Who Fired First at Lexington and Concord free essay sample

Paving the way to the episode at Lexington and Concord, we see that pressures hill everywhere throughout the settlements in view of the entirety of the death of a few laws, for example, the sugar demonstration, stamp and Townsend acts. To these the individuals reacted irately with acts, for example, the Boston slaughter and the Boston casual get-together. With pressures as of now at an intense it was at that point a short an ideal opportunity to see which side was going to discharge first; this point went ahead the nineteenth of April when a gathering of minute men experienced soldiers entering Concord from their course from Boston.Tensions high and words were traded driving into the firsts shots f the progressive war at Lexington and Concord with the assistance of the British soldiers offering off the principal chances of the war and accordingly starting it. They began this fight featherbrained the minute men by method of affront, assaulting the stores of Concord, and by outside data given to the soldiers in which helped them plan their assault. We will compose a custom exposition test on Who Fired First at Lexington and Concord? or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page As per the declaration of John Parker, the Commander of the Militia in Lexington, (source 2) the British had shot the state army first. In his declaration, he expresses that requests were given to his volunteer army to stay on reserve on the off chance that the passing soldiers were to come in and fire. They ere to not fire except if terminated upon. Besides, as indicated by all records the local army had scattered after observing the soldiers showing up, after this point on the two sides of the story diverge.The generally conceivable and convincing of the two stories is that of the individuals and civilian army themselves. They state in the record of John parker that the soldiers had hurried in and started terminating upon them with out notification. As per Samuel Wingtip,(source 5) no release or arms was done on either side until the request was given to, and request just done by a leader, all the more explicitly an officer of the British soldiers as observed by the image on (source 4).

Environmental factors effecting motor skill development Essay

Youngster improvement is characterized regarding how a kid ables itself to finish progressively troublesome undertakings as they develop in age. Advancement is regularly mistaken for development, which alludes to a child’s propensity to become greater in size. Guardians can become concerned effectively when a child’s formative aptitudes take longer then the â€Å"normal† or when weights of achievements are not fulfilled â€Å"on time†. Formative achievements are working errands or abilities that ought to happen at explicit ages. Seeing what explicit ecological elements impact the advancement of engine aptitudes in the newborn child and baby stages and how that looks at to my discoveries of the kids I for one recorded, is the thing that will be examined. I looked for different researchers who have flow data and scholarly research of comparative subjects discovering data that was both, comparative with regards to my own exploration finishing up a central mat ter that the earth of these kids affect how they will learn. A typical point that has been dissected in these diaries is Gross engine ability improvement. It is a particular factor that assumes a critical job in the child’s in general turn of events and obviously joined with nature in which the youngster is limited to has a significant impact to the advancement of these engine aptitudes (newton 2008) . The point of this investigation was concentrating on the two principle natural components influencing youngsters engine improvement. Investigating the articles it uncovers that there are numerous specific factors inside the family subtleties, for example, financial status, mother’s instructive level, associations with family and the presence of kin can likewise influence a child’s engine capacity, Preschools additionally have turned into an infuencial part of advancement for all youngsters yet in addition can be a disservice to a child’s improvement by not joining in, because of the straightforward actuality that thes e days a lot of time kids spend at them so by not having a kid experience existence with preschool would hamper them to the extent engine improvement goes. The social-social foundation where a youngster is raised from, makes explicit requests for his/her engine conduct. Understand more: Influences that influence children’s improvement article This idea can go with the way that development programs are significant for the improvement too, for example, physical instruction, particularly if the social-social condition that the kid is in doesn't expect them to be exceptionally dynamic. In the event that the kid isn't pushed or has no inspiration to do theseâ obstacles, that are regularly underestimated, at that point can cause a long haul even life changing issue not far off. These are on the whole the â€Å"social norms† these days with youngsters. It is getting unfathomably serious to get into universities and other sort of instructive projects and everything begins from these significant baby years where all these ecological elements that the family contributes too have a state in what a kid will resemble as it creates. A considerable lot of these situations are normal and regularly not over looked or broke down by guardians because of the explanation that the kid is youthful to the point that these things don†™t affect them yet. That is bogus, the initial five years of a child’s life are the most significant in building up these engine abilities for an amazing remainder, and that is a reality that isn't taken a gander at close enough by guardians. This is a colossal formative issue that has been going on for ever and now that there is studies and documentation demonstrating that this here is right, it should be and is being placed energetically. The entirety of the natural variables have some way assumed a job in the kids I watched lives but since of the constrained length of paper I will talk about the two most evident impacts. This motivation behind this paper is to report the condition that babies and little children are in and depict how these ecological components have influenced them. To start I watched a little child and a baby yet both of a similar family. The two youngsters are various ages however comparable conditions and childhoods. I watched the kids in there home condition taking a gander at the circumstance as a Mother-youngster association first then I watched the kin versus kin collaborations that the kids would in general take a like as well. I kept on following the kids on and off for about fourteen days at various areas and got the chance to watch the little child and newborn child in both of these settings. At every perception site I sat with a scratch pad and wrote down how they interfaced under these three conditions and noted of the environmental factors situations each time I watched. Toward the end I had a great deal of notes and data to look over, yet the way that I picked what dat a to utilize was by sorting out my notes into my three fundamental cases at that point isolated