The Tragedy of Romeo and Juliet Essay Example

The Tragedy of Romeo and Juliet Essay Example The Tragedy of Romeo and Juliet Paper The Tragedy of Romeo and Juliet Paper The Tragedy of Romeo and Juliet In Shakespeares play  The Tragedy of  Romeo and Juliet,  two main characters from very different familys meet and fall in love at first sight; their names were Romeo and Juliet. After Romeo is banned from Verona by prince Escalus, Juliet tries to fake her death so she can be snuck out of Verona to be with Romeo. When Romeo finds Juliet asleep without knowledge of her plan he assumes she is dead and ends up killing himself by consuming a deadly potion. When Juliet wakes up to find Romeo dead, she stabs herself with Romeos dagger. Friar Laurence is most responsible for this tragedy of Romeo and Juliets death because he said â€Å"In one respect I’ll thy assistant be; For this alliance may so happy prove, to turn your house holds rancor to pure love. † (Shakespeare Act 2, Scene 3, Line 90-92). The Friar mentioned that the reason he would marry them is because it might put an end to the hostilities between the two families. With this decision he did not think about the best for Romeo or the bad things that could come from decision. To avoid marrying Paris, a young nobleman related to the prince that the Capulets arranged for Juliet to marry, Friar Lawrence asks Juliet drink a potion so that she might fake her own death. â€Å"Take thou this vial, being then in bed and this distilled liquor drink though off;† (Shakespeare Act 4, Scene 1, Lines 92-93). The Friar made a very poor decision by going behind the Capulets back to let Juliet be with a boy she hardly knew. The right way would have been to ask Lord Capulet about Romeo and hope he understood. When Juliet awakens to find Paris and her Romeo dead beside her with a cup of poison in his hand, she goes to the comforting Friar. Instead of thinking about her or Romeo the Friar gets frightened and runs out. â€Å"Stay not to question, for the watch is coming. Come, go, good juliet. I dare no longer stay. † (Shakespeare Act 4, Scene 1, line 92-93). If The Friar would have stayed with Juliet he could have helped her get through this loss, and possibly make a different outcome of the situation. When he leaves her all alone, she stabs herself with Romeos dagger. If the Friar would have thought about Romeo and Juliets marriage before he married them he could have told them to think about their relationship. The Friar could have also told the Capulets about their kids plans like a responsible parent, so that they wouldnt have to go through with this risky plan to get Juliet to Romeo so they could secretly be together. Friar Lawrence demonstrates the he is a person of good intentions, yet it was the shortsightedness of his actions that in part led to the deaths of the two lead characters.

Life and Work of Maud Lewis, Canadian Folk Artist

Life and Work of Maud Lewis, Canadian Folk Artist Maud Lewis (March 7, 1903 – July 30,  1970) was a 20th-century Canadian folk artist. With a focus on subjects in nature and ordinary life and a folk style of painting, she became one of the best-known artists in Canadian history. Fast Facts: Maud Lewis Occupation: Painter and folk artistBorn: March 7, 1903 in South Ohio, Nova Scotia, CanadaDied: July 30, 1970 in Digby, Nova Scotia, CanadaParents: John and Agnes DowleySpouse: Everett LewisKey Accomplishments: Despite physical limitations and poverty, Lewis became a beloved folk artist, known for her brightly colored paintings of animals, flowers, and outdoor scenes.Quote:  Ã¢â‚¬Å"I paint all from memory, I don’t copy much. Because I don’t go nowhere, I just make my own designs up.† Early Life Born Maud Kathleen Dowley in South Ohio,  Nova Scotia, Lewis was the only daughter of John and Agnes Dowley. She had one brother, Charles, who was older than her. Even as a child, she suffered from rheumatoid arthritis, which limited her movements, even down to her hands. Despite this, she began making art at an early age under the tutelage of her mother, who taught her to paint watercolor Christmas cards, which she then sold. Maud dealt with multiple physical disabilities that left her hunched over. At the age of fourteen, she dropped out of school for unknown reasons, although it is possible that the bullying of her classmates (due to her visible birth defects) was at least partially at fault. Family and Marriage As a young woman, Maud became romantically involved with a man named Emery Allen, but they never married. In 1928, however, she gave birth to their daughter, Catherine. Allen abandoned Maud and their daughter, and they instead continued to live with her parents. Because Maud had no income and no means to support her child, a court required Catherine to be placed up for adoption. Later in life, an adult Catherine (now married with a family of her own and still living in Nova Scotia) attempted to get in touch with her mother; she was never successful in her attempts. Maud’s parents died within two years of each other: her father in 1935 and her mother in 1937. Her brother Charles inherited everything, and while he allowed his sister to live with him for a short while, she soon moved to Digby, Nova Scotia, to live with her aunt. In late 1937, Maud answered an advertisement placed by Everett Lewis, a fish peddler from Marshalltown, who was seeking a live-in housekeeper. While she was unable to perform her job well, due to the advancement of her arthritis, Maud and Everett married in January 1938. Painting Every Surface The painted interior of Maud Lewis home, as it is preserved in the Art Gallery of Nova Scotia.   