First Language vs Second Language

LEDESMA, JUDIELLE G. TESL ABE 3-1NOVEMBER 12, 2012 A. 1. Differences between First Language and Second Language | First Language| Second Language|Definition| any language other than English that a child was exposed to during early development and continues to be exposed to in the home or community| any language learned after the first language or mother tongue | Basis for learning| universal grammar alone| knowledge of the first language also serves as a basis for learning the second language| Learning Process| children spend several years listening to language, babbling, and using telegraphic speech before they can form sentences| in older learners, learning is more rapid and people are able to form sentences within a shorter period of time;Learning in older learners, learners are able to use more metacognitive processes in their learning. They can consciously analyse and manipulate grammatical structures, and they can explicitly describe how language works. | Practice| learners hav e many chances to practice with native speakers| learners may or may not have the opportunity to practice extensively with native speakers| Acquisition| Almost everyone acquires a first language;happens naturally| not everyone acquires a second language;often requires conscious effort on the part of the learner| 2.Differences Between Second Language and Foreign Language English as a Second Language (ESL or TESL) also refers to specialized approaches to language teaching designed for those whose primary language is not English (Nordquist, English as a Second Language). English as a Second Language corresponds roughly to the Outer Circle described by linguist Braj Kachru in â€Å"Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle† (1985). A foreign language is a language that is from a country other than one's native country. Foreign languages are usually learned for the sake of learning about the culture and people who speak it.For ex ample, some people learn ancient Greek for a deeper understanding of the early philosophers from reading their works in their original language. (www. education. brookes. ac. uk/) Foreign language is basically a non-maternal language that you're learning on purpose rather than naturally. Being in a foreign language environment means that the learner will rarely, if ever, have opportunity for exposure to the target language outside of the classroom (Bilash, 2009). 3. Learning and Acquisition Acquisition is the act of getting knowledge unconsciously. Children acquire knowledge from the time they were born in this world. Learning is acquiring or getting knowledge of a subject of a skill by study, experience, or instruction—consciously. (Corder, 2007).Children acquire language through a subconscious process during which they are unaware of grammatical rules. This is similar to the way they acquire their first language. They get a feel for what is and what isn’t correct. In order to acquire language, the learner needs a source of natural communication. The emphasis is on the text of the communication and not on the form. Young students who are in the process of acquiring English get plenty of â€Å"on the job† practice. They readily acquire the language to communicate with classmates. Language learning, on the other hand, is not communicative. It is the result of direct instruction in the rules of language. And it certainly is not an age-appropriate activity for your young learners.In language learning, students have conscious knowledge of the new language and can talk about that knowledge. They can fill in the blanks on a grammar page. Research has shown, however, that knowing grammar rules does not necessarily result in good speaking or writing. A student who has memorized the rules of the language may be able to succeed on a standardized test of English language but may not be able to speak or write correctly. (Judy Haynes, Language Acquisit ion vs. Language Learning). 4. Second Language Learning and Bilingualism Second-language learning is the process by which people learn a second language. Bilingualism refers to the ability to speak two languages.It may be acquired early by children in regions where most adults speak two languages. Bilingualism  can also refer to the use of two languages in teaching, especially to foster learning in students trying to learn a new language (Concise Encyclopedia). Bilinguals are often broadly de? ned as individuals or groups of people who obtain the knowledge and use of more than one language. However, bilingualism is a complex psychological and socio-cultural linguistic behaviour and has multi-dimensional aspects. There is no agreed-upon de? nition of bilingualism among researchers (Bhatia and Ritchie, 2004). 5. Theory and Practice In theory, theory and practice are the same. In practice, they are not. Albert Einstein Theory is a set of statements or principles devised to explain a group of facts or phenomena, especially one that has been repeatedly tested or is widely accepted and can be used to make predictions about natural phenomena (www. thefreedictionary. com). Practice is the actual application or use of an idea, belief, or method, as opposed to theories relating to it (http://oxforddictionaries. com). It is an exercise and application of any task or theory or in other words translation of an idea into action. B. Define the following: 1. Approach -this is the your own personal philosophy of teaching. –  The method used in dealing with or accomplishing(thefreedictionary. com) -Method is the practical of the objective of teaching in the classroom in a variety of audiences and contexts.The objects are related to material, sequencing, teacher-student roles and behaviors, linguistic and subject-matter objectives (www. shvoong. com). 2. Method – An orderly procedure or process; regular manner of doing anything; hence, manner; way; mode; as, a method of teaching languages; a method of improving the mind. -Orderly arrangement, elucidation, development, or classification; clear and lucid exhibition; systematic arrangement peculiar to an individual. -Classification; a mode or system of classifying natural objects according to certain common characteristics; as, the method of Theophrastus; the method of Ray; the Linnaean method (www. brainyquote. com) 3. Design Dick Buchanan offered us his formal definition of Design: â€Å"Design is the human power to conceive, plan, and realize products that serve human beings in the accomplishment of any individual or collective purpose. † This is a formal definition, meaning it is fairly rigorous and also fairly dry. There are other, descriptive definitions that are livelier: â€Å"Design is making things right. † –Ralph Kaplan. â€Å"Design is the glimmer in God's eye. † –Anonymous 4. Procedure – an established or official way of doing something – A fixed, step-by-step sequence of activities or course of action (with definite start and end points) that must be followed in the same order to correctly perform a task. Repetitive procedures are called routines (www. businessdictionary. com)

Existential Lit Final Paper Essay

Part I 1. In Thomas Nagel’s â€Å"The Absurd† (1971), he begins by addressing the standard arguments for declaring life to be absurd. The first argument he points out is the idea that nothing humans doing in the present will matter in the distant future, or as Nagel says, â€Å"in a million years† (Nagel 716). People believe that what they do now won’t matter at all in a million years, and that they are just one person living in the now that will soon be gone and will therefore not matter and don’t matter. Humans see this not mattering as a reason why life is absurd, since if nothing matters then the point of life is questioned. The second standard argument Nagel looks at is the idea that humans â€Å"are tiny specks in the infinite vastness of the universe† (Nagel 717). This idea focuses around space and time, and how individual humans only live for an extremely short amount of time in a tremendously vast universe. People see this as a reason why life is absurd, looking at their lives as such short increments of time, especially on the large scale of the universe. Since humans are so small and take up such little time with their lives, this is seen as a reason life is absurd. The third argument Nagel looks at is about not being able to justifying all