The Great British Heroes Churchill - 1748 Words

Churchill finds his name among many great British heroes throughout history who are known for saving their country in times great of crisis. In almost a biblical fashion, Churchill is remembered for being one of the champions of WWII and an icon of British history. One may find it surprising, but this famous Brit was only half British. Sir Winston Leonard Spencer-Churchill was born on November 30th, 1874 at the Blenheim Palace, an estate owned by Churchill’s family. Churchill was born into an aristocratic wealthy family, the Dukes of Marlborough, known for their high reaching wealth and status. Churchill’s father was British Politician and his mother was the daughter of the American millionaire, Leonard Jerome. At an early age Churchill†¦show more content†¦Rather than focus the famous British Naval Force on a possible German invasion, Churchill believed that a new naval campaign, 1,000 miles East, could win the war. He proposed, and the cabinet approved, a pl an to capture the port city of Constantinople: the city was a key strategic point along the Eastern Front and whoever controlled it ultimately had the upper hand in the region. Only through Constantinople could Russia import the resources it needed to survive, along with this Churchill believed that if the British and French forces seized control of the city, then the Ottoman Empire would collapse which would persuade neutral states in the region to join the Allies. The infamous mission to achieve this plan was called â€Å"The Gallipoli Campaign,† and became known as one of Churchill’s gravest errors. The issues surrounding the campaign immediately arose when the British Military initially refused to send as many troops to the region as Churchill proposed. However, with great hubris, the young war strategist continued with the assault believing his plan would work even with the lack of troops. The next disadvantage that the Allies faced was poor weather accompanied by undetected mines surrounding the Gallipoli Peninsula, two crucial factors which weren’tShow MoreRelatedSir Churchill On Britain s Past And Used Events That Defined Them897 Words   |  4 Pages Secondly, Churchill also reflected upon Britain’s past and used events that defined them. â€Å"Therefore, we must regard the next week or so as a very important period in our history. It ranks with the days when the Spanish Armada was approaching the Channel, and Drake was finishing his game of bowls; or when Nelson stood between us and Napoleon s Grand Army at Boulogne.† This passage is because he refl ected upon some of the greatest accomplishments that the British went through. By reflecting onRead MoreWinston Churchill: Britains Guardian Angel759 Words   |  3 PagesWinston Churchill: Britain’s Guardian Angel The date was August, 1940. London was a mess of smoking ruins and rubble. Somber visages marked the faces of passersby, all except for a plump, elderly man. His jowl quivered as he smiled and greeted everyone he saw; he dried the tears of a frightened child. This man was Winston Churchill, Prime Minister of Britain during World War II. Heroes are often viewed as young, fit men who fight with physical strength, yet Winston Churchill led Britain to victoryRead MoreSir Winston Churchill Essay1225 Words   |  5 PagesSir Winston Churchill Introduction Few leaders stand out in the history of the twentieth century more than Sir Winston Churchill. Remembered mainly as Great Britains prime minister who led the first successful stand against Adolf Hitlers Nazi Germany, he showed the world the importance of democracy and liberty by leading the battle against fascism and dictatorship. Churchill appeared headed for greatness even at his birth in 1874; his grandfather was the first Duke of MarlboroughRead MoreA Trip to London Essay871 Words   |  4 PagesA Trip to London The HMS Belfast was built by Messrs Harland and Wolff of Belfast in 1936. This great battle cruiser was commissioned into the Royal Navy after being launched on St. Patrick’s Day 1938. She was designed for the protection of trade routs and offensive action. Immediately after being commissioned into the Royal Army she was called into service patrolling the northern waters in efforts to impose a maritime blockade on Germany. Catastrophe arrived after only two month at sea when theRead MoreBritain at War1114 Words   |  5 Pagesearlier at the end of september 1938 neville chamberlain had negotiated a peace deal in munich with adolf hitler which britain conceded to the germany annexation of sudetenland. to avoid a secound war with germany only twenty years since the end of the great war; chamberlian agreed that those parts of czechoslovakia,s sudetenland accupied by ethnic germans could become part of german territory. He reterned from the tank munich to declare i believe it to be peace in our time. The threat and outbrack ofRead MoreWinston Churchill Qualities1771 Words   |  8 PagesTitle: Winston Churchill; proof that wars are won with words Heroes come in many different forms. For Britain, during the Twentieth Century, one came on the scene dressed as a man who began his plight with poor grades, a stutter, and an awkward disposition. Winston Churchill battled many personal demons and bouts of depression: however, adversity often strengthens the individual and refines him to a greater purpose(Winston and Clementine 401). A final analysis of Winston Churchill yields some interestingRead MoreCastles Of Steel : Book Review2039 Words   |  9 PagesSaranda Dellovci Baruch College Spring 2015 Castles of Steel - Book review Castles of Steel; Britain, Germany, and the Winning of the Great War at Sea. Robert K. Massie. Ballantine Books, 2003. 865 pages with 23 maps and photos. Paperback. $20.00. Castles of steel is a book written about the First World War. Robert K. Massie brings us a great overview of what the war was like in 1914. Starting from the beginning of the book, Massie begins with his first chapter of the War in July 1914. ThisRead MoreAviation in Wwi4096 Words   |  17 Pageselementary aerial bombing executed against the opponent from aeroplanes and airships. However, World War One was the first major conflict to implement forces on a large scale that would literally elevate the battlefield. The aeroplanes and zeppelins of the Great War opened the door to an entirely new way to wage battle, which has unquestionably altered the nature of war forever. Nevertheless, despite being the war that ornamented the importance of military aviation, it is unclear whether or not this monumentalRead MoreLeader Analysis: Winston Churchill2834 Words   |  12 PagesHuman Capital Doctor Joyce Russell Leader Analysis: Winston churchill by Alicia Lynch 21 February 2011 Leader Analysis: Winston Churchill Winston Churchill was arguably one of the most significant political leaders in the last century. A soldier, athlete, author, reporter, British politician, and international statesman, Churchill is best known as the Prime Minister of the United Kingdom from 1940-1945. He organized and guided British resistance against Nazi Germany’s effort to subdue the EuropeanRead More The Blitz and St Pauls Cathedral Essay4122 Words   |  17 PagesHowever, their uneasy emotions would later change into feelings of nationalistic pride and perseverance, as London became a city full of active resistors to the Nazi forces. This change would be prompted from a variety of sources, including Winston Churchill, the media, as well as the emergence of inspirational symbols. St. Pauls Cathedral is undoubtedly the most powerful of these symbols, becoming a timeless image associated with the Blitz, encapsulating sentiments of hope and courage. LONDON THROUGH

journeyhod The Inward Journey in Joseph Conrads Heart...