Courtesy of the Art Gallery of Nova Scotia. The Lewises lived mostly in poverty, but Everett did encourage his wife’s painting – especially once he realized they could make a small profit. He procured  painting supplies  for her, and she then accompanied him on selling trips, starting with small cards like those she had painted as a child and eventually expanding to other, larger media. She even painted nearly every suitable surface in their small home, from typical sites such as walls to more unconventional ones (including their stove). Because canvas was difficult to come by (and expensive), Maud worked on beaver boards (made of compressed wood fibers) and Masonite, among other things. These smaller items, early in her career or for personal use, were full of bright colors and designs of flowers, birds, and leaves. This aesthetic would carry over into her later work as well. Early Sales Maud Lewis,  White Cat (2), 1960s, oil on pulpboard, 31.1 x 33.8 cm. Collection of the Art Gallery of Nova Scotia, gift of Johanna Hickey, Vancouver, BC, 2006.   Maud’s paintings, throughout her career, focused on scenes and items out of her own life, experiences, and surroundings. Animals appeared frequently, mostly domestic or farm animals such as cows, oxen, cats, and birds. She also portrayed outdoor scenes: boats on the water, winter sleigh or skating scenes, and similar moments of ordinary life, often with a playful and cheerful tone. The greeting cards of her youth came back again, this time as inspiration for her later paintings. Bright, pure colors are a hallmark of her paintings; in fact, she was known to never blend colors, but only use the oils as they came originally in their tubes. Most of her paintings are quite small, not exceeding eight by ten inches. This is mostly due to the constraints of her arthritis: she could only paint as far as she could move her arms, which was increasingly limited. However, there are a few of her paintings that are larger than that, and she was commissioned to paint a large set of shutters by American cottage owners in the early 1940s. Gaining Wider Attention Maud Lewis,  Fall Scene with Deer,  c. 1950, oil on pulpboard, 29.5 x 34.9 cm. Collection of the Art Gallery of Nova Scotia, purchase 1974. During her lifetime, Maud’s paintings did not sell for large amounts. By the late 1940s, tourists had begun to stop at the Lewises’ home to purchase her paintings, but they rarely sold for more than a few dollars. In fact, they wouldn’t sell for even close to ten dollars until the final years of her life. The Lewises continued to live a meager existence, with Everett taking on the lion’s share of work around the house as Maud’s arthritis continued to degenerate her mobility. Despite the attention of the occasional tourist, Lewis’s work remained fairly obscure for the majority of her life. All that changed in 1964, when the Toronto-based national newspaper  Star Weekly  wrote an article about her as a folk artist and brought her to the attention of audience across Canada, who quickly embraced her and her work. The attention only increased the following year, when the broadcasting network CBC featured her on its program  Telescope, which featured Canadians of varying degrees of notoriety who had made a difference in some way. In the final years of her life and following these major public mentions, Lewis was on the receiving end of commissions from a wide array of important figures – most notably, American president  Richard Nixon  commissioned a pair of paintings from her. She never left her home in Nova Scotia and was unable to keep up with the demand for artwork. Death and Legacy Maud Lewis,  Maud Lewis House, mixed media, 4.1 x 3.8 m. Collection of the Art Gallery of Nova Scotia, purchased by the Province of Nova Scotia, 1984.   Maud’s health continued to deteriorate, and in the late 1960s, she spent most of her shuttling between painting in her home and visiting the hospital for treatment. Her declining health was exacerbated by the wood smoke of their home and the constant exposure to paint fumes without proper ventilation, and the lung issues this caused left her susceptible to pneumonia. She died on July 30, 1970, after battling pneumonia. After her death, demand for her paintings skyrocketed, as did the appearance of forgeries. Several paintings purported to be Maud’s were eventually proven to be fakes; many are suspected to be the handiwork of her husband Everett in an attempt to continue cashing in on her prominence. In recent years, Maud’s paintings have only grown more valuable. She has become something of a folk hero in her home province of Nova Scotia, which has long embraced artists with authenticity and unusual styles, and in Canada as a whole. In the 21st  century, her paintings have sold at prices well into five figures. After Everett’s death in 1979, the Lewises’ house began to fall into disrepair. In 1984, it was purchased by the Province of Nova Scotia, and the Art Gallery of Nova Scotia took over the care and preservation of the house. It now dwells in the gallery as part of a permanent exhibit of Maud’s works. Her paintings have made her a folk hero among the Canadian art community, and the bright joyfulness of her style, combined with the humble, often harsh realities of her life, have resonated with patrons and fans worldwide. Sources Bergman, Brian. â€Å"Paying Tribute To Painter Maud Lewis.†Ã‚  The Canadian Encyclopedia, https://www.thecanadianencyclopedia.ca/en/article/paying-tribute-to-painter-maud-lewis/Stamberg, Susan. â€Å"Home Is Where The Art Is: The Unlikely Story of Folk Artist Maud Lewis.†Ã‚  NPR, https://www.npr.org/2017/06/19/532816482/home-is-where-the-art-is-the-unlikely-story-of-folk-artist-maud-lewisWoolaver, Lance.  The Illuminated Life of Maud Lewis. Halifax: Nimbus Publishing, 1995.

