Law of Life Essay free essay sample

Law of Life â€Å"Live as if you were to die tomorrow, learn as if you were to live forever† (Gandhi). Although this one sentence may not have a very big impact in your mind, it does for me. No, it is not because it was said by Gandhi, but because it has a certain meaning to it that cannot be expressed in words. It is that one meaning that we all strive to find in our own separate laws of life. Many do actually find their interpretation, however what one approves as one’s interpretation of a quote a cheesy way to do so for another. However, for this quote, there is only one proper meaning. Let’s take it phrase by phrase. The first phrase says, â€Å"Live as if you were to die tomorrow†¦Ã¢â‚¬  (Gandhi). When we look at this phrase in retrospectively we can take out many views from it. We will write a custom essay sample on Law of Life Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The first and foremost is a common word people all over the nation use every day, YOLO. That’s right, You Only Live Once, aka YOLO. Even with this simple phrase people mistake the true meaning behind it. YOLO does not mean to go around doing whatever you like whenever you want; it means that you should do productive activities that benefit the welfare of society and bring a worldwide issue to an end. When I say this I do not mean that one should solve world hunger one day and find the cure for cancer the next day. Although that would be awesome and you would be the most respected person alive; we know that is very unrealistic. Rather, on should take realistic steps that help in the international effort to solve these problems. A couple of years back, I was in India at my uncle’s house. Every day at around dinnertime, a poverty stricken boy would walk from house to house looking for food. He was given food but he kept me thinking on how his misery could come to an end and have a chance of actually getting somewhere in his lifetime. Someday we will find out and change the world. â€Å"†¦learn as if you were to live forever† (Gandhi). The first thing that popped into my mind is a famous Latin proverb; â€Å"Usus est magister optimus† (Unknown). This translates to, â€Å"Experience is the best teacher†. The phrase is pretty self-explanatory. Whatever we do, there is always a way to go through that one activity more efficiently and have it result in a better outcome. This makes us realize that the next time we do the same activity we should improve the way we prepare and/or perform it and get it as close to perfect as we can. I was reminded of my black belt testing for taekwondo as I wrote this. Two summers ago, I tested for my first black belt. One of the things we had to do is break two boards with two different techniques. One of the boards broke easily and the touch of my arm. The other was a bit trickier. I kicked the board and tried to break it two times and missed. This left me baffled because I had broken them easily when I was practicing. I was called to the judges table and the judges talked to me and told me how I could fix my technique. I listened and followed what they said and I finally broke the board. I eventually did find out what I was doing wrong and made sure to think of doing the opposite when I used that kick for I did not want to go back to the old days. Ever since that day I have never missed a board with that kick. This shows that even after practicing for a thousand times, there is still something to learn in everything you do. (636 words)

Love in Great Expectations and Wuthering Heights essays

Love in Great Expectations and Wuthering Heights essays Love in Wuthering Heights and Great Expectations, both of which are Victorian novels, is under the influence of social status. For example, in Wuthering Heights, the desire for social advancement prompts the first Catherine to marry Edgar regardless of her overpowering love for Heathcliff. Catherine thinks that her marriage to Heathcliff, a lowborn servant, would degrade herself even though she admits that she love Heathcliff so deeply that she and Heathcliff are the same. In Great Expectations, Pip fs love for Estella stings him to the improvement of his social status. In his opinion, only by being a member of Estella fs social class, a gentleman, would he be qualified to marry Estella. What fs worse, Pip fs appreciation of Joe, Biddy, and Magwitch fs love is severely hindered by his zeal for social class. Pip is ashamed of Joe, Biddy, and Magwitch because they are of mean birth and remind him of his low social status. Furthermore, the authors of the two novels, Emily and Dickens, both agree that through forgiveness and repentance love could conquer hatred and save people from miseries. In Wuthering Heights, young Catherine fs regretting her mockeries of Hareton and Hareton fs forgiving her allow them to redeem their past sins and lead them to a happy life. In Great Expectations, Joe and Biddy fs forbearance for Pip fs snobbish behavior and Pip fs sincere repentance for his wrongdoing rescue Pip from his wretched life. However, as a Victorian novel, Wuthering Heights is quite different from its other contemporary novels. Love in Great Expectations is of Victorian styleÃ… ¸ gentle, soft, and permanent while love in Wuthering Heights is ferocious with engrossing passion, usually accompanied by frustration and destruction. Unlike Pip fs love for Estella which is repressed when Pip hears Estella fs marriage to Drummle, love between Catherine and Heathcliff is so overwhelming that it denies changes. Although Catheri...