Inward Journey in Heart of Darkness Heart of Darkness is a book about one man’s journey into the depths of the African Congo. He travels to a place where, ’the changes take place inside’(Conrad 15). For a man named Kurtz, his journey went deeper into Africa then he could have ever expected. Kurtz’s journey into Africa ended up being a journey into the darkness within himself. At the beginning of the journey, Kurtz was a good man who believed in bringing civilization to Africa. You see some of Kurtz’s good intentions in a lot of his writings. When Marlow was reading them, he said, ’†¦He began with the argument that we whites, from the point of development we had arrived at, ‘must necessarily appear to them (savages) in the†¦show more content†¦When the Russian was talking to Marlow, he said, ’I offered to go back with him. And he would say yes-and then he would remain-go off on another ivory hunt-disappear for weeks-forget himself amongst these people-forget himself-you know’(Conrad 56). Once Kurtz got into the wilderness, he spent a lot of time by himself. Even when the Russian offered to go with, Kurtz would still go off on his own to do his ivory hunting. Marlow even saw the isolation in Kurtz’s life. He said, ’There was nothing either above or below him-and I knew it. He had kicked himself l oose of the earth. Confound the man! he had kicked the very earth to piece. He was alone’(Conrad 65). Marlow knew that Kurtz was alone in his life since he lived in the wilderness. He knew that no one really knew who he really was, ’He was alone’(Conrad 65). Although Kurtz was alone, that loneliness helped him in the end. Through isolation, Kurtz was able to see who he really was. The main place where Kurtz finds himself is on his deathbed. Marlow says, ‘But the wilderness had found him out early, and had taken on him a terrible vengeance for the fantastic invasion. I think it had whispered to him things about himself which he did not know, things of which he had no conception till he took counsel with this great solitude-and the whisper had proved irresistibly fascinating’(Conrad 57). Marlow is saying that since Kurtz has been in the wilderness,

Compare and Contrast Hinduism and Christianity Free Essays

The development, spread, and impact of Hinduism on India politically and idealistically is similar to the development, spread and impact of Christianity on Western Europe because politically, both religions were supported by their rulers and emperors; and idealistically because both Hinduism and Christianity share similar philosophies and beginnings which influenced major religious ideas and understandings. However, Hinduism in India and Christianity in Western Europe differed greatly on a social aspect because while India recognized and upheld the importance of an organized caste system in achieving religious salvation, Christianity viewed social classes as insignificant to core religious principals. This leads to the observation that societies are more often than not very similar, with few differences. We will write a custom essay sample on Compare and Contrast Hinduism and Christianity or any similar topic only for you Order Now The spread of Hinduism in India can be most attributed to the Gupta Dynasty and their successors. The Gupta Dynasty spread Hinduism by making it the official religion of India, and zealously encouraged the practice of Hinduism to the people of India. Eventually, Hindu kingdoms began to independently rule Southern India under loosely administered states; Hinduism brought a sense of stability to Southern India by escaping from Islamic invasions, chronic war, and civil turmoil. Two of these regional states include the kingdom of Vijayanager and the kingdom of Chola. Both kingdoms spread Hinduism through political means such as building temples with authorities and land administrators that directly worked with guilds and invested in commercial and economic ventures. Similarly during the middle ages, Western Europe was run by Christian authorities and patriarchs called the Papacy. Pope Gregory I, also known as Gregory the Great, emphasized the importance of sacraments, which are a central belief in Christianity; this served as a major political influence of the spread of Christianity on Western Europe. The popes acted independently and devoted much of their efforts to strengthen and construct a large Christian cultural zone which lay a foundation for a prosperous society, similar to that of the Hindu regional states. During Medieval Europe for example, no single regime controlled Italy, but rather, a series of ecclesiastical city-states competed for power. Like Hindu temples in Southern India, missionaries and monasteries were also implemented to spread Christianity to Europe on a more local level. Hinduism in India and Christianity in Western Europe was very similar in governing, politically speaking. The core principals of the Hindu religion come primarily out of the direct teachings of the Upanishads. The Upanishads explain the belief of reincarnation as well as karma and moksha. The Upanishads thoroughly explained how to live a pure and virtuous life, and how to be permanently liberated from the painful cycle of reincarnation, known as moksha. The Upanishads not only had a lasting impact on Indian thought about the nature of the world, but also on the observance of high and moral ethical standards. Likewise, the teachings of Judaism had a lasting influence on the spread and development of Christian ideas of Western Europe. Judaism similarly uses the Hebrew Scriptures which are believed to be the true words of God as inspiration to the way individuals are expected to live their lives fully. Both the Upanishads and the Hebrew Scriptures calls for a life without greed and hatred. The Hebrew Scriptures of Judaism is significant in Christianity because Christian roots begin with the Jewish teachings. Hindu teachings also recognize Krishna, a Vishnu incarnate that spread his word to all humans. This can be easily compared to Jesus of Nazareth who was a prophet of God that spoke to humans about Christian values. Read also  Arya Samaj at  https://phdessay.com/arya-samaj/ Both Krishna and Jesus can be compared to Zarathustra, a prophet who spoke on behalf of Ahura Mazda, a god of the Persian religion Zoroastrianism, which served as a major influence on Hindu and Christian values. Hindu teachings and ideas had a significant impact on India because it was ruled primarily by Hindu regional states, until Muslim forces began to interfere in northern India. Likewise, Christian ideas had a monumental impact on Western Europe and were the center of all decisions and ways of thinking until the Protestant-Reformation and the Enlightenment in the 16th century C. E. , when ideas regarding the world’s existence veered away from traditional Christian teachings. The development of the social classes in India began when the Aryans moved into north-west India, and imposed an organized social hierarchy made up of four Varna’s. This social class that was implemented plays a vital role in Hindu ethics because an individual was expected to follow their Dharma; an individual’s virtue according to cosmic order, which specifically refers to the caste in which an individual is born into. The core belief of Hinduism also states that special honor is given to the Brahmins and Kshatryas, the upper class in the Caste System made up of primarily priests, because they lived worthy lives. This made the spread of Hinduism much less popular within the Shudra and the Untouchables, the lowest classes in the Caste System, as well as women. On the contrary, Christianity experienced the most monumental spread within the lower classes of Western Europe, primarily with women. Many individuals were drawn to Christianity because of the promise for salvation as long as they demonstrate good morals and put their faith in God. Christianity also taught the underlying importance of the idea of equality within all people, which gave women and lower class individuals a sense of purpose, especially because the roots of Christianity begin with Jesus of Nazareth, who was born into a family of poor carpenters. The impact of Christianity and Hinduism differed socially because while Hinduism further emphasized the recognition of social classes, Christianity worked to cast aside social distinction within society. The ways in which Hinduism and Christianity influenced their societies were similar in that they had political as well as local administration support, and shared many of the same philosophies regarding life and morality. In any case however, Hinduism and Christianity differed in the belief of an organized social class. In conclusion, Hinduism in India and Christianity in Western Europe both nonetheless had very similar contributions to society as a whole. How to cite Compare and Contrast Hinduism and Christianity, Essay examples

