Analyse the significance of passion Essay Example for Free

Analyse the significance of passion Essay In the tragedy Romeo and Juliet there are many forms to passion; these references are made in a variety of ways, ranging from parental passion to the classic loving passion shared between two people. But there is an underlying hint right from the very start that there is an inevitable notion that this love will never happen because of the family feud. At the very start of the book, the chorus introduces the heated feud between the Montague and Capulet households. This feud has spanned a long time and is an ancient grudge that has continued throughout the family, from the parents to the children and even into the servants of the households. The word two is used, frequently, not just to refer to Romeo and Juliet but to show the obstacles they face to show the opposites as rivals and not just families. We see rivalry induced by the feud where servants from the two houses meet in the town of Verona. When Sampson and Gregory, servants of the Capulet household meet and clash with Abram and Balthasar, of the Montague household, the rivalry is shown from the outset, My naked weapon is out. Quarrel, I will back thee. This is in the first meeting of the servants, where Sampson explains he will back Gregory if he happens to get into a fight, and surely enough, they do get into a fight, household against household which is then broken up by Benvolio, Put up your swords, you know what to do. When he says this, it brings the realisation that they are in public, but the hot headed Tybalt does not agree and wants to fight. He says, Peace? I hate the word and they fight again. This is only then broken up by the officers, and Prince, even though the heads of the families arrive and actually want to fight each other themselves! Give me my long sword, ho! this is Capulet speaking to his wife, asking for his sword, but this is then stopped by Prince Escales. This starts the notions of the tragic end; it brings them together but also leads them to their deaths. We first meet Romeo, moping around feeling sorry for himself, and isolating himself. He is a typical petrachan lover solipsistic, which means feeling sorry for himself and being self absorbed speaking in complex language, using oxy morons , like feather of lead. obviously an opposite as feathers are very light and not heavy. Cold fire and of course fire is not cold! These are used to emphasise Romeos feelings at this present time, he is feeling quite confused and discarded because his love is not reciprocated by Rosaline, but he is making sure he feels it and everyone else knows about it. Shakespeare uses a play on words, a translingual pun, when Benvolio uses Romeo walking underneath the sycamore grove. At first glance this doesnt look very significant at all but if we read between the lines we find it is a very clever pun, which is used to emphasise Romeos feelings. Syc, or sick is used to describe his ill state of emotional health, while amour is the French word for love, so sycamore, literally means sick of love, and as he feels physically sick as a result of his un-returned love. This is quite ironic as the love is not returned, as he is never going to get her but he thinks that he is and hopes and prays that she will love him back but unfortunately this is never going to happen. On Romeo and Julies first meeting there is a lot of passion felt and shown, When Romeo sees Juliet for the first time, he is astounded and taken aback by her beauty, he sees Juliet as a rich jewel in an Ethiops ear and he is stunned by her. Their first exchange is filled with religious imagery, Romeo initiates it and Juliet immediately responds to Romeo positively, That I must love a loathed enemy this is further on in the passage, after Juliet finds out Romeo is from a different family, but she still shows how she likes him and still wants to see him even though the family feud could, and does get them in a lot of trouble. Juliet is reminding herself that she needs to be a lady but still stays very coy and subtly flirtatious, Ay, pilgrim, lips that they must use in prayer. This is when Romeo tries to kiss her and she says this as an attempt to warn him off, and he, as expected, does not take to this and carries on trying to kiss her, and she, quite taken aback by this obliges, and once again remembers she has to be a lady, but as expected succumbs to another kiss from him and has really let her guard down. But she is reminded again to be a lady, by the nurse, as Juliet has to go and meet her mother and speak with her. Romeo realises this love is real later on when they meet again in the evening and he hears her speaking and the famous balcony scene on which he listens to her waiting for him to arrive. The parents of Romeo and Juliet show a lot of passionate emotions and feelings for their children and in the Capulets case, for their nephew , Tybalt, the passion is clearly when Tybalt is slain by Romeo. The love and passion that lady Capulet shows for him, by calling for Romeos blood, Romeo must not live and is very passionate about the killing of their nephew. The Montague household shows a lot of care for Romeo in one of the only instances we see the Montagues, when Romeo is in exile, he talks about writing as letter to his father which shows a lot of care for them, Juliets