College Essay Examples - Is Sure To Know How To Write An Essay!

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Analysis Of The Poem The Odyssey - 978 Words

Penelope is identified by relatively few epithets within the last six books of the Odyssey, and indeed, throughout the poem. Her most common epithet is ‘circumspect,’ although she is also referred to as the ‘respected wife of Odysseus’ and the ‘daughter of Ikarios’ with relative frequency as well. It is not until the end of the poem, specifically Book Twenty-Four, that Penelope gains a broader spectrum of identifying epithets, including ‘blameless’ and ‘prudent’ (Homer, Odyssey 24.194, 198). Her identification as ‘circumspect’ is important to the overall theme of ÃŽ ½ÃÅ'ÏÆ'Ï„Î ¿Ãâ€š (homecoming) in the Odyssey. In addition, the manner in which she is described within the poem stays relatively stable until the last two books, wherein Penelope gains greater depth as a female character when she is reunited with her husband. Penelope, like most women, is identified through her male relatives, in this case through her husband Odysseus and her father Ikarios. This is not an uncommon style of epithets, even amongst the suitors. This is therefore not meant to diminish her role as regent of Ithaka while Odysseus is away at war. However, it should be noted that Penelope feels that her identity is controlled entirely by Odysseus (Homer, Od. 18.251-255). Despite this, Penelope is very much her own independent character, as is shown by her adept ability at stalling the suitors and ruling as regent over Ithaka for the duration of Odysseus’ absence. The most common epithet of Penelope isShow MoreRelatedAnalysis Of The Poem The Odyssey 991 Words   |  4 Pages1. Penelope In the epic poem of â€Å"The Odyssey† Penelope plays Odysseus’ wife. Though â€Å"The Odyssey† relates the events and triumphs of Odysseus, the poem also tells one of Penelope who, too, is fighting a battle of her own. â€Å"Grieving and breaking her heart, and doing nothing but weep, both night and day continually† (Book 16, page 15) Penelope sulks not only for her husband who has not returned from battle, but also for her son who set sail in search for his father, Odysseus. Poor Penelope is now leftRead MoreAnalysis Of The Poem Angelica Kauffman Painted Prolifically And The Odyssey Essay2354 Words   |  10 Pagespainted prolifically and was one of the most famous female painters of not only her time but of all time, depending of course on who one asks. Her work in historical genre often depicted scenes or characters from Homer’s epics, the Iliad and The Odyssey. In her position in 18th century Europe, primarily in England, the context of this paper is to argue why she would use Homer’s epics and characters as those through which she painted images of the virtuous female. The intention of this essay is toRead MoreAthena, The Goddess Of Wisdom And Strategy965 Words   |  4 PagesAthena, the goddess of wisdom and strategy, plays an intriguing role throughout The Odyssey. An example of this role is specifically shown in Book 19, as she is present with Odysseus and Telemachus in the halls. In this scene, Athena is shown holding a golden lamp in front of Telemachus and Odysseus as they walk the halls. Odysseus is able to see Athena is holding the lamp. However, Telemachus cannot see her and is bedazzled by the golden radiance and glow. As Homer states, Odysseus and his princelyRead MoreAeneid Analysis789 Words   |  4 PagesAeneid By Virgil Written 19 B.C.E Translated by John Dryden Analysis Jazymn Talley SNHU Analysis The intention of Virgil s poem, Aeneid, is to romanticize the origins of the Roman Empire. Aeneid shares many characteristic to Grecian writer Homer