Bolsheviks and Revolution Essay Example for Free

Bolsheviks and Revolution Essay It is time to take action. Let go of the old ways and embrace a new one that promises betterment for yourselves, and especially a brighter future for your children. Let us abandon centuries of being poor, illiterate, and subjects to the select few. Our ancestors have quietly, and perhaps, gladly accepted the Tsar and the so-called nobilitys orders, demands, and humiliations. Perhaps they were glad, and perhaps they were not. They may have secretly wanted something different for us, their children. But without anyone leading them, they kept their secrets in their hearts. Now is the time to realize our forebears dream of a free people in a free nation. A nation where the masses needs are heard and taken cared of. We are all tired from the promises of liberation that some groups have postulated but never made true. To take up force is regrettably necessary to dislodge the wealthy, fat and richly-dressed nobility. They have an over-abundance of land that provides them with large incomes. They have excess food on their table that they never knew what being hungry means. They have armies and soldiers that fight for them during war. Their children will grow up with no fear of the future for their wealth and their status would speak wonders for them. Did you not wonder how its like to have even a portion of what they have? Wouldnt you like to prepare even the simplest food to calm your childrens hunger so that they may sleep the night full, instead of choosing to sleep in order to forget hunger? Our children deserve to eat and be clothed with warm clothes during the bitter winter months. We all deserve better than what the royals and the autocrats deem to bestow on us depending on what they think our worth. We are people like they are. They shouldnt have more of whats their due while we get little of whats rightfully ours. 2 Wouldnt you want to till your own land and enjoy your own produce instead of tilling a land and giving the produce to your rulers? The peasants sweat and work each day to make the lands productive. And what do you get in exchange? You pay outrageous rents to people who never had their nails dirtied. These landlords never knew the kind of labor that each one of you has to go through everyday in order to feed your families. Yet when harvest comes, they get the lions share of the income, while youre left with barely enough to last you till the next harvest. Many of our youths wont even have the chance to become farmers. Theyd be forced t wander and become laborers in somebody elses land. Are we to continue catering to the very few who are in power? I say no. Let us be one and take control of our future. Wouldnt you want to stop this war with the Germans in order for us to get on with our lives without fear of getting attacked? Let us stop fighting useless wars that cause famine in our lands. Let us call our soldiers home to help us attain a new government a government that is for the people. A government where each one of us share equally in the bounty of our lands. The government should be for us, common people. The nobles and the royals are but a few in this vast nation. It is us who make this nation function. We toil, we labor, we die so that a few elite could continue with their dinners and banquets and extravagance. I say, we must put a stop to this folly. For it is folly to submit and choose a greatly flawed system. It is folly to continue in this dismal state when there is a way to improve our lot. Let us make Russia a land of the people. Let us all be called Bolsheviks, for the name would be remembered in a distant future as the people who brought change in a country that has the potential to become great. We must change; and change requires no other way but to take up arms and fight. Fight, if we must. Fight the dictators of the land and drive them away from their throne. We have to unite and act. Food, land and peace. These, my friends, are our rightful due.

Postmodernism and the commodification of art :: essays research papers

Postmodern Methodology is Hypocrisy   Ã‚  Ã‚  Ã‚  Ã‚   â€Å"What is striking is precisely the degree of consensus in postmodernist discourse that there is no longer any possibility of consensus, the authoritative announcements of the disappearance of final authority and the promotion and recirculation of a total and comprehensive narrative of a cultural condition in which totality in no longer thinkable.† So there is a consensus that there is no consensus, an authority saying there is no final authority and a totalizing narrative that totality no longer exists. These three ideas could lead one to believe that postmodernism is hypocrisy. In a way, it has to be hypocritical. If a definition of postmodernism is the erosion of the six pillars of modernity but those six pillars still exist regardless of postmodernism that how does postmodernism exist? Postmodernism seems to have two completely separate trains of thought. The first train of thought is the idea of paralogy and disrupting the hegemony . The second train of thought is the idea of commodification. The two seem to have nothing to do with each other. On one hand, one could think that postmodernism is a good thing because it frees people’s thought processes. Postmodernism is the destruction of hegemony, opening up plurality, diversity, and heterogeneity. On the other hand, it commodifies culture and feeds into capitalism†¦though back over in the first hand it seems to be against capitalism because capitalism is hegemony. Why does postmodern thought try to disrupt the modern capitalist hegemony that it is also feeding into? Postmodernists can claim to argue against everything modern, but where does that actually get them? They use the claim that there are no patterns or archetypes as a paradigm for postmodernism, therefore defeating the purpose. Postmodernism seems to be a push for Lyotard’s idea of paralogy. We’ll define paralogy as â€Å"faulty or deliberately contradictory reasoning, designed to shift and transform the structures of reason itself.† It seems that postmodernists are argumentative to modernists in hopes of changing reality and power structures, but appear to create a new just as static reality and power structure in their places. This new reality becomes hegemony, becomes modern. So do postmodernists need to evolve to stay ahead of the ever-changing modernism that they help create? Is the purpose of postmodernism only to engage modernism in some sort of power struggle? This is, of course, only my own speculation. Culture is Commodified After an arduous analysis of the reading, class notes and discussions, the author of this paper has come up with the following summary: All the forces of media and cultural production are interrelated.

The Lost Symbol Chapter 129-131

CHAPTER 129 Robert Langdon stood mesmerized at the glass portal, absorbing the power of the landscape below him. Having ascended unknowingly hundreds of feet into the air, he was now admiring one of the most spectacular vistas he had ever seen. The shining dome of the U.S. Capitol rose like a mountain at the east end of the National Mall. On either side of the building, two parallel lines of light stretched toward him . . . the illuminated facades of the Smithsonian museums . . . beacons of art, history, science, culture. Langdon now realized to his astonishment that much of what Peter had declared to be true . . . was in fact true. There is indeed a winding staircase . . . descending hundreds of feet beneath a massive stone. The huge capstone of this obelisk sat directly over his head, and Langdon now recalled a forgotten bit of trivia that seemed to have eerie relevance: the capstone of the Washington Monument weighed precisely thirty-three hundred pounds. Again, the number 33. More startling, however, was the knowledge that this capstone's ultimate peak, the zenith of this obelisk, was crowned by a tiny, polished tip of aluminum–a metal as precious as gold in its day. The shining apex of the Washington Monument was only about a foot tall, the same size as the Masonic Pyramid. Incredibly, this small metal pyramid bore a famous engraving–Laus Deo– and Langdon suddenly understood. This is the true message of the base of the stone pyramid. The seven symbols are a transliteration! The simplest of ciphers. The symbols are letters. The stonemason's square–L The element gold–AU The Greek Sigma–S The Greek Delta–D Alchemical mercury–E The Ouroboros–O â€Å"Laus Deo,† Langdon whispered. The well-known Latin phrase–meaning â€Å"praise God†Ã¢â‚¬â€œwas inscribed on the tip of the Washington Monument in script letters only one inch tall. On full display . . . and yet invisible to all. Laus Deo. â€Å"Praise God,† Peter said behind him, flipping on the soft lighting in the chamber. â€Å"The Masonic Pyramid's final code.† Langdon turned. His friend was grinning broadly, and Langdon recalled that Peter had actually spoken the words â€Å"praise God† earlier inside the Masonic library. And I still missed it. Langdon felt a chill to realize how apt it was that the legendary Masonic Pyramid had guided him here . . . to America's great obelisk–the symbol of ancient mystical wisdom–rising toward the heavens at the heart of a nation. In a state of wonder, Langdon began moving counterclockwise around the perimeter of the tiny square room, arriving now at another viewing window. North. Through this northward-facing window, Langdon gazed down at the familiar silhouette of the White House directly in front of him. He raised his eyes to the horizon, where the straight line of Sixteenth Street ran due north toward the House of the Temple. I am due south of Heredom. He continued around the perimeter to the next window. Looking west, Langdon's eyes traced the long rectangle of the reflecting pool to the Lincoln Memorial, its classical Greek architecture inspired by the Parthenon in Athens, Temple to Athena–goddess of heroic undertakings. Annuit coeptis, Langdon thought. God favors our undertaking. Continuing to the final window, Langdon gazed southward across the dark waters of the Tidal Basin, where the Jefferson Memorial shone brightly in the night. The gently sloping cupola, Langdon knew, was modeled after the Pantheon, the original home to the great Roman gods of mythology. Having looked in all four directions, Langdon now thought about the aerial photos he had seen of the National Mall–her four arms outstretched from the Washington Monument toward the cardinal points of the compass. I am standing at the crossroads of America. Langdon continued back around to where Peter was standing. His mentor was beaming. â€Å"Well, Robert, this is it. The Lost Word. This is where it's buried. The Masonic Pyramid led us here.