Strategies Which President Lincoln used Essay Example for Free

Strategies Which President Lincoln used Essay All great speeches contain ingenious rhetorical strategies. It is a great way to captivate and relate the gist of it all to the audience. In his second Inaugural address, Abraham Lincolns purpose was to reflect on the ever-lasting Civil War and look forth to peace. His strategy is to convey his view with God as his witness. President Lincoln successfully achieves his purpose of contemplating the effects of the Civil War and offering his vision for the future of the nation, using meaningful rhetorical strategies. Lincoln understood there was no need for a lengthy address, instead a statement somewhat in detail of a course to be pursued seemed fitting and proper (4-5). He lets everybody know what to expect from his second oath of the Presidential office. He is direct and relevant. In the third paragraph he reveals the reason for the war, All knew that this interest was somehow the cause of war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union (31-35). This metaphorical interest Lincoln refers to is the colored slaves localized in the southern part of the Union. This metaphor serves to re-collect the idea of the malice slavery has brought to the nation and how little the government has helped to put a stop to it. He interacts with the audience by proposing the authoritative scheme put forth by the Almighty God. Religion is his basis for his testimony, being his most apparent rhetorical strategy. He continues in his third paragraph with a influential biblical allusion, Woe unto the world because of offenses; for it must needs be that offenses come, but woe to that man by whom the offense cometh (50-53). This allusion refers to the offense America has committed, in providence of God, which brings the misfortune North and South has experienced. His clever parallelism, Fondly do we hope, fervently do we pray, that this mighty scourge of war may speedily pass away (61-63), serves to put emphasis on the magnitude of the problems war has brought forth and how crucial it is to cease. Lincoln uses inclusive rhetorical strategies to accomplish his purpose to reflect on the Civil War and offer his vision for the future of the nation, With malice toward none, and with charity for all (70).

