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Student written essays

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Bibliography management with bibtex. L a T e X supports bibliographies out of the box, either embedding the references in your document or storing them in an external file. This article explains how to written, manage bibliography with the thebibliography environment and the BibTeX system. Note: If you are starting from dissertation help oxford scratch it's recommended to use biblatex since that package provides localization in several languages, it's actively developed and student written, makes bibliography management easier and more flexible. Standard bibliography commands in L a T e X have a similar syntax to that of lists and items. The environment thebibliography produces a list of references; such list will be titled References in sat essay grading, a article document class, and Bibliography in book and student written essays, report document classes. A parameter inside braces, 9 in the example, indicates the number of entries to be added; this parameter can not be greater than 99. To create a bibliography entry the command bibitem is used. A parameter inside braces is set to sat essay matrix, label this entry and can later be used as identifier for this reference. After the closing brace the text with the name of the author, the book title, publisher and so on written is entered. Share L a T e X provides several templates with pre-defined styles to values of education, manage bibliography.

See this link. The example presented in the introduction only contains list of references, the student written next example shows how to cite the entries of that list within the document. The command cite insert the number corresponding to the bibliography entry whose label is passed inside braces. For example, the output of cite is [2]. Of Education! The information printed by the command cite depends on the bibliography style used. See Bibtex bibliography styles. [edit] Bibliography management with Bibtex.

BibTeX is a widely used bibliography management tool in L a T e X , with BibTeX the bibliography entries are kept in a separate file and essays, then imported into essay on a get together the main document. Once the written external bibliography file is grading matrix imported, the command cite is used just as in the introductory example. Below, a description of the commands: bibliography Imports the BibTeX file sample.bib to display the bibliography. To import several .bib files just write them comma-separated inside the braces, the file extension is not necessary. bibliographystyle Sets the bibliography style to be used in this document. The information displayed depends on the bibliography style used, even if the entry contains information about the student written essays date, author, title, publisher and abstract, the style used might only print the title and help, the author. See Bibtex bibliography styles which contains examples of the written default bibliography styles in L a T e X . Essays On The! cite This will print a number of text, depending on the bibliography style, to reference the bibliography entry whose label is passed to the command. In this case, the label einstein produces [2]. Note: Unicode characters are not supported on BibTeX. Also, if there are too many bibliography entries (+100) it may not work properly. Written! See the further reading section for links to other bibliography management tools . Bibliographic references are usually kept in a bibliography file whose extension is .bib, this file consists of a list of records and dissertation help, fields . Each bibliography record holds relevant information for student written essays, a single entry. This file contains records in a special format, for instance, the first bibliographic reference is defined by: @article This is the first line of a record entry, @article denotes the entry type and tells BibTeX that the information stored here is essays patriot about an article.

Besides the entry types shown in the example ( article , book and misc ) there are a lot more, see the reference guide. einstein The label einstein is assigned to this entry, is an identifier that can be used to refer this article within the document. author = Albert Einstein, This is the written essays first field in why some cheat, the bibliography entry, indicates that the author of this article is Albert Einstein. Several comma-separated fields can be added using the same syntax key = value , for instance: title, pages, year, URL, etc. See the reference guide for a list of possible fields. The information in this file can later be used within a L a T e X document to include these references, as shown in student written essays, the next subsection. [edit] Adding the essay get together bibliography in the table of student written contents. There are two ways of including the bibliography in the table of contents, either manually adding it or using the pretty one day studieportalen package tocbibind (recommended). To add it manually just insert the next line right before the command begin or bibliography. for books and student, reports or. for articles. If you prefer to use tocbibind see the pretty one day next example. Adding the line. to the preamble will print the References or Bibliography in the table of contents, depending on the document type. Student Written Essays! Be careful, it will also add other elements like the students essay Index, Glossary and list of Listings to the table of contents. For more information see [the tocbibind package documentation].

Standard entry types. article Article from a magazine or journal book A published book booklet A work that is printed but have no publisher or sponsoring institution conference An article in a conference proceedings inbook A part of a book (section, chapter and so on) incollection A part of a book having its own title inproceedings An article in a conference proceedings manual Technical documentation masterthesis A Master's thesis misc Something that doesn't fit in any other type phdthesis A PhD thesis proceedings The same as conference techreport Report published by an institution unpublished Document not formally published, with author and title.

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My Ed.D. Student Written. thesis proposal: What does it mean to be ‘digitally literate’? I submitted the second version of my Ed.D. thesis proposal a while back now. Essay On A Family. I had to re-submit as I failed the first submission. This was a bit of a shock to written the system, never having failed anything academically before. It was actually partly my supervisor’s fault – who has now left the University of Durham and values of education essay doesn’t have a doctorate himself… :p. I was advised to wait until I had the marks back for essays, the thesis proposal before posting it on my blog.

Upon reflection, I could see this was a sensible thing to essay on a family get together do, so now I’ve heard back and I’ve passed I’m going to post it in its entirity. I received 63% for the following, which isn’t disastrous but less than I would have hoped for. Because it’s my second submission, however, the mark that’s recorded is written essays, 50%. Why Some Cheat. At the end of the day, I’m not overly concerned: my Ed.D. overall is pass/fail… #128578; The comments on the following were: This is a solid proposal which provides a detailed reflection of the relevant literature in which the proposed study is to be grounded.

Although covered in less detail than the student essays, literature section, the proposal provides an appropriate methodological base for the research. The proposal suggests a cross-cultural component and it is important in this context that similarities as well as ‘discrepancies’ are identified and that the study does not become unmanageable. In general this is a good solid proposal. The proposal itself follows after the ‘tag’ cloud that is indicative of its contents (courtesy of doctoral dissertation help, TweetClouds) What does it mean to student written be ‘educated’ and ‘digitally literate’? The impact of ICT and the knowledge society upon education in the 21st century. Society is changing at an unprecedented rate. The nature of the family, how we connect with other people, the ways in which our leaders are held accountable, and the extent to which the media controls our lives are fundamentally different even from 25 years ago. Members of every culture and society have the world of values essay, everyday experience mediated by written essays technologies, traditions and cultural norms or expectations. (Petrina, 2007:168; Achterhuis, 2001:71) The technologies which mediate life in the 21st century in oxford, first-world nations are powerful communicative devices and are developing at an incredibly fast pace. This means that the student written essays, way in which the world is understood and dissertation help oxford presented to student written individuals can be somewhat incoherent and values essay is certainly very different from that of student essays, previous generations. In turn, unless they are willing to change to pretty essay studieportalen adapt to student written essays the needs and future requirements of learners, schools are in danger of becoming, ‘even more quaint and shaky against the backdrop of technology.’ (Smith Curtin, 1998:227)

Schools are the link between generations: they bridge the gap between the knowledge and skills of the previous generation and that of the next generation. One of the roles of educational institutions is to ensure that young people have the knowledge and skills for the world of grading, work. But education is student, not simply about preparing young people for their working life, as evidenced by recent ‘personalising learning’ initiatives that have emerged across the western educational landscape. There remains something more holistic about the education system that aims at producing ‘educated’, ‘literate’ citizens. As we discover more about how the brain works and about how students learn best, so what we mean by why some college an ‘educated’ person changes. Technology also has a role to play in this, as for some educational thinkers it to a great extent redefines what it means to be ‘literate’. Student. Schools, therefore, are increasingly investing in on the act, and exploring educational technology in an attempt to ensure that they remain relevant to the world outside the student, school gates. Whilst there is a top-down drive to adopt such technologies, however, their pedagogical use is still being worked out at a grass-roots level.

With society in a state of flux and of radical transformation schools need to find a way of bridging the grading matrix, gap between their traditional role and the technologically-mediated world in written essays, which their pupils now inhabit. It is an open problem about which Jacques Delors (Delors, 1996a:172), president of matrix, UNESCO wrote in 1996: …there is a decisive issue at stake here, and it is important that schools and universities should have a central place in a profound change that is affecting the whole of society. There is written, no doubt but that individuals’ ability to access and process information is set to become the determining factor in their integration not onlyinto the working environment but also into their social and cultural environment. The concept that shall be discussed in what follows as ‘digital literacy’, therefore, would seem to be a key one for schools and individuals who want to play an active role in the ‘knowledge society’. There is a tension at the heart of school life between preparing students for an uncertain future whilst continuing traditional notions of what constitutes a school. Successfully resolving this tension should result in educational institutions producing ‘educated’ young people who are ‘literate’ within the domains they shall operate, both now and in on a family get together, the future. Student Written. However, due to the scale of essay, social change witnessed over written, the last 25 years, coupled with the almost exponential rate of technological development and uptake, resolution of of education essay, this tension is becoming increasingly difficult for schools. What does an student written essays, ‘educated’ person look like in the 21st century? Are traditional literacy skills enough? Although some work has been done in attempting to make a traditional curriculum more flexible, coherent and relevant, few explicit identifications of what constitutes a literate, educated person in college students, the 21st century have been made (McCain, 2005:49). Having a clear focus as to what it means to have the requisite tools for life in the 21st century – to be ‘digitally literate’ – would enable schools to synthesise the traditional and the new more effectively.

Whilst definitions are both historically and culturally situated (Barton Hamilton, 2000:8), it should be possible to identify common usage, at least implicitly, of what educators and policy makers mean when they talk about written essays, being ‘educated’ – and therefore ‘literate’ in me talk one day, a 21st century sense. In contrast to student essays the view satirised by Charles Dickens’ character of Gradgrind in Hard Times (‘Teach these boys and girls nothing but Facts’), to be ‘educated’ in the 21st century is a more slippery idea to grading pin down. There is little agreement as to what the purpose of education is in the 21st century. Some thinkers on the topic are instrumentalists, seeing education as a means to a (usually vocational) end, whereas others stress the importance of the process. Likewise, as has been argued extensively, (Barton Hamilton, 2000:11-12; Muller, 2000:56; Delors, 1996b:85) ‘literacy’ ranges across domains and student written essays applies to much more than reading and pencil-and-paper writing. Agreement upon what it means to be a ‘literate’ person, therefore, is also difficult to on the find.

To have some clarity as to what it means to be ‘digitally literate’ will help move on student written, the debates taking place at all levels in the western education system. Instead of these conceptions being an updated version of what was learned at school by the previous generation, there needs to be a thorough review of the needs of both students and the workplace. An active examination of the possibilities offered by new (educational) technologies should inform this review in order for it to be as forward-looking as possible. The views of stakeholders and patriot interested parties need to be analysed and compared in order to discover motivations, potential conflicts and areas of agreement. Once these notions of what it means to be ‘literate’ in the 21st century have been resolved then the essays, way forward for education to move towards new pedagogies and ways of working should become clear. At present, however, the lack of clarity as to what it means to be ‘digitally literate’ means that teachers are subjected constantly to new proposals and reforms that aim to students cheat resolve the tension between the old and student written the new. Without an idea of the purpose of patriot act, education, it would seem that these efforts are ultimately doomed to fail. To explore claims that traditional notions of literacy are not sufficient for 21st century education. To analyse policy documents from written essays, government down to school level in order to discover the level of coherence in evidence. To highlight discrepancies between pedagogy and practice regarding educational technology in schools. To survey briefly the situation in other countries regarding digital literacy skills.

To come up with workable, 21st-century definitions of what it means to be ‘digitally literate’ (i.e. literate in the 21st century) Despite Tony Blair’s famous commitment to ‘education, education, education’, the Labour government in the United Kingdom is notoriously cagey when it comes to defining and setting out the purpose(s) of grading matrix, education and schooling. Implicit in many of the pronouncements made and reforms undertaken is a focus upon written essays the financial well-being of the individual, and therefore the nation. On The Patriot. Achieving ‘economic well-being’ is student, even enshrined in the compulsory Every Child Matters agenda to be implemented by schools (HMSO, 2003). Leaving aside the use of on the patriot act, education as a vehicle to economic prosperity, however, at least one of the purposes of schooling must be to produce ‘educated’ young people. Written. What is meant by an ‘educated’ person in the 21st century, however, is difficult to define. In the why some college, past this was much more straightforward, defined by the educational elite. Today, however, even leading educational thinkers such as David Carr (2003:11-12) have difficulty in pinning down a notion of what it now means to be ‘educated’:

The best we can so far say is that to be educated is to student essays come to appreciate or value for their own sake the non-instrumental or teleological (intrinsically valuable) features of those forms of knowledge, understanding and skill for which a reasonable educational case has or can be made. Just to have studied or have some knowledge or skill, however, does not make one educated. One must be able to communicate one’s learning in a meaningful way and put it into practice. Carr argues that the on a, notions of student, ‘education’ and ‘schooling’ need to be untangled (Carr, 2003:15,134), much in the same way that clarification needs to be sought over the difference between being ‘educated’ and being ‘literate’. With the pretty one day essay, multiplicity of ways in which knowledge can be communicated in the 21st century comes new literacies to be able to transmit and receive knowledge in these new ways. It has been fashionable of late to written ascribe to ‘literacy’ those characteristics that would have traditionally gone under the essay on a get together, guise of written, being ‘educated’. (Delors, 1996a:174; Snyder, 2002:181; Rodriguez Illera, 2004:49-50) Literacy, with the emergence of new domains of application such as ‘computer literacy’ and ‘visual literacy’, has enjoyed an elevation in status. From being seen originally as being able to read and grading matrix write or as a means to gaining an education, it is now widely regarded as an end in itself. An understanding of what it means to be ‘literate’ in student written essays, the 21st century should lead to a greater understanding of what it means to college cheat essay be ‘educated’, if indeed the latter is something over and above the former. According to the Oxford English Dictionary, the adjective ‘literate’ means, ‘acquainted with letters or literature; educated, instructed, learned.’ To many educational thinkers, however, this is an outdated definition. In 1958 UNESCO defined literacy as ‘the ability of an individual to read and write with understanding a simple short statement related to his/her everyday life.’ The difficulty with both these definitions is that they categorise people as either literate or illiterate allowing for no shades of grey. Literacy is defined on student written, a ‘macro’, global level without an essays patriot act, understanding of literacy within a given domain or for a specific purpose.

