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Various issues affect different people in a certain way

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Communications questions

Various issues affect different people in a certain way, the manner of which different people resolve a certain problem is also very different. At times what seems usual to an individual may not be so to another person, in that respect it is very crucial for people to know how different people handle certain problems. To find out more about how different people view or react to different situations I decided to interview three different people on different issues. To do that effectively I wrote down four questions that I asked the four different people so as to hear their views. The people that I interviewed were John a truck driver, Mary who is a secretary, Joseph an accountant.

John was the first person I was able to interview, I asked him to give me a brief history of what his childhood was and how was it growing up. John was able to tell me that he was the first born in a family of five children; he was brought up in Michigan but was born in Ohio. According to his story his childhood was not a very easy one; his father was drunkard while his mother worked as a casual laborer. He was forced to drop out of school at the age 15 to go and look for casual jobs so as to help his mother pay for her ever increasing bills and also to be able to get money to buy food for his younger siblings. He even mentioned that because his father was so engrossed in drinking he did not have any time for his family, he at times went for months without seeing his father. He told me how despite all the difficulties he was able to defy the odds he managed to survive and eventually go to college and at last got married and was now a proud father of 3 children two boys and a girl.

Impact of current job

After the brief history I embarked on asking John the first question, which was if his current job is having any impact on his relationship with his family. He replied to the question by first stating that any job that every person does will always have some impact on the family whether positive or negative, he first stated the positive impacts, then followed with the negative impacts of his current job on his family.

Positive

As he was raised in a very poor family where even getting food was a nightmare, he was happy with his current job. He was able to feed his family, buy them cloths and even attend to his own needs. He has been able to save some of his money to ensure that his children do not lack anything that he can be able to afford as he did during his childhood.

Negative

Some of the negative impacts of the job that he was able to state included, he is at times forced to stay away from his family for a very long time at times a whole week. This is usually when he has to deliver goods to far away places. When that happens he feels very lonely and uneasy has he keeps wondering how his family is doing, he attributes this feeling to his childhood when his father would disappear for weeks on end and they had to fend for themselves.

Strengths

The second question that I asked John was what he thought his strengths and weaknesses were. To the question he answered “nobody is perfect”. He stated people do have their source of strengths and weakness, his strength was his judgment. I asked him how of which he said “when I encounter a problem I usually think it over and over again before deciding what to do, and when I get the solution it is always right”.

Another of his strengths and the answer he gave at first did not make sense, he told me his childhood. He explained that his experiences during his childhood always give him the motivation when he is faced with a problem, it was not still clear so he went further with his explanation. He said that if he was able to overcome the challenges that he had as a child and as a teenager and made it then nothing is impossible.

Weakness

His weakness was the most shocking; this is because it was related to something that was responsible for his childhood problems. John too like his father could not go a day without taking a beer. He admitted that he had tried all means possible to stay away from alcohol but he found it difficult, but he was quick to add that it was not preventing him from attending to his family.

Interpersonal needs

The final question that I asked John was if his personal needs were affecting his personal relationship. He laughed and answered “definitely”. He told me his wife likes shopping for new cloths for herself and the children, he stated that his wife can buy new cloths every day and at times her spending on new cloths has at times caused a problem between them. He is quick to point out that his spending on alcohol has also caused a problem between him and his wife who thinks that he is spending a lot of money in buying alcohol.

The second person that I managed to interview was Mary, who is a secretary by profession. She first gave me a brief history of her childhood. Mary’s childhood was not bad she was born in Boston and grew up there, her father was a firm manager and her mother was a secretary at the same firm as her father. She was the second born in a family of two children both of their parents ensured that they had a happy childhood; she is now married with one child. I was then able to ask her the questions I had written down.

Impact of current job

She was brief in her answers and could not talk much, she said that her job had enabled her pay for her bills and provide for her children. She also added that at times she arrived home very tired that she could not have time for her ten year old daughter.

Strengths and weakness

According to Mary her only strength is her ability to convince, she admits that she is really good at convincing and that is how she always has a way. However her weakness is her method of spending, Mary spends a lot of money shopping for shoes.

Effects of interpersonal needs

Mary’s husband loves betting especially on horse racing, he at times spends a lot of money on bets which Mary does not approve as necessary, on the other hand Mary admits that her husband does not approve how she spends a lot of money on buying shoes. Mary states that she at times spends a lot of money on shoes that she only wears once and gets bored so she has to look for another pair of shoes.

The last person who I was able to interview was Joseph the accountant; just like the others he first gave me a short history of his childhood. Joseph is an immigrant from Africa his mother and father moved to the United States when he was nine years old. He however can recall that life was very difficult back in Congo, he recounted the many times he had to flee with his parents from rebels, but since he moved to the United States he has had peace and even became a citizen. I was then able to ask him the questions that I had asked everybody else.

Impact of his job

To Joseph his work was a blessing as he is the one who is now taking care of his parents as well of some of his relatives back in Africa. On his strength and weakness he answers his job is his strength he however admits that his major weakness is helping out, he admits that he can never pass anybody who is in need especially the homeless he can even forego lunch and give the money to a homeless person. On his interpersonal spending he states that it has no impact on his relationship with his family members a he always attends to their needs first before attending to him.

Conclusion

Every person in the world has an own perspective on each and every issue however how similar they might look. The effect of the issues with different people is also very different, what one person considers good at times may not be the same to another person. Finally the way each person reacts to a situation is very unique and can not be compared to another person.

This paper posits to present the life history and the identity formation of Jane, a lady in her late thirties who is diagnose

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Identity

Introduction

This paper posits to present the life history and the identity formation of Jane, a lady in her late thirties who is diagnosed with brain cancer. The results of this interview showed that Jane’s sense of self was seriously influenced by her upbringing experiences. Three central themes surfaced in the interview process: Jane’s esteem for her father, her enthusiasm to share insight, and her occupation as a beautician. Her story reveals that Jane has a brilliant disposition concerning life and, even if she was diagnosed with brain cancer, she does not perceive the condition as life threatening.

How Jane Perceives Herself Today, As a Lady Diagnosed With Brain Cancer. Throughout the interview, I noticed that Jane rarely talked in relation to her diagnosis of brain cancer or the syndrome process itself. Jane perceives herself to be in excellent health, but also as someone who has her personal ups and downs. When I inquired concerning her feelings on the process of gathering her life story, she said:

“I contemplated in relation to that the other day. I thought one way of doing your job is learning how individuals cope with diverse issues in their life. I desire to know how individuals live and do the things that make them cheerful. I get pleasure from talking to people and sharing what a fantastic life I had and still have.”

Jane did not mention any thing more concerning her prognosis, except the occasional remark that “this tiny brain cannot hold everything because from time to time it stops and at times it does not”, meaning that she perceives her memory as vague at times. Nevertheless, the interview process in itself granted me an insight to what Jane’s condition must be like.

Summary of the Interview. Jane never spoke concerning her illness or as an individual diagnosed with the syndrome. Yet, several times in the interview process the condition manifested itself. Often, Jane would reiterate the same stories concerning her childhood. One of Jane’s favorite narratives concerned her goals to become a beautician as well as her father’s indecision to support her line of business. I also noticed that Jane would inquire about me, only to come back to the query a few minutes later. These actions demonstrate the failure of short-range memory, but I suppose her childhood memories are fairly precise. Her stories concerning working in the confectionery shop and entering the beauty school continued as reasonably the same each time she narrated them. From the initial interview session, to the final, her stories remained the same, with the exception of minor deletions or expansions of detail in the narratives. Jane would repeatedly ask me my name and also my future professional plans. It was noticeable that she discerned that I had some relation to the university, but she could not grasp my name. She asked me to jot down my address and name after every interview session. I suppose that Jane wanted some kind of written documentation or explanation that she might use as a reminder, though I may not conclusively confirm this. Jane often asked how I came to know her, and I told her multiple times in each interview about how we worked together during the intergenerational activities.