parents, however are only there to make her marry Paris so they can gain most of the benefit out of it. Instead of making their daughter happy. In contrast, it seems that the Montague parents love their son as the father son bond is strong, whereas the father daughter or mother daughter bond in the Capulet household is very weak as the parents do not seem like they want whats best for their daughter. How, will she none? Doth she not give us thanks? Is she not proud? Doth she not count her blest this is the point at which Juliet spells out that she does not want to marry Paris and her parents are very upset, even offended by this and cannot understand why she would not like to make them happy. But there is clearly love shown by both of the sets of parents at the deaths of Romeo and Juliet, and it is mis-sheathed in my daughters bosom this is when they first see her in the tomb of the Capulets and they are distraught at the sight of seeing their own flesh and blood lying dead by her own sword. The prologue and the chorus play a huge part in helping the audience understand and foreshadow the tragic events in the play, star crossd lovers it is set out from the start that something is going to go wrong, there are many mentions of fate in the chorus, that the play is always going to end in death for our two heroines and that the marriage could never have worked because something, fate, was always working against them because of this terrible feud that has lasted throughout the family histories. The nurse and the friar play huge parts in the lives of the two children, they make the whole marriage happen by organising everything and help Juliet to get away from her parents, when the friar suggests drinking the vial of fluid that has the potion to make it look as if Juliet is dead and so she would be buried, but unfortunately fate was working against them once again as the letter the friar wrote to Romeo never made it to him so Romeo ended up killing himself because he saw his bride lying dead before him. The nurse has been a wet nurse to Juliet for as long as Juliet has been alive and she is much closer to Juliet, we know this because Juliet is much less formal when she is around the nurse but very formal around her mother by using thou and you to indicate formality. Unfortunately in this Tragedy Romeo and Juliet even though they had much help getting together, it is underlined by the curse at the start that because of the family feud it will never last and was always going to end in tragedy.

Evolution Of Coffee Culture In United States

Evolution Of Coffee Culture In United States Introduction O Coffee! Thou dost dispel all care, thou are the object of desire to the scholar. This is the beverage of the friends of God. In Praise of Coffee, Arabic Poem (1511). Everyone knows what a coffee is. Especially since coffee became a essential drink in everyday for most of the people in the world. Nowadays when we walk down any street, we see at least two or more coffee shops with full of people drinking coffee. Since I was very little, I always wondered, how coffee made and how it become the coffee business became one of the most valuable commodity industry in the world. When you search it, you find that this commodity we call coffee is a basicly a berry containing seeds. Yet coffee is the second most valuable exported legal commodity on earth (after oil of course), providing worlds most widely taken psychoactive drug. Coffee provides a livelihood for over twenty million humans beings around the world. It is an incredibly labor-intensive crop, with all but very small percentage requiring the individual human hand. The irony of the coffee industry is that the vast majority of those who perfom repetitive tasks work in the most beautiful places on earth, with tropical volcanic peaks as backdrop in a climate thtat have a temperature of 27  °C but these laborers earn an evarage of 3 dollars a day. The coffee they prepare travels halfway around the world and lands on breakfast tables, officer and cafes of the England, Germany, United States and and other developed countries, where these cosmopolitan consumers pay half a days Third World countries wages for a good cup of coffee. People who make money from coffee doesnt stop in just producing. There are also the exporters, importarts, amd roasters. There are the expert slurping, savoring, and spitting coffee. There are the retailers, the vending machine suppliers, the marketers, the advertising copyrighters, the consultants. This is why it is the second most valuable commodity on earth because they are many opportunities to earn money just from a sack of coffee beans. Beginning as a medicinal drink for the elite group of people, coffee became the favored modern stimulant of worker during their break, the gossip starter in kitchens. Coffeehouses have provided places to plan revolutions, write poetry, do business and meet friends. For example United Statess first black presidents inaugural speech was written by a young man, age 27, in a Starbucks. Without noticing, he wrote a historical speech, which will probably be analysed in future,was written in a common coffeehouse. Around the world we are currently witbessing a coffee revival as miniroasters revive the art of coffee blending and customers rediscover the josy of fresh-roasted, fresh brewed coffee made from the best