Ayn Rand Anthem Essay Example For Students

Ayn Rand Anthem Essay A young man lives in a place where the word I does not have meaning. It is a society where there are no individuals. It is, however, a place whereyou strive to serve your brothers. Equality 7-2521 was taught from birth thatthe individual is not important. He is in a crazed society where the only formof government is collectivism. Equality, at age 21, has absolutely no freedom. He is a a strong, tall young man who stands about six feet. However, in thissociety, anyone who is six feet tall was considered to be evil. His dream ofgoing to the House of Scholars is lost and he is sent to the Hose of StreetSweepers instead. Here the rules are very strict. He is not allowed to laugh orsing for any reason. These are a couple of hardships that Equality has to faceso far in this mixed up society. His troubles get greater and greater untilfinally he does something about it. All through his life, Equality thinks he isnot capable of accomplishing anything. Through time though, he discovers that heis capable of doing many things by himself and more importantly that he is anindividual. When he is in the tunnel, he discovers a light. This provides himwith the confidence that he is able to do things. Other experiences, such asfalling in love with Liberty and seeing his reflection in the pond also help himto believe in himself as a strong individual. Equality later realizes that hehas commited sins as he was growing up. He thinks by showing his invention tothe House of Scholars that he would be forgiven for his wrongdoings. He hopes toshow his invention to society and find a way into the House of the Scholars. Healso wants to prove that being tall does not make you an evil individual. Hefeels that he has sinned because he was sent to the Palace of CorrectiveDetention when he did not reveal where he has been. He wishes to be forgiven forbeing sent there. Even though entering the tunnel is against the law, he feelsthat he is going to discover things that would improve the society that he isliving in. Equality tries to get the House of Scholars to accept him for thelast time. He finds out when and where they are going to meet and devises aplan. He decides to escape from the Palace of Corrective Detention and go towhere the meeting is being held. He arrives at the Council of Scholars and lookat him in astonishment. The members are afraid at first because t hey do not knowexactly what Equality is presenting to them. After they realize what it is thatEquality is showing them, they are very insulted that a mere street sweeper wasbelittling their intelligence as Council members. Upon hearing that his idea isrejected, he leaps out the window and runs to the Uncharted Forest where no mansurvives. He finds out that Liberty has followed him into the forest. They cometogether and find an abandoned house. They enter it and see things that theyhave never seen before. They find clothes, 2 beds in one room, and one thingthat shocked them the most, a mirror. After looking at the mirror, he now knowsfor sure that he is an individual. He now understands that the wordI that he had learned from the manuscripts of the UnmentionableTimes has meaning. He knows that he lives for himself and not for others. Herealizes that he is his own self and he determines his own fate. He then changeshis name to Promethus which is a Greek God who stole the light of the 600s andgave it to man. Promethus had suffered just as Equality had, and Equalityadmired him very much and chose his name to be his own. Liberty also changed hername. Equality gave her the name Gaea after the Greek Goddess who was the motherof earth and all the Gods. Gaea becomes pregnant and they both decide to raisetheir child as an individual and to never let it experience the hardships theyhad faced in the crazed society of Collectivism. Equality makes it his duty torescue the other friends he had left behind. He feels that they deserve the samefreedom that he is now experiencing. He plans to save all .u97a8f9df29bd881cb90c7968f850c0f6 , .u97a8f9df29bd881cb90c7968f850c0f6 .postImageUrl , .u97a8f9df29bd881cb90c7968f850c0f6 .centered-text-area { min-height: 80px; position: relative; } .u97a8f9df29bd881cb90c7968f850c0f6 , .u97a8f9df29bd881cb90c7968f850c0f6:hover , .u97a8f9df29bd881cb90c7968f850c0f6:visited , .u97a8f9df29bd881cb90c7968f850c0f6:active { border:0!important; } .u97a8f9df29bd881cb90c7968f850c0f6 .clearfix:after { content: ""; display: table; clear: both; } .u97a8f9df29bd881cb90c7968f850c0f6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u97a8f9df29bd881cb90c7968f850c0f6:active , .u97a8f9df29bd881cb90c7968f850c0f6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u97a8f9df29bd881cb90c7968f850c0f6 .centered-text-area { width: 100%; position: relative ; } .u97a8f9df29bd881cb90c7968f850c0f6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u97a8f9df29bd881cb90c7968f850c0f6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u97a8f9df29bd881cb90c7968f850c0f6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u97a8f9df29bd881cb90c7968f850c0f6:hover .ctaButton { background-color: #34495E!important; } .u97a8f9df29bd881cb90c7968f850c0f6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u97a8f9df29bd881cb90c7968f850c0f6 .u97a8f9df29bd881cb90c7968f850c0f6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u97a8f9df29bd881cb90c7968f850c0f6:after { content: ""; display: block; clear: both; } READ: Carbon Essay