them into baby and little child. All the circumstances that most as often as possible occurred for every kid I utilized as convincing data and disposed of the minor subtleties. Most of the fourteen days of watching the baby under these two cases my proof gave off an impression of being very on point with different analysts considers. To start, the mother-baby relationship (parent-kid). Inside my investigation I found when playing with one another the newborn child was considerably more receptive to this one on one play then a gathering of individuals. What I saw was the youngster didn't do as much looking and watching like measurements appear or as he did in different cases. seven out of multiple times the mother exhibited what I needed the newborn child to do, that included an engine ability, more often than not getting a square or a toy vehicle, the kid endeavored the activity in the wake of watching the mother illustrate. What I saw of those multiple times every one of the seven of the fruitful attempts were on the grounds that it was directly before him. on the off chance that it was far away he would attempt with an alternate article that was nearest to him and wouldn’t even notification that he was utilizing an alternate toy. Concerning the little child he payed a lot nearer consideration however on the opposite of his fifteen endeavors he really minded that he utilized a similar careful article as his mother. For him I utilized a test including tossing of a ball. His mom would toss the ball utilizing various styles, for example, over the head, two hand, one had, and under arm. Eight of the fifteen endeavors the little child effectively imitated the engine ability of which hand to utilize and the style where the mother tossed it, which was astonishing for this situation for the explanation this typically doesn't create until five or six years old. The following case I watched was the kin versus kin. ordinarily we think about the mother to be viewed as the pioneer to explicit youngster improvement. Be that as it may, when the youngster has kin the circumstance turns out to be considerably more affected. (circirelli 1975). A child’s position in the family or sex even of the kin affects the cooperations they have. The earth utilized was indeed the home setting yet the family has there own wilderness rec center outside in the patio. I utilized this play set to check whether these kin impacts can assume a job being developed of explicit aptitudes . Studies have indicated that, independent of the age contrast among the offspring of the family, the senior kin lead the youngers’ conduct (circirelli 1975) and those thusly impersonate elders’ developments (abramovitch et al. 1979: Lamb 1978). As I proceeded with my exploration outside I watched and concentrated how theyâ were interfacing. The more youthful newborn child, shockingly can stroll at his age of sixteen months old. There was a lot of steps that the little child was approaching get to the highest point of the exercise center and in the long run slide down the slide to just proceed with the procedure again and again. The baby kept on watching and watch for around fifteen minutes without any indications of him inspired to make a move or check out it. Incredibly the newborn child started pointing and murmuring as though he needed to make an endeavor. He was brought over to the play set, moving up the means and in the long run we got him to go down the slide. He held his hands on the railings same situation as where she did as though he was replicating her methods careful and the impact of his older sibling produced results. This entire procedure took around twenty-twenty five minutes however once he attempted it one time, the newborn child, similar to his little child sister kept on doing the normal utilizing comparable if not a similar course. All things considered he was reluctant, the newborn child paused, examined, and afterward gradually broke down the procedure as he did it for his first time, and afterward kept on going on with the procedure as his older sibling had been. The baby and the little child both have shown there creating gross engine abilities. These aptitudes are composed with numerous different pieces of the body, for example, the legs and arms and the capacity to see what one is doing and mirror the other is all piece of the improvement of the these physical capacities of huge body developments ( Berger, 2009). Reference area 1.) kambas, A. (2009). ecological components influencing preschoolers engine improvement. 2.) Infants find out about articles from insights and individuals. By: Wu, Rachel, Gopnik, Alison, Richardson, Daniel C., Kirkham, Natasha Z., Developmental Psychology, 00121649, 20110901, Vol. 47, Issue 5 3.) Research Institute MOVE, Faculty of Human Movement Sciences, VU University, Amsterdam, the Netherlands Department of Child and Adolescent Psychiatry, VU University Medical Center, Amsterdam, the Netherlands. 4.)nicholson, T. (2010, june 2). What can a one year old do?. Recovered from http://t-nicholson.suite101.com/what-can-a-one-year-old-do-a244085 5.)Developmental Science; Nov2009, Vol. 12 Issue 6, p1060-1069, 10p, 3 Charts, 4 Graphs

Judicial Precedent A Practice Of The Courts Law Essay

Legal Precedent A Practice Of The Courts Law Essay Legal point of reference: Where past choices of judges are followed in future situations when the realities of the cases are comparable. When an appointed authority chooses a legitimate rule, it is required that is utilized in future lawful cases with comparative issues or realities. This is otherwise called case law or custom-based law which has created by widening down from point of reference to point of reference. Subsequently the lawful meaning of Judicial point of reference can be expressed as a courts judgment cited as an expert for choosing a comparable arrangement of realities; a case which fills in as authority for the lawful guideline set up in its judgment. It alludes to the manner by which the law is settled on and altered through the choices of judges. In this manner, legal point of reference depends on the adjudicators judgment, chain of importance of courts and a decent arrangement of law revealing appointed authorities. The legal points of reference precept depends on the gaze decisis guideline to remain upon choices and by which points of reference are legitimate and official and must be followed. By and by, this implies lower courts will undoubtedly apply the legitimate standards set somewhere near unrivaled courts in prior cases. This gives parity and sureness in the law. A point of reference is constantly founded on the two factors the proportion decidendi which implies an explanation behind the choice and obiter decree which implies something said incidentally and furthermore the choices made in the past applicable cases. The proportion decidendi of a case is the significant piece of setting up points of reference that ties mediocre courts in the chain of command. At the point when an appointed authority makes his judgment for a situation, he plots the realities which he finds have been demonstrated on the proof. At that point he applies the law to those realities and scopes at a choice, for which he gives the explanation (proportion decidendi). While obiter proclamation is a choice given by an appointed