† Langdon did a double take. He had all but forgotten about the Lost Word. â€Å"Robert, I know of nobody more trustworthy than you. And after a night like tonight, I believe you deserve to know what this is all about. As promised in legend, the Lost Word is indeed buried at the bottom of a winding staircase.† He motioned to the mouth of the monument's long stairwell. Langdon had finally started to get his feet back under him, but now he was puzzled. Peter quickly reached into his pocket and pulled out a small object. â€Å"Do you remember this?† Langdon took the cube-shaped box that Peter had entrusted to him long ago. â€Å"Yes . . . but I'm afraid I didn't do a very good job of protecting it.† Solomon chuckled. â€Å"Perhaps the time had come for it to see the light of day.† Langdon eyed the stone cube, wondering why Peter had just handed it to him. â€Å"What does this look like to you?† Peter asked. Langdon eyed the 1514 and recalled his first impression when Katherine had unwrapped the package. â€Å"A cornerstone.† â€Å"Exactly,† Peter replied. â€Å"Now, there are a few things you might not know about cornerstones. First, the concept of laying a cornerstone comes from the Old Testament.† Langdon nodded. â€Å"The Book of Psalms.† â€Å"Correct. And a true cornerstone is always buried beneath the ground–symbolizing the building's initial step upward out of the earth toward the heavenly light.† Langdon glanced out at the Capitol, recalling that its cornerstone was buried so deep in the foundation that, to this day, excavations had been unable to find it. â€Å"And finally,† Solomon said, â€Å"like the stone box in your hand, many cornerstones are little vaults . . . and have hollow cavities so that they can hold buried treasures . . . talismans, if you will– symbols of hope for the future of the building about to be erected.† Langdon was well aware of this tradition, too. Even today, Masons laid cornerstones in which they sealed meaningful objects–time capsules, photos, proclamations, even the ashes of important people. â€Å"My purpose in telling you this,† Solomon said, glancing over at the stairwell, â€Å"should be clear.† â€Å"You think the Lost Word is buried in the cornerstone of the Washington Monument?† â€Å"I don't think, Robert. I know. The Lost Word was buried in the cornerstone of this monument on July 4, 1848, in a full Masonic ritual.† Langdon stared at him. â€Å"Our Masonic forefathers buried a word?!† Peter nodded. â€Å"They did indeed. They understood the true power of what they were burying.† All night, Langdon had been trying to wrap his mind around sprawling, ethereal concepts . . . the Ancient Mysteries, the Lost Word, the Secrets of the Ages. He wanted something solid, and despite Peter's claims that the key to it all was buried in a cornerstone 555 feet beneath him, Langdon was having a hard time accepting it. People study the mysteries for entire lifetimes and are still unable to access the power allegedly hidden there. Langdon flashed on Durer's Melencolia I–the image of the dejected Adept, surrounded by the tools of his failed efforts to unveil the mystical secrets of alchemy. If the secrets can actually be unlocked, they will not be found in one place! Any answer, Langdon had always believed, was spread across the world in thousands of volumes . . . encoded into writings of Pythagoras, Hermes, Heraclitus, Paracelsus, and hundreds of others. The answer was found in dusty, forgotten tomes on alchemy, mysticism, magic, and philosophy. The answer was hidden in the ancient library of Alexandria, the clay tablets of Sumer, and the hieroglyphs of Egypt. â€Å"Peter, I'm sorry,† Langdon said quietly, shaking his head. â€Å"To understand the Ancient Mysteries is a lifelong process. I can't imagine how the key could possibly rest within a single word.† Peter placed a hand on Langdon's shoulder. â€Å"Robert, the Lost Word is not a `word.'† He gave a sage smile. â€Å"We only call it the `Word' because that's what the ancients called it . . . in the beginning.† CHAPTER 130 In the beginning was the Word. Dean Galloway knelt at the Great Crossing of the National Cathedral and prayed for America. He prayed that his beloved country would soon come to grasp the true power of the Word–the recorded collection of the written wisdom of all the ancient masters–the spiritual truths taught by the great sages. History had blessed mankind with the wisest of teachers, profoundly enlightened souls whose understanding of the spiritual and mental mysteries exceeded all understanding. The precious words of these Adepts–Buddha, Jesus, Muhammad, Zoroaster, and countless others–had been transmitted through history in the oldest and most precious of vessels. Books. Every culture on earth had its own sacred book–its own Word–each one different and yet each one the same. For Christians, the Word was the Bible, for Muslims the Koran, for Jews the Torah, for Hindus the Vedas, and on and on it went. The Word shall light the way. For America's Masonic forefathers, the Word had been the Bible. And yet few people in history have understood its true message. Tonight, as Galloway knelt alone within the great cathedral, he placed his hands upon the Word–a well-worn copy of his own Masonic Bible. This treasured book, like all Masonic Bibles, contained the Old Testament, the New Testament, and a treasure trove of Masonic philosophical writings. Although Galloway's eyes could no longer read the text, he knew the preface by heart. Its glorious message had been read by millions of his brethren in countless languages around the world. The text read: TIME IS A RIVER . . . AND BOOKS ARE BOATS. MANY VOLUMES START DOWN THAT STREAM, ONLY TO BE WRECKED AND LOST BEYOND RECALL IN ITS SANDS. ONLY A FEW, A VERY FEW, ENDURE THE TESTINGS OF TIME AND LIVE TO BLESS THE AGES FOLLOWING. There is a reason these volumes survived, while others vanished. As a scholar of faith, Dean Galloway had always found it astonishing that the ancient spiritual texts–the most studied books on earth–were, in fact, the least understood. Concealed within those pages, there hides a wondrous secret. One day soon the light would dawn, and mankind would finally begin to grasp the simple, transformative truth of the ancient teachings . . . and take a quantum leap forward in understanding his own magnificent nature. CHAPTER 131 The winding staircase that descends the spine of the Washington Monument consists of 896 stone steps that spiral around an open elevator shaft. Langdon and Solomon were making their way down, Langdon still grappling with the startling fact that Peter had shared with him only moments ago: Robert, buried within the hollow cornerstone of this monument, our forefathers placed a single copy of the Word–the Bible–which waits in darkness at the foot of this staircase. As they descended, Peter suddenly stopped on a landing and swung his flashlight beam to illuminate a large stone medallion embedded in the wall. What in the world?! Langdon jumped when he saw the carving. The medallion depicted a frightening cloaked figure holding a scythe and kneeling beside an hourglass. The figure's arm was raised, and his index finger was extended, pointing directly at a large open Bible, as if to say: â€Å"The answer is in there!† Langdon stared at the carving and then turned to Peter. His mentor's eyes shone with mystery. â€Å"I'd like you to consider something, Robert.† His voice echoed down the empty stairwell. â€Å"Why do you think the Bible has survived thousands of years of tumultuous history? Why is it still here? Is it because its stories are such compelling reading? Of course not . . . but there is a reason. There is a reason Christian monks spend lifetimes attempting to decipher the Bible. There is a reason that Jewish mystics and Kabbalists pore over the Old Testament. And that reason, Robert, is that there exist powerful secrets hidden in the pages of this ancient book . . . a vast collection of untapped wisdom waiting to be unveiled.† Langdon was no stranger to the theory that the Scriptures contained a hidden layer of meaning, a concealed message that was veiled in allegory, symbolism, and parable. â€Å"The prophets warn us,† Peter continued, â€Å"that the language used to share their secret mysteries is a cryptic one. The Gospel of Mark tells us, `Unto you is given to know the mystery . . . but it will be told in parable.' Proverbs cautions that the sayings of the wise are `riddles,' while Corinthians talks of `hidden wisdom.' The Gospel of John forewarns: `I will speak to you in parable . . . and use dark sayings.' â€Å" Dark sayings, Langdon mused, knowing this strange phrase made numerous odd appearances in Proverbs as well as in Psalm 78. I will open my mouth in a parable and utter dark sayings of old. The concept of a â€Å"dark saying,† Langdon had learned, did not mean that the saying was â€Å"evil† but rather that its true meaning was shadowed or obscured from the light. â€Å"And if you have any doubts,† Peter added, â€Å"Corinthians overtly tells us that the parables have two layers of meaning: `milk for babes and meat for men'–where the milk is a watered-down reading for infantile minds, and the meat is the true message, accessible only to mature minds.† Peter raised the flashlight, again illuminating the carving of the cloaked figure pointing intently at the Bible. â€Å"I know you are a skeptic, Robert, but consider this. If the Bible does not contain hidden meaning, then why have so many of history's finest minds–including brilliant scientists at the Royal Society–become so obsessed with studying it? Sir Isaac Newton wrote more than a million words attempting to decipher the true meaning of the Scripture, including a 1704 manuscript that claimed he had extracted hidden scientific information from the Bible!† Langdon knew this was true. â€Å"And Sir Francis Bacon,† Peter continued, â€Å"the luminary hired by King James to literally create the authorized King James Bible, became so utterly convinced that the Bible contained cryptic meaning that he wrote in his own codes, which are still studied today! Of course, as you know, Bacon was a Rosicrucian and penned The Wisdom of the Ancients.† Peter smiled. â€Å"Even the iconoclastic poet William Blake hinted that we should read between the lines.† Langdon was familiar with the verse: BOTH READ THE BIBLE DAY AND NIGHT, BUT THOU READ BLACK WHERE I READ WHITE. â€Å"And it wasn't just the European luminaries,† Peter continued, descending faster now. â€Å"It was here, Robert, at the very core of this young American nation, that our brightest forefathers–John Adams, Ben Franklin, Thomas Paine–all warned of the profound dangers of interpreting the Bible literally. In fact, Thomas Jefferson was so convinced the Bible's true message was hidden that he literally cut up the pages and reedited the book, attempting, in his words, `to do away with the artificial scaffolding and restore the genuine doctrines.' â€Å" Langdon was well aware of this strange fact. The Jeffersonian Bible was still in print today and included many of his controversial revisions, among them the removal of the virgin birth and the resurrection. Incredibly, the Jeffersonian Bible had been presented to every incoming member of Congress during the first half of the nineteenth century. â€Å"Peter, you know I find this topic fascinating, and I can understand that it might be tempting for bright minds to imagine the Scriptures contain hidden meaning, but it makes no logical sense to me. Any skilled professor will tell you that teaching is never done in code.