The Questions Concerning Technology

Introduction Technology is an issue which Heidegger resolves to question in his article, The Question Concerning Technology. In doing this, Heidegger reminds humans to reflect on movement of thought that happens in any perplexed questioning more than the mere words that form part of the questioning. This will ensure that the context of questioning is heard and determined.Advertising We will write a custom essay sample on The Questions Concerning Technology specifically for you for only $16.05 $11/page Learn More Heidegger explores an array of claims that prima facie, produces weird outcomes that hold humans, entirely making them unaware. Consequently, he explores the essence of technology in itself is not technological. Thus, this drives him to examine technology, and more fundamentally, the essence of technology. Discussion Heidegger does not restrict certain qualms as a result of rapid expansion of technology, and with the connected speed with which th e global network of technical tools are breaking up distance and condensing the once immense, mystifying and obstinate earth to a more controllable global village. However, Heidegger is dismayed to see parishes and communities being substituted by a global culture and global Gemeinschaff; for example, he cites the parish pumps politics as a remnant of the past (Kaplan 9). Philosophical Thinking of Technology Heidegger claims that it is not a surprise to humans that anything which is often taken for granted will become a significant basis of alarm; that is, what seems to be self-evident or unproblematic is a sache. Heidegger poises after insistent zeal. In this context, Heidegger claims a series of conventional methods where technology is less or more harnessed to be exhaustively understood. Though, these seem ways of understanding technology, Heidegger cites some flaws on them and suggests other shortcomings such as; they fail to capture or touch on what he views as the essence of t echnology. Heidegger demonstrates his mature philosophical jargon claiming his thinking is by finding a way he wishes. This is by using the unterwegs language (Kaplan 38). Heidegger explores the question concerning technology by embracing the term extraordinary. This is the thinking line in which he augments his thinking. However, why is Heidegger using ‘extra-ordinary’ when describing technology? Heidegger wants to relay traditional approach and most endemic of human impulses, that is, the desire to question after things and to satisfy human curiosity. In a nutshell, Heidegger uses this term as a philosophical impulse to erase doubts, or interrogates the actions of what human ordinarily assume as the explanation.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Perhaps, Heidegger sees that humans merely amass knowledge in relation to something in which they have no prior information. By using adjectives, Heidegger provides humans with a hint to reflect. Since humans tend to accomplish something which at one level is ordinary but another level subverts much of what they view as ordinary, thus this leads them to the â€Å"extra-ordinary† or extra-mundane. Heidegger likens the extra -ordinary actions to the old records as those encompassed in the occident of human deliberation confronting the world in which they found themselves. Essence of Technology In questioning technology, Heidegger develops a free relationship with it. He alleges that this relationship is free when it establishes an essence of human existence. Besides, he alleges that technology should not be mistaken as the one already meaning the essence; the essence of something is not the same thing in itself (Kaplan 56). Heidegger offers an example of a tree to illustrate the essence of technology. He shows that in thinking of the essence of trees, what pervades every tree cannot counter all other t rees among them. Hence, this is similar to technology: the essence of technology is by no means anything technological (Kaplan 10). Heidegger claims that any disposition in regard to technology is either deceptive or inadequate. However, the inadequacy of all delusions is to embrace technology as neutral because this conception, in the present society, humans embrace homage and forget the essence of technology (Kaplan 11). Heidegger demonstrates that humans generally believe and apprehend the essence of something by being self conscious and adhering to or retaining initial encounter from the onset. Heidegger poses the question: ‘what is it?’ This perhaps proves to be the question of all questions. Heidegger attempts to explore the question by explaining technology a means to an end, and it is a human tool. The answers he gives seems intrinsic to each other as they illustrate the notion that technology is a tool under human disposal and it prefigures the conviction of fa cilitating various ends on which humans envisage or have designs. He explains that technological tools possess an equipmental directionality which is intrinsic in the manner humans envisage them. Further, these tools deliver a hand character of human quotidian world, helping them to do perfunctory tasks and routine movements.Advertising We will write a custom essay sample on The Questions Concerning Technology specifically for you for only $16.05 $11/page Learn More Anthropological and instrumental view of technology In response to the question ‘What is technology?’ Heidegger seems to exhaust blend anthropological and instrumental definitions of the concept. In his explanation Heidegger illustrates that technology is instrumental. This is because humans use different tools to advance objectives and remove all challenges (Kaplan 27). He further illustrates that it is not less than an anthropological term, because the technology denotes a net work of equipments and tools at humans’ disposal and as such, it signifies a human activity in a broader sense (Kaplan 23). These descriptions are fitting. However, Heidegger insists that they are fairly correct. The correctness of the instrumental definition of technology is more correct as to agitate humans to carefully asses it. The instrumental definition serves to obscure more than it reveals. It erases the differences that are fundamental under leveling perception of what is basically constitutive. Heidegger claims that the difference created is the inequality between the old apparatus, conveniences of primitive handiwork and the products of modern technological age. He cites airplanes radar stations and hydroelectric plants provides â€Å"means† to â€Å"multiple† ends in this context. Heidegger obliges that they hardly guarantee pervasive assurance as they are different in the degree rather than kind from ‘the older handiwork technology† (Kap lan 15). Heidegger alleges that in embracing modern technology as a means to an end, humans are cheated into false assumptions that it is something they can bring under their control and master as it supports their efforts to accomplish certain ends (Kaplan 16). However, this is not the case; there is possibility that technology is not something that is not of human being design and control. Although this seems contradictory, Heidegger explains that the notion might appear to be consistent as the technology entails securing various ends through means and that it does not necessarily entail that human control or master it. The definition is fitting; however, it is not the ‘round, unvarnished,’ truth of technology (Kaplan 18). Technology and associated devices involve human activities and is tailored to accomplish or facilitate various human desires and needs by providing means to securing both. Hence, to achieve this goal, it involves all human activities. Heidegger impl ies that the implication of anthropological definition must encompass instrumental definition of technology because all human actions seem to be of the sake of something, that is, they are teleogically tilted (Kaplan 20). Hence, the prospect of tangible and controllable field of inquest lies with the concealment within the instrumental definition of technology.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Modern Technology Heidegger suggests that modern technology is not a creation of human action established out of the autonomous. Thus, humans are accountable when it comes to the issues that manifests in technological activities leading to the â€Å"call of un-concealment† (Kaplan 58). Hence, any human action at any time in human history does not exist in a vacuum of a sham sense of sovereignty but involves human beings being directed into the unconcealed. The un-concealment of the un-concealed has come to pass whenever it calls man forth into methods of revealing what allotted to him (Kaplan 59). Thus, if human accept this, they are obliged to view any modern activity which they would associate with present technological doings such as observing, investigating, among others that perhaps, ensnare nature as an area of its own conceiving (Kaplan 60). Conclusion In His article, Heidegger demonstrates that technology is not the criticism of another intellectual Luddite. Heidegger , rather, shuns the lure of demonizing technology and propagates a more ominous myth. He opts to reflect on the issue and trail a contour of questioning until he understands what holds to be the source of this notion. Heidegger views that the notion, which is omnipresent and common in everything a human being do and say, merits Sein itself; thus, it enjoys the illustrious and unmerited standing of self-evidence. Works Cited Kaplan, David M. Readings in the Philosophy of Technology. Maryland: Rowman Littlefield, 2009. Print This essay on The Questions Concerning Technology was written and submitted by user Cecilia Peterson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

A Country Study on the Ancient Cultures of Japan

A Country Study on the Ancient Cultures of Japan On the basis of archaeological finds, it has been postulated that hominid activity in Japan may date as early as 200,000 B.C. when the islands were connected to the Asian mainland. Although some scholars doubt this early date for habitation, most agree that by around 40,000 B.C. glaciation had reconnected the islands with the mainland. Populating the Land of Japan Based on archaeological evidence, they also agree that by between 35,000 and 30,000 B.C. Homo sapiens had migrated to the islands from eastern and southeastern Asia and had well-established patterns of hunting and gathering and stone toolmaking. Stone tools, inhabitation sites, and human fossils from this period have been found throughout all the islands of Japan. The Jomon Period More stable living patterns gave rise by around 10,000 B.C. to Neolithic  or, as some scholars argue, Mesolithic culture. Possibly distant ancestors of the Ainu aboriginal people of modern Japan, members of the heterogeneous Jomon culture (ca. 10,000-300 B.C.) left the clearest archaeological record. By 3,000 B.C., the Jomon people were making clay figures and vessels decorated with patterns made by impressing the wet clay with braided or unbraided cord and sticks (Jomon means patterns of plaited cord) with growing sophistication. These people also used chipped stone tools, traps, and bows and were hunters, gatherers, and skillful coastal and deep-water fishermen. They practiced a rudimentary form of agriculture and lived in caves and later in groups of either temporary shallow pit dwellings or above-ground houses, leaving rich kitchen middens for modern anthropological study. By the late Jomon period, a dramatic shift had taken place according to archaeological studies. Incipient cultivation had evolved into sophisticated rice-paddy farming and government control. Many other elements of Japanese culture also may date from this period and reflect a mingled migration from the northern Asian continent and the southern Pacific areas. Among these elements are Shinto mythology, marriage customs, architectural styles, and technological developments, such as lacquerware, textiles, metalworking, and glassmaking. The Yayoi Period The next cultural period, the Yayoi (named after the section of Tokyo where archaeological investigations uncovered its traces) flourished between about 300 B.C. and A.D. 250 from southern Kyushu to northern Honshu. The earliest of these people, who are thought to have migrated from Korea to northern Kyushu and intermixed with the Jomon, also used chipped stone tools. Although the pottery of the Yayoi was more technologically advanced, it was more simply decorated than Jomon ware. The Yayoi made bronze ceremonial nonfunctional bells, mirrors, and weapons and, by the first century A.D., iron agricultural tools and weapons. As the population increased and society became more complex, they wove cloth, lived in permanent farming villages, constructed buildings of wood and stone, accumulated wealth through land ownership and the storage of grain, and developed distinct social classes. Their irrigated, wet-rice culture was similar to that of central and south China, requiring heavy inputs of human labor, which led to the development and eventual growth of a highly sedentary, agrarian society. Unlike China, which had to undertake massive public works and water-control projects, leading to a highly centralized government, Japan had abundant water. In Japan, then, local political and social developments were relatively more important than the activities of the central authority and a stratified society. The earliest written records about Japan are from Chinese sources from this period. Wa (the Japanese pronunciation of an early Chinese name for Japan) was first mentioned in A.D. 57. Early Chinese historians described Wa as a land of hundreds of scattered tribal communities, not the unified land with a 700-year tradition as laid out in the Nihongi, which puts the foundation of Japan at 660 B.C. Third-century Chinese sources reported that the Wa people lived on raw vegetables, rice, and fish served on bamboo and wooden trays, had vassal-master relations, collected taxes, had provincial granaries and markets, clapped their hands in worship (something still done in Shinto shrines), had violent succession struggles, built earthen grave mounds, and observed mourning. Himiko, a female ruler of an early political federation known as Yamatai, flourished during the third century. While Himiko reigned as a spiritual leader, her younger brother carried out affairs of state, which included diplomatic relations with the court of the  Chinese Wei Dynasty  (A.D. 220 to 65).