Jane’s View of the World and Herself. As evident in the majority of literature, persons diagnosed with brain cancer perceive the disease process in different ways. Some individuals talk in relation to their experiences and emotions while others perceive it as their personal problem and are consequently uncomfortable sharing their problems with other people (Heywood 20). This is the case with Jane, because from the time when Jane was a youngster, she was engrained with the attitude: “Do not tell anyone your problems, since they have an adequate amount of their own problems.” Away from the syndrome process, Jane is amazingly optimistic with reference to life. She feels at harmony with herself, since she is contented with the manner in which things turned out in her career and she is happy with her father and the way he cares for her. Jane perceives that she has a fine perspective on life since she has done all that she desired to do.

General Societal Attitudes Surrounding Persons with Brain Cancer. There seems to be a variety of perceived societal attitudes surrounding persons with brain cancer which differ from person to person at diverse stages of life. The question of the psychological condition of the dying has received considerable attention in medical literature. The majority studies have focused on issues surrounding physician aided suicide, and in recent times, the rising awareness of existential and spiritual factors that may contribute to physical, and psychological well-being at the closing stages of life. Although surveys and questionnaires evaluating these factors have been authenticated in diverse palliative populations, they repeatedly fall short of capturing the subjective incidence of dying in the patients. Therefore, patient interviews may provide the superlative opportunity to investigate these sensitive concerns in a way that reveres the diversity of the disease experience (Heywood 26). Such a qualitative diagnostic approach may be employed to capture and understand the dynamic mental state of a dying patient.

Questions surrounding the benefits and costs of a variety of treatment options ought to be conferred in one-on-one consultations in order to acquire insight into the aspects considered significant in the lives of brain cancer patients. The outcomes of a cancer diagnosis are complex and far-reaching, affecting the patient as well as his/her group of caregivers. A number of studies have established the toll that cancer diagnosis bear on families of these patients, and the significance of communication within families as well as between health caregivers and health-care providers. Treatment decisions are often group assessments, made with the fundamental postulation that treatment for one patient may have repercussions for many. The significance of the caregiver’s point of view consequently becomes that much more essential, and to precisely estimate attitudes towards dying and treatment, these require being taken into account. Several studies in the literature consider caregiver perceptions and these have attached significant weight to construal of the decision making process in the terminally sick patients (Gardner 69).

Brain cancer is considered as unique amongst the malignant diseases, in that the organ that is affected is conventionally perceived as the seat of a person’s realistic sense of identity. Philosophical enquiries concerning the manifestation of conduct and the cognizance of a person’s existence all engage the brain. Consequently studying the responses as well as experiences of these patients with a sickness that threatens their survival is practically and conceptually appropriate. Although a small amount of studies have examined brain cancer populations in particular, a number of studies have investigated coping as well as the meaning of infirmity in patients with advanced cancer. For instance, in a number of mixed palliative populations investigated, desperation and yearning for death have been associated to physical distress as well as psychiatric depression. Measures have been devised measuring and assessing meaning and the determination to live, in addition to the yearning to die in these patients, on the other hand, investigators hardly ever, discuss cancer variety as an autonomous variable. Such studies endeavor to estimate attitudes towards fatality, but do not essentially scrutinize what these patients treasure in life (Heywood 32).

Cancer of the brain, although comparatively rare, is most commonly fatal. The overwhelming consequences of the syndrome for patients, caregivers and families, necessitate additional exploration in the sphere of subjective sickness experience as well as therapeutic decision making. It is as a result imperative that investigators as well as clinicians obtain an enhanced understanding of what is valuable and meaningful to persons living with terminal brain cancer.

Reflection on the Importance of Brain Cancer Diagnosis on Society. Caregivers were normally more reflective and forthcoming than patients. There appears to be a relative accord that when judged against other malignant sicknesses, that brain cancer is exceptional. More often than not, the society perceives the brain as a command center, and the center of the factual sense of identity, as well as concentration and memory. Over and above regarding brain cancer as unique, this is usually, but not at all times construed in a negative manner. For instance, the rapidity of the physical and intellectual decline, the absence of any long-lasting and effective treatments, as well as the bleakness of the diagnosis are cited as characteristic negative attributes of the disease. Some peoples, however, mention memory loss, cognitive decline, as well as the relative absence of pain as positive characteristics of the disease that, actually, spare their loved ones of the consciousness of suffering (Gardner 71).

A devastating symptom in one patient, may in reality be a redeeming characteristic for another patient, or offer some psychological or emotional comfort. Most people implicitly understand that maladies of the brain are in essential ways dissimilar than maladies of other organ systems. Often, the sentiment is echoed that every brain cancer is unique, while other cancers are basically alike. If a person has lung cancer, the symptoms are typically similar to the other person who also has lung cancer. One may get rid of a breast and still function, or one can still continue working with one lung. In regard to how brain cancer might be unlike other cancers, some people perceive that it is not merely a diagnosis, but almost like a sentence on every other aspect of life. Although a number of people regard brain cancer as unique (Bee 105).

Caregivers and patients usually regard it as requisite mainly when faced with an incurable illness of the brain, to put emphasis on the significance of mental functioning, cognition and orientation in their definition of value of life. The prospect of loss of memory as well as intellectual decline, in the majority of cases, bear out as the most universal reason that people opt for shortening life through declining further treatment. The emphasis on mental capacity draws attention to the exceptional experiences of patients with brain cancer, even amongst the other uncompromisingly malignant diseases. Families and patients understand that a disease that affects the brain, and essentially the mind, is qualitatively different from diseases that may affect other organs. Caregivers consistently comment that to losing one’s identity, awareness, and memory is tantamount to dying. The loss of vitality and independence in a previously high functioning person would be emotionally and psychologically traumatic (Gardner 75).

It is evident that in society, attitudes in regard to euthanasia vary in consistence with the controversial nature of this problem. However, although caregivers and patients may not be united in regard to the regulation or the means of the practice of euthanasia, there is general concurrence that the decision ought to eventually be the prerogative of the family and the patient.

Quality of life is essential and it would be reasonable that when an individual perceives that they have had enough suffering that opinion ought to be respected (Bee 110).

Works Cited

Bee, T. Lifespan Development, London, Routledge. 2010. Print.

Gardner, S. Extraordinary Minds, Paradigm Publishers, 2009. Print.

Heywood, B. Caring for Helen: An Experience of Effectively Coping with Brain Cancer, London: Thames & Hudson. 2011. Print.

Interventions that Help Disabled Students Improve their Reading Ability

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Interventions that Help Disabled Students Improve their Reading Ability

A lot of scholars have indicated the importance of reading in academic surroundings. Most of these researchers suggest that reading is a critical avenue of effective learning and the attainment of academic success demands students to be able to read successfully (Scott & Saaiman 1). According to Jamshidifarsani (427), reading impairment can result in a life-long disability that may affect the overall quality of life in a lot of ways. Since reading is very important, diverse reading interventions have been established to help disabled learners master the skill by improving different basic skills that contribute to the complex reading process. These interventions may include phonological awareness, fluency, vocabulary, reading comprehension, and phonics. This research paper aims to explore the interventions that have been proven to be effective in helping disabled students enhance their reading skills.

This research paper aims to answer the following research question

Which reading interventions have proven to be effective in helping students with reading disabilities?

Phonics Interventions

Phonics can be regarded as the different methods that are established to teach students about the orthographic code of a language and the link between sound and spelling patterns (Jamshidifarsani et al. 434). According to Driesen (6), phonics is an essential stepping stone in the process of reading since students can be able to learn the connection between letters and sounds, and the English language is developed using these letters. The authors also add that when instructors are teaching phonics, they are teaching learners how to apply the alphabetical code to read words. Therefore, when students encounter words that they are not aware of, they understand how to apply letter-sound correspondence in the context clues in order to work out the unknown word.

Studies have demonstrated that existing phonics instruction interventions have helped students improve their reading skills. Hill conducted a systematic review to evaluate the impact of phonics-based interventions that aimed to help students with intellectual disabilities improve their reading skills. The findings demonstrated that students with intellectual disabilities were responding to these interventions (Hill 205). These results are consistent with those of a study conducted by Dessemontet to examine the effect of a phonics-based intervention on French students with intellectual disabilities. The study indicated that treatment group students had more progress when it came to phonological awareness and comprehension of letter-sound than the control group.