of life’s activities, since humans could die at any moment and will eventually. People go through sequences in life, one thing leading to the next, to accomplish something each step of the way, and therefore it is justified. However, eventually, life must end, and the chain of sequences will be cut off in the midst of one of the activities, and therefore will end without justification. â€Å"All of it is an elaborate journey leading to nowhere† (Nagel 717). These are the three standard arguments for explaining why life is absurd that Nagel discusses. Nagel, however, disagrees with these arguments and finds each invalid for specific reasons. When looking at the idea that nothing humans do now will matter in a million years, Nagel objects this with the realization that it doesn’t matter now whether or not what we do now in a million years will matter or not. Whether what humans do now will matter in a million years or not is not important, because either way it wouldn’t change how people feel now. â€Å"If their mattering now is not enough to accomplish that, how would it help if they mattered a million years from now? † (Nagel 716). If now doesn’t matter in the future, than the future must not matter now, and therefore this explanation of why life is absurd is invalid. The second idea, focusing on life being absurd because of how small and short lived human’s lives are, is contradicted by Nagel’s idea that if humans were larger presents in the universe they’re lives would still be just as absurd and that if humans lived for longer, or forever, there lives would just be absurd for that much longer, or even infinitely absurd. This thought of humans as living for such a short amount of time and being so tiny in the universe is clearly not what makes life absurd, even if life is absurd. These facts, if anything, would make humans’ lives more absurd, if they were larger presents in the universe or lived forever then the absurd would be even larger or last for eternity. Therefore, this is not a valid argument in saying that life is absurd. Looking at the third argument, which focuses on death preventing the justification of human lives and its many sequences, Nagel shows that this idea is actually false as life does not consist of these sequences that all have purposes and continuous justification. â€Å"Chains of justification come repeatedly to an end within life, and whether the process as a whole can be justified has no bearing on the finality of these end-points† (Nagel 717). Many things we do in our daily lives are already reasonable and do not need further justification, such as taking aspirin for a headache, Nagel points out. However, even if someone wanted to further justify any of life’s activities, this further justification would also have to end somewhere, as all things must. â€Å"If nothing can justify unless it is justified in terms of something outside itself, which is also justified, then an infinite regress results, and no chain of justification can be complete† (Nagel 717). All reasoning must end at some point and must be accepted as it is instead of looking at it as incomplete, because if it is looked at as incomplete then reasoning is impossible. With Nagel’s profound contradictions to these three arguments, he shows that these are not valid reasons to say that life is absurd. 2. Though Nagel discards the standard arguments for stating that life is absurd, he nonetheless says that life can be seen as absurd, just for different reasons than the previous ones discussed. He states that life is absurd because of the clash between humans’ tendency to take their lives so seriously and the ability of humans to doubt these things which they take so seriously or view them as arbitrary. Humans take their lives seriously, as seen through the idea that many things are necessities for living and that humans’ actions, such as making choices, are very important. However, humans also are capable of seeing things outside of their lives, which then creates doubt about the things that are taken so seriously. This idea that human’s cannot live their live without this seriousness, yet can have a point of view outside of their lives that makes this seriousness doubtful, is why life is absurd. â€Å"It is absurd because we ignore the doubts that we know cannot be settled, continuing to live with nearing undiminished seriousness in spite of them† (Nagel 719). There is a clash between what people think is happening in life and what is truly happening, and because humans are able to have a point of view outside of their own life, they can see what is truly happening and therefore become doubtful of what they think is happening. However, they continue on with what they think is happening, or with this seriousness of life, even with the doubts from seeing what is truly happening. These two viewpoints, one within our own lives and one outside our lives, are both unavoidable yet clash with one another, and this, according to Nagel, is why life is absurd. Nagel states that humans take their lives seriously whether they live in a serious manor or not, and regardless of what their primary concerns in life are. â€Å"Human life is full of effort, plans, calculation, success and failure: we pursue our lives, with varying degrees of sloth and energy† (Nagel 719). Humans can reflect, make choices, question things, and decide what to peruse and what to avoid and who they want to be or become. This alone is signified, but when it clashes with humans’ ability to think outside themselves and survey this seriousness, it creates absurdity. â€Å"Yet humans have the special capacity to step back and survey themselves, and the lives to which they are committed, with that detached amazement which comes from watching an ant struggle up a head of sand† (Nagel 720). This ability to step back creates these doubts and questions about this seriousness life is taken with, doubts and questions about things that seem so sure before stepping back. Nagel explains: We step back to find that the whole system of justification and criticism, which controls our choices and supports our claims to rationality, rests on response and habits that we never question, that we should not know how to defend without circularity, and to which we shall continue to adhere even after they are called into question† (Nagel 720). According to Nagel, life is absurd not because humans are capable of this stepping back and reflecting on the seriousness of life, but because they then continue with their lives and taking them so serious even after doubts about the seriousness have been identified. 3. Nagel focuses on the idea that humans live absurd lives because of their self-consciousness, and therefore their ability to see themselves as humans and create this clash between seriousness and reality. With this, it can be said that God, all-knowing and self-aware, also lives an absurd life. The mouse Nagel refers to cannot have an absurd life because he is not self-aware, so he does not know he is a mouse and does not have the ability to reflect on this and create doubts about it. God, however, knows he is God and therefore has the ability to step back and have doubts. Being self-aware means that you doubt, and that every justification is doubted. This means that God, self-aware, doubts justifications, just like humans, and has an absurd life with the clash between these. When Nagel describes how the mouse’s life would be if he was self-aware, he says, â€Å"†¦ he would have to return to his meagre yet frantic life, full of doubts that he was unable to answer, but also full of purposes that he was unable to abandon† (Nagel 725). This sentence is applicable to God’s life being absurd, as God has a life full of doubts without answers due to his self-consciousness, but also has great purposes that he is unable to abandon, since he is the higher power that humans rely on. Also, like humans, God cannot refuse this consciousness, because to refuse it would mean he is aware of it, and it therefore he would already be self-aware. Since God cannot escape this self-consciousness, he is trapped, like humans, in this clash between his self-awareness and the seriousness that is taken with it and the doubt that comes with self-awareness where he reflects and doubts all justifications. This makes Gods life absurd, just like humans’ lives, as he too experiences the clash between self and reality. 