There is no scope with these definitions to be able to describe an individual as literate when it comes to student written essays pencil-and-paper-based reading and writing, but almost ‘illiterate’ when dealing within a domain mediated by technology. Understood broadly, literacy can be an elusive human construct: it means different things and involves different skills depending upon the culture and sat essay grading matrix time period within which an individual operates. Whilst in the western world ‘literacy’ has traditionally meant the student written essays, ability to college students essay read and write with pencil and paper, this makes a nonsense of societies with oral traditions and student essays records. Postmodern educational thinkers have therefore attempted to deconstruct ‘literacy’, understanding it to consist in many different ‘literacies’. The main stimulus to this, as Kellner (2002:163) attests, is the widening use of technology in society: As technological convergence develops apace, individuals need to combine the skills of critical media literacy with traditional print literacy and new forms of multiple literacies to access and essay navigate the student essays, new multimedia environments. This depends on an enlarged view of literacy, one that goes beyond the one day studieportalen, mere functional skills set out in UNESCO’s 1958 definition. Written. Literacy becomes ‘gaining the skills and knowledge to read and interpret the text of the world and to successfully navigate and negotiate its challenges, conflicts, and crises,’ (Kellner, 2002:157) ‘the application of… knowledge for grading, specific purposes in specific contexts,’ (Scribner Cole, 1981 – quoted in Rodriguez Illera, 2004:51), a ‘set of student, social practices’ that are ‘historically situated’ (Barton Hamilton, 2000:8,13). Literacy in the postmodern view is a fragmented notion: contextually dependent and culturally constructed. New literacies are being formed all the time (Reilly, 1996:218).

This has led to the compartmentalisation of different forms of literacy such as ‘computer literacy’, ‘visual literacy’, and ‘critical media literacy’ which served to me talk demonstrate how, for example, an extremely literate person on the traditional view could be ‘illiterate’ when it comes to communicating with the aid of technology. Whilst the postmodern deconstruction of literacy has been useful for purposes of clarification, something about the original holistic meaning of essays, ‘literacy’ has been lost. Literacy is reduced to a science, as training within a given domain. There remains something of a binary distinction between those who are literate within a domain and those who are not. UNESCO’s most recent definition in its 2004 position paper (UNESCO, 2004:13) recognises and addresses the limitations of both its own 1958 position and sat essay grading that of postmodern thinkers: Literacy is the essays, ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to grading participate fully in their community and wider society. This definition is an Hegelian-type synthesis of the original, 1950s holistic definitions of literacy, and student essays its more fragmented definition under postmodernism.

Literacy is a process, not a state (Rodriguez Illera, 2004) and patriot act as such underpins abilities within a given domain. Student. It is better, therefore, to talk of someone having or lacking literacy skills within the grading matrix, domain of digital technologies, rather than ascribing to them a state of being ‘digitally literate’ or ‘digitally illiterate’. Written. Shades of grey within each domain are recognised which build towards an overarching global ‘literacy’. As evidenced above, recent definitions of essays patriot act, what it means to be ‘educated’ by those in control of student, education in the UK are hard to come by. Elsewhere in the western world they are more forthcoming, however.

A representative statement is enshrined, for example, in the definitions set down by Michigan State University as part of its VISION 2004 reorganisation: An educated person is someone who has learned how to acquire, analyze, synthesize, evaluate, understand, and communicate knowledge and information. Dissertation Help Oxford. An educated person has to student written develop skills that respond to changing professional requirements and new challenges in society and on the patriot act the world at large. He or she must be able to take skills previously gained from serious study of one set of problems and apply them to another. He or she must be able to locate, understand, interpret, evaluate, and use information in an appropriate way and ultimately communicate his or her synthesis and understanding of that information in a clear and accurate manner. That is to say that being an ‘educated’ person involves taking skills and knowledge from one domain and applying them to another, as well as making links between areas of knowledge and keeping up to date with developments within one’s field and those which affect it. This definition appears to have more in common with traditional conceptions of wisdom than it does with those of literacy (Town, 2003:54). Put simply, becoming literate can be thought of as acquiring the skills to written essays be able to participate in the discourse of me talk pretty one day, a particular domain, whereas becoming educated is to be able to range across domains and synthesise the knowledge that has been gained. The domains of knowledge within educational schools have traditionally been subject-based. Teachers are teachers of written essays, one or more specific subjects and the knowledge, if not the skills, learned are particular to that domain. However, as Muller (2000:2) states, knowledge is intrinsically social – which means that the me talk essay studieportalen, boundaries and constituent elements of domains of knowledge are socially determined and defined.

As a result, literacies change as societal definitions of domains of knowledge change. We view knowledge within a given domain through the lens of student essays, current literacies (DiSessa, 2000:65) meaning that what an individual can know and understand is limited by and dependent upon values their use of student written essays, semantic and technological tools. Limiting the of education, ‘micro-literacies’ that make up the more holistic view of literacy (‘macro-literacy’) is to limit the ability of the individual to access some of the knowledge within a given domain. For example, using the student written, ‘micro-literacy’ of familiarity with some digital technologies could allow Geography students to communicate in real-time with other students around the world. The knowledge they would gain from this would be of a different order from that which they could construct from the why some cheat, inputs of teacher and textbook. Written. Each ‘micro-literacy’ the students develop counts towards a more global Geographical ‘macro-literacy’. In turn, this would feed into an ever-higher ‘macro-literacy’ that enables the student to function in the world they inhabit.

To be ‘educated’, therefore, could be understood as making links between various domains, which in turn depends upon both micro- and macro-literacies. Macro-literacies cannot be developed without first developing micro-literacies. If knowledge is information contextualised within a given domain, and domains are dependent upon sat essay cultural and societal factors, then knowledge is affected by the rate of student, change of a society. When the rate of societal change and technological innovation is reasonably slow – or at me talk pretty least relatively stable – educational institutions are able to predict what an educated person will look like in ten to fifteen years’ time and prepare students accordingly. Student Written Essays. When the rate of societal change and technological innovation increases, however, these predictions become less accurate and strategies have to employed in order for educational institutions to be able to function. In practice this means schools sitting on a spectrum somewhere between reactionary measures and furiously attempting to keep up with the on the act, latest initiatives. The difficulty that schools face, as Bourdieu (1988, cited in Snyder, 2002:178) notes, is that to transform the present one must have a secure grasp upon student written it. Given the ‘precariousness’ of contemporary life this is difficult to achieve: the ‘sociality’ of knowledge means that domains of knowledge and of enquiry are constantly shifting. As a result educational institutions walk a tightrope between anticipating the world which their students will inhabit and introducing them to the knowledge and skills that have been and are currently being used by on the society.

The rate of written essays, change of society in values of education, the 21st century is being driven to student a great extent by developments in technology. As the essay on a family, OECD report Learning to Change: ICT in Schools (2001:9) noted, Information and Communications Technology (ICT) has changed the way we live and communicate with one another: The ubiquitous presence and utility of ICT in modern life are having a significant impact on the way we live, and even on the notion of an educated person. It has led to the concept of the written, knowledge society – sometimes also called the learning society or information society. There is sat essay matrix, a widespread awareness that these developments have profound implications for education, and that schools must change, but as yet little detailed consideration of the extent of the change needed and the advantages that ICT can bring. The growth of the knowledge society and the pervasiveness of the technology represent a major challenge and written essays a major opportunity for education.

Education has a pivotal role to play in essay on a, society as it is the link between past and student essays future generations. In the past this link has been relatively easy to achieve, as the knowledge and skills useful to acquire would vary only slightly within a generation. Why Some. In the written, brave new world of digital technology, however, fundamental shifts in required knowledge skill sets and knowledge can occur several times within a generation. The most important skill one can have in doctoral dissertation help, a world where knowledge has a ‘half-life’ (Machlup, 1962) is to learn how to learn, to have a secure framework or scaffold upon written essays which new knowledge can be grafted and discarded when necessary. This changing nature of knowledge has been described by Siemens (2006) as knowledge having ‘broken away from its moorings, its shackles’. Nowhere is this more evident than in the realm of educational technology where, using the tools already available in cheat, most schools, learners across the world can communicate, interact and share. The feeling amongst many writers uneasy with current western-style education systems is that tools which can (and in essays, most cases should) be used to radically transform the way young people are educated in the future are being used to prop up the existing system. Essays. Tools which should be used to create new literacies are being shoehorned to supplement or gloss those of the past. Some writers talk of student, these digital tools being retro-fitted to outdated pedagogies to produce what could be termed ‘School 1.5’ instead of ‘School 2.0’. Ironically, when these tools do not lead directly to huge learning gains, at least on such measures as school league tables and the like, it is the tools themselves rather than the pedagogy and education system which are blamed.

Using relevant technologies is essential in sat essay grading, 21st century education when it is the principal way by which the world is mediated to individuals; new pedagogies need to student written be constructed to use the tools and technologies invented and used outside of the school gate. When tools such as online read/write reference resources become more accessible than books and lecture notes, a shift occurs in the way that learners conceptualise not only research, but the world itself. As many authors have noted, we use technology to shape the world – but tools, technological or otherwise, also shape us (Burnett, 2002:145; Apple, cited in Darder, et al., 2003:454; Demetriadis, et al., 2003:34; Provenzo, et al., 1999:40; Sutherland, et al., 2004:6) Although he could not have envisaged the online worlds available to us through the Internet, the effect of such tools on learners is put perhaps most succinctly by Dewey (1925, quoted in Blacker McKie, 2003:235): A tool is a particular thing, but it is more than a particular thing, since it is a thing in which a connection, a sequential bond of nature is embodied. It possesses an objective relation as its own defining property. Its perception as well as its actual use takes the mind to other things. The use of educational technology, then, mediates the experience of learners with regard to education and to knowledge, but then so does the use of any tool. This process of human-created tools mediating human experience has an impact upon education: learners need to be able to use and shape these tools for their own ends. To be ‘educated’ involves being able to leverage semantic and technological tools across domains in order to make connections. To view the possibilities and potential impact of educational technology requires a re-imagining of on the act, teaching and learning. Even with a reconceptualization of what it means to be ‘educated’ and ‘literate’ in the 21st century, what does not change is the human element in learning, a thread that winds its way from the Socratic dialogues through to 21st century classrooms and (virtual) lecture theatres.

Although there were fears in student, the early 1970s when computers first began to values be integrated into student written essays, the mainstream that society would become dehumanised, the former still serves as a tool to the latter. In fact, using ICT is more than just a tool, as computers and other digital devices are flexible enough to adapt to the user and present them with many different communication and processing options. It is perhaps better visualised as a plethora of essay on a get together, many intellectual tools. Student. This nuanced view is unfortunately missing in doctoral dissertation help, much of the discussions surrounding educational technology and the use of essays, computers in schools more generally. Lemke (2002:45) perhaps demonstrates the most balanced understanding of the ways that educational technology can be used to enhance learning. New technologies can often do the job of simulating and talking about the of education, typical activities of the student, community far better than the average teacher in the average classroom. Technologies will not, however, be able to substitute for direct participation, nor will they be able to replace thoughtful guidance of essay, students’ critical reflection and analysis, nor the student, emotional encouragement of achievement and creativity that live teachers provide. The difficulty is that the majority of educators do not understand the sat essay grading, revolutionary potential of ICT to their day-to-day teaching.

What they see as akin to written the television or overhead projector has, if not the ability to ‘blow up the school’ (Papert (1984), cited in Cuban, 1986:72), then certainly the ability to help create an environment where learners can construct their own educational tools. Essays Act. Micro-literacies can be thought of as having the ability to student essays create, or at least modify, tools in order to college students make sense of the student written essays, knowledge within a given domain. Teaching youngsters how to use existing, outdated tools when a culture is undergoing radical change, is at best anachronistic (Claxton, 2002:23). Educational technology is not the on the patriot, answer to everything – a teacher’s pedagogical outlook and teaching ability is written essays, still the biggest determinant factor in doctoral dissertation, the quality of student written, a learner’s education – but technology does allow different kinds of ‘ecologies’ to oxford be created. These are more likely to be focused on learning than on ‘teaching’. (Burnett, 2002: 145) ‘Learning ecologies’ demand a different approach to education than has been possible previously, and is reflected in student essays, some of the ‘personalising learning’ agendas that have made their way into policy in some areas of western education. Instead of the school or teacher-centred model of learning that mass education has been built upon thus far, a learner-centred ecology has been mooted, especially by constructivists. The driving force behind this has been the possibilities opened up by ICT, which has driven curriculum change (OECD, 2001:15) and a rethink of what we mean by ‘literacy’. The difficulty lies in what Levin Riffel (1997:18) call the ‘logic of confidence’: schools can remain fundamentally unchanged so long as they are seen as embodying the right kind of activities and processes. Instead of essay family, taking steps to improve learning, tests are taken as a substitute.

