Fuller died at the age of forty. Margaret Fuller died young but left behind a legacy so great that perhaps most women’s rights and activist groups can accredit their progress of the greater part of the

The Pressures of War in Journeys End :: R.C. Sherriff Journeys End War Essays

The Pressures of War in Journey's End The First World War provoked many different reactions in the people affected by it, particularly the soldiers, which Sherriff seeks to explore in "Journey's End". He uses Hibbert to show the way in which some soldiers reacted, but which was frowned upon by all others, and then presents the opposite view of Stanhope, who, despite being the stereotypical 'perfect' soldier, still has his moments of fear and self-doubt. Clearly, both the officers and the men involved in World War I lived in conditions of extraordinary hardship. The men refer to the poor food, the rough sleeping conditions and the rats, of which there are "about two million", according to Hardy. There is also a torturous routine of inspections, patrols, raids and duty in early hours of the morning. The men also have to cope with the ever-present shadow of death. In the background, there is a constant rumble of guns and heavy artillery, although it is the silence which affects the men more, as they do not know what is happening - it is more of a threat than the guns. Most of the men, although Hibbert is the significant exception, are brave and dutiful, but their methods of coping with the challenge of warfare vary according to their temperaments. The play opens with a conversation between Hardy and Osborne, in which they seek to block out the atrocities occurring all around them by concentrating on seemingly mundane, irrelevant things, such as earwig racing. The extraordinary type of morbid humour which situations such as the First World War seem to provoke shows through whilst they are discussing the relatively serious matter of the bombing which they are under. OSBORNE: Do much damage? HARDY: Awful. A dug-out got blown up and came down in the men's tea. They were frightfully annoyed. OSBORNE: I know. There's nothing worse than dirt in your tea. Clearly, there are many things worse than 'dirt in your tea', and one would expect an adjective that was rather stronger than 'annoyed' to describe the men's reaction to the fact that they were being bombed. Osborne tries to put things in perspective and see the beauty in situations to cope with the pressure he is under. He tells Raleigh to "always think of it like that, if you can. Think of it all as - as romantic. It helps." Osborne epitomises a certain type of cultivated middle-class reticence and self-possession. Like Stanhope and Raleigh, he attended private school, which taught him the traditional and typical English values, which can be summed up in the phrase "stiff-upper-lip". He maintains an apparent steady clam in the face of

Introduction to Communication in Health Essay

List below the different reasons why people communicate: Communication is an integral part of life. Communication satisfies our constant need to relate to others, and have them relate to us. We use communication for numerous reasons, including; persuading, to seek information, to express emotion. Explain how effective communication affects all aspects of your own work: If you don’t show effective communication the person/people you are communicating to may not understand what it is you are saying/asking. They may also misinterpret what you mean therefore giving you an invalid response. Explain why it is important to observe an individual’s reactions when communicating with them: It’s important to view reactions, because only partially of communication is verbal, meaning that you are gong to be missing out on a large part of communication if you aren’t paying attention to peoples facial and bodily reactions. Face-to-face communication is the strongest and tightest coupled method of communication we have. Read more:  Different reasons people communicate  essay Explain how you have found out about an individual’s communication and language needs, wishes and preferences: Asking the service user, talking to colleagues, reading care plans and medical notes, asking relatives, are the ways to found out about an individual’s communication and language needs, wishes and preferences. List the barriers to communication: Language barrier Psychological barriers Gender barriers Culture barriers Emotional barriers Physical barriers If no ability to form ideas or to use a relative method of interacting with someone. Personal incompetence in communicating in an appropriate way with other people. Use of jargon or slang. Too much information – not able to process everything and take any more information in. Explain how you have identified sources of information and support or services to enable more effective communication. Translation Services – Can help with changing written text from one language to another. Interpreting Services – Can help in converting spoken language to another language. Speech & Language Services – Can support people who have had a stroke and have problems with their speech. Advocacy Service – Can support people who are unable to speak up for themselves. This service tries to understand the needs, wishes and preferences of people, and will argue on their behalf. Explain the term ‘confidentiality’ and how you implement it in your workplace: Confidentiality has been defined by the International Organization for Standardization (ISO) as â€Å"ensuring that information is accessible only to those authorized to have access†. Confidentiality is defined as keeping something secret, specifically relating to private information or communications. Confidentiality relates to the duty to maintain confidence and thereby respect privacy. Under the ethical principle of respect for a person’s autonomy, public health workers have an obligation to respect privacy. Describe situations where information normally considered to be confidential might need to be passed on: Sometimes confidential information about a client may need to be passed on to others. If there is a risk of danger or harm to the client, or other people, if abuse is suspected or if there is suspected misconduct by/of a colleague, in respect of care of a client. You must inform the client why the information needs to be passed on to others, and that it is your responsibility to do so. Explain how and when to seek advice about confidentiality: This will be outlined in company policies and procedures or codes of practice. The Data Protection Act 1998 was made to protect a person’s personal and sensitive information.

