Wednesday, March 18, 2020
The Extended Use of the Verb Suru
The Extended Use of the Verb Suru The verb suru (to do) has many extended uses, which occur quite often. (1) To Make (a) Adverb form of I-adjective suruTo change the I-adjective to the adverb form, replace the final ~i with ~ku. (e.g. ookii - ookiku) Terebi no oto o ookiku shita. ãÆ'†ãÆ' ¬Ã£Æ'“㠮éŸ ³Ã£â€šâ€™Ã¥ ¤ §Ã£ ã ã â€"ã Ÿ- I turned up the volume of the TV.Tsugi no tesuto wa mou sukoshi muzukashiku suru tsumori da. æ ¬ ¡Ã£ ®Ã£Æ'†ã‚ ¹Ã£Æ'ˆã ¯Ã£â€šâ€šÃ£ †å °â€˜Ã£ â€"é› £Ã£ â€"ã 㠙る㠤ã‚‚ã‚Šã 。- I am going to make the next exam a little more difficult. (b) Adverb form of Na-adjective suruTo change the Na-adjective to the adverb form, replace the final ~na with ~ni. (e.g. kireina - kireini) Heya o kireini suru. éÆ' ¨Ã¥ ±â€¹Ã£â€šâ€™Ã£ ã‚Å'㠄㠫㠙る- Im cleaning the room.Kana wa darenidemo shinsetsu ni suru. é ¦â„¢Ã¥ ¥Ë†Ã£ ¯Ã¨ ª °Ã£ «Ã£ §Ã£â€šâ€šÃ¨ ¦ ªÃ¥Ë†â€¡Ã£ «Ã£ ™ã‚‹ã€‚ - Kana is kind to everybody. (2) ToDecide Suru should be used when you are choosing from several available alternatives: Koohii ni shimasu. ã‚ ³Ã£Æ' ¼Ã£Æ'’ãÆ' ¼Ã£ «Ã£ â€"㠾ã â„¢- Ill have coffee.Kono tokei ni shimasu. 㠓㠮時è ¨Ë†Ã£ «Ã£ â€"㠾ã â„¢- Ill take this watch.Pikunikku wa raishuu ni shimashou. ãÆ'â€Ã£â€š ¯Ã£Æ'‹ãÆ'Æ'ã‚ ¯Ã£ ¯Ã¦ ¥Ã©â‚¬ ±Ã£ «Ã£ â€"㠾ã â€"ょ㠆。- Let’s agree that the picnic will be next week. (3) The Cost, Duration of Time When accompanied by phrases indicating price, it means cost. When used with a verb that indicates duration of time, it means, lapse. Kono kaban wa gosen en shimashita. 㠓㠮㠋㠰ん㠯ä ºâ€Ã¥ Æ'円ã â€"㠾ã â€"ã Ÿ- This bag cost 5,000 yen.Sono tokei wa dono gurai shimashita ka. ã 㠮時è ¨Ë†Ã£ ¯Ã£ ©Ã£ ®Ã£ らã „ã â€"㠾ã â€"ã Ÿã ‹- About how much did that watch cost?Ato ichinen shitara Nihon ni ikimasu. Ã¥ ¾Å'ä ¸â‚¬Ã¥ ¹ ´Ã£ â€"㠟らæâ€" ¥Ã¦Å" ¬Ã£ «Ã¨ ¡Å'ã 㠾㠙。 - I am going to Japan in another year. When suru is used to mean duration of time, it is only be used in a subordinate clause. In a main clause, the verb tatsu is used instead. Gonen tachimashita. ä ºâ€Ã¥ ¹ ´Ã£ Ÿã ¡Ã£ ¾Ã£ â€"㠟。- Five years passed. (4) To Feel, to Smell, or to Hear When suru is combined with phrases associated with appearance, it means, to appear. Kono hana wa ii nioi ga suru. 㠓㠮花㠯ã „ã „åÅ'‚ã „ã Å'㠙る- This flower smells good.Nami no oto ga suru. æ ³ ¢Ã£ ®Ã©Å¸ ³Ã£ Å'㠙る- I hear the sound of the waves.Kore wa henna aji ga shimasu. ã “ã‚Å'㠯å ¤â€°Ã£ ªÃ¥â€˜ ³Ã£ Å'ã â€"㠾㠙。- This tastes funny.Samuke ga shimasu. Ã¥ ¯â€™Ã¦ °â€"ã Å'ã â€"㠾㠙。- I feel a chill. (5) To Appear When suru is combined with phrases associated with appearance, it means, to appear. Kanojo wa samishisouna me o shite ita. Ã¥ ½ ¼Ã¥ ¥ ³Ã£ ¯Ã£ •ã ¿Ã£ â€"ã 㠆㠪ç› ®Ã£â€šâ€™Ã£ â€"㠦ã „㠟。- She had sad eyes. (Her eyes looked sad.)Kare wa aoi kao o shite iru. Ã¥ ½ ¼Ã£ ¯Ã© ’ã „é ¡â€Ã£â€šâ€™Ã£ â€"㠦ã „る。- His face looks pale. (6) Loan Word + Suru Loan words are often combined with suru to change the word into a verb. Most loan words are taken from English verbs. Here are some examples: doraibu suru ãÆ'‰ãÆ' ©Ã£â€š ¤Ã£Æ'â€"㠙る - to drivetaipu suru ã‚ ¿Ã£â€š ¤Ã£Æ'â€"㠙る - to typekisu suru ã‚ ã‚ ¹Ã£ ™ã‚‹ - to kissnokku suru ãÆ'ŽãÆ'Æ'ã‚ ¯Ã£ ™ã‚‹ - to knockpasu suru ãÆ'‘ã‚ ¹Ã£ ™ã‚‹ - to passhitto suru ãÆ'’ãÆ'Æ'ãÆ'ˆã ™ã‚‹ - to hit (7) Noun (of Chinese Origin) + Suru Suru is combined with nouns of Chinese origin to change them into a verb. benkyou suru 勉å ¼ ·Ã£ ™ã‚‹ - to studysentaku suru æ ´â€"æ ¿ ¯Ã£ ™ã‚‹ - to do the washingryokou suru æâ€"…è ¡Å'㠙る - to travelshitsumon suru è ³ ªÃ¥â€¢ 㠙る - to ask questionsdenwa suru é› »Ã¨ © ±Ã£ ™ã‚‹ - to telephoneyakusoku suru ç ´â€žÃ¦ Ÿã ™ã‚‹ - to promisesanpo suru æ• £Ã¦ ©Ã£ ™ã‚‹ - to take a walkyoyaku suru ä ºË†Ã§ ´â€žÃ£ ™ã‚‹ - to reserveshokuji suru é £Å¸Ã¤ ºâ€¹Ã£ ™ã‚‹ - to have a mealsouji suru æŽÆ'é™ ¤Ã£ ™ã‚‹ - to cleankekkon suru ç µ Ã¥ ©Å¡Ã£ ™ã‚‹ - to get marriedkaimono suru è ² ·Ã£ „ç‰ ©Ã£ ™ã‚‹ - to shopsetsumei suru è ª ¬Ã¦ËœÅ½Ã£ ™ã‚‹ - to explainjunbi suru æ ºâ€"備㠙る - to prepare The particle o can be used as an object particle after a noun. (e.g. benkyou o suru, denwa o suru) There is no difference in meaning with or without o. (8) Adverb or Onomatopoetic Expressions + Suru Adverbs or onomatopoeic expressions can be combined with suru to change them into verbs. yukkuri suru ゆ㠣ã り㠙る - to stay longkatto suru 㠋㠣㠨㠙る - to flare upzotto suru 㠞㠣㠨㠙る - to shiverbonyari suru 㠼ã‚“ã‚„ã‚Š㠙る - to be absent mindedniko niko suru ãÆ'‹ã‚ ³Ã£Æ'‹ã‚ ³Ã£ ™ã‚‹ - to smilewaku waku suru ãÆ' ¯Ã£â€š ¯Ã£Æ' ¯Ã£â€š ¯Ã£ ™ã‚‹ - to be excited
Monday, March 2, 2020
How to Choose the Career and Where to Find Guidance
