Dante s Journey Through The Inferno - 2415 Words

Dante’s Journey Through the Inferno The Divine Comedy depicts the journey through Hell and into Heaven lead by the Italian poet, Dante Alighieri. The Devine Comedy is an epic poem set in the year 1300 and it details Dante’s trip through the afterlife. His journey is prompted by a spiritual crisis in midlife when he finds himself lost in the woods. The woods that Dante finds himself lost in represents a personal sense of confusion and darkness. This is the kind of symbolism that is seen throughout Dante’s long journey. The two major themes portrayed in this Epic Poem are justice, sin and punishment as well as love; both spiritual and human. Some may argue that the theme of justice is too harshly portrayed in the Inferno and that it could also be taken quite literally. Dante especially uses his Divine Comedy as a vehicle for expressing his anger about the corrupt government of his native city, Florence. The poem is filled with inhabitants of Florence, Italy and the ancient world who appear sometimes in heaven or sometimes in Hell, depending on where Dante felt they would end up. One of the uses of the poem is its political and historical commentary. Dante was an extremely well educated man; he had full knowledge about the world. Dante then had intelligence, a wide range of knowledge and strong opinions which he was not afraid to express. He also had a deeply spiritual nature and longing for truth. The Devine Comedy is more than a tour through the world of the dead, it isShow MoreRelatedAnalysis Of Dante s The Of Hell 1621 Words   |  7 PagesDante’s description of Hell is a wonderful work of literature. Dante uses numerous literary techniques to describe his vision of Hell to the reader. In my opinion, one of the most affective techniqu es used by Dante is symbolism. It would be a very difficult task to compile a brief list of significant symbols from the Cantos that we read in class. Dante utilized many symbols throughout each canto. Some of the symbols that Dante used in Inferno are well defined and easy to interpret, while other symbolsRead MoreAnalysis Of Dante s The Of Hell 1573 Words   |  7 Pagesdescription of Hell is a wonderful work of literature. Dante uses numerous literary techniques to describe his envisionment of Hell to the reader. In my opinion, one of the most affective techniques used by Dante is symbolism. It would be a very difficult task to compile a brief list of significant symbols from the Cantos that we read in class. Dante utilized many symbols throughout each canto. Some of the symbols that Dante used in Inferno are well defined and easy to interpret, while other symbolsRead MoreEssay on Outside Influences on Dante’s Inferno 832 Words   |  4 PagesAnyone who has read Dante ’s Inferno is familiar with a certain main character, Virgil. Who is this Virgil that Dante put in his book and where did Dante get the idea of having Virgil as his guide on Dante’s journey through the spirit world? In addition to Virgil, readers of Inferno are also familiar with concepts and characters such as God, angles, demons, Satan, and Hell. Where did Dante get these concepts? Dante did not come up with these ideas on his own, but used familiar characters and placesRead MoreOdysseus and Dante1517 Words   |  7 PagesThe two stories or myths, The Inferno written by Durante Alighieri published in 1314 and the Odyssey by Homer in 800 B.C.E. are about true love, great journeys that are different but in some ways parallel and end with them back with their true love. Both Dante and Odysseus have a woman who waits for them and in their travels must search themselves and make the right choices to get back to them. Odysseus longs to be with his wife Penelope and Dante to be with the woman he wants to marry BeatriceRead MoreDante Alighieri : An Italian Poet1552 Words   |  7 PagesDante Alighieri was an Italian poet, originally from Florence experienced economic, political and religious disruption that reflected the town’s struggles. Hardship that he encountered, being the death of his mother, his wife Beatrice until his death in exile. Dante took his pain and suffering and turned it into his inspiration for his poetry. The Blacks seized control of Florence and in 1302 Dante and others were exiled. It was during Dante s exile he faced hardship and was forced to discontinueRead MoreDante And The Nature Of Sin967 Words   |  4 Pages Dante and the Nature of Sin Often, we cannot see the good until we have experienced the bad. Dante Alighieri, a poet who makes himself the main character in his Divine Comedy, finds himself lost in a dark wood at the start of The Inferno. Though he sees a safe path out of the wood towards an alluring light, he is forced to take an alternate route through an even darker place. As the ending of the pilgrim Dante’s voyage is bright and hopeful, Alighieri the poet aims to encourage even the most sinfulRead MoreDante s Journey Of Salvation1648 Words   |  7 PagesAs Dante makes his ascent through hell and purgatory, he is guided by two figures. The first is Virgil, who saves him from peril and accompanies him, as a friend, through the layers of both afterlifes. The second is Beatrice, who inspired Dante’s journey of salvation in the first place, and who he longs to be reunited with. Yet although these guides are leading him towards God, Dante mistakes their guiding as the end itself. He