authority that has just coincidental bearing looking into it being referred to and is in this manner not authoritative in later cases. The choice of the appointed authority may fluctuate as per the realities of the case and isn't carefully applicable to the issue in the issue in the first case. The proportion decidendi is the coupling some portion of a legal choice while an obiter decree isnt. However, an obiter decree might be of enticing (instead of official) expert in later cases. Regardless of whether any trouble emerges, the adjudicator will give purposes behind his choice, anyway he won't generally determine what the proportion decidendi of case is, and it is then dependent upon a later appointed authority to make sense of (evoke) the proportion of the case. Nonetheless, there might be contradiction over what the proportion is and there might be more than one proportion. In this manner, it isn't in every case simple to recognize proportion decidendi from obiter decree while assessing the impacts of a specific choice notwithstanding; when legal point of reference is utilized, the appointed authority follows or takes the reference of a choice made in a comparative past cases that has just been decided upon and he is administering a similar way utilizing the other case as a rule. Though while setting legal point of reference the appointed authority renders a choice for a situation of a kind that had never been attempted, or controlled upon before, which is tot ally new, and that his decision would start the trend by which every single future case may be judged. Judges, incidentally, are not constantly required to follow point of reference in making decisions. In this way law detailing, chain of importance of courts and a technique for recognizing obiter dicta proportion decidendi are viewed as the key highlights of legal point of reference. The general guideline of the point of reference is that all courts will undoubtedly follow choices made by their boss courts and redrafting courts are typically limited by their own past choices. Any choice made by an unrivaled court is completely official on ensuing substandard courts. In any case, sure of the predominant courts see themselves as limited by their own choices while others dont. Until 1966 The House of Lords was limited by its own past choices when Lord Gardiner LC declared a difference by and by. The Practice Statement [1966] 1 WLR 1234 expressed that despite the fact that the House of Lords would regard its choices as typically official, it would get off from these when it showed up option to do as such. This force has been utilized cautiously. A choice of the House of Lords ties all lower courts however doesn't view itself as carefully limited by its past choices, for instance, in Murphy v Brentwood District Council (1990) the House overruled its previous choice in Anns v London Borough of Merton (1978) on the issue of a neighborhood authoritys risk in carelessness to prospect buyers of property. The Court of Appeal is limited by choices of the House of Lords despite the fact that it believes them to not be right. Anyway in Young v Bristol Airplane Co Ltd [1944] KB 718, the Court of Appeal held that it was limited by its own past choices subject to the accompanying three special cases: I. In the event that there is struggle between own past choices, the Court of Appeal must conclude which is to be followed and which is to be dismissed. ii. The Court of Appeal must not follow its own choice which can't remain with a choice of the House of Lords regardless of whether its choice hasnt been explicitly overruled by the House of Lords. iii. The Court of Appeal need not to follow its own choice whenever fulfilled that it was given per incuriam (truly, via lack of regard or error). The High Court and the area courts are limited by the choices of the court of request. Essentially there is no distinction in the use of gaze decisis in the common and criminal divisions of the Court of Appeal. By and by, notwithstanding the Young special cases, on the grounds that a people freedom might be in question, point of reference isn't followed as carefully in the criminal division anyway makes a decision about will in general follow the choices of the high court for assurance. For instance R v Taylor [1950] 2 KB 368. The High Court is limited by the choices of Court of Appeal and the House of Lords anyway it isn't limited by other High Court choices. The district courts are limited by the choices of individual high courts. Place of Lords and the Court of Appeal ties Divisional Court and typically follows a past choice of another Divisional Court yet in the event that they accept that the past choice wasn't right, they may leave. For eg. R v Greater Manchester Coroner, ex parte Tal [1985] QB 67. The Crown Court decisions are not authoritative, however they are of convincing power. In this manner, Crown Court judges are not obliged to tail them. The choices made by the appointed authorities of district courts and judges courts are not official. They are not normally announced in the law reports as they are once in a while significant. Legal point of reference is one of the most significant wellspring of English law. A unique point of reference made and applied another standard though the later choices, of the higher courts, can have various impacts upon points of reference. Especially they might be: Turned around: where on advance in a similar case the choice is switched and the intrigue court substitute its own choice. Overruled: Overruling can happen if the past court neglect to apply law accurately, or on the grounds that the later court thinks about that the standard of law contained in the past proportion decidendi is not, at this point alluring. at that point a higher court can overrule a choice made in a prior case by a lower court. For instance, the Court of Appeal can overrule a prior High Court choice. A refusal to follow: the court may decline to follow the prior choice particularly when it isn't limited by the choice or can not overrule it however doesn't wish to tail it. Recognized: where a prior case is dismissed as power, either on the grounds that the distinctive material realities or on the grounds that the announcement of law in the past case is too restricted to even think about being appropriately applied to the new arrangement of realities. Clarified: an adjudicator may look to contemplate or talk about a previous choice before applying it or recognizing it, along these lines the effect of the prior case is fluctuated in the conditions of the current case. A choice which is reached per incuriam is one reached via lack of regard or botch, and can be kept away from. In Morelle v Wakeling [1955] 2 QB 379 Lord Evershed MR expressed that the main case where choices ought to be held to have been given per incuriam are those of choices given in numbness or neglect of some conflicting legal arrangement or of some position authoritative on the court concerned. In Secretary of State for Trade and Industry v Desai (1991) The Times 5 December, Scott LJ said that to come quite close to per incuriam it must be indicated that the choice included some show slip or blunder yet additionally that to leave the choice standing would be likely, bury alia, to create genuine bother in the organization of equity or