Exploration of beliefs as a Early Childhood teacher

Exploration of beliefs as a Early Childhood teacher The purpose of this essay is to explore my beliefs as a teacher and how these beliefs will shape my practice as an early childhood teacher. The metaphor I have chosen is A Guardian Katiaki of a Flax bush Pa Harakeke. I will discuss my personal history and teaching beliefs in relevance to the metaphor I have chosen. There will be an emphasis on the importance of family and culture in my life and how it shapes my teaching practice and beliefs. I will also discuss some theories that support my practice and also talk on my image a young child. References to support literature will evident throughout this paper. The metaphor I have chosen that I believe best informs my beliefs as a teacher is A Guardian Katiaki of the Flax bush Pa Harakeke. I chose this metaphor because to me it symbolises the growth in life and in the early childhood profession. Before I can be refer to myself as a guardian, I consider myself of being in the life cycle of the Pa Harakeke. The Pa Harakeke is recognised within Maori society as a symbol of family and protection (Pihama and Penehira, 2005). It is also a visual representation of the importance of parents and elders as protectors. The centre shoot te rito symbolises the central importance of a child. The Harakeke is believed to have three inner layers which represent a family. The new shoot represents a child te rito which is protected by the next inner layer that represents the parents awhi rito. The outer layer symbolises the grandparents or ancestors tupuna. To me, this symbolises my childhood and how I grew up under the care of my parents and grandparents. I refer myself as a guardian now because I believe it is my responsibility to nurture for the child in the absence of their parents. I see this as a very significant role, because I can image how hard it must be for children to stay away from their parents for such a long period of time. As a guardian, it is my number one priority to make the child feel as safe, cared for and well looked after. Ministry of Culture and Heritage (2011) describes a Kaitiaki as a person who is recognised as a carer, protector, guardian or conserver. Another reason why I chose to describe myself as a Guardian of the flax bush is to emphasis my beliefs about seeing each child as an individual. The flax bush family has many different species, and varieties of flax. This symbolises children as individuals and unique in their own special way. It is the guardians responsibility to be knowledgeable about the different species, including its need for growth of each flax bush. Same thing applies to me as a teacher. To be a teacher, who sees children as affirmed individuals should have some depth of knowledge about each childs likes/dislikes, dispositions, strengths, health concerns etc. A great source to find this information is from the family. Families can provide valuable information on the child, which will help teachers get to know the child better. This is will help build trusting relationships amongst family, teacher and children. As a guardian it is also my responsibility is to nurture and promote the growth of the child as a whole in a safe/trusting environment. This makes significant links to the New Zealand Early Childhood Curriculum. It relates to the principles of Empowerment (Whakamana) where the child is encouraged to become independent and is provided with resources which will enable them to direct their own lives. There are also links to the principle of Holistic Development (Kotahitanga) where all dimensions (such as physical, social, cultural, spiritual emotional and cognitive) of human development is considered in understand the child as a whole (Ministry of Education, 1996). It is a personal belief that I have learnt from my own culture that to understand wellbeing every aspect of development must be considered. Duries model of the Te Whare Tapa Wha illustrates the four dimensions of Maori well being. These are physical health Taha Tinana, spiritual health Taha Wairua, family health Taha Whanau and mental health Taha Hinengaro. It is believed that our physical being only supports and protects us from the external environment and is one aspect of health well-being. Spiritual health relates to us as individuals or as a community about who/what we are, where we have come from and where we are going. Traditional Maori analysis on physical illness will focus on the the Taha Wairua to determine whether harm here could be a contributing factor. Family health relates to the importance of family. It links to our ancestors, our ties with the past, the present and the future. This dimension makes significant links to the Pa Harakeke. It relates to the importance of family in the health and well being of a person. The last dimension concerns mental health as thoughts, feelings and emotions are vital ele ments of the body and soul. It is about how we see ourselves in the world, our ability to communicate and to feel that our mind and body are inseparable (Durie, 1998). Another health model which is relevant to providing depth in understanding holistic development is Rose Peres model of Te Wheke. The concept of Te Wheke (the octopus) is a symbol used to represent family. Each of the eight tentacles represents a dimension of well being. The tentacles of the octopus are overlapping and interwined to symbolise the interconnected and inseparable nature of the dimensions (Pere and Love, 2004). These Maori health models relate closely to the concept of focusing on a childs well being as a whole. Both models include the valued importance of family/whanau and their contribution to a childs health and wellbeing. The life cycle of the Pa Harakeke consists two major parties that are central to the child te rito, these are the parents and grandparents. This metaphor was very relevant to me because my parents and grandparents were the most important people in my life from birth. They played the role of a guardian, protector and carer, but also as my first teachers. I have always had a very strong bond with my parents and grandparents, which is still there till this day. Claiborne and Drewey (2010) explain how love and acceptance generated towards children by adults/family can positively impact on their health and growth. My family plays an important role in my life. They have always been there for me, and it is because of them of their encouragement and faith in me that I am doing this course. Sometime I feel as though my family are like a group of cheerleaders. They cheer me on, when I am about to loose hope, they give me the support and confidence to keep on going, and for that I am very grateful to have a family that is so loving and supportive. My teaching philosophy is based on building respectful relationships with each childs parent/family because I believe they are the first teachers in every childs life. My ultimate goal is to achieve close relationships with parent/families and stand alongside them in partnership to assist and provide experiences that will best support their childs learning and development. Fraser (2005) suggest that through collaborative partnership between teachers and family children experience a sense of continuity and care which encourages them to learn and grow. This metaphor also highlights the concept of culture. It indicates my knowledge and understanding of bicultural awareness. I believe biculturalism is important in the early childhood sector and that all children should be given the opportunity to develop knowledge and understanding of the cultural heritages of both partners of the Treaty of Waitangi (Ministry of Education, 2010). One reason why I chose to use the metaphor of A Guardian of the Pa Harakeke is because; to me it portrays my achievement in learning about the Maori culture and understanding a different perspective on how we see the world around us. I believe that every child should have the opportunity to learn Te Reo Maori because it