Progress is student essays, measured by teachers becoming adept at getting learners through examinations at increasingly higher levels. As politicians also have an interest in these examination results, the whole system becomes somewhat of a charade. Given this barrier, the greatest bequest of ICT to education thus far may have been simply to point out dissertation, how stale and boring traditional teaching actually is (Burniske Monke, 2001:258). Whilst educational systems remain in the straightjacket of results and are inextricably linked to a country’s political system, the possibilities of written, new technologies are likely to be directed towards existing hegemonic power structures. However, as Blacker McKie (2003:241) argue, ICT may provide the on the, perfect, invisible, weapon: a tool presented as neutral, but actually fundamentally value-laden and used to perpetuate the position of the elite within society. Whilst those in positions of control can manipulate the education system and the political process to continue their hegemonic power, then the potential of technology and other innovations are likely to be minimal. Whilst the student written, use of technology is not inevitable, as a society we have made a decision to put it at values of education the centre of student, our culture – much in the same way as we did with the automobile in sat essay matrix, the 1950s. (Balle, quoted in Eraut, 1999:89) To ‘jump off the wagon’ and consider a change of direction (Apple, quoted in Darder, et al., 2003:456) would involve a radical change in our civilization. Educators need, therefore, to use the tools available – especially those being used outside the school gates, the cultural experiences of the essays, majority (Beavis, 1998:242). To do otherwise is to prepare young people for a reality that no longer exists – something that is perhaps best illustrated by essay family the following tale told by Benjamin (1971, quoted in Tiffin Rajasingham, 2003:117), …a prehistoric tribe… decided to introduce systematic education for its children.

The curriculum was specifically designed to written essays meet particular survival needs in the local environment and so included such subjects as sabre-tooth-tiger-scaring-with-fire. But the climate of the sat essay grading matrix, region changes and the sabre tooth tigers perish. Student. Attempts to change the curriculum to meet new survival needs encounter stern opposition. There will always be opposition to major reforms or a new direction: tradition and essays on the patriot the status quo are powerful conservative forces. Student Written Essays. But education in the 21st century is about using knowledge and making connections to create educated people in a sense relevant to today’s society. To be ‘literate’ is a relative notion depending both upon dissertation help oxford the domain within which one is essays, operating and the relevance of that domain to contemporary life. Studieportalen. Uniquely, in student written essays, the 21st century we could be faced with a literacy problem despite over 99% of people in get together, western society being able to read and write.

Whilst it will remain possible, at least for the time being, for essays, individuals to be considered ‘educated’ without using ICT, these individuals will miss out on a large chunk of what it means to essay be ‘literate’ in the 21st century. The micro-literacies they lack, involving the ability to connect and understand the world mediated by essays digital devices, will serve as barriers to communication and me talk pretty expression. Technology introduces new ways for student, humans to communicate and create, introduces new micro-literacies that contribute to the wider ‘macro-literacy’ construct and, as a result, redefines what is meant by an ‘educated’ person in the 21st century. What does it mean to be an ‘educated’ person in the 21st century? Is there such a thing as ‘digital literacy’? How do ‘micro literacies’ feed into wider ‘macro literacies’? What is the most appropriate learning theory for the 21st century? The proposed thesis will be non-empirical; policy documents, official reports, and scholarly works will provide the data required. Whilst this negates problems surrounding ethical treatment of research subjects, issues remain as to how to essay approach and make sense of the data.

There are two main methodological paradigms to student written essays make sense of research data: the quantitative approach and essays patriot act the qualitative approach. A purely quantitative approach assumes that objective descriptions of ‘reality’ can be made and that context-free generalisations are possible. A purely qualitiative approach, on the other hand, denies any reality external to that created by the enquirer. Written Essays. On top of this resides dialecticism, a meta-paradigm dependent upon the first two – and Pragmatism, more an heuristic to guide research using these paradigms. To attempt to family get together understand domains, societies and digital spaces within the confines of a positivist quantitative paradigm would seem to be overly-restrictive.

When discussing the student written, physical world it is possible to hold a post-positivist approach, acknowledging the patriot, reality of the external world whilst holding that our relations to it can only ever be subjective. Student Written. When discussing arenas that include digital spaces and connections, however, it is difficult to see how even this nuanced view of the positivist project can be sustained. On the other hand, the qualitative paradigm also seems to suffer from a poverty of descriptive power when it comes to grading the ‘blended’ digital/physical arenas that constitute the ‘knowledge society’. People do agree upon student essays the way the world is, connect meaningfully, and experience things in broadly similar ways. To take a blindly poststructuralist/postmodernist view and to insist on the subjectivity of the external, therefore, would be to lose the ability to describe blended arenas and spaces in a meaningful way. Of Education. A dialectical approach, meanwhile, whilst appearing attractive in synthesizing approaches, seems teleological which is something to be avoided. Certainly given the radically democratic nature of the Internet, for student, example, no individual or group can direct the ends of the masses.

At the same time, the technology itself does not dictate what it is me talk pretty one day essay, used for; this depends upon the human user(s). Perhaps the best approach to take, therefore, is the Pragmatic one. This is a ‘multi-methodology’ that looks to understand the student essays, world from college students essay, many viewpoints, therefore building up a more coherent picture. This fits in well with the idea discussed above of ‘micro’ and ‘macro’ literacies and also gives more of student written essays, a picture of what it means to one day studieportalen be ‘educated’ in the 21st century. Student Written Essays. Pragmatism was originally formulated by Charles Sanders Peirce in the pragmatic maxim:

Consider what effects, that might conceivably have practical bearings, we conceive the object of our conception to why some college essay have. Then, our conception of these effects is the whole of our conception of the object. (quoted in written essays, Potter, 1996:94) By this, Peirce meant that concepts (and therefore knowledge statements) emerge from the effects of things such as tools and objects. Me Talk Pretty One Day Essay Studieportalen. We need, therefore, to know how tools – digital and otherwise – are actually being used rather than how it was that they were intended to be used. Objects and concepts cannot be separated and considered to have a separate ‘reality’ from the sum total of the effects they have upon people and student the environment. As a result, considering these effects from multiple points of view allows us to understand better those objects and concepts.

In terms of ‘digital literacy’ this means analysing how government pronouncements work in practice, how policy documents translate into ‘reality’, and considering how representative are surveys and studies making claims about learners in the 21st century. The thesis, then, shall include data collection in the form of analysis of policy documents from values, government down to grass-roots level. An adaptation of the eight-step process outlined by Johnson and Onwuegbuzie (2004) shall be considered as a model to essays move from studieportalen, research question through to analysis. This, briefly stated is: Formulation of research question(s) Outline of purpose of mixed research Selection of student, research methodologies Data collection Data analysis Data interpretation Legitimation Final report with conclusions drawn. The data being collected in this non-empirical thesis comes from a multitude of sources.

As a result, the Pragmatic method will allow for essay family, research from written, various backgrounds to be juxtaposed and synthesised where appropriate to give a bigger and more coherent picture. Steps 4-6, data collection, analysis and values essay interpretation will therefore be somewhat combined rather than in distinctive ‘steps’. Step 7 (Legitimation) will have to come at student essays the same time as Step 3 (Selection of methodologies) to give credence to the entire project. Pretty One Day Essay. This will result, therefore, in a five-step process: Formulation of research questions(s) Outline of purpose of research Selection and legitimation of research methodologies Data collection, analysis and interpretation Conclusion. This process within the Pragmatic framework will allow an understanding to be gained of student written essays, how the many stakeholders, interested parties and pressure groups within the sat essay grading matrix, UK education system conceive of ‘digital literacy’ and what it means to be ‘educated’.

A multi-methodological approach should ascertain the extent to which these conceptions are diverse. At times, ‘hard’ data – such as that provided by research from a predominantly quantitative perspective – will be analysed and at others a ‘thicker’, more descriptive perspective will be required. The thesis will not attempt to make general and written essays sweeping claims about the whole education system but instead, where appropriate, highlight conflicts, disagreements and sat essay matrix disparities in the wording and implementation of essays, policies surrounding digital literacies. This should inform what it means to be ‘educated’ in the 21st century. Finally, a comparison shall be drawn with other countries in terms of varying approaches to 21st century education and what it means to be ‘digitally literate’. Difficulties shall certainly arise here in terms of ease of access to policy documents below governmental level. However, where it would seem that the policies and incentives evident in another country or culture would benefit the educational system in England and Wales, these shall be highlighted.

Those countries that it would be worth researching initially, it would seem, are Singapore (government commitment to digital infrastructure), the United States (for purposes of comparison), and another European country such as Sweden or Norway. This, whilst not the main focus of the why some college students essay, thesis, should nevertheless give a flavour of student written, global links, issues and concerns and situate the rest of the discussion in a context. The proposed thesis shall focus upon the concept of ‘digital literacy’, using a Pragmatic method in an attempt to understand the educational landscape within which it resides in England and Wales. By comparing and contrasting research, governmental policy documents, the views of dissertation help oxford, various groups within education and on student essays, the fringe, and on the patriot act what goes on in schools, a broad view of what literacy means in the 21st century should be obtained. These shall then be compared and contrasted both internally and essays with other countries, especially economic competitors to the UK as a whole. Achterhuis, H. (2001) Philosophy of Technology: The Empirical Turn (Indiana University Press) Apple, M. (2003) ‘Is the New Technology part of the solution or part of the problem in education? (in A. Darder, M. Baltodano R.D. Torres, The Critical Pedagogy Reader; London) Barton, D. M. Doctoral Help Oxford. Hamilton (2000) ‘Literacy Practices’ (in Barton, D., Hamilton, M. Ivanic, R. (eds.), Situated Literacies: reading and writing in context, London) Beavis, C. (1998) ‘Computer games, culture and curriculum’ (in I. Student Written. Snyder (ed.), Page to Screen: taking literacy into pretty essay, the electronic era; London, 1998) Blacker, D. Essays. J. McKie (2003) ‘Information and Communication Technology’ (in N. Sat Essay Grading Matrix. Blake, et al. (eds.), The Blackwell Guide to the Philosophy of student written, Education; Oxford, 2003) Burnett, R. (2002) Technology, Learning and sat essay grading Visual Culture (in I. Snyder (ed.), Silicon Literacies: Communication, Innovation and Education in the Electronic Age, London) Burniske, R.W. L. Monke (2001) Breaking Down the student written, Digital Walls: learning to teach in a post-modem world (New York) Carr, D. (2003) Making Sense of Education: an essay family, introduction to the philosophy and written essays theory of education and teaching (London) Claxton, G. (2002) ‘Education for the Learning Age: A Sociocultural Approach to Learning to Learn’ (in G. Wells G. Claxton (eds.), Learning for Life in the 21st Century, Oxford, 2002) Cromer, A. (1997) Connected Knowledge: Science, Philosophy, and doctoral dissertation Education (Oxford) Cuban, L. (1986) Teachers and Machines: the classroom use of technology since 1920 (London) Delors, J., (1996a) Choices for education: the political factor, in J. Delors (ed.), Learning:The Treasure Within (UNESCO, France) Delors, J. (1996b) The Four Pillars of Education, in J. Delors (ed.), Learning:The Treasure Within (UNESCO, France, 1996) Demetriadis, S., et al. (2003) ‘ Cultures in negotiation’: teachers’ acceptance/resistance attitudes considering the infusion of technology into essays, schools’ (Computers Education, 41, 2003) Dickens, C. (2007 ed.) Hard Times (London) DiSessa, A.A. (2000) Changing Minds: computers, learning, and literacy (London) Eraut, M. (1991) Education and the Information Society: a challenge for European policy (London) Friedman, T.L. (2005) The World Is Flat: the globalized world in the 21st century (London) Johnson, R.B.

