Carpe Diem Theme in the Work of Ronsard and Edmund Waller :: essays papers

Carpe Diem Theme in the Work of Ronsard and Edmund Waller â€Å"Seize the Day.† This is most commonly known as the Latin phrase â€Å"Carpe Diem†. For some this is just a phrase, but in classic literature, it is a way of living and writing. This theme was revived during the Renaissance period and it made its influence in Italian, English, and French poetry. The simplest way to describe the theory of â€Å"carpe diem† is to say, â€Å"eat, drink, and be merry, for tomorrow you shall die.† It means that life should be lived to the fullest everyday, just like it was going to be the last. The rose is a very important symbol used in literary work containing â€Å"carpe diem.† It is because the poet can use imagery to describe the youth and beauty of the rose, along with the death and suffering. Ronsard was one of the many poets to use this theme. An example of one of his poems is â€Å"Roses.† In this poem he uses allegory, which is like an extended metaphor, to create the imagery of roses and to compare them to the beauty of the women he is in love with. He wants to tell her that he appreciates her beauty and that he will love her forever. In Edmund Waller’s poem, â€Å"Go, Lovely Rose,† he compares the love of his life to a gorgeous rose. He tells her to come forth and be thankful for her great beauty. He tells her in the poem, â€Å"Bid her come forth, suffer herself to be desired, and blush not so to be admired.† He is trying to tell her to enjoy her beauty now, because tomorrow may be her last. He is using the rose as a metaphor for his lover’s beauty. Ronsard also uses â€Å"carpe diem† in the poem â€Å"When You are Old.† The speaker of this poem is a scored, self-pitying lover. The speaker is longing for his lover to reciprocate his love. He is trying to convey to them to appreciate him now because, when he is† thin and ghost beneath the earth,† then they will be mourning, because they didn’t take the chance while they had it.