beans in the world. Coffee has assumed a social meaning that goes far beyond the simple black brew in a cup. The worldwide coffee culture is more than a culture-it is psychological addiction. There are newsgroup on the subject, along with countless number of sites on World Wide Web, and Starbucks outles populate every street corner, fighting for space with other coffeehouses and chains. And after all is said and done, its just a bag of berry from an Ethiopian shrub. This essay is about the coffee culture and its effect in United States. Coffee is a term used to describe a social atmosphere that depends heavily upon coffee shops, espressoin particular, to act as a social lubricant. It is a common tradition in American culture to spend their time in coffeeshops. I will explain the impacts of coffee and its culture in American people and media. History of Coffee Coffee makes us severe, and grave and philosophical Jonathan Swift, 1722 Possibly the cradle of mankind, now called Ethiopia, is the birthplace of coffee. Situated at the conjunction of the African and Arab worlds known as the Horn of Africa, the mountainous country has a biblical quality. There are lots of story of how coffee discovered with different perspectives thus we do not know exactly when or by whom coffee discovered. Between the various Ethiopian and Arab legends, the most appealing story involves dancing goats. A goatherd named Kaldi loved following the wandering paths made by his goats as they combed the mountainsides for food. His job didnt require him to do much, so he was free to make up songs and to play his pipe. In the late afternoon, when he blew a special, piercing note, his goats scampered from their browsing in the forest to follow him back home. One afternoon, however, the goats did not come. Kaldi blew his pipe again. Still no goats. Puzzled, the boy climbed higher, listening for them. Finally he heard bleating in the distance. Running around the corner of a narrow trail, Kaldi suddenly came upons the goats. Under the thich rain forest canopy, which allowed the sun to sift through in suddent bright splotches, the goats were running about, butting one another, dancing on their hind legs, and bleating excitedly. As he watched, one goat after another chewed doff the glossy green leaves and red berries of a tree he had never seen before. The goats refured to come home with hià ¶ until hours later. The next day, they ran directly back to the same grove and repeated the performance. This time Kaldi decided it was safe to him to join them. First, he chewed on a few leaves. They tasted bitter. As he masticated them, however, he experienced a slow tingle, mocing from his tongue down into his gut, expanding to his entire body. Next he tried the berries. The fruit was midly sweet, and the seed that popped out were covered with a thich, tasty mucilage. Finally, he chewed the seeds themselves. Soon, according to legend, Kaldi was dancing and playing with his goats. He felt that he would never be tired or grouchy again. Kaldi told his father about the magical tree, the word spread, and soon coffee became an integral part of Ethiopian culture. By the time Rhazes, an Arabian physican, first mentioned coffee in print in the tenth century, it probably had been deliberately cultivated for hundred of years. It is likely that, as in the legend, the beans and leaves of bunn, as coffee was called, at first were simply chewed, but the inventive Ethiopians quickly graduated to more palatable ways of getting their caffeine fix. Probably in the sixteenth century, someone roasted the beans, ground them and made a infusion. Coffee as we know it came into being. Once the Ethiopians discovered coffee it was only a matter of time until the drink spead through trade with the Arabs across the narrow band of Red sea. The Arabs took to the stimulating drink. They began culvivating the trees, complete wit irrigation ditches calling it qahwa, an Arab word for wine-from which the name coffee derives. At first the Arab monks adopted coffee as a drink that would allow them to stay awake for midnight prayers more easily.While coffee was considered a medicine or religious aid, it soon enough slipped into everyday use. As the drink gained popularity throughout the sixteenth century, it also gained its reputation as a troublemaking social brew. Many rulers decided that people were having too much fun in coffeehouses. In the end rulers and religious leaders denounced coffee during this century. But these bans didnt took long. Coffee provided an intellectual stimulant, a pleasant way to feel increased energy without any apparent ill effect. Coffeehouses basicly allowed people to get together for conversation, entertainment, and business, inspiring agreements, poetry, and irrevenrence in equal measure. So important did the brew become in Turkey that a lack of sufficient coffee provided grounds for a woman to seek a divorce. The Ottoman Turks occupied Yemen in 1536, and soon afterward coffee bean became an important export throughout the Turkish Empire. Then through the Ottoman traders coffee beans came to Europe. At first Europeans didnt know what to make of the stange new brew. In 1610 travelling British poet Sir George Sandys noted that the Turks sat chatting most of the day over their coffee, which he described as blacke as soote, and tasting not much unlike