How to Choose the Career and Where to Find Guidance Guiding Lines for the Career Choosing Process It is a rare case when the person thinks of the future career since school. In most cases, students start choosing possible future profession after school graduation and entering college. And even then they use as guiding lines the opinion of their parents, teachers, and peers. It is normal to consider various points of view. But you need to realize that the last word should always be yours and it should not be affected or altered with someone’s opinion. This is your life choice, and you will be the one who will have to deal with it. We hope that recommendations from our article will help you in defining your path. Usually, students think that their education defines their career. And in most cases this is true. While you study at the college or university, even in school, you gain valuable knowledge that you will be able to use in your potential profession. From another point of view, we can for sure find people, whose career is connected with completely different disciplines they study at university. The author of this article has the same story. I have graduated from Harvard Business School and get an MBA degree. But now I work as a writer and blogger and provide recommendations for students and beginners on the professional paths. While I do not directly use my degree, the received knowledge and skills still are very useful in my work now. For instance, this is about writing, researching and communicating. But having an education, especially a higher one provides more opportunities today. You can receive assistance from the writing professionals to create the best essay in order to raise your chances to reach the target school. Top Career Choices of 2018-2019 The main criteria should be your passion. But earning money is an important aspect as well. Even the most attractive work can exhaust you without bringing sufficient sums of money. You need to consider the fact that you will have to provide your life, and you need enough money. You may check the following list of careers that are well-paid and in a way interesting: Dentist (or another position in the dental industry). Biomedical field (vet, for instance). Sports fitness (consider the industry that helps people to keep fit and healthy). IT industry (we all now know how this field is rewarded). Nursing (you may have good career perspectives there as well). Health administration (saving lives is both rewarding and significant). Law business law (protect justice and human rights). This list shows that the basic required careers remain the same for the last decade. It is a result of technological development. Apart from this list and your thoughts, you can ask for help in career counseling. How to Find a Job that Brings Pleasure? Now let’s discuss more what can help you to make the right career choice considering your own wishes and passion. If you want to find a job that will be rewarding in a financial and emotional way, then you need to read the following factors. What are your hobbies and interests? (for instance, if you are passionate about the music, you do not have to think of the musician career only, as you can also become a great manager for a band or the stage technician); What is your education? (choose the specialization on your own to implement your desires for the future); How you make decisions? (in most cases, to reach the career success you need to be good at decision making); What makes you happy? What you hate doing? What are your language skills (this aspect is important for international students); What are your time management skills? (this is important wherever you work); What your cultural specifications? Do you have any previous working experience? (This element can be valuable in your resume even of your last job was not connected with your desired one); What opportunities and threads do industries interesting to you have? What are your communicational and interpersonal skills? What are your life and family values? What are your financial requirements for your monthly needs? That is all you need to keep in mind. Unfortunately, we cannot exclude the financial factor. The whole modern world is based on the economy and money, so you need to have a decent living level first of all. That is why career choice should be affected by the financial opportunities as well. Considering the approximate salary, you can make some necessary calculations. Think of how much money you spend days and what monthly expenses you have/might have. Then mark the salary requirements considering this information. Do not stop your choice on the first decent opportunity. Do some researches and learn about the potential position as much as possible. Keep in mind that your career should not be like slavery. Your work should be fairly rewarded and the received finances should cover all your basic needs at least. Think of the profession as an opportunity for personal growth instead of being a part of a big corporation for the rest of your life. But everything is suitable for the first start. So you can get your potential employer interested by providing an excellent companion letter along with your resume. You can order quality writing in order to save time.