s Epic poems the Iliad and the Odyssey. Much of Roman culture is modeled after or inspired by the Greeks, especially the arts. Roman art, writings, religion, and celebrations were on the rise as they experienced a time of rest, enabling themRead MoreThe Truth Behind The Myth1471 Words   |  6 Pagesas the poems of Homer. They were told orally, passed on like a campfire story. Homer authored both The Iliad and The Odyssey. The Iliad is the story of the Trojan war, while The Odyssey is about Odysseus’ ten year adventure home from the war. â€Å"The story of the Trojan War, the Bronze Age conflict between the kingdoms of Troy and Mycenaean Greece, straddles the history and mythology of ancient Greece and inspired the greatest writers of antiquity† (Trojan War, history.com). Homer’s poem paintsRead MoreComparati ve Analysis of the Aeneid, Odyssey, and Iliad Essay962 Words   |  4 PagesComparative Analysis of the Aeneid, Odyssey, and Iliad The Iliad and the Odyssey are two of the best Greek epics written by Homer. Despite their popularity, almost nothing is known about the author beyond the existence of his masterpieces. Surprisingly enough no concrete evidence of his existence is available; not even to confirm the same person created the two works. The authorship of the Iliad and the Odyssey were debated even in the times of the ancient Greeks. Many scholars have arguedRead MoreLeda And The Swan Poem Analysis1260 Words   |  6 Pagesthat depict the cynical dehumanization and assault of women, and as well as the scenic mountains of Vermont, where an incident and the death of a young man is symbolic to the constant warfare that the soldiers endure daily. Likewise, allusion in the poems â€Å"Leda and the Swanâ€Å" by W. B. Yeats, â€Å"Out, Out---† by Robert Frost, and â€Å"Siren Songâ€Å" by Margaret Atwood reveals the historical conflicts that occurred within Greek mythology and World War I. To begin with, in â€Å"Leda and the Swan† by W. B. Yeats, heRead MoreAn Analysis of Loyalty in Homer’s Odyssey1555 Words   |  7 PagesAn Analysis of Loyalty in Homer’s Odyssey In short, The Odyssey is a story of the war hero Odysseus’ pain and suffering caused by the extensive separation from his family and home during the chronicle of events after the fall of Troy. In the unraveling of these adventures, the reader is immersed in a world of heroic feats, strange creatures and lustful gods. However, behind all the myths and legends, there are a wide variety of underlying themes and concepts, which not only develop the plot andRead More Descent to the Underworld in the Aeneid by Virgil and the Odyssey by Homer1534 Words   |  7 Pagesand the Odyssey I chose to compare the Odyssey written by the Greek poet Homer and the Aeneid by the Roman poet Virgil. I will focus my interest on Book 11 of the Odyssey and Book 6 of the Aeneid, since that is when both of the main characters make an educational visit to the underworld. The description of the underworld created by Homers wild imagination, inspired Virgil eight centuries later. Virgils masterpiece was planned as an imitation of Homers poems, so oneRead MoreEssay about Analysis of Alfred, Lord Tennyson’s Epic Poem Ulysses1191 Words   |  5 PagesLord Tennyson’s epic poem Ulysses is composed as a dramatic monologue, consisting of four stanzas each of which frankly discuss the speakers current situation and yearning for adventure. The use of iambic pentameter provides a sense of fluidity to the speaker’s voice. The speaker reveals himself to be the protagonist of the poem with the opening line â€Å"It little profits that an idle king† (1). The use of the word â€Å"idle† offers the first clue as to one of the main themes of the poem. Tennyson much like