it. Then I can briefly that coffee beans went through many places. Coffee went to France through the Turkish ambassador. Later on coffee came to Vienna through Turkish army while threatening to invade Europe. When Turkish troops failed in the siege of Vienna, Franz George Kolschitzky took all the coffee and opened the first Viennese cafe. After coffee became a famous drink in Europe, the North American colonists emulated the coffe boom of the mother country, with the first American house opening in Boston in 1689. Here, over many cups of coffee and other brews, John Adams, James Otis, and Paul Revere met to foment rebellion, prompting Daniel Webster to call it the headquarters of the Revolution. This is the first proof of that coffees effect to American Culture. Coffee in America We have joined in many a march in old Virginia, when the days were long and hot, and the power of the soldiers to endure the fatigue of the march and keeop their places in the ranks was greatly enhanced by an opportunity to brew a cup of coffee by the wayside Captian R.K. Beecham- Gettysburg: The Pivotal Battle of the Civil War The American thirst for coffee was slow to develop in a new country whose citizens preferred booze. Most colonial drinking was utilitarian, with high alcohol consumption a normal part of personal and community habits observe the author of Drinking in America. Still, coffee was popular enough to cause over a hundred Boston women to raid a food warehouse in 1777. Throughout the first half of the 1800s the American taste for coffee swelled, particularly after the war of 1812, which temporarily shut off access to tea just when all things French, including coffee drinking, were stylish. By that time Brazilian coffee was easy to get and cheaper in anyway. Perhaps price was counted even more than political ideology when Americans came to choose their favorite caffeinated beverage, coffee. Once introduced to the black brew, Native Americans adopted it as well. Indeed, the Indians attacked many wagon trains specifically to get coffee- along with sugar,tobacco, and whiskey. On the other hand, white traders took advantage of the Indians, trading one cup of coffee for a buffalo robe. Thus the coffee became a trade item between two races. American coffeehouses, which continued the British coffeehouse traditions as penny universities and enhanced their feared and celebrated status as seminaries of sedition. At first they were simply taverns serving ale, port and rum, as well as coffee. But soon these coffeehouses featured in American official civic life in ways that had been unknown even in England. The Green Dragon, a coffeehouse tavern and inn established in 1697, which Daniel Webster called the headquarters of the Revolution, was frequented in the next century by other rebels and remained open in Bostons business center for 135 years. Throughout this time, the Green Dragon, remained a center of activity, hosting from the first, Red-coated British soldiers, colonial governors, bewigged crown officers, earls and dukes, citizens of high estate, plotting revolutionist of lesser degree, conspirators in the Boston Tea party, patriots and generals of the Revolution. The Grand Lodge of Masons, under the leadership of the fi rst grand master of Bostons first Masonic group, convened there as well. Today in the United States more than 80 percent of adults consume caffeine on a dailt basis. The average daily consumption among all adults is approximately 200 mg per day and among coffee consumers is approximately 280 mg. By appying the standards and definitions about caffeine, this would mean 75 million people fit the criteria for moderate caffeine dependence. How Coffee Evolved in America In many ways WWI marked the beginning of the modern world. It introduced the technological advanced weapons and the term shell shock but also accelerated a global outlook and increased international commerce. For coffee men, the war shifted the focus of Latin America to United States as its most reliable customer. While Euroe suffered through the war, U.S. roasters took full advantage of a favorable business situation created by the war. In the cofused wartime economy, the New York Coffee Exchange closed its doors for four months. In 1914 an editorial in a coffee trade journal called for American coffee men to act. Because the Europe were fighting for their home territories and independence, they were compelled to neglect established trade in South America. Moreover, coffee prices were bound to decline, since United Stattes now represented the only major market for the beans. The vending machine helped make the institutionalization of that most venerated American tradition, the coffee break. In fact the phrase was the invention of the Pan America Coffee Bureau in 1952. The bureau launched a radio, newspaper, and magazine campaigns with the theme, Give Yourself a Coffee Break- And Get What Coffee Gives to You. They used ads and fliers to encourage the spread of the coffee break beyond factories and offices. Hospitals started to use them. After Sunday worship services, people started to met for a coffee break with their pastors. The bureau also launched a Coffee Stop campaign on the roads to encourage motorists to pull over regularly for coffee as a safety measure. Role of Coffee in American Media Professor Prescott speaks of the influence