Friday, February 14, 2020
Review of the movie The shape of things Essay Example | Topics and Well Written Essays - 1250 words
Review of the movie The shape of things - Essay Example Adam (Paul Rudd) is a nerdy, unimposing English Major who works part - time as a museum guard. The stage for the rather one - sided battle of the sexes is set when he meets Evelyn (Rachel Weisz), a sexy, edgy art student. The names Adam and Eve (Lyn) are a not so subtle reminder of the original sin that paved the way for a state of eternal hostility between the sexes and emphasizes the sometimes biblical nature of the film. Evelyn has come to strip away the pretense and false modesty which symbolizes a huge statue that has its privates hidden by a leaf out of respect for the delicate sensibility of the public. Her purpose is to spray - paint a penis on the offending leaf. Shy, uncertain Adam intervenes and she disarms him with her ready charm and gives him her phone number. She then proceeds to deface the statue as she had originally intended. This random incident sets in motion the events that will bring about a drastic and gut - wrenching change in Adam's hitherto placid, uneventfu l existence. Not much of a ladies man, Adam is flattered by Evelyn's attentions and he can hardly believe she is attracted to him; therefore he clings to her with a desperate need that is at once pathetic and touching. Soon he is putty in her hands, literally. Initially she is merely a controlling girlfriend and she badgers him into losing weight, getting a more becoming haircut, losing his glasses and wearing decent clothes. She even convinces him to alter his rather large nose with the help of surgical intervention! But soon her influence over him takes a sinister turn, as he is intoxicated by her smoldering sexuality and overpowering personality and becomes nothing more than clay in her hands to be molded as she sees fit. He comes completely under her sway as she rules over him with an iron fist gradually alienating him from his friends, Philip (Frederick Waller) and Jenny (Gretchen Mol). Adam's transformation ends with a startling twist, a shattering revelation in the climax of the film. Compelling though the film is it is marred by a number of flaws. The transition from the stage to the big screen calls for certain modifications, particularly with regard to the characters and settings that are lacking in this film. This is particularly evident in the characters, who come across as rather wooden, one - dimensional and theatrical. Weisz's twisted and frightening Evelyn is a callous, notorious schemer and her motives are transparent to the viewer from the onset. Furthermore she lacks the redeeming quality of likeability which would have served to flesh out and breathe life into her character, while taking away much of its annoying plasticity. The clever twist at the end of the plot would have had more of a sting and been more forceful if the audience had not already become inured to her brand of cold, calculating cruelty. At the beginning of the film Adam says to her, "You stepped over the line, Miss" and that is exactly what she does throughout the movie, once too of ten as it turns out. Adam's chronic naivet tends to be unconvincing at times. Rudd as Adam is alternatively endearing and exasperating. He is a little too gullible to be true. For instance he fails to exhibit even a token curiosity towards her art project, her background, friends, interests etc. However, the interesting thing about his character
Saturday, February 1, 2020
Poverty Research Paper Example | Topics and Well Written Essays - 1000 words
Poverty - Research Paper Example The author uses various forms of language to define poverty, as well as convey the nature of poverty to the reader. She starts by defining poverty from a personal perspective and taking the reader through her suffering and the pain of her daily life. Her main aim is to make the readers experience poverty and view themselves in her dirt and poverty, doing so in order to make the reader grasp what world she is coming from. Through the use of imagery to expose the horrific and hideous world of poverty, she enhances her ability to make her audience question the stereotypes that they have of the poor. According to her, there are poor people in every country. Majority of individuals in the world are quick to stereotype Kuwaiti citizens as rich and multi-millionaires, whom all change their automotives on a yearly basis and live in villas (El-Katiri et al 14). While this is true and most Kuwaitis do live relatively well, there are, however, those Kuwaitis who are poor or underprivileged and live below the poverty line, relying heavily on monthly charity that they receive from charitable organizations. It is true that there are very few Kuwaitis who cannot manage a