critical shamefulness to residents. In any case, this standard doesn't allow the Court of Appeal to overlook choices of the House of Lords. In Cassell v Broome [1972] AC 1027 Lord Denning MR held the House of Lords choice in Rookes v Barnard [1964] AC 1129 to be per incuriam on the premise that it overlooked past House of Lords choices. He was reproached harshly by the House of Lords who thought about that the Court of Appeal extremely just implied that it didn't concur with the prior choice: Regardless of whether this isn't along these lines, it isn't available to the Court of Appeal to offer unwarranted guidance to judges of first occasion to overlook choices of the House of Lords. (Master Hailsham) There are three kinds of Precedent, Original, Binding and Persuasive. Point of reference can be utilized rather than legal law in common cases. Point of reference is otherwise called a precedent-based law, whereby judges follow the result. Unique Precedent: If the purpose of law is totally new and has never been chosen, the choice at that point judge comes to will shape another point of reference for resulting cases. These cases are influential yet not authoritative on the court. Unique Precedent is whereby the case is new and has never been in preliminary, for eg. the cases heard with respect to the seventh July 2005 London

Reaching for Nothing Love as an Idea in Plato’s Symposium - Literature Essay Samples

Plato’s theory of love is one of the great thinkers most whimsical and inspiring dialogues. In his discussion regarding love, Plato theorizes that love is ‘neither beautiful nor good.’ Love represents the desire of the human individual to attain true pleasure and authentic happiness by achieving that which is good and beautiful. It is in this endeavor of aiming to achieve this lofty and ultimately immovable virtue that one can find love in terms of the human emotion. Some critics such as Vlatos argue that Platos’s thinking does not accurately account for individual and interpersonal love, finding flaws in Plato’s argument. However, Plato’s definition allows for a more universal perspective of love that takes into both the personal and the existential. Donald Levy argues that Plato’s portrayal of love accurately encapsulates the full range of love in the human experience. Levy maintains that Plato does not idealize love, but presents the virtue in its true form. Regarding Plato’s dialogue on love, Levy states that, â€Å"Those who speak before Socrates mainly share the typical Greek tendency to glorify the instinct of sex rather than its particular objects† (285). The Greeks traditionally viewed the impulse for physical love as reflective of the greater desire to achieve that which is good. However, Socrates advocates for a more nuanced perspective that does not see love in itself as the ultimate good. It is not the acts of love that provide for an individual to reach the virtue of goodness inherent in love. In actuality, it is love itself that allows one to then attempt to strive to achieve the virtue of beauty. Socrates’ companions, and the ancient Greeks in general, tended to lionize the concept of love. According to Levy, â€Å"For them, love is a god whose beauty and goodness they compete with one another in praising† (285). The notion of love, perhaps reasonably so, was highly romanticized and expounded upon by poets and other thinkers. This romanticizing, Plato theorized, distracts from the true nature of love. This general perspective reflects Plato’s desire to arrive at the fundamental underlying truth of objects, theories, and experiences. In order to eradicate and move beyond the romanticized notion of love, one needs to examine what precisely love aims to achieve and how an individual would feel reaching or accomplishing that goal following a hypothetical mastery of love. The Greeks tend to exaggerate, in Plato and Levy’s view, the role of physical attraction and the act of love in ascribing meaning to the virtue of love itself. Levy argues that, â€Å"Even Pausanias, who takes to distinguish noble from base love, claims that ‘it is always honorable to comply with a lover to attain excellence.’ Even if the lover turns out to be bad, it does the boy credit to have been so deceived!† (285). In this sense, Pausanias places the act of love over the ultimate goal of achieving that which is good. Pausanias’ placement of love itself before the greater virtue it sets to achieve is highly concerning for Plato. According to Levy, â€Å"It is this almost universally held belief in the intrinsic value of sexual love in which Socrates sets himself from the start† (285). Therefore, Plato casts Socrates’ opinion in stark contrast to those who hold more traditional Greek views on love and the importance of sexual love i n evincing the beauty and the good. Socrates presents a revolutionary view of love that contrasts heavily with the established Greek notion that vaunts sexual love. Levy quotes Socrates: â€Å"Love, he says, is neither beautiful nor good. Love cannot be beautiful because it is the desire to possess what is beautiful, and one cannot desire that which one already possesses† (285). Love therefore is tainted with the temporal and earthly reality of aiming to achieve that which is beautiful instead of actually itself representing or encapsulating the virtue in its authentic form of that which is good. Love therefore is a desire, which Plato infers perhaps is too animalistic and temporal to represent a virtue. Plato holds that love exists inside every human individual as an exemplary of the notion of perfection. However, contained in this embodiment is the notion love itself is tainted and colored in the actual world with human error and tendency to disrespect and shun the good. Therefore, love itself is neither the b eautiful nor the good, but it represents a step toward realizing that. Socrates nevertheless advocates for this notion of Platonic love. He proclaims that, â€Å"‘Human nature can find no better helper than love’† (212b) (285). It is love that can counteract some of the more negative and pejorative elements of human nature and seek to rectify the human existence in the temporal world with that of the good. Plato introduces another character, a female, Diomita, to present a similar to slightly differing definition of love. Diomita states that, â€Å"‘The object of love is to procreate and give birth in the presence of beauty’ (206e). It is not enough, she seems to say, for a philosopher, a lover of wisdom, merely to assist at the birth of ideas in others† (285). Diomita, like many of her Greek contemporaries, also places sexual love as an important semblance of the virtue on earth. However, Diomita also connects the ultimate end result of physical procreation, birth and the creation of new life, as what relates phy sical love to the beautiful. In this sense, Diomita also expounds upon previously held notions to arrive at a new understanding of what precisely love is. Plato’s concept of love differs from both ancient and contemporary understandings of what constitutes love. According to Plato, Levy writes, â€Å"The different types of love are to be ordered hierarchically, one being judged superior to another because its object is inherently better† (286). Plato assigns a structure to that whimsical and difficult to grasp emotion that is love. Here, modern