† â€Å"I'm sorry?† â€Å"Teachers teach, Peter. We speak openly. Why would the prophets–the greatest teachers in history–obscure their language? If they hoped to change the world, why would they speak in code? Why not speak plainly so the world could understand?† Peter glanced back over his shoulder as he descended, looking surprised by the question. â€Å"Robert, the Bible does not talk openly for the same reason the Ancient Mystery Schools were kept hidden . . . for the same reason the neophytes had to be initiated before learning the secret teachings of the ages . . . for the same reason the scientists in the Invisible College refused to share their knowledge with others. This information is powerful, Robert. The Ancient Mysteries cannot be shouted from the rooftops. The mysteries are a flaming torch, which, in the hands of a master, can light the way, but which, in the hands of a madman, can scorch the earth.† Langdon stopped short. What is he saying? â€Å"Peter, I'm talking about the Bible. Why are you talking about the Ancient Mysteries?† Peter turned. â€Å"Robert, don't you see? The Ancient Mysteries and the Bible are the same thing.† Langdon stared in bewilderment. Peter was silent for several seconds, waiting for the concept to soak in. â€Å"The Bible is one of the books through which the mysteries have been passed down through history. Its pages are desperately trying to tell us the secret. Don't you understand? The `dark sayings' in the Bible are the whispers of the ancients, quietly sharing with us all of their secret wisdom.† Langdon said nothing. The Ancient Mysteries, as he understood them, were a kind of instruction manual for harnessing the latent power of the human mind . . . a recipe for personal apotheosis. He had never been able to accept the power of the mysteries, and certainly the notion that the Bible was somehow hiding a key to these mysteries was an impossible stretch. â€Å"Peter, the Bible and the Ancient Mysteries are total opposites. The mysteries are all about the god within you . . . man as god. The Bible is all about the God above you . . . and man as a powerless sinner.† â€Å"Yes! Exactly! You've put your finger on the precise problem! The moment mankind separated himself from God, the true meaning of the Word was lost. The voices of the ancient masters have now been drowned out, lost in the chaotic din of self-proclaimed practitioners shouting that they alone understand the Word . . . that the Word is written in their language and none other.† Peter continued down the stairs. â€Å"Robert, you and I both know that the ancients would be horrified if they saw how their teachings have been perverted . . . how religion has established itself as a tollbooth to heaven . . . how warriors march into battle believing God favors their cause. We've lost the Word, and yet its true meaning is still within reach, right before our eyes. It exists in all the enduring texts, from the Bible to the Bhagavad Gita to the Koran and beyond. All of these texts are revered upon the altars of Freemasonry because Masons understand what the world seems to have forgotten . . . that each of these texts, in its own way, is quietly whispering the exact same message.† Peter's voice welled with emotion. † `Know ye not that ye are gods?'† Langdon was struck by the way this famous ancient saying kept surfacing tonight. He had reflected on it while talking to Galloway and also at the Capitol Building while trying to explain The Apotheosis of Washington. Peter lowered his voice to a whisper. â€Å"The Buddha said, `You are God yourself.' Jesus taught that `the kingdom of God is within you' and even promised us, `The works I do, you can do . . . and greater.' Even the first antipope–Hippolytus of Rome–quoted the same message, first uttered by the gnostic teacher Monoimus: `Abandon the search for God . . . instead, take yourself as the starting place.' † Langdon flashed on the House of the Temple, where the Masonic Tyler's chair bore two words of guidance carved across its back: KNOW THYSELF. â€Å"A wise man once told me,† Peter said, his voice faint now, â€Å"the only difference between you and God is that you have forgotten you are divine.† â€Å"Peter, I hear you–I do. And I'd love to believe we are gods, but I see no gods walking our earth. I see no superhumans.You can point to the alleged miracles of the Bible, or any other religious text, but they are nothing but old stories fabricated by man and then exaggerated over time.† â€Å"Perhaps,† Peter said. â€Å"Or perhaps we simply need our science to catch up with the wisdom of the ancients.† He paused. â€Å"Funny thing is . . . I believe Katherine's research may be poised to do just that.† Langdon suddenly remembered that Katherine had dashed off from the House of the Temple earlier. â€Å"Hey, where did she go, anyway?† â€Å"She'll be here shortly,† Peter said, grinning. â€Å"She went to confirm a wonderful bit of good fortune.† Outside, at the base of the monument, Peter Solomon felt invigorated as he inhaled the cold night air. He watched in amusement as Langdon stared intently at the ground, scratching his head and looking around at the foot of the obelisk. â€Å"Professor,† Peter joked, â€Å"the cornerstone that contains the Bible is underground. You can't actually access the book, but I assure you it's there.† â€Å"I believe you,† Langdon said, appearing lost in thought. â€Å"It's just . . . I noticed something.† Langdon stepped back now and surveyed the giant plaza on which the Washington Monument stood. The circular concourse was made entirely of white stone . . . except for two decorative courses of dark stone, which formed two concentric circles around the monument. â€Å"A circle within a circle,† Langdon said. â€Å"I never realized the Washington Monument stands at the center of a circle within a circle.† Peter had to laugh. He misses nothing. â€Å"Yes, the great circumpunct . . . the universal symbol for God . . . at the crossroads of America.† He gave a coy shrug. â€Å"I'm sure it's just a coincidence.† Langdon seemed far off, gazing skyward now, his eyes ascending the illuminated spire, which shone stark white against the black winter sky. Peter sensed Langdon was beginning to see this creation for what it truly was . . . a silent reminder of ancient wisdom . . . an icon of enlightened man at the heart of a great nation. Even though Peter could not see the tiny aluminum tip at the top, he knew it was there, man's enlightened mind straining toward heaven. Laus Deo. â€Å"Peter?† Langdon approached, looking like a man who'd endured some kind of mystical initiation. â€Å"I almost forgot,† he said, reaching into his pocket and producing Peter's gold Masonic ring. â€Å"I've been wanting to return this to you all night.† â€Å"Thank you, Robert.† Peter held out his left hand and took the ring, admiring it. â€Å"You know, all the secrecy and mystery surrounding this ring and the Masonic Pyramid . . . it had an enormous effect on my life. When I was a young man, the pyramid was given to me with the promise that it hid mystical secrets. Its mere existence made me believe there were great mysteries in the world. It piqued my curiosity, fueled my sense of wonder, and inspired me to open my mind to the Ancient Mysteries.† He smiled quietly and slipped the ring into his pocket. â€Å"I now realize that the Masonic Pyramid's true purpose was not to reveal the answers, but rather to inspire a fascination with them.† The two men stood in silence for a long while at the foot of the monument. When Langdon finally spoke, his tone was serious. â€Å"I need to ask you a favor, Peter . . . as a friend.† â€Å"Of course. Anything.† Langdon made his request . . . firmly. Solomon nodded, knowing he was right. â€Å"I will.† â€Å"Right away,† Langdon added, motioning to the waiting Escalade. â€Å"Okay . . . but one caveat.† Langdon rolled his eyes, chuckling. â€Å"Somehow you always get the last word.† â€Å"Yes, and there is one final thing I want you and Katherine to see.† â€Å"At this hour?† Langdon checked his watch. Solomon smiled warmly at his old friend. â€Å"It is Washington's most spectacular treasure . . . and something very, very few people have ever seen.†

William Blake The Tyger - 900 Words

Ferociously Created (Favorite Poem Written by William Blake: The Tyger) Poetry often has a way of speaking to certain people. Maybe not everyone can connect to every poem, but more so a specific poem. Maybe they can relate something that happened to them in their life that is similar to that in the poetry. Many times that is the case, sometimes others just simply like poems as well. They hear the words that it is saying and get exactly what it is trying to say and it speaks to them. This is a great way to connect to the poem, by just simply liking it in general. William Blake is known as one of the greatest poets of all times. The reason being for this is that he had to sets of poetry; one titled Songs of Innocence, and the other titled Songs of Experience. By the names of the title you can give an educated guess that they are all opposites, but probably related in some way. His titles in one of the sets will have a contrary in the other set. It always changes in the way that he is saying something, basically contradicting it. He has some very popular po etry within all of these works, they are widely known. In the set of poetry in Songs of Innocence my favorite poem is The Tyger because I like what he portrays, how he puts it forth, and the contradiction it has with The Lamb. My first reasoning for liking The Tyger the most is the message portrayed is very hard hitting. As the story is being read you can immediately pick up on what he is trying to say. When he is sayingShow MoreRelatedThe Tyger By William Blake Essay969 Words   |  4 PagesThe Tyger is a six-stanza poem written by an American poet, William Blake. This poem has many interpretation, in a way you could say it is a biblical as well as a symbolic poem, as ‘The Tyger’ is actually the contrast to one of Blake s other poem, The Lamb, both poems are from the book of â€Å"Songs of Innocence and Experience†. If you are familiar with the Christian Bible, it states â€Å"Jesus is the Lamb of God.