4. Nagel stresses that absurdity is one of the most significant things that makes humans humans, and that it is essentially incurable. With this idea in mind, it can be seen that religion cannot cure the feeling of absurdity, and religious people live absurd lives just as all humans do. Humans’ lives are absurd because they have life goals and strive for things, which is the aspect of taking life seriously, but they also can step back and reflect on things and this causes doubts, which happens regardless of religion. â€Å"What makes doubt inescapable with regard to the limited aims of individual life also makes it inescapable with regard to any larger purpose that encourages the sense that life is meaningful† (Nagel 721). Believing in something larger does not allow escaping to occur, as it can be doubted in the same way that individual life can be. People use a higher being for comfort and to give their lives meaning and justification, however, as pointed out before, justifications end and humans no longer look any further. Moreover, religious people still have the humanistic qualities that all humans do that eventually lead to reflection and doubt. Another way of portraying religious people’s life as absurd just as nonreligious lives is to look at the idea of being self-conscious leading to absurdity and that this is a natural part of being human. â€Å"The only way to avoid the relevant self-consciousness would be either never to attain it or to forget it—neither of which can be achieved by the will† (Nagel 725). Religion does not change this unavoidable self-consciousness, and therefore life it still absurd with religion. The idea of religion is to provide meaning to life, however, if all humans are prone to this inevitable doubt, than this meaning will be doubted in the same way that life without meaning is doubted, or may even be doubted even more and therefore this creates a more significant contradiction, and may mean that religion makes life even more absurd. The gap between seriousness and reality is even larger in a life with religion because life is taken more serious, as there is this idea of more meaning, but still has the contradiction with reflection and doubt, hence a life with religion abets absurdity. Nagel’s main focus about religion is that it does not cure the feelings of absurdity because, regardless of being religious or not, humans cannot avoid this inevitable doubt of their seriousness, and therefore creating this clash which makes life absurd. â€Å"There does not appear to be any conceivable world (containing us) about which unsettlable doubts could not arise† (Nagel 722). Nagel’s idea about facing this absurdity is, rather than believing in something higher that gives life a certain meaning that does nothing but encourage absurdity, view life as ironic. He says to â€Å"approach our absurd lives with irony instead of heroism or despair† (Nagel 727). Heroism, as seen in religion, means to value life too much, whereas despair, seen in the depressed or suicidal, means to not value life enough or at all. However, to look at the absurdity of life with irony allows humans to live this contradicting life, aware of this contradiction, but continue to live it without denial, torment, or resentment. In Samuel Beckett’s Waiting for Godot (1953), this concept of absurdity seen from continuing seriousness even after doubting it is portrayed. Vladimir and Estragon have chosen enslavement to an authoritative figure, Godot, and though they have yet to see Godot or even get confirmation that he will eventually come, they still continue to wait for him. This is the same idea that religion brings to humans, as they can live their lives without signs from God or true meaning from religion, yet they still believe because it gives them a sense of purpose. However, this creates absurdity because, for religious people, they also doubt all of this purpose and meaning they are waiting for, and for Vladimir and Estragon, they doubt Godot will ever come. Towards the end of the play, it is clear that Vladimir has doubt about Godot and has a realization that he has been waiting for a long time and will continue to wait, possibly for eternity. He has this realization and doubt about his seriousness for waiting, yet continues to wait. This clash is what makes Vladimir and Estragon’s lives absurd, and is the same clash that is seen in religious lives as well. 5. According to Nagel, atheistic existentialists, such as Sartre and Camus, dwell on and blame the fact that God doesn’t exist as the reason life is absurd. They believe that without God, our lives lack the meaning which they demand, and without this meaning our lives are meaningless, and therefore absurd. However, Nagel has already pointed out that this is not why life is absurd and that whether our lives have meaning or not does not change this clash between the seriousness which we take our lives and the reality that causes us to doubt the seriousness that is the true creator of absurdity. These atheistic existentialists view absurdity of humans’ lives as a problem, as something that needs a solution or to be fixed. Camus’ advice on dealing with this â€Å"problem† of absurdity is defiance. Nagel looks at Camus’ proposal, and says, â€Å"We can salvage our dignity, he appears to believe, by shaking a fist at the world which is deaf to our please, and continuing to live in spite of it† (Nagel 726). This, of course, will not rid our lives of absurdity, as this is not possible as long as we are self-aware and able to reflect, but Camus believes it will give humans at least a more fulfilled life. Nagel disagrees with these ideas, and says that the absurdity of human lives isn’t even a problem at all. He falls back on his idea that absurdity is one of the most significant things that makes us human, and humans’ lives are only absurd because they posses the ability of a kind of insight that other species do not. â€Å"If a sense of the absurd is a way of perceiving our true situation (even though the situation is not absurd until the perception arises) then what reason can we have to resent or escape it? † (Nagel, 727). Nagel says that it is important that humans are aware of this absurdity, yet do not try to avoid it as it is not possible to do such a thing and one will only dwell on this attempt their entire life. Instead, as mentioned before, Nagel suggests the only way going about absurdity is to approach it with irony. It is important to not let this absurdity become torturous, but is also crucial to not allow it to force an avoidance or attempt to surpass the absurdity. The acknowledgment of the clash between seriousness and reality is important in acceptance and living life in between heroism and despair. If humans can look at their absurd lives with irony, the absurdity will be acknowledged, but will not effect their lives as to cause anything actually problematic from happening. Nagel also states that this absurdity is important because it exposes our human limitations and allows humans to understand these, so there is no reason to try to escape this. Nagel’s argument helps make sense of these atheistic existentialists’ works. For example, in Camus’ The Stranger (1942), the ending is very clear because Camus didn’t believe in the idea of approaching absurdity with irony, so he did not end his book like this, and instead ended it with Maurseult approaching the absurdity with the dramatic feeling that Nagel discourages. Maurseult is unable to find irony in his absurd life, and blames God’s nonexistence for his inability to justify morals. It is clear that this happens because these are Camus beliefs, and Nagel portrays these as making a problem out of absurdity that shouldn’t be a problem at all. Jean-Paul Sartre, also an atheistic existentialist according to Nagel, falls back on the idea that existence proceeds essence, and in that way humans achieve absolute freedom. However, this idea is contradicted by Nagel when he says that humans are born into absurdity and there is no escaping it, as it would have to have been never attained or forgotten, which is impossible to do if its part of humans from the start. Nagel’s ideas about absurdity, such that it is unavoidable yet not necessarily a problem, contradict these atheistic existentialists’ ideas, and he ends with he belief that contrary to what these