observers could take objection to what Plato’s essential dichotomy of such a complex and multifaceted emotion. Levy states that, â€Å"There is one ultimate object of love to which all the others must be tending in order for them to be objects of love at all† (286). Like absolute beauty, absolute love exists and represents love beyond the physical. Plato proclaims, according to Levy, that â€Å"To achieve the vision of absolute beauty one must first progress from love of physical beauty in an individual to love of all physical beauty; then love of beauty in the soul leads to aware of the beauty of activities, institutions, and sciences† (286). Therefore, one must depart from the more traditional and physical semblances of love in order to understand the more authentic and inner notions of what truly constitutes love. Love of the beauty of society, the intellectual world, and the sciences Plato deems superior. Scholars such as Vlastos, and arguably Aristotle much earlier, object to Plato’s notion of the absolute love. According to Vlastos and Aristotle, ‘Love is wishing good things for someone for that person’s sake.’ True love therefore departs from the personal and individualistic understanding of love as self-gratifying and represents an individual’s capability to love another’s achievement and happiness totally independent of one’s own personal goals or endeavors. Levy concedes that. â€Å"Since Plato has already defined love as the desire for oneself to possess what is beautiful, his idea of love, however spiritualized it may be, remains essentially egocentric’ (286). Plato’s notion of love therefore does not depart from the individual’s own personal gain and benefit. Vlastos and Aristotle maintain that true love must exhibit some form of movement away from the self and toward a more universal understanding of love as a virtue. Some scholars have criticized Plato for not accurately accounting for particular individuals associated with love. Levy agrees to an extent, writing that, â€Å"Plato does not see that love fundamentally and primarily has persons as its object† (286). However, Plato understands human individuals as the only conduits through which to engage in love and ultimate seek to arrive at higher virtues that love can exhibit in the temporal world. According to Levy, â€Å"For Plato, the love of persons is placed far below the love of an abstract entity, absolute beauty. ‘What we are to love in persons is the ‘image’ of the Idea in them’† (286). Therefore, it is not the physical attribute of an individual that one should love, but the aspect of the Idea of the good inherent in them. Notably, this differs from lust and desire, which perhaps, Plato implies, would focus on the physical. Vlastos argues that love needs to depart from the individual in order to be validated as true. He maintains that, ‘This is all love for a person could be, given the status of persons in Plato’s ontology† (286). However, Plato’s dichotomy seeks not to invalidate one source of love over the other but simply to acknowledge that there are images of the Idea of the beauty and the good present in certain acts or sentiments that, as not actual representations of the Idea, should therefore be placed lower in the hierarchy. Levy writes that, â€Å"Vlastos’ definition of love, compared to which he finds Plato’s defective, seems a definition not of what love is, but of what love ought, perhaps, to be† (286). Vlastos identifies what he sees as a flaw in Plato’s theory, noting both the dichotomy and lack of departure from the individual. However, Plato’s original thinking may simply be more realistic. Humans are not capable of understan ding a love that is entirely independent of themselves. Therefore, one needs to break down what is love. The figure of Diomita is crucial to understanding the universality and applicability of Plato’s theory of love. According to Joy Ritchie and Kate Ronald, Diomita presents a slightly differing, yet still legitimate, understanding of love that helps rectify the seeming inaccessibility of Plato’s theory. Ritchie and Ronald write that, â€Å"Diomita argues that love is a spirit that moves between the gods and humans, connecting them through discourse and desire† (9). Like Socrates, Diomita agrees that love is not a god. However, love is not quite temporal either, and represents an entity sort of in between. According to Ritchie and Ronald, â€Å"Diomita’s feminine presence, including her references to the body, the family, and the private realm, enhances, rather than detracts from, the powerful homoeroticism of this dialogue† (9). While Plato appears to move away from the importance of heterosexual physical love in his hierarchy, Diomita’s presen ces asserts the feminine perspective to the dialogue to ensure that important aspects of love in the physical sense are also explored. Nevertheless, it is ultimately Diomita who teaches, â€Å"Socrates how to transcend a base physical desire and move toward a philosophy of perfect love and intellectual intercourse that reproduces the form of immutable beauty† (9). Therefore, Diomita does not simply reflect a sexualized feminine perspective of love but articulates an authentic understanding of love should be theorized. F.C. White concurs with Plato’s theory that love is neither beautiful nor good, but strives for something higher and should not necessarily be cast aside. According to White, â€Å"Love is neither beautiful nor good, nor is it ugly or bad; it is something in between† (150). While Plato does not explicitly condemn or condemn physical sexual love, White seeks to rectify love’s wavering oscillation between perhaps a desire and a virtue: â€Å"Nor is it to be numbered among the gods, since it lacks what they, being happy, always possess: it lacks what is beautiful and good† (150). Love is not emblematic, as Plato emphatically states, of that which is beautiful. However, an authentic understanding of metaphysical love for a wide array of virtuous objects and sentiments can allow one to achieve that which is beautiful through feelings of love. Love is neither good nor bad. According to White, â€Å"While love is not a god, and therefore not immortal, it is not mortal either. Again it is something in between, this time a spirit; and like all spirits, it acts as a mediator between men and gods, binding them together† (150). Here, White ascribes a Diomitian perspective of love as a spirit to the larger Platonic narrative of love. White summarizes that, â€Å"Love is neither immortal not moral; neither resourceless nor wealthy; and, being but a love of wisdom, a philosopher, neither wise as yet nor ignorant† (150). One can therefore understand Plato’s attempt to categorize and quantify love as colored by this difficult placement of love between the typical extremes of Greek ancient thought. For Plato’s love is love, but what is most important is of course that which lies beneath. Bibliography Donald Levy. â€Å"The Definition of Love in Plato’s Symposium.† Journal of the History of Ideas (April – June 1979), pp. 285-291. Joy Ritchie and Kate Ronald. â€Å"Available Means: An Anthology of Women’s Rhetoric(s): ‘On Love’ from Plato’s Symposium (c. 360 B.C.E.).† University of Pittsburgh Press: 2000, pp. 10-15. F.C. White. â€Å"Love and Beauty in Plato’s Symposium.† The Journal of Hellenic Studies (1989), pp. 149-157.