of coffee as a beneficent exhilaration and as tending to increase the power of do muscular work as well as the power of concentration in mental effort In a sad word, and especially in a country like ours, recently and constitutionally deprived of wine the functions of coffee in bringing serene delight is an important one Boston Transcript -18 October 1923. While Brazil and other coffee growing countries vied to supply their share of caffeine to the the industrialized countries of the north, the jazzed-up North American entered a golden age of hustle in which business, advertising, and consumption defined a decade. Coffee emerged as a widely accepted drink, the scourge only of the most ardent health faddist, and it fueled the energetic decade of the twenties. Coffee consumption in fact did climb slowly through the 1920s. Even though the idea of coffeehouse was not expanded as rapidly as some anticipated, coffee cafes and lunch counters have supplanted hundreds of saloons. As Americans became more mobile with technological developments on expanding roadwats, they chose coffee as the drink for driving. At that time and still the truck stop means the coffee shop. Yet the most positive effect was by the first national adversiting campaign which was funded by the brazilian growers but executed by an American advertising firm. The campaign got under way in 1919 with spots in popular weekly magazines. Most of the ads were bland and predictable. Your Uncle Sam provided his boys with COFFEE. Coffee was the drink of intellectuals. All ended with the slogan, Coffee- the Essential drink. The national advertising campaign undoubtedly helped boost coffees image and sales. In the first few years of 1990s, the major roasters continued to battle one another without much to show for it, other than an innovative Tasters Choice campaign- and was even The commercials featured mini soap operas in which Tony, a soulful bachelor, meets By the mid-1990s it was clear to industry observers that major coffee roaters companies had lost their way, while small-scale coffees were booming. In 1995 Forbes summarized the fate of the big coffee merchants in a one-word healine: Oversleeping. The message the businesss magazine conveyed to Maxwell House, Folgers and Nestle: Wake up and smell the freshly ground coffee. Later on another company answered the call: Starbucks Starbucks Coffee Company According to legend, Merlin was born in the future and lived backward in time, moving toward the past. He must have often felt out of step with his contemporaries, filled as he was with unconventional notions of what might be. Im no sage, but sometimes I think I know how he must have felt. My vision for the future, my aspirations for what kind of company Starbucks should be, are so easily misunderstood Howard Schultz,1997

The Problem of Symbol in Philosophy :: Symbolism Religion Essays

The Problem of Symbol in Philosophy missing works cited "The man of the world" is indivisible from the point of view of the consciousness. The categories of space and time are disposed outside his mind, out of the limits of his conscience. "The wanderer everywhere" is a metaphysical hero; traveling along the landscape of thought, he moves absolutely freely, notwithstanding the national or temporal forms it (that is, the thought) takes. For all these are living forms, and the traveler is metaphysically alive. Therefore - Mamardashvilli and Montaigne, and Pascal, and Descartes, and Rousseau. And Proust, at last.... Listening attentively to "The Lectures about Proust", we find the talk of the doubles and cannot distinguish between the observer and the prototype. In the final layers of the French novel there glimmers the mind of the Georgian philosopher. The idea of the artist (in regard to the idea of the artist) arises in the soul of the thinker. The intellectual impression is impossible without the spiritual predisposition, without the inner catastrophe of the spirit. The spirit is understood as a principle of reviving of the soul, its coming into contact with the secret of the existence. The spirit is the unique and ideal substance, the objective foundation of the ontos that we survive at the highest point of the thought or passion. "I am a thinking thing... It is something doubting, understanding, asserting, denying, willing, unwilling and having imagination and feelings." The great "dualist" Descartes! You were the only one to understand the oneness of the being. The existence is a subjective experience of the reality of meanings, so the substance and the existence (but not the being) are on the opposite poles of the universal, like two pointed ends of the needle, which one can neither seize, nor break. Between them there lies the ideal infinity of abstract intentions; they are abstract in the sense that not a perceptive object, clear without any words, opposes it, but just the spirit, the mere idea. Otherwise the death. We cannot feel it, but we can symbolize it. Put it into shape by means of the intentional movement. The symbol arises there and then, where and when the existence and the spirit mingle in one and only point. The substance and its life are not broken into categories. They (that is, the substance and life) break the intellectual structures, keeping the intellect, which is capable to exist outside any plans, definitions and even explanations.