existentialists say, humans must approach their absurd lives with irony, because if nothing matters, than it wouldn’t matter to do anything other than this. Part II a. â€Å"Existentialism Is a Humanism†, by Jean-Paul Sartre (1946), focuses on freedom as the bases of morality. Sartre defends existentialism as being a moral philosophy by contradicting arguments against this idea with his own thoughts. The first idea that Sartre rejects is that which claims existentialism allows people to â€Å"dwell in the quietism of despair† (Sartre 1). In his argument against this he focuses on the concept that existence proceeds essence, where humans first exist before anything else, such as defining themselves. â€Å"Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing—as he wills to be after that leap towards existence† (Sartre 2). This is what Sartre refers to as the first principle of existentialism. The next idea Sartre argues against is that existentialism is a pessimistic view, however, he says that existentialism actually reflects severe optimism. He gives the example of the way an existentialist looks at a coward and sees him as personally responsible for being a coward, as something he chooses and commits to, which is an optimist way of looking at such a thing. Sartre then looks at the idea of subjectivity, which is argued as a negative aspect of existentialism as it is seen as living a solitude and therefore selfish or egotistical life, and conveys two meanings for â€Å"subjectivism†. One meaning he points out is the freedom of an individual, and the other meaning refers to man unable to further himself beyond human subjectivity. This is a further look at existence proceeding essence, as it shows that humans do not choose being human but they do choose their actions after becoming humans, and by choosing for one’s self, one chooses for all humans. This shows, therefore, that existentialists view humans as not individuals whom are selfish, but rather that their actions speak for all humans. The last argument Sartre rejects is that existentialism denies reality and the seriousness of humanity. However, according to Sartre, existentialism is humanist when looking at a fundamental definition of the word. â€Å"Man is all the time outside of himself: it is in projecting and losing himself beyond himself that he makes man to exist; and, on the other hand, it is by pursuing transcendent aims that he himself is able to exist† (Sartre 13). Existentialists believe that there is no human action that doesn’t have an explanation, and if an action has an explanation it is human. These ideas portray Sarte’s position that existentialism is a moral philosophy and that it is a humanism. However, his ideas are not enough to make this statement. He focuses deeply on the idea of freedom and that because humans are free as seen by existentialists, existentialism is a moral philosophy. For existentialism to be completely moral, however, it would have to compliment Sarte’s idea of freedom with other values, such as charity, kindness, and serving our duty to the world and others, as this is what is truly moral and humanitarian. Complimenting freedom with something else though would take some freedom away and therefore his idea of the moral system being based on freedom is invalid. One example Sartre provides to express this idea of freedom being the basis for existentialism, and the reason it is moral, is about a man facing a moral dilemma. He must choose between either staying with his mother, whom has been abandoned by everyone else in her life and only has this one son left, or leaving her, alone and empty, to go join the Free French Forces. He looks at this as a moral dilemma, however, this is not a moral dilemma because both choices are good. A moral dilemma is one where an individual is faced with two options and picks the one which is good and leaves the other which is not good. However, whether this man stays with his mother or goes to fight for a cause, he is choosing between two goods and therefore is not making a moral decision. Sartre also looks at the idea that existentialism leaves you uncertain and that all moral decisions operate with a degree of uncertainty. This, to an extent, is true, and it is not wise to base decisions on certainty of the future. However, there are actions that are possible, and should be, taken based on their consequences. For example, the question of whether one should push another individual off an enormous cliff seems very certain. It is true that life is uncertain, but there is quite a high chance that that individual, if pushed off the cliff, will fall and die. The immediate and certain consequences seen in life are not mentioned and are ignored in Sartre’s moral system of existentialism, and therefore is not enough to make this claim. Sartre focuses on this idea that freedom is what makes existentialism a moral philosophy, however, true morality limits freedom, and there is so much more to morality than what Sartre mentions. b. Ivan Ilytch and Meursault both experience an epiphany at the end of their lives, and therefore die as happy men. Both men lived selfish lives, unaware of what life truly was about. They both lived under an idea of what they thought was the right way to live, with Ivan attempting to live a normal life, fitting into society, and Meursault living a life in effort to embody the universe. Both of these life styles were structured and allowed the men to just follow guidelines which they believed was the right thing to do. However, this was selfish as it led to them ignoring the rest of the world, such as their families and other aspects of true happiness. Meursault went through life seeing it as meaningless and therefore claims he believes in nothing. However, the fact that he in so deeply devoted to this meaningless shows that he believes in this meaninglessness. This becomes clear when Meursault is talking to the priest and realizes that his uncertainty was just as strong as the priests certainty about everything, and when he says that the priest was living like a dead man he realizes that it was really him who was doing such a thing. Meursault comes to terms with the fact the he so deeply believes that nothing matters and life is meaningless, and in doing so he looses his temper and becomes emotional and passionate about something for once in his life. This same insight about realizing that life is not so structured and that it is about existing and having fulfillment is seen in Ivan when, as he is laying on his death bed, he becomes aware that there is no goal in life. He spent his whole life chasing something, but finally realizes that this is not what life is about, as he already had things in his life that could have given him fulfillment, such as his family. As he looks at his son and is overcome by this realization, he is finally happy. Meursault also was pursing something in life, that of embodying the universe, but he too sees that this is not what life is about. Soon before he dies, he really sees the world for the first time in his life, the smells and sounds that it holds, and is happy. He even thinks about his mother and shows a side, lacking selfishness, that he had never shown before. With this thoughtfulness, as well as recognizing that nothing matters and there is no meaning, he finally gives himself the fulfillment that life is truly about and feels happiness. c. In Samuel Beckett’s Waiting for Godot (1953), two men wait for an authoritative figure to appear and convey a message, telling them what to do and what to live for. This is a constant part of society, where humans continue â€Å"waiting† and spend their entire lives hoping the universe will tell them something. The play symbolizes this human waiting and longing for something more in many ways throughout it. Estragon cannot take his shoes off, symbolizing that he is stuck on earth and nothing can be done as he cannot escape. Vladimir looks at his hat, as if to find something in it that tells him something or gives some sort of sign, but finds nothing and continues to gaze at the horizon, which holds hope and something more than this life they’re stuck in. However, as trapped and unhappy as they are, as they even considered suicide, they do not give up hope. In fact, they decide against suicide because they must wait for Godot to come and see what he offers, and