10 Tips for Saying Goodbye to Your College-Bound Child

For many parents, saying goodbye to a daughter or son headed off to college is one of lifes most wrenching moments. As a parent, you want to leave your child on an upbeat note, and you may try to squelch any worry or sadness. Dont fight it—its a natural response. After all, a child whos been a primary focus of your life is about to strike out on their own, and your role will be reduced. There are lots of ways to minimize the tears and roll with the changes, making the parting process easier for college students and their parents. The Year Before Departure Your childs senior year is pressure-filled with worries about college applications and acceptances, concerns with maintaining grades and doing many things for the last time. Although your teen may mourn final events shared by the school community (last homecoming dance, football game, school play, musical concert, prom), its harder to come to terms with personal losses that cant be publicly shared. Instead of being present with the sadness, many teens find it easier to express anger, and those outbursts may be directed at family members. They may subconsciously think its easier to part from a stupid, whining younger sister or a controlling, uncaring parent than close family members whom they love and are afraid to leave; thus, they may act in ways that create a distance. Ignore the nasty outbursts and the labels. This is not your teen hating on you—its your teen subconsciously trying to make it easier to disengage from the family. Many families report that more arguments break out in the final months before college than ever before. Your teen may label you or other family members, but thats not a judgment on you as a parent. Its stereotyping just like the labels ugly stepsister or evil stepmother are caricatures and stereotypes. Its easier to imagine a bright future at college when youre leaving behind a stereotypical clinging mother, overbearing father, or younger sibling whos always butting in.Dont take it personally. You arent doing anything wrong—this is just a normal part of growing up. Teens who are trying to find independence need to differentiate themselves from parents and family and express their own strong opinions and ideas of how things should be done. Dont conclude that your child has always hated you and that their real n ature is coming out now that theyre leaving for college. Its just part of the separation process and is a temporary stage of development. Dont take it to heart; its not your child talking—its the fear of leaving home and entering the adult world thats lashing out at you.Keep calm and carry on. You may be shopping for bedsheets or towels and a fight erupts over the smallest of things. Take a deep breath, keep calm, and carry on with what youre doing. Resist the urge to give up and do it another day. The more you can stick with your routines and all your planned college preparation, the more youll minimize conflict and stress. It wont be easier to shop or get through your childs college to-do list if you postpone it for a better day because that day may not come unless you keep it together and deal with these moments calmly. The  School Drop-Off Move-in day is always chaotic and disorganized. You may have been assigned a specific move-in time or arrive as one of the hundreds of cars queued up to drop off boxes and suitcases. Whatever the situation, let your child take the lead. One of the worst things parents can do that can earn them the helicopter label is to micromanage every aspect of move-in day and make their daughter or son seem childish and helpless, especially in front of the RA or dorm mates they will be living with. Let your student sign in, pick up the dorm key or key card, and find out about the availability of equipment such as hand trucks or moving carts. Although you might want to do things differently, its your incoming freshmans new life and new dorm room, not yours. There are no prizes for the person who moves in first, so dont feel as if you have to rush. Likewise, there is no right or wrong. Remember whose college life this is. One emotion that parents feel (but are reluctant to acknowledge) is regret or jealousy. All of us have some happy memories of college, and if we could turn the clock back, most of us would be eager to relive a day or two of our college experiences. Dont beat yourself up over this; envy is something many parents feel. Youre not the only one, and this doesnt make you a bad parent. But dont let that jealousy influence your students first day at college. Let them find their own experiences in their own time.Dont pass judgment. Maybe their  new roommate looks like a disaster and the teen down the hall seems like a better fit. No matter what your opinions are, keep them to yourself, and dont share your comments with your child. Your childs living independently means making their own judgments and assessing people and situations by themselves. If you walk into your childrens college life and already start making these assessments, youve disenfranchised them without even realizing it and are not giving them the chance or the credit to make up their own mind about things. Be pleasant, positive, and neutral about all that happens.Let your student do the talking. There will be a lot of new people to meet and names to remember. And it is your childs job to keep it all straight, not yours. If youre the parent of a socially awkward or shy student, you may find it hard not to jump in and take over the situation, make introductions all around, and negotiate the top or bottom bunk or the better dresser and desk for your offspring. Keep reminding yourself that its not your college experience or your decision to make—its your childs. Any choice that they make is the right one because they made it, and not anyone else.Prepare for not being completely prepared. No matter how far in advance you plan or how thorough you are in your list-making, shopping, and packing, youll either forget something or find that certain things dont work in y our childs new living arrangements or new life. Dont overbook your drop-off day with no extra time to run to the nearest drugstore, supermarket, or discount store, because you will want to pick up those essentials you somehow overlooked. Its a lot easier for you to make that quick trip by car instead of leaving your child with extra cash and expecting them to walk or take a bus to unfamiliar locations. Plan an extra two hours of unscheduled time so you can take care of these things.Be like Goldilocks porridge: just right. Take a cue from the story The Three Little Bears. When the time comes to say goodbye and leave your child at school, dont be too warm (weepy and wailing and clutching on for dear life) and dont be too cold (distant and perfunctory in your hug goodbye and too matter-of-fact in your emotions). Strive to be just right. Its OK to shed some tears and give your child a good, solid, Ill really miss you bear hug and say how much you love and will miss them. Kids expect tha t and feel hurt if you dont show sufficient emotion. This is not the time to put on the brave, stoic face. Show the honest emotions of a parent who loves a child and finds it hard to pull away. After all, thats exactly what youre feeling, and honesty is the best policy. Post Drop-Off Days and Weeks Youve said goodbye. Now mean it. It may be hard to believe, but some parents text their children the minute they get in the car and drive away. Put the phone down and give them their space. Dont call every day to make sure everythings OK. If possible, let your child be the one to touch base. Many parents agree on a predetermined day and time to talk to their child by phone or Skype, typically once a week. By respecting boundaries and their need to separate, you will help your child establish an independent life and develop a new support network of others they can trust.Dont hover, but be there. Many parents use social media to keep track of their kids at college and ask their children to friend them so they can maintain contact. Watch and look, but dont post or comment. Let them have their own space. And if your child tells you about incidents at college that are upsetting, resist the urge to get involved unless they ask you to intervene. Part of growing up involves facing difficult or challenging moments and finding a way through those hard times. Signs of maturity include flexibility, adaptability,  and resilience, and college is the ideal time to work on these skills. But if situations escalate to the point at which they threaten your childs physical or mental health—or put them in jeopardy—step in and offer aid. But ask for permission first. You want to support your child as much as possible but not to the extent that you dismantle the initial foundation of self-sufficiency. Finding the right balance will take time, but eventually, youll both get there.