meal, whether foreign laborers or Kuwaiti nationals. However, while shelter, food, and healthcare are attainable with ease because of the welfare system run by the state, there are also charitable organizations based in and out of Kuwait that spend millions in order to make sure that the essential needs of Kuwaiti nationals are taken care of (El-Katiri et al 14). While this may not make sense given the relative wealth in Kuwait compared to other countries, it is also worth remembering that poverty is a major problem worldwide. In today’s world, poverty is an epidemic that has very few solutions (Parker 1). In fact, those who are poor in relatively wealthy countries are worse off compared to those in developing nations. This is because poverty is enabled by classification in these countries with class s tratification making it difficult to â€Å"spread the wealth†. These classifications may be based on individual behavior categories, cultural factors, political factors, economic factors, and social factors. These classifications contribute to poverty. Social class determines wages, which would be the variable that leads to poverty. Those families receiving lower wages are barely able to cater for living expenses (Parker 1). In this case, they do not have sufficient money to enroll for programs that will aid their children’s education. In Kuwait, as well as, other countries like Kuwait in the region, classification based on wealth and private property is not so important, especially compared to having the power, to access state institutions that are involved in distributing revenues from the oil (El-Katiri et al 15). Kuwait is a rich country where poverty is relatively low. However, there are still fundamental social divisions within the country. These divisions exist between tribal families that have settled for a while and those who settled in the country within the last thirty years. The latter group does not have strong and long established ties with the ruling class. In fact, most of them do not even possess Kuwaiti citizenship and are
Friday, January 24, 2020
Sex in Ursula K. LeGuins The Left Hand of Darkness Essay -- essays re
Let’s Talk About Sex Ursula K. LeGuin’s The Left Hand of Darkness is the story of Genly Ai’s travels to a strange planet called Gethen, or Winter. His mission there is to persuade the nations of Gethen to join an alliance Genly Ai represents called the â€Å"Ekumen†. However, his journey is rather difficult due to the great difference in societies from Genly Ai’s home planet, Earth, and this new one. In Gethen, he learns that the people are completely unsexed for the majority of their days. When they are sexed, it is only for a few days and each person is either male or female during this time. The different governments use Genly Ai as a pawn, but in the end they join the alliance. Unfortunately, it comes with the price of his friend’s life. LeGuin has Genly Ai’s descriptions of gender become less and less male or female for the purpose of showing his assimilation on Gethen. When Genly Ai first arrives on Gethen, LeGuin has him sex everyone to show how much of a stranger he is to the planet. LeGuin has Estraven and Genly Ai supper at Estraven’s house, at which time LeGuin has Genly Ai think about the androgynous people of Gethen and she has him realize that he sees â€Å"a Gethenian first as a man, than as a woman, forcing him into those categories so irrelevant to his nature†¦Ã¢â‚¬ (12). When LeGuin has Genly Ai say this, she is showing the way Genly Ai’s understanding of sex being very set in place is also a representation of how he is mentally unfit with the rest of the Gethenians. Additionally, LeGuin has Genly Ai call everyone on Gethen â€Å"man†, and †he†because he cannot picture a culture that has no distinction between sexes at all times. When LeGuin has Genly Ai meet the King of Gethen, Argaven up close, she has him remark that â€Å"Argaven ... ...raven] what women are like†¦Ã¢â‚¬ (235). LeGuin has Genly Ai struggle with this thought as a show of how used to unsexed people he really is. When LeGuin has him see permanently sexed people from his home planet, LeGuin has him be so unfamiliar with it that he doesn’t like it. At first sight, LeGuin has Genly Ai describe them as â€Å"†¦a troupe of great, strange animals, of two different species, great apes with intelligent eyes, all of them in rut, in kemmer†¦Ã¢â‚¬ (296). LeGuin has Genly Ai experience these people in such a negative way because Genly Ai simply wasn’t used to the sight of such sexed people. LeGuin even went so far as to have Genly Ai include the Gethenian word â€Å"kemmer†to show how much assimilation has taken place within him. It is in this way that LeGuin uses Genly Ai’s descriptions become less and less gendered to show that he has accepted the culture on Gethen.