then they will decide what to do from there. Vladimir and Estragon cannot stop their wanting to live as they want to live for something, so they are hoping that Godot will give them something to live for, even though he already is just from the hope that he might come. They have lost track of time and are unsure of whether they were here yesterday, as waiting tends to make people lose track of time since it is just what humans do and is inherent in our human condition. In metaphysical time, it is always just now, and waiting is eternal. When two new characters enter the scene, Pozzo and Lucky, the main characters become puzzled. Lucky, who is seemingly not so lucky, carries Pozzo’s bags for him, but he never puts them down, and he obeys Pozzo’s every command. Vladimir and Estragon wonder why this is, and why Lucky even puts up with Pozzo. Lucky, however, is not much different from Vladimir and Estragon, as he just seeks authority. He wants this enslavement, where he is told what to do and think and how to live. Vladimir and Estragon have their own symbolic bags that they too refuse to put down, as seen through their choice to continue to wait for Godot, with no one telling them they must wait but it being their own decision to do so and continue to do so. When Vladimir and Estragon find themselves worried that Pozzo wants to get rid of Lucky and leave him behind, it symbolizes that they too are worried of being left behind by Godot. This constant desire for authority is something seen in this play as well as in society, as humans are very frightful of being alone or without someone to tell them what to do or how to live. Though Vladimir and Estragon’s decision to wait is questionable, it does however give them something to do and comes from a command from authority. As mentioned before, though Godot isn’t there, Godot is still ruling over them and gives them the authority that is so desperately sought for. This enslavement to Godot seen in Vladimir and Estragon is actually rather admirable, as it shows their devotion and commitment. The patience seen in their servitude conveys their faith and religious spirit. It brings them hope and a sort of comfort to continue this faith and commitment. When the boy comes the second time to deliver Godot’s message, Vladimir seems to know that the same thing happened yesterday, and that it will continue to happen, but he still continues to wait. The boy does not tell Vladimir that he will convey his message to Godot and does not give Vladimir his desired recognition that this is real, and Godot has not shown up, yet Vladimir and Estragon still continues to wait and do not lose hope. This idea that they are not just existing as humans but are devoting themselves to this higher authority shows that their existential journey leads beyond existentialism, as they continue to wait by choice but are being controlled by the idea of something more.

Attachment Theory and Partnership Model

Describe how partnerships with carers are developed and sustained in own work setting A partnership model work around a theory of collaboration, understanding and and communication. It’s a way that helps to recognise how the best outcomes can happen for children when care, development and learning provision/a setting , a cooperatively together. A partnership model looks like this: Identifying needs via a partnership /mullet agency document can happen though the pre CAF assessment check list and CAF common assessment framework which is shared with appropriate agencies.Alongside the aims of home nation’s early year framework –eg England’s eyfs, Wales’ foundation phase, NI foundation stage or Scotland’s prebrith-3 &curriculum for excellence, children’s progresses seen to be greater when a partnership is supported: evidence based on EPPE project quote: This finding indicates that what parents do is more important for the academic and socia l/behavioural development of their than who parents are supports a joint or joined up approach .Check how your setting promotes an open door policy, involves, actively invites and work towards engaging parents/carers in the setting ‘s planning and decision making processes. How do you share observations –daily happenings’ how parents/carers contribute 7 are part of assessments 7 updates by letting setting know about development’ interests, medical and dietary needs – data protection, confidentiality act & freedom of information.Considerations to take into account for a partnership model are the potential barriers could be involved: that–  Communication  & how to overcome those barriers – language, use & access to technology eg. phone, email, literacy skills technology —  Confidence & self esteem  Ã¢â‚¬â€œ anyone with less confidence, sense of worth and value may feel uncomfortable/incapable of imparting their ideas, view s and opinions. –  Obligations of work  Ã¢â‚¬â€œ time, income all have a bearing on how active a parent/carer can be in a partnership model. —  Learning disabilities and culture  can impact on relationships with care providers as an expectation to work together may be unexpected, unfamiliar, cause suspicion & be unwelcome it is also possible an appearance of professionalism creates a barrier, anxiety &  withdrawal. —  Understanding  equal opportunity, equality amp; inclusion in participation  whilst this is a practice approach that may be extended to all it may not be taken up by individuals in the same way. In possible contrast maybe, to the view as to how behaviourist theory relates to positive reinforcement –  operant conditioning  that may be exerted over children's choice/motivation to participate, knowing that the less pressure adults feel exposed and obligated to, the more likely it is that they'll feel free and welcomed in taki ng part where and when they are able to. Evaluation methods eg.Feedback,  survey  and sensitive questionnaires can help identify areas a setting does well in, those for further investigation and aspects of provision that individuals enjoy being part of or can see a way to suggest improvement in. Breaking/breaching confidentiality in a partnership model can cause mistrust & impact negatively on the effectiveness of future engagement –oral’ paper 7 electronically kept information data protection act If it helps there is guidance that supports further research on pages 164 and 221+ of the  Heinemann level 3 handbookParental rights  on direct gov and the  children's act 1989 Howard Gardner's multi intelligence theory. His  frames of mind  publication recognised the role of the parent as a child's first educator, providing physical and emotional influence. The  town Reggio Emilia  and the development of a philosophy and educational approach. Parent co-oper ative  model for provision Commitee run preschool www. bernardvanleer. org Attachment theory –  linked through psychoanalysis Sigmund Freud 1856 – 1939 Melanie Klein 1882 – 1960 John Bowlby 1907 – 1990 Mary Ainsworth 1913 – 1999Donald Winnicott 1896 – 1971 –  transitional object The limit of children's resillience is in repeated disruption to attachments, when people leave or let them down. Barbara Tizard suggests roles for childrens well-being, physical and emotional development exist in significant others with a genuine commitment and continuity of interest in remaining present in a child's life – carers, adoption, looked after settings, foster parents, guardians, sibling care and parenting responsibilities carried out by other immediate and extended family members.Key worker/person system Peter Elfer –  google book preview Working together: * England's eys framework: eyfs theme of positive relationships, princ iple –  parents as partners * Northern Ireland's –  NI curriuculm  foundation and areas of learning * Ireland's Aistear  guidelines for good practice  building partnerships between parents and practitioners. Wales foundation phase – positive partnerships with home,  learning and teaching pedagogy * Scotland's curriculum for excellence –  parents as partners A health care model for the support of children –  family partnership model  CPCS. org. uk Parents/carers are stakeholders in thier children's education providers in that they are the ones who retain a continued presence after a setting has been left/provision ended. Multi-agency working, how partnerships promote links with agencies and parent/carers and mosiac approach.