makes a God o f Beatrice, sees her as the ultimate good towards whichRead MoreHell And Back Dante s Journey Through Hell1362 Words   |  6 PagesTo Hell And Back Dante’s Journey Through Hell The Inferno is a classic novel that tells of Dante’s journey through hell and his rise to purgatory. The book was written by Dante Alighieri as the first part of his Divine Comedy. This trilogy consists of The Inferno, Purgatory, and Paradise (heaven). Dante Alighieri’s The Inferno was a literary inspiration that depicts the beliefs of Christianity and the flaws of human nature through the use of Homer’s, Virgil s, Milton’s, and Shakespeare’sRead MoreThe Inferno By Dante Alighieri1367 Words   |  6 PagesDante Alighieri must have been an extremely strict and lecture-loving parent. In the first part of his collection, The Inferno, Alighieri filled his story with subliminal messages within the text to teach a greater lesson to the reader. Dante Alighieri purposefully chooses specific moments to express humankind’s weakness and how human reason can positively influence people to react in the correct manner in the eyes of God. Throug h the interaction of two of his main characters, Dante, who representsRead MoreThe Power Of Everyman s Journey Through Hell1249 Words   |  5 PagesThe Power of Everyman’s Journey Through Hell In religious contexts, sin is the act of violating God s will. Sin can also be viewed as â€Å"anything that violates the ideal relationship between an individual and God, leading to a period of estrangement between the two†. This is not necessarily a permanent separation, but if one dies without correcting such problem, then the separation does become permanent. In order to atone for one’s transgressions, salvation –deliverance by redemption from the power

Who Are My Role Models And Why - 1141 Words

Who are my role models and why? My role models have been varied and wide over the years and some have not even been aware of their involvement. When it comes to work ethic it was my father. He has been a great example of endurance and going the extra mile to take care of his family. Pastor Marc Pederson was one of my many youth pastors along the way and he currently is Pastoring forest Lake Covenant Church. His example of unconditional love towards his kids and the combination of fun and teaching was important to me as I remember through my teen years. Reverend Wendell B. Anderson and Neal Josephson helped me through some challenging times at Covenant Bible College in Prince Albert, Sask. Canada. It was a time that I needed to be away from my dad and grace that helped me stay in school through a relationship and prevention of being kicked out. Others along the way would be Dan Taylor and Steve Corum who were very active in the Great Commission Church in Grand Forks, ND. They allowed me to begin my process of Christian adult walk through a men’s group they had. Through another understanding of grace and guidance I was able to mature and see gifting’s that God had placed within my life. Many other mentors such as Jim Hammill, Pastor C. J. Johnson in the last few years have been men that have sculpted my thinking through marriage, leadership, ministry and vocation. If I were to create this all over again these men would be key to my accountability, spiritual guidance and mostShow MoreRelated Sherman Alexie’s The Lone Ranger and Tonto Fist Fight in Heaven956 Words   |  4 Pages Imagine a world without hope, diversity, uniqueness, heroes and role models. Everybody would have the same height, shape, voice, skin color, eye color, hair color, clothes, job, interests and so on. They would most likely live in the same type of home, own the same things, speak the same language and eat the same food. If a person tried to be unique, the s ociety would try to drag that person down to society’s hopeless status. Personally, I couldn’t stand a minute in a world like thatRead MoreCelebrities Role Models711 Words   |  3 Pages Celebrities Should Not Be Role Models In general We cannot judge if famous people should be considered role models or not. There are two perspectives around this subject, one of them says that Celebrities should be role models because of their humanity. A good example of that is Angelina Jolie and on the other hand, some people do not consider celebrities role models; because they are bad example. Celebrities should not be considered role models because they are just famous or becauseRead MoreMy Role Model Essay795 Words   |  4 PagesMy Role Model Coilin Erdman One of my favorite quotes my pop used to say was â€Å"Shhhhh! You’ll wake the baby!