Reading Comprehension Interventions

Reading comprehension is referred to as the development of the sense of communication that is either spoken or written through a reciprocal and all-inclusive thought exchange between the interpreter and the message in a definite setting of communication (Jamshidifarsani et al. 437). The ultimate aim of attaining different literacy capabilities such as fluency, vocabulary understanding, and others is to comprehend texts effectively and to develop texts in a comprehensible manner. Proficient reading comprehension can be achieved through mastering different skills and any deficiency in one or more of these skills may result in comprehension level impairment.

Most of the existing reading comprehension interventions are strategies that aim to teach learners the strategies that improve their understanding abilities including making inferences, generating and answering questions, and structure identification among others (Jamshidifarsani et al., 437). These reading comprehension interventions have been proven to be effective in helping students enhance their reading skills. Hock et al. (207) in a study to explore the impact of a comprehensive reading program on middle school children found that students with disabilities who received the program performed significantly better in reading standardized measurements when compared to other students. These findings are consistent with those of Reiser who examined the effectiveness of a computer-based intervention on the reading abilities of disabled students. The findings of the study showed that the computer-assisted instruction intervention enhanced the fluency of reading as well as the reading comprehension of students of disabled students (Reiser 152).

Phonological Awareness Interventions

Phonological awareness is the understanding of different ways that an individual can separate oral language into lesser constituents and manipulate it. This simply means having the capability to isolate, identify, merge, segment, erase, add or substitute the sounds of the lesser elements of a language for instance the syllables, phonemes, rime, and words (Jamshidifarsani et al. 433). This awareness has been regarded as the basis of reading effectively which suggests that it is a critical element for students with disabilities in reading (Novianti & Syihabuddin 158).

Research suggests that interventions that aim to improve Phonological awareness are more effective than classroom size strategies. Stressing on one or two phonological awareness capabilities on an intervention result in a higher impact as opposed to concentrating on three or more skills (Jamshidifarsani et al. 433). According to the analysis of these interventions, manipulating phonemes with written letters can lead to better outcomes especially when the intervention is directed toward older students. In a study to examine the effect of phonological instruction on dyslexic students in elementary school, it was noted that this kind of intervention helped students improve their phonological awareness abilities. The findings also indicated improvements in reading as well as spelling skills in the participants (Novianti & Syihabuddin 163).

Vocabulary

Vocabulary is the comprehension of the meaning of words and understanding of how they can be applied to the world. The connection between vocabulary and understanding has existed for a long time with diverse studies conducted over the years indicating that the size of vocabulary early in life is a solid pointer to reading comprehension. Effective instruction strategies that teach vocabularies are direct instruction, instructing morphemic analysis, and the use of multimedia interventions (Jamshidifarsani et al. 437).

Evidence-based studies have documented the impact of vocabulary-based instruction interventions. For example, Solis et al. evaluated the effect of vocabulary and text-based reading programs on students in 4th grade. The results suggested that there were clinical and statistically significant gains in the students’ vocabulary and reading abilities. According to the study, positive results were attained after eight days into the program (Solís et al. 8). emerging technologies such as augmented reality have also been found to be effective in enhancing vocabulary comprehension in students with disabilities. McMahon et al. (1) for instance found that augmented vocabulary helped students with autism spectrum disorders and intellectual disability attain definition and labeling knowledge for new vocabularies in science.

Reading Fluency Interventions

Fluency is considered the ultimate stage that reading instructions aim to attain and it has a mutual link with reading comprehension. Fluency is realized when reading through the ease of identification of words, correct phrasing, intonation, and pacing. Fluency is one of the factors in reading that can support or even limit the reader’s comprehension (Jamshidifarsani et al. 439) several studies have shown that interventions that aim to improve fluency support the reading ability of students. For example, a repetitive reading intervention has been proven to support reading fluency as well as comprehension in students of disabled students (Elhoweris 37). In a systematic review of studies revolving around fluency interventions for disabled students, it was noted that repeated reading still remains the most impactful intervention for enhancing reading fluency in learners with learning disabilities (Stevens, Walker & Vaughn 576).

Multi-component Reading Interventions

Since reading is an ability that is multifaceted, interventions that address all the categories of reading have been proposed (Jamshidifarsani et al. 441). some studies have also evaluated the impact of these interventions. A multi-component literacy program established to improve reading comprehension has been found to improve the ability of students with moderate intellectual disability to respond to multiple-choice and open-ended questions without any help (Roberts et al. 382). Another multi-component intervention focused on storytelling has also been found to enhance vocabulary recognition significantly in students with learning disabilities (Knaak et al. 79).

Conclusion

Overall, the study evaluated the different interventions aiming to help disabled students improve their reading ability. Reading is a multifaceted process that involves crucial categories such as phonics, fluency, comprehension, and others. Different interventions targeting these components have been developed to enhance the ability of disabled students to learn. These interventions focusing on phonics, phonological awareness, vocabulary, reading comprehension, and fluency have been found to be effective in helping disabled students such as those with autism and intellectual disability. Additionally, multi-component interventions that address all these components also exist. They have also proven to be effective in enhancing disabled students’ ability of vocabulary recognition and answering questions. Based on the research, it is evident that reading interventions for disabled students have conventionally focused on single skill instructions/ considering that multi-component interventions seem to improve more than one component of reading, more interventions aiming to help disabled students need to be established. Besides, these interventions are cos-effective when compared to single skill interventions.

Works Cited

Driesen, Erin. “Impact of Phonics Instruction for Readers at Risk.” (2020).

Elhoweris, Hala. “The Impact of Repeated Reading Intervention on Improving Reading Fluency and Comprehension of Emirati Students with Learning Disabilities.” International Journal of Psycho-Educational Sciences 6.2 (2017): 36-48.

Hill, David R. “Phonics Based Reading Interventions for Students with Intellectual Disability: A Systematic Literature Review.” Journal of Education and Training Studies 4.5 (2016): 205-214.

Jamshidifarsani, Hossein, et al. “Technology-based reading intervention programs for elementary grades: An analytical review.” Computers & Education 128 (2019): 427-451.

Knaak, Turid, Matthias Grünke, and Anne Barwasser. “Enhancing Vocabulary Recognition in English Foreign Language Learners with and without Learning Disabilities: Effects of a Multi Component Storytelling Intervention Approach.” Learning Disabilities: A Contemporary Journal 19.1 (2021): 69-85.

McMahon, Don D., et al. “Augmented reality for teaching science vocabulary to postsecondary education students with intellectual disabilities and autism.” Journal of Research on Technology in Education 48.1 (2016): 38-56.

Novianti, Ranti, and Syihabuddin Syihabuddin. “The effect of phonological instruction for struggling readers in elementary.” Indonesian Journal of Applied Linguistics 11.1: 157-166.

Reiser, David A. An impact analysis of computer assisted instruction on the reading skills of students with disabilities. Diss. Ashland University, 2018.

Roberts, C. A., Tandy, J., Kim, S. Y., & Meyer, N. (2020). A Multi-Component Literacy Intervention with Science Expository Text for Students with Moderate Intellectual Disability. Education and Training in Autism and Developmental Disabilities, 55(4), 382-397.

Scott, Linda, and Elaine Saaiman. “Promoting reading skills or wasting time? Students’ perceived benefits of reading in an intermediary programme at the Vaal University of Technology.” Reading & Writing-Journal of the Reading Association of South Africa 7.1 (2016): 1-11.

Solís, Michael, et al. “Text-based vocabulary intervention training study: Supporting fourth graders with low reading comprehension and learning disabilities.” Learning disabilities (Weston, Mass.) 15.1 (2017): 103.

Stevens, Elizabeth A., Melodee A. Walker, and Sharon Vaughn. “The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014.” Journal of learning disabilities 50.5 (2017): 576-590.

Like any other of the national literatures, The American literature was molded by the history of the country itself.