Thursday, January 16, 2020
Parental Involvement Essay
The goal of positive and productive family and community involvement is on every school improvement list, but few schools have implemented comprehensive programs of partnership. Research suggests that this goal is an important one to reach because families and communities contribute to children’s learning, development, and school success at every grade level. Studies are accumulating that show that well-designed programs of partnership are important for helping all families support their children’s education in elementary, middle, and high schools. That is, if schools plan and implement comprehensive programs of partnership, then many more families respond, including those who would not become involved on their own. Three questions need to be addressed to help educators move from believing in the importance of family and community involvement to conducting effective programs of partnership: What is a comprehensive program of school, family, and community partnerships? How do family and community partnerships link to other aspects of successful schools? How can all schools develop and sustain productive programs of partnerships? Components of a Comprehensive Program of Partnerships A framework of six types of involvement guides schools in establishing full and productive programs of school-family-community partnerships. This section summarizes the six types of involvement and discusses a few sample practices that are being implemented in schools across the country that are working to improve and increase family and community connections. Also noted are some of the challenges that all schools must overcome to create successful partnerships, along with examples of results that can be expected from each type of involvement for students, families, and educators. Comprehensive programs of partnerships include activities for all six types of involvement. Because there are many activities to choose from, elementary, middle, and high schools can tailor their programs of partnerships by selecting activities that match specific school goals and the interests and needs of students and families. Type 1–Parenting. Type 1 activities are conducted to help families strengthen parenting skills, understand child and adolescent development, and set home conditions to support learning at each school level. Type 1 activities also enable families to provide information to schools so that educators understand families’ backgrounds, cultures, and goals for their children. Sample practices. Among Type 1 activities, elementary, middle, and high schools may conduct workshops for parents; provide short, clear summaries of important information on parenting; and organize opportunities for parents to exchange ideas with other parents, educators, and community experts on topics of child and adolescent development. Topics may include health, nutrition, discipline, guidance, peer pressure, preventing drug abuse, and planning for the future. Type 1 activities also provide families with information on what to expect and how to prepare for students’ transitions from pre-school to elementary school, elementary to middle school, and middle to high school. Additional topics for successful parenting may concern family roles and responsibilities in student attendance, college planning, and other topics that are important for student success in school. Schools also may offer parents General Educational Development (GED) programs, family support sessions, family computer classes, and other learning and social opportunities for parents and for students. To ensure that families provide valuable information to the schools, teachers may ask parents at the start of each school year or periodically to share insights about their children’s strengths, talents, interests, needs, and goals. Challenges. One challenge for successful Type 1 activities is to get information from workshops to parents who cannot come to meetings and workshops at the school building. This may be done with videos, tape recordings, summaries, newsletters, cable broadcasts, phone calls, and other print and nonprint communications. Another Type 1 challenge is to design procedures that enable all families to share information easily and as needed about their children with teachers, counselors, and others. Results expected. If useful information flows to and from families about child and adolescent development, parents will increase their confidence about parenting, students will be more aware of parents’ continuing guidance, and teachers will better understand their students’ families. For example, if practices are targeted to help families send their children to school every day and on time, then student attendance will improve and lateness will decrease. If families are part of their children’s transitions to elementary, middle, and high school, then more students will adjust well to their new schools, and more parents will remain involved across the grades. Type 2–Communicating. Type 2 activities increase school-to-home and home-to-school communications about school programs and student progress through notices, memos, conferences, report cards, newsletters, telephone calls, e-mail and computerized messages, the Internet, open houses, and other traditional and innovative communications. Sample practices. Among many Type 2 activities, elementary, middle, and high schools may provide parents with clear information on each teacher’s criteria for report card grades; how to interpret interim progress reports; and, as necessary, how to work with students to improve grades or behavior. Type 2 activities include parent-teacher conferences; parent-teacher-student conferences; or student-led conferences with parents and teachers. Student involvement in conferences helps youngsters take personal responsibility for learning. Activities may be designed to improve school and student newsletters by including student work, a feature column for parents’ questions, calendars of important events, and parent response forms. Many schools are beginning to use e-mail, voice mail, and websites to encourage two-way communication between families and teachers, counselors, and administrators. Challenges. One challenge for successful Type 2 activities is to make communications clear and understandable for all families, including parents who have less formal education or who do not read English well, so that all families can understand and respond to the information they receive. Other Type 2 challenges are to know which families are and are not receiving and understanding the communications in order to design ways to reach all families; develop effective two-way channels of communication so that families can easily contact and respond to educators; and make sure that students understand their roles as couriers and interpreters in facilitating school and family connections. Results expected. If communications are clear and useful, and if two-way channels are easily accessed, then school-to-home and home-to-school interactions will increase; more families will understand school programs, follow their children’s progress, guide students to maintain or improve their grades, and attend parent-teacher conferences. Specifically, if computerized phone lines are used to communicate information about homework, more