† This quote doesn’t really teach me anything except to be quiet but this is a very important quote that my pop used to say all the time if you were too loud. My pop’s name is Coilin Erdman pronounced colon (I know surprising!). He was born on February 3rd, 1944 and what is really surprising is that my sisters birthday is the same exact day. Pop also fought in the Vietnam war and married myRead MoreMy Brother Essay893 Words   |  4 Pages A moral that my brother has taught me is, to Always stick with your family because you only have them for so long. That was a moral that he taught me because it has kept me connected good with my family. Having me more connected to my family helps me have a better relationship and understand what is going on in my families lives. Some background about my role model is his name is Chase and he is 15 years old, and he plays baseball, and he is a great baseball player for East Pennsboro high schoolRead MoreMy Role Model Essay1124 Words   |  5 Pages My Role model outside my family Various times in life we come through an influential person that lives a great and powerful impact in our lives. When people think about a role model, they envision famed people such as actors, athletes, singers and much more. In my opinion, a role model develops to be someone that has positively impacted lives, and its not an individual that is full of selfishness and pride. A role model has eminent values and they influence others with them. This role modelRead MoreWhat Makes A Good Life?817 Words   |  4 Pageswas unique to humans. In my interpretation, Aristotle refers to a good life to an individual is communally self-sufficient, and a good life is related to other external forces. A person is considered to have a good life if he isn’t placed in any unfortunate circumstances such as illness or diseases or isolation. I don’t fully agree to Aristotle’s answer. It is true that the external forces such as unfortunate events might effect on a person life. Howev er, a good life, in my opinion, is the perspectiveRead MoreRelating to others1574 Words   |  7 Pages Relating to Others Introduction Within this assignment I will explore the ways in which I relate to others. I will identify any barriers or difficulties which could affect my ability to relate to others and therefore have an adverse effect on my role as a helper. Egan (1994) states that to be a fully developed helper, a key component is self awareness. He also suggests that there can be a â€Å"shadow side† to helping, which can adversely affect the outcome of the helping process. Sanders et alRead MoreFamous Role Model : Famous People As Role Models1057 Words   |  5 PagesKorossy Mr. Montgomery English 4 12-13-17 Famous Role Models People look up to famous people as role models from athletes to celebrities. Famous people get looked up to and looked at their accomplishments in their life. It has been set that some are judged and some are liked. â€Å" A role model exemplifies behaviors and qualities that will lead a person†(Holley). The quote from Eileen really gives a good example on what role models really do. Role models are everywhere and they keep being looked at inRead MoreHow Did You Show Evidence Of Preparation For Your Clinical Assignment And Post Conference Discussion?1159 Words   |  5 Pagesof what to look for in clinical. I also prepared for the discussion by reflecting on the day and picking out what was the most interesting. What are the similarities among those individuals that you consider positive professional role models? Each professional role model I have had an interaction with has had very positive communication skills. They are more than willing to help answer any questions and want to be able to help individuals in their surroundings. They do not make you feel like a burdenRead MoreThe Role Of Models For A Person s Life1443 Words   |  6 PagesAccording to Google, a role model is a person looked to by others as an example to be imitated. Rosa Parks once said, â€Å"Each person must live their life as a model for others.† I think this expresses just how important role models are in a person’s life. Role models can come from all aspects of life but they start in your home with your family. Your family can set an example by showing how to live everyday life as a good person if they are the proper role model. Actors, musicians, and other widely

What Is Inheritance, Superclass, and Subclass in Java

An important concept in object-oriented programming is inheritance. It provides a way for objects to define relationships with each other. As the name suggests, an object is able to inherit characteristics from another object. In more concrete terms, an object is able to pass on its state and behaviors to its children. For inheritance to work, the objects need to have characteristics in common with each other. In Java, classes can be taken from other classes, which can be taken from others, and so on. This is because they can inherit features from the class above it, all the way up to the topmost Object class. An Example of Java Inheritance Lets say we make a class called Human that represents our physical characteristics. Its a generic class that could represent you, me, or anyone in the world. Its state keeps track of things like the number of legs, number of arms, and blood type. It has behaviors like eat, sleep, and walk. Human is good for getting an overall sense of what makes us all the same but it cant, for instance, tell me about gender differences. For that, wed need to make two new class types called Man and Woman. The state and behaviors of these two classes will differ from each other in a lot of ways except for the ones that they inherit from Human. Therefore, inheritance allows us to encompass the parent class state and behaviors into its child. The child class can then extend the state and behaviors to reflect the differences it represents. The most important aspect of this concept to remember is that the child class is a more specialized version of the parent. Whats a Superclass? In the relationship between two objects, a superclass is the name given to the class that is being inherited from. It sounds like a super duper class, but remember that its the