Privacy Lost By David Holtzman - 1620 Words

Just as the freedom of the press is backed up by the first amendment, our right to privacy is also protected by the fourth amendment- at least that was what I thought. In his book, â€Å"Privacy Lost,† David Holtzman elucidates that many Americans are under the impression that the law protects their right to privacy; when in fact, â€Å"the word privacy doesn’t even appear in the Constitution-not once† (93). This is what the Fourth Amendment actually states, â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched,†¦show more content†¦Before this law was passed, these agencies would only target the specific individual through video surveillance. Currently, the government spies on everyone in the public eye, whether that person is involved in terrorist activities or not. They go as far as monitoring the â€Å"behavior, social interactions, and everything that a person says and does† (179). Solves continues to clarify that, â€Å"The ECPA regulate wiretapping, bugging, and searches of computers, among other things. The FISA regulates foreign intelligence gathering of foreign agents on U.S soil† (13). These agencies are not the only ones that are concerned in our affairs. The FBI, CIA, and the NSA, to mention a few, are constantly gathering data, and many times they do so in an unregulated and unlawful manner. Officials get away with this scrutiny because the Fourth Amendment can be convoluted, and conveniently misinterpreted or diluted by the court. The horrific September 11th event, along with others, has changed the way people think about their privacy. The fear is so great that we are willing to trade off our privacy, in essence our freedom, for the sake of security. People arg ue that if they do not have anything to hide then why worry if the government is spying on us. Nonetheless, it is not about not having anything to hide. Simply, it is aboutShow MoreRelatedPrivacy Lost By David Holtzman1386 Words   |  6 Pages Just as the freedom of the press is backed up by the first amendment, our right to privacy is also protected by the fourth amendment-at least that was what I thought. In his book, â€Å"Privacy Lost,† David Holtzman elucidates that many Americans are under the impression that the law protects their right to privacy; when in fact, â€Å"the word privacy doesn’t even appear in the Constitution-not once† (93). This is what the Fourth Amendment actually states, â€Å"The right of the people to be secure in theirRead MoreAnnotated Bibliography On Surveillance And Privacy1762 Words   |  8 PagesSurveillance and Privacy Do you know who is spying on you? This question is based on one of the major issues in today s technological world. The days of people following each other to collect information on one another has changed now that technology is mainstream. Spying has taken a new form, so called surveillance. Thanks to technologies fast rise, privacy is becoming less of a right. When it comes to the topic of surveillance technology, most of us will readily agree that our privacy is being compromisedRead MoreThe Impact Of Technology On The Privacy Essay857 Words   |  4 PagesHoltzman, David H. Technology Threatens Privacy. Privacy Lost: How Technology Is Endangering Your Privacy. San Francisco, CA: Jossey-Bass, 2006. Rpt. in Civil Liberties. Ed. Roman Espejo. Detroit: Greenhaven Press, 2009. Opposing Viewpoints. Opposing Viewpoints in Context. Web. 18 Oct. 2016. This article discusses how technology causes a threat to people’s privacy. The author explains how anything we have ever put on the internet whether it was deleted or not is still out there in someone’s databaseRead MoreInternet Tracking1529 Words   |  7 Pagestracking and tracing ability is used to generate email to the user promoting a product that is related to the sites visited. User information, however, can also be gathered covertly. This leaves us wondering if tracking devices violates the users privacy. There are different types of tracking devices; most common one is called cookies. Cookies are computer files that are stored on a users computer during a visit to a web site. When the user electronically enters the web site, the host computer automaticallyRead MoreCivil Liberties Essay1315 Words   |  6 Pagessuppresses ones inspiration. Also, opponents argue the idea that technology is threatening the privacy of American citizens. David H. Holtzman, a security and technology expert, argues that our privacy is shrinking quicker than the polar ice cap; technology is eroding it faster than the legal system can protect it. This trend cannot be reversed in any obvious way. Privacy, as we know it today, is lost (172). Without a doubt, American technology has improved over the years. Social networks, suchRead MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 Pagesdecline in health care costs was dramatic. Average medical costs per birth declined from $27,000 to $3,500 over a five-year period.109 However, it is easy to visualize situations in which such programs could be viewed as an undesired intrusion into the privacy of employees. Page 64 STRATEGIC HUMAN RESOURCE MANAGEMENT Section One Countercyclical Hiring In addition to not laying off as many employees as technical production requirements might suggest, companies may pursue countercyclical hiring