Answer short questions Essay Example | Topics and Well Written Essays - 2000 words

Answer short questions - Essay Example The whole play is about mastery and rule. It is a play that represents colonization by the English colonizers and their expansion into America. The Tempest can serve as an allegory, as we know that an allegory is an indirect representation of something .The story criticizes the European for the bad treatment to the native people. Native Americans represent a significant contrast to all of the other groups, for theirs was not an immigrant experience; they were the original Americans before the voyage of Columbus. When English colonizers arrived, they stereotyped them as savages and seized their lands by warfare (Takaki n.p.). Some of the Shakespearian characters in the Tempest have been used to make representation. For example, Sebastian and Antonio wanted to overthrow King Alonso and make the drunken butler Stephano the king of island. These characters represent the English colonizers, who came and possessed the native America’s land through warfare (Takaki n.p.). Caliban, one of the principal characters, was a new world inhabitant by the name Carib, which was the name of an Indian tribe, who came to mean savage for America. What are some of the parallels between the English expansion into Ireland and the English expansion into America? The English colonizer had different impacts in Ireland and America. ... After four years, the English had reduced the Irish people to wretchedness and they took possession of the Irish land (Takaki n.p.). While in America, the English colonizers had a lot of impact. The native people in America were the Indian people. The English colonizers saw the Indians reminding them of the Irish people. Unlike the Irish people, the Indians did not waste time in taking advantage by beginning with the educational process that would transform their lives (Takaki n.p.). Why did the European colonists believe that American Indians were lower on the scale of development then they were? The English colonizers did not find any difference between the Indians and the Irish people; they saw them as being lower on the scale of development. This was because they saw the Indians as being uncivilized and with no educational skills, so they could not be able to work on any development. They were also seen as being lazy and unwilling to work for their own needs. According to Takaki, the European colonists described them as beasts that were only ready to reap from what the English had (n.p.). Why did the British wish to take over Indian land? What opened the way for them to do so? In America, the English colonizers first settled in Virginia, where the Powhatans, an agricultural people, occupied and cultivated corn. Initially, when the English came to Virginia, the encounter between these Indians and the English was a peaceful one, and of friendship. After they had established a camp, it was reported that there came starvation and most of the English colonizers died leaving only a few. That is when the English started attacking the Indians trying to extort their food. The English colonizers were soon

Equality and Socialist Ideology Essay Example | Topics and Well Written Essays - 1500 words

Equality and Socialist Ideology - Essay Example Further, a great deal of historical context also needs to be considered with regards to determining how ideological and egalitarian concepts are born, gain notoriety, and work to incorporate themselves into a type of collectivized worldview that is ultimately translated back into the culture via the form of representative government. Although analyzing all of this necessarily lends itself to seeking to answer the age old riddle of what came first the chicken or the egg, the analysis itself will show that the process is symbiotic rather than mutually exclusive. Furthermore, by seeking to know and understand the levels to which these factors interlace and help to define the context of the culture and form of governance that pervades the current system, the reader can hope to gain valuable insights and key understandings with reference to seeking to better understand the world in which we live. As the two are so interlinked and bear such a high level of relation to one another, the firs t which will be discussed is equality with the second being ideology. Next a discussion of how these two forces interact and have an impact on culture and vice versa will be discussed followed by a final section on the impacts that both have on governance, self identity, and culture. The first determinant which will be discussed is that of ideology. As was noted in the introduction, the two terms which will be analyzed within the course of this essay are somewhat nebulous and do tend to feed back into one another at various junctures; however, for purposes of clarity, ideology should be tackled first. The reason for tackling the definition and means by which ideology influences upon equality first is due to the fact that in nearly every emergent movement, ideology or culture is the level of equality that the components seem to have concerning their members. This can be understood as a type of baseline for without it the level to which identity formation can begin to congeal is minim al (Angeloff et al 2012, p. 21). This has of course been noted time and time again throughout history as groups self actualize, form an identity, gain an ideology and only then consider the level to which the component parts will share in equality among the rest (McConnell 2010, p. 140). The ideological formation is extraordinarily important due to the fact that the components