is the language of our land and we need to be teach children to be proud of it. I have made it a personal goal to learn as much as I can about Maori culture to further my knowledge and understanding. In order for me to teach children about Maori culture, I need to know about it myself. Culture plays an important role in my life as student teacher and it influences my teaching philosophy daily. Wong (2005) states children learn through cultural tools available to them which include childrearing practices, language, customs and rituals. I believe this quote is very important to me, because I have learnt to be responsive, and caring through seeing my little cousins being bought up with such love and care. Culture is all around us and we can see the different cultures through our multicultural society. Every culture will be different in the ways it transmits cultural knowledge because cultures have different goals for the development of children and different ways of communication knowledge to children (Claiborne, 2010, p160). I was born in the Fiji Island and my nationality is Fijian Indian. My ancestors are from India, therefore as a child, my parents/grandparents taught me a lot about my culture and my ancestral background. I also learned about the Fijian culture be cause I consider Fiji as my motherland and I am very proud of my country. However when I was ten years old, my whole family migrated to New Zealand. When I moved to New Zealand, I experienced a multicultural community. I had to adapt to the diverse culture/lifestyle of NZ, but I also retain the roots of my cultural beliefs. A major theorist that focused on the interlocking systems of family, culture and environment is Bronfenbrenner. Bronfenbrenners ecological systems model emphasises the influences of society and culture in an individual childs life. The immediate relationships and surroundings around the child is called the Microsystem. In this layer the most important influence would be parents/family and also the early childhood centre the child attends to. In the childs Mesosystem the child experiences a sense of connectedness between home and early childhood setting. The excosystem relates to the childs connections with larger social systems. It does not have an active role in the childs immediate context but does have influence the child Microsystem. For example a parent who is employed, is able to provide resources for the child, however if the parent was to lose this job it will cause fiancial stress associated to the provision of those resources and this is likely to cause negative impact on t he parent-child relationship (Wong, 2005).The Macrosystem relates to the large cultural patterns which include cultural values, customs and laws. For example cultural contexts that value children and families may manifest ideological and organisational structures in society, which result in the provision of good quality, affordable and accessible childcare (Wong, 2005, p18). Language acquisition is also a complex component of cultural system (Crain, 2011). According to Wong (2005) every culture has its own language and it holds knowledge about the uniqueness of being in that cultural community. Vygotsky argued that language is the most vital symbolic tool in development. I believe that language is an important part of cultural norms. Through language, we can express cultural views and relate to each other within the same community. I am trilingual, being able to speak Hindi, English and Fijian. I am fluent in all three languages and I believe it is a great advantage in this field of work. Parents/family that speaks the same language may feel more comfortable conversing more openly about their feelings and what they except of their childs learning. It can help in expressing and talking about concerns in a more comfortable manner. Vygotskys sociocultural cognitive theory is an emphasis on how culture and social interactions guide cognitive development (Santrock, 2009). Vygotskys believed that child development occurred as a result of natural and cultural activities. He referred to cultural activity as social processes through which we learn to use cultural tools and to think (MacNaughton and Williams, 2009).He argued that children need to be directly taught new concepts rather than waiting for them to make their own discoveries (Crain, 2010). Vygotsky introduced the concept of Zone of Proximal which was a term used to differentiate between a child actual development levels as determined by independent problem solving and the advanced level of potential development as determined through problem solving with the help and guidance of a skilled adult (Claiborne, 2010). According to MacNaugton (2009) good quality scaffolding allows for joint problem solving. This concept provides great depth and understanding on how childrens knowledge and understanding can be extended. As a teacher I want to be able to provide children with opportunities for exploratio n but also guide them to extend their learning. I believe that the reason why Vygotskys concept of Zone of Proximal is appealing to me is because I remember I was guided through task I was not able to do. One significant memory that I have, which is an example of the concept of Zone of Proximal is when I was five years old, I got my first pair of lace up shoes. Every where I went I wanted to wear them and my parents always had to put them on for me. One day I decided to do up my laces on my own, I tired and tired for a long time but I just couldnt do it, my mother was standing on the side, watching me try and tie my lace up. So as soon as I was about to give up, she intervened and helped me do them up. She went through it with me step by step. It took me a few days until I independently did up the laces myself, it memorable moment for me because I was so proud to be able to do it all by myself. Therefore I want to become a teacher who gives children opportunities to feel proud of their achievement knowing that they did something a ll by themselves. I want to be able create an atmosphere where they feel they are valued and have a sense of self worth. My image of a young child is that each child is an individual have unique qualities that define them as who they are. Before I started my Bachelors in Early Childhood Education, I didnt know what it would be like. I decided to do early childhood because I simply enjoyed being around child. Through the past 2 years of ongoing research, and attending lectures I have really learned the importance of the early years of life and the meaningful learning and development that occur during this time. After my two years in training as a student teacher, I have a more clear vision of a young child. A young child is strong, powerful, and competent learners who need to be challenged and encouraged to form their own working theories about the world they live in. I believe that play is very valuable to childrens learning and development in the early years. Through play children have the opportunity to engage in open ended exploration (Gonzalez-Mena, Widmeyer Eyer, 2007). In conclusion, the metaphor of Guardian of the flax bush, explained my personal beliefs as a teacher. My teaching beliefs are formed from my childhood experience. I learnt the importance of family and culture as I was growing up, and till this day it plays a major role in my life. As a teacher I believe that children should be experience a safe, secure environment where they are cared for and their needs are met. As a student teacher, I have learned to recognise the childrens health and well being as a whole. This means recognising all dimensions of well being. The two models that provide insight on the importance of all dimensions of health are Peres Te Wheke and Duries Te Whare Tapa Wha models. Children are our future and my aim is to provide each child with the opportunity to grow up as competent and confident learners and communicator, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society (Minist ry of Education, 1996, p9).