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Introduction

Like any other of the national literatures, The American literature was molded by the history of the country itself. For approximately one hundred and fifty years, America was simply a cluster of colonies spread near the eastern seashore of the continent of North America (Paul 110). A number of colonies, which did not want to be part of the north decided to move towards the western side. After succeeding in rebelling against the motherland, the colonies came together to form the United States of America, an independent nation. The nation continued to expand even more, and by the end of the nineteenth century it had reached the Gulf of Mexico to the south, the 49th parallel to the north, and the pacific to the west (Paul 120). By the end of the same century it had found its place among the most powerful countries in the World. Its wealth attracted interest of other nations, and eventually it involved itself in both world wars. The emergence of science as well as industry, coupled with the change of people’s way of thinking and feelings all contributed to the development of the American Literature. The following is the history of literature in United States of America form the 17th century to the birth of a new nation (Paul 130).

Rise of American Literature in the 17th century

The American literature was initially a colonial literature, it was first written by men of, English origin. The person who initiated the American literature was a soldier, by the name of John Smith who wrote down his thoughts (Paul 160). His renowned books include, A True Relation of … Virginia … (1608). The general History of Virginia, New England, and the Summer Isles (1624) .Even though these earlier works were mostly on praise of the authors themselves, they were to help other Englishmen get more colonies (Paul 180). With each passing day, more works were authored, every work describing a certain colony. Such work included Daniel Denton’s work in 1670 where he described New York, William Penn’s work in 1682 description of Pennsylvania, and Thomas Ashe’s description of Carolina (Paul 200). These are a few, among many works, which were in praise of America. These authors swore allegiance to the British Government, even though others had a different opinion that motivated the colonists to relocate from their own motherland. More significant, is the issues raised by the writers, questioning the government involvement with the church. The position that most authors felt was no right, was the one taken by Nathaniel Ward in 1647, where he defended the colonists who had sponsored innovative ideas in Massachusetts, in the aftermath more authors published their satisfaction with the position taken by Nathaniel (Paul 230).

Some religious works that were also published include the work of William Bradford that described the history of the Plymouth Plantation, which showed the separation of the pilgrims Separatists from the Anglicans (Paul 250). Other religious work that was published includes Roger William’s work, which was more drastic as it called for the church and the state to go different ways. He also advocated for the church to be given powers and called upon religious tolerance (Paul 270). Some poetry work were published, in 1650 Anne Bradstreet published her work titled in The Tenth Muse. The work consisted mainly, of her feelings about the relationship between religion, and family. Another work was that of Edward Taylor whose work was a reflection of his happiness in the beliefs of Christianity and experience (Paul 300). All works from different authors that was done in the 17th century had the British influence.

 The 18th centuryAt the beginning of this century, some writers that included Cotton Mather, continued with the work that had been left by the older generation of writers. Mather’s enormous history of the Puritan in New England, Edwards was another author who tried to continue with the works from the older generation his work, the Great Awakening, the two authors work was on defense of the prehistoric convictions of the puritan’s (Paul 280). Even so the authors were putting up a defense for a hopeless cause. Other writers like John Wise, a minister moved to another less strict belief. Samuel Sewall wrote down some other changes in his diary, despite the fact that he was genuinely religious(Paul 230).. His daily records portrayed how the secular life was taking over from the stiff Puritanism. The other work by Mme Sara Kemble which she describes her journeys to New York, her comments were from a view of an Orthodox believer. But her comments were not as rigid as the ones of the other Pilgrim founders. Down south William Byrd from Virginia differed harshly with the older generation. His major works include Restoration wit(Paul 240). The struggle of the revolution, in America enhanced the division between the political ideas of America, and the British.

The American Revolution struggle was inspired by some of the political writers, even though the colonizers knew that a revolution was on the offing they still proceeded with the war. Of all the political writers the ones that stand out are these two writers, Benjamin Franklin and Thomas Paine. Franklin was born in 1706 started to publish his works on a newspaper which was owned by his brother. Franklins experience to write various articles, and reports helped in his compilation of the issues he wrote in connection to the difference of opinion with Britain. Thomas Paine relocated to Philadelphia from Britain he got a job as a editor, approximately 14 months later Paine became the most efficient propaganda peddler in aiding the colonialists. (Paul 300). His other work includes the pamphlet which motivated the colonialists to proclaim independence. The crisis paper of America motivated the Americans to fight through the most difficult years of the war.

The new Nation

After the war, some of the persuasive men were not able to bring people to listen. Both Paine and Samuel could not persuade the people who were interested in making up the new administration. Others succeeded, like Franklin who practiced tolerance in addressing the constitution. However a dissimilar faction of authors became leaders during the new period. Hamilton later became the federal party leader, after writing approximately 51 papers for the federals (Paul 350). In which he persuaded the bestowment of power to the national government as opposed to the state governments. Thomas Jefferson remained an influential writer, both during and after the war (Paul 370). His greatest work was the summary he did on the Declaration of independence.  The most outstanding works of the period

During this period, the works that were now recognizable included poetry, which was used as a weapon during the revolution (Paul 390). The most outstanding poet in America during this period is Philip Freneau, whose poems revolved around satires; he later changed his poems to reflect on other areas of the American diverse culture like love, and in that he wrote some romantic poems (Paul 400). Such as on a honey Bee, and To a Caty-did. They formed the important part of poetry in 19th century.

Work Cited

Finkelman, Paul. Encyclopedia of African American history, 1896 to the present: from the age of segregation to the twenty-first century. New York: Oxford University Press, 2009. Print.

Social origins of dictatorship

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Introduction

The shaping of societies in the past is responsible for the arrangement of the current society that we live in today. There are many factors that led to the growth and developments of all economic societies. Social origins explain the systems that countries practiced so that the countries could advance as a result. Some of the systems that played a significant role in the shaping of the communities were the agrarian and industrial revolution. These systems took place all over the world from the time of the ancient days to the advancement of technology (Moore, Friedman and Scott, p. 1-124).

The purpose of this paper is to apply the ideas or Barrington Moore’s book social origins of dictatorship and democracy to the book of master and lord’s mid-19th century Planters and Prussian Junkers. The paper will provide a summary of both books and their role in the political, social and economic aspects of the society. Barrington Moore will later be applied to the book of masters and lords. The paper will thus provide a concluding paragraph that will summarize the contents of the whole book.

Social origins of dictatorship

Barrington Moore’s book is one of the most recognized comparative books in the fields of political, social and economic arrangement. The book talks about the country’s political and democratic influences. One of the themes of the book states that the political systems are derived from the existence of the agrarian and industrial revolution. Based on the 8 influential countries in terms of their political roles at this time, the book divides the transformation into three phases which define the major periods.

The book looks at the social system in these respective countries and the role of different social groups. The society is divided into the wealthy and influential and the peasant who are not as influential. Different classes play different roles in the society contributing to the organization of the economy. The social classes were brought about by the transformation from a less complex system to the agrarian system. The agrarian system was defined by the adaptation of agriculture as the main contributor to the economy. This involved the practice of farming so as to produce enough produce for the country and export. This in turn improved the countries social, political and economic position. This led to the division of roles in society in that the peasants were responsible for the provision of labor. This left the upper class to run the country by providing policies that would fuel more production. The agrarian revolution was essential for the development of the countries as a whole.

Despite this, the system proved to have its disadvantages. The system was not enough of to finance the countries which demanded more funds due to the rate of growth. The agrarian revolution paved the way for the industrial revolution in that the use of the farming equipment brought about more inventions and innovations. When the world wars took center stage, the countries realized the need for arms and ammunition. This led to the creation of industries that were defined by machines which were used to ease the workload of human beings. The industrial revolution was a great determinant in the way countries organized themselves in all aspects. The creation of industries changed the dynamics of the political system of the world as a whole. Many countries invested in mechanical knowhow so as to further develop their countries by building infrastructure and financing their armies. This set apart the world powers from the rest of the world in that they had authority to influence their ideologies to the rest of the world. Industrial revolution led to the divide of the world powers into two groups. Some of the countries were in support of the socialist system that while others were in support for a democratic way of life. The Americans advocated for democracy which was defined by the giving the society power to choose the leader they preferred. It also allowed for the creation of more than one political party in that the society had the choice to choose from more than one leader. The socialist system on the other hand, was defined by the rule of the nation by one party state eliminating the possibility of having more than one party. The society did not have the opportunity to elect their leader due to the political arrangement that was in place. The two different sided used their power and influence to spread their ideologies to different parts of the world like Africa, Asia, Europe and the Americas.