more generic version. Better names to use might be base class or simply parent class. To take a more real-world example this time, we could have a superclass called Person. Its state holds the persons name, address, height, and weight, and has behaviors like go shopping, make the bed, and watch TV. We could make two new classes that inherit from Person called Student and Worker. They are more specialized versions because although they have names, addresses, watch TV, and go shopping, they also have characteristics that are different from each other. Worker could have a state that holds a job title and place of employment whereas Student might hold data on an area of study and an institution of learning. Superclass Example: Imagine you define a Person class: public class Person { } A new class can be created by extending this class: public class Employee extends Person { } The Person class is said to be the superclass of the Employee class. Whats a Subclass? In the relationship between two objects, a subclass is the name given to the class that is inheriting from the superclass. Although it sounds a little drabber, remember that its a more specialized version of the superclass. In the previous example, Student and Worker are the subclasses. Subclasses can also be known as derived classes, child classes, or extended classes. How Many Subclasses Can I Have? You can have as many subclasses as you want. There is no limitation to how many subclasses a superclass can have. Likewise, there isnt a limitation on the number of levels of inheritance. A hierarchy of classes can be built upon a certain area of commonality. In fact, if you look at the Java API libraries you will see many examples of inheritance. Every class in the APIs is inherited from a class called java.lang.Object. For example, any time you use a JFrame object, youre at the end of a long line of inheritance: java.lang.Object extended by java.awt.Component extended by java.awt.Container extended by java.awt.Window extended by java.awt.Frame extended by javax.swing.JFrame In Java, when a subclass inherits from a superclass, its known as extending the superclass. Can My Subclass Inherit From Many Superclasses? No. In Java, a subclass can only extend one superclass. Why Use Inheritance? Inheritance allows programmers to reuse code theyve already written. In the Human class example, we dont need to create new fields in the Man and Woman class to hold the blood type because we can use the one inherited from the Human class. Another benefit of using inheritance is that it lets us treat a subclass as if it was a superclass. For example, lets say a program has created multiple instances of the Man and Woman objects. The program might need to call the sleep behavior for all these objects. Because the sleep behavior is a behavior of the Human superclass, we can group all the Man and Woman objects together and treat them as if they were Human objects.

Summary Of The Banking Concept Of Education

Dominants and Subordinates in Education In â€Å"The ‘Banking’ Concept of Education,† from the Pedagogy of the Oppressed, Revised Edition, Paulo Freire discusses two different types of education: â€Å"banking† and problem-posing. The banking concept of education is when teachers â€Å"make deposits which the students patiently receive, memorize, and repeat† (318), and ‘problem posing’ is when the teachers and students are equal. Instead of being treated as human beings that have their own thoughts and ideas, students are treated as containers that are simply filled by a powerful being, a teacher. In school, teachers are dominants that provide knowledge to the students, the subordinates; the knowledge that students learn are limited to what they’re taught by teachers. Similarly, in Kurt Wimmer’s ‘Equilibrium’, Librians are treated as reservoirs for knowledge. In the movie ‘Equilibrium’, everyone follows the demands of the Father, such as kill people who have feelings, and agree with whatever the Father says. Emotions are what cause people to have differences in opinions, which is why the Father did not want people having any feelings; to prevent disputes. They used a mind altering drug called ‘prozium’ to encourage obedience and prevent people from having their own thoughts. To make matters worse, in the movie, there are numerous screens in which a taped recording of the Father is presented to all of Libra’s inhabitants; they were being brainwashed. Society will soon bear a resemblanceShow MoreRelatedThe Banking Concept Of Education Summary1133 Words   |  5 Pages0701 23 September 2017 The Banking Concept of Education In the essay, â€Å"The Banking Concept of Education†, Paulo Freire compares two teaching concepts used in education, which are the â€Å"banking concept† and â€Å"problem-posing†. In the â€Å"banking concept†, the educator assumes that the students are passive, so they take full control and instill students with information without explaining it to them or receive their input. Freire believes that problem-posing education allows people to develop their humanRead MorePedagogy Of The Oppressed By Paulo Freire930 Words   |  4 Pagescapturing the immense reality of certain educational methods. He explains the â€Å"banking† system of teaching, which portrays the teachers as â€Å"oppressors† who enforce themselves with an authoritative, commanding position upon the â€Å"oppressed† students. By introducing scholars to this â€Å"banking† concept of education, the teacher has no regard for the student, inhibiting further questi oning and analyses, which only â€Å"negates education and knowledge as processes of inquiry.