Culture and Foreign Language Teaching and Learning Essay

In this subsection, different approaches to teaching culture within the foreign language teaching practice and different views of the term â€Å"culture† are going to be presented as a mean to explore the close relationship between culture and language and determine what is understood as culture in this study. As it was mentioned above, there are different definitions of culture. These views have relied on the different language acquisition theories and teaching approaches that have emerged in the history of foreign language teaching. (Hinkel, 1999) Until the mid-twentieth century, culture was seen as the transmission of factual information about the target language, which consisted of statistical information about history, literature,†¦show more content†¦Therefore this attempt to integrate culture into language teaching failed due to their lack of relevance for the language teaching approaches of that time. (Stern, 1983; Corbett, 2003) During the 70s and 80s, research on anthropology and sociolinguistics caused a greater emphasis more on the relationship between culture and language. Hinkel (1999) considers the works done by Hymes (1964), Gumperz (1972) and Kaplan (1966) a great contribution to this relationship as they privileged the communication within the cultural context. He cites Hymes (1972) mainly to state that the nature of the situations when communicative acts occur differs from one culture to another. This indicates that culture is interconnected with the ability to communicate appropriately in different social situations. This approach to culture teaching, therefore, implied to train students on how to employ appropriately the social rules of the target language such as the use of behavioral conventions, the use of silence, turn taking and politeness among others. (Byram Morgan, 1994). This approach was criticized because it seems to be based on native proficiency as a standard model for foreign lang uage students. In other words, foreign students need to leave aside their own culture and language in order to be considered proficient speakers of the target language. This means that this approach does not consider the culturalShow MoreRelatedEssay on Theoretical and Researched Based Frameworks of Culture1288 Words   |  6 Pagesbackgrounds by using telle-collaborative learning, it is necessary to address some core constructs about intercultural communication as follows culture, Intercultural communicative competence , community of practices, and tele-collaboration. They are going to be examined through two key sources; theoretical works and research –based works. 2.1. Culture and Foreign Language Teaching and Learning. In this section, different views of the term â€Å"culture† are going to be presented in order to determineRead MoreThe Role Of Culture Of Teaching Foreign Languages1518 Words   |  7 Pages The role of culture in teaching foreign languages There are a lot of cultures in the World. All of them have their own values. It is very interesting to note that the culture we belong to affects how we think, interact, communicate and transmit knowledge from generation to generation. The aptitude to ask and answer questions based on our own culture enables the process of making connections across cultures. It is worth pointing out that English teachersRead MoreBilingual Language Education Policy And The English As A Foreign Language1174 Words   |  5 Pagesbetween current foreign language education policy and the English as a foreign language (EFL) teaching practices in addressing intercultural communication objectives in Vietnam. Although the current Vietnamese foreign language education policy advocates the intercultural communication aims, intercultural language teaching and learning has not yet been applied in foreign language classrooms. The findings from interviews, class observations and document an alysis show that foreign language teachers mainlyRead MoreLearning A Second Language Education Essay1737 Words   |  7 PagesWe live in a world surrounded by people of various cultures, countries, and ethnicities, who all speak different languages. As a young child, I attended a Spanish immersion program through my pre-school and elementary school. I was absorbed into a new culture much different from my own. I grew up learning words in Spanish before I knew them in English. I also developed unexpected friendships, spending much of my childhood in Spanish speaking households. As a college student, I look back on thisRead MoreEffective Instruction For English Learners1414 Words   |  6 Pagesfor teaching students English Language. They also review the most successful models for teaching non native speakers. The authors indicate that the most important approach to enhance and improve the outcomes for English learners is to reform the â€Å"entire† school, and use an ef fective approach such as the approach of Success for All(SFA). SFA approach has been used widely in many schools in the USA. Then, the authors indicate eight elements â€Å"of effective practices for English learners: language andRead MoreStudents Attitudes Towards The Teaching English Language Essay1647 Words   |  7 Pagesattitudes towards the teaching of English as FL alongside the home-culture, taking Islamic English vernacular as a case of study. To achieve the purpose of the study, a questionnaire was distributed to 1500 BA students in different universities all over different territories within Algeria. Basing on the results, students reveal positive attitudes towards the insertion of the Islamic English vernacular as a home-culture in EFL teaching. This may oppose the fore-known idea of teaching English through targetRead MoreContrastive Analysis1671 Words   |  7 Pageshistory of foreign language teaching is so complicated. The complexities are the outcome of the rise of the assumptions of so many theories, approaches, methods and hypotheses that dominated this field , especially beginning from1940s and up till now. Today there are innumerable assumptions for approaches and methods that relate to language learning and teaching. All of them claim to be the right approach for learning and teaching a language. In the midst of these situations, foreign language teachersRead Moreforeign language instruction should beg1476 Words   |  6 Pagesï » ¿Topic: Foreign Language Instruction Should Begin in Kindergarten, Discuss. Submitted to: - Rob Horlin Submitted by: - Ranjit Singh Student ID - 13903 Class- EAP 2A Date -29-08-2014 Foreign language instruction should begin in kindergarten, discuss. Foreign language is a language native to other nation. Learning a foreign language is becoming essential nowadays and it can change the way of life. To communicate and trade with people from different nations there is a greatRead MoreThe Factors That Necessitate And Influence The Teaching Of Culture851 Words   |  4 Pagesinfluence the teaching of culture in EFL classrooms. Though the focus is on English language classes in China, I believe the core message can be applied to second language classes anywhere. The EFL community now acknowledges the importance of culture, however, it’s presence in the curriculum remains sparse for a number of reasons including â€Å"lack of time, uncertainty about which aspects of culture to teach, and the lack of practical techniques† (Mao, p. 144). Additionally, the majority of language proficiencyRead MoreLink Between Language And Culture1743 Words   |  7 Pagesis widely used in Mainland China as a standard teaching material of nat ional compulsory education. This book is prepared for Chinese teenage aged 13-15 who are the beginners of English study. In this report, I intend to evaluate Unit 1‘How do you study for a test?’ and Unit 12 ‘ You’re supposed to shake hands.’, using what I have learned as well as my own study experience. The aim of this report is to investigate the link between language and culture in the textbook from the point of view of cultural