Field Study 2

LOOKING THROUGH THE MEANINGFUL LEARNING EXPERIENCE Name of Fs student: Xysha Mae M. Roldriguez Course: Bachelor in Elementary Education Year: III Resource Teacher: Josephine G. Paulin Signature: ______________ Cooperating School: Monkayo Central Elementary School Name of School Observed: Monkayo Central Elementary School School Address: Monkayo, Compostela Valley Province Date of Visit: September – October 2012 1. What principles in teaching – learning were commonly applied? – the principles in teaching – learning commonly applied were the learning environment is supportive and productive.And that learning is an active process which begins and ends in their cognitive aspects. 2. What are the instructional materials used in teaching? – The instructional materials used are picture flash cards, charts, visual aids, and books. 3. Which of the principles in teaching facilitate the cognitive, metacognitive and positive motivational process of learning? â €“ Promote assessment as part of the learning process. Students (and sometimes teachers) typically see assessments as purely summative: something that teachers do to students at the end of a topic.Building the perception that (most) assessment tasks are part of the learning process includes encouraging students learning from what they did and did not do well as well as having students taking some ownership of and responsibility for aspects of assessment. It also includes teachers ensuring that they are assessing for a range of aspects of quality learning wider range of skills than is often the case. Scribble a brief reflection of your feelings and insights from your observation experience. * The teacher is responsible in aiming the development of creative and critical skills. Creative thinking involves reating something new or original. It involves the skills of flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing, metaphorical thinking, and forced relationships. The aim of creative thinking is to stimulate curiosity and promote divergence. While critical thinking can be thought of as more left-brain and creative thinking more right brain, they both involve â€Å"thinking. † When we talk about HOTS â€Å"higher-order thinking skills† we're concentrating on the top three levels of Bloom's Taxonomy: analysis, synthesis, and evaluation.The teacher must not only ask questions that begins with what, who, where and when because these are low – level questions. In order to develop the thinking skills the teacher should exercise questions like how and why, this is one way to develop their critical and creative thinking skills. Learners’ Characteristics and Needs Name of Fs student: Xysha Mae M. Roldriguez Course: Bachelor in Elementary Education Year: III Resource Teacher: Josephine G. Paulin Signature: ______________ Cooperating School: Monkayo Central Elementary SchoolDescription of Teaching Strategies * Classroom strategies used by the teachers are collaborative/ creative learning in which students work together in small groups to accomplish a common learning goal. They carefully planned and executed the activity given. Next, is the discussion strategies were in the students are engage in discussion that deepens their learning and motivation by developing their own views and hear their own voices. A good environment for interaction is the first step in encouraging students to talk. Description of learning activities The learning activities done by the students and teacher were successful. Wherein the students were able to participate in the given activity and cooperate with each other. They actively participated even though some students got the wrong answers. The learning activity given gave the students impact in their cognitive and psychomotor skills. It helps them think ideas by answering the activity. Their personalities were develope d because the teacher integrated values in her lessons. Description of learners’ participation (proportion of learners who participated and quality of participation) There was a high percentage of participation in class. There were only few students who did not participate in class. There is a good quality of participation in class since majority participated in the activities. They learn to participate wherein they can develop their self confidence and communication skills. Scribble a brief reflection of your feelings and insights from your observation experience. -learning is an active process. The teacher should actively engage the learners in learning activities.For we all know that no one can learn for us, in the same way that nobody can eat and sleep for us. So, teachers should give opportunities for students to actively participate in classroom activities. There should be â€Å" hands-on-minds- on â€Å" learning. Yet, the most effective approaches according to the r esearchers are learning by doing and learning by teaching others. Assisting a Teacher with a Teacher’s Toolbox Name of Fs student: Xysha Mae M. Roldriguez Course: Bachelor in Elementary Education Year: III Resource Teacher: Josephine G.Paulin Signature: ______________ Cooperating School: Monkayo Central Elementary School Subject Observed: English School: Monkayo Central Elementary SchoolYear: IV Matrix| Subject Matter| Objectives| Instructional Materials| Learning Activities| Assessment Tools Used| Parts of Speech & Figures of Speech| – To prepare the students for the coming finals- Mastery of the Parts of speech and Figures of speech | – Visual Aids- Textbooks| – Review- Discussion- Recitation| – Drills- Graded Recitation- Board Work- Quiz| ————————————————- Observation ReportThe first objective of the lesson is preparing the students fo r the finals, next is the Mastery of the Parts of Speech and Figures of Speech and the third objective is to make the students realize how important the lessons are in the next level and how they can use it in daily life. Learning activities such as discussion, review, recitation was facilitated by the teacher and she used drills, board work and a quiz as her assessment tools. The students were all participating, and knew most of the answers and were even able to give examples of any figure of speech asked for them to define.They also know how to analyze the sentences given on the board on how sentence patterns are used such as S-LV-C pattern and S-TV-DO pattern. The teacher knew that the students will learn better with enough practice and she encourages all of them to speak to build their confidence to recite in class. All of the activities she engages the students in are all a part of her lesson plan so she can reach her objectives for that day. If I were the teacher I would use a ctivities that will cover the learning process holistically and a plan that will be utilized to obtain the objectives that I set for the students to reach.I will also use other activities that will enhance their social skills and language competency such as role playing. Analysis: 1. What are the objectives of the lesson, the subject matter, learning activities and assessment tools used by the teacher? The first objective is to prepare the students for the coming finals. The teacher was able to clear this part of her objectives because I’ve seen how the students perform during the class activity and I can say that most of them are ready for finals despite the fact that belong to section 5. Next is the Mastery of the 8 Parts of speech and Figures of speech.This objective was achieved around 80-85 percent of the class. The discussion was very effective because it gives the students a sense of familiarity because they learn better using this kind of activity. The board work and drills were also effective in making the students apply everything they studied for the upcoming finals. They were not only ready for the exam but they also carry the life lessons that the teacher has instilled in their hearts. The teacher wanted the students to realize how important the lessons are in the next level and how they can use it in daily life.The integration of values in the lessons is always practiced by the teacher in any class she handles and I admire her for doing that. We as future teachers must know that we are not only mind enhancers but also heart and spirit molders. 