† The Tyger is comprised of unanswered questions as t o who could have created a terrifyingRead MoreThe Tyger By William Blake1168 Words   |  5 Pagesto question their God and the way the world is. William Blake’s compilation of poems called the Songs of Innocence and Experience questions the good and evil in the daily lives of human beings. This collection of poems includes The Tyger, a partnered poem in the series with The Lamb. Blake offers a new way of interpreting God through His creations in The Tyger. Blake demonstrates the fierceness of the tyger’s creator throughout the poem. The tyger is viewed as a vicious creature that people viewRead MoreThe Tyger By William Blake1290 Words   |  6 Pageswould place their trust in the blacksmith to forge high quality armour and weapons. The blacksmith was held in high regard for a lower-class citizen, and became a sort of anomaly in the hierarchy of a kingdom. William Blake evokes the image of a blacksmith as creator in his poem â€Å"The Tyger† to comment on the social and political situations of the times. He chooses a rough, rude and labour-driven artist as a way of rejecting the aesthetic features of art for more practical, albeit destructive formsRead MoreThe poem The Tyger by William Blake877 Words   |  3 PagesThese wise words of King James verse (1:5) of the bible portrays an underlying message that although we should follow in God’s path, we are not expected to follow blindly. Likewise, in the poem â€Å"The Tyger† by William Blake, it’s theme is a reflection of what this quote implies. Throughout this poem, Blake explores the possibility of questioning God while using the structure of the poem, as well as the irony of God’s character, and several sound devices in hopes of communicating a message, that to questionRead MoreThe Lamb And The Tyger By William Blake1330 Words   |  6 PagesWilliam Blake is an English poet, painter, and printmaker from the eighteenth century. With his unique way with word s and mastery craftsmanship, he created an illustration collection of poems called Songs of Innocence and Experience in 1789. His most famous poems from Songs of Innocence and Experience are â€Å"The Lamb and The Tyger†. These poems use animals to attest to God’s role as the Creator, yet they possess contrasting tones and language of the speaker and present conflicting views of God’s powerRead MoreWilliam Blake s The Tyger1132 Words   |  5 PagesWilliam Blake’s â€Å"The Tyger† and Tragedies William Blake wrote a set of poems in his collection Songs of Innocence and Songs of Experience. Some of the poems in each collection were meant to be read together to show the difference between innocence and experience. Many people question why Blake wrote a two part series to his poems and what they could actually mean. Two specific poems, â€Å"The Lamb† and â€Å"The Tyger,† were meant to be read together. â€Å"The Lamb† is a part of Blake’s Songs of Innocence andRead MoreThe Lamb And The Tyger By William Blake996 Words   |  4 Pagescreated, that are in heaven, and that are in earth, visible and invisible† (Colossians 1:16). William Blake wrote poems about this very subject. In his twin poems, â€Å"The Lamb† and â€Å"The Tyger†, Blake uses different literary techniques such as sound, imagery and symbolism to echo the common theme of creation along with how it is viewed differently. William Blake’s use of sound in his poems, â€Å"The Lamb† and â€Å"The Tyger†, enhance the central idea of creation and the question of how one God can create such differentRead MoreSymbolism In The Tyger By William Blake901 Words   |  4 Pagespower must be brought into question. William Blake’s poem â€Å"The Tyger† accurately portrays this reality and brings this thinking of God into the light with his poem. In â€Å"The Tyger†, William Blake uses rhyme scheme, figurative language, and symbolism to convey the question of why God would allow for there to be evil, and create evil Himself. Blake’s use of rhyme scheme throughout the poem adds a rhythm and set pattern in the poem. For example, in â€Å"The Tyger†, Blake uses the rhyme scheme AABB throughoutRead MoreThe Tyger And The Lamb By William Blake991 Words   |  4 Pagesand event that has ever existed may have had bad effects in one situation, but good effects for another situation. And every human, by extension, has aspects about them that can be viewed as both good and evil. In his poems, â€Å"The Tyger† and, â€Å"The Lamb†, author William Blake explores the ideas of duality, and how each thing must have an equal opposite. He uses both these poems to further ruminate on this dichotomy and brings up many questions in the context of religion. He seeks to point out that inRead MoreThe Lamb and The Tyger by William Blake Essay1758 Words   |  8 Pages William Blake, a unique poet of the literary canon, is one of the most critiqued poets of all time. Having a rather unique stylistic approach to topics, especially religion, Blake seems to contradict himself in his own writing and, therefore, sparks questions in the readers’ minds on specific subjects. Two of his poems in particular have been widely critiqued and viewed in various lights. â€Å"The Tyger,† written in 1774, and â€Å"The Lamb,† written five years later in 1789, are considered companion poems

Negative Effects Of Imperialism - 850 Words

Imperialism is defined as the policy when a powerful nation seeks to dominate other countries politically, economically, or socially. Imperialism was mostly devised because of the nationalistic feelings that the industrial revolution produced. In my opinion, imperialism has had both good and harmful effects on the world. In some ways, it has brought modernization to countries that were stuck in their old ways. In some cases, I believe it would have been better to leave these countries alone, but I also think that in the long run, it ended up helping these countries become more advanced. On the other side of things, imperialism caused inner turmoil and conflicts within the borders of the countries. Imperialism is when a strong nation†¦show more content†¦When the Berlin conference commenced Africa had no rulers to vouch for them because there were so many different cultural groups, so this, in turn, made it easier for Europe to enforce European ways upon them. The industrial revolution also made people all over most specifically Europeans that their country was the best and that all other countries/cultures were inferior. I think that humans became inhumane during the Imperialism for many reasons. One of the reasons would be because the Europeans did not care about anyone but themselves while they were taking over other nations. For example, when Europe decided to take over Africa, the Europeans treated the Africans so poorly that pictures displayed the Africans as the Europeans pets, in doing this it created a superior feeling to all Europeans in relation to the Africans. Due to the feeling of superiority, children were even being exposed to the mistreatment of Africans; their parents would read them children books depicting Africans as people that were crazy and that they needed the Europeans help. People became so inhumane due to the simple fact that the Europeans did not think what they were doing was wrong and extremely degrading, they just believed that Africa or other countries needed their help to become more advanced. In my opinion, the impact that imperialism had on world history would be that even though in some ways it helped the countries become moreShow MoreRelatedThe Negative Effects Of Imperialism884 Words   |  4 PagesImperialism. Noun. A policy of extending a country’s power and influence through diplomacy or military force. Imperialism is an age-old practice in which powerful countries will engulf or take over smaller weaker countries to expand their empire. New imperialism has the same idea, but it would have started in the 1870’s and the motive to continue this practice was heavily economic. Imperial powers will expand their empire for many different reasons, the victims or the colonist will make an attemptRead MoreNegative Effects of Imperialism1321 Words   |  6 PagesThe Dark Side of Imperialism Imagine for a moment that you are a fourteen-year old boy and belong to the Ibo tribe in Nigeria, Africa. Your father is a yam farmer and holds an important tribal position in your clan. Your mother is one of five wives to your father, all of whom treat him with respect and serve his every need. You are content with your life and your future looks promising. Your days consist of aiding your father in farming his crops and learning the culture and traditions of yourRead MoreNegative Effects Of Imperialism1139 Words   |  5 Pagesevents are talked about. That just shows what imperialism causes. Imperialism is when a dominant country seeks to increase their size and forces (either by war or diplomacy) a smaller country to submit to their rule. The Age of Imperialism began in the 1870s and went until World War 1. During this time imperialism was very prevalent and the events that took place during this time had lasting effects and still affect us to this day. While imperialism could b e seen as beneficial, especially to theRead MoreNegative Effects Of Imperialism736 Words   |  3 Pagesnonnative. As a result, Imperialism began in the late nineteenth century due to economic, political, and social forces including the Industrial Revolution, trade, and military conditions. Imperialism is the domination over an undeveloped, less industrialized country by a stronger, more industrialized nation. Although Imperialism has shaped the culture and customs all over the world, it had both negative and positive impacts throughout imperialized nations. The Perspectives on imperialism varied widely betweenRead MoreNegative Effects Of Imperialism973 Words   |  4 Pagestoday. America annexed many new and useful lands due to this decision. Imperialism therefore, was justified because it provided protection and food for the developing countries. Imperialism also helped the United States acquire countless amounts of land with an abundance of resources. However, many argue tha t imperialism was harmful because it caused many people to lose their lives. Imperialism had many positive effects because the United States would protect and help the developing countriesRead MoreEssay on The Negative Effects of Imperialism in Africa621 Words   |  3 PagesImperialism is a policy of extending a country’s power and influence through diplomacy or military force. In the 20th century many European countries attempted to colonize the great continent of Africa. Europeans saw Africa as an area they would be able to profit from, as it had a great climate, good size, and some phenomenal natural resources. While the Europeans divided the continent of Africa they failed to see the possible negative effects on themselves, and the indigenous people of AfricaRead MoreThe Negative Effects of Imperialism in Nigeria (its possible to go into more detail, but my pages were limited to this many)1570 Words   |  7 Pageshad exported slaves from here and other places along West Africa, but this time they