† (Pedagogy) Freire applies negativeRead MoreTeaching And Learning By Paulo Freire s Speech Of Desire, And Alberto Alvaro Rios1468 Words   |  6 Pagesunderstanding. Three writers from Ways of Reading have conclusions that adequately achieve an effective conclusion: Paulo Freire, author of The â€Å"Banking† Concept of Education, Richard Rodriguez, author of The Achievement of Desire, and Alberto Alvaro Rios, author of Translating Translation: Finding the Beginning. All of these authors write about the way education currently functions as far as creativity and the importance of being curious enough, and their conclusions address reformation of issues inRead MoreWhy is it Fabulous to Know One Thing About Everything?1607 Words   |  6 Pages After reading the Freire’s and Foer’s articles, I stopped for a second and thought, some concepts in the world that I thin k is planned, while some do not, to achieve certain goals is a reality. Meaning, most of the concept that people apply in any field are justified and backed up with reasons. Convention has to take place. These reasons could be set up from people who are in charge of the educational or the political system. One of these systems is demanding the public to think and act in the bestRead MoreEssay685 Words   |  3 PagesEN 106 Essay #1 Assignment Close Reading/Summary of Paulo Freire’s â€Å"The Banking Concept of Education† A very common type of writing you will produce in your academic career involves carefully reading and developing a summary of a given text. The ability to engage in close reading— to identify salient (key) arguments and represent them fairly—is foundational to entering academic conversations as a competent and articulate participant. Summaries also serve an important role in helping other readersRead MoreTeaching in Australia1785 Words   |  7 PagesThe teacher can develop their identity as a teacher through: (1) storing teaching; (2) theorizing teaching and identity; (3) evaluating beliefs and values; and (4) Transforming Personal Identity. (Churchill, et al, 2013, p.6) Research in education is reported to adhere to the belief that there is no single variable that improves student achievement more than the introduction of a great teacher. Teacher quality and teaching quality go hand-in-hand. (Churchill, 2013, p.6) Teacher quality isRead MoreQuestions On Reading Assessment On Students Reading Behaviors, Determining Reading Level, And Assess Students Progress1714 Words   |  7 PagesChapter two summary talks about the purpose of reading assessment which there three; identifying the students reading behaviors, determining reading level, and assess students’ progress. When you’re a good reader you don’t realize the different ways you read different genre or material like a story versus informational text and how both are different methods of comprehension, questioning, and vocabulary. Another part of reading good readers don’t know about is that we exhibit a variety of behaviorsRead MoreOnline Learning Is Good Or Tradition al Learning?847 Words   |  4 PagesThe use of technology in the 21st century has been spreading very fast, and it is very helpful in our busy lives. We do many things like banking, shopping, and communication using technology in our daily lives. And, the next big thing, which has been growing very fast, is online learning. It is very easy to take online classes via internet. People taking online classes do not go to a college campus, so they do everything from home using technology. Some people think that online learning is not goodRead MoreNotes On Mutual Fund Industry Essay1615 Words   |  7 Pagescompanies (AMCs) to comply with this new rule. Until the net worth is raised from â‚ ¹10 crore to â‚ ¹ 50 crore, only 2 new schemes can be launched by the AMCs. 2. Introduction of Seed Capital SEBI has introduced a new concept ‘seed capital’ in Indian Mutual fund industry. Under this concept, SEBI has made it mandatory for Asset management companies (AMCs) to invest 1% of the amount raised, subject to a maximum of â‚ ¹ 50 lakh in all open ended schemes and such investment shall not be redeemed during itsRead MoreFinancial Analysis And Data Interpretation On Education Sector Of Niit Ltd Essay2123 Words   |  9 PagesChapter 4 Financial Analysis And Data Interpretation on Education sector of NIIT Ltd. and Simply Learn. Chapter 5 Findings And Recommendations Chapter 6 Conclusion Chapter 7 EXECUTIVE SUMMARY India holds an important place in the global education industry. The country has more than 1.4 million schools with over 227 million students enrolled and more than 36,000 higher education institutes. India has one of the largest higher education systems in the world. However, there is still a lot

Age Of Unimagined Levels Of Violence Education Essay Free Essays