The agrarian and industrial systems of organization played a significant role in determining this factor. The agrarian system contributed to the formation of industries in different parts of the world. This in turn was marked by the invention and innovation of several machines which triggered further indusial development (Moore, Friedman and Scott, p. 1-456).

Analysis of the book of masters and lords

One of the main themes of the book is the difference of the economic systems that were practiced in the north and the southern states of America. The south had invested a lot in their agricultural industries that were defined by cotton and sugar plantations. This system had proved to be very successful to these states in that most of their labor came at a low cost. At this time, slavery had taken centre stage in that all the farmers owned slaves who worked in the farms. The south was intent on maintain this system due to its profitability. This situation was however different the northern states form in that they were intent on moving to the industrial system which involved the use of machines and the development of infrastructure.

The conflict of interest resulted in the occurrence of the civil war that was marked by the separation of the confederate states form the rest of the country. This resulted to the change of the dynamics of the economy of the country. The slavery laws were abolished paving way for the introduction of a new system of governance that recognized the rights of all individuals. The situation in the south is one of the examples that display the capitalism in America. The use of the slave indicated taking advantage of the ordinary man so as a small minority could gain.

One of the arguments concerning the early economy is whether the slavery shaped the economy of the southern states. The southerners argue that they had alternative industries that fueled the development of the states apart from the profitable slave trade. One of the factors responsible for the industrialization was the emergence of the world wars. The wars were defined by the use of arms and ammunition during the battles introducing a new phase in the economy and political system (Bowman, p. 1-357).

Application of social origins of dictatorship to the book of masters and lords

Both books have similarities in that they all display the formation of the early political, social and economic systems. What sets the books apart from each other is the mention of the social origin of different countries in the world. Most of the societies have been shaped through different occurrences in the case of the first book. This is owed to the different structure that the countries adopted. The first book concentrates on social dictatorship and which was mainly carried out by the economic systems such as the agrarian revolution and the industrial revolution. Majority of the peasants were placed under the authority of the masters through the arrangement of the land system that limited growth on the part of the peasants.

In the case of dictatorship, countries that adopted this system had no democracy in the country as a whole. The power is reserved for the powerful minority thus reducing the chances of the citizens to voice their opinion. This system applied to countries like the USSR and the democratic republic of china. Both the countries were a one party state. Such countries selected leaders who had absolute authority and could not be challenged. Moore compares this system to the one of democracy that was adopted by countries from the western sides. As mentioned earlier, the western world is responsible adopting the ideologies that encouraged democracy. Although democracy had its advantages, it was also responsible for the mismanagement of the community. Democracy encouraged capitalist systems that were favored by the wealthy. The capitalist were in control of most of the assets in the country. One of the ways that this system affected the growth of the country was the creation of different social classes. The people who owned the land and property used their power to make more money. This was done at the expense of the peasants in that they were responsible for the provision of cheap labor.

The book of masters and lords, concentrates on America as opposed to the systems of other countries. Masters and lords looks at the difference economic systems of both the north and the south. In the initial stages of the settlement of the British settlers, the preferred way of developing the country was through agriculture. This proved to be profitable in that it led to the invention and innovation of new ideas and machines. As America begun to interact with the rest of the world, it was evident that technology had begun to take centre stage. The south was predominantly known for their support of capitalism. This is similar to the ideas of Moore who emphasized the role of the south in the adaptation of democracy as a principle law.

Masters and lords concentrates on slavery and the role it played in the growth of the American republic. Slavery was categorized as an agrarian system in that the economy was highly reliant on the produce. Moore mentions the agrarian system in other countries where slavery was not practiced. For such countries to be productive, they took advantage of the peasants for very little pay. Both books thus bring out the effectiveness of the social classes and how the wealthy took advantage of the poor to improve on their wealth.

In conclusion, society has gone through a number of phases for it to have reached where it is today. This is owed to the different economic systems that were adopted at the time. All these systems had their advantages and disadvantages in that the wealthy took advantage of the peasants so as to improve their wealth. The shaping of the society ensures for the creation of social classes. The first book talks about democracy and dictatorship as a factor that shaped the world as a whole. The second book talks about how the economic system of the south and how it contribute to the growth of America. Both books are thus essential in that they display how history contributed to the way the societies are arranged in present day.

Works cited

Bowman, Shearer D. Masters & Lords: Mid-19th-century Us Planters and Prussian Junkers. New York, NY u.a: Oxford Univ. Press, 1993. Print.

Moore, Barrington, Edward Friedman, and James C. Scott. Social Origins of Dictatorship and Democracy: Lord and Peasant in the Making of the Modern World. Boston: Beacon Press, 1993. Print.

Whenever Franny felt like the world was not being fair to her, zooey always told her.

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Introduction

Whenever Franny felt like the world was not being fair to her, zooey always told her. Do it for the first lady. The fat lady being referred to was a lady in a teaching their older brother Seymour had taught them. The meaning of do it for the fat lady was, do it as everyone deserves some respect. Reason for the saying was because Franny and Zooey had so much expectation that the world would provide for them, but in actual sense, they had the power to change the world.

Seymour always wanted the best for Franny and Zooey. When he told them to do it for the fat lady, Franny and Zooey pictured the most obsessed, ugliest woman they could think of in their minds. In this way no matter what both Franny and Zooey did. They imagined that if they could do something for a fat and ugly woman then they could do the same to anyone. Without his knowledge, Seymour had ruined the children. Franny had excelled as a young lady; she always expected to be the best in everything. When she eventually enrolled in college, she learned that everything was not about success unlike in her family. She also learned that learned that she was always hypercritical of every one she knew even on small faults as she always everyone to be the best.

Zooey was the worst affected by the teachings from Seymour. He ended up being too smart for his own good and was very much aware of that. He never took jokes and would answer back rudely; he always expected the best performance from everybody just like he was. Within his family that was acceptable as they were all used to that because they were all smart. Outside the family circles, Zooey found out that not everybody was as bright as his siblings, or was as willing to do something for anyone. That made him bitter. Seymour’s death through suicide had a great impact on Zooey’s social life; to him Seymour meant everything to him. He was his key mentor, Guidant. He had just started his life as an adult and had to make decisions, but there was nobody to look up to for advice. According to Zooey nobody else was able to love him more than Seymour; he had always given him good advice, and guidance. Seymour always followed his own advice, and that is why Zooey loved him. When he looked around and could not find someone like Seymour he was devastated. He had no idea of where to go. He now stays with his parents.

Conclusion

So as, to understand, and examine the fat lady perception further, Zooey relates the fat lady idea to that of Christ, when trying to encourage Franny when she felt as the world was being unfair to her. Many are taught that Christ is love and people should emulate Christ loves for us. So if, people treat one another like Christ the world could be one lovely place. Seymour’s philosophy was really a good idea, only that it was not successful with Zooey, and Franny, but if it were to be applied, there would be no fighting as nobody would harm another in that worldwide peace would reign on earth forever.

Is positive psychology the recipe of a real happiness

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Is positive psychology the recipe for real happiness?

Martin Seligman’s “The understanding of happiness and wellbeing” is based on the application of positive psychology. Known for his stance on the application of positive psychology, Seligman’s theory claims that the reenactment of positive psychology is the main source of achieving complete happiness. This theory has been supported and opposed by both professionals and interested parties in this area of expertise. Positive psychology is one of the areas of psychology that has been used to solve several worldly issues. This has in turn led to the critical analysis of Seligman’s theory which touches on how to achieve real happiness. Seligman’s change in his stance on the notion of real happiness has brought about several arguments on whether the application of his new theory produces effective results.

The purpose of this paper is to formulate arguments that are based on three claims made in the book by the author. The paper will state a proposed theory and provide an analysis of the text in question through the use of quotes in the book. According to the nature of the topic, there is no wrong and right answer. The evidence is thus based on alterative views that may support or oppose the notion in general.