families will know more about their children’s daily assignments. If newsletters include respond-andreply forms, more families will send ideas, questions, and comments to teachers and administrators about school programs and activities. Type 3–Volunteering. Type 3 activities are designed to improve recruitment, training, and schedules to involve parents and others as volunteers and as audiences at the school or in other locations to support students and school programs. Sample practices. Among many Type 3 activities, schools may collect information on family members’ talents, occupations, interests, and availability to serve as volunteers. These important human resources may help enrich students’ subject classes; improve career explorations; serve as language translators; monitor attendance and call parents of absent students; conduct â€Å"parent patrols†and â€Å"morning greeters†to increase school safety; and organize and improve activities such as clothing and uniform exchanges, school stores, and fairs. Schools may organize volunteers to serve as home-room parents, neighborhood representatives, and sports and club contacts and may establish telephone trees to help parents communicate with each other about school programs and events. Schools may establish a corps of volunteers to offer a â€Å"wel-come wagon†of information about the school to students and families who enroll during the school year. Schools also may create opportunities for mentors, coaches, tutors, and leaders of after-school programs to ensure that students have experiences that build and expand their skills and talents and that keep them safe and supervised after school. Some Type 3 activities may be conducted in a parent room or family center at the school where parents obtain information, conduct volunteer work, and meet with other parents. Challenges. Challenges for successful Type 3 activities are to recruit volunteers widely so that parents and other family members feel welcome; make hours flexible for parents and other volunteers who work during the school day; provide needed training; and enable volunteers to contribute productively to the school, classroom, and after-school programs. Volunteers will be better integrated in school programs if there is a coordinator who is responsible for matching volunteers’ available times and skills with the needs of teachers, administrators, and students. Another Type 3 challenge is to change the definition of â€Å"volunteer†to mean anyone who supports school goals or students’ learning at any time and in any place. This includes parents and family members who voluntarily come to school as audiences for students’ sports events, assemblies, and musical or drama presentations, and for other events that support students’ work. It also includes volunteers who work for the school at home, through their businesses, or in the community. A related challenge is to help students understand how volunteers help their school and to encourage students to interact with volunteers who can assist them with their work and activities. Results expected. If tasks are well designed, and if schedules and locations for volunteers are varied, more parents, family members, and others in the community will assist elementary, middle, and high schools and support students as members of audiences. More families will feel comfortable with the school and staff; more students will talk and interact with varied adults; and more teachers will be aware of and use the time, talents, and resources of parents and others in the community to improve school programs and activities. Specifically, if volunteers serve as attendance monitors, more families will assist students to improve attendance. If volunteers conduct a â€Å"hall patrol†or are active in other locations, school safety will increase and student behavior problems will decrease because of a better student–adult ratio. If volunteers are well-trained as tutors in particular subjects, student tutees will improve their skills in those subjects; and if volunteers discuss careers, students will be more aware of their options for the future. Type 4–Learning at home. Type 4 activities involve families with their children in academic learning activities at home that are coordinated with students’ classwork and that contribute to student success in school. These include interactive homework, goal-setting for academic subjects, and other curricular-linked activities and decisions about courses and programs. Sample practices. Among many Type 4 activities, elementary, middle, and high schools may provide information to students and to parents about the skills needed to pass each class, course, or grade level and about each teacher’s homework policies. Schools also may implement activities that can help families encourage, praise, guide, and monitor their children’s work by using interactive homework strategies; student-teacher-family contracts for long-term projects; summer home-learning packets; student-led at-home conferences with parents on portfolios or folders of writing samples or work in other subjects; goal-setting activities for improving or maintaining good report card grades in all subjects; and other approaches that keep students and families talking about schoolwork at home. Family fun and learning nights are often used as a starting point to help parents and students focus on curricular-related topics and family interactions. These meetings require parents to come to the school building. A systematic approach to increasing academic conversations at home is found in the Teachers Involve Parents in Schoolwork (TIPS) interactive homework for the elementary and middle grades. Challenges. One challenge for successful Type 4 activities is to implement a regular schedule of interactive homework that requires students to take responsibility for discussing important things they are learning, interviewing family members, recording reactions, and sharing their work and ideas at home. Another Type 4 challenge is to create a schedule of activities that involve families regularly and systematically with students on short-term and long-term goal-setting for attendance, achievement, behavior, talent development, and plans for college or careers. Results expected. If Type 4 activities are well designed and implemented, student homework completion, report card grades, and test scores in specific subjects will improve; and more families will know what their children are learning in class and how to monitor, support, and discuss homework. More students should complete required course credits, select advanced courses, and take college entrance tests. Students and teachers will be more aware of families’ interest in students’ work. Type 5–Decision-making. Type 5 activities include families in developing schools’ mission statements and in designing, reviewing, and improving school policies that affect children and families. Family members become active participants on school improvement teams, committees, PTA/PTO or other parent organizations, Title I and other councils, and advocacy groups. Sample practices. Among Type 5 activities, elementary, middle, and high schools may organize and maintain an active parent association and include family representatives on all committees for school improvement (e.g., curriculum, safety, supplies and