2. How do the learners participate in the activities? I must admit that I don’t know if I should be impressed with the teacher or with the students. Why? Because the students were active participants of the class when most people would expect that these kids are no good at all because when asked they answer, when requested to give an example they perform. They even recite in.The question is do they perform this well in other subjects? If this is the same scenario I would see with other teachers, then they are without a doubt a very good class. But I’ve observed other teachers too and I must say the teacher is someone who has an aura that makes the students well-behaved. The moment they see her coming students go to their seats it’s not because she is a terror teacher but she already reached the classroom climate which is a business-like but non-threatening atmosphere. The students participated actively, with very good answers and listened attentively to everything that the teacher has to say.So I think it’s in the teacher if the students would act out or be unruly on how she will handle these things. The students can smell fear and they can take advantage of that if they wanted to. These students are more impressive than the 3-4. This was the second time I observed them and I was still impressed as if I was observing 3-1 students. 3. What reasons doe s the teacher give in having such learning activities? The teacher first decides on which objectives to work on by using the needs of the students as basis.In this case, it is the needs of the 3-5 that the teacher decides to do a review before the final exam comes. She chose discussion because the students are more adept in learning when it comes to reviewing if she uses this kind of approach in teaching them. To satisfy my curiosity, I interviewed a few students in 3-5 and they admitted that they learn better when the teacher discuss the lesson instead of doing other styles. Since it is almost the end of the school year, the teacher obviously knows how to design her lesson plan and she already knows the best way for the 3-5 students to learn.The teacher knows that the board work enhances the writing skills and grammar skills while the recitation covers mostly speaking skills, social skills and building one’s self-confidence. Quizzes also help the teacher evaluate how far the students have reached in terms of the lesson. So we can’t do away with any of these things when it comes to teaching. We can’t leave out anything because they are all important. The plan must be complete or the system would fall apart. We have to consider everything because all these things are a part of the teaching-learning process. . If you were the teacher, what activities, materials and assessment tools will you use? Why? I can’t say I would only focus on a single activity but I have to utilize all the learning activities I have learned on my major subjects especially this semester I have learned a lot of activities and studied on how to use materials that can be utilized to encourage speaking and enhance grammar in class such as maps, graphic organizers, role playing, group projects, group games, interactive discussion, cooperative learning and many more.I also learned about the different types of assessment tools such as rubrics, exams, portfolios and ot hers. Of course it is not only the students who are being considered here but also the lesson and how it relates to a certain material, activity and evaluation. Activities, materials and assessment tools must be in sync with the objectives so it will be a smooth flow all throughout the period. I plan to use a variety of techniques to know what is suitable for the students. To find out what is their special skills are or what kind of learner they are.And which activities they are weak in and make that weakness disappear or if not help them cope with it. What they lack in something must be compensated by another skill. Through using these things as tools in the correct way, the success rate of teaching-learning process is in very good hands. Reflections: 1. What insights/learning & new understandings have you gained from your experience? I have really learned a lot from this semester. All the observing experiences made me see all the important facts in being a teacher. They made me re alize about a lot of things not just in teaching but also about life.These experiences are by far the most fruitful of all in my school life. I learned to manage my time, worry about important things in life and see the teacher in me. Good teachers are full of passion, well prepared for their lesson, have anticipatory skills and of course live with integrity. Aside from knowledge, teachers must possess positive attitudes and admirable work ethics. One sees these qualities through the way activities are facilitated by the teacher, how the materials are organized and prepared, and another thing is how the assessment tools are used.The assessment must never be used to punish the student. This is where positive attitude comes in. Dedication, hard work and punctuality are also important. We should demonstrate not just the lesson but also the process by which we learn. All teachers must realize that part of their job is to teach their students how to learn. I’ve learned that metaco gnition comes in when we focus on learning how to learn. Teachers must also learn from their mistakes, and experiment continually with ways to improve their strategies and teaching methods.GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES Name of FS Student______________________________________________________________ Course_______________________________________ Year & Section _____________________ Resource Teacher 1_____________Signature ______________Date______________ Resource Teacher 2_____________ Signature ______________Date______________ Resource Teacher 3_____________Signature______________ Date______________ Cooperating School_______________________________________________________________My Target In this Episode, I must be able to: * Write evidence of application of some guiding principles in the selection use of teaching strategies My Tool As I observe a class, I will use the Observation Sheet for a more focused observation. OBSERVATION SHEET| Name of th e Resource Teachers Observed:________________,__________________,________________School Address:_________________________________________________Date:___________________Grade/ Year Level: _________________________________ Subject Area: _________________________|Guiding Principles in the Selection and Use of Strategies| Teaching Behavior/s of the Resource Teacher that Applies the Principles| 1. Learning is an active process. | 1. | 2. The more senses are involve, the more and the better the learning. | 2. | 3. A non – threatening environment enhances learning. | 3. | 4. Emotion has the power to increase retention and learning. | 4. | 5. Good teaching goes beyond recall of information. | 5. | 6. Learning is meaningful when it is connected to the students’ everyday life. | | 7. An integrated teaching approach is far more effective than teaching isolated bits of information. | |