Real happiness is defined by having wellbeing. Wellbeing is the observation of happiness, piece of mind, excellent health and security in all aspects of life. For one to be content with their life, they need to acquire an attitude that gears them towards achieving well being. It is impossible to lead a life that does not have challenges. It is thus essential for individuals to learn how to balance their challenges with their achievements. Seligman had initially based his whole argument on happiness. Over the years, this notion is no longer holds much weight due to his introduction of new factors to the equation.

“If you remove unhappiness from a patient, you do not get a happy patient; rather you get an empty patient”.

Seligman’s conduction of further research led to his contradiction of his own work by introducing new laws that allow for happiness to prevail. The psychologist’s latest research involves the integration of four factors namely: positive energy, engagement in ones activities, accomplishment, good relationships. For one to be able to experience true happiness, they have to encompass all these qualities as a whole. If an unhappy person eliminates the factor that is causing them to be unhappy, they reduce the source of their unhappiness. This does not necessarily mean that they have been rid of their unhappiness. There are other factors that make a human beings life have more meaning. This theory has been summed up by the use of PERMA. The possession of all these qualities forms the recipe for real happiness.

Positive feelings attract positive results. Positive feelings involve generating goodwill upon when confronted with various situations in life. This theory states that individuals should look at a glass half full as opposed to half empty. If a person is filled with positive thoughts, they adopt a mindset that encourages them to work toward achieving what they intend to achieve vice versa. The world is full of hardships and trials. It is easy to lose focus due to the number of curve balls that are thrown at human beings on a daily basis.

“Positive feelings about a person or an object get us to approach it, while negative feelings get us to avoid it”.

If people approach these difficult situations with a negative perspective in mind, they are most likely to fall prey to more challenging situations. Despite the fact that some challenges may be a lot to handle, people are not encouraged to give up. Seligman states that each individual has a chance to make good of their situation. This however, depends on whether individuals are positive or negative about a particular situation. The analysis of one of the pivotal quotes of the book assists a reader to objectify the significance of maintaining a positive approach to life. If an individual projects positive energy towards their friends, family and peers, they attract people who view life the same way. This in turn, attracts positive outcomes that would have been impossible to attain without positive energy.

Happiness is not the only principle that gives life meaning. One of the reasons for the practice of psychology is the search for happiness and fulfillment. As human beings, one of the main goals of an individual is to live one’s life to the utmost satisfaction. By achieving this factor one stands to generate happiness which is the result of an individual’s accomplishments. Over the years, new research has begun to dispute this eliminating happiness as the only factor that brings fulfillment in one’s life. The author states that their needs to be a combination of many attributes in order to acquire the real meaning in life. Some of the attributes that are essential in this case is tolerance, creativity positive feelings and being intellectual.

“By activating an expansive, tolerant and creative mindset, positive feelings maximize the social, intellectual and physical benefits that will accrue”.

Despite the hardships that life may presented to human beings. It is essential to change ones approach on any unwelcome situation. Seligman mentions that the choice to be happy is an individual choice. No one can make that decision for us. One of the ways in which this factor can be achieved is through engaging and surrounding oneself with people who poses these virtues. Being exposed to such qualities ensures that we enforce them in or day to day lives. This notion has however, received an enormous amount of criticisms from both professional and personal points of views. Some critics have given examples of communities that do not place emphasis on achievement. Such communities rely on pleasing their neighbors, families and friends which in turn is reciprocated. The need to be successful in other aspects of life is not a priority. The things that matter in this case are being satisfied with the simple things in life such as family and friends. Other achievements are thus secondary to in that they are not as essential. Although Seligman has mentioned happiness as one of the practices that are geared towards a meaningful life, he states that this quality needs to be complimented with other factors such as professional achievements.

Each culture has a different definition of happiness. This means that wheat may be viewed as happiness cannot be viewed as happiness in another cultural setting. A look at most of the western countries shows that they place priority in different accomplishments. Such accomplishments can be academic, social status, political and athletics. According to Seligman, it is significant to accomplish some of these factors so that an individual can achieve true happiness. These factors can only be achieved by applying positive psychology when undertaking them. This argument however does not address cultures that do not place emphasis on happiness alone. Ignoring these cultures implies that they are not happy due to the fact that they do not value other worldly views.

In conclusion, to flourish is to achieve in all aspects of life. Human beings take most of their time striving to accomplish true happiness. This is one of the most difficult concepts to apply in life due to life’s nature to challenge human beings on a daily basis. The search for true happiness has been taken on by different people who have made it priority to investigate on these phenomena. Seligman is one of the people who have taken initiative in providing information on how to achieve real happiness. Known as the guru of positive thinking, Seligman’s latest work eliminates placing emphasis on happiness alone. He introduces new ideas by applying alternative concepts to the equation. One of the concepts is the application of positive energy to an individual’s daily activities. This theory has been analyzed by several parties who have either proposed or opposed the notion. The issue on whether Seligman’s book is applicable to different cultures is yet to be determined. Although some of these concepts are impractical in those different cultures have different takes on their position on happiness. It is ideal to note that positive energy is indeed a determining factor in moving forward in life.

Works cited

Seligman, Martin E. P. Flourish: A Visionary New Understanding of Happiness and Well-Being. New York: Free Press, 2011. Print.

Judicial Activism and Judicial Restraint

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Judicial Activism and Judicial Restraint

Introduction

The judiciary is a branch in the government that is responsible for all the judges that are in the country’s courts. Different countries run their judiciaries differently. However, all the judiciaries have the main aim to provide justice in an efficient manner hence serve all the citizens. An efficient judiciary provides justice in a quick and less expensive manner. The judges have to come up with decisions and solutions that uphold economic, social, civil, cultural, ethical and political rights of the citizens. The decisions made by judges are based on the principles they have to adhere to and also the fact that the judiciary is an independent branch of the government. This essay discusses the constitutes of an appropriate role of judiciary. It further explains what it means for a court to be activist and for a court to show judicial restraint. Finally, the essay describes the role of the concept of activism if both conservatives and liberals engage in judicial activism.

The Power of the Judiciary and Legislating from the Bench

The judiciary gets its power from being an independent part of the government. The constitutions of various governments ensure that all the judiciary’s power is justified (Craig 355). The judiciary gets its power from the constitution upon which all courts and judges must adhere to. The government and all other authorities are also expected to uphold the independence of the judiciary. The constitution gives judges a limited role and they are not expected to use their judicial role to go against their role (Shapiro 453). They should not judge using personal preferences. In the event a judge uses personal preferences to judge, he or she withholds the ability of a country to govern itself.

Legislating from the bench is when courts create or make clear laws that cannot be easily understood based on different circumstances (Parameswaran 1). Judges are not expected to make changes to the laws but instead offer resolution strategies. Parameswaran went ahead to conclude that the controversies related with not understanding laws can be avoided by writing broader rules. As the time changes and legal evolution takes place the broader rules will help in stopping related controversies (Parameswaran 41). While limiting views preserve the court’s ability to make subsequent decisions in light of further information, they also equip the law with considerable inconsistencies that may discourage practitioners from effective decision-making. Broad viewpoints can encourage courts to make decisions that are more socially effective by removing contradiction.

Judicial Activism and Judicial Restraint

Judicial activism is the use of the judiciary power to overturn state actions, with or without justification while judicial restraint is the unwillingness to overturn such actions, instead choosing to refer the matter to regular democracy (Gupta 4). Judiciary activism may also be defined as a strategy for using legal oversight or a summary of a specific court ruling in which the judge was thought to be more inclined to rule on procedural grounds and to nullify legislative or executive measures (Bolick 1). Usually, judges are advised by judicial restraint to exercise caution when implementing their interpretations of the Constitution. It does not explain how they came to those conclusions, so it is not necessarily related to any certain approach to legal principles.

Liberals vs Conservatives on Judicial Activism

Over the years American liberals and conservatives have differed in opinion on the basis of judicial activism and judicial restraint. While liberals have recently noted that conservative courts and justices are now more inclined to overturn decisions and cast doubt on the authority of democratic institutions of government, conservatives have long grumbled about the activism of liberal justices and judges (Balkin 217). Conservatives argue in opposition that they are only going back to an earlier precedent that liberals had disregarded. In most instances judicial activism is only used when it favors one group then if it does not the group uses the judicial restraint. This is however not supposed to be the case. The role of the judicial activism is to ensure that the constitution is upheld and that both parties get fair decisions. It is to benefit the judiciary in filling the gap left by the other branches of the government (Gupta 3). By guarding and empowering the constitution the judiciary safeguards citizens against violation of rights and freedoms. The public acquires faith in the judiciary when it remains independent, irrespective political opinions.