equipment, partnerships, fund-raising, postsecondary college planning, career development). In particular, along with teachers, administrators, students, and others from the community, parents must be members of the â€Å"Action Team for Partnerships,†which plans and conducts family and community involvement activities linked to school improvement goals. Schools may offer parents and teachers training in leadership, decision-making, policy advocacy, and collaboration. Type 5 activities help to identify and provide information desired by families about school policies, course offerings, student placements and groups, special services, tests and assessments, annual test results for students, and annual evaluations of school program s. Challenges. One challenge for successful Type 5 activities in all schools is to ensure that leadership roles are filled by parent representatives from all of the major race and ethnic groups, socioeconomic groups, and neighborhoods that are present in the school. A related challenge is to help parent leaders serve as effective representatives by obtaining information from and providing information to all parents about school issues and decisions. At the high school level, a particular challenge is to include student representatives along with parents in decisionmaking groups and in leadership positions. An ongoing challenge is to help parents, teachers, and students who serve on an Action Team for Partnerships or other committees learn to trust, respect, and listen to each other as they collaborate to reach common goals for school improvement. Results expected. If Type 5 activities are well implemented in elementary, middle, and high schools, more families will have input into decisions that affect the quality of their children’s education; students will increase their awareness that families and students have a say in school policies; and teachers will increase their understanding of family perspectives on policies and programs for improving the school. Type 6–Collaborating with the community. Type 6 activities draw upon and coordinate the work and resources of community businesses; cultural, civic, and religious organizations; senior citizen groups; colleges and universities; governmental agencies; and other associations in order to strengthen school programs, family practices, and student learning and development. Other Type 6 activities enable students, staff, and families to contribute their services to the community. Sample practices. Among many Type 6 activities, elementary, middle, and high schools may inform students and families about the availability of community programs and resources, such as after-school recreation, tutorial programs, health services, cultural events, service opportunities, and summer programs. This includes the need to assist students and families to gain access to community resources and programs. Some schools work with local businesses to organize â€Å"gold card†discounts as incentives for students to improve attendance and report card grades. Collaborations with community businesses, groups, and agencies also strengthen the other five types of involvement. Examples include enhancing Type 1 activities by conducting parent education workshops for families at community or business locations; increasing Type 2 activities by communicating about school events on the local radio or television stations, and at churches, clinics, and supermarkets; soliciting volunteers from businesses and the community to strengthen Type 3 activities; enriching Type 4 activities by offering students learning opportunities with artists, scientists, writers, mathematicians, and others whose careers link to the school curriculum; and including community members on Type 5 decision-making councils and committees. Challenges. One challenge for successful Type 6 activities is to solve problems associated with community-school collaborations, such as â€Å"turf†problems of who is responsible for funding, leading, and supervising cooperative activities. The initial enthusiasm and decisions for school-community partnerships must be followed by actions that sustain productive collaborations over the long term. Another Type 6 challenge is to recognize and link students’ valuable learning experiences in the community to the school curricula, including lessons that build on students’ nonschool skills and talents, their club and volunteer work, and, in high school, their part-time jobs. A major challenge is to inform and involve families in community-related activities that students conduct. Related challenges are to help students understand how community partners help their school and to engage students, themselves, as volunteers and in service-learning in their own schools, in other schools, and in the community. Results expected. Well-implemented Type 6 activities will increase the knowledge that families, students, and schools have about the resources and programs in their community that could help them reach important goals. Well-designed community connections will increase student access to and participation in community programs. Coordinated community services could help many students and their families prevent health, social, and educational problems or solve problems before they become too serious. Type 6 activities also should support and enrich school curricular and extracurricular programs. Summary. The six types of involvement create a comprehensive program of partnerships in elementary, middle, and high schools, but the implementation challenges for each type of involvement must be met in order for programs to be effective. The quality of the design and content of the involvement activities directly affect the expected results. Not every practice that involves families will result in higher student achievement test scores. Rather, practices for each type of involvement can be selected to help students, families, and teachers reach specific goals and results. The examples above include only a few of hundreds of suggestions that can help elementary, middle, and high schools develop strong programs of partnerships. How Partnerships Link to Other Aspects of Successful Schools Good schools have qualified and talented teachers and administrators, high expectations that all students will succeed, rigorous curricula, engaging instruction, responsive and useful tests and assessments, strong guidance for every student, and effective school, family, and community partnerships. In good schools, these elements combine to promote students’ learning and to create a school climate that is welcoming, safe, caring, stimulating, and joyful for all students, educators, and families.
Wednesday, January 8, 2020
The Clouds by Aristophanes Essay - 1678 Words