Faust as a Tragic Hero Essay -- Johann Wolfgang von Goethe essays pape

Faust as a Tragic Hero   Ã‚  Ã‚  Ã‚  Ã‚  In the story of Faust, written by Johann Wolfgang von Goethe, Faust is whirled into an adventure of sin and deceit. The further Faust follows the devil the closer he comes to his own demise, taking down with him the innocent Gretchen. As Faust goes on he embodies the characteristics of a tragic hero in a sense that he is borderline good and evil, constantly battling his conscience. The one major flaw that initiates his self-destruction is the fact that he feels he is extremely intelligent and can not be out witted.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Faust is a man of privilege, his father having been a doctor and himself a respected scholar; but he is essentially a desperate character, continuously yearning for more than this world has to offer. He is an extremely well educated man as well as wise in the ways of the world. As a result of his exceeding knowledge he becomes grossly cynical in his old age. His quest for greater knowledge and power leads him into the realm of sorcery and witch craft.   Ã‚  Ã‚  Ã‚  Ã‚  Faust’s dealings with darkness eventually lead him to deal with the ruler of all that is wicked and deceitful, the devil himself. Naturally Faust, longing for more than earthly pleasures, is compelled to accept Mephistopheles’ promises of complete contentment and satisfaction. Faust’s ego is such that he feels he can not be out witted even by the most skillful and cunning deceiver to ever walk the face of the earth. Soon Faust is on a journey leading to more misery and t...

Prostitution Should be Legalized :: Argumentative Persuasive Prostitutes Essays

Prostitution Should be Legalized Prostitution is known as the oldest profession in the world, however, many states in the U.S. outlaw it. The textbook definition of prostitution is the "act or practice of engaging in sexual acts for money" ("Prostitution," Macmillan 805). Nevada is the first in the United States to legalize prostitution. Although the long term effects of legalized prostitution is uncertain, the short term effects have been economically beneficial. Prostitution should be legalized because not only could it financially benefit the country, but it could also reduce crime. There are many reasons why prostitution is illegal in 49 U.S. states today. First, and foremost, many people feel that prostitution should stay illegal in order to preserve morality. Parents do not want their children to grow up thinking that prostitution is acceptable. Worse yet, parents do not want to hear their children say, "When I grow up, I want to be a prostitute." Christianity also looks down upon prostitution because according to their beliefs, the act of sex is only to be done when a man and a women are in love and married. Monogamy is to be practiced in the marriage, and any violation of this is considered a sin. Another reason why the preservation of morality is so important is that people's morals shape the future of a nation. Many people feel that if prostitution is legalized, then its long term effects would be detrimental to the United States. The divorce rate in the United States peaked at an all time high in 1980 ("Marriage" 56). By the legalization of prostitution, this would allow room for husbands and wives to commit adultery. Thus, leading the marriage to a divorce. "The divorce rate has really increased over the centuries. In the U.S. today, the divorce rate is fifty percent of the U.S." (Holland 86). Second, prostitution is a great health risk to the U.S. because of the spread of sexually transmitted diseases (STDs). A major concern about STDs is the spread of AIDS, which is currently a deadly STD because a cure has not been found for the disease. The transmission of STDs is already on the rise due to many uneducated teenagers having unprotected sex. In addition, most of theses teens are not going to a physician to be screened for STDs. Because of this, many curable STDs are going untreated and being spread throughout a community.

