In what ways are the Aristotelian and Stoic accounts of emotion Essay

In what ways are the Aristotelian and Stoic accounts of emotion influenced by Plato's account of the psych in Republic IV - Essay Example He is an author of numerous works with their basis for his opinion regarding some issues like physical sciences, the sources of happiness, ethics of the Greek people and treatment of anger. His philosophies had a significant influence on the philosophical theories in the Western world (Plato 31). The history of the Stoics traces in the Hellenistic times. It consists of a number of philosophers teaching and talking about their views on philosophical issues during that period. Zeno originated with Stoicism philosophy, and he hailed from Athens as a teacher (Plato 34). His lecturing was noteworthy because it took place outside the classroom environment. Alexander, who was Aristotle’s student later, took over the philosophy. The philosopher addresses several areas, just like the issues by Aristotle’s philosophy as it has done (Plato 94). This philosophy is dissimilar to Aristotle in some issues and the manner of arguing out their issues. The only difference between this philosophy and that of Aristotle is how they view the issue of anger treatment differently. Aristotle reflects that anger has effects in the life and actions of an individual with that emotion. It is for that reason that he suggests that individuals should be careful prior adopting any action when they are angry. He connects anger to choices and choices by the person in question here. This theory explains that human beings should wait until their anger is over, so that they act to avoid regrets (Plato 110). Aristotle suggests that it is a cognitive response, meaning that the causes of resentment are due to a communication of the person’s mind and body. The effect is always negative as people tend to make wrong choices when angry, choices that they later regret. Reason being, communication to mind is so quick that the person does not realize the wrong act he is doing, which ends up being revenge.