If we are to learn existent peace in the universe we shall hold to get down with kids. – Mahatma Gandhi ( Father of the Nation ) Peace, as an integrative position for the school course of study, is an thought whose clip has come. Education for peace acknowledges the end of advancing a civilization of peace as the intent determining the enterprise of instruction. We will write a custom essay sample on Age Of Unimagined Levels Of Violence Education Essay or any similar topic only for you Order Now Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to of this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us. Policy Enterprises: The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of s tudy † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witting and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc. Land Worlds: Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is necessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so t hat struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n’t even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town. Education for Peace: We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical plus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby’s rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Educat ion for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace. An attack to Education for Peace: The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace. ROLE OF TEACHERS IN EDUCATION FOR PEACE: For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besides for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it. Pedagogical Schemes: The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/lesson has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole. Challenges in forepart of instruction for peace: Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signifier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids ob serve and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n’t hold faith in peaceable methods. Decision: Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inquire and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, in struction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers. How to cite Age Of Unimagined Levels Of Violence Education Essay, Essay examples

Impairment of Goodwill free essay sample

Studying this technical article and answering the related questions can count towards your verifiable CPD if you are following the unit route to CPD and the content is relevant to your learning and development needs. One hour of learning equates to one unit of CPD. Wed suggest that you use this as a guide when allocating yourself CPD units. The basic principle of impairment is that an asset may not be carried on the statement of financial position above its recoverable amount, which is the higher of the assets fair value less costs to sell and its value in use. An assets carrying value is compared with its recoverable amount and the asset is impaired when the former exceeds the latter. Any impairment is then allocated to the asset, with the impairment loss recognised in profit or loss. All assets subject to the impairment review are tested for impairment where there is an indication that the asset may be impaired, although certain assets such as goodwill and indefinite-lived intangible assets are tested for impairment annually even if there is no impairment indicator. The recoverable amount is calculated at the individual asset level. However, an asset seldom generates cashflows independently of other assets, and most assets are tested for impairment in groups of assets described as cash-generating units (CGUs). A cash-generating unit is the smallest identifiable group of assets that generates cash inflows that are largely independent of the cash inflows from other assets or groups of assets. Goodwill acquired in a business combination is allocated to the acquirers CGUs that are expected to benefit from the business combination. However, the largest group of CGUs permitted for goodwill impairment testing is the lowest level of operating segment. Under IAS 36, Impairment of Assets, impairment testing of goodwill must be performed at a level no larger than an operating segment as defined in IFRS 8, Operating Segments. However, complexity is created because IFRS 8 allows operating segments to be aggregated into a higher-level reportable operating segment if certain criteria are met. IAS 36 was not clear as to whether the highest level of aggregation of CGUs for goodwill allocation and impairment testing purposes was to be no larger than an operating segment before or after this aggregation. To deal with this lack of clarity, the International Accounting Standards Board (IASB) has issued an amendment to IAS 36 to clarify that a CGU cannot be larger than an operating segment before aggregation. Entities should ensure their CGUs are aligned with their operating segments. The recoverable amount of a CGU is the same as for an individual asset. The carrying amount of a CGU consists of assets directly and exclusively attributable to the CGU and an allocation of assets that are indirectly attributable on a reasonable and consistent basis to the CGU, including corporate assets and goodwill. Where goodwill has been allocated to a CGU and the entity disposes of an operation within that CGU, the goodwill attributable to the operation disposed of is included in the carrying amount of the operation when calculating the profit or loss on disposal. Similarly, an entity might reorganise its business and change the composition of one or more CGUs to which goodwill has been allocated. In such situations, the goodwill attributable to operations that are moved between CGUs is calculated on the basis of the relative fair values of those operations and the