The Battle Over Same-Sex Marriage Essay -- Gay Marriage

Same-sex marriage has grown into to a national issue. In 2003, the Massachusetts Supreme Court ruled that same-sex couples had the right to marry which provoked a firestorm of debate. The discussion extends from private livings rooms and local watering holes; all the way to the floor of the U.S. Congress and the White House. The debate about same-sex marriage has become a hot button issue, which pits secular-progressives who support gay-rights against religious and social traditionalists fighting for the sanctity of marriage. When La Shawn Barber, Anna Quindlen, Andrew Sullivan and the editors at National Review wrote their opinion pieces regarding the topic of same-sex marriage the debate had already been raging for many years and it still is today. Freelance writer La Shawn Barber and the editors of National Review oppose same-sex marriage and argue that legalizing same-sex marriage would fundamentally redefine marriage and weaken it as a social institution. Conversely, contributing editor of Newsweek magazine, Anna Quindlen, and â€Å"The Daily Dish† blogger Andrew Sullivan support same-sex marriage and stress that same-sex couples should be treated no different than heterosexual couples, including when it comes to the right to marry. In â€Å"The Loving Decision,† Quindlen uses the example of the historic court case Loving v. Virginia, which legalized interracial marriage, to argue that homosexuals should be allowed to marry whomever they want. Quindlen maintains that the Loving v. Virginia case is applicable to the modern-day fight for same-sex marriage because this is an issue of civil rights violations, much like the original case from 1968. In contrast, Barber, counters in â€Å"Interracial Marriage: Slippery Slo... ...Department of Public Health. Massachusetts Supreme Judicial Court. 18 Nov. 2003. Print. Quindlen, Anna. "The Loving Decision." The Daily Beast. Newsweek/Daily Beast, 14 Nov. 2008. Web. 28 March 2015. . Sullivan, Andrew. "The Right's Contempt For Gay Lives." The Atlantic. 8 Apr. 2009. Web. 28 March 2015. . Vamburkar, Meenal. "Coulter To Hannity: Liberals Use Judicial Activism To Invent Rightsâ„ ¢ Like Abortion, Gay Marriage." Coulter To Hannity: Liberals Use Judicial Activism To Invent Rightsâ„ ¢ Like Abortion, Gay Marriage. 5 Apr. 2012. Web. 28 March 2015. .