A.J. Onwuegbezie (2004)’Mixed Methods Research: A Research Paradigm Whose Time Has Come’ (Educational Researcher, Vol. 33, No.7, 14-26) Kellner, D.M. (2002) ‘Technological Revolution, Multiple Literacies, and the Restructuring of Education’ (in I. Snyder (ed.), Silicon Literacies: communication, innovation and education in the electronic age, London) Lemke, J.L. (2002) ‘Becoming the Village: Education Across Lives’ (in G. Me Talk Essay. Wells G. Claxton (eds.), Learning for Life in the 21st Century, Oxford, 2002) Levin, B. J.A. Riffel (1997) Schools and the Changing World: struggling toward the future (London) Machlup, F. (1962) The Production and Distribution of Knowledge in the United States (New York) McCain, T. (2005) Teaching For Tomorrow: teaching content and problem-solving skills (Thousand Oaks, California) Michigan State University (2004), VISION 2004 statement (http://www.msu.edu/unit/provost/Educated_Person.htm, accessed 3 October 2007 – cached at student written http://tinyurl.com/38f3am) Muller, J. (2000) Reclaiming Knowledge: social theory, curriculum and education policy (London) OECD (2001) Learning to Change: ICT in Schools Okan, Z. (2003) ‘Edutainment: is learning at risk?’ (British Journal of Educational Technology, 34:3) Petrina, S. (2007) Advanced Teaching Methods for cheat, the Technology Classroom (New York) Postman, N. (1993) Technopoly: the surrender of culture to technology (London) Potter, V.G. (1996) Peirce’s Philosophical Perspectives (New York) Provenzo, E.F., et al. (1999) Computers, Curriculum, and written Cultural Change: an introduction for teachers (London) Reilly, B. (1996) ‘New Technologies, New Literacies, New Patterns’ (in C. Of Education Essay. Fisher, D.C. Student. Dwyer K. Yocam (eds.), Education and Technology: reflections on computing in classrooms (San Francisco) Rodriguez Illera, J.L. (2004) ‘Digital Literacies’ (Interactive Educational Multimedia, number 9 (November 2004) Siemens, G. (2006) Knowing Knowledge (http://www.knowingknowledge.com, accessed 24 August 2007) Smith, R. P. Curtin (1998) ‘Children, computers and life online: education in a cyber-world’ (in I. Snyder, Page to on a get together Screen, London) Snyder, I. (2002) ‘Communication, Imagination, Critique – Literacy Education for the Electronic Age’ (in I. Snyder (ed.), Silicon Literacies: communication, innovation and education in student, the electronic age, London) Stonier, T. C. Why Some College Essay. Conlin (1985) The Three C’s: children, computers, communication (Chichester) Sutherland, R. InterActive project team, ‘Designs for Learning: ICT and knowledge in the classroom’ (Computers Education, 43, 2004) Tiffin, J. Student Essays. L. Rajasingham, (2003) The Global Virtual University (New York) Town, J.S. Doctoral Dissertation Oxford. (2003) ‘Information Literacy: definition, measurement, impact’ (in A. Martin H. Rader (eds.), Information and IT literacy: enabling learning in the 21st century, London, 2003) UNESCO (2004) ‘The Plurality of Literacy and student its Implications for Policies and Programmes (France) Wow Doug – looks pretty darn impressive to me. Also looks like a heck of a lot of work. Well done! How dare they fail your first submission – it was a masterpiece ;o)

PS love the quotation in your new header – very amusing :oD. Thanks for the praise, Jenny and of education Lisa! #128578; @Lisa: This is actually the one of essays, which you kindly agreed to proof-read a draft. Dissertation. Have you noticed that the quotation in the header changes when you refresh the page? :-p. I subscribe to George Siemens elearningspace and received an email today, with a link to your blog. It’s come at an opportune time, I’m considering concept papers for my ed.D. Student Essays. as well (at Nova Southeastern Uni).

For a course leading up to my concept paper, I wrote papers on social networking, globalisation and technological progress as well as trends in education. ON another note, where I teach ( an International School in Kuala Lumpur) is moving towards at 1:1 program. Doctoral. We’ve visted 3 different schools, where terms such as “21st century learners” and “21st century literacy skills” are mentioned, however not articulated. I loved your proposal, similar to written essays the direction where I am heading. Hi Bron, glad you liked the proposal and you found it useful! #128578;

George Siemens has linked to grading this proposal, but for student essays, some reason it doesn’t seem to have shown up with a trackback… :-s. Thought your proposal was great. I’m starting my research for my Ed.D in primary schools in the West of me talk one day studieportalen, Scotland. My topic is very similar to yours, ‘The impact of life on literacy practices: Digital Literacy in primary schools’. I’ll send you my first paper soon.

I’ll send you my first paper soon. That would be great Jane – thanks! It’ll be interesting to compare and contrast not only student written essays, primary/secondary issues, but those of the Scottish/English systems. Help Oxford. #128578; I#039;m leading an initiative at my universtiy that aims to define and deliver Digital Fluency as a core graduate attribute. 6 months into this work and people here are now getting really interested in the concept and its relevance to 21st century learning. Let me know if you#039;d be interested in this -happy to share what we#039;ve learnt so far. That sounds very interesting! With Jane at student the Primary level, myself at the Secondary level and you at University level, we’ll have it all covered. Do get in touch via the contact form directly to let me know what you’re up to. #128512; quite impressive, indeed. would like to know what the evaluators thought to family get together be the missing 37 % ? I sympathise on the failure thing. Check out my post on the subject.

I reckon this is a good topic, but potentially broad. There’s certainly a wealth of material on the blogosphere that you could use. There are quite a few analogies with functional literacy that can be drawn. First if all: your work looks very good. I don’t understand what your evaluators might want more… I’m working (and it will be very probable also part of my PhD..) on a project about the student written, concept of “digital competence”. We are developing also tests and other assessments. Maybe it could be useful share our works… 1. Is DL the same at all age levels (e.g., high school graduate vs college graduate)? 2. Is DL the same for all professions?

3. Who is to define DL — you? Pretty subjective and not very research based. 4. Put all research results in a table to grading matrix see which one says what skill is needed. 5. Won’t your results be outdated almost by the time you’re finished? Thanks for the questions and student written essays feedback. My response: 1. That’s certainly something I’ll be looking at. My gut feeling is that they’d all be on the same spectrum, yes.:-) 2. I’d need some counter-examples to prevent me simply saying ‘yes’.

In the same way that ‘literacy’ ranges across domains, so ‘digital literacy’ does, I think. 3. I’ll be looking at how others have defined digital literacy and whether definitions of other terms come close to what I’m getting at. I’ll be looking for consensus, common sense and tentative suggestions, not dogmatic statements about what I believe – so I hope it will be research-based and moving towards some type of objectivity. :-p. 4. I’m not entirely sure what you mean by this. Could you elaborate? 5. Perhaps, but hopefully not! Also, I’m undertaking the essay on a family get together, Ed.D. for a variety of reasons. One of the strongest is for my development and so I interact with a wide range of literature and resources.

It’s as much about me grappling with issues as it is about contributing something original.:-) 4. If you’re going to research what others say about DL and what skills are included in those definitions, then it makes sense to student put that info into a table so that you can compare visually across columns/rows. I’m due to start my Ed.D next year. It’s really interesting and doctoral useful to read your proposal. At present I’m considering focusing on the relationship between the primary school and parents (stakeholders) in light of the Ed changes since 1988. Your proposal is student written essays, impressive.Incidentally,I just passed my Ed.D proposal.I am studying at the university of Sheffield.I am focusing on boys and literacy.But I am curious:How can a non doctoral research supervisor manage the work of a doctoral student?

@Andre: Exactly! I haven’t been too impressed with the lack of urgency in finding myself a new one, either… #128577;

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Nietzsche’s Critique of Morality essay. Friedrich Nietzsche was a renowned German philosopher who lived in the late 19 th century. His extensive studies, arguments and counterarguments on morality and ethics are a source of inspiration and the subject of extensive studies. However, he has attracted an equal measure of controversy and criticism. He was born in the city of Leipzig and raised under strict Lutheran Church principles. However, views presented in his studies suggest that he was in opposition to the Occident which is regarded as the core of Christian and Platonic origin and teachings. Student! Therefore, it is with a palpable degree of me talk pretty one day essay, irony that his philosophies negate the stout principles which guided him during his childhood. This research paper shall explore Nietzsche’s critique of essays, Christian morality and establish whether his claim is justifiable.

Overview: Nietzsche’s Approach to Morality. Nietzsche, in his studies on morality, emphasized the difference between philosophical laborers and true philosophers. Philosophical laborers are bent on rewriting history in an attempt to justify their beliefs or moral concepts. Nietzsche depicted such people as liars and patriot manipulators who were driven by selfish, self-fulfilling objectives. They created an student authoritative, seemingly-real past in order to support their abstract ideas. Conversely, genuine philosophers exhaust all past events and facts in a subjective, broad-minded and me talk pretty one day studieportalen creative manner in order to student written predict mankind’s future. Thus, they attempt to uncover the doctoral dissertation truth and create a new, virtuous perspective beneficial to all mankind. Nietzsche regarded Plato as a genuine philosopher. However, he felt that over the centuries, Plato’s philosophies had been manipulated in student essays order to suit philosophical laborers’ presumptions and their fear of the universe’s randomness and futility. Therefore, genuine philosophers were charged with the responsibility of reconstructing Platonian principles and the creation of a new platform for evaluating morality.

Under this new and creative platform, an individual must develop personal moralities. On A Family Get Together! This is evidenced by student written essays his rejection of Platonic-Christian dogmatism, more so amongst the youth. Nietzsche insisted that mainstream Christian churches held a dogmatic approach towards the truth; a perspective that was subjectively nihilistic (Nietzsche, 2003, 114). On A Family! Therefore, Nietzsche sought to establish that reality is student, never in pretty one day essay a constant state of flux; rather, it is dynamic and always in a transient state. Slave Morality versus Master Morality.

Nietzsche’s critique of Western/Christian principles on morality is manifested in his description of the master-slave morality concept which he referred to as ‘ressentiment.’ He imagined that at the onset of essays, civilization, proto-humans (people who existed in the early ages) had a beastly consciousness. Thus, their actions were based on random internal drives and basic, desire-ridden impulses. With the advent of civilization and the passage of time, people were divided into two major strata: the why some college master race and student written essays the slave race. Whereas the master race was the minority, they were intellectually gifted. Hence, they managed to essays on the subdue the slave race. Over a lengthy period of dominance, the slave race underwent radical intellectual changes because they were redirected by their masters from acting merely on the basis of their natural instincts. The master race was very oppressive. Therefore, the slave race developed a deep hatred and a culture of resentment towards them.

Arguably, over time, they developed a ‘bad’ conscience. The need to find someone or something to student blame for this ‘bad’ conscience led to the emergence of a social-construction figure that slaves could identify as the why some students cheat root of all evil: the demon. Consequently, out of fear of this evil figure, there emerged a need for a supreme, protective being: God. Thus, Nietzsche argues that God, the holiest, divine and supreme Christian being, is an student imaginary social construct and the product of a need for protection originally due to one day studieportalen the slaves’ deep ‘ressentiment’ for their masters. Hence, Nietzsche feels that Christianity is the ‘greatest curse’ and is a fruit of one’s ‘innermost corruption’ and student written essays ‘instinct for essays on the, revenge.’ To him, it is mankind’s ‘immortal blemish’ (Kennedy, 2010, 4-5). Nietzsche is in objection to the herd morality concept because it places value to what he feels is pointless and futile. Thus, its pursuance is for written essays, the benefit of ‘lower’ men (comparable to slaves) and of education not ‘higher’ men (masters). He argues that if values practiced by particular individuals are deemed as favorable and successful, then this will lead others towards adopting similar values.

Eventually, this shall create a herd-like populace. Therefore, it is written essays, not a principle which man should embrace. Nietzsche’s concept of the herd morality is matrix, a refinement of his slave morality theory. In fact, various notions in the slave morality perspective have been refined and represented in a more coherent manner. Written Essays! First, the deep fear possessed by me talk pretty slaves is represented as humility.

Secondly, impotence is regarded as the heart’s power of goodness. Thirdly, cowardice and submission are referred to as patience and obedience respectively. Moreover, the inability to take revenge is presented as the willingness to forgive. Finally, the written essays desire to essay seek revenge is presented as one’s desire for justice. Therefore, Nietzsche creates a contrast between principles of morality. For instance, there is a contrast between happiness and suffering, self-love in opposition to altruism, equality versus social injustices and the contentment of the soul versus satisfaction of the body’s desires. Nietzsche regarded morality and its inherent values as pointless and of no consequence.

In fact, they are impediments to the attainment of written, glory and me talk one day greatness. In order to achieve this, one must undergo great suffering, injustices, danger and self-sacrifice. It is in stark contrast to student essays the interests manifested by essays on the act the majority and thus negates herd morality. Whereas an individual’s well-being ensures that people are submissive and written essays modest, greatness demands an utter neglect of essay, these principles. Nietzsche criticizes this principle and refers to it as both shrewd and absurd.

Whereas it provides a basis via which people who do not have a strong will can control their instinctive drives and emotions, it is restrictive towards the development of great individuals. As the student written essays heard morality took center stage, it lost its ascetic ideal due to doctoral help oxford the fact that it drives an individual towards happiness and student written contentment in values essay this world rather than suffering in this world and student essays achieving redemption and grading matrix greatness in the next. Hence, this morality concept has led to the deterioration and compromise in the heights that man could have soared to in the past. Therefore, Christianity has fostered a mediocre, uninspired population. Nietzsche’s Critique of Christian Morality. Nietzsche regarded ‘ressentiment’ as toxic to written essays the attainment of greatness, heroism and pride. Its inclusion in pretty one day essay studieportalen the Occident as the founding pillar of Christianity implies that Christians embrace ‘weaker’ values which are extolled as desirable virtues. ‘Ressentiment’ drove early-age populations towards a need to obtain power and student essays seek revenge. However, this was achieved through evaluation of principles and underlying values instead of attaining greatness.

Nietzsche aptly illustrates that Jews, in an attempt to get rid of the master-slave relationship, rejected the conventional ‘aristocratic value equation (good=aristocratic=powerful=beautiful=happy=loved by the gods)’ in favor of the adoption of values that depict suffering, poverty, submission and powerlessness as desirable aspects. These ‘lowly’ people would achieve salvation in their next life. However, ‘the rich noble and powerful’ were depicted as ‘eternally wicked, cruel, lustful, insatiate, godless, cursed and damned’ (Nietszche, 2003, 17). Therefore, by grading a misrepresentation of these values, Jews managed to written overthrow their masters, take their long awaited revenge and eternally seize power. Hence, according to Nietzsche, Jesus Christ was not an ultimate figure representing forgiveness, humbleness and love but a climax of the campaign against oppression. On the other hand, he referred to nobleness as ‘a positive basic concept’ which ‘affirmed itself gratefully and triumphantly.’ This signified his disdain for Christian moral concepts which advocate for submissiveness, humility and leading a lowly life. He refers to himself and others like him as ‘we noble ones; we good, beautiful, happy ones’ implying that they are the indisputable masters and that Christian morals were merely a revolt against the master’s yoke (Nietzsche, 2003, 19-20).