Theories On Second Language Acquisition English Language Essay

Theories On Second Language Acquisition English Language Essay Several studies have revealed how dynamics in cultural identity influenced the learning of a second language (Graham Brown, 1996; McCarthy, Giardina, Harewood, Park, 2003). The process of language learning itself is socially and culturally constructed (Norton-Piece Toohey, 2001). How social formations, individual identities, and interpretations belonging to a particular culture is crucial to the development of language. Culture As defined by Brown (2007), culture is the ideas, customs, skills, arts, and tools that characterize a given group of people in a given period of time (p. 380). A more comprehensive definition of culture developed by DÃ ­az-Rico and Weed (2006) views it as: The explicit and implicit patterns for living, the dynamic system of commonly agreed upon symbols and meanings, knowledge, belief, art, morals, law, customs, behaviors, traditions, and/or habits that are shared and make up the total way of life of a people, as negotiated by individuals in the process of constructing a personal identity. (p. 233) This definition highlights the fact that culture is a dynamic, instead of static process and is neither something to be memorized nor a program that can be encoded to dictate behavior. The process of learning a new language while being immersed in a new culture involves cultural conflict and reconciliation of that conflict in order to come to terms with the host culture. Learning a second language even demands of an individual to take on a new identity (Guiora, 1995, p. 145). As a consequence, ones basic sense of self and confidence in ones abilities are challenged in this process of developing a new identity to cope with the acquisition of a new language. This process is called acculturation, generally referred to as the act of adjusting to a new culture. Acculturation There have been different models to explain the role of acculturation in the acquisition of a second language. Many authors have suggested that acculturation need not mean the eradiction of the old culture itself. Acculturation is adapt[ing] to a second culture without necessarily giving up ones first culture (Diaz-Weed, 2007, p. 246). This is contrary to the view that acculturation is synonymous to assimilation (total absorption into the new culture) or accommodation (mutual adjustment of cultures). Absorbing particular domains of a new society does not mean total surrender of the old or the zero-sum trade off (Berry, 1997, p. 34). Degrees of acculturation could be in four levels: integration (positive relationship to new and old), assimilation (relinquishing old, embracing new), segregation (retaining old, rejecting new), and marginalization (relinquishing old and new) (Berry, 1997). Theories on Second Language Acquisition The earliest research on second language acquisition (SLA) have been motivation studies which hypothesized that motivation is the fundamental factor toward SLA. Founded on the work of Robert Gardner and Wallace Lambert, the relationship of motivation and SLA have been helpful in understanding how the social and cultural environments of L2 learners shape their attitudes and motivations toward the L2, its culture, and L2 speakers (Gardner, 1979, 1980). These studies have pointed out that as a consequence, learners display behaviors which could either promote or impede their SLA outcomes (Gardner, 1979). Motivation for learning an L2 is divided by Gardner into two components: instrumental and integrative motivation. Instrumental motivation concerns an individuals primary concern for linguistic growth, apart from social goals in SLA (Gardner, 1979, 1983, 1988; Gardner Lambert, 1959, 1972). Integrative motivation refers to an individuals willingness and interest in promoting L2 acquisiti on through social interactions with members of the L2 group (Gardner Lambert, 1959, 1972; Gardner, 1979, 1983, 1988). Instrumental motivation is suggested by Gardner and Lambert to have a primary role in learning of the L2, while integrative motivation is depicted playing a lesser, supporting role (Gardner, 1979, 1983, 1988; Gardner, Tremblay Masgoret, 1997; Gardner Lambert, 1972). Many theorists have criticized motivation studies as not sufficiently explaining the role of acculturation in SLA. According to Brown (1980, 2007), second language learners are optimally suited to learn the Culture and SLA second language when certain conditions of acculturation are met. Specifically, the optimal period is when learners are in the third stage of acculturation and also see themselves as outside of both their native culture and the second culture. Schumann (1986) claims that acculturation, or the integration of the L2 learner into the target linguistic community, is not a direct cause of second language acquisition (SLA), but rather it is the first in a chain of factors which results in natural SLA. He proposes that acculturation