A view of constitutional interpretation as a tool to maintain the legal system rather than as a means to an end is what is meant by legitimate judicial activism. Aligning precedents with the Constitution is our responsibility as judges, not the other way around (Bolick 13). Avoiding false, judicially created barriers to the defense of personal liberty, such as public presence and a probability of validity, is a requirement of genuine judicial activism. In addition, honoring state constitutions as the principal barriers to independence in the governmental system, rather than as a bonus, is another aspect of ethical judicial activism.

Conclusion

By employing the authority of judicial review, the judiciary serves as the Constitution’s protector in every nation. The judiciary has rigorously examined the legality of any appropriate policies or laws. Both the legislative branch and the executive branch must use their authority responsibly. The three organs are connected by the idea of separation of powers, and the Court has a duty to uphold balance of power. Even the powers of the Courts are subject to limitations, hence the Judiciary does not have all the power. They cannot just nullify a statute based on their own beliefs, nor can they cope with the legality of a situation in advance. Another crucial issue for legal challenge is the independence of the judiciary; if the bad choice were made, it would be extremely unfair to uphold the flawed legislation. A party should not accuse another party of judicial activism while it is also guilty of the same. Instead, judicial activism should be used to ensure that the judiciary upholds the constitution hence safeguarding citizens against violation of rights.

Works Cited

Balkin, Jack M. “Why Liberals and Conservatives Flipped on Judicial Restraint: Judicial Review in the Cycles of Constitutional Time.” Tex. L. Rev. 98 (2019): 215. https://openyls.law.yale.edu/bitstream/handle/20.500.13051/17960/Balkin%2C%20Why%20Liberals%20and%20Conservatives%20Flipped%20on%20Judicial%20Restraint-%20Judicial%20Review%20in%20the%20Cycles%20of%20Constitutional%20Time.pdf?sequence=1&isAllowed=yBolick, Clint. “The Proper Role of Judicial Activism.” Harv. JL & Pub. Pol’y 42 (2019): 1. http://www.harvard-jlpp.com/wp-content/uploads/sites/21/2019/02/Bolick-FINAL-1.pdfCraig, Paul. “Judicial power, the judicial power project and the UK.” U. Queensland LJ 36 (2017): 355. https://heinonline.org/HOL/LandingPage?handle=hein.journals/qland36&div=24&id=&page=Gupta, Smita. “Judicial Activism V Judicial Restraint.” https://www.galgotiasuniversity.edu.in/pdfs/JudicialActivismV%20udicialRestraint.pdf

Parameswaran, Giri. “Endogenous cases and the evolution of the common law.” The RAND Journal of Economics 49.4 (2018): 791-818. http://gparames.sites.haverford.edu/wp-content/uploads/2020/03/Parameswaran-EvolutionCommonLaw.pdfShapiro, Carolyn. “What Members of Congress Say About the Supreme Court and Why It Matters.” Chi.-Kent L. Rev. 93 (2018): 453.

King Arthur in Le Morte D’Arthur”

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King Arthur in Le Morte D’Arthur” is portrayed as a good king who is loved by his subjects. We see as his knights travel they often are quick to point out on how they get to serve the best king who ever live. The author also keeps referring to king Arthur as noble which makes him appear good. King Arthur gets exceptional loyalty from his knight’s ad are ready to protect their King at all cost. When Arthur attacked Lancelot’s castle, we see him being unwilling to take part in the battle with the King as he is grateful that the King had made him knight. The only way that King Arthur commands all this respect and loyalty is because he was doing things right.

In Sir Gawain and the Green Knight King Arthur is portrayed as a young beardless king whose court is at a golden age. He however portrays petulance due to his age in various scenario for example he refuses to eat till he hears a fantastic tale. However, later he changes and takes up the challenge of being a great King. He becomes brave and we see he is the first to take a swing at Green Knight and the author describes him as nature bold. He seems to change in the later works as he ends up being a great king of Camelot with happy subjects and his court also provided civilized refuge for knight errands.

I believe Green Knight is not human but rather a creation of dark magical forces. Initially Bercilack who was the man is transformed to this mythical figure. He was created by Morgan le Fauy who was an adversary to King Arthur and wanted to test his court. Green Knight is also an evil incarte. The Green Knight is described as a monster as he states he would attack anyone that passes through his chapel. In Sir Gawain and the Green Knight, Green Knight is a woman who is sent to seduce Gawain. Green Knight who has green tinted skin and features symbolized supernatural as well as natural in place. Green was a reminder of natural world and also restfulness, fertility and harmony which was ironic as the Green Knight did not stand for any of these thing especially harmony and peace as he demands the beheading of King Arthur.

In Le Morte D’Arthur Sir Lancelot is a hero. Malory describes Lancelot as the King’s favorite even though he is having an affair with the King’s wife. He is one of the most skilled knight’s in Arthur’s court. One instance of his heroic act is when he battles a number of men with help from Lady of the Lake. During his first Adventure in Le Morte he rescues Arthur’s knights that had been trapped in the dungeon of Sir Tarquin. He is also dedicated to Gwenyvere and in one instance he rescues her from Sir Mellyagaunce castle. When Arthur attacks his court he avoids battling him and goes to France with his loyal knights. Later on Lancelot defends his land from attack by King Arthur and he defends his court and which leads him to fight Sir Gawain one on one. Malory still makes it evident that Sir Lancelot loves King Arthur and ids conflicted because he also loves Guinevere.

King Arthur dies in The Battle of Camlann while lighting against Mordred who wanted to take over his kingdom, he was fatally wounded and died. He however manages to kill Mordred. Unlike King Arthur who died in the battle field Sir Lancelot dies in a monastery. When he heard of King Arthur’s death, he returned and offered Guinevere a hand in marriage however she refused. Lancelot joined a monastery and exchanged huis armor for clothes of a monk where he died of old age and grief. King Arthurs death can be compared to Beowulf because they died heroic death. Beowulf died during the battle with a dragon. During the fight with the help of Wiglaf the kill the dragon but like King Arthur, he is fatally wounded. Both died while defending their kingdom and they both killed the threat to their kingdom before dying.

The warrior’s work ethic was high. They were loyal to their king’s and fellow knights’. The most famous aspect of Camelot was the Round Table where the most trusted of the knights and those who have proved that they were worth of it sat on this table. Beowulf also had some trusted warriors to his Aide Wiglaf reminds other warriors that they owe their oath to Beowulf. The other warriors in Beowulf although initially were loyal to Beowulf their loyalty is eventually tested and they do not want to risk their life to help their ruler. The knights on the other hand were willing to fight for their kings to death

King Arthur traveled to France not with the aim of fighting the Romans but to look for Sir Lancelot as Sir Gawain had convince him he was a traitor and he needed to be killed for his atrocities including sleeping with Gwenvyere as well as killing Mordred’s siblings who were Arthur’s Nephews. He had left Moldered in charge while he went for this journey but while in France, Mordred betrays him and seize the throne in Britain. After Arthur learns about this he returns with his army back to Britain ready to reclaim his throne. He meets Mordred with his men in south central England where the fighting begins. The fight begins by an accident of fate as the knight drew his sword and wanted to kill an adder as a standoff negotiation between Mordred and Arthur ensued. With the sword drawn the knights begin fighting as they feel challenged leading to the death of many knights. Mordred is killed and Arthur fatally wounded. Arthur asks one of his knight Bedivere to return his sword Excalibur to Lady of the Lake. Arthur’s soldiers including Morgan take him to the isle of Avalon with the hope that he gets to survive.

His death was significant as he was still able to kill Mordred. Lancelot was also able to return back and although not as a Knight he was the one who eventually buried Gwenvyere. It was Gawain’s pride and need for revenge that had put King Arthur in this position. If they had not embarked on a journey to look for Lancelot, he would not have left his thrown to Mordred giving him leeway to overthrow him. His death portrays the effect that need for revenge has. The irony is that when the King died, he also kills his son Mordred that was next in line. This created a vacuum and the kingdom he was trying to protect was now left in the hands of not so noble rulers as he was.