English Language and Linguistics System †Free Samples to Students

Question: Discuss about the English Language and Linguistics System. Answer: Introduction The purpose of this paper is to critically analyze the concept of learning games for teaching vocabulary. It is very important to examine the process of implementing learning games so as to facilitate students understanding of vocabulary (Moon, 2000). ESL students face several challenges when learning vocabulary, especially when learning foreign languages. The process of learning vocabulary is also faced by difficulties in teaching approach. Some teachers lack the ability to teach vocabulary due to lack of experience in teaching. Most of the teachers apply traditional teaching approach which may not fit the modern teaching styles that would be understood by the students (Wright, 2005). Such students face difficulties when learning vocabulary thereby taking much time to learn. Therefore, the paper will examine the importance of applying learning games to teach vocabulary to elementary students. In this framework, we apply TPR in order to demonstrate how it can be applied in teaching vocabulary. In this approach, ESL teachers and trainees apply this teaching methodology by considering practical classroom techniques (Lesikar Marie, 2008). Again, the ESL teachers apply activities recommended in the approach to enable elementary students acquire second language thereby learning new vocabularies. Again, the approach applies user-friendly content to provide a comprehensive survey of practical language teaching. It also apply certain principles of language learning and teaching. In addition, the approach considers the certain principles to develop a critical pedagogy and social responsibility. Another recommendation of total physical response is to train teachers of ESL and EFL. In that connection, the concept of language learning and language acquisition is very important to interactive approach of language learning. Use of traditional and rationalist methods is also applied in language learning thereby implementing functional and humanistic approaches to make elementary students to understand language and vocabularies (Thornbury, 2002). Lastly, the Total Physical Response Approach (TPR) is used to enhance students ability to listen and understand foreign language. In that connection, ESL students are able to respond to learning process through understanding of vocabularies. The use of learning games to teach vocabulary enable students to move, act and do things according to foreign language. The relevance of Previous Literature In this section, we review three articles so as to understand the use of learning games to teach vocabulary to elementary students. The core objective of the study is to determine the effects of using games to reinforce vocabulary learning. First, we consider the Journal of American Arabic Academy for Sciences and Technology by Muna, 2014. That is, Using Game Strategy for Motivating Students to Learn New English Vocabulary. According to Muna, there are certain problems faced by students when learning new vocabularies. The problem of memorizing new vocabularies and then using them to communicate is the main problem addressed by the author. There are many subjects that students study in elementary education. These subjects contain certain vocabularies that students are required to memorize (Richards Renandya, 2002). Learning of vocabularies in elementary schools is done using normal teaching strategies such as the use of flashcard and teaching of new words in context. However, this ap proach is not effective because students do not demonstrate any motive to memorize these vocabularies (Kuchenbecker, 2013). The use of the game as a vocabulary learning strategy is very applicable in the current elementary education. This approach acts as a motivating tool to enable students to learn and memorize new vocabularies. Motivation is one of the strategies used by teachers no make students active in classroom thereby leaning and memorizing new words. The next summary on use of games to teach vocabularies is obtained from the international electronic journal for teachers of English by Nitin Pillai, 2013. That is, Integrating Games and Vocabulary Teaching: An Exploratory Study. According to the author, students are expected to use extensive vocabulary in their academic and personal work. However, not many students have managed to achieve personal growth through the extensive use of vocabularies because they learned their vocabularies through use of inert approaches such as passive explanations (Nitin, 2013). Lack of improper methods to teach new words and vocabularies is the main contributor towards slow growth in language learning. The author recommends the use of certain games in teaching vocabularies. Some of the games that would be applicable include Hangman Grid, Crossword Puzzle, and Dumb Charades, Dice the Word, Number Clue Game and The Grid (Mills, 2003). Through the use of these games, students are able to learn new words. This strategy is very effective because as students get motivated to play the game, they learn new vocabularies. The last summary of the use of gaming strategy to teach vocabularies in elementary education is obtained from the literature of Osha Saeed Al Neyadi. That is, The Effects of Using Games to Reinforce Vocabulary Learning. According to Osha Saeed Al Neyadi, there are two main approaches to gaming that can be applied in teaching vocabularies (Muna, 2014). They include the grammar-translation method and the audio-lingual method. The use of grammar-translation is to memorize lists of vocabularies and then use them for assessments. The use of this approach focused the learning of vocabularies so as to illustrate grammar rules. On the other hand, an audio-lingual approach focused on the pronunciation of vocabularies and intensive oral drilling of new words (Brown, 1994). From the analysis and presentation of data in this research, several issues can be drawn concerning the use of games in teaching vocabularies. First, the use of games enables students to memorize new vocabularies. There is an increase in words memorization through use of games to practice and recycle vocabularies. Again, use of games to recycle and practice vocabularies increase interaction among students. Lastly, there is an increase in students motivation as a result of the use of games to practice and recycle vocabularies. Conclusion In conclusion, many researchers agreed that teaching vocabulary through games can be used to motivate students to learn language and vocabularies. This can increase the interest level of the students and ESL teachers (Theresa Hall, 2013). Moreover, it can raise student interaction and enhance student motivation in learning vocabulary. Nevertheless, there exist certain gaps in preparing strategic teaching method and activity to enhance games in teaching vocabularies. References Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentice Hall Reagent. Kuchenbecker, K. (2013). "Exploring word and strategy knowledge of high school students in a German classroom." Ph.D. diss., University of Iowa. Lesikar, R., Marie, F. (2008). Basic Business Communication. New Delhi: Tata McGraw-Hill. Mills, G. E. (2003). Action research: A guide for the teacher researcher. US: Merrill Moon, J. (2000). Children Learning English. London: Macmillan. Muna, A. (2014). Using Game Strategy for Motivating Students to Learn New English Vocabulary. Journal of American Arabic Academy for Sciences and Technology, 5 (12). PP. 137-146. Nitin, P. (2013). Integrating Games and Vocabulary Teaching: An Explanatory Study. International Electronic Journal for Teachers of English, 3 (2). Pp. 98-112. Prentice Hall Press. Richards, J. C., Renandya, W. (2002). Methodology in Language Teaching: An Anthology of Current Practices. Cambridge University Press. Theresa, A.Y., Hall, H. M. (2013). Content-Based Second Language Teaching and Learning: An Interactive Approach. Pearson Publishers. Thornbury, S. (2002).How to Teach Vocabulary. London: Longman. Wright A, B. D. (2005). Games for Language Learning. New York: Cambridge University