as a remote cause brings the learner into contact with TL-speakers and verbal interaction with those speakers as a proximate cause brings about the negotiation of appropriate input which then operates as the immediate cause of language acquisition (p. 385). Acculturation (made up of social and affective variables) is the causal varibale of SLA. That is, if learners acculturate, they will learn; if learners do not acculturate, they will not learn. Acculturation initiates a chain reaction including contact in the middle and acquisition as its outcome. Schumanns (1986) acculturation model includes seven social variables (1. social dominance, 2. assimilation, preservation, and adaptation, 3. enclosure, 4. cohesiveness and size, 5. congruence, 6. attitude, 7. intended length of residence) and four affective variables (1. language shock, 2. culture shock, 3. ego permeability, and 4. motivation) which presumably affect the quantity and quality of contact that second language learners have with the target language community, thus affecting SLA. Schumann argues that the degree to which a learner acculturates to the TL group will control the degree to which he acquires the second language (Schumann, 1978, p. 34), but he makes his claim only for the context of natural SLA, i.e., where learning takes place in the environment where the L2 is spoken and without direct language instruction (1986, p. 385). Language proficiency and acculturation There has been a dearth in empirical studies that examined the impact of a learners degree of acculturation on language proficiency or acquisition. Extant studies have however suggested that acculturation and language acquisition have a positive relationship. Acculturation is a more significant determinant in language proficiency than motivation or attitudes, as evidenced by Clements (1986) study. Clement (1986) showed how the interplay of motivation, individual attitudes and degree of acculturation result to SLA proficiency in quantitative cross-sectional study. In a correlational research conducted in a bilingual Canadian university, students were asked to fill up questionnaires that assessed ethnolinguistic vitality, motivation, and attitudes. Moreover, interviews were conducted among respondents to evaluate their proficiency in spoken English as a second language. Minority group members exhibited more self-confidence in their skill of speaking English as a second language and were also judged to be more proficient than members of the majority group. The level of acculturation measured by the frequency of L2 use and frequency of contact with L2 speakers was revealed to be functional in language proficiency. Motivation and attitudes tow ard L2 speakers, and L2 culture were not significantly correlated to language proficiency. Friendships and immersion with native English-speaking people is also important in cultivating SLA and proficiency. As shown in Graham and Browns (1996) study in a bilingual community in Mexico, the difference in proficiency among native Spanish speakers in speaking English could be a result of the varying levels of their acculturation to native English speakers. Using Schumanns (1986) acculturation model and variables, the degree of acculturation was measured among native Spanish-speaking households in Colonia Juarez town. To measure language proficiency, an oral proficiency interview was conducted. Native-like English proficiency among native Spanish speakers was attained only by those enrolled in bilingual schools. Their enrollment in the schools proved favorable to their SLA. Moreover, they developed more positive perceptions about the English-speaking community and developed more intimate friendships with their English-speaking peers (Graham Brown, 1996). Degree of acculturation, age, and marital status are also important factors in language proficiency. Lee (2005) investigated the relationship of English proficiency and degree of acculturation in terms of U.S. media consumption. The results revealed that the use of Korean language over the Internet negatively correlated with acculturation. Those that did not use English when consuming and participating in Internet-based communication were less proficient in speaking English than those that used English frequently. Moreover, younger and single Koreans were more proficient in speaking English than older and married Koreans due to their higher levels of U.S. media consumption (Lee, 2005). Lees study is consistent with the findings from Jiang et al. (2009) which found that greater degrees of immersion in American society leads to higher proficiency in the English language. Jiang et al. (2009) studied acculturation and Enlighs proficiency by studying an older Chinese-English population. Correlational analyses revealed a strong relationship between the degree of immersion in the dominant society and proficiency in oral English. Nevertheless, while speaking proficiency was found to be correlated with acculturation, accents were not.