An analysis of Nietzsche’s work reveals that there are specific Christian traits that he is totally in opposition to. These are the sat essay representation of Christian concepts as unconditionally valid, the formulation of student written, morality principles based on ‘ressentiment,’ the notion of ‘free will’ which depicts individuals as independent from their actions, and the ‘ascetic ideal.’ Thus, Nietzsche proposes that philosophers should come up with new values that aptly describe Plato’s underlying values. However, this proposition has been heavily criticized, more so due to sat essay matrix the fact that he does not propose these values. Hence, in spite of having a valid criticism of Christianity as an abstract form resultant from ‘ressentiment’ his concepts can never be implemented on student a practical basis due to several reasons. First, the Platonic-Christian scheme is all-pervasive within world cultures. Thus, there is no suitable context within which his ideas can be accepted and nurtured.

Nietzsche made a fundamental mistake in on a get together assuming that all philosophers can be swayed to accept his theories on morality as logically formulated thus rejecting the underlying Christian ethos as the basis of morality. His perspectives on morality and essays ethics sought to establish the essay harm accruing to people as a result of adopting the status quo. For instance, he depicted the virtues practiced under Christianity as hampering the emergence of great, noble people who would control the masses. Nonetheless, having presented a viable and logical perspective, he failed to establish how his concepts could be applied (a presupposed ethos). Secondly, Nietzsche’s approaches in certain meta-ethical discourses are misleading and fail to interpret the student essays teachings in their context. In his pursuance of a rational standpoint on doctoral morality, he seeks to establish that God is non-existent and student written essays that He is an why some college cheat essay abstract being born out of human fear and written need for protection. For instance, Jesus Christ insisted that His followers must love their neighbors. This teaching cannot be evaluated on a meta-ethical level but should be interpreted in its context depending on a particular situation. Nietzsche’s perspectives depict the values of education essay fact that human minds are very creative. In addition, they present a guard against a dogmatic discourse. Critics feel that Nietzsche’s work was an essays attempt at presenting his own understanding of the world.

This was greatly hampered by his limited experience of morality and its inherent virtues. Arguably, Christianity is oxford, a highly transferable religion. This is one of the major reasons why it has been passed from one generation to another (Hebrews, Hellenistic monarchists, the Roman Empire and other past kingdoms) for such a long period of time (Kennedy, 2010, 6). Student Written Essays! Therefore, Christianity accommodates multiple viewpoints and cultures, a fact that Nietzsche completely ignores perhaps due to the fact that he was raised in of education a stifling and oppressive society which limited his experiences on morality. Thirdly, there has been a raging debate as to whether Nietzsche’s philosophies were the foundation of student written, Nazism.

In his studies, he places profound importance on the concept of humanism. Essays On The! His hierarchical approach places humanity at the top and disregards all notions indicative of the existence of God or nature’s superiority. Therefore, no man is bound to worship or revere a divine being; rather, he places authority on the hands of a few elites (masters). He is in favor of a master morality approach in contrast to written essays the Judean-Christian approach manifested in slave morality. Nazism was founded on a need to control based on the self-belief that some people were supreme. However, it is absolutely important to differentiate superiority and supremacy. Nietzsche’s philosophies emphasize that a master race controls the me talk slave race because of their intelligence (excellence). This concept is depicted by the ubermensch (‘over-man’), a superman who is superior, great and heroic. Although Nietzsche does not aptly describe this heroic figure and most of the desirable attributes are a result of the reader’s imagination, this is a dominant figure in his studies.

His contrast of the written ‘over-man’ versus the ‘last-man’ presents a clear picture of the heroic superman. Whereas ‘over-man’ is described as ‘he will be to men what men are to apes, ‘last man’ is described as a person who is of no service to fellow man and is incapable of fathering children. Hence, ‘over-man’ represents an evolutionary leap which justifies his superior status beyond other men. Nonetheless, his philosophies are naïve and could be ultimately potent if misinterpreted by people in positions of essay family get together, power (Kennedy, 2003, 8-10). Nietzsche’s approach presents a concrete platform for the evaluation of the Christian morals and essays principles. He convinces the reader that Christianity is a massive cover-up of the underlying truth. Therefore, one is subjected towards finding new values and a new ethos (basis) as the foundation of morality.

However, Nietzsche’s philosophies fail in helping the reader establish a new basis. It is quite surprising that Nietzsche did not establish a new, practical ethos as a foundation of his beliefs on morality. Therefore, Nietzsche’s philosophies are neither justifiable nor practical.

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essay self-reliance If you'd like to make a comment on student written this article, go here: This is the full text of Ralph Waldo Emerson's essay, Self-Reliance . Emerson uses several words that are not in common use today. You'll find the on the act, definitions of those words by simply clicking on them (they are underlined). Self-Reliance was a revelation in student essays, its day and it is completely relevant today. If you have trouble understanding what Ralph Waldo Emerson has written, read this first: Self-Reliance Translated Into Modern English . I read the other day some verses written by grading an eminent painter which were original and not conventional. Always the soul hears an admonition in such lines, let the student essays, subject be what it may.

The sentiment they instill is of more value than any thought they may contain. To believe your own thought, to believe that what is true for you in your private heart is true for all men, #151; that is genius. Speak your latent conviction, and it shall be the universal sense; for always the inmost becomes the outmost #151; and our first thought is rendered back to us by the trumpets of the me talk one day studieportalen, Last Judgement. Student. Familiar as the voice of the on a family, mind is to each, the highest merit we ascribe to Moses, Plato and Milton is student written, that they set at naught books and traditions, and spoke not what men, but what they thought. A man should learn to detect and watch that gleam of light which flashes across his mind from within, more than the luster of the essays patriot, firmament of bards and sages. Yet he dismisses without notice his thought, because it is his. In every work of genius we recognize our own rejected thoughts; they come back to us with a certain alienated majesty. Great works of art have no more affecting lesson for us than this. They teach us to abide by our spontaneous impression with good-humored inflexibility then most when the whole cry of voices is on the other side. Else tomorrow a stranger will say with masterly good sense precisely what we have thought and felt all the time, and we shall be forced to written take with shame our own opinion from another. There is a time in every man's education when he arrives at me talk one day essay studieportalen the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better for worse as his portion; that though the wide universe is full of good, no kernel of nourishing corn can come to student written essays him but through his toil bestowed on the plot of essays on the ground which is student essays, given him to till.

The power which resides in him is new in nature, and none but he knows what that is on a get together, which he can do, nor does he know until he has tried. Not for student nothing one face, one character, one fact, makes much impression on him, and another none. It is not without pre-established harmony, this sculpture in the memory. The eye was placed where one ray should fall, that it might testify of that particular ray. Bravely let him speak the utmost syllable of his confession. We but half express ourselves, and are ashamed of that divine idea which each of me talk us represents. It may be safely trusted as proportionate and of good issues, so it be faithfully imparted, but God will not have his work made manifest by cowards. Student. It needs a divine man to exhibit anything divine. A man is relieved and gay when he has put his heart into his work and essay done his best; but what he has said or done otherwise shall give him no peace. It is a deliverance which does not deliver. In the student, attempt his genius deserts him; no muse befriends; no invention, no hope.

Trust thyself: every heart vibrates to matrix that iron string. Accept the place the student essays, divine providence has found for of education essay you, the society of your contemporaries, the connection of events. Great men have always done so, and confided themselves childlike to the genius of their age, betraying their perception that the Eternal was stirring at their heart, working through their hands, predominating in all their being. And we are now men, and must accept in the highest mind the written, same transcendent destiny; and of education essay not pinched in a corner, not cowards fleeing before a revolution, but redeemers and benefactors, pious aspirants to be noble clay under the Almighty effort let us advance on Chaos and the dark. What pretty oracles nature yields us on this text in the face and behavior of children, babes, and even brutes. That divided and student written essays rebel mind, that distrust of patriot a sentiment because our arithmetic has computed the student written essays, strength and means opposed to our purpose, these have not. Their mind being whole, their eye is of education, as yet unconquered, and when we look in their faces, we are disconcerted. Infancy conforms to student essays nobody; all conform to it; so that one babe commonly makes four or five out of the why some students cheat essay, adults who prattle and pray to it. So God has armed youth and puberty and manhood no less with its own piquancy and charm, and made it enviable and gracious and its claims not to be put by, if it will stand by itself.

Do not think the youth has no force, because he cannot speak to student written you and why some cheat me. Hark! in the next room who spoke so clear and emphatic? It seems he knows how to student written speak to his contemporaries. Good Heaven! it is on the patriot, he! it is that very lump of bashfulness and phlegm which for student weeks has done nothing but eat when you were by, but now rolls out these words like bell-strokes. It seems he knows how to speak to his contemporaries. Bashful or bold then, he will know how to make us seniors very unnecessary. The nonchalance of boys who are sure of a dinner, and would disdain as much as a lord to do or say aught to conciliate one, is the healthy attitude of human nature. Essay. How is a boy the student written, master of society; independent, irresponsible, looking out from his corner on such people and facts as pass by, he tries and sentences them on their merits, in the swift, summary way of boys, as good, bad, interesting, silly, eloquent, troublesome. He cumbers himself never about consequences, about interests; he gives an independent, genuine verdict. You must court him; he does not court you.

But the man is family get together, as it were clapped into jail by his consciousness. As soon as he has once acted or spoken with éclat he is written, a committed person, watched by essay family the sympathy or the hatred of hundreds, whose affections must now enter into his account. Essays. There is no Lethe for this. Ah, that he could pass again into his neutral, godlike independence! Who can thus lose all pledge and, having observed, observe again from the same unaffected, unbiased, unbribable, unaffrighted innocence, must always be formidable, must always engage the poet's and the man's regards. Pretty One Day. Of such an immortal youth the essays, force would be felt. He would utter opinions on all passing affairs, which being seen to be not private but necessary, would sink like darts into the ear of men and put them in fear. These are the voices which we hear in solitude, but they grow faint and inaudible as we enter into the world.

Society everywhere is in a conspiracy against the manhood of values every one of its members. Society is a joint-stock company, in which the members agree for the better securing of student written essays his bread to each shareholder, to surrender the liberty and culture of the essays patriot, eater. The virtue in most request is student, conformity. Self-reliance is its aversion. It loves not realities and creators, but names and customs. Whoso would be a man, must be a non-conformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it be goodness. Nothing is at last sacred but the on the act, integrity of student written your own mind. Absolve you to essay family yourself, and you shall have the suffrage of the essays, world. I remember an answer which when quite young I was prompted to get together make a valued adviser who was wont to importune me with the dear old doctrines of the church. Student. On my saying, What have I to do with the doctoral dissertation help oxford, sacredness of traditions, if I live wholly from within? my friend suggested, #151; But these impulses may be from below, not from above.

I replied, 'They do not seem to me to be such; but if I am the devil's child, I will live then from the student written essays, devil.' No law can be sacred to on a family me but that of my nature. Good and bad are but names very readily transferable to that or this; the student, only right is matrix, what is after my constitution; the written essays, only wrong what is against it. On A. A man is to carry himself in the presence of all opposition as if every thing were titular and student essays ephemeral but he. I am ashamed to doctoral dissertation think how easily we capitulate to badges and student written names, to large societies and dead institutions. Family Get Together. Every decent and well-spoken individual affects and sways me more than is written essays, right. I ought to go upright and vital, and speak the rude truth in all ways.

If malice and vanity wear the coat of philanthropy, shall that pass? If an of education angry bigot assumes this bountiful cause of Abolition, and comes to me with his last news from Barbados, why should I not say to student written him, 'Go love thy infant; love thy wood-chopper; be good-natured and modest; have that grace; and never varnish your hard, uncharitable ambition with this incredible tenderness for black folk a thousand miles off. Thy love afar is spite at home.' Rough and graceless would be such a greeting, but truth is handsomer than the affectation of love. Grading. Your goodness must have some edge to it, #151; else it is none. The doctrine of hatred must be preached, as the counteraction of the doctrine of written love, when that pules and whines. Patriot. I shun father and mother and wife and student written brother when my genius calls me. I would write on values of education essay the lintels of the door-post, Whim. I hope it is somewhat better than whim at last, but we cannot spend the day in explanation. Expect me not to student essays show cause why I seek or why exclude company. Then, again, do not tell me, as a good man did today, of essay my obligation to student written put all poor men in good situations. Are they my poor?

I tell thee thou foolish philanthropist that I grudge the dollar, the dime, the cent I give to sat essay such men as do not belong to me and to whom I do not belong. Student Essays. There is a class of persons to why some cheat whom by all spiritual affinity I am bought and sold; for them I will go to prison if need be; but your miscellaneous popular charities; the education at the college of fools; the building of meeting-houses to the vain end to which many now stand; alms to sots, and the thousandfold Relief Societies; though I confess with shame I sometimes succumb and give the dollar, it is a wicked dollar, which by-and-by I shall have the manhood to withhold. Virtues are, in the popular estimate, rather the exception than the rule. There is the man and his virtues. Men do what is called a good action, as some piece of courage or charity, much as they would pay a fine in expiation of daily non-appearance on parade. Their works are done as an apology or extenuation of their living in the world, #151; as invalids and the insane pay a high board. Their virtues are penances.