Textbooks Should Be Replaced By IPad And Online free essay sample

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Free Essays on Hidden Agression In Women

According to Rachel Simmons, author of Odd Girl Odd, â€Å"There is a hidden culture of girls’ aggression in which bullying is epidemic, distinctive, and destructive† (Simmons 2000). When boys bully each other it is done with violence and physical acts. They tend to attack strangers or acquaintances (Simmons 2002). Girls attack within tightly knit networks of friends. This aggression is harder for teachers and parents to identify and increases the damage to the victims. Rachel Simmons says, †Behind a faà §ade of female intimacy lies a terrain traveled in secret, marked with anguish, and nourished by silence†(Simmons 2002). Everyday many girls are being threatened and tormented by girls they thought were their friends. Many of the stories I read came from girls who were bullied by their best friends. When a teacher thinks of a bully she thinks of a boy. When a girl says she is being bullied the teacher just says it is girls being girls and acting catty. â€Å"Studies have established that approximately 15 percent of students are either bullied regularly or are iniators of bullying behavior (Olweus, 1993). Direct bullying seems to increase through the elementary school years, and decline during the high school years. Also school size, racial composition, and school setting do not seem to be distinguishing factors in predicting the occurrence of bullying. Research shows that students who engage in bullying behaviors seem to have a need to feel powerful and in control. They often defend their actions by saying that their victims provoked them in some way. Bullies often come from homes in which physical punishment is used, children are taught to strike out physically as a way to handle problems and parental involvement are usually lacking. Some characteristics of bullies victimize others because they feel bad about themselves. Victims of bullies are usually anxious, insecure, and have low self-esteem. They won’t usually defend thems... Free Essays on Hidden Agression In Women Free Essays on Hidden Agression In Women According to Rachel Simmons, author of Odd Girl Odd, â€Å"There is a hidden culture of girls’ aggression in which bullying is epidemic, distinctive, and destructive† (Simmons 2000). When boys bully each other it is done with violence and physical acts. They tend to attack strangers or acquaintances (Simmons 2002). Girls attack within tightly knit networks of friends. This aggression is harder for teachers and parents to identify and increases the damage to the victims. Rachel Simmons says, †Behind a faà §ade of female intimacy lies a terrain traveled in secret, marked with anguish, and nourished by silence†(Simmons 2002). Everyday many girls are being threatened and tormented by girls they thought were their friends. Many of the stories I read came from girls who were bullied by their best friends. When a teacher thinks of a bully she thinks of a boy. When a girl says she is being bullied the teacher just says it is girls being girls and acting catty. â€Å"Studies have established that approximately 15 percent of students are either bullied regularly or are iniators of bullying behavior (Olweus, 1993). Direct bullying seems to increase through the elementary school years, and decline during the high school years. Also school size, racial composition, and school setting do not seem to be distinguishing factors in predicting the occurrence of bullying. Research shows that students who engage in bullying behaviors seem to have a need to feel powerful and in control. They often defend their actions by saying that their victims provoked them in some way. Bullies often come from homes in which physical punishment is used, children are taught to strike out physically as a way to handle problems and parental involvement are usually lacking. Some characteristics of bullies victimize others because they feel bad about themselves. Victims of bullies are usually anxious, insecure, and have low self-esteem. They won’t usually defend thems...