had a different goal. “European activities revolved around four major issues: exploration, Christianity, trade, and imperialism.” Consequently, all these were related, because one lead to the next. Therefore, in effect, all of these were roots of the problems to come. Gradually, in the 1850Â’s the British began to make their presence felt even more. Then, beginning in 1861, the British set up the policy of indirectRead MoreEuropean Imperialism - Dbq Essay804 Words   |  4 Pagesthe history of the world, imperialism has played a major role. Imperialism is one country’s complete domination of the political, economic, and social life of another country. Imperialism has many positive and negative effects. The Age of Imperialism is considered 1800 - 1914. During this time Europe became a major world leader. European countries set up colonies all over Africa, Latin America, and Asia, and encouraged their citizens to populate them. European imperialism boosted Europe’s economyRead MoreImperialism is when a mother nation takes over another nation and become its colony for political,700 Words   |  3 PagesImperialism is when a mother nation takes over another nation and become its colony for political, social, and economical reasons. Imperialism is a progressive force for both the oppre ssors (mother country) and the oppressed (colony), majorly occurring during the late 19th and early 20th century. It had more negative effects than positive effects due to its domination to other nations. Documents 1 and 5 show how imperialism should work over politics and their benefits over the colonies while documentsRead MoreEssay on Africa vs European Imperialism841 Words   |  4 PagesDBQ: Imperialism In AfricaAzra Azvar Period 3 2/21/10 Whites vs Blacks In the late 19th and early 20th centuries European imperialism caused its countries to divide up the rest of the world, each country claiming bits as its own. Due to its large amounts of resources, Africa was one of the main areas European nations invaded in the cause if imperialism. In Africa, there were positive and negative effects towards the Africans and the invaders. Some positive effects on Africans were that

Role of Women in Literature Essay - 2336 Words

The Representation of Women in Literature br brThe role of women in society is constantly questioned and for centuries women have struggled to find their place in a world that is predominantly male oriented. Literature provides a window into the lives, thoughts and actions of women during certain periods of time in a fictitious form, yet often truthful in many ways. Ernest Hemmingways Hills like White Elephants, D.H. Lawrences The Horse Dealers Daughter and William Faulkners A Rose for Emily each paint a picture of a woman who has failed to break away from her male companion, all describing a stereotypically dominated woman. Through submissive natures, compliant attitudes, and shattered egos the three women each struggle to†¦show more content†¦Her side of the discussion is constantly exasperated as she convinces herself to believe everything he says. Only at one point in the story does her character appear to think individually of his thoughts, only to immediately retract when summoned. It is at this point in the stor y that Hemingway symbolizes her chance for individually and then immediately showing her lack of. She steps into the light, into herself and thinks freely on her own, only to fall back into what he wants her to believe. The girl stood up and walked to the end of the station. Across, on the other side, were fields of grain and trees along the banks of the Ebro. Far away, beyond the river, were mountains. The shadow of a cloud moved across the field of grain and she saw the river though the trees. Come on back into the shade, he said. The imagery of both the light and the shade and the parting of the trees make it seem as though Jig is on the verge of an epiphany and then she retracts assuming his way of thinking, following him back into the shade. At the end of the story Jig is seemingly content, I feel fine, she said. Theres nothing wrong with me. I feel fine., though in reality she is a docile woman who cannot think or live for herself. br brD.H. Lawrence presents a similarly inferior characterShow MoreRelatedThe Role Of Women In Literature1587 Words   |  7 Pagesfeelings that they have. Majority of the time these feelings are expressed through literature. An example is the archetypes that can be found throughout literature. In the British Middle Ages, the people were grouped into different social classes using the feudal system. Society was mainly broken into two separate groups, the nobles, and the peasants. However, there was also a subset group, which maintained the women. Women were the lowest of the low because they were considered to be evil because ofRead MoreWomen s Role For Literature887 Words   |  4 PagesWomen’s role in Literature The role of women in the society is always questioned and for centuries, they have struggled to find their place in a world that is predominantly male oriented. The treatment of women was extremely negative; they were expected to stay home and fulfill domestic duties. Literature of that time embodies and mirrors social issues of women in society (Lecture on the Puritans). But, slowly and gradually, situation being changed: â€Å"During the first half of the 19th century, womenRead More The Role of Women in Literature Essay1283 Words   |  6 PagesThe Role of Women in The Thousand and One Nights, The Ramayana of Valmiki and The Medea Throughout most of the assigned readings in this class, women are portrayed as clever, ruthless, and deceitful individuals that are willing to do whatever it takes in order to get what they desire. With careful calculation and timing they are able to manipulate others into doing things their way and have favor in their eyes. Sometimes they use their craftiness for good and other times for evil, whatever reasonRead MoreThe Role of Women in Medieval Literature1344 Words   |  5 Pagesfaith when interpreting medieval English literature like Sir Gawain and the Green Knight and The Canterbury Tales (Morgan 265). Heng concurs that there are textual assumptions that we now recognize, with the unfair judgment of hindsight, as implicated in a fantasy of textual closure and command, (500). The privilege of hindsight, does, however, offer the opportunity to explore the connections between historical social codes and those embedded in the literature of the corresponding epoch. The seekingRead More Roles of Women in Literature Essay518 Words   |  3 Pages The Realm of Women in Literature nbsp;nbsp;nbsp;nbsp;nbsp;â€Å"So it is naturally with the male and the female; the one is superior, the other inferior; the one governs, the other is governed; and the same rule must necessarily hold good with respect to all mankind.† This quote, spoken by the famous Aristotle, proves to be timeless. The words express knowledge concerning gender that proves to be centuries ahead of its time. Aristotle however, may not have even realized the amount of truth expressedRead MoreGender Roles Of Women s Literature1661 Words   |  7 Pageswhich gender roles are portrayed in children’s literature significantly contributes to the development of our youth’s understanding of their own gender’s role and how they are perceived by society. It is important for children to understand gender roles because gender roles are an essential cog in the perpetual machine that develops our society, but these cogs have been replaced with newer, more up-to-date cogs over recent ye ars, so to speak. As society has changed, so has the typical role that eachRead MoreRole Of Women During Greek Literature1526 Words   |  7 PagesThe role of women in Greek literature has demoralized them and showing them in a maligned light. The women are portrayed as frail, cruel, insensitive, or as seductresses. These characteristics have been integrated into today’s society and [have] built the standards and defined the moral outlook of women. However, in Greek mythology, powerful and strong women are not as well celebrated, such as Athena. Homer’s The Odyssey construes the positive and negative role of women through the epic poem. TheRead MoreWomen s Literature : Oppression And The Role Of A Woman971 Words   |  4 PagesEvan Rhodes Survey of World Literature December 1, 2014 Hartmann Women in Literature: Oppression and the Role of a Woman In early literature, men dominated the writers’ circuit. As literature began, it was used as an easily digestible way to promote social norms and moral code. In these texts, the role of women changes vastly depending on the culture, although there is a common theme: women exist to belong to a man. Women were not only oppressed in life, but their struggle is weaved into all ofRead MoreThe Evolution of the Role of Women in British and American Literature1808 Words   |  8 Pagesdegrading† (McEwan 55-56). Throughout the history of literature women have been viewed as inferior to men, but as time has progressed the idealistic views of how women perceive themselves has changed. In earlier literature women took the role of being the â€Å"housewife† or the household caretaker for the family while the men provided for the family. Women were hardly mentioned in the workforce and always held a spot under their husband’s wing. Women were viewed as a calm and carin g character in many storiesRead MoreRole Of Women And Motherhood Through Modern Literature883 Words   |  4 PagesThe Role of Women and Motherhood through Modern Literature Gertrude Stein’s story The Gentle Lena in Three Lives reaffirms the expectations of women set out by society, yet the main character Lena challenges the role of women in the workforce, marriage, and motherhood. Lena’s gentle, sweet, patient and servant-like behavior affirms the way society saw women. Women had no voice as to what to expect from their lives and for many their greatest aspiration was to be a mother. Lena’s life just like

The Ancient Romans Ict Resource Education Essay Free Essays