Possible Causes of Poverty as a Current Economic Issue in the US Essay

Possible Causes of Poverty as a Current Economic Issue in the US - Essay Example Poverty is an economic issue that is viewed from various perspectives by different individuals. According to the Wall Street Journal as well as an NBC News Poll, most of the Americans believe that the government welfare is the key reason for the growth of poverty in the United States (McClam). It is stated that Americans today blame the promise of the former President Bill Clinton, which aimed at tackling the social-economic issue. The concern is based on mainly an economic cause rather than a social cause (Sheffield). According to a poll released by on the Wall Street Journal, welfare was considered the key cause of this economic issue rather than other factor related to the economic distribution of resources. Given a list of at least eight factors, participants were asked to choose a factor that was most responsible for the persistent poverty problem in the country. About a 24 percent of the respondents claimed that a lot of government welfare prevents initiate thereby contributing to poverty as a serious economic problem. The aspect of Americans being too dependent on the government is caused by various presidential campaigns such as the case of the former President Bill Clinton. Even the case of the current president has a great effect on the current economic situation leading to staggering poverty within the global giant economy (Paletta). Other common claims about the causes of poverty in the United States today are inadequate job opportunities. In this case, the individuals lacking sustainable jobs would definitely lack enough income to keep them going throughout the stiff economic conditions. This becomes even harder during this time when the world is faced with global economic crises.

Competency Assignment Example | Topics and Well Written Essays - 1000 words

Competency - Assignment Example Then the key problem requiring to be solved is where the gap is. Does the problem lay in the soldier’s lack of effort, his/her inabilities, or is the training inadequate. A soldier’s qualification is dependable on certain elements, which are inclusive of the soldier, and determinant factors that surround him. The soldier’s attitude may affect his progress to realize top form. In addition, the environment and trainers input is essential. The principles governing the procedures will act as a measure of his progress. Action theory is applicable in this situation since the diligence of the soldier can be resultant of his belief system. This three-page essay is about learning cultures in the Army are introduced in the beginning of a soldier’s career. Training is the key characteristic of learning. Training increases morale, motivates a soldier to learn, creates order and discipline and enhances learning. In order to use training to its utmost potential military trainers, instructor’s and staff have to be familiar with policy and procedures, lessons plans and outlines. Policy and procedures keep soldiers fully aware of the proper way to train and the lesson and outlines keep the soldiers informed about what is expected and what will be taught in the training. I am now able to teach this to others. This activity taught me that an excellent way the produce a culture of learning in a training environment is to get leaders involved. Leaders’ involvement and input has improved training, increase morale, motivation, order and discipline as well as enhance learning. The first recommendation was that all leaders, soldiers, and NCOs sign letters of agreement to do everything possible to benefit the student’s academic advancement. Ensuring training enhances a culture of learning by making sure evaluations of all soldier training is done monthly. This will help you know if there are any

PRINT ADS ASSIGMENT QUESTIONS Essay Example | Topics and Well Written Essays - 1750 words

PRINT ADS ASSIGMENT QUESTIONS - Essay Example Even the placement of items in the stores like Loblaws, are designed with the consumer in mind... the milks always at the back. You have to walk through the store and past all the other ready-to-be-purchased stuff to get there. The kid-friendly items are at the cash in line with childrens eyes where squirmy, bored little kids can spot it, and frustrated parents can buy it to keep their kids from howling in the lengthy cash line-ups. Been there, done that! Just as example, there is a billboard company in California who have developed a techno-billboard that is erected beside the highway, a so many of the billboards are. THIS billboard has an "intelligent" computer in it that can "read" the radio stations of the cars as they pass...and display the type of ad that would appeal to the majority of drivers. The example given was if the majority of drivers were listening to a sports station, then an ad for Nike might appear on the board. If the majority were listening to F.M. easy-listening music, then an ad for BMW might appear. The advertisers pay $13,000 a month for this, and feel its worth every penny. Stewardship can be applied to such things as the world’s forests by making every person responsible for the care of the forests. I believe stewardship of forests would entail a concrete responsibility by a person to take place in a group that oversees the protection of the world’s forest through a variety of means. For instance, this would involve, intervening when there is abuse of the forests. Each person taking part as a steward would have a role to speak or work to protect the forests. Frankly, what attracts my attention is Pierce Brosnan, specifically his eyes. Then I slowly look around him to see what he has to say. After Pierce, the slogan is the second item that catches my attention. The brand name and logo are the last items I look at. Are there any words bigger than others? Where are the labels... on the outside or the inside of the product? Is