Bebop Jazz and its Influence Essay

Developed in the 1940’s, bebop jazz expanded upon the restrictive and structured arrangements of big band music, changed the way music was enjoyed, and provided a foundation for future innovators of jazz music. Bebop was a revolutionary sound that captivated the audience due largely to the new found creative freedom of musical expression allowed by extensive improvisation. According to John Andrews (1998), â€Å"Bop marked the point at which both the musicians and their audience became widely conscious that jazz was an art form.† Andrews also goes on to mention that bebop’s main focus was for people to seriously listen, instead of dancing. After bebop other styles of jazz developed, such as progressive jazz, cool jazz, and hard bop. These three styles of jazz, in the opinion of many people, imparted a substantial influence on current jazz, and will likely impact future generations as well. Bebop is a style of jazz developed in the early 1940s as a means to revolt against big band music. Big band music required large groups of players. As a consequence, the musicians were required to follow simpler, highly structured, written arrangements. At the time, many musicians resented the lack of freedom to improvise and the reliance upon written arrangements, so they created bebop, a new style of jazz. Bebop was vastly different than swing band music. It had faster tempos, complex harmonies, elaborate melodies and a rhythm section. According to _America’s Musical Landscape_, a typical bebop combo consisted of a trumpet, saxophone, double bass, piano, and percussion. Due in part to the smaller number of performing musicians, bebop music allowed for more freedom of expression and imagination than in big band music. Improvisation was a key feature. While much of big band music was designed to indulge the audience’s desire to dance, bebop jazz is for people who want to sit down and listen to the music. At first, many people enjoyed listening to bebop simply because it was something new and exciting. However, many people, particularly musicians, prefer bebop because of its sophistication and complexity. Some jazz musicians felt they needed something different and preferred to play bebop instead of swing jazz to demonstrate their improvisational skills. Musicians such as saxophonist, Dizzy Gillespie; trumpeter, Charlie Parker; and pianist, Thelonious Monk; stand out as examples of creative giants who through their virtuosity, were able to achieve an innovative sound that made listening to the nuances and astounding creative improvisations so finely wound into their musical presentations, more important than dancing or chatting over simple background music. In a way, bebop was a new genre unto itself, more akin to jazz than big band music. Because it is essentially the basis for most contemporary jazz styles, listeners will hear the enduring influence of bebop in most jazz forms that have followed it. Progressive jazz, cool jazz, and hard bop are three styles to have evolved from bebop jazz. It is likely that these three jazz styles, as well as others, embedded with the underlying roots of bebop will have an ongoing influence on future jazz musicians. No one can speak for all musicians, many may prefer to play older well-established, classic jazz, but certainly there are a substantial number of musicians that prefer playing the avant-garde styles, who will carry the flag of bebop for future generations. Bebop was a revolutionary and exciting sound that changed the world of jazz in the 1940’s and continues to influence jazz styles today. At its advent, bebop was a way for jazz musicians to break away from the confines of big band music, which did not allow for much improvisation or freedom of musical expression. Bebop pioneers such as Charlie Parker, Dizzy Gillespie, and Thelonious Monk helped pave the way for other jazz musicians, allowing them to shed their restrictive chains of structured big band music and to elevate the level of improvisational genius that bebop allows. Subtle nuances, sophisticated interpretations, and creative variations of musical phrases  created on the fly can be thrilling to an appreciative listener. It is the on the spot creative virtuosity that makes attentive listening so important to bebop jazz and its consequential styles such as progressive jazz, cool jazz, and hard bop. It is likely that these contemporary forms, still infused with the musical DNA of bebop, are likely to influence future jazz musicians. Reference Andrews, J. (1998). What Bebop Meant to Jazz History. Retrieved June 8, 2007, from The World Socialist Web Site: http://www.wsws.org/arts/1998/may1998/bop-m22.shtml