that are built within this phase directly impact upon the level of equality which is possible once the ideology itself has been formulated. Although the process that has herein been described appears to be something of rigid concept, the fact of the matter is that it is most fluid and open to the interpretation of the individuals that seek to form the ideology in the first place. This level of fluid change allows for the process to evolve in any number of ways; thereby making a firm and solid definition of the term even more difficult for the researcher. While on the topic of ideology, it is important to note that the process that has herein been described does not of course have to come as a function of forming a new system entirely; rather, it can come from redefining necessary components of a working system, worldview, or personal take on a given issue. As a function of this, the level to which these terms interrelate and coalesce becomes even more complex when one takes the issue outside of the bounds of systemic change and incorporates them into the realm of individual and worldview modulations (Whitely 1978, p. 211). This complicates the definition somewhat due to the fact that this level of incorporation necessarily bends and redirects the original ideology and identity that helped to form the

Metacognition Student Achievement Essay Example for Free

Metacognition Student Achievement Essay Metacognition has generally been described as thinking about one’s own thoughts. The realization that a human being cannot exist in isolation of his inner self, that he is constantly probing that dam of his very essence to evaluate situations and resolve the never-ending puzzles that daily confront him. Kornell (2009), has described metacognition as self-reflection and conscious awareness. An even more elaborate definition is that given by Serendip (2009). He defines it as â€Å"a reflective practice that helps one discern general patterns in one’s own views and abilities†. Whichever definition one feels comfortable with, it cannot be said to be superior to the other, because metacognition deals with the intangible and cannot be weighed on a scale. It has, however, been the subject of widespread research all over the world. Psychologists are now asking themselves, what causes that tip of the tongue experience, when you are sure you know someone’s name but cannot recall it? Or what is at play when one conveys a feeling of uncertainty? Why is it that humans are able to have certain cognitive abilities that animals apparently do not have? For example, if asked what year America gained independence, one may readily recall with certainty, or one may say with complete uncertainty that he does not know. The answer may also lie in between, showing a certain degree of uncertainty by replying, for example, I think it was 1776. Whatever answer one gives, it demonstrates an ability to question one’s memory and experience. According to studies that have been done, this ability can be improved. Thus, the science of metacognition is now rampant, with studies being carried out on the cognitive abilities of monkeys, children, students, and ways in which they can be improved. Metacognition 2 One study which was carried out to test the cognitive abilities of rhesus monkeys, was that conducted by Kornell, Son Terrace (2007). In this trial, the monkeys were initially trained to select a given picture from a sample of six pictures by touching the image on a touch-screen monitor. After this training period, they were shown six sample pictures which were then simultaneously removed and replaced with nine, one of the previous six being among them. As soon as they selected the sample they thought was among the previous six, they were required to bet on their choice by depressing an icon on the screen for certainty, with a reward of redeemable food tokens, or loss of tokens, if wrong. A further icon for a low risk bet was also there. After carrying out this experiment for a suitable period of time, they concluded that the monkeys would invariably only bet when they were sure that they knew the correct answer. The researchers were therefore of the opinion that the monkeys were guided by a cognitive ability. They also tested two monkeys on metacognitive control. This is the ability to use metacognitive ability to influence behavior. An example would be requesting for a hint when one is unsure of an answer, a common trait with humans. In this trial, two monkeys were presented with a few sample pictures to place in a certain order. They were also availed of onscreen visual hints if they needed. The penalty for using the hints was a less appetizing banana flavored pellet, instead of the more attractive MM candy. As the test progressed, it became apparent that the monkeys were using the hints less and less, and would only resort to them when they were sure that they did not know the right answer. This ability to have control over one’s metacognitive ability had been tested on humans for many years, and it was only now that it was becoming clear that it was also present in animals. However, how prevalent this is among them, cannot be clear and it cannot be generalized from this study that only involved rhesus monkeys. Metacognition 3 Smith Washbum (2005) have taken animal research a notch higher and carried out trials that probe the memory, referred to as monitoring the memory. In the test, animals which were given various tasks to do based on what they had done before, declined to engage in the more difficult tasks, a result that was the same as similar tests carried out on humans. The animals were selective and seemed to have the