Overview of Translation and Translation Training

Overview of Translation and Translation Training LITERATURE REVIEW Background of translation (300w) According to Newmark (1988), translation is a process of rendering the meaning of information from a language (usually called source language) into another language (usually called target language) following the intention of the author, the purpose of the information themselves and the demand of the target languages readers. Translation, sometimes, is a definition used for both written and oral transferring; however, it is considered as written information transferring more often. Oral transferring refers to interpretation. In this research, we define translation as the transferring process of written information from a source language into another target language, which can [à ¢Ã¢â€š ¬Ã‚ ¦] convey its original tone and message and blind the barrier of cultural and regional diversity between the two languages. There are now available two popular methods of translation: semantic translation and communicative translation. It is classified so based on the comparison in meaning and contents with the source languages texts. Semantic translation is considered as faithful translation, this translation method looks on the author, his/her words choice, structure and expression are saved carefully. Whereas, communicative translation looks on the readers, the purpose of this method is to give information, so the translator should render the meaning and the aim of the article. There are also other methods of translation, such as: word for word translation, literal translation, faithful translation, adaption, free translation, idiomatic translation, etc. The function or the nature of translation, similar to language is to communicate. As a result, a good translator should not only choose one suitable method for the text or only focus on transferring the messages from one language into another. A good translator can, however, deliver those to the readers of the target language and balance the both cultures and regions in his/her translation. To meet this demand, a translator should understand the writing of the target language thoroughly and know the socio-cultural situation of the text deeply. According to Harris Brian (1976), translation should continue to be practiced in our secondary schools and might even be extended in some places to primary school. Being a good translation, a learner has no choice but practicing to improve his/herself. Background of translation training (700w) Wu Lei (1999) defined translation training as a process where the application of translation theories is widely spread or delivered to linguistic learners. To clarify the importance of translation, Wu Lei has taken an example in China, where translation is an indispensable element in industrialization and modernization process of the country. Moreover, translation shows its influence in analyze the professional of linguistic learners. Their profession in translation reflects the abilities of them in both their mother tongue and the foreign languages because, a learner have to master at least both of the languages to ensure becoming a translator. In conclusion, people realize the roles of translation in both linguistic training and in the distribution of a country. Although translation has appeared and marked its importance for thousand years with the mission of contributing the world, motivating knowledge discovery, enhancing human life as a mean for communicating and interacting among cultures and regions; translation studies has just been recognized since the 20th century. It is no doubt that translation training is still included in the new area to study, in compare with its appearance and its undeniable roles in the development of human being. In China, translation is taught, generally, in the third year, after linguistic students of a university finish their advanced writing courses or after they finish the course about 4-basic English skills in China. In compare with Vietnam, the linguistic students can also have a chance to study translation and theories of translation in the first year like Schools of Foreign languages or Hanoi University. It is taught so because the students may cope with many difficulties in translation learning if their four basic English skills is not professional. In addition, translation training in the early year just focuses on translating materials from other languages into the translators mother tongue. Not until the development of industrialization and modernization process in some countries, particularly in asia, happens, does translating from the translators mother tongue into other languages catch more attention. Despite the awareness of people about translation roles in modern time, translation methodology and training faces many difficulties. The experts understand that translation must concentrate on the cultural difference or, in other words, it is that translation into target language should be accurate, accurate means that ensuring the whole meanings of sentences or a document, and the cultural suitability of the translated texts. A translator must make sure that they have a wide range of background knowledge about every field and area and master all the linguistic skills required. Nowadays, translation teaching is clearly illustrated in two main ways. The first way is that the lecturer first gives the piece of writing for the students to translating. After that, the students will translate it into the target language and explain the methodology they use and skill related to the exercises. The second way, theories and methodologies are delivered to the learners first, then, they will use them to translate a given text. These two methods still have their disadvantages, especially, they base on the profession of the lecturers. A lecturer should have knowledge on all aspects of the world and master all translating skill and theories to deliver them to their learners correctly and effectively; it says that, a lecturer has to be extremely hard-working and excellent. Moreover, it expresses the limitation in learning materials, self-practicing and human resources. The problem is that learners who want to improve themselves cannot just rely on their lecturers but on pr acticing itself. In terms of reference resources, students could get the information in parallel texts. Printed dictionaries, company sites and specialized press in addition to online dictionaries. These tools can be a convenient guide during translation processing, along with in-class activities, for terminology and documentation purposes. In general, due to the shortage of materials and research about translation training until now, the resources about how to learn and to teach translation at university are still limited, except for practicing and improving oneself. The roles of human in translation process is undeniable, however, writing in his research about Machine Translation over fifty years, John Hutchins (1976) said that, although internet and technology in 20th century is not developed enough to meet the need of people in translating fields, machine translation will be used more widely in the future. It leads to the fact that a translator should try harder to win the limitation of machine translation and to meet the requirements of the market. For more optimistic, John strongly highlighted on the development of technology that can play a role as a supporter for human, especially translator in the future. An Overview of ICT and e-learning (500-600w) Definition of ICT (100w Thanh) Generally, ICT or Information and Communicative Technologies are understood as technologies that support activities involving information. More specifically, according to Random House Dictionary, ICT is defined as a branch of knowledge (as cited in Khaled S. Lynne B.) that includes the combination of informatics technology with other, related technologies, specifically communication technology (Gokhe, p. 1), and as referred by Stephen Heppell, is the foundation of creativity and productivity (as cited in Megha Gokhe, p. 1). It is a diverse set of technological tools and resources used to communicate, ad to create, disseminate, store and manage information (Meenaksi, 2013) which implies to be used, applied and integrated into all activities related to life, society and particularly in education. E-learning: An application of ICT in daily life (150w Cà ´ng) ICT has been applied in many ways in daily life. Celebic and Rendulic (2011) indicate several applications of ICT, namely providing internet services such as e-commerce, e-banking and e-government; facilitating e-learning and teleworking environments; and setting up virtual communities. The concept of e-learning varies in different research studies. In the broadest sense, e-learning means any form of learning that is enabled electronically (Abbad, Morris, Nahlik, 2009; Celebic, Rendulic, 2011). Its concept, however, is narrowed down to mean any learning that is internet-enabled or web-based (LaRose, Gregg Eastin, 2003 as cited in Abbad et al., 2009). E-Learning brings about many benefits for students, teachers and educational institutions. Firstly, e-learning benefit students by improving access to education and training (Alexander, 2001; as cited in Gilbert, Morton, Rowley, 2007); giving them adaptive time, place and pace of learning; providing them with unrestricted repetition of lectures; and creating multimedia environment with video, audio and text (Celebic Rendulic, 2011). Besides, for teachers and educational institutions, it reduces costs of conducting teaching, enables educational staff to implement the respective education in a short time and allows simple upgrade of materials. (Celebic and Rendulic, 2011). Web-based Learning and Web-based Application in Translation Training (1400w) Definition and current situation of Web-based learning and Web-based Application in Translation Training (200w Thanh) Web-based learning is defined as a subset of e-learning and refers to learning using an internet browser such as the Moodle, Blackboard or Internet Explorer (Mikre, 2011, Operational definition of terms). SarÄ ±ca (2008) defines web-based learning theory as education that occurs only through the Web, that is, it does not consist of any physical learning materials issued to students or actual face to face contact (Theory of Web-Based Learning, Web-Based English Language Learning). Cook (2007) states web-based learning encompasses all educational interventions that make use of the internet (or a local intranet) (p. 37). Currently, web-based education is a promising field with the rising number of students enrolled in online classes (Su, Bonk, Magjuka, Liu, Lee, 2005). Several studies (Lewis, Alexander Farris, 1997; Waits Lewis, 2003) estimates that the number of students taking distant programs has gone up from around 750,000 to more than three million within six academic years from 1994-1995 to 2000-2001 (as cited in Su et al., 2005). This learning form requires a network like the World Wide Web which enables language learners to overcome the physical barriers in terms of time and space and quickly access materials in many foreign languages and cultures. Peter J. Yangs article mentions several advantages of learning via networks including access to authentic materials, flexible scheduling, location independence and enhanced communication (n.d., pp. 81-82). Roles of web-based learning (400w Thanh) SarÄ ±ca identifies several roles including knowledge generation, collaboration and process management. In a web-based learning setting, the learner is expected to work out solutions to problems. Also, they are responsible for viewing issues and questions of the teacher and other students. Besides, students in the web-based learning environment are recommended to work collaboratively and cooperatively so as to come up with deeper levels of understanding of the course material. They are expected to share the resources and materials that they are finding with alternative learners. As for the role of process management, students are supposed to participate with minimal guidelines, interact with one another and speak up when the discussions are