A House on Fire Essay Sample

Soon I was at the topographic point. Already a big crowd of people had gathered near a large edifice which was on fire. Fires were lifting high. Peoples were running approximately confused. The calls of kids got assorted with the scream of adult females. It was truly a heart-rending scene. Soon the intelligence spread. Some male child lookouts arrived at the scene. They at one time set to work. They brought buckets of H2O from the pat nearby and threw it on the fires. Some of them brought bags of sand. I. excessively joined in the work. Person rang the fire brigade. Soon it came down the street. doing a loud noise. The sound of its bell pealing tardily at dark served as an dismay to the people of the vicinity. They all rushed to the topographic point. Many came at that place to function the panic afflicted inmates of the house. The brass-helmeted work forces of the fire brigade at one time started their work. They took out their hose pipes and directed H2O towards the fires. It was after an. hour’s difficult labor that the fire began to decease out: At last it was extinguished. The edifice now presented a ghastly visual aspect. It was all charred and in ruins. The valuable furniture and dearly-won points of the house lay scattered on the route. The lookouts formed a cordon round the things and did non allow anyone come near them. The proprietor of the house was all but a destroyed adult male. He looked really sad. His married woman. an old lady. was crying bitterly. The kids. excessively. were terror stricken. They barely knew what catastrophe had overtaken the household. The fire brigade went back. The crowd besides melted off. Soon the topographic point was every bit deserted as earlier. No one knew the cause of the fire. It was rumoured that it was all the consequence of smoke. It was estimated that belongings worth one hundred thousand had been destroyed in the fire. Fortunately there was no loss of life. I. excessively. went back place. It was past midnight. I was tired out but happy that I had been of some aid.

Developing Business Processes and Operations Essay

Developing Business Processes and Operations - Essay Example Applying tools such as fishbone diagram, workflow diagram and decision matrix, it was found that appointing an editor will be the most logical and feasible solution to level the situation. Business concept had undergone a major change in 1980s. â€Å"It was the realization by management that the business and manufacturing processes, not the people, is the key to error free performance† (Harrington, 2007). Since then, organisations have been continually striving to escalate the business processes and related operations to the level of perfection as it has been observed through the 1990s till date that â€Å"stockholders are not looking for good quality – they want perfection† (Harrington, 2007). For the purpose of this research I have chosen a start up organisation which consists of three teams each handling a distinct process. Team A performs online journalism and prepares news reports for various websites; Team B prepares international tests preparatory tools and Team C caters management solutions to retail clients. The three teams are autonomous in their functioning and have individual team leaders. A separate business development team headed by the CEO looks after networking and client development. Team wise client allocation is determined through weekly meetings as well as on ad hoc basis. The company has been enjoying considerable reputation in its sector and is also planning to diversify its operations and services in other locations as well. It is in a growth mode and is looking forward to increasing its employee base in terms of the existing units and especially a dynamic marketing department. Following implementation of this plan the workforce is expected to be doubled over a period of 9-12 months. It is also expected that the revenues will be remarkably enhanced in the next quarter. The current business scenario