Explain the Importance of Resilience in Children and Young People Essay

Resilience is a mixture of nature and nurture. Attributes that some children are born with, such as good intellectual ability and a placid, cheerful temperament, are associated with resilience. Children who are born prematurely and/or with disabilities, who cry and cannot be comforted, who cannot sleep or who will not accept being held are more vulnerable to adversity and may be less likely to be resilient. There are, however, many other qualities associated with resilience which develop through children’s life experiences — the main ones can be summarised as follows: Good self esteem derives from being accepted by people whose relationship one values and from accomplishment in tasks one values. Praise, on its own, will not improve self-esteem; the child him or herself has also to ascribe value to the achievement. A belief in one’s own self-efficacy means having the qualities of optimism; ‘stickability’ and believing that one’s own efforts can make a difference. For children and young people who have had very damaging childhoods the creation of ‘survivor’s pride’, i. e. the ability to value how far they have overcome huge adversity in their lives, is helpful. Young people’s sense of self-efficacy is enhanced by taking responsibility and making decisions. Initiative is the ability and willingness to take action, including action to stop abuse occurring. Children and young people facing adversity are in a stronger position to deal with it if they are able to take the initiative in finding ‘creative’ responses. This sometimes combines with a strong sense of responsibility towards others such as siblings. Faith and morality can be described as ‘a belief in a broader value system which can help the child to persist in problem solving or in surviving a set of challenging life circumstances. A sense of coherence in their experiences gives the child a feeling of rootedness; the conviction that life has meaning and an optimistic focus’ (Daniel, Wassell and Gilligan 1999. Trust is believing in or relying on another person or thing. In order to trust others, you do not need to love them but you do need to experience them as reliable, feel respect for them, value them and not expect them to betray your confidences. Attachment is ‘an affectionate bond between two individuals that endures through space and time and serves to join them emotionally’ (Klaus & Kennell 1976, quoted in Fahlberg 1994). A secure attachment relationship creates a secure base from which a child feels safe to explore the world. Many looked fter children whose primary attachment figures have been unsupportive or unpredictable are able, fortunately, to find other attachment figures. In fact, one sign of resilience in children is the ability to ‘recruit’ caring adults who take a particular interest in them. This could be a neighbour, friend’s parent(s), teacher, child minder, relative, mentor or befriender, foster carer or, of course, residential worker. The concept of a secure base originally related to the security provided by a dependable attachment relationship. However, in the context of looked after children it has developed a wider meaning i. . the provision of a consistent and stable place to live and continuity of wider relationships which then allow the maintenance or development of attachment relationships. Where placement moves are absolutely unavoidable, strenuous efforts should be made to maintain continuity in other aspects of children’s lives. Meaningful roles: Such roles include proficiency at academic and non-academic activities at school, sporting prowess, part time work, volunteering, caring for siblings, and domestic responsibilities, provided they are not excessive. Such roles are likely to have a positive effect in several ways — they can be beneficial in providing a sense of positive identity and a source of self-esteem, they may act as a source of pleasure and hope or distract young people from the adversity they are experiencing in other areas of their lives. Autonomy means the ability to make decisions. Young people who are autonomous know that it is OK to make mistakes and that you can learn from mistakes. They take reasonably well calculated risks. Autonomous children and young people are good at self-regulation — they gain increasing control over their own emotions and behaviour. Identity: Young people in care have a deep need to know and understand who they are, where they belong and to whom they are important. They may need help to find these answers. Children and young people’s ethnicity, religion, culture and language form part of their identity. Preservation of their background and culture helps to create continuity and a secure base; it is also a legal right. Young people, who have good insight into their own difficulties, including a realistic assessment of their own contribution and the contribution of others to those difficulties, are more likely to be resilient. Young people who are able to recognise benefits, as well as negative effects, from severe adversity are likely to be resilient. Insight helps people to take appropriate actions and make appropriate choices. It is therefore linked to self-efficacy and to initiative. Humour is the final building block of resilience. It can help young people to distance themselves from, and therefore reduce, emotional pain and it can also help them make and sustain relationships — humorous people are usually popular people.

Negative effects of video games Essay

The US word picture plump for market reached nearly $ 21 billion in sales in 2008. On an average an adolescent spends about 10-13 hours per workweek playing painting games. The cause whitethorn be attributed to the fact that delineation games like a shot have become a prerequisite to a greater extent than a luxury. They be a unique form of entertainment because they advance players to become a part of the game. nonetheless, video games have both positive and negative impacts on players. While some of them argon fun and entertaining, others have drastic do on children.On one hand, video games be a source of leisure. muckle play video games because they want to undertake a appearance from their everyday stressful life since these games are fun and interesting way to spend time. Another major wages of playing video games includes improving childrens computer literacy since most of the games nowadays wait internet.Also research studies show that video games tend to o utgrowth ones hand eye coordination as tumefy as their ability to make tender and reasonable judgements. Educational games provide work in problem solving and logical system and are thus becoming more prevalent as teaching tools for spring chicken in primary and secondary schools. However this is just one side of the coin. flick Games with violent content have far reaching effects on children. search studies suggest that violent video games increase aggressive behavior among youth. Since violent acts are often rewarded and continually repeated in a game, it highly influences them.Children who see a lot of furiousness are more likely to view violence as an effective way of settling conflicts and are more likely to assume that violence is acceptable behavior. Also, if one buys an intriguing game, he whitethorn get addicted to it, which may lead to drastic consequences. An addiction may lead to physical problems like obesity, headaches, suffering to eye, decline in schoolwork p roductivity, pass problems and confusion between real and unreal. over dependence on video games could in any case foster social isolation, as they are often played alone.