moving into an uncomfortable zone (SarÄ ±ca, 2008, p. 6). Strengths and Weaknesses (300w Cà ´ng) In general, online learning environment offers many advantages in comparison with traditional classrooms. Evans and Fan (2002) suggest three main benefits of learning online, namely place independence, flexible time and adaptive pace for study (as cited in ODonoghue, Singh Green, 2004). In addition, e-learning enables learners to select proper courses and learning material that can be reviewed as many times as necessary to enhance their understanding and specific skills (Jingyu, 2014). However, the learners may face several challenges and risks during online courses. Jingyus study (2014) shows unreasonable time management may pose them to the possibility of procrastination. As a result, learners must have much self-motivation, wise organization and plan to keep up with online courses (Jingyu, 2014). Besides, another concern is the loss of face-to-face interaction. The 2011 study carried by the University of Plymouth implied that online environment reduced both student-instructor int eraction and the interaction with learners peers, which can cause feelings of isolation (as cited in ODonoghue, Singh Green, 2004). According to Micu and Sinu (2012), web-based tools has both advantages and disadvantages in terms of teaching and learning language translation. As to teaching written translation, they rely on the Internet accessibility. Regarding learning translation, Abraham indicates (2003) that students may benefit from web-based machine translation sites, online dictionaries, and language-related websites are sources that may frequently be consulted and used by foreign language learners (as cited in Micu Sinu, 2012, p. 124). However, they may misguidedly use these web-based tools due to lack of discussion and employment of such resources as part of their class activities. Another negative aspect is that resources from the Internet are not always reliable and of good quality since anyone can post information on the Web, including non-experts, and Web documents are not always subject to an editing process in the same way that printed documents usually are (Bowker, 2003 as cited in Micu Sinu, 20 12, p. 124). Constructing and Utilizing Web Applications (500w Cà ´ng) Background and construction of web applications Over the years, the World Wide Web has rapidly evolved from a delivery system for static documents to a popular platform today for programming distributed web applications. According to Stuttard and Pinto (2011), the World Wide Web formerly consisted only of information repositories that contained static documents, and the information flowed in one way, from server to browser. Nowadays, most websites are highly functional applications counting on two-way flow of information between the server and browser (Stuttard Pinto, 2011). Joshi, Aref, Ghafoor and Spafford (2001) illustrate a web application as a three-tier architecture that consists of a Web client, network servers, and a back-end information system supported by a suite of databases. (p. 38). Chlipala (2015) claims that a web application of rich functionality today must generate HTML, for document structure; CSS, for document formatting; JavaScript, a scripting language for client-side interactivity; and HTTP, a protocol for sending all of the above and more, to and from browsers. Common functions of a web app include shopping, social networking, banking and interaction information, etc. (Stuttard Pinto, 2011). Vosloo (n.d.) refers to using a Content Management System (CMS) and using a web framework as two main ways of building web applications today. CMSs, normally coming with such pre-built modules as discussion forums, FAQs and online polls, allows non-technical users with little knowledge about web development to add pages and content. A web framework, on the other hand, is intended for a more technical user. Web frameworks originate from the reusable code that is put in libraries for doing tasks repeatedly (Vosloo, n.d.). Utilizing the Web App and Interaction in online learning In her article, Sarica (2008) points out communication technologies are classified as asynchronous or synchronous. In the former one, technologies such as blogs, forum and e-mail are utilized so that people can participate and engage in the community without depending on others involvement at the same time. The later form synchronous, on the other hand, involves real-time activities of exchanging ideas and information among participants. The participants can take advantages of web-based learning because they can access resources in multiple formats anytime and anywhere as well as learn more independently and actively. Interaction is often regarded as a significant component of a successful online learning. Palloff and Pratt (1999) claim that the keys to the learning process are the interactions among students themselves, the interactions between faculty and students, and the collaboration in learning that results from these interactions (as cited in Su et al., 2005, p.1). In addition, the evidence from some other research (Irani, 1998; Zhang Fulford, 1994; Zirkin Sumler, 1995) suggests more interaction means more students satisfaction and better learning outcomes (as cited in Su et al., 2005). Moore (1989) classified interaction into three categories, namely learner-instructor, learner-learner and learner-content. Learner-instructor interactions create an environment in which students are encouraged to have better understandings about the content. Moore also indicate that learner-learner interactions take place among learners with or without the real-time presence of an instructor (as cited in Su et al., 2005). According to Garrison (1990), this type of interaction is found to motivate students and enable them to have better learning experiences (as cited in Sabry Baldwin, 2003). Sabry and Baldwin (2003) pointed out two forms of learner-learner interactions including asynchronously (non-real time) through using, for example, email or discussion boards, or synchronously (real-time) using, for example, conferencing and chat facilities (p. 445). Learner-content interaction is defined as the process of learners interacting intellectually with content, leading to changes in th eir understanding and perspective (Moore, 1989 as cited in Su et al., 2005). However, there is not much to discuss about it because interaction patterns vary on different contents (Su et al., 2005). Other types of interactions (as cited in Su et al., 2005, p.3) that are not widely discussed include vicarious interaction (Devries, 1996; Sutton, 2001) and learner-self interactions (Soo Bonk, 1998; Robertson, 2002). Su et al. (2005) suggest several technologies and instructional activities that will enhance learners understanding the subject matter and deepen their critical reflection and analysis skills. Some frequently used technologies that may be applied in online education to promote interactions include textbooks; multimedia combining texts, audio and images via the Internet or CD-ROM; streaming audio and video; as well as synchronous and asynchronous communication tools, for instance discussion boards, instant messaging and file-sharing (McGreal, 2004 as cited in Su et al., 2005). The study by Gilbert, Morton and Rowley (2007) showed that students appreciated discussion forums or threads, and that many used them as their main mode of interaction. In addition to technologies, instructional activities can also promote course interactions, thus enable students to understand the content better and improve their engagement in learning. Su et al. (2005) also cited several examples of educators employing instructional activities to enhance interactions and improve learning. Learner-instructor, for example, can be enhanced through virtual office hours (Branon Essex, 2001). Teamwork is emphasized in learner-learner interactions by Peter (2000). Likewise, Sutton (2001) stimulated students to read others discussions to learn through vicarious interactions. In respect of learner-content interactions, Kerka (1996) recommends students reply to questionnaires so that they can self-examine their views related to the content (as cited in Su et al., 2005). References Meenakshi. (2013). Importance of ICT in Education. IOSR, 1(4), 3-8. Retrieved from www.iosrjournals.org Mikre, F. (2011). The Roles of Information Communication Technologies in Education. Ethiop. J. Educ. Sc, 6(2). Retrieved from http://www.ajol.info/index.php/ejesc/article/viewFile/73521/62437 Abbad, M. M., Morris, D., Nahlik, C. d. (2009). Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan. International Review of Research in Open and Distance Learning, 10(2), 2. Abbasi, G., zadeh, S. S., Janfaza, E., Assemi, A., Dehghan, S. S. (2012). Language, Translation, and Culture. 2012 International Conference on Language, Medias and Culture (p. 83). Singapore: IACSIT. Celebic, G., Rendulic, D. I. (2011). ITdesk.info project of computer e-education with open access. Zagreb: Open Society for Idea Exchange. Retrieved from http://www.ITdesk.info/ Chlipala, A. (2015). Ur/Web: A Simple Model for Programming the Web. Mumbai: ACM. Clavijo, B., Marà ­n, P. (2013). Identifying Translation Teaching Strategies: An Exploratory Study. International Journal of Humanities and Social Science, 3(21), 71-76. Cook, D. A. (2007). Web-based learning: pros, cons and controversies. Clinical Medicine, 7(1), 37-42. Retrieved from http://www.ncolr.org/ Gilbert, J., Morton, S., Rowley, J. (2007). e-Learning: The student experience. British Journal of Educational Technology, 38(4), 560-573. doi:10.1111/j.1467-8535.2007.00723.x Jingyu, L. (2014). Pros and Cons: Web Based Education. International Conference on Education, Management and Computing Technology (pp. 459-461). Xinyu: Atlantis. Joshi, J. B., Aref, W. G., Ghafoor, A., Spafford, E. H. (2001). Security models for web-based applications. Communications of the ACM, 44(2), 38-44. Lei, M. (1999). Translation Teaching in China. Meta: Translators Journal, 44(1), 198-208. doi:10.7202/003677ar Micu, C. S., Sinu, R. (2012). Web-Based Methods and Tools in Teaching Translation and Interpreting. The 7 International Conference on Virtual Learning ICVL 2012, (pp. 121-124). Transilvania University of Brasov. Retrieved from http://www.icvl.eu/ Newmark, P. (1988). A Textbook of Translation. Hertfordshire: Prentice HaH International vUIO. Retrieved from http://ilts.ir/Content/ilts.ir/Page/142/ContentImage/A%20Textbook%20of%20Translation%20by%20Peter%20Newmark%20(1).pdf ODonoghue, J., Singh, G., Green, C. (2004). A comparison of the advantages and disadvantages of IT based education and the implications upon students. Interactive Educational Multimedia, 63-76. Sabry, K., Baldwin, L. (2003). Web-based learning interaction and learning styles. British Journal of Educational Technology, 34(4), 443-454. Retrieved from https://pdfs.semanticscholar.org/ SarÄ ±ca, G. N. (2008, May 6). WEB-BASED ENGLISH LANGUAGE LEARNING. EskiÃ…Å ¸ehir, Turkey. Stuttard, D., Pinto, M. (2011). The Web Application Hackers Handbook: Finding and Exploiting Security Flaws. Indiana: John Wiley Sons. Su, B., Bonk, C. J., Magjuka, R. J., Liu, X., Lee, S.-h. (2005). The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses. Journal of Interactive Online Learning, 4(1), 1-5. Retrieved from http://www.ncolr.org/ Vosloo, I. (n.d.). Web-based development: Putting practice into theory. Retrieved from http://www.cs.up.ac.za/cs/sgruner/Festschrift/paper20.pdf à Ã… ¡Ãƒâ€˜Ã†â€™Ãƒ Ã‚ ·Ãƒ Ã‚ µÃƒ Ã‚ ½Ãƒ Ã‚ ºÃƒ Ã‚ ¾, à Ã¢â‚¬Å". (2008). THE WORLD OF INTERPRETING AND TRANSLATING. à Ã…“à Ã‚ ¸Ãƒ Ã‚ ºÃƒ Ã‚ ¾Ãƒ Ã‚ »Ãƒ Ã‚ °Ãƒâ€˜-à Ã‚ ². SarÄ ±ca, G. N. (2008, May 6). Web-based English Language Learning. Paper presented at the 8th International Educational Technology Conference, Anadolu University, EskiÃ…Å ¸ehir, Turkey. Su, B., Bonk, C. J., Magjuka, R. J., Liu, X., Lee, S.-h. (2005). The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses. Journal of Interactive Online Learning, 4(1), 1-5. Retrieved from http://www.ncolr.org/ Yang, P. J. (n.d.). Networked Multimedia and Foreign Language Education. CALICO, 15(1-3), 80-82. Retrieved from https://calico.org/html/article_444.pdf