texas vs johnson Essay example -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Texas vs. Johnson A very controversial court case in American history was Texas vs. Johnson (1984). In 1984, a man named Gregory Lee Johnson followed a group of anti – Reagan protesters to oppose the American exploitation of third world countries. This act of rebellion resulted in the burning of the American flag. Out of a total of approximately one hundred demonstrators who were involved in this ordeal, Johnson was solely charged with a crime. Johnson was arrested under Texas law, which made the burning of the United States or Texas flags crimes. Johnson was convicted and sentenced to one year in jail and fined two thousand dollars for his crime in restitution. Texas reasoned that the police were preventing the breach of peace; consider the flag a symbol of national unity. At Johnson's court trial, he was convicted of aiding, abetting and encouraging the burning of the Texan flag. This, in turn, made Johnson guilty under Texas state law. Johnson and his lawyers were dissatisfied with this decision and made an appeal to the Fifth Texas Supreme Judicial District. This appeal, made on May 8, 1985 would be titled as Texas vs. Johnson. The defense argued that Johnson was prosecuted in violation of the first Amendment, clearly states that no law may take away a person's freedom of speech or expression, and of the Bill of Rights and the free speech clause of the Texas Constitution. Johnson argued that in his opinion, flag burning is part of freedom o...

Checkin’ Out Me History Essay

Toussaint L’Ouverture, Mary Seacole, Shaka the Zulu. Have you ever heard of them? If not, it is probably because from a young age, we have all been taught history but were we given all the facts or just being ignorant? Many of the historic and inspirational figures we have learnt about are based in the culture of England but what about the black historic figures because some of these made a huge difference to our lives. John Agard is a poet from Guyana who writes passionately but often and politically and seriously. In one of his poems-â€Å"Checkin’ out me history† he questions why some of these great black historic leading figures were pushed away when they truly deserve our respect. In this essay, I will investigate the following question-â€Å"How does Agard use language and structure to convey his feelings in ‘Checkin’ out me history’? † In Agard’s use of language, he has purposely written some of the words in phonetic spelling. For instance he has said â€Å"dem† instead of â€Å"them† and when you are reading the poem out loud, no matter how hard you try not to, you will hear a Caribbean accent because writing in phonetics will force the reader into the accent even if they don’t want to. I think he wants them to speak in this way because the poem is based on how his heritage is being pushed away and since he is black, he wants to show who he really is and he wants to bring back his heritage by speaking in a black dialect. In addition to this he uses structure to portray his feelings in relation to his heritage. For instance he has made the stanzas on the black historic figures very thin in comparison to the other stanzas because they are quite wide. I think he has made the lay out this way because of how black historic figures are being pushed aside and it isn’t fair. Another way to look at this is that the other stanzas are wide because they are told more often and more widely over the world because of the historic figures mentioned in it. But a more positive way to look at it is that, Agard has put the stanzas this way because the black figures are more unique. Also Agard shows his annoyance by repeating the line ‘dem tell me’, I think he is repeating this line so he can show that his heritage being pushed away isn’t fair and he is serious about the topic he is talking about. Also by repeating the line, it is as if he is protesting against the fact that his heritage is being pushed away. When he is repeating the line, you can tell he is serious and won’t stop until justice is done. I personally think that he is quite accurate in what he is saying because where is the logic in shoving away some of the best historic figures just because they are black. It just isn’t fair on the people who come from a black heritage. Agard is really accurate in the way he describes the black historic figures included in this poem because of the way the description links with the real historic facts. For example: â€Å"Toussaint de thorn to de French†-this is really accurate because Toussaint was a great general who defended his country Saint Dominique against the French Colonies. Also the word choice suggests this because a thorn protects a rose and when Agard is referring to Toussaint as the thorn, it links with how he protected his country (the rose in this metaphor) from the hands of the French. Another point to be made is that by referring to Toussaint as a thorn can also suggest that he didn’t cause extreme damage, he only pricked them and when you get pricked by a thorn, you get annoyed which is how the French must have felt because they were a huge empire and they couldn’t drive the small island of Saint Dominique into submission so I’m sure they must have been feeling irritated. Now lets move on to the loving and caring Mary Seacole who was brave and skilled with medicine as she set off to the Crimean war even though people warned her not to go but she didn’t care because she wanted to save those soldiers lives and she would risk her own life to do it and even her own money but still many people have pushed her away from history. So lets have a look at the way Agard describes her in ‘Checkin’ out me history’-‘A healing star among the wounded’-Mary Seacole is referred to as a ‘healing star’ and a star is very high up in the sky so it forces the people to look up at it and when you look up at someone, it means you respect them, what it can also mean is that they can be your idol because you look for their guidance and follow in their footsteps. A biblical reference to this quote be that the three kings followed the bright star to get to baby Jesus. Also a star is known to link magic, which is like when people make a wish upon a star, they believe it to be magical. The soldiers involved in the Crimean war were also probably trying to make a wish because they thought they were going to die but then Mary Seacole came ready to help, the soldiers’ faith changed and their wish was granted. Another thing to be mentioned is that star can only be seen when it is dark like when you are walking in daytime, you can not see the stars at all because the sun light will block them out so you don’t notice them, but when you are camping in the woods and you look up in the night sky, you see they are all shining brightly. Since the Crimean war was going on, lots of people were dying and wounded every day and it truly was a really dark time. Then when all hope was lost, Mary Seacole appeared. Lastly ‘healing would suggest that she mended he wounded After having that long discussion about Mary Seacole, lets move on to another great women that took part in this poem. Nanny of the Maroons, a woman who had a great dream and lead many slaves to freedom. Lets explore the way Agard describes in this quote-‘see-far woman of mountain dream’-this shows that she is very strong and rugged just like a mountain. Also a mountain has a sharp point, which can link with her being smart. Mountain dream could also suggest a dream of freedom from slavery. My last point to be made is that since she built a town upon a mountain, she would look down upon people who are selfish and people would look up to her and respect her. Now that we have looked at the historical figures, lets have a look at John Agard himself and his personal feelings towards his heritage being pushed away. Here lets look at the evidence-‘ Bandage up me eye with me own history’- Agard must be feeling restricted, helpless and maybe even angry because he is from the Caribbean and from a young age he has learnt about English history but not his own black history. He must be feeling restricted because he probably feels that other people are stopping him from seeing his own heritage and history. Another point to be made is that most of the historic figures we learn about today are white, we should really be more considerate and learn about the black historic figures as well because there were many great historic leaders and figures who were black. Also if you were really blinded you would be unaware of where you are going and you would stress and be quite scared. To conclude this questionable topic by telling you my personal feelings on this poem, John Agard’s poem is very accurate in the message it is sending out because it is quite true in that we are actually pushing away black culture and learning more about our own (English) history instead of being diverse, we are still learning about the same things. I feel that this poem is written in a very entertaining way but also gets the message out to the audience very nicely. I also agree with the message being sent.