Blood clots Essay Example for Free

Blood clots Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA Blood clots are also known as the thrombus which is the result of blood coagulation step in hemostasis. Blood clots are formed through platelets’ aggression which makes a platelet plug and the stimulation of the humoral coagulation system. Blood clots noted as a pathologic in terms of thrombosis but then it is physiologic in terms of injury. Thrombus signifies blood clotting in the intact blood vessels. It is a big blood vessel that reduces blood flow via that vessel. Moreover, in the case of small blood vessel, the blood movement might totally stop which may cause death of tissue which provided by the said vessel. If the thrombus extricates and turns out to be free-floating, it becomes an embolus. There are several conditions in which blood clots form which involve atrial fibrillation which is a cardiac arrhythmia’s formation, heart valve replacement, extension periods of inactivity, a previous heart attack and genetic inadequacies (see â€Å"Thrombus†. Wikipedia, the free encyclopedia. October 11, 2006). Blood clots’ preventions may decrease the possibility of pulmonary embolism, heart attack and stroke. Warfarin and heparin are frequently used to slow and restrain formation and progress of prevailing blood clots which permit our body to decrease and suspend the blood clots by means of usual methods. A thrombus is distinct from haematoma by means of: >being non-laminar >being elastic and brittle > has a high haematocrit >lacks of circulation (see â€Å"Thrombus†. Wikipedia, the free encyclopedia. October 11, 2006). The purposes of this study are to: (1) know what blood clots are; (2) be aware on how blood clots do form and; (3) learn how blood clots treated. II. Discussion A. About Blood Clots If the blood vessels are destroyed, the lack of blood from the system should be suspended before â€Å"shock† occurs and may possibly leads patient’s death. It is achieved through the blood’s solidification and the said process is termed as coagulation or clotting. Blood clots comprise of a plug of platelets entangled in a group of insoluble fibrin molecules (see â€Å"Blood Clotting†. June 4, 2005). Moreover, blood clots are the misery and pest of the existence of human beings. The can create strokes and heart attacks and they suspend blood supply to an individual’s legs. Many physicians denote this process as thrombosis. Several scientists have extensive researched for a period of time regarding the vascular biology which has an intention to stop thrombosis and cure its consequences yet it continuously serves as a culprit for death causes. Approximately in the past five years, the Mayo cardiovascular researchers continually widened their investigations regarding the vascular biology after they found out that thrombosis formed through interaction of cells exist in the vessel wall and in the circulation of the bloodstream. Dr. Simari stated that: â€Å"The major focus of our lab is to understand the biological process that narrows blood vessels, both in arthrosclerosis and in re- stenosis. Our aim is to take the biological clues that we learn from our research and use them to generate biological markers and treatments that can predict, prevent and treat thrombosis at the site of vascular injury (see â€Å"The Biology of Blood Clots†. Mayo Clinic’s Online Research Magazine. 2006). In addition, the blood clots develop even if an individual does not experience injury. Even though majority of the blood clots have a tendency to suspend, there are circumstances in which blood clots can create medical dilemmas. Blood clots turn out to be risky if they block blood movement via artery or vein. If the blood clot prevents or deters the blood movement to an artery in the brain or heart, it may lead to stroke or heart attack. Blood clots can deter, too, the veins and arteries in our entire body which cause illnesses like varicose veins to serious pulmonary embolism. The picture below illustrates the formation of blood clot (see â€Å"Blood Clots†. HeartCenterOnline. May 9, 2006). B. How blood clots do form? The cells which line inside the layer of blood vessel becomes injured which is instigated by a wound. The blood platelets automatically go directly to the injured area and connect themselves with the intention to close of the wound. Look at the picture below (see â€Å"How do blood clots form? March 11, 2004). Platelets clump together and the clothing process begins The platelets discharge a chemical substance which draw and bring together more platelets to the injured area. In the meantime, other substances are mix with platelets to create and develop a blood clot. This process is named as coagulation. Fibrin is released. Fibrin describes as a thread-like protein which aids the stabilization of the clot in the blood vessel. The picture below shows how blood clot forms and fibrin stabilizes clot (see â€Å"How do blood clots form? March 11, 2004). Additionally, blood clot can be developed too through gradual increase of plaque inside the artery-an example for this is the atherosclerosis- or other illnesses. Any vein or artery may possibly experience and form blood clots inside our body which include the coronary arteries that provide the heart with blood, the arteries which provide the brain with blood-an example for this is the carotid arteries, and the veins in the legs. As mentioned earlier, blood clots can also be dangerous if will it develop inside in any of these arteries: ? The pulmonary artery passes through from the heart to the lungs. Obstruction in this artery is named as a pulmonary embolism and may create a great damage in the lungs and in several circumstances, may lead to death. This is because of the abnormal heart pulse which is termed as atrial fibrillation or through a peripheral venous disorder inside the veins of the legs-an example is the deep vein thrombosis. ? One of the coronary arteries that can be found on the heart’s surface and provide the heart muscle with new, oxygen-rich blood. The obstruction of the coronary arteries may possibly cause a heart attack. In this condition, blood clots normally develop as a reaction to the plaque rupture that happens if a plaque piles up inside the coronary artery fractures’ wall, which initiate blood clotting. ? The carotid arteries that is located in the neck and provide the brain with oxygen-rich blood. Obstruction may possibly initiate a stroke-an example for this is the transient ischemic attack. ? The femoral artery which is located in the leg. Obstruction