Position Analysis in an Organisation

Question: Discuss about the Report for Position Analysis in an Organisation. Answer: Introduction For an employee to occupy an official position it is indispensable to have effective and suitable skills which would help him/her to address the needs and requirements of the position as well as fulfill the obligations set by the company. Different companies have different criteria which candidates have to fulfill in order to get a job and also fulfill them successfully. Occupying a position within the company means an employee is responsible to fulfill the duties and responsibilities of the given position properly and has to make the company feel that he or she is worth the position in the company (DuBrin, 2014). Different roles have different requirements and hence it is important to understand the requirements of the job so that the employees could fulfill them successfully. The present study is an extremely important one since it will help to delve deep into the roles and responsibilities and their understandings effectively. The present study is being done in order to understand the roles and responsibilities of a particular official position and will also try to recommend key ideas which will help to develop the way the job role could be performed in a better way (DuBrin, 2011). Overall it could be said that the present study will be a reflection of the job role performed by me as a finance officer working for the Victoria University. The role of a finance officer is an extremely important one from the point of view of an organisation and hence it will be easier to address the objectives laid down by the present assignment. The Victoria University is a renowned university in Australia and it would be easier for me to effectively develop a strong platform to complete the present assignment. Overall it could be said that the present study would be completed effectively with the help of the above aspects. About the Role About the organisation Victoria University is one of the renowned dual sector tertiary institutions based out of Melbourne Australia. The university has been working for a long time now and celebrates a hundred years since its inception. The organisation Victoria University is one of the educational institutions in Australia which provides higher secondary education, technical education and further studies. It is important to mention that the organisation has been renowned for its effective faculty members and wonderful education system. The University also specialises in providing knowledge in streams like Business, Arts, Computer and IT, Engineering, health and biomedicine et cetera. The Victoria University is also known for its high emphasis on Sports and even the students of this university has represented the national team of Australia in different field of athletics. The University tries to provide the best possible educational service to the students so that when the students go out in the practical field they are able to implement their talent and potential effectively in whatever they do (Awad Alhashemi, 2012). The organisation focuses on a very simple but essential mission that is to educate each and every student right from the core and the organisation envisions providing educational services to all around the world. The company has focused on doing that as the company right now has a total strength of around 48000 students all across the world and also carries a substantial number of employees. The total number of employees that the university has right now is over 2000 who are working in different fields for the organisation. It is extremely important to mention that the organisation has a string structure since the organisation provides polytechnic and also offers vocational courses for the students (Velasco, 2012). The Victoria University student support department provides different course related support which helps the students effectively clear out confusions and complete the programs effectively. Since the company works all across the world in major countries like India, China, Kuwait, Malaysia, Singapore, Vietnam, New Zealand with the help of partner institution and Australia itself. Its key stakeholders are the students, the different governments, the different suppliers, the staffs and the upper management. Since the organisation provides a wide range of studies and works mainly in Asia it faces a different competitors in the form of colleges and universities. Its competitors are much more oriented and focused but this organisation captures the market with its effective mission and vision statement to provide the best possible education to the students (DuBrin, 2014). About the Role In Victoria University I was appointed as the Finance Officer and undertook my duty in the recent past. My job role is extremely essential from the point of view of the organisation. As a finance officer my role in the company is too see some of the key financially related works which will have large impact on the overall profit of the company. From the broader point of view of the company I am working as an individual who will have to be careful with the key financial information as well as financial dealings which are extremely important for every organisation (Acemoglu Autor, 2011). My job role involves handling all the accounts which are payable which means dispatching payments for key stakeholders and making sure that the payments reach them at the right time so that their relationship with the organisation remain intact and grow with time passing by. On the other hand I am also responsible to make sure that the debtors and other receivables are received in the right time and a ccordingly balancing the books so that at the end of the month the financial reporting made by me is effective for the company to make further financial decisions. Hence overall it could be said that the main responsibility as a finance officer for me is to focus on developing an effective financial statements and reports by keeping proper records as well as keep a track of financial utilisation in order to contribute for the growth and development of the University (DuBrin, 2014). Conclusion and Recommendation The role of a finance officer is imperative for every organisation and hence it is extremely important to develop skills and potential in order to perform the duties of a finance officer effectively. There are number of key tasks which could be done in order to develop the potential and perform the duties effectively which are: Gaining the technological skills as technology is a key part of finance nowadays. Effective time management skills and multi tasking skills will have to be developed. Effective correspondence is important and hence development of communication is required. Developing leadership skills to oversee and handle financial teams (DuBrin, 2011). Overall it could be said that the present study has been effective enough in discussing the key aspects to work within an organisation and has also responded with recommendations to work on the shortcomings of an employee which has helped to cover the objectives effectively. References Acemoglu, D. and Autor, D., 2011. Skills, tasks and technologies: Implications for employment and earnings.Handbook of labor economics,4, pp.1043-1171. Awad, T.A. and Alhashemi, S.E., 2012. Assessing the effect of interpersonal communications on employees' commitment and satisfaction.International Journal of Islamic and Middle Eastern Finance and Management,5(2), pp.134-156. DuBrin, A.J., 2011.Human Relations for Career and Personal Success: Concepts, Applications, and Skills. Prentice Hall/Pearson. DuBrin, A.J., 2014.Human relations: Interpersonal job-oriented skills. Pearson Higher Ed. Velasco, M.S., 2012. More than just good grades: candidates perceptions about the skills and attributes employers seek in new graduates.Journal of Business Economics and Management,13(3), pp.499-517.