Malory just like many authors during his period view women as feeble creatures in a society that was largely patriarchal. The women are left out in the adventures of the knights of the round table. Clearly the roles were defined and while men were knights or worked, women were in charge of the house. Money women encountered in the text were mostly in a domestic setting. Women in Le Morte D’Arthur were seen as possessions and the men especially knights thought they had a right to gain a woman just like their shields or horses.

In Le Morte D’Arthur Malory features women in two groups either good or bad. Those who are good have strong Christian virtues such as chastity, loyalty, piety and being beautiful. Most of these women are ladies in distress who present to their knights by proving their worst. Most save the knights and this is seen as a passive role as they only save noble knights and their roles is important for chivalric romance. Lady Igraine and Maid of Astolat are two ladies who can be put to this category. Malory sees these characters as what embodies a real woman and he heaps praises on them and sympathizes with them. The second category of women is those who are mischievous and wicked often betraying the knights and using their seduction prowess to bring down the knights.

Sir Gawain and The Green Knight has misogynistic characteristics when it comes to the view on women. The female characters including Guinevere, the Lady and Morgan le Fay are not individual characters but rather portray the social contrast of what a woman is needed to be. Guinevere who is Arthur’s wife plays a passive role and is just seen as a token to Arthur. Morgan le Fay has been brought out as the conniving and manipulative woman. Guinevere on the other hand is portrayed as a powerless lady and is just an object of courtly love. Guinevere has an affair with Sir Lancelot and the author singles her out as the incarnation of unfaithfulness. When their affair was revealed, Guinevere was supposed to be burn and this was not the same case for Lancelot who was in jail. Both of these texts portray women as objects and women are only seen as good if they are respectful and possess certain virtues including purity.

There are personal conflicts as well as kingdom conflicts that exist in Camelot. The main conflict exists between King Arthur and Sir Lancelot because Lancelot is in love with the Guinevere the King’s wife. There was also conflict between Mordred and Arthur. Mordred could not wait for his Father King Arthur to die before he could take up the leadership role and thus overthrew him while in France. In trying to take over the throne, a fight ensued between the two that led to the demise of both. Although Camelot is an orderly society there are moral conflict that arises in the text. Mordred and Arthur are not trusting of each other wholly and they instruct their soldiers to fight to death in case a knight of opposing side drew out their sword. The sexual promiscuity that existed also in the kingdom resulted in the mistrust and enmity among Lancelot and the King and Sir Gawain too who feels vengeful and finds it worthy to kill King Arthur.

The weapon is Excalibur and was special because it was a magic blade made by Avalonia elf smith. It also had scabbard which would protect King Arthur if he wore it. Excalibur was believed to hold ultimate powers that could only be wielded by a true master. King Arthur and his men utilized weaponry much more as compared to Beowulf who mostly went to the battle unarmed. Beowulf however, had a sword that was called Hrunting which was a blade with ill-boding patterns and had been tampered in blood. It is this sword that in the end he decapitates Grendel’s corpse and also uses it to Kill Grendel’s mother.

When King Arthur was dying, he requested Sir Bedivere to throw the Excalibur to the lake of but his greed is seen as he goes and hides it as he does not believe the sword should be thrown because of its value and beauty. When he returns, King Arthur asks him what he saw and he says he only saw waves thus king Arthur asks him to go back. He goes and comes back and lies again but the third tome however he full fill’s the dying wish of his King. An arm of the Lady of the lake reaches up and retrieves the sword.

In the reworking of Sir Thomas Malory Le Morte d Arthur despite the death of Arthur on the hands of his son Mordred the book Le Morte d’Arthur does not end with it. The story ends whereby they were ready for another fight. The end of the tale is significant as it clarified the types of knights that were to participate in the last war and how leaders should not be reluctant to pursue civil war that causes destruction. The war according to Malory occurred at the round table whereby he argues that war is only ignite when the evil knights engage in war for clear public reasons. The Great War was in order of chivalry where by the leaders undertake it to defend their king.

Heorot in Beowulf and Camelot in Sir Gawain where both halls and main places of community and celebrations. They both welcomed visitors although had two different structures designs and were used for different functions. Camelot was often in the midst of Christmas with light sport activities by the knights as Heorot served as a seat of rule. In Le Morte d’Arthur Arthur gathers hic chief nights and enemies at Camelot to established the round table fellowship and swearing around to Pentecostal oath after his marriage to Guinevere and inheritance of the round table

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Name

Professor

Course

Date

Lesson Plan

A good lesson plan is very vital to any teacher as it can make a difference between helping the teaching experience either be a boring or interesting (Shoemaker, pg 150). Teaching grade two and three is not as easy at it seems as the children minds is still young and what they are taught at that age might have a life time impact. In that aspect I present two lessons plan that will ensure that not only will the children understand what they are taught but not even a single one will be left behind in class work (Feeney, pg 150).

This lesson plan focuses on English Language Arts objectives: comparison and dissimilarity. Students will be able to compare the story: The Three blind mice and The Three Little pigs Students will work together in small mixed groups to apply strategies for understanding and vocabulary.

Learning outcomes

Students will:

Discover exact vocabulary words wanted to link to the story.

Answer all the questions that are related to the story verbally go over each and every concept of the story like, who did what, how, why, and when.

Be able to put their imagination to work and tell what might have happened before the story took place.

Be able to understand all the descriptive words used in the story (Hernandez, pg 120.

Teacher planning

Time Required for Lesson

Three hours

Materials/Resources

Copy of the three blind mice by Agatha Christie.

Copy of The Three Little Pigs by Paul Galdone

Pre-activities

The teacher will read the story the Three Little pigs aloud and discuss the happenings in each part of the story.

The student will be required to tell the happenings in the story verbally without referring to the books.

Students will be required to fill in a journal depicting the events in the book, The Three Little Pigs by Paul Galdone.

Activities

The students will be required narrate the story of the Three Little Pigs, as they understood it with major emphasis being on the flow of the activities from the first to the last.

The teacher will read aloud and talk about The Story of the Three Little Wolves and The three blind mice by Agatha Christie.

The teacher will bring out the difference and similarity between the two stories in form of diagrams.

The students will work together in small mixed groups and fill a similarity and difference sheet.

Each and every student will work alone and come up with a sequence of the events sheet either in drawing or writing in the two stories. In case of any difficulty the students will be rendered some assistance.

Assessment

A Rubric for the group activity.

A Writing and Drawing Rubric. Completion of the sequence events sheet. 

The second plan focuses on vocabularies

Learning outcomes

Students will:

Discover exact vocabulary words wanted to link to the story.

Answer all the questions related to either the stories in writing.

Be able to write down the correct spelling of the word used.

Be able to understand the meaning of the vocabulary used in the stories.

Pre-activities

The teacher will discuss the happenings or events in the stories with the students.

The student will be required to tell the happenings in the story verbally without referring to the books.

Students will be required write down all the events in sequence as they are told in the stories.

Activities

The students will be required to write down the entire events one after the other in the order of first to the last.

The teacher will explain the vocabulary used in the two stories to the students.

The students will work together in small mixed groups write down the meanings of the vocabulary used in the stories.

The student will be required to work individually and write down other meanings of the vocabulary used in the stories.

Assessment

A Rubric for the group activity.

Completion of the other meanings of the words used. 

(Taylor, pg 130).Work Cited

Taylor, Barbara M.. Catching readers, grade 3: day-by-day small-group reading interventions. New York: Heinemann, 2010. Print.Shoemaker, Donald J.. Juvenile delinquency. New York: Rowman & Littlefield Publishers, 2009. Print.Hernandez, Donald J.. Double jeopardy how third-grade reading skills and poverty influence high school graduation. Baltimore MD: The Annie E. Casey Foundation, 2011. Print.Feeney, Stephanie, and Eva Moravcik.Who am I in the lives of children?: an introduction to early childhood education. 9th ed. New York: Pearson, 2013. Print.