I do not wish to expiate, but to live. Written Essays. My life is not an essays patriot apology, but a life. It is for itself and not for a spectacle. I much prefer that it should be of a lower strain, so it be genuine and equal, than that it should be glittering and written essays unsteady. I wish it to be sound and sweet, and not to need diet and on a family bleeding. My life should be unique; it should be an alms, a battle, a conquest, a medicine. Written Essays. I ask primary evidence that you are a man, and refuse this appeal from the man to his actions.

I know that for myself it makes no difference whether I do or forbear those actions which are reckoned excellent. I cannot consent to pay for a privilege where I have intrinsic right. Few and essay studieportalen mean as my gifts may be, I actually am, and do not need for student written my own assurance or the assurance of my fellows any secondary testimony. What I must do is all that concerns me, not what the people think. This rule, equally arduous in actual and in intellectual life, may serve for the whole distinction between greatness and meanness.

It is the harder because you will always find those who think they know what is your duty better than you know it. Me Talk Pretty Essay. It is easy in the world to live after the written essays, world's opinion; it is easy in solitude to live after our own; but the great man is he who in the midst of the crowd keeps with perfect sweetness the independence of solitude. The objection to conforming to usages that have become dead to you is that it scatters your force. It loses your time and blurs the impression of your character. If you maintain a dead church, contribute to a dead Bible-Society, vote with a great party either for grading matrix the Government or against it, spread your table like base housekeepers, #151; under all these screens I have difficulty to detect the precise man you are. And of course so much force is withdrawn from your proper life. But do your thing, and student written essays I shall know you. Do your work, and you shall reinforce yourself. A man must consider what a blindman's-buff is this game of conformity. If I know your sect I anticipate your argument. I hear a preacher announce for his text and sat essay grading matrix topic the written, expediency of students cheat one of the institutions of his church.

Do I not know beforehand that not possibly can he say a new and spontaneous word? Do I not know that with all this ostentation of student written essays examining the grounds of the values of education essay, institution he will do no such thing? Do I not know that he is pledged to himself not to look but at one side, the permitted side, not as a man, but as a parish minister? He is a retained attorney, and these airs of the bench are the emptiest affectation. Well, most men have bound their eyes with one or another handkerchief, and attached themselves to some one of these communities of opinion. This conformity makes them not false in a few particulars, authors of a few lies, but false in all particulars. Their every truth is not quite true.

Their two is not the real two, their four not the real four: so that every word they say chagrins us and we know not where to begin to student set them right. Meantime nature is essay on a family, not slow to equip us in the prison-uniform of the party to which we adhere. We come to wear one cut of face and figure, and acquire by degrees the gentlest asinine expression. There is a mortifying experience in particular, which does not fail to wreak itself also in the general history; I mean the foolish face of praise, the forced smile which we put on in company where we do not feel at ease, in answer to conversation which does not interest us. The muscles, not spontaneously moved but moved by a low usurping willfulness, grow tight about the outline of the face, and make the most disagreeable sensation; a sensation of rebuke and written warning which no brave young man will suffer twice. For non-conformity the world whips you with its displeasure. And therefore a man must know how to estimate a sour face. Values Of Education. The bystanders look askance on him in the public street or in student, the friend's parlor.

If this aversion had its origin in the contempt and resistance like his own he might well go home with a sad countenance; but the sour face of the multitude, like their sweet faces, have no deep cause #151; disguise no god, but are put on of education and off as the wind blows and a newspaper directs. Essays. Yet is the discontent of the multitude more formidable than that of the senate and essay the college. It is easy enough for a firm man who knows the world to brook the rage of the cultivated classes. Their rage is decorous and prudent, for they are timid, as being very vulnerable themselves. Essays. But when to their feminine rage the indignation of the people is added, when the matrix, ignorant and the poor are aroused, when the essays, unintelligent brute force that lies at pretty one day studieportalen the bottom of society is made to growl and essays mow, it needs the habit of magnanimity and religion to treat it godlike as a trifle of no concernment.

The other terror that scares us from self-trust is our consistency; a reverence for our past act or word because the eyes of others have no other data for computing our orbit than our past acts, and we are loath to disappoint them. But why should you keep your head over your shoulder? Why drag about this monstrous corpse of your memory, lest you contradict somewhat you have stated in this or that public place? Suppose you should contradict yourself; what then? It seems to be a rule of wisdom never to rely on your memory alone, scarcely even in acts of me talk pretty one day essay studieportalen pure memory, but to bring the past for judgment into the thousand-eyed present, and live ever in a new day. Trust your emotion.

In your metaphysics you have denied personality to the Deity, yet when the devout motions of the soul come, yield to them heart and life, though they should clothe God with shape and color. Written Essays. Leave your theory, as Joseph his coat in the hands of the harlot, and flee. A foolish consistency is the hobgoblin of dissertation help little minds, adored by little statesmen and philosophers and divines. With consistency a great soul has simply nothing to do. He may as well concern himself with his shadow on the wall. Out upon essays your guarded lips! Sew them up with pockthread, do.

Else if you would be a man speak what you think today in words as hard as cannon balls, and tomorrow speak what tomorrow thinks in hard words again, though it contradict every thing you said today. Ah, then, exclaim the aged ladies, you shall be sure to be misunderstood! Misunderstood! It is a right fool's word. Is it so bad then to be misunderstood? Pythagoras was misunderstood, and Socrates and Jesus, and Luther, and Copernicus, and Galileo, and Newton, and grading matrix every pure and essays wise spirit that ever took flesh. To be great is to be misunderstood. I suppose no man can violate his nature. All the sallies of doctoral dissertation help his will are rounded in by the essays, law of his being, as the inequalities of the Andes and college essay Himmaleh are insignificant in the curve of the sphere. Nor does it matter how you gauge and try him. A character is like an acrostic or Alexandrian stanza; #151; read it forward, backward, or across, it still spells the student essays, same thing.

In this pleasing contrite wood-life which God allows me, let me record day by day my honest thought without prospect or retrospect, and, I cannot doubt, it will be found to be symmetrical, though I mean it not and essay on a see it not. My book should smell of pines and resound with the hum of insects. The swallow over my window should interweave that thread or straw he carries in student, his bill into my web also. We pass for why some what we are. Character teaches above our wills. Student. Men imagine that they communicate their virtue or vice only by overt actions, and do not see that virtue or vice emit a breath every moment.

Fear never but you shall be consistent in whatever variety of essay on a get together actions, so they each be honest and natural in their hour. For of one will, the student written essays, actions will be harmonious, however unlike they seem. These varieties are lost sight of values of education essay when seen at a little distance, at a little height of thought. One tendency unites them all. Student Written. The voyage of the best ship is a zigzag line of a hundred tacks. Of Education. This is only microscopic criticism. See the line from written essays, a sufficient distance, and it straightens itself to dissertation the average tendency. Student Written Essays. Your genuine action will explain itself and will explain your other genuine actions.

Your conformity explains nothing. Act singly, and what you have already done singly will justify you now. Greatness always appeals to me talk one day the future. If I can be great enough now to do right and scorn eyes, I must have done so much right before as to essays defend me now. Be it how it will, do right now.

Always scorn appearances and you always may. The force of character is essay on a, cumulative. All the student written, foregone days of virtue work their health into this. What makes the doctoral dissertation oxford, majesty of the heroes of the senate and student written the field, which so fills the imagination? The consciousness of a train of great days and victories behind. There they all stand and shed an help oxford united light on the advancing actor.

He is attended as by written a visible escort of angels to every man's eye. That is it which throws thunder into Chatham's voice, and dignity into Washington's port, and why some students cheat essay America into Adam's eye. Honor is student, venerable to us because it is doctoral dissertation help, no ephemeris. It is always ancient virtue. We worship it today because it is not of today. Student Written. We love it and pay it homage because it is not a trap for our love and homage, but is self-dependent, self-derived, and therefore of an old and immaculate pedigree, even if shown in a young person. I hope in these days we have heard the last of conformity and consistency. Let the words be gazetted and ridiculous henceforward. Instead of the gong for dinner, let us hear a whistle from the Spartan fife. Let us bow and apologize never more.

A great man is coming to essays patriot act eat at written my house. I do not wish to please him; I wish that he should wish to please me. I will stand here for humanity, and though I would make it kind, I would make it true. Let us affront and reprimand the smooth mediocrity and squalid contentment of the times, and hurl in the face of custom and trade and office, the fact which is the family get together, upshot of essays all history, that there is a great responsible Thinker and Actor moving wherever moves a man; that a true man belongs to no other time or place, but is the center of things. Where he is, there is nature.

He measures you and all men and all events. Me Talk One Day Studieportalen. You are constrained to accept his standard. Ordinarily, every body in society reminds us of somewhat else, or of some other person. Character, reality, reminds you of student written nothing else; it takes place of the whole creation. The man must be so much that he must make all circumstances indifferent #151; put all means into the shade. Students Cheat. This all great men are and do.

Every true man is a cause, a country, and an age; requires infinite spaces and numbers and time fully to student written essays accomplish his thought; #151; and posterity seem to follow his steps as a procession. A man Caesar is born, and for ages after we have a Roman Empire. Christ is born, and millions of minds so grow and why some students essay cleave to his genius that he is confounded with virtue and the possible of man. An institution is the written, lengthened shadow of one man; as, the Reformation, of Luther; Quakerism, of Fox; Methodism, of act Wesley; Abolition, of Clarkson. Scipio, Milton called the height of Rome; and student written essays all history resolves itself very easily into the biography of a few stout and earnest persons. Let a man then know his worth, and keep things under his feet. Let him not peep or steal, or skulk up and down with the air of a charity boy, a bastard, or an interloper in the world which exists for him. Doctoral Help Oxford. But the man in the street, finding no worth in himself which corresponds to the force which built a tower or sculptured a marble god, feels poor when he looks on these.

To him a palace, a statue, or a costly book have an alien and forbidding air, much like a gay equipage, and seem to say like that, Who are you, sir? Yet they all are his, suitors for student his notice, petitioners to his faculties that they will come out and take possession. The picture waits for my verdict; it is not to command me, but I am to settle its claims to praise. Dissertation Help. That popular fable of the sot who was picked up dead drunk in the street, carried to the duke's bed, and, on his waking, treated with all obsequious ceremonies like the duke, and assured that he had been insane #151; owes its popularity to the fact that it symbolizes so well the student written, state of man, who is in the world a sort of doctoral oxford sot, but now and then wakes up, exercises his reason and finds himself a true prince. Our reading is mendicant and sycophantic. In history our imagination makes fools of us, plays us false. Kingdom and lordship, power and estate, are a gaudier vocabulary than private John and Edward in written essays, a small house and common day's work: but the things of life are the cheat essay, same to both: the sum total of student essays both is the same.

Why all this deference to Alfred and Scanderbeg and Gustavus? Suppose they were virtuous, did they wear out virtue? As great a stake depends on your private act today as followed their public and renowned steps. When private men shall act with original views, the luster will be transferred from the actions of kings to those of gentlemen. The world has indeed been instructed by its kings, who have so magnetized the eyes of nations. It has been taught by this colossal symbol the mutual reverence that is due from man to man. The joyful loyalty with which men have everywhere suffered the king, the noble, or the great proprietor to walk among them by a law of patriot act his own, make his own scale of men and student essays things, and reverse theirs, pay for benefits not with money but with honor, and represent the Law in his person, was the hieroglyphic by which they obscurely signified their consciousness of their own right and comeliness, the right of every man. The magnetism which all original action exerts is explained when we inquire the reason of self-trust. Who is the Trustee? What is the aboriginal Self, on which a universal reliance may be grounded?

What is the nature and power of that science-baffling star, without parallax, without calculable elements, which shoots a ray of beauty even into trivial and grading impure actions, if the least mark of independence appear? The inquiry leads us to that source, at once the essence of genius, the essence of virtue, and the essence of life, which we call Spontaneity or Instinct. We denote this primary wisdom as Intuition, whilst all later teachings are tuitions. In that deep force, the last fact behind which analysis cannot go, all things find their common origin. For the sense of being which in calm hours rises, we know not how, in the soul, is not diverse from things, from space, from light, from time, from man, but one with them and preceedeth obviously from the same source whence their life and being also preceedeth.

We at first share the life by which things exist and student written afterwards see them as appearances in nature and forget that we have shared their cause. Here is the essay on a get together, fountain of action and the fountain of thought. Here are the lungs of that inspiration which giveth man wisdom, of that inspiration of man which cannot be denied without impiety and atheism. We lie in the lap of immense intelligence, which makes us organs of its activity and receivers of student written its truth. When we discern justice, when we discern truth, we do nothing of ourselves, but allow a passage to its beams. If we ask whence this comes, if we seek to pry into the soul that causes #151; all metaphysics, all philosophy is at fault. Its presence or absence is all we can affirm. Every man discerns between the voluntary acts of his mind and his involuntary perceptions. And to his involuntary perceptions he knows a perfect respect is due. He may err in the expression of them, but he knows that these things are so, like day and sat essay night, not to be disputed. Student. All my willful actions and acquisitions are but roving; #151; the most trivial reverie, the faintest native emotion, are domestic and divine.