remainder of the CGUs from which the operations are transferred. Liabilities that relate to the financing of the CGU are not allocated to determine the carrying amount of the CGU as the related cashflows will be excluded from the impairment calculations. An impairment charge calculated for a CGU should be allocated to the CGUs individual assets first of all to goodwill allocated to the CGU, and then to the other assets of the CGU on a pro rata basis according to the carrying amount of each asset in the CGU. In allocating the impairment loss to a CGU the carrying amount of each asset within the CGU should not be reduced below the highest of: ) fair value less costs to sell; b) value in use; c) zero. Any unallocated impairment should be reallocated to the CGUs other assets, subject to the same limits. This could result in a process that continues until the impairment loss is fully allocated or until each of the CGUs assets have been reduced to the highest of each assets fair value less costs to sell, value in use and zero. The recognition of impair ment loss should not, however, result in recognition of a liability, unless it meets the definition of a liability under another IFRS. IFRS 3, Business Combinations, brings in new requirements for the allocation of impairment losses when dealing with goodwill. An entity that acquires a partial interest in a subsidiary can choose on an acquisition-by-acquisition basis how to measure the non-controlling interest (NCI). It can be measured at the NCIs proportionate share of the fair value of the subsidiarys identifiable net assets at the date of acquisition or at the fair value of the NCI at the acquisition date. An entitys choice of method will affect the amount of goodwill that will be recognised in the consolidated financial statements. Under the partial goodwill method, only the holding companys share of the goodwill is recognised; under the full goodwill method, goodwill includes both the holding companys and the NCIs share of the goodwill in the subsidiary. Management should consider the measurement methods impact on their impairment test when choosing how to measure an NCI under IFRS 3. Entities will need to keep records of each component of their goodwill balances. Any CGU containing goodwill is tested for impairment annually. However, the way that entities choose to measure their goodwill and NCI affects the nature of the test and the amount of impairment loss recognised. Under the partial method, a notional gross-up of the entitys goodwill balance is required to ensure the carrying value of the CGU includes any goodwill attributable to the NCI. The grossed up amount is compared to the recoverable amount of the CGU and an impairment loss calculated. Only the holding companys share of the impairment loss is recognised in profit or loss. This requirement is not new and entities will already be grossing up goodwill from partial business combinations in impairment tests. Under the full goodwill method, there is no grossing up required because the goodwill figure already captures the goodwill that is attributable to the NCI. Example An entity acquires 60% of a subsidiary, which is a CGU. At the year-end, the carrying amount of the subsidiarys identifiable net assets is GBP 30m; the recoverable amount of the CGU is GBP 43m. Goodwill is GBP 12m using the partial method or GBP 18m under the full goodwill method. The first table shows the impairment test under the partial goodwill method; the second table shows the impairment test under the full goodwill method. Under the partial goodwill method only the holding companys share of the impairment loss is recognised in profit or loss because only the holding companys goodwill share is recognised. This is 60% of GBP 7m, or GBP 4. 2m. Using the full goodwill method, the impairment loss charged to profit or loss is higher for an entity that elects to adopt the fair value method. There will almost always be a difference in the impairment figure calculated under the two methods. Under the full goodwill method, the impairment loss is recognised in full. There are requirements for allocating goodwill impairment losses between the holding company and the NCI. Where the subsidiary with the NCI represents a CGU for goodwill impairment-testing purposes, the allocation of the loss is done on the same basis as the allocation of profit. Under the full goodwill method, the full impairment loss of GBP 5m is charged against the goodwill/the net assets and in profit or loss, 40% is allocated to the NCI (GBP 2m) and 60% (GBP 3m) to the holding company. The allocation of impairment losses between the holding company and the NCI can become more complex if the subsidiary is not a CGU itself but part of a larger CGU for impairment testing purposes. The full goodwill method introduces some complexities in impairment testing in this scenario and management should consider the impact on impairment tests when choosing goodwill method. Difficulties may well occur where entities have a CGU that has goodwill from several sources. Examples will be subsidiaries acquired before IFRS 3 was revised that apply the partial goodwill method, subsidiaries acquired after IFRS 3 was revised that apply the full goodwill method, and entities that have goodwill from 100%-owned subsidiaries. Example In the above example lets assume that the subsidiary (A) that has been acquired is part of a larger