A Not-For-Profit Medical Research Center Essay

The sole aim of this report is for marketing and promotional purposes of the Not-for-Profit medical research center. There is an increasing interest in the reporting of Not-for-profit organizations However, annual reports are part of an overall strategy to communicate with stakeholders, to donors and users, and can help foster public trust and build community and government  support. It also helps build organization reputation, and can be a key means of reaching new donors, partners, volunteers and sponsors. ORGANIZATIONAL PURPOSE The Not-for-Profit medical research center is an organization engage on research, on diseases regarding aging. The Organization relies on raised funds from varying sources, including public, individual and the federal government. USERS OF OUR REPORT/STAKEHOLDER The users of our Report range from the stakeholders, to past donors including future donors. MISSION/VISION Our vision is a world free from aging diseases. We research into diseases related to aging. The Not-for-Profit medical research center is committed to produce a shorter, simpler and easy to read report that can be used for marketing and promotional purposes, to have it mailed to the stakeholders, past donors and high potential future donors. This is our vision and mission for our future outlook. STRATEGY Not-for-profit medical research center continuously collect data from patients, parents etc. And identify issues and make adjustments to our methods based on user/stakeholders demand. 1 Our strategy is aimed at determining long term goals and objectives which will strengthen our relationship with stakeholders, encourage our past and future donors and subsequently improve our organization. We have identified stakeholder needs and we have set certain machineries and strategies in place to achieve optimum satisfaction. We work closely with stakeholders and staffs to create the strategic plan that define our vision. We will continue to find new ways to obtain acceptable results on aging diseases and guarantee users satisfaction. The communication strategy we developed and implemented have been of benefit to our users, stakeholders and donors. We will expand our effort to improve our objectives. Due to our obvious progress, individuals, public and government have been very reliant on funding and support. GOALS AND PERFORMANCE Our goals and performance range from successful research regarding aging  diseases to our stakeholder’s satisfaction in past years. We have been funded by the general public, individuals, groups and government. And donations to our organization are without seizing, and we have effectively utilized the funds and donations to develop and improve on our research efforts. RISK OPPORTUNITIES Despite our fiscal strength, insufficient funding remains a primary area of concern to our organization. The Executive board of the Not-for-profit medical research center is very much aware of the high risk and potential impact on our organization if there are no increase in funding and donations from individuals, public and/or from government. So funding remains one of our top most priorities for continuous operation. FINANCIAL AND NON-FINANCIAL HIGHLIGHT Our patients and parents have testified how our products have impacted their lives. Through this means and outcome monitoring, we have identified critical elements to ensure success and stakeholders satisfaction. The Not-For-Profit medical research center financial outcomes are higher than average and our outcome measures, matched our goals for the year. 2 FUND RAISING METHODS AND OUTCOME The Not-For-Profit medical research center continues to experience strong and increase funding through generous donations. We raise funds that are used to run our programs and operations and our outcomes are measured far above average. OUTLOOK FOR THE FUTURE We will continue to provide solutions to aging diseases through our research and products and thus, improve our methods and performance. ORGANIZATION STRUCTURE AND LEADERSHIP Our staffs consist of Grace, a marketing specialist, Levi a writer/editor, Lakysha, a staff assistant and her husband who is a photographer. And we have Alexis as director of external affairs, and also the stakeholders. GOVERNANCE The Not-for-Profit medical research center board of directors are ultimately responsible for governance, management and operations of the organization. The Board members bring personal experience to the table and are deeply committed to the aims and objectives of the organization. The Principal Director of the board is accountable both to the staffs and the Not-for -Profit medical research center and our product users. Activities, services and programs are executed by our staffs and volunteers, while administrative responsibilities are delegated to the executive directors. The identification and management of risk is also taken care of by the board. CONCLUSSION Our organization is a Not-for-Profit organization, and our research has been on aging diseases and the research center is reliant on funding and donations. Our annual Report possesses new and improved features with intent to show the benefit of the research center and impact on People’s lives. 3 ACKNOWLEDGEMENT We acknowledge the support of stakeholders to the success of our programs, our past donors, patients and parents who are fans and users of our product and we are grateful to our team of experts/staffs who applied all necessary skills to achieve our great success. Our board of Directors are not left short of sincere gratitude and appreciation. REFERENCE Successful project management Gido & Clement 5th edition (Page 130-131) 4