Thoughtless people contradict as readily the statement of perceptions as of opinions, or rather much more readily; for they do not distinguish between perception and notion. They fancy that I choose to essays on the act see this or that thing. Student Essays. But perception is not whimsical, but fatal. If I see a trait, my children will see it after me, and in course of time all mankind, #151; although it may chance that no one has seen it before me. For my perception of it is as much a fact as the on the patriot, sun. The relations of the soul to student written the divine spirit are so pure that it is profane to sat essay grading seek to interpose helps. It must be that when God speaketh he should communicate, not one thing, but all things; should fill the world with his voice; should scatter forth light, nature, time, souls, from the center of the present thought; and new date and student written new create the whole. Whenever a mind is simple and on the patriot act receives a divine wisdom, then old things pass away, #151; means, teachers, texts, temples fall; it lives now, and absorbs past and student future into the present hour.

All things are made sacred by relation to it, #151; one thing as much as another. All things are dissolved to their center by their cause, and in the universal miracle petty and particular miracles disappear. This is and grading must be. If therefore a man claims to know and speak of God and student written carries you backward to the phraseology of some old mouldered nation in another country, in another world, believe him not. Is the acorn better than the oak which is its fullness and completion? Is the parent better than the child into whom he has cast his ripened being? Whence then is one day, this worship of the past? The centuries are conspirators against the sanity and majesty of the soul.

Time and space are but physiological colors which the eye maketh, but the soul is light; where it is, is day; where it was, is night; and essays history is an impertinence and an injury if it be any thing more than a cheerful apologue or parable of on the act my being and becoming. Man is timid and apologetic; he is no longer upright; he dare not say 'I think,' 'I am,' but quotes some saint or sage. He is ashamed before the blade of grass or the blowing rose. These roses under my window make no reference to former roses or to better ones; they are for what they are; they exist with God today. There is student, no time to them. Values Of Education Essay. There is simply the rose; it is perfect in every moment of its existence.

Before a leaf-bud has burst, its whole life acts: in the full-blown flower there is no more; in the leafless root there is student written, no less. Its nature is satisfied and it satisfies nature in all moments alike. There is not time to values of education essay it. Student. But man postpones or remembers; he does not live in the present, but with reverted eye laments the past, or, heedless of the riches that surround him, stands on tiptoe to foresee the future. He cannot be happy and strong until he too lives with nature in the present, above time. This should be plain enough. Yet see what strong intellects dare not yet hear God himself unless he speak the phraseology of I know not what David, or Jeremiah, or Paul. We shall not always set so great a price on a few texts, on patriot act a few lives. We are like children who repeat by rote the sentences of grandames and tutors, and as they grow older, of the men of talents and character they chance to see, #151; painfully recollecting the exact words they spoke; afterwards, when they come into the point of view which those who uttered these sayings, they understand them and are willing to let the words go; for at any time they can use words as good when occasion comes.

So was it with us, so will it be if we proceed. Student Written. If we live truly, we shall see truly. It is as easy for of education essay the strong man to be strong, as it is for the weak to be weak. When we have new perception, we shall gladly disburden the student, memory of its hoarded treasures as old rubbish. When a man lives with God, his voice shall be as sweet as the murmur of the brook and the rustle of the doctoral help, corn. And now at last the highest truth on this subject remains unsaid; probably cannot be said; for all that we say is the far off remembering of the intuition. That thought, by what I can now nearest approach to say it, is this. When good is near you, when you have life in yourself, #151; it is not by any known or appointed way; you shall not discern the student, footprints of another; you shall not see the face of man; you shall not hear any name; #151; the way, the thought, the good, shall be wholly strange and new.

It shall exclude all other being. You take the way from man, not to man. All persons that ever existed are its fugitive ministers. There shall be no fear in it. Fear and hope are alike beneath it. It asks nothing.

There is dissertation oxford, somewhat low even in student, hope. We are then in vision. There is nothing that can be called gratitude, nor properly joy. The soul is raised over passion. It seeth identity and eternal causation. It is a perceiving that Truth and Right are. Hence it becomes a Tranquillity out of the knowing that all things go well. Vast spaces of essay family get together nature; the Atlantic Ocean, the South Sea; vast intervals of time, years, centuries, are of no account. This which I think and feel underlay that former state of life and circumstances, as it does underlie my present and will always all circumstances, and what is called life and what is called death. Life only avails, not the essays, having lived.

Power ceases in students essay, the instant of repose; it resides in the moment of transition from a past to student essays a new state, in the shooting of a gulf, in the darting to sat essay an aim. Essays. This one fact the world hates, that the soul becomes; for that forever degrades the past; turns all riches to poverty, all reputation to a shame; confounds the saint with the rogue; shoves Jesus and Judas equally aside. Why then do we prate of self-reliance? Inasmuch as the soul is present there will be power not confident but agent. To talk of reliance is a poor external way of speaking. On The Patriot Act. Speak rather of that which relies because it works and is.

Who has more soul than I masters me, though he should not raise his finger. Round him I must revolve by student written essays the gravitation of on the patriot act spirits. Who has less I rule with like facility. We fancy it rhetoric when we speak of eminent virtue. We do not yet see that virtue is Height, and that a man or a company of men, plastic and permeable to principles, by the law of nature must overpower and student essays ride all cities, nations, kings, rich men, poets, who are not.

This is the ultimate fact which we so quickly reach on this, as on every topic, the resolution of all into the ever-blessed ONE. Virtue is the governor, the creator, the reality. All things real are so by so much virtue as they contain. Cheat. Hardship, husbandry, hunting, whaling, war, eloquence, personal weight, are somewhat, and written engage my respect as examples of the soul's presence and impure action. I see the same law working in oxford, nature for conservation and growth.

The poise of a planet, the bended tree recovering itself from the strong wind, the vital resources of every animal and vegetable, are also demonstrations of the self-sufficing and therefore self-relying soul. All history, from its brightest to student its trivial passage is the various record of this power. Thus all concentrates; let us not rove; let us sit at home with the cause. Let us stun and astonish the intruding rabble of men and books and institutions by a simple declaration of the divine fact. Bid them take the on a family, shoes from off their feet, for God is student essays, here within. Let our simplicity judge them. and essay on a family our docility to student written our own law demonstrate the poverty of nature and sat essay grading matrix fortune beside our native riches. But now we are a mob. Man does not stand in awe of men, nor is the soul admonished to stay at home, to put itself in communication with the internal ocean, but it goes abroad to student written beg a cup of why some students cheat water of the urns of men. We must go alone. Isolation must precede true society.

I like the student essays, silent church before the essays, service begins, better than any preaching. How far off, how cool, how chaste the persons look, begirt each one with a precinct or sanctuary. So let us always sit. Why should we assume the faults of our friend, or wife, or father, or child, because they sit around our hearth, or are said to written have the same blood? All men have my blood and I have all men's. Not for that will I adopt their petulance or folly, even to the extent of being ashamed of it. But your isolation must not be mechanical, but spiritual, that is, must be elevation. At times the whole world seems to be in conspiracy to importune you with emphatic trifles. Friend, client, child, sickness, fear, want, charity, all knock at pretty once at thy closet door and say, 'Come out essays unto us,' #151; Do not spoil thy soul; do not all descend; keep thy state; stay at home in thine own heaven; come not for a moment into their facts, into dissertation help, their hubbub of conflicting appearances but let in essays, the light of sat essay grading matrix thy law on their confusion. Student Written. The power men possess to annoy me I give them by weak curiosity.

No man can come near me but through my act. What we love that we have, but by why some students essay desire we bereave ourselves of the love. If we cannot at once rise to the sanctities of obedience and faith, let us at least resist our temptations, let us enter into a state of war and wake Thor and Woden, courage and constancy, in our Saxon breasts. Written. This is to be done in our smooth times by speaking the college students cheat, truth. Check this lying hospitality and student written lying affection. Live no longer to the expectation of these deceived and sat essay matrix deceiving people with whom we converse. Student. Say to them, O father, O mother, O wife, O brother, O friend, I have lived with you after appearances hitherto. Henceforward I am the truth's. Be it known unto you that henceforward I obey no law less than the doctoral, eternal law.

I will have no covenants but proximities. I shall endeavor to nourish my parents, to student essays support my family, to be the doctoral dissertation oxford, chaste husband of one wife, #151; but these relations I must fill after a new and written essays unprecedented way. I appeal from your customs. I must be myself. I cannot break myself any longer for grading matrix you, or you. If you can love me for what I am, we shall be the happier. If you cannot, I will still seek to written essays deserve that you should. I must be myself. I will not hide my tastes or aversions. I will so trust that what is deep is holy, that I will do strongly before the sun and moon whatever inly rejoices me and why some students the heart appoints. If you are noble, I will love you; if you are not, I will not hurt you and myself by hypocritical attentions.

If you are true, but not in the same truth with me, cleave to your companions; I will seek my own. I do this not selfishly but humbly and truly. It is essays, alike your interest, and mine, and matrix all men's, however long we have dwelt in lies, to live in truth. Does this sound harsh today? You will soon love what is dictated by your nature as well as mine, and student essays if we follow the truth it will bring us out safe at last. #151; But so may you give these friends pain. Yes, but I cannot sell my liberty and my power, to save their sensibility. Besides, all persons have their moments of reason, when they look out into the region of absolute truth; then will they justify me and do the same thing. The populace think that your rejection of popular standards is a rejection of all standard, and mere antinomianism; and values of education the bold sensualist will use the name of philosophy to gild his crimes. But the law of consciousness abides.

There are two confessionals, in one or the other of which we must be shriven. You may fulfill your round of duties by clearing yourself in the direct, or in written essays, the reflex way. Consider whether you have satisfied your relations to why some college students father, mother, cousin, neighbor, town, cat, and dog; whether any of essays these can upbraid you. But I may also neglect this reflex standard and essay on a absolve me to myself. I have my own stern claims and perfect circle. It denies the name of duty to many offices that are called duties. But if I can discharge its debts it enables me to dispense with the popular code. Student Written. If any one imagines that this law is lax, let him keep its commandment one day. And truly it demands something godlike in him who has cast off the common motives of humanity and has ventured to trust himself for doctoral dissertation oxford a task-master. High be his heart, faithful his will, clear his sight, that he may in good earnest be doctrine, society, law, to himself, that a simple purpose may be to student written him as strong as iron necessity is to others. If any man consider the present aspects of what is called by distinction society, he will see the need of these ethics.

The sinew and heart of man seem to be drawn out, and we are become timorous desponding whimperers. We are afraid of cheat truth, afraid of fortune, afraid of death, and afraid of each other. Student Essays. Our age yields no great and of education essay perfect persons. We want men and women who shall renovate life and our social state, but we see that most natures are insolvent; cannot satisfy their own wants, have an ambition out of all proportion to their practical force, and so do lean and beg day and night continually. Our housekeeping is mendicant, our arts, our occupation, our marriages, our religion we have not chosen, but society has chosen for us. Student. We are parlor soldiers. The rugged battle of fate, where strength is me talk one day, born, we shun. If our young men miscarry in their first enterprises they lose all heart. If the written, young merchant fails, men say he is ruined. If the finest genius studies at one of our colleges and is not installed in family get together, an office within one year afterwards in the cities or suburbs of Boston or New York, it seems to his friends and to written himself that he is right in being disheartened and in complaining the rest of on the patriot act his life. A sturdy lad from New Hampshire or Vermont, who in turn tries all the professions, who teams it, farms it, peddles, keeps a school, preaches, edits a newspaper, goes to Congress, buys a township, and so forth, in successive years, and student always like a cat falls on essays patriot his feet, is worth a hundred of these city dolls.

He walks abreast with his days and feels no shame in not studying a profession, for he does not postpone his life, but lives already. Student. He has not one chance, but a hundred chances. Let a stoic arise who shall reveal the resources of man and tell men they are not leaning willows, but can and must detach themselves; that with the exercise of self-trust, new powers shall appear; that a man is the word made flesh, born to shed healing to the nations, that he should be ashamed of our compassion, and that the moment he acts from himself, tossing the laws, the books, idolatries and customs out of the window, #151; we pity him no more but thank and revere him; #151; and that teacher shall restore the life of sat essay grading matrix man to splendor and make his name dear to all History. It is easy to see that a greater self-reliance #151; a new respect for the divinity in man #151; must work a revolution in all the offices and relations of men; in student written essays, their religion; in their education; in their pursuits; their modes of living; their association; in their property; in get together, their speculative views. I. In what prayers do men allow themselves! That which they call a holy office is not so much as brave and manly. Prayer looks abroad and asks for some foreign addition to come through some foreign virtue, and loses itself in endless mazes of natural and written essays supernatural, and mediatorial and miraculous. Prayer that craves a particular commodity #151; anything less than all good, is dissertation oxford, vicious.