same analogous capacity as human. There was no doubt that they were using their metacognitive abilities to seek in their memories, and when they remembered that the task was arduous, they declined to take the test. Kornell Terrace (2007) also carried out some trials seeking to find out if monkeys benefited from learning. They did this with two rhesus monkeys which were given two problem sets to solve. In one difficult set, they were given hints to assist them after a suitable training period. In the other set, they were given no hints. The number of hints they used to solve the problem set steadily declined over time, the performance, however, did not change, it stayed the same. The monkeys were solving the problem with skills they had acquired from the hints and were using them less and less because they had â€Å"learned†. This is fascinating and opens up very interesting questions about the training of animals. There are other areas of animal metacognitive behavior which have been studied. Hampton, R (2009), carried out studies on rhesus monkeys to determine if they made decisions when they had information, or sought information when ignorant and immediately made a decision. The results were quite revealing. They carried out two sets of tests. In one test, the monkeys witnessed food being inserted into some opaque test tubes. These tests were referred to as the seen trials. In the other test, the food was inserted into test tubes without their knowledge. Metacognition 4 The monkeys were then required to identify the tubes which had food in them. In trial after trial, they would first look down the tubes to ascertain if the food was there and if it was, they selected the tube. What was evident from these tests is that the monkeys sought information first, by peering down the tubes, when ignorant, and only immediately selected the correct tubes without investigating, when they knew the food was there. That means they knew when they knew and only sought information when they knew that they did not know. This is a characteristic which is prevalent among human children, orangutans and rhesus monkeys. It is, however, not clear with capuchin monkeys when they were exposed to a similar trial about a decade before. There is room for more research on animals. According to Smith Washbum, a lot needs to be investigated regarding the gifts different animals have. For example, monkeys and dolphins seem to exhibit more cognitive abilities than pigeons, whose reactions appear to be more stimulus based. Further research in this area can yield very important information which may stimulate a whole spectrum of research into cognitive abilities of different animal specie. Additionally, there is a lot of room into studies on the ability or lack of ability of animals to make quantitative judgements, for example, their mood. Metacognitive abilities is also a subject of importance in developing learning capabilities for children. Loh, A (2009), has made suggestions on methods to use to improve metacognition learning for children as young as two year olds. Since parents spend the most amount time with children of this age, they are best placed to practice the techniques recommended by Loh. He says that children should be encouraged to think about their thinking process in order to develop their intellect and intelligence. Children should be engaged, soon after an activity, to gauge their Metacognition 5 thinking process and the techniques they used for a task. Immediately after this activity, they should be asked certain questions, for example : 1. They should be asked about the process they used to achieve the result. This way, they will recall the steps and learn the process. 2. What strategies did they use? This will engage them actively in the thinking process by beginning to adopt strategic thinking of alternative techniques they can use to achieve better results. 3. What do they think about the end result? Is it good or bad? This will help them to evaluate their work. 4. Offer them puzzling tasks that have more than one solution. This exposes them to cognitive conflicts 5. Engage them in debates and discussions with other children 6. Allow them to practice reciprocal teaching where they form groups and one child teaches members of his group. 7. Once they engage on a task, allow them to continue undisturbed. Help them with clues if they get stuck. Further, they can be assisted with questions that will incline them to probe their mind even more, for example, what they learned from the task and what they found difficult. Additionally, they can be probed to find out if they have a next goal and what will help them to achieve it. Metacognition 6 There has been more research in the field of metacognitive abilities of children. Young children’s understanding of mental life, or â€Å"theory of mind†, is an area that is currently being explored by various scientists. According to science daily (2008), a new study had made a link between theory of mind as assessed in kindergarten children and their metacognitive abilities in elementary school. Early theory of mind competencies positively influenced metacognitive abilities acquired later. 174 children between the ages of three and four were used as study subjects to investigate this relationship. Wolfgang Schneider, P. H. D. , of the University of Wurzburg, who carried out the trial, said that knowledge from this research can be used to develop training programs for young children. For all the progress that has been done on metacognition in animals and children, none can rival that of learners. The Elementary Teachers Federation of Ontario (2009), says that students with metacognitive needs have difficulties in setting priorities and planning their tasks. Additionally: 1. They are poor at strategizing in order to accomplish a task methodically 2. They procrastinate and are unable to start their work. 3. They are inattentive and make careless mistakes. 