Analysis of Circular Motion essays

Analysis of Circular Motion essays ?ANALYSIS OF UNIFORM CIRCULAR MOTION PURPOSE: To analyse the relationship between the frequency of a rotating object and its centripetal force, its weight and its radius in a circular path. QUESTION: What is the relationship between the frequency of an object moving in a circular path and its mass, centripetal force, and the radius of such circular path? Would the magnitude of the frequency be proportional to the mass, centripetal force and radius of the object and its circular path respectively? PREDICTION/HYPOTHESIS: The predictions for the relationship were as follows: The relationship between the different variables of the circular motion would be that of proportionality. The mass of the proposed object would be inversely proportional to the frequency of the objects revolutions. The centripetal force, which pulls the object towards the center causing its circular motion, would be directly proportional to the inverse of the frequency of the objects revolutions. The radius of the circular path that the object moves in would be inversely proportional to the frequency of the objects revolutions. MATERIALS: The materials used in the experiment were: Different masses (100g, 150g, and 200g) PROCEDURE: The steps taken for the conduction of the experiment are as follows: Experiment 1: Relationship between frequency and the centripetal force i.e. radius, velocity and mass are constant. Measure and record the mass of one stopper with the chemical balance before use in the experiment. Tie the stopper to a string with a length of approximately 1.5m. Insert a thin cylindrical PVC pipe at the other end of the string. Measure the distance between the centre of the stopper and the centre of the PVC pipe and adjust it to 75cm. i.e. radius=75cm. Attach a mass, M, of 100g to the B-end of the string. Measure a distance ...