may instigate pain like claudication, absence of color’s area, weakness and when this is not cured, infection like gangrene and tissue death like necrosis. An artery can be located in the abdomen. Obstruction may create diarrhea, vomiting or pain (â€Å"Blood Clots†. HeartCenterOnline. May 9, 2006). C. how blood clots treated Several physicians cure blood clots with several procedures. Treatments like anticoagulants that aid to prevent blood clots and clot busters that aid to suspend blood clots. In some serious circumstances, physicians may possibly decide to use for a catheter-based procedure which utilize a long, thin tube named as catheter or even decide for a surgery to take off the clot-thrombectomy. Moreover, there are maybe devices that need to be implanted in particular blood vessels in order to catch blood clots before there will be more injury happened (see â€Å"Blood Clots†. HeartCenterOnline. May 9, 2006). C. 1 Treatment options for blood clots The option in treating blood clots is a case to case basis whether the clot has developed in an artery or a vein and creates stroke or heart attack. During emergencies, thrombolytic treatments-clot busters- may possibly used to suspend the blood clot. These treatments are applied to some selected patients in accordance to an extensive protocol. In order to be efficient, they are provided no less than one hour of the heart attack or in three hours of the stroke. Thrombolytics are normally applied when there are huge clots which cause severe and life-threatening signs. These can create abrupt and unexpected bleeding. There are many invasive methods that can also be used. One of these is the catheter-directed thrombolysis. It is a method which the catheter proc\vides thrombolytic enzymes straight to the blood clot. Throughout this process, greater enzymes’ concentrations could be utilized and may possibly have lesser side effects compared when the enzymes are supplied subcutaneously no less than two days. Thrombolytic method is followed by a treatment that has anticoagulants to stop more blood clots from formation. Anticoagulants could be advised to patients that have great risk of a blood clot. Researchers are really trying very hard to different catheter-based procedures to cure stroke rapidly. One of the experimental procedures which included is the use of a tiny â€Å"corkscrew† device which rapidly reverses the injury created by a stroke. The said device is directed to where the blood clot is; where it removes the obstruction. Another procedure depends on a special laser catheter which utilizes light energy to suspend rapidly the blood clot. These latest therapies can be accessible to a patient that cannot bear clot-busting drugs (see â€Å"Treatment options for blood. † Blood Clot, HeartCenterOnline. May 9, 2006). Furthermore, when a blood clot develops in a leg vein, there is a risk that a pulmonary embolism will form. A pulmonary embolism may possibly be a life-threatening in which blood clots break away from its location and passes through the bloodstream and stay in one of the blood vessels of the lungs. To avoid and stop a pulmonary embolism, the present blood clots in the legs may cured with a mixture of heat, thrombolytics, painkilling treatments, elevation of the injured area to lessen swelling and anticoagulants. This procedure relies on the clot’s size and the seriousness of any current symptoms. When a patient does not react to anticoagulants, the physicians will decide for a process which uses a catheter having a special device named as vena cava filter. The vena cava filter is inserted in the large vein which transports blood from the legs up to the heart and lungs (vena cava). Additionally, the vena cava filter is a kind of a device which catches blood clots within the vein before the blood clots are permitted to reach the lungs. However, there are several danger related with vena cava filters which comprise failure of the filter in terms of time and blood clots created by means of it. Many researchers really work on in improving the vena cava filters which can be withdrawn right after the medication of pulmonary embolism. There are researches that substantiated and confirmed that treatment in a longer period of time along with a low-does anticoagulant drugs aids in stopping the presence of blood clots amongst those patients who have background of vein thrombosis or pulmonary embolism (see â€Å"Treatment options for blood. † Blood Clot, HeartCenterOnline. May 9, 2006). C. 2 Diagnosis methods There are several ways on how to diagnose blood clots. It starts with a medical background and physical test. When there is suspension of clot, several of examinations are utilized to substantiate the diagnosis and these include Doppler ultrasound, CAT scan and MRI: *Doppler ultrasound pertains to an imaging technology which utilizes sound or motion waves to give visual images of the structure and of several blood vessels and organs in our body (see â€Å"Diagnosis methods for blood clots†. Blood clots, HeartCenterOnline. May 9, 2006). * CAT scan refers to computer axial tomography. It is an examination which utilizes a number of x-rays which got from different sides in order to give a computerized three-dimensional image of a body shape (see â€Å"Diagnosis methods for blood clots†. Blood clots, HeartCenterOnline. May 9, 2006). *MRI means magnetic resonance imaging which is a noninvasive examination that utilizes magnetic fields to give high-resolution cross- sectional or three-dimensional visual images of the aimed surface (see â€Å"Diagnosis methods for blood clots†. Blood clots, HeartCenterOnline. May 9, 2006). References 1. â€Å"Thrombus†. Wikipedia, the free encyclopedia. October 11, 2006. http://en. wikipedia. org/wiki/Blood_clot 2. â€Å"Blood Clotting†. June 4, 2005. http://users. rcn. com/jkimball. ma. ultranet/BiologyPages/C/Clotting. html 3. â€Å"Blood Clots†. HeartCenterOnline. May 9, 2006. http://heart. healthcentersonline. com/bloodclot/bloodclots. cfm 4. â€Å"The Biology of Blood Clots†. Mayo Clinic’s Online Research Magazine. 2006. http://discoverysedge. mayo. edu/vascular_biology/ 5. â€Å"How do blood clots form? March 11, 2004. http://www. innohepusa. com/corporateweb/innohepus/home. nsf/Content/Howdoclotsform. 6. â€Å"Treatment options for blood. † Blood Clot, HeartCenterOnline. May 9, 2006. http://heart. healthcentersonline. com/bloodclot/bloodclots7. cfm 7. â€Å"Diagnosis methods for blood clots†. Blood clots, HeartCenterOnline. May 9, 2006. http://heart. healthcentersonline. com/bloodclot/bloodclots6. cfm Blood clots. (2016, Aug 08).