4. They are not able to identify their faults or know how to seek help. With these type of students they recommend the following teaching strategies : 1. Teachers should tutor them on how to plan and show them the scoring rubric for the assignment. 2. They should be taught on estimation of time needed to complete a task. 3. They should be assisted with think-aloud strategies. Metacognition 7 4. They should be cajoled to get engaged actively in their work by asking them how they are doing the work and how they will remember to solve the problem. 5. Teachers should be specific in their assignments to students by providing scoring rubrics for each question and how they have been calculated. However, Pierce (2004), dealt even deeper in metacognition for students. He was of the opinion that study strategies were generalized and teachers did not teach them in class. They assumed that students had already learned them. When they taught a strategy, students used the same strategy taught for all subjects. According to him, students needed to acquire three types of knowledge in order to improve their metacognitive abilities. These are : 1. Declarative knowledge which is having at their grasp factual information, for example, speed is distance divided by time taken. 2. Procedural knowledge which is knowing how to do something. Using the previous example of speed, they should know the formula for speed and the steps required in its calculation. 3. Conditional knowledge – This is knowing when to use a certain procedure and why one strategy is better than another. In applying the three types of knowledge for study strategies for example, students need declarative knowledge to know that a high school history textbook is different from an article analyzing the same textbook. They need procedural knowledge to take notes from such a textbook and conditional knowledge to know when such notes should be taken. According to Pierce, study techniques improve learning but are hardly ever taught. Additionally, many students do not internalize success as caused by ability and effort. Metacognition 8 Lippman, Danielsson Linder (2005), differed slightly with some researchers of metacognition. They claimed that most studies taught metacognitive skills and then measured the effects of training. Instead, they should quantify the use of metacognition. In a study that they carried out at an American university, their aim was to find out how much metacognition is used in a laboratory and how the setup encourages the use of metacognition. Three groups of students were used and their proceedings videotaped and their verbal comments recorded. In one group, students were given a set of instructions to follow. The same was done for the second group and in addition, they were expected to explain their reason. The third group was given a question to answer and expected to explain, in a presentation, the method they had used to get results. In analyzing the results, Lippman et al (2005) saw no difference in the amount of metacognition in the different groups. However, the most important finding was that there was a difference in how metacognition made students change their behavior in tackling the lab assignments. For example, in the third group, the verbal exchanges revealed that the use of metacognition made the students more creative. This was a different approach as was the one used by Mevarech Kramarski (2003). In this study, 100 eighth graders, studying algebra in four classrooms, were divided into two groups. One group was exposed to cooperative learning and also given metacognitive training. The other group was given cooperative learning but without metacognitive training. At issue was mathematical modeling and problem solving skills. After tasks to perform were given, the results showed that the group which had been given metacognitive training did outperformed the other that only had a cooperative setting. There was significant difference with the two groups with regard to planning, processing and reflection. They concluded that the cooperative Metacognition 9 setting is not enough to enhance modeling skills. Metacognitive skills are important in how to approach a problem, how to control and monitor the solution and how to reflect on the final answer. As a result of such studies, Mevarech Kramarski (2003) designed the learning tool called IMPROVE, whose letters stand for : Introducing the new material Metacognitive questioning Practicing Reviewing Obtaining mastery on higher and lower cognitive processes Verification Enrichment and remedial The important thing in IMPROVE is the approach in problem solving. Students are able to approach a scenario with a systematic method which first and foremost addresses the question of what is the issue at hand. They then investigate to find out how different the problem is from others and what the best strategies are to solve it. As can be seen from all the studies mentioned, metacognition is an area of development that has a lot of room for growth. Animals which have been shown to have metacognitive abilities can be researched further in order to discover if this is something widespread within the animal kingdom, and if not, then what actually determines metacognition of a species. With children too, the theory of the mind is interesting and further studies should be carried out to determine if there are