Fly Away Peter and Heart of Darkness :: Essays Papers

Fly Away Peter and Heart of Darkness Fly Away Peter, written by David Malouf, is set in 1914-1915 during the period of World War One. The story of the main character, Jim, begins in his home in rural Queensland before embarking on a journey in France to fight in the war. Heart of Darkness, written by Joseph Conrad, is set in a similar period of time. The main character Marlow’s journey is to the Congo, which had recently become a part of the Belgium Empire. Both characters undertake a physical, intellectual and spiritual journey. They also learn about themselves individually as well as about humanity which brings them to question the meaning of life. At the beginning of the two novels, both Jim and Marlow are somewhat innocent to what lay ahead of them. Malouf describes Jim as being in a state of ‘dangerous innocence’ in the early chapters of Fly Away Peter. He is portrayed as being a person who is not well educated, has limited experience of the world and doesn’t like change. ‘New views of the things didn’t interest him†¦Ã¢â‚¬â„¢ pg. 50. In Heart of Darkness, Conrad portrays Marlow as a man who loves adventure, which is quite unlike the character of Jim. He has seen and experienced much of the world. However, he is innocent because he has never been to a place like Africa where colonialism exists. He has always lived in a civilized world controlled by rules and regulations and so has never witnessed the effect lack of restraint can have on people. As Jim and Marlow undertake their physical journeys, both begin to lose their innocence and gain knowledge of the world. Jim begins to lose his innocence when he goes to Brisbane and sees how the news of war affects people. The change makes him realize he wants to experience more in his life and so enlists to fight in the war. On arrival in France Jim finds himself in a ‘world unlike anything he had ever known or imagined.’ p58 He experienced the horrors and living and fighting in the trenches and the way war transformed soldiers into different people that became unrecognizable. As he sees the people killed and replaced and killed again he becomes a veteran of war and feels himself growing older. Marlow begins to lose his innocence when he arrives in Africa and witnesses the effects of colonialism.

Essay --

The Constitution permits much private religious activity in and about the public schools. Unfortunately, this aspect of constitutional law is not as well-known asui1 it should be. Some say that the Supreme Court has declared the public schools "religion-free zones" or that the law is so murky that school officials cannot know what is legally permissible. The former claim is simply wrong. And as to the latter, while there are some difficult issues, much has been settled. It is also unfortunately true that public school may not be as fully aware of this body of law as they could be. Many of the organizations are actively involved in litigation about religion in the schools. On some of the issues discussed in this essay some of the organizations have urged the courts to reach positions different than they did. Though there are signatories on both sides which have and will press for different constitutional treatments of some of the topics discussed, they all agree that the following is an accurate statement of what the law currently is. â€Å"Students have the right to pray individually or in groups or to discuss their religious views with their peers so long as they are not disruptive. Because the Establishment Clause does not apply to purely private speech, students enjoy the right to read their Bibles or other scriptures, say grace before meals, pray before tests, and discuss religion with other willing student listeners. In the classroom students have the right to pray quietly except when required to be actively engaged in school activities (e.g., students may not decide to pray just as a teacher calls on them). In informal settings, such as the cafeteria or in the halls, students may pray either audibly or silently, subj... ... the U.S. Constitution First Amendment religious liberty clauses protect private religious expression but prohibit government action to advance, coerce, or endorse religion in the public schools. The religious liberty clauses apply both to the actions of the school district and the employees of the school district. Me personally I’m atheist. Religion doesn’t bother me unless someone is forcing it to me. Being here at Wunsche High School we have a Christian Club, and last year I heard someone was trying to start