Bontsha And Gimpel :: essays research papers

Faith is believed to be one of the most important elements attached to the life of a human being. Faith brings meaning to life. It is the essence that ties a person to life no matter the struggle encountered. Whenever some one looses faith in the people of their society, all he has felt is a religious believe which can be translated into “faith in God(s)';. In the stories “Bontsha the Silent'; and “Gimpel the Fool'; by Isaac Loeb Peretz and Isaac Bashevis Singer respectively, the protagonists are victims of tremendous sufferings, where faith is the only way out. However, the faith focused by both authors differ somewhat. Peretz prioritizes faith in the divine, while Singer elaborates faith in man around their protagonists. First, in his tale “Bontsha the Silent';, Peretz seems to suggest that a person who has lost faith in man ought to have, at least, faith God. One must not go without faith just because he had run into some sort of difficulty or been victim of injustice during his life. Peretz expresses his believe through the main character, Bontsha. He describes Bontsha as the most unfortunate imaginable human being on earth and yet never complaining about his adversity. Ever since the first day Bontsha was born, no one has cared of him. He was born with silence and passed away with silence. During his lifetime, he had to haul heavy loads stumbling at each step and begged for the pennies that were rightfully his, and even then, sometimes he did not get paid. Further, he knew he had been taken advantage of, and still, he remained silent. Once he had run into luck by saving a man’s life who then made him a coachman and married him off. But his luck did not last for long, as his great benef actor and philanthropist went into bankruptcy and never got what he had earned. Peretz develops his character in such way implying that perhaps Bontsha had so much faith in God that he did not care any of his sufferings; he lost hope with mankind. When all faith for man is lost, one should at least believe in God for he might be rewarded in “the other world';. Indeed, when Bontsha dies, he rewarded for having maintained his faith in God and never complained to him. Second, in “Gimpel the Fool';, Singer demonstrates the importance of faith in man one must have.