other areas of their lives that can benefit from improved research on Metacognition 10 metacognition. For example, are high levels of metacognition genetic? Does diet affect levels of metacognition? What role does disease play in metacognition? It would also be interesting to see new research in the study techniques of students. More than anyone else, their place in society is critical because they take over reins in business, government and the civil society within only a few years after leaving college. Their overall performance in school is therefore a top priority. Of serious concern should be when study techniques should begin to be taught and how they would be standardized. Additionally, quantifying the use of metacognition as advocated for by Lippman (2005), needs to generate more study. If his research is anything to go by, then the approach to metacognition training must also address, not just the amount of metacognition ability gained, but also how it is channeled to productive use. This is an area that can prove very challenging and rewarding because teaching metacognition techniques is one thing, but being able to teach the type of techniques that can produce quantifiable measures cannot be easy. However, it is possible that the same metacognition graduates will discover new methods and strategies to impart more abilities in metacognition. Metacognition 11 References Elementary Teachers Federation of Ontario (2009). Metacognitive Skills. Retrieved on July 29, 2009 from http://www. etfo. ca/Multimedia/Webcasts/SpecialEducation/Pages/Metacognitive%20Skills. aspx Hampton, R (2009). Multiple demonstrations of metacognition in nonhumans: Converging evidence or multiple mechanisms? Retrieved on July 29, 2009 from http://psyc. queensu. ca/ccbr/Vol4/Hampton.pdf. Kornell, Nate (2009, February). Metacognition in Humans and Animals. Retrieved on July 29, 2009 from http://www3. interscience. wiley. com/cgi-bin/fulltext/122212734/HTMLSTART Lippmann, K. , Danielsson, A. Linder, C. (2005, August). Metacognition in the student Laboratory : Is increased metacognition necessarily better? Retrieved July 29, 2009 from http://www. anst. uu. se/rekun676/meta. pdf Loh, A (2009, July). Using Metacognition Learning to Make Children Smarter. Retrieved on July 29, 209 from http://www. brainy-child. com/articles/metacognition-learning.shtml Mevarech Z. Kramarski, B. ( 2003). Mathematical Modeling and Meta-cognitive Instruction. Retrieved on July 29, 2009 from http://www. icme-organisers. dk/tsg18/S32MevarechKramarski. pdf Metacognition 12 Mevarech, Z. Kramarski, B. (2003). Metacognitive Questioning and the use of Worked Examples. Retrieved July 29, 2009 from http://www. memory-key. com/StudySkills/IMPROVE. htm Peirce, W (2004, November). METACOGNITION: Study Strategies, Monitoring, and Motivation. Retrieved on July 29, 2009, from http://academic. pgcc. edu/~wpeirce/MCCCTR/metacognition.htm ScienceDaily (2008, August). Young Childrens Theory Of Mind Linked To Subsequent Metacognitive Development In Adolescence. Retrieved on July 29, 2009 from http://www. sciencedaily. com/releases/2008/08/080814154429. htm Serendip (2009). Metacognition. Retrieved July 29, 2009 from http://serendip. brynmawr. edu/exchange/wfrankli/ii09/metacognition Smith, D Washbum, D. (2005, February). Uncertainty Monitoring and Metacognition by Animals. Retrieved July 29, 2009 from http://www3. interscience. wiley. com/cgi-bin/fulltext/118706297/HTMLSTART

Empathy essay- my life as a slave (capture to the auction) :: essays research papers

MY INTRODUCTION TO SLAVERY We don’t have the same limitations as other people of different tribes do. I am a free woman, or shall I say I was a free woman. I am the wife of our tribes chief –Jankay Boto, that’s where I got my surname, Boto. Before my marriage I was a Touray. My father, or Paupa, was the chief of the tribe Adance. The two tribes, Adance and Denkyira, my husband’s tribe, are in the same village, Juffure. The two tribes have been friends for as long as anyone can remember, I mean they have been friends for since like ever. That’s how I got married into this tribe. As these tribes are very close to each other I can visit my Paupa’s house whenever I want. I, being the daughter of the tribes chief, was allowed to study but up till a certain age and when that age I came I wasn’t willing to stop my studies but my father and my brother wanted me to leave school and help my mom in the rice plantations. However this didn’t satisfy me, so I oppose th is idea up till my male relatives agreed on me having further studies and I did succeed, thanks to my mom. Now I teach to small children in my tribe and they are quite happy with me. My students include my 2 children, Brima and Saloum. I do more of religion there, I teach my students about Islam –my religion. My name is Yaisa Boto, and now you will learn about my life in detail. I had a very respected position in my tribe. People came up to me for consultancy because of my high experience of life. Apart from teaching I also did some house works with my slaves. I did not want to lay a heavy burden on their shoulders, I believed in justice not injustice. My husband and I had a couple of fights involving the slaves; he disagreed on the fact that I had to work with them but I ignored him. I did not want the slaves to do a lot of work. They just cleaned the house prepared the meal and did other such things. My slaves were not treated as slave; they lived in a comfy condition, they were never mistreated. I never saw them as slaves. The only two things that gave them this name, slave, were that they weren’t paid and they didn’t have the right to own property.