Compare or contrast the way something is done in the United States and Essay

Compare or contrast the way something is done in the United States and the way it is done in another country like ( DUBAI , UNITED ARAB EMIRATES ) - Essay Example They will meet to rally their leaders in the United States and even have meals with them in restaurants when they campaign. In the United Arab Emirates these types of relationships would not happen. In the UAE, power and wealth are also important together. It is understood that there can be distance between wealthy business people and leaders. Because of this the people in the UAE would find it to be acceptable that leaders have money. In the United States, the people having a close relationship with their leaders makes them want to have wealth also. The people often ask for wealth to be handed out for different needs with much activity when it does not happen. For example, if people are having a hard time with their profit they will start to demand money to be redistributed. This is when they protest and when they become more active in getting what they want. The United States leaders have little choice but to try to meet these demands or face consequences of protesting people. In the United Arab Emirates, the people are less likely to be loud against their leaders about economy issues. It is again this power distance that is most noticeable. With high power distance, there are some common ideas. In the UAE, because people are not close to their leaders they will have quiet and private conversations about their unhappiness. They will speak with family and relatives for this or workplace partners. It is only when situations get really out of control and unfair that people in the UAE would make loud appeals to their leaders. The United States is the same way, in comparison. People often have spokespersons in the USA and let them do their protesting for them. Other discussions happen in private areas with close friends and company. This is when people in communities begin making signs and getting together to make sure change happens they way they want it. So there is a form of collectivism that happens with high power distance

Flower Girl in Holland George Hitchock 1887 Term Paper

Flower Girl in Holland George Hitchock 1887 - Term Paper Example Hitchock uses unique materials in designing his works making his works to be presentable in the field of artistry. For instance, in the design of this work, he exploits the vast landscape as shown by the thick and firm brushwork, which he uses as the main apparatus in his work. The thick and firm brushwork indicates constant flow of motion in the painting. This illustrates the working routine of the flower girl in an evoking way. The painter illustrates the authenticity of his work in using something that everybody could have thought as having no use. Work of arts mainly depends on the authenticity of the artist that off course is an attribute of in this work. Hitchock also had a strong relationship with the women suggesting the inclusion of a flower girl as the protagonist of his work. His work is full of decorations making the sculpture to look even presentable. The work above is an exceptional for study because it provides a form of cleverly orchestrated tableaux. The painter uses the technique of gouache as shown by the squares and isosceles triangles. The squares and isosceles triangles depicts a sign of stability. A keen look at this painting shows that there is a deep meaning and reason to the idea of the painter. The motion depicted between the girl and the building conveys the exhausting rhythm which serves in showing the state of the subject. There are trees on the outside of the building making the setting seem remarkably peaceful. This is a representation of the human mind.

Developing and using power and influence tactics to influence people Article

Developing and using power and influence tactics to influence people - Article Example Different leadership techniques have to be adopted under different circumstances and for different purposes. For instance, to get a project through, people need the support of others. The first action taken by the leaders is to adopt the project as their own and show personal commitment to it. They then work towards generating support from others in the organization. They have knowledge about the company and know how to use the company’s informal system of relationships. Markham (1998) indicates that some types of influence tactics are more successful like the logical argument. Some prefer to use the coercive and persuasive techniques rather than confrontive influence strategies even when they expect resistance although threatening tactics are unsuccessful influencing people. Use of personal power or positional power would depend upon target commitment. Expert power has been more useful than reward or legitimate power sources. Although leaders may use enthusiasm and drive to make their projects successful, these have a detrimental effect on projects and targets according to Markham. This requires influencing many people who may not wish to be influenced and the end result may be tension and conflicts. The project leaders may not be trained enough in interpersonal relations, which imply that being a project leader does not give an individual the power or ability to influence, although Carson and King (2006) believe that empowerment leads to self-leadership. Today’s work environment call for self-leadership, say Carson and King. Empowerment implies to delegate power from the higher organizational levels to the lower ones. Employees must be given the power to take decisions rather than just making suggestions. This leads to self-leadership which involves an analysis of how and why a task should be completed. It is the process of influencing oneself. This helps to improve direction and motivation within