Written analysis of a quantitative research report to determine the Paper

Written analysis of a quantitative report to determine the validity of the study - Research Paper Example (Choi, 2005; Gardner, 2005a; Jeffreys, 2007b). Research on stress in nursing students indicates these students experience a variety of stressors, such as fear of failure, financial issues, patient care responsibilities, and balancing school work with personal life (Jones & Johnston, 1997, 1999). Furthermore, the greater the stress experienced, the greater the negative effects it has on student learning and success (Gwele & Uys, 1998; Jones & Johnston, 1997). Conceptual model is used in forms of diargrams and scales and it is used to help us understand the subject matter. This model includes 11 teaching strategies, such as prepairing learning objectives related to communication, premitting expression of identity and cultural sharing,providing bilinguaal and bicultural opportunities, modeling the use of texts and resources, and continuous assesment. The findings of this study reflect previous literature indicating that foreign-born nursing students report issues of discrimination, stereotyping, and cultural incompetence or incongruence (Gardner, 2005b; Jeffreys, 2007a). An interpretive phenomenological design was used to examine stress experiences and perceptions of faculty support among foreign-born generic baccalaureate nursing students. Interpretative Phenomenological Analysis  (IPA) is an approach to psychological  qualitative research  with an idiographic focus, which means that it aims to offer insights into how a given person, in a given context, makes sense of a given  phenomenon. Usually these phenomena relate to experiences of some personal significance - such as a major life event, or the development of an important relationship. It has its theoretical origins in  phenomenology  and  hermeneutics, and key ideas from  Husserl,  Heidegger, and  Merleau-Ponty  are often cited  . IPA is one of several approaches to qualitative, phenomenological psychology. A purposeful sample of foreign-born

Learning Plan Essay Example for Free

Learning Plan Essay The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is  assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information 1 2 LEARNING PLAN: HISTORY DEBATE CLASS literacy/interpretation skills of online material (assessed by reviewing the  reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to participate in new media opportunities within an educational context. Learning Plan Context Setting †¢The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. †¢There will be 25-30 students in an individual classroom. †¢The lesson will take place the week after the Civil War unit is finished. †¢It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. †¢The content area is US History/Politics. The grade level is Juniors (11th grade). †¢In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. 2 3 LEARNING PLAN: HISTORY DEBATE CLASS Standards †¢According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both  sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢ Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard. (http://www. cde. ca.gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) Learning Objective 3 4 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from  online sources, by formulating arguments to be presented within a debate. Learning Theory Applications †¢Constructivism is certainly at play in this lesson plan: †¢The activity allows knowledge to be organized into schemas, concepts, and worldviews. †¢This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). †¢The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. †¢Finally, students are working autonomously with the help of the  teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: †¢Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. 4 5 LEARNING PLAN: HISTORY DEBATE CLASS †¢Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also, at least two of these words must be incorporated into the arguments of their team. †¢Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www. teachersfirst. com/gifted_strategies. cfm) The first situation to consider is a student who is gifted/talented, but not academically 5 6 LEARNING PLAN: HISTORY DEBATE CLASS rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the  teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the  cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: †¢Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so 6 7 LEARNING PLAN: HISTORY DEBATE CLASS teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. †¢Mid tech: One computer connected to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. †¢High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will  start even earlier (in the pre-planning stage). Content-Based Literacy Skills †¢In terms of text-based literacy; students must incorporate information from their textbook into their arguments †¢Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy. ) New Media Literacy Skills  Ã¢â‚¬ ¢Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. 7 8 LEARNING PLAN: HISTORY DEBATE CLASS †¢Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. †¢Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. †¢Networking: Once again, this skill is illustrated when students must  search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: †¢Textbook: Learners will need textbook so that they can recall information. †¢Paper, pen: Leaners will need so that they can write down information. †¢Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. †¢Notes: Learners will need them as a reference when formulating arguments. †¢Stopwatch/watch: This will be given to the student whose job is timekeeper. †¢Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity †¢Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most 8 9 LEARNING PLAN: HISTORY DEBATE CLASS poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer. ) †¢In a class of 30 chair/table. There will be 15 chairs/ tables on each side  of the room. They will be facing eachother. †¢Learners will enter the classroom and sit down immediately with their team. †¢The teacher will then show the video as soon as the class is seated and quiet. †¢This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: †¢During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. †¢Teacher will tell all students to take out their rubrics. †¢She/He will go over some key point from the rubric as it relates to the debate. 9 10 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. †¢The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. †¢Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact, concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the  other team presents their arguments? †, â€Å"Are my responses to the other’s teams arguments not insulting? † etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook? †, â€Å"Did my team use at least two credible internet sources within the argument? †, â€Å"Did my team follow special instructions assigned by the teacher (e. g. incorporating ideas from IEP students, ELL student, gifted students)?. † †¢This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They  also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity 10 11 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of  Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. †¢The teacher will select one team to present their arguments first. †¢Recording will begin †¢The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is  presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War. † In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. †¢The student will finish the presentation of his/her argument. 11 12 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell the next team to present its argument. The team will follow the same procedure as above. †¢The teacher will then stop recording of the debate. †¢This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination †¢The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. †¢The teacher will also ask students how their team’s or the other team’s  information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. †¢As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Extension †¢For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. 12 13 LEARNING PLAN: HISTORY DEBATE CLASS Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their  argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second 13 14 LEARNING PLAN: HISTORY DEBATE CLASS phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf Jenkins, H. , Clinton, K. , Purushotma, R. , Robison, A. J. , and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. † Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www. teachersfirst. com/gifted_strategies. cfm 14 15 LEARNING PLAN: HISTORY DEBATE CLASS.