What are the other categories of persons in need of protection not Essay

What are the other categories of persons in need of protection not defined in the 1951 Refugee Convention and the 1967 Protocol - Essay Example It dictates the available solution for refugees as exile. On the contrary, we are in a different era where refugees problems can be properly handled and rule out exile. In this regard, dialogue can rule out or provide alternative amicable solutions to refugees. The Refugee Convention of 1951 and the 1967 Protocol covers widely the rights of the refugees in the entire world (Miller, 2014). However, the convention and its protocol fail to cover other groups of the vulnerable and the disadvantaged. These groups are the victims of female genital mutilation, child hunger, child recruitment into illegal militia, sex abuse victims, among others (Antoinette, 2010). The convection states that it does not provide permanent protection to refugees. This implies that when the refugee status of a person expires, he or she is venerable to other crimes such as sexual abuse and hunger. The 1951 refugee convention and 1967 protocol are to be The convection however, has its fair share of limitations that emphasis more on the need to have the convection revised. For instance, the convection denies the refugees and ‘camp’ refugees equality (Miller, 2014). More preference is given to those present instead of preference being based on the neediest. Furthermore, the convection also does not take into account factors accruing to the refugees as a result of political, financial or social factors. The convection based asylum deemed to be most efficient during the Cold War (Miller, 2014). Applying the same convection today has proved futile in seeking to solve some of the challenges faced by the asylum seekers. The convection fails to factor in mass asylum seekers outflows as well as their migratory movement patterns. The 1951 convection is very clear on the persons it protects. The convection clear defines refugees as a person who has freed his or her country due to risk of facing prosecution because of race, political opinion or religion. The 1967

Israel-Palestine Conflict over Gaza Research Paper

Israel-Palestine Conflict over Gaza - Research Paper Example The effect of this conflict has raised concerns among international stakeholders as well as other nations like the United States of America (Sterio 2010). Deterioration of Socio-economic factors Despite the efforts placed by the concerned stakeholders as well as the leaders of the affected nations, there has been little success as the conflict continuously affects various facets of the society. Apparently, various researchers and reports have shown that the most affected region is the Gaza strip where; lots of lives have been lost; properties, as well as other social amenities, have been affected (Mandell 1985). Tribal Conflicts in Palestine The occurrence of conflicts between the Palestine tribes has also created a major setback on the efforts of the international community that has been placed to facilitate peace negotiation between the two countries. Conflicts between the Sunnis and the Shiites have created divisions among the Palestine leaders hence diverting their attention from the peace negotiations towards resolving these internal conflicts (Migdalovitz 2010). Discussion Israel- Palestine Conflict Various social researchers as well as other concerned International Stakeholders have undertaken studies to find the causes of the Israeli and Palestine conflict. The most obvious factor that has emerged is that the conflicts were triggered by the struggle on who owns Gaza; however, bodies such as the media have failed to provide comprehensive information concerning the causes of conflict between the two nations. That is, there are cases where the media has portrayed Israel as an innocent nation that is making an attempt to save aggressive Palestine from causing harm to its citizens. This has raised a lot of concern from the various stakeholders, especially among the Palestine leaders. Escalation of the Israeli-Palestine war International Organizations such as the United Nations, World Health Organizations as well as other stakeholder countries has made differ ent efforts to ensure that peace and stability exist between the two nations. However, their efforts have not been successful owing to a number of reasons. The first reason emerges from the inter-ethnic group among the Palestine Tribes; these tribal conflicts have been propagated by the differences emerging the specific inter-ethnic affiliations. That is, certain groups such as the Shiites have experienced tremendous hatred from the Sunnis who have perceived them to be affiliated with Iran. On the other hand, the death of certain key Muslim leaders as a form of revenge has also been another factor. These factors have propagated the occurrences of Israeli-Palestine Conflict mainly because they have jeopardized the efforts placed by stakeholders to create peace (Cowley 2012).