Learning Moral Values in College Movies

Learning Moral Values in College Movies Read how college movies can teach moral values. Organized youth groups, sports clubs, church organizations promote traditional moral values through peer interaction and learning the social consequences of a particular behavior. Similarly, moral values are promoted through mass media communication such as television, videos, songs, and movies by offering different models of behavior and their corresponding rewards or punishment. Movies are not simply entertainment as they expose people to social norms and life experiences. They are normally presented with themes and characters displaying value-laden principles and taking moral decisions that are influential in shaping or modifying a person’s value system. Movies displaying immorality such as crimes, violence against women, homosexuality, and others are likely to influence their audience moral values negatively.  Movies are important elements in youth’s socialization and reinforcement of values learned from home and school. For example, study shows that cowboy heroes in movies unintentionally convey socially significant information that influences values, attitudes, and beliefs of young people. Life Lessons in College Movies There are a number of movies set in college with moral value.  In 1994 for example, the movie With Honors is about an arrogant Harvard student (played by American-Canadian actor Brendan Frazer) who loses the only copy of his thesis  which he later found in the hands of a homeless but street-smart older man. The conflict began when the homeless man used the thesis as leverage for some favors. The egotistical and antagonistic Harvard senior student tried but failed to outsmart the situational intelligence and shrewd resourcefulness of the street smart and finally agrees to negotiate. The movie according to some reviews is a thoughtful representation of life with a moral value that people should do what makes them happy. The Harvard student negotiating for his thesis is at first snobbish and insufferable but mature and becomes sympathetic to the pain and suffering of the homeless man. Find more interesting information: How Human Dignity Is Valued in Academic Sphere Can We Actually Rewrite a Film? Most good college movies explore social and moral issues and teach important life lessons. One of them is the 1998 dark comedy film Dead Man on Campus, the story of college studious student (Josh) who is led astray by his roommate’s (Cooper) carefree lifestyle. Initially, the movie explores the economic reality of getting a college education and consequences of neglecting your studies. For instance, Josh gets into college on a scholarship that requires him to get a passing grade each semester. Cooper’s college education, on the other hand, is funded by his father despite consistent failing grade. Lost in Cooper’s partying world, the normally studious Josh failed to pass all his mid-term exams and facing a loss of scholarship. Similarly, Cooper’s father finally discovers his son’s lack of concern in passing the course and threatens to stop the funding if Cooper fails again. Facing a similar dilemma, they found a solution in an unusual academic rule where roommate of a student who commits suicide gets a perfect grade but it didn’t work. The problem was resolved when the school gives Josh (who commit a fake suicide attempt over the bridge) a second chance while Cooper, (a hero to his father as he allegedly convinced Josh to abandon his plan) maintained the funding. However, they learned the lessons well as both became more serious in their studies.

ANALYSIS ON THE EUROPEAN UNION Essay Example | Topics and Well Written Essays - 1750 words

ANALYSIS ON THE EUROPEAN UNION - Essay Example A Commissioner can be responsible for policy areas that belong to different DGs. Cabinet portfolios are basically function-based. National officials are invited by the Commission to participate on expert and advisory committees in the preparatory stages of a policy process. They attend as area experts, and do not formally represent their governments (Docksey and Williams, 1997, p. 141). Interest group participation is functionally based. The geographical principle is apparent in several respects. At the apex of the organization, the College of Commissioners is comprised of persons proposed by the member governments. They are served by personal secretariats that are composed of compatriots of the respective commissioners. For the Commission services, the recruitment of officials is drawn from national quotas but merit criteria is also applied. The EU has 27 member countries. ... (since 2004-05-01), Lithuania (since 2004-05-01), Luxembourg (EUR), Malta (since 2004-05-01) (EUR: 2008-01-01), the Netherlands (EUR), Poland (since 2004-05-01),Portugal (EUR), Romania (since 2007-01-01),Slovakia (since 2004-05-01) (EUR: 2009-01-01), Slovenia (since 2004-05-01) (EUR) , Spain (EUR), Sweden (since 1995-01-01) and the United Kingdom of Great Britain and Northern Ireland. III. Economic Total Value of Trade The EU has a tremendous trading partnership with various countries in Africa, the Caribbean and the Pacific (ACP). The total value of EU trade with the ACP countries reached approximately 80 billion for 2007. The breakdown of trade transactions reflected figures of EU importation worth 40.2 billion and EU export figures of 39.7 billion. For the African countries, the EU is their largest trading partner.In terms of trade composition, the profile of key products which are currently traded are as follows: the ACP countries export petroleum (42% of total exports), cocoa beans, (5%) and diamonds (5%). The EU exports machinery (22%), oil (11%), vehicles (7%), boats (7%), and medicines (3%). The EU also poured considerable foreign direct investment to the ACP countries which had increased from 1,922 million in 1996 to 4,319 million in 2002. This value of investment represents approximately 3.3% share out of the total investment outflows of the EU.In terms of foreign direct investment breakdown, foreign dirext investment flows to ACP Africa peaked from 1,532 million in 1995 to 2,799 million in 2002. Hence, the ACP has increasingly become a destination for investment by the EU.According to EU Trade Commissioner Peter Mandelson (2008), the continued prosperity of Europe hinges on business certainty, tariff predictability,