Native American Treaties

America requested that the Nation cede certain races of land, beneficial to the US, and with the agreement that the United States could establish garrisons where they desired In order to protect the frontiers. In exchange for the considerations and the permanent relinquishment of those lands and claims, the United States agreed to pay the nation several types of compensation. First was an annual monetary sum of $3000. 00 every year indefinitely to the Creek Nation, with an additional $1000. 00 per year to the chiefs who administer the governmental services to the tribe.Also provided In the treaty was the sum of $25,000. 00, to be distributed in parts as merchandise and goods, the distraction of debts the Nation owed, and the satisfaction of individual loss of property claims against the tribe by citizens of the united States. In addition, the united States agreed to furnish two sets of Blacksmiths tools and the men to work them for a period of three years. K State Creek 1802 1 felt a s though, while I still disagree with the idea that these â€Å"treaty agreements† were in any way fair or a true â€Å"option† to the tribes on these lands, this particular treaty wasn't any crueler than other treaties.The land descriptions of what was to be ceded to the united States Is official for me to comprehend in any Value' aspect. I am not certain of the acreage, nor would I begin to know the land value. Secondly, only part of that value was direct compensation. I find the breakdown of the larger compensation package suspect, since It virtually â€Å"forgives† â€Å"debts† that the United States government purports the Creek Indians acquired and/or for acts the government purports the Creek Indians committed against the citizens of America.If the land, property, or other purported to have been taken was in actuality the Creek Indian's to begin with, then it would be unfair to use land compensation as â€Å"payment of a debt† that never occ urred. The second treaty I chose was signed August 9, 1814, (also called the Treaty of Ft. Jackson) following the events surrounding the War of 1812. Andrew Jackson was both the 1 OFF the Creek Indian tribes that culminated with the Battle of Horseshoe Bend in Alabama on March 27, 1814, and killed 800 Indian warriors and imprisoned over 500 women and children in the Ft Aims Massacre. Britannica – Creek Indian War) The agreement was in response to â€Å"†¦ Unprovoked, inhuman, and sanguinary war, waged y the hostile Creeks against us† and for basically violating the 1790 treaty, â€Å"disregarding the previous genuine spirit of existing treaties†. (K State Creek 1814) This treaty had many more provisions, and heavily favored the United States, while laying blame to the Creek Indians for the events that lead to the massacre, and hence, this â€Å"treaty' which reads more as a list of spoils.The United States demanded the equivalent to all expenses for seeing out the entirety of the war to its end. Not being specifically written, I can only assume that they â€Å"entirety' included the Creek Indian War AND the majority of the War of 1812. The United States was penalizing the Creek Indians for affording assistance and aid to the British during the War of 1812. This equated to over 23,000,000 acres of land, minus a few â€Å"reservations† of 1 mile tracts per person who had remained friendly to the United States during the conflict.The US also demanded that the Creeks abandon all communications and relations with the British and the Spanish, the rights to establish military posts and trading houses on roads in territories still occupied by the Indian tribe, the right to completely free navigation of all waters, the surrender of al persons or property gained by the Creeks during the conflicts, the capture and surrender of all instigators, and permanent peace between the Creek Indians and the United States, as well as among the Cree k Indians and the Cherokee, Chickasaws, and Choctaw Indian tribes.In â€Å"return† for the demands, the Americans guaranteed the integrity of the Northern and North eastern aspects of their territory, as well as a â€Å"Humanitarian† gesture of continuing to â€Å"furnish the necessaries of life†¦ Until crops are competent to yield; and will establish trading houses in the Nation to enable the Nation to procure clothes†¦ By industry or economy'. (K State Creek 1814) The benefit of this treaty was quite obviously in favor of the United States. There was little concession to the Indians for what amounts to half of the state of Alabama and the entire South portion of Georgia in land mass. Britannica – Creek Indian War) While the wording tends to validate the demands of the US, it does not address that the War of 1812 was an occurrence during the intertribal wars that were going on at the time. Some tribes saw an opportunity to show a loyalty to the US, w hich further incited the opposing tribes who felt that the intrusion of the US was not permissible to act against the US, but supporting the opposition in the war, or actually attacking American citizens themselves. Encore of Alabama) The actions of the tribes had not started as actions against the United States for the sake of war against America. Had this been the case, Jackson's generalization of â€Å"unprovoked, inhuman war† might be more accurate. However, at a time in history where the United States was systematically striping land, rights, and humanity from the indigenous people who ere in actual possession of it upon the American's arrival is hypocritical at best.The drastic change between the style and manner of the treaties of 1802 and 1814 show the turn America took from being a participant in a mutual, albeit selfish, exchange to a punishing political power using treaties and government backed Americans was, ironically, to become President and initiate Indian Rem oval as formal policy. With the â€Å"concession as a gesture of humanity' America made the Creek Tribe both more dependent on the US government for necessities they could not themselves generate – now for lack of the territory they once had to farm, herd, and ark on – but also began a culture of resentment with the tribe.I am not convinced this wasn't the exact objective of the ‘humanitarian help' written into the agreement. It is clear to see that while in the beginning, there was a more conservative tactic with the treaties to maintain a certain amount of control over the native tribes, there was a more concerted effort as time passed and the United States desired to take more and give less. The power differential is shown most vividly in the sheer volume of land taken in the 1814 treaty as â€Å"equivalent to expenses†.