Hepatitis B Essay Example | Topics and Well Written Essays - 1500 words

Hepatitis B - Essay Example In this paper, the focus will be on Hepatitis B (HB) as it has been responsible for 600,000 worldwide deaths annually (Wasley et al, 2010). Like many other diseases, hepatitis B has its cause though this information is often known first by the health practitioners than the patients. As for this disease, a virus called hepatitis B virus, often abbreviated as HBV, causes it. Concerning its transmission methods, HB occurs whenever semen, blood or any other body fluid enters a non-infected person from a patient (CDC, 2015). That is to say, one could contact HB if there is a sharing of injecting equipment such as needles or syringes; sexual relations as well as while giving birth. It is worth noting that HB has two categories: acute and chronic infection. Acute infection refers to the first time a person realizes to be infected with HB. Often, this stage characterized by mild symptoms and only a few cases of serious illness. In fact, many people, especially adults, tend to recover from this illness with little intervention. Sadly, this is not the case with infants, and many could die even at this stage. If the acute infection is ignore or not treated for at least six months, the inevitable chronic infection materializes. Regardless of the stage, a person suffering from HB will exhibit various signs and symptoms including dark urine, joint fever, abdominal pain, appetite-loss and nausea or vomiting. In addition, a patient has jaundice and their bowel movement is clay-colored. Unfortunately, patients of chronic HB could be asymptomatic, lack clear liver-disease evidence and suffer from cirrhosis or another kind of liver-cancer called the hepatocellular carcinoma (CDC, 2015). Thus, it is imperative to ensure that once the signs are observed in the acute stage, treatment is sought quickly to avert the more deadly consequences in the chronic stage. Though early

Immigration and Asylum Law Essay Example | Topics and Well Written Essays - 3000 words

Immigration and Asylum Law - Essay Example There comes a point at which, for some prolonged and unavoidable separation from this group seriously inhibits their ability to live full and fulfilling lives† (p89). Considering the psychological nature of human beings, the above statement affirms that human beings often interact as they live in sociable settings.2 As such human beings develop close relationships with each other to a point of desiring uninterrupted privacy of their persons or property. In the same light, humans derive a sense of belonging from their family members including spouses, children and other close relative. Therefore, anything including removal or deportation that threatens to separate such close family ties will be deemed to interfere with the victim’s right to enjoy private or family life. This paper therefore seeks to examine the relevance of the above mentioned statement with respect to immigration and asylum law. Besides, the paper provides critical arguments and practical circumstances u nder which the immigration and asylum law broadens its understanding to the reasoning of Lord Bingham. To that end, the arguments herein shall add to the archives of knowledge practical applications of the immigration and asylum law beyond the corridors of justice. 2. The statement was alluded in delivering the verdict in Huang and Kashmiri v SSHD [2007] UKHL 11 as depicted by Harvey, C 2000, Seeking Asylum in the UK: problems and prospects, London: Butterworths. The concept of Immigration and Asylum According to Hayes, Humphries and Cohen (2004, p162), immigration refers to the movement of persons from one state to another for purposes of seeking employment, visitation or temporary residence. In additions, the... From this research it is clear that immigration refers to the movement of persons from one state to another for purposes of seeking employment, visitation or temporary residence. In additions, the idea translates to the entry into another country other than the country of origin regardless of the protocol followed. As such, immigration could either be legal or illegal. With respect to the legality of movement, nations have developed amicable structures defining the procedures and circumstances under which the immigration relations apply. Moreover, the need to have a common method of handling foreign nationals has also necessitated the instrumentation of the immigration law in line with international standards of justice, protection and interaction. Druckman and Stern posits that people who travel to other countries for reasons outlined in the immigration law are termed as immigrants. Such people may have to apply for work permits and travelling documents to allow their movements and operations within the country of immigration. It is therefore a matter of convention to accord all immigrants necessary protection and assistance to ensure that they have full access to means of livelihood, family relations, propriety of justice as well as free movement and association for the entire period of their stay. While the country enjoys the right of admission, it confers reasonable expectation of protection and assistance to its immigrants in return for their allegiance. In the event that such mutuality is breached, the admitting state reserves the right to expel such individual and their persons. It is then that the concept of deportation emanates.

Media and Society Essay Example | Topics and Well Written Essays - 3000 words

Media and Society - Essay Example The researchers used a survey sampling method and a panel design technique in which the same samples were observed at different points in time (Lowery and DeFleur, 1983) . Locational parameter was in Erie County in Ohio because it was culturally homogenous with a population of 43,000 being stable for 40 years. The people living in Erie County were all white and the farmers and the industrial labor force were evenly distributed. Thus, this would help in classifying the respondents. It was also relevant that the tri-media were present; 3 newspapers, 2 radio stations and all major network channels were represented. Importantly, Erie County had the record of deviating a little less from national voting pattern as far as the twentieth century was concern. During the study, there were 3,000 sampling respondents, 600 persons each for 4 stratified samples referred to as "panel" and 600 persons each also for the 3 control groups. Panel and control groups were used as there were qualms that th e process would greatly affect the results which eventually turned out to be the otherwise. There were several influential factors that could affect voters of Erie County and that included political index, religion, demography, socio-economic status and cross pressures among all others. There were three main patterns of change in cross pressure voting. According to the study, 28% were crystallizers (Lowery and DeFleur, 1983). They changed vote up to the last minute. On the other hand, 15% were waverers. Waverers were those whose decision pattern was like a wave. They started out with a clear decision then during the campaign period slowly changing sides but then later vote on their original choice. Finally, the party changers were self-explanatory and composed 8% of the samples. Cross pressure votes were simply a delay of the final decision of the voter. As such, potential voters whose low interest in the campaign and the cross pressure voters became media campaign targets. The challenge with media-mediated campaign was how to effectively deliver the message that a certain candidate was way far better than the others. The problem also lies on media exposure. How well-spread was the exposure. Surprisingly, radio comprised 50% of those surveyed when asked about the most important source of political information (Lowery and DeFleur, 1983). The media however, was a big contributor in political campaigning through three major patterns of influence; activation (awareness), reinforcement (continuing justification) and conversion (switch sides through persuasion). The two-step flow of communication stated that ideas and arguments would from the media to the opinion leaders then finally to the less active portions of the population. It was emphasized in this chapter the importance of mass media in influencing the voting behavior of the people. There maybe other factors that can affect any individual's vote but media-mediated campaign can greatly affect voter's decision up to the last second of the election period. Therefore, with all these political propaganda and strategy using mass media, Franklin D. Roosevelt won the political race. Chapter 5 Audiences for Daytime Radio Serials: Uses and Gratifications In the late 1930's, America