The Clouds by Aristophanes - Relevant in Todays World The Clouds by Aristophanes, is a play centrally concerned with education. Aristophanes employs satire to illustrate his conservative beliefs. It is intended to show readers that in the tendency to philosophical subtleties lies the neglection of the real needs of the Athenians. According to Aristophanes, philosophical speculation only acts to shake the established foundations of accepted religion, gods, and ideals of morality. Specifically, as it was even discused in The Apology, Aristophanes believed that philosophical attitudes held by the Sophists enabled those who held them to convince others of wrong or weaker beliefs simply by sounding as if they knew what†¦show more content†¦In doing some background research into why this would be, I discovered that Aristophanes religious undertones could stem from the fact that Athenians were trying to harmonize science and religion. When new scientific theories were starting to surface and be questioned, many people couldnt even consider them without sounding as if they were committing treason against the state. Aristophanes turns to religion in order to remind his audience that both religion and science have to be equally open to questions, critique, and even in Aristophanes case, satire. This suggestion, that certain things need to be equally suceptable to to critique and questions can also be seen through the way that Aristophanes suggests there is both a problem with the accepted model of a well-rounded education, and the newer model brought about by such philopophers as the Sophists. Aristophanes saw the danger in not questioning an accepted theory or belief. Despite the fact I agree with Johnson in that Aristophanes may be a staunch defender of old values, Aristophanes saw that if something widely accepted was left unquestioned for too long, it would become idle. Basically, an idea that I believe should be applied more in the world we live in today -- a traditionally accepted theoryShow MoreRelatedApology And Aristophanes The Clouds982 Words  | 4 Pagesof classical works, they raise questions about the veracity of his quoted works. There are some works which shed a positive light on the scholar while others convey the contrary. One such comparison is that of Plato’s book, Apology and Aristophanes’ play The Clouds. Throughout both masterpieces there are connotations that they both disagreed and presumably misrepresented Socrates’ methods, beliefs and overall views. Misrepresenting Socrates has inevitably created an only partial representation ofRead MoreHow Xenophon’s Oeconomicus is a Response to Aristophanes’ Clouds1043 Words  | 5 PagesA significant body of work regarding how Xenophon’s Oeconomicus is a response to Aristophanes’ Clouds has been written in the last few decades, beginning with Leo Strauss’s enigmatic book on the dialogue. And while great consideration has gone into the pronounced relationship between these two works, as well as its relation to Xenophon’s treatises on the arts and his Hiero, the fertile Oeconomicus has many more fruits to yield for us regarding a greater understanding of the coherence of the dialogueRead MoreAristophanes Clouds Is A Social Commentary On The Nature Of Justice853 Words  | 4 PagesAristophanes’ Clouds is a social commentary on the nature of justice as it pertains to the philosophic life within the city- disguised as a crude theatrical comedy. The protagonist Strepsiades is overcome by debt due to his son Pheidippides’ obsession with horsemanship, and Strepsiades seeks the help of local philosopher Socrates in order to learn the art of deceptive speaking so that he may trick his creditors and not â€Å"give anyone back even an obol of those debts†(120). Although the play is filledRead MoreJust and Unjust Speech in Aristophanes Clouds Essay599 Words  | 3 PagesThroughout Aristophanes’ â€Å"Clouds†there is a constant battle between old and new. It makes itself apparent in the Just and Unjust speech as well as between father and son. Ultimately, Pheidippides, whom would be considered ‘new’, triumphs over the old Strepsiades, his father. This is analogous to the Just and Unjust speech. In this debate, Just speech represents the old traditions and mores of Greece while the contrasting Unjust speech is considered to be newfangled and cynical towards the old. WhileRead MoreAristophanes Clouds : A Religious Commentary On The Changing Philosophical Climate1285 Words  | 6 PagesAristophanes’ Clouds, is a religious commentary on the changing philosophical climate in Greece. This is exemplified when Socrates, the teacher of Sophistry remarks, â€Å"†¦ Zeus has been dethroned by Vertigo†(Aristophanes 830). Aristophanes depicts two different Greek ideologies clashing together causing an ideological shift within Athens. This shift is shown through the tension between different traditions, humans falsely redefining cosmic roles, and reconciliation of previous beliefs. These conflictsRead MoreAristophanes’ Clouds a Satyr Play Written in 419 BCE1161 Words  | 5 PagesAristophanes’ Clouds, if read hastily, can be interpreted as a mindless satyr play written in 419 BCE. Yet the chorus warns the reader not to expect the play to have farcical ploys like â€Å"a hanging phallus stitched on†the actors to evoke a laugh, but to take note of underlying seriousness as â€Å"she [the play] comes in trusting only her words†(Clouds 538-44). Even if the play does use some low devices, the play’s message is sophisticated and can be read as a warning to Socrates. Aristophanes isRead MoreSocrates s View On Plato s The And Aristophanes s The Clouds1371 Words  | 6 Pagesquestions to approach philosophical truths. The method is presented in both Plato’s the Euthyphro and Aristophanes’s the Clouds. However, Socrates’s personal image and characteristics, as well as the nature of his questioning differ a lot in these two works. While the Euthyphro presents a philosopher king guiding the less wise people in discovery of truths, Socrates in the Clouds has little interest in either exploring the ethical truth or helping others get out of â€Å"Plato’s cave†. Instead, he is portrayedRead MoreIs Clouds By Aristophanes : The Corrupt Nature Of Individuals Who Try And Remake Laws1353 Words  | 6 Pagesdirect fashion. With the problematic lifestyle of Strepsiades and Pheidippides, Aristophanes addresses how the injustice of the democratic system progressively moving tow ards a system of oligopoly. Similarly, aristocrats are able to control society by molding the political agenda to fit their needs, intellectuals use rhetorical skills to get away with their bidding. In this essay I will argue that Clouds by Aristophanes captures the corrupt nature of individuals who try and remake laws or customs forRead MoreEssay Clouds vs. The Apology1649 Words  | 7 Pages Clouds vs. The Apology In Aristophanes Clouds and in Platos Apology we see extensive fictional representations of the historical figure, Socrates, who left us no literary works under his own name. When comparing these two representations, readers often assume, as a result of the nature of the comedic genre, that Aristophanes portrayal of Socrates is exaggerated and fallacious. On the other hand, Platos account is often taken more seriously as a result of the philosophical genre and theRead MoreAristophanes Making Fun of Socrates in His Plays: An Analysis1039 Words  | 5 Pagesunderstand current political situation we have to try to read and recognize early writings on political philosophy, Some of the earlier works by Plato called The Republic, in the piece there are conversations between characters Socrates and Glaucon, Aristophanes, Adeimantus where they try and explain ideas and views of justice and what a truly just man and/or just state would appear How we come to the decisions as human beings th at would be for the greater good of a man and/or state. One conversation
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