Pride and Prejudice by Jane Austen Essays -- marriage, women, twenty-f

Nineteenth Century Marriage From A Twenty-First Century Perspective In society today, some women may not even consider marrying. According to â€Å"The State of Our Unions,† there has been a decline in the marriage rate of over 50% from 1970-2010. However, during the eighteenth and nineteenth centuries, marriage was often one of the few choices for a woman’s occupation. Reading Pride and Prejudice by Jane Austen from the twenty-first century perspective might make some matters that are stressed in the book seem dated or trivial. As Pride and Prejudice was set sometime during the Napoleonic Wars, it is only fitting that finding a proper marriage is on the minds of many of the women in the book. Marriage and marrying off one’s daughters is a dominant theme throughout, with Mrs. Bennet going through the trials of getting her daughters married. Different views of marriage are presented throughout Pride and Prejudice, demonstrated by the characters, their behaviors and their situations. Charlotte Lucas marries for social reasons; Eli zabeth Bennet searches for love and respect in her marriage; and the marriage of Mr. and Mrs. Bennet shows the dangers of marrying for attraction alone. The attitudes of these individuals towards marriage as well as others reactions to the different marriages show that the best marriages emerge from a mutual love and respect. The marriage of Charlotte Lucas and Mr. Collins provides an example of typical reasoning for a marriage for the time period of the book. Charlotte is well past the marrying age of that time, as she is 27 years old (Austen 14) and while not unattractive, Gerigk 2 very ordinary looking (Austen 112). Even though the chances of her marrying were low, Charlotte’s object was still to marry... ...though she was not in love, proving that different unions can suit different people and situations. Marriages that come from trust, love, and respect, such as Elizabeth and Darcy’s marriage, lead to happiness, and therefore, have the best outcomes. Austen shows that balancing prudence and passion can lead to the ideal union. Even though women have more choices today, some still feel defined by whether or not they do marry and who they marry. Although it was written in the nineteenth century, Austen’s portrayal of relationships and marriages can still be relevant today. Gerigk 5 Works Cited 1. Austen, Jane. Pride and Prejudice with Connections. Austin: Holt, Rinehart and Winston, 2001. Print. 2. Wilcox, Bradford, W. Stateofourunions.org. Rep. University of Virginia, 2011. Web. 22 Mar. 2014.