CGU that includes another subsidiary (B) that is 100%-owned by the holding company. Assume that goodwill of GBP 27m arose on the acquisition of the wholly owned subsidiary. The carrying amount of the identifiable net assets of the combined CGU (A plus B) is GBP 50m and the recoverable amount of the combined CGU is GBP 80m. If the full goodwill method is used, the results are as shown in the Impairment Problems table on this page. Under IAS 36, impairment losses are allocated first to goodwill and then to the identifiable assets on a pro rata basis. All the impairment loss in the example relates to goodwill and is allocated to the two subsidiaries that form the CGU. The loss will be allocated based on their relative carrying amounts of goodwill. The loss will be allocated 40/60, based on the goodwill values of GBP 18m and GBP 27m respectively. Thus the goodwill of wholly owned subsidiary B will be charged with a GBP 9m impairment loss and that of partially owned subsidiary A with a GBP 6m impairment loss. Bs impairment loss will be charged entirely to the profit or loss of the holding company whereas As will be split on the profit-sharing basis (60/40) between the holding company and the NCI GBP 3. 6m and GBP 2. 4m respectively. This example does not reflect all of the complexities that might well occur in practice. Under IFRS 3, impairment losses have to be allocated between each component of the goodwill in the CGU, which will mean detailed tracking of each component of goodwill.

Men And Masculinity Essays - Gender, Gender Studies, Masculinity

Men And Masculinity Men and Masculinity Why are men so sensitive when it comes to their masculinity? This question came to me when I began reading the introduction of this section on sex. I believe that men are pushed into a social stereotype just like women are. They are told how to act, when to cry, and when to be tough from a very young age. These traits are not only bestowed upon them by their parents, but by movies, music and government of the past and present. ?For many straight men, homosexuality is a direct threat to their identities?(O'Neill 5). Since men claim they are so powerful and masculine, they shouldn't have a problem with homosexuality. Men have this problem due to the social construction. According to many heterosexual males that I have talked to, they feel that if they hang out with a homosexual or become a homosexual themselves, they would be deceiving the morals and values bestowed upon them when they were young. The majority of parents in our society have brought heir children up believing that a relationship consists of a man and a woman, and that there is no deviation from this norm. Many homosexual males never even tell their parents that they are gay. Many of these men feel that their families would disown them if they found out. The odd thing is that many of these homosexual men feel more afraid to tell their fathers that they are gay. They feel like their father would be more ashamed of them. One homosexual told me t hat his father would feel like less of a man if he knew. When I asked a number of heterosexual men, ranging form the ages of 18 to 30, why they feel homosexuality is wrong, they all came up with basically the same answer. In one way or another they all said, ?That it is just wrong, and they take it in the rear!? Some of the men I asked even said they felt ?homosexuality is like a disease that might rub off on you if you get to close?. My feeling is that if you are not gay then you have no reason to be afraid of someone who is. I feel that if you have no doubt in your sexuality then you wouldn't feel threatened by someone who is. It says in the Introduction ?Straight women, on the other hand, often don't seem as threatened by lesbianism?. If according to the article ?Designing Men: Reading the Male Body as Text?, Culbertson states that ? Woman rarely have power(Culbertson 3), then why does he also go on to later say that, ?masculinity as a gender construction in virtually every society must be constantly defended?(Culbertson 4). If men are the more powerful people then why are they so easily threatened by something that rarely has any affect on women? Also if men are the more powerful then why does Culbertson also state that, ?the homosocial system can be maintained only when men avert their gaze from each other; the gaze figuratively, must remain focused on a woman?(Culbertson 3). This is because they are not more powerful, they have just always been taught that they are the stronger gender. Why do men need women to feel confident in themselves, while women freely look at each other and themselves without a second thought? I think this is for reasons like the old saying, ?Behind every great man is a great woman?. Men are brought up, just as women are, to believe that they are to find the perfect woman. They are brought up with a psychological need for a woman. Men need women to make them feel masculine. Some men feel that having a girlfriend or wife shields them from the gay community. With masculinity in a male comes great vulnerability and complication. Men always rattle on about how had women are to read, but really they are just as hard to read if not more. The only reason the male body is a difficult text to read is because it is not exposed as much as the female body. I disagree with Ward when he states, ?The male body has been a cinematic fetish