string(33) " into a builder and facilitator\." As a group we researched and discussed how to make an Interactive White Board ( IWB ) resource. As we work in different stages it was nem con agreed to aim Old ages 5/6 as we could be far more proficient and stretch the more capable kids whilst still maintaining it simple for the non so competent. We chose the subject The Ancient Romans as it followed the course of study and we thought it would appeal to the bulk. We will write a custom essay sample on The Ancient Romans Ict Resource Education Essay or any similar topic only for you Order Now Visually the colorss were chosen for their clear contrast, the ruddy button to promote the kid to force, the blue for its cosmopolitan entreaty and the fount and size to do it simple to read. Duration of the resource is wholly down to the users ability, the initial bringing takes merely proceedingss to explicate, one time the kids reach the options they choose and the nexus takes them straight to the www.bbc.education.history.co.uk which gives them multitudes of farther options and picks. Synergistic engagement is easy obtained as was apparent in our feedback from students, we delivered it to our students and their involvement was promoting, they responded to the Dr. Who music, they were eager to take portion in the initial group undertaking that involved them pressing the large ruddy button. They every bit enjoyed the ulterior undertaking of partner offing up and researching themselves. Auditory wise the Dr.Who Music proved popular, adding to the Time Machine subject that IWB resource pertained to. The www.bbc.bytesize.co.uk had video links on the different classs. Vocabulary was kept at a degree that the mark group could entree entirely and with support where needed. It introduced the kids to new words within topics they had non yet researched. It challenged some of them but encouraged inquiries and struck up some interesting accounts. Authenticity and credibleness were indispensable, it may be a history subject but the web site still needs to be up to day of the month and reliable, which the Decision The resource we chose proved to be animating, educational, uniting larning with merriment and creativeness. The Learning journey of a kid in today ‘s school has be entwined with ITC package, pupils assurance to seek new things increases as they learn new accomplishments, one time they are confident in the country of engineering merely so can you get down disputing them. This resource encouraged us as a group to do better usage of engineerings across all countries of acquisition. The range to develop through ICT is unsurmountable, ICT is embedded in mundane pattern and portion of kids ‘s mundane lives and to hold a acquisition environment without it would be uncomplete and out of touch with the kids ain world. In drumhead if this subject and been delivered vocally and kids told to research in the library it would hold been far less productive and gratifying. Task two The development of ICT and the Role of the Learning Support Worker The Development of ICT and the Role of the Learning Support Worker The Role of the Learning Support Worker ( LSW ) has evolved from the ‘classroom helper ‘ who was normally seen as the assistant, there chiefly to undertake the humble occupations so the instructor could learn. The National Curriculum ( NC ) now advocates the usage of ICT to back up and heighten all topics within the NC. The LSW will integrate the usage of engineering in every country of the support they deliver. The ICT suite which is now an built-in portion of the school, as critical as the assembly hall or the resort area, has developed into a hub of action used daily by all capable instructors. The LSW will be trained to present the bulk of differentiated Sessionss within this suite. A timetable system is indispensable as categories clamber for a slot. The LSW will pass an increasing sum of their clip oversing students who are reassigning duologue from paper, graphs from books, information notes on to publish so as to show their work to a wider audience, ICT is subtly present throughout the course of study, alongside the usual ICT session delivered by the ICT instructor. Teachers ICT cognition is now extremely developed, no longer the sphere of the engineering section, instructors and LSWs likewise are now trained suitably and updated in line with new ordinances and policies. Some LSWs will hold embarked on their callings without any or relevant preparation, historically it was non a demand to hold academic makings, competent reading, composing and numerical accomplishments and a passion to back up kids were sufficient. As clip Marches on and outlooks and developing move onwards and upwards each school can utilize their ain bench grade when using new LSWs and places are much sought after, campaigners are now qualified, extremely trained and specialised. The tremendous figure of classs on offer pertaining to the public assistance of a kid in the educational system is of all time increasing, these makings are immediately movable and a fillip for persons seeking the place of a LSW. Persons already employed in this field must add to their ain crediblenes s and add ICT, Data Protection, Health and Safety etc to their portfolios. Technology invades everyones lifes at place and work, kids fortuitously have entree to computing machines every bit good as instructors and parents, the LSW should see their place as the gum that meshes the whole saber saw. Many parents are non cognizant of the handiness of the school and their kids own larning journey but the LSW has the chance to explicate merely to parents that by logging on, choosing their kids own twelvemonth group they can supervise and detect advancement. It is problematic whether instructors are going redundant, the fact that new engineerings and ICT resources are widely available will non thin the demand for instructors and LSWs, yet it will take to the function being streamlined and redefined. The instructor is germinating into a builder and facilitator. You read "The Ancient Romans Ict Resource Education Essay" in category "Essay examples" Many new demands are expected of instructors today, these demands will increase and germinate with new statute law as the course of study and ICT merge. They include: Helping students measure up and formalize resources and cognition Critical open-mindedness Active in join forcesing and easing Interceding with scholars about their cognition Aid scholars scaffold their acquisition With new demands come new competences, the LSW is progressively expected to develop and construct on their ICT accomplishments. They are encouraged and funded to be more competent. These are a few of the new competences required to integrate ICT into instruction: Creativity affecting engineering Flexibility to exchange instruction tools in distinction Logistic accomplishments to utilize the ICT resources optimally Administrative/organisational accomplishments The close hereafter developments sing ICT and how it transfers to all topics is animating and as a LSW it is now accepted that we raise our cognition base in line with the kids we are trying to assist, it is a common experience that the kids are far more computing machine literate than most instructors and LSWs, when this is obvious we can merely think the instructor loses some credibleness and regard in this field. An mundane illustration of how the function as an LSW has changed sing ICT is in the context of a literacy lesson, historically we would hold been assigned a one to one or little group, asked to back up them in their apprehension in general reading and authorship. Increasingly todays literacy lessons are preponderantly delivered on a IWB, students of all abilities are asked to take part, we now encourage the less able kids to entree the IWB, instruct what to click/press/drag etc and guarantee inclusion, this is a signifier of technological distinction, easy measure by measure instructions. As the LSW cognition additions they are able to help in presentations and power point undertakings, they confidently explain and teach how to make multimedia paperss, incorporating ICT into most activities ( particularly for dyslexic or autistic spectrum persons ) . It is critical to exhibit a sound cognition of anything you are trying to explicate. Most LSW would hold struggled merely a few old ages ago with the most basic usage of package for word processing, spreadsheets, emails etc. Supporting Every Child ( 2009 ) ( pg.151 ) discusses the NC hereafter, it is apparent that learning methods have changed due to new engineerings, and whilst learning methods can be blended utilizing the ‘talk and chalk ‘ theoretical account of learning or the IWB method, it is normally accepted that now or in the close hereafter and beyond it will be acceptable to present a mixture of learning methods to allow students at appropriate times. Will we see ICT promoted to a nucleus topic, scientific discipline is now regarded every bit of import as maths and English, the course of study is presently and invariably been debated ( Best,1999 ) and the fact and world that ICT will be straight good for employment intents for students has to be taken into history. To foretell that ICT will go a nucleus topic is non a large gamble, it is about a given that the hereafter of acquisition will be per se linked and overlapped with engineering. Personalised Learning has been the sphere of the Particular Education Needs Co-ordinator ( SENCO ) up until late, they initiated and enforced resources, particularly the ICT resources that needed a modicum of computing machine literacy, it is now widely expected that these resources be shared with LSWs along with instructions and methodological analysis to present a individualized programme. Recording results and relaying advancement back to the SENCO is now an mundane happening and a great usage of clip and resources. Harmonizing to Becta ( 2008 ) , â€Å" We know that engineering has the possible to transform acquisition. We are committed to animating instruction suppliers to gain possible, and equip scholars for Britain ‘s future success. † E-learning is determining the function of the LSW in analogue with the larning experience of students, schools now use computing machines for place acquisition, appraisal and recording. Besides for personalizing the acquisition journey, taging and instant feedback and to present a lesson beyond the parametric quantities of the one schoolroom. The LSW has all of these resources at their disposal excessively, we are instructed to advance ICT commissariats, even when research Watson ( 2002 ) indicates that the feelings of instructors was that books are extremely effectual at raising criterions particularly in secondary schools. ICT was regarded as a less effectual proviso, nevertheless it was agreed that ICT played an of import function in bettering both maths and English accomplishments. Ofsted have been accused at being more impressed with a schools ICT suite than its library, schools spend on norm three times more on ICT than on books. Each LSW will hold their ain penchant, those competent in ICT will recommend reading online, it is our function to formalize the resource so that we guide the students in a sure manner. An LSW with small assurance in ICT will trust on books as a resource which can besides accommodate some students, non every kid has a computing machine at place or is computing machine literate. You besides get the kid that loves the aesthetic feel of a book, they will be encouraged to utilize resources that suit their ain acquisition manner. This kid will be guided to research both engineering based and library based resources. What will