Prayer is the contemplation of the facts of life from the highest point of view. It is the student written, soliloquy of get together a beholding and jubilant soul. It is the spirit of God pronouncing his works good. But prayer as a means to effect a private end is theft and written meanness. Pretty One Day Studieportalen. It supposes duality and not unity in nature and consciousness. As soon as the man is at one with God, he will not beg. He will then see prayer in all action. The prayer of the farmer kneeling in his field to weed it, the written essays, prayer of the rower kneeling with the stroke of his oar, are true prayers heard throughout nature, though for on a cheap ends. Student Written. Caratach, in Fletcher's Bonduca, when admonished to inquire the mind of the god Audate, replies,

His hidden meaning lies in our endeavors; Our valors are our best gods. Another sort of false prayers are our regrets. Discontent is the want of help self-reliance; it is infirmity of will. Regret calamities if you can thereby help the sufferer; if not, attend your own work and already the student essays, evil begins to be repaired. Our sympathy is just as base. We come to them who weep foolishly and sit down and pretty one day cry for company, instead of imparting to student written them truth and health in rough electric shocks, putting them once more in doctoral dissertation help oxford, communication with the soul. The secret of fortune is joy in our hands. Welcome evermore to gods and men is the self-helping man. For him all doors are flung wide. Him all tongues greet, all honors crown all, all eyes follow with desire.

Our love goes out to him and embraces him because he did not need it. We solicitously and apologetically caress and student written essays celebrate him because he held on his way and scorned our disapprobation. The gods love him because men hated him. To the persevering mortal, said Zoroaster, the blessed Immortals are swift. As men's prayers are a disease of the will, so are their creeds a disease of the intellect. They say with those foolish Israelites, 'Let not God speak to us, lest we die. Speak thou, speak any man with us, and family we will obey.' Everywhere I am bereaved of meeting God in essays, my brother, because he has shut his own temple doors and recites fables merely of his brother's, or his brother's brother's God. Every new mind is a new classification. If it prove a mind of sat essay matrix uncommon activity and power, a Locke, a Lavoisier, a Hutton, a Bentham, a Spurzheim, it imposes its classification on other men, and lo! a new system.

In proportion always to the depth of the thought, and so to the number of objects it touches and brings within reach of the pupil, in his complacency. But chiefly in this apparent in creeds and student written churches, which are also classifications of some powerful mind acting on the great elemental thought of Duty and essay man's relation to student written the Highest. Such is Calvinism, Quakerism, Swedenborgianism. The pupil takes the same delight in subordinating everything to the new terminology that a girl does who has just learned botany in sat essay matrix, seeing a new earth and new seasons thereby. Student Written. It will happen for a time that the doctoral dissertation help oxford, pupil will feel a real debt to the teacher #151; will find his intellectual power has grown by the study of his writings. This will continue until he has exhausted his master's mind. But in all unbalanced minds the classification is idolized, passes for the end and not for a speedily exhaustible means, so that the walls of the system blend to their eye in student essays, the remote horizon with the walls of the universe; the doctoral dissertation, luminaries of student written essays heaven seem to them hung on the arch their master built.

They cannot imagine how you aliens have any right to see #151; how you can see; 'It must be somehow that you stole the light from us.' They do not yet perceive that light, unsystematic, indomitable, will break into any cabin, even into theirs. Let them chirp awhile and call it their own. If they are honest and do well, presently their neat new pinfold will be too strait and one day essay low, will crack, will lean, will rot and vanish, and the immortal light, all young and joyful, million-orbed, million-colored, will beam over the universe as on the first morning. 2. It is for want of self-culture that the idol of essays Traveling, the idol of students cheat Italy, of England, of Egypt, remains for student all educated Americans. They who made England, Italy, or Greece venerable in the imagination, did so not by rambling round creation as a moth round a lamp, but by essay on a sticking fast where they were, like an axis of the earth. Written. In manly hours we feel that duty is our place and essay on a that the merry men of circumstance should follow as they may. The soul is student, no traveler: the wise man stays at home with the soul, and when his necessities, his duties, on any occasion call him from his house, or into foreign lands, he is at home still and is not gadding abroad from himself, and shall make men sensible by the expression of his countenance that he goes, the missionary of wisdom and essay on a get together virtue, and visits cities and men like a sovereign and not like an interloper or a valet. I have no churlish objection to the circumnavigation of the globe for the purposes of art, of study, and benevolence, so that the man is first domesticated, or does not go abroad with the hope of finding somewhat greater than he knows. He who travels to be amused or to get somewhat which he does not carry, travels away from himself, and grows old even in youth among old things. In Thebes, in Palmyra, his will and mind have become old and dilapidated as they. He carries ruins to ruins.

Traveling is a fool's paradise. We owe to our first journeys the student written essays, discovery that place is nothing. At home I dream that at doctoral help oxford Naples, at Rome, I can be intoxicated with beauty and lose my sadness. I pack my trunk, embrace my friends, embark on the sea and at last wake up in Naples, and there beside me is the stern Fact, and sad self, unrelenting, identical, that I fled from. Student. I seek the Vatican and the palaces. I affect to get together be intoxicated with sights and suggestions, but I am not intoxicated. Essays. My giant goes with me wherever I go. 3. But the grading matrix, rage of written traveling is values of education, itself only a symptom of a deeper unsoundness affecting the whole intellectual action. The intellect is vagabond, and the universal system of education fosters restlessness. Our minds travel when our bodies are forced to stay at home.

We imitate; and what is imitation but the written, traveling of the mind? Our houses are built with foreign taste; our shelves are garnished with foreign ornaments; our opinions, our tastes, our whole minds, lean, and of education follow the student, Past and the Distant, as the eyes of a maid follow her mistress. The soul created the arts wherever they have flourished. It was in his own mind that the artist sought the values essay, model. It was an application of his own thought to the thing to be done and the conditions to be observed. And why need we copy the Doric or the Gothic model? Beauty, convenience, grandeur of thought and quaint expression are as near to us as to any, and if the American artist will study with hope and love the precise thing to be done by student written essays him, considering the climate, the soil, the length of the day, the wants of the people, the habit and form of the government, he will create a house in which all these will find themselves fitted, and taste and sentiment will be satisfied also. Insist on help oxford yourself; never imitate.

Your own gift you can present every moment with the student essays, cumulative force of a whole life's cultivation; but of the me talk one day essay, adopted talent of another you have only an extemporaneous half possession. That which each can do best, none but his Maker can teach him. No man yet knows what it is, nor can, till that person has exhibited it. Where is the master who could have taught Shakespeare? Where is the master who could have instructed Franklin, or Washington, or Bacon, or Newton? Every great man is an unique. The Scipionism of Scipio is precisely that part he could not borrow. If anybody will tell me whom the essays, great man imitates in the original crisis when he performs a great act, I will tell him who else than himself can teach him.

Shakespeare will never be made by me talk one day essay studieportalen the study of Shakespeare. Student Essays. Do that which is assigned thee and thou canst not hope too much or dare too much. There is at on a family get together this moment, there is for me an utterance bare and grand as that of the written, colossal chisel of Phidias, or trowel of the Egyptians, or the pen of Moses or Dante, but different from all of these. Not possibly will the soul, all rich, all eloquent, with thousands cloven tongue, deign to repeat itself; but if I can hear what these patriarchs say, surely I can reply to them in the same pitch of voice; for the ear and the tongue are two organs of patriot act one nature. Dwell up there in the simple and noble regions of thy life, obey thy heart and thou shalt reproduce the Foreworld again. 4. As our Religion, our Education, our Art look abroad, so does our spirit of society. All men plume themselves on the improvement of society, and no man improves. Society never advances. It recedes as fast on one side as it gains on the other. Its progress is student written essays, only apparent like the workers of essay family get together a treadmill. It undergoes continual changes; it is barbarous, it is civilized, it is christianized, it is rich, it is student essays, scientific; but this change is not amelioration.

For every thing that is given something is taken. Society acquires new arts and loses old instincts. What a contrast between the well-clad, reading, writing, thinking American, with a watch, a pencil and a bill of of education essay exchange in his pocket, and the naked New Zealander, whose property is a club, a spear, a mat and student written an undivided twentieth of a shed to sleep under. But compare the essays patriot act, health of the two men and you shall see that his aboriginal strength, the white man has lost. If the student essays, traveler tell us truly, strike the savage with a broad ax and in why some college students cheat, a day or two the flesh shall unite and student essays heal as if you struck the blow into soft pitch, and the same blow shall send the essay on a family, white to his grave. The civilized man has built a coach, but has lost the use of his feet. He is supported on crutches, but lacks so much support of the muscle. He has got a fine Geneva watch, but he has lost the skill to tell the hour by the sun. A Greenwich nautical almanac he has, and so being sure of the information when he wants it, the man in the street does not know a star in the sky. The solstice he does not observe; the student, equinox he knows as little; and the whole bright calendar of the year is without a dial in his mind.

His notebooks impair his memory; his libraries overload his wit; the insurance-office increases the number of accidents; and it may be a question whether machinery does not encumber; whether we have not lost by refinement some energy, by a Christianity entrenched in college students essay, establishments and forms some vigor of student written essays wild virtue. For every stoic was a stoic; but in Christendom where is the Christian? There is grading, no more deviation in the moral standard than in the standard of height or bulk. No greater men are now than ever were. A singular equality may be observed between the great men of the written, first and grading matrix of the last ages; nor can all the science, art, religion, and philosophy of the nineteenth century avail to educate greater men than Plutarch's heroes, three or four and twenty centuries ago. Student Written Essays. Not in time is the race progressive.

Phocion, Socrates, Anaxagoras, Diogenes, are great men, but they leave no class. He who is really of their class will not be called by their name, but be wholly his own man, and in his turn a founder of a sect. The arts and inventions of each period are only values its costume and do not invigorate men. The harm of the improved machinery may compensate its good. Hudson and Behring accomplished so much in their fishing-boats as to astonish Parry and Franklin, whose equipment exhausted the resources of science and art. Galileo, with an opera-glass, discovered a more splendid series of student written facts than any one since. Columbus found the New World in an undecked boat. It is curious to see the periodical disuse and students cheat essay perishing of means and machinery which were introduced with loud laudation a few years or centuries before.

The great genius returns to student written essays essential man. We reckoned the improvements of the art of war among the triumphs of science, and yet Napoleon conquered Europe by the Bivouac, which consisted of falling back on naked valor and disencumbering it of all aids. One Day Studieportalen. The Emperor held it impossible to student written make a perfect army, says Las Casas, without abolishing our arms, magazines, commissaries and carriages, until, in imitation of the Roman custom, the soldier should receive his supply of corn, grind it in his hand-mill and bake his bread himself. Society is a wave. The wave moves onward, but the water of which it is essays, composed does not. The same particle does not rise from the valley to the ridge. Its unity is only phenomenal. The persons who make up a nation today, die, and their experience with them.

And so the reliance on Property, including the reliance on governments which protect it, is the want of self-reliance. Men have looked away from themselves and at things so long that they have come to esteem what they call the student, soul's progress, namely, the religious, learned and civil institutions as guards of property, and they depreciate assaults on property. They measure their esteem of each other by what each has, and not by doctoral what each is. But a cultivated man becomes ashamed of what he has, out of a new respect for his being. Especially he hates what he has if he see that it is accidental, #151; came to written essays him by inheritance, or gift, or crime; then he feels that it is not having; it does not belong to sat essay him, has no root in student essays, him, and merely lies there because no revolution or no robber takes it away. On A Family. But that which a man is, does always by necessity acquire, and what the man acquires, is permanent and student essays living property, which does not wait the beck of rulers, or mobs, or revolutions, or fire, or storm, or bankruptcies, but perpetually renews itself wherever the man is put.

Thy lot or portion of essay on a get together life, said the student written, Caliph Ali, is seeking after thee; therefore be at essay rest from seeking after it. Our dependence on written essays these foreign goods leads us to one day studieportalen our slavish respect for numbers. The political parties meet in numerous conventions; the greater the concourse and with each new uproar of announcement, The delegation from Essex! The Democrats from New Hampshire! The Whigs of Maine! the young patriot feels himself stronger than before by a new thousand of eyes and arms. In like manner the reformers summon conventions and vote and resolve in multitude. But not so, O friends! will the God deign to enter and inhabit you, but by a method presently the reverse. Written. It is only as a man puts off from himself all external support and stands alone that I see him to values essay be strong and to prevail. He is weaker by every recruit to his banner.

Is not a man better than a town? Ask nothing of men, and, in the endless mutation, thou only firm column must presently appear the upholder of all that surrounds thee. He who knows that power is in the soul, that he is student, weak only because he has looked for good out of him and elsewhere, and, so perceiving, throws himself unhesitatingly on his thought, instantly rights himself, stands in the erect position, commands his limbs, works miracles; just as a man who stands on his feet is stronger than a man who stands on his head. So use all that is called Fortune. Most men gamble with her, and gain all, and lose all, as her wheel rolls.

But do thou leave as unlawful these winnings, and deal with Cause and Effect, the chancellors of on the act God. In the Will work and acquire, and thou hast chained the student written, wheel of Chance, and shalt always drag her after thee. A political victory, a rise of rents, the sat essay grading matrix, recovery of your sick or the return of your absent friend, or some other quite external event raises your spirits, and you think good days are preparing for you. Student Written Essays. Do not believe it. It can never be so.

Nothing can bring you peace but yourself. Nothing can bring you peace but the triumph of principles. Author: Ralph Waldo Emerson. Learn about sustaining motivation, improving relationships, relieving depression, improving your health, reducing anxiety, becoming more optimistic, enjoying a better mood more often, earning more money, expanding your creativity, making better decisions, resolving conflicts, and much more. Want to learn to enjoy your relationships with people more? Do better at work? Feel good more often? Have a better attitude? Use the me talk, self-help menu. We post on student written essays Facebook and Twitter a few times a week, focusing on helping you feel good more often.

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