the function of a LSW expression like in the hereafter in relation to ICT? In order to develop we have to accept alteration, we merely accept alteration when we recognise the demand. Possibly we will be curriculum specializers, ICT being one of these fortes, or particular needs practicians or capable experts? All three are a possibility, all relevant and now that ideological barriers are being broken down slightly a certainty. The ethos of instruction is chances for all, ICT being no obstruction, e-learning is here to remain and a model we have to encompass. The LSW function will be re-graded, into sub-grades, general helpers, SEN helpers, admin helpers, capable based helpers, ICT helpers and every other possible helper relevant to educating kids in between. The hereafter will see a clip when specializer trained helpers take specific lessons. The lessons will fall into the model for learning but will be recognized officially and work in partnership with the to the full qualified instructor. Partnership and shared vision are cardinal words, senior helpers will form and deploy undertakings to take down ranked helpers. With increased ICT accomplishments learning helpers of the hereafter will research and discuss capable development. The Admin helper will utilize engineering to portion and roll up information, attending monitoring, accomplishments, email lessons, parental engagement and in clip be cardinal to puting up national and international acquisition between organisations. When advertisement for a LSW, it will be for a specific accomplishment and intent. Qualifications will be indispensable and the functions will accommodate a scope, those that want to by and large assist out with the twenty-four hours to twenty-four hours attention of kids, escorting and oversing, those that are more calling focused and those that enter into support work with an unfastened head willing to larn on the occupation. In decision, the future function and re-structuring of the LSW depends on the successful deployment of this valuable work force, which up to now as been challenged by support, loath professionals and low respect from equals in general. Change is at hand and inevitable, ICT will measure up as a nucleus topic in clip, the manner forward is for the LSW to hold their ain professional position, a set of criterions to adhere to and to work in partnership with instructors to heighten a kids larning experience. We will all be portion of the same household that live in the freshly named Centre of Educational Excellence ( CEE ) . All CEE constitutions will hold dedicated ICT suits with specialised ICT helpers, category suites will hold stand alone laptops or ipads, lessons will be delivered in a multi media method. Delivered in differentiated degrees. Each kid will hold a French telephone with a pick of buttons, they will give anon. replies to multi pick inquiries, this instant feedback will let for all kids to take part even the loath 1s. The LSW of the hereafter as a responsibility to the kids and to them self to seek the makings that will guarantee their ain development and that of the kids in their acquisition environment. It is a really exciting clip to be involved in this altering age of the LSW. The long delinquent acknowledgment and proof from the professionals and the of all time present day-to-day grasp from the kids make for a deep sense of satisfaction for any individual shiping on this calling pick. Referencing Becta ( 2008 ) About Becta, Available online at http//about.becta.org.uk ( accessed 02 May 2011 ) Best, R. ( 1999 ) Pastoral and the millenary, in Collins, U. And McNiff, J. ( explosive detection systems ) Rethinking Pastoral Care, London: Routledge. Walton, A.Goddard, G. ( 2009 ) Supporting Every Child: The what of instruction: yesteryear, nowadays and future.Exeter: Learning Matters. Watson, R. ( 2002 ) Schoolbook Spending in the UK 2001/2002, London: Educational Publishers Council. Task three Online Discussion Portfolio Discussion Forum Contributions Hello, I am XXXX I have 3 kids, 17,13,12, before holding kids I worked abroad in ski resorts, was a druggist dispenser, histories and rewards clerk, saloon amah and chalet miss. I embarked on this class in support of my closest friend Judy, who is in remittal from chest malignant neoplastic disease, I needed that push to acquire out of the rut my separation had cornered me in, it made sense professionally and personally. I need to be in a place when my youngest hits 18 to stand on alone and be more employable, I have been a instruction helper for 8 old ages and I am ready to take this farther, in what capacity I am diffident but as my girl applies to universities next twelvemonth and the following four old ages unfold I hope that we will go to each others graduations together†¦ †¦ .that is my end and dream. — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — I spent a frustrating twenty-four hours in our well equipped 18 strong computing machine suite, the pressman did non work, the screens flashed on several intermittently, one kept crashing and some of the older kids that attend the computing machine nine leave the screen on outsize fount out of mischief cognizing it causes even more mayhem when the younger 1s log on. In the 8 old ages I have worked at the school I have yet to witness aA session without jobs, either with human mistake that the log in inside informations are wrong, ink cartridges on low, childs repeatedly hitting the print button, instructors acquiring hyper due to non look intoing earlier that all is working as expected merely to be unsuitably frustrated in forepart of students and the whole lesson being aborted. On the plus side I have A had the experience of working with a few instructors who had antic IWB/ICT accomplishments and the lessons that they confidently delivered wholly interactively and engaged the whole category for the whole lesson, I was left feeling really unequal and antediluvian, yet pleased to hold witnessed the effectivity and different attack that the computing machine affords, it is the manner frontward forA both instructor and scholar. I see every twenty-four hours the reluctance of the older instructors who rely on conventional wipe board and pens to alter their manner of bringing, some take on preparation but seldom with enthusiasm, andA one time they have ticked theA boxes andA attended the preparation theyA rarelyA useA the IWB as a tool to learn. like mostA A computing machine nonreader people it ‘s wholly a needsA to knowA footing, but the childs will non be happyA withA merely the staid and uncoolA manner that most instructors over 45 are stuck in. it’sA a generalization made wholly on anA experimental A degree, but seeing is believing and believe me some of the dinosaurs in learning demand desperately rejuvenating, or they will fall in the squad of semi retired supply instructors who pop in and seek present the tested and tested manner merely to be met with apathy or break, normally the latter. — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — I haveA non used the bbc web site or seen it used much in the school puting but gratefully I was introduced to it by XXXX who created a power point presentation with merely this site as a nexus. It is www.bbc.ukA , I searched for KS2 scientific discipline, Reversible and Irreversible procedures, it took me to a power point presentation that involved the IWB, it asked the kids to snap and drag different substances and put them in a tumbler of H2O and a spatula stirs it and reveals the reply with audio to honor or promote the student to hold another spell, it so goes into a cartridge holder which compactly and obviously explains the different provinces and asks the kids to see solids, gases and liquids in their environment. It has a lesson program and worksheet already to publish, differentiated for different degrees, it has links to www.bbc.bitesize.ukA which can be used independently by the students to stretch their involvement and busy them whilst the lesser able 1s are finishing the undertaking and worksheet. I ‘m astonished at how clip salvaging this must be for instructors to non hold to make lesson programs or worksheets, the bringing and attack is straightforward, even giving prompts and inquiries that the instructor could utilize. The AimA is to explicate in an synergistic and ocular manner the sometimes deadening topic ( in the students mindset ) of scientific discipline. It is a resource that I will be utilizing and swearing, I showed it to my instructor who said yes its antic I forget how utile I found it and hold neglected it in favor of other sites she has been introduced to but she agreed it is every bit every bit good and would be giving me the subjects in front of clip for me to beginning out and demo her. The benefits are eternal for both student and instructor, prosecuting, ocular, audile, synergistic, differentiated, and even an online Homework follow up to make at place and station to their instructor! ! Did I reference clip salvaging†¦ †¦ giving the instructor more clip to make what she is passionate about†¦ .TEACH! If a resource covers all the Learning Objectives and does the occupation in a fraction of the readying clip I say use it. I have found it so utile for my boies of 12 and 13 in KS3 it follows the course of study and so when the semen and inquire how to construct a Roman garrison and fosse I can demo them in an instant whats expected and they learn the history utilizing words geared to their age and ability. — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — – Technology is used in every individual topic within the course of study, it discreetly supports by giving the students the chance to utilize equipment and computing machine package to heighten their acquisition. The students at my school are encouraged to pass on thoughts and information in a assortment of signifiers. The school is internet linked so that parents can open their kids twelvemonth group nexus and see precisely what is be taught each term. www.education.gov.uk has a course of study resource that opens up and links to all cardinal curricular countries. Within each topic there options to integrate ICT for illustration in the signifier of information recording or IWB activities. It shows clearly how state a PE lesson can be brought into the schoolroom by a IW B resource with ‘how much energy is used when making a physical activity? ‘ , which involves inputting informations gathered onto a grid or diagram, comparison and contrast consequences. I used PE as an illustration due to it non being the obvious pick where engineering can be integrated, besides cameras could be used to grounds the activities. www.nationalstrategies.standards.desf.gov.uk is used often, the instructor can snap on say R.E, History, geographics to resource a IWB to present that lesson on that topic in an piquant audile manner, it gives options and information, including Technology options, it saves clip and resources that are normally exhausted run offing information sheets to manus out. Language, Literacy and Mathematics are about ever delivered affecting engineering, either the instructor will speak whilst the capable affair is on the smart board, the kids are encouraged to utilize the IWB for working amounts out and it is great to see a instructor usage it efficaciously, understating a childs work and demoing how it could hold been done a different manner, so remembering that kids to demo the comparing, it ‘s a front-runner of our year 6 Mathematics instructor, the kids shortly gain assurance when it is delivered by a instructor with good IT skills. Technology is ingrained in the course of study, when a instructor can utilize it efficaciously it enhances the acquisition experience, we have a twosome of ‘old school ‘ instructors who prefer to still utilize press releases, books and the library, who clearly have a phobic disorder about utilizing the engineering at their disposal. I understand their issues as I ‘m on a steep acquisition curve myself with engineering, but they are professionals and does n’t a physician or canvasser have to larn new processs and techniques, why should our kids non acquire the full impact that engineering can supply, I feel strongly that instructors should be assessed and updated as times change. We have a few instructors approaching retirement and they are antic in many ways but you can see the vacillation and reluctance to seek it any other manner. I would wish to believe that their methods are non restricting the kids possible but if a topic can be delivered in a visually, prosecuting, synergistic manner certainly they should see the benefits and at least seek even if it ‘s in a premature simple signifier. It ‘s a tough call and I respect their instruction in so many other ways, so I guess clip will generically work out this one but so what new engineering will we hold? ? I saw a yr 4 category making cross stitch yesterday and the instructor had the form on the IWB demoing the students which colour combinations worked good, I might non hold spotted that or taken much notice before this undertaking. — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — – LESSON Plan: Y5 Science – Irreversible and Reversible provinces LESSON LENGTH: 1hour LEARNING OBJECTIVE: A To recognize which provinces are Irreversible and Reversible LEARNING OUTCOME: A Pupils will look into and research several provinces Introduction: The Teacher will gloss over the old yearss treatment associating to this lesson and have a 10 min inquiries and replies session before explicating the undertaking in manus, explicating what the different resources will be used for and in which sequence Resource: A Salt, sand, petri dishes, H2O, boiler, ice A Teaching Activities: Mix salt and sand to H2O, topographic point both petri dishes on a warm radiator and go forth overnight, examine and discourse the ice, H2O, predict what alterations may happen to their provinces one time defrosted or boiled. Record existent findings on a sheet. PLENARY: As a category discuss the experiment and anticipations and results, analyze and reflect upon why some kids foretelling falsely. What was it about the salt and sand that gave them different results. A A EVALUATION – The kids can now foretell with regular truth which stuffs and provinces can be reversed or non — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — I ‘m answering from an iPad, had to download word app, so whether this part really gets added as an fond regard or copied and pasted I have yet to happen out. The fact I ‘m sat at our train at Burton constable in the Sun being able to lend on such a antic piece of nomadic engineering feels really futuristic so. This piece of kit will likely be available to pupils and instructors in clip to come for distance acquisition, my boy has been on his schools cyberspace linked place work nexus and completed a maths trial and submitted a Gallic interlingual rendition undertaking, he was rewarded with a games app, I would hold had to put off place early were it non for such a great devise. A I ‘m foretelling that schoolrooms will be more like talk theaters, delivered with an IWB with each student holding a French telephone with anon. part to demo how many of the category are lending and what they select as replies, Steve showed us this piece of gadgetry in the saloon after last hebdomads session and the benefits that this type devise would give to those diffident untalkative pupils is monolithic. It ‘s prosecuting everyone, maintaining everyone on undertaking, foregrounding if pupils are fighting or apathetic, it gives the instructor instant feedback. In twenty old ages clip the function of worlds will hold been replaced in many facets of instruction by engineering, kids will utilize personal laptops or iPads alternatively of pen and paper, the course of study will hold been universally scrapped and a individualized acquisition journey for each kid, differentiated to suit, will be delivered on line, the function of instructor will be as an adviser, wise man a nd director of a squad of say 60 students, there will be no eternal hours taging, researching and planning. A The kids will hold the chance do far more originative and energetic chases, as the whole state will hold evolved into academies with a large accent on athleticss, humanistic disciplines and music. Primary school SATs will be a distant memory as on-going appraisal will let a kid to concentrate on the countries of failings. Academies will hold to accept all abilities and halt the elitist few going super schools which have high entryway requirements.A We will hold adopted the European manner of school life, in many states they have 8 am – 4pm Monday Tuesday ThursdayA 8am – 1am Friday, Wednesday is recharge twenty-four hours, weekends free, but pupils must lend on line for a set figure of hours each hebdomad merely like ebridge. A These are my anticipations, engineering will ne’er replace a good instructor, but it can congratulate one, we need less stressed out instructors, they are renowned for mental dislocations and depression and emphasis induced issues, so if they can pass less clip on the humdrum paperwork and more clip mentoring and encouraging pupils. A I ‘ll be 65 and retired ready to travel around Europe on a boat, A starting back to see the grandkids, I ‘ll take engineering with me so I can talk to them daily and ill watch my girl battle with kids eventually gaining how difficult I have worked as a individual Dendranthema grandifloruom, I will hold met the adult male of my dreams by so, I ‘ll be mortgage free and content with life. I ‘ll besides be in the early phases of dotage or dementedness no uncertainty, with a weak vesica and a chancy hip, but you ca n’t hold it all! ! Hi steve, Change is the lone invariable and the function of the instructor evolves in analogue with engineering. The Lap top I type on now has the engineering of an industrial based elephant sized computing machine of the 1980s, I think the biggest alteration for a instructor will be a elephantine geographical displacement and clip direction. Commuting and long hours spent paper shamble will be to a lower limit. A The word teaching method was something banded about by the stuffy faculty members, the late interviewed or the freshly qualified. I had heard it legion times from co-workers who use it when they want to be scholarly but merely on shiping on this class did I genuinely understand its significance and it literally translates to ‘the map or work of a instructor ‘ and it ‘s a word that crops up infinitely when researchingA the altering function of a instructor. Upon extended research I have come to understand and hopefully understand why alteration in the function of instruction is both ineluctable and exciting. I found an American web site whilst researching ( http: //faculty.ed.uiuc.edu/j-levin/2020-vision.html ) whilst it uses words to accommodate the American instruction system it makes for a insightful read. Briefly it about predicts smaller orbiter categories for students and that online acquisition will increase A for kids of all ages, whereas its been the sphere of the Higher Education upto now, but to do it affectional instructors have to b relearn and re-educate themselves as history proves that instructors have many resources and scholars have few. A Its worth taking the clip to look up approximately Becta ( once known as the British Educational Communications and Technology Agency ) hypertext transfer protocol: //www.education.gov.uk/schools/adminandfinance/procurement/ict/a0073825/becta it explains all that is relevant to optimize engineering and ICT within the educational system. A After diging into to merely these two sites I can see why the function of the instructor will tilt towards confederate and protagonist, alternatively of the instructor and the taught, whilst it indicates a more distant function I would wish to dispute this in that a instructor who has evolved in line with ITC, which will be the late qualified or the instructors who embrace alteration, will present Sessionss, be it in a little category session where face to confront suits those single pupils. Designation of those students who need that personal touch whilst larning online is indispensable, and the instructor can district in on those more personally, yet through networked computing machines the session will make more distant students, be it geographics or personal acquisition manners, it may intend the student who would n’t normally trouble oneself to go to will take part in their ain manner. More collaborative undertakings will convey approximately enhanced productiveness a instructor will be assigned to a web of students from several schools, much like the online larning on ebridge. Its merely occurred to me that Steve is really exposing how a instructor will present a faculty in the hereafter, largely on-line, a face to confront on occasion, treatment forums and I think kids by the nature of the fact they are computing machine living deads will soak up this acquisition method with easiness. I personally struggle with ICT and my acquisition journey is a slow and repetitive one at best but I ‘m non naif plenty to believe I can gloss over this fact. My passion to hold a calling working with kids in instruction necessitates that I have to maintain improving and adding to my cognition. Its the lesser gratifying facet of this class for me personally but I ‘m truly proud at my accomplishments so far, A I will endeavor to acquire the rudimentss ingrained in my encephalon, so who knows I may really halt badgering and get down disputing myself engineering wise†¦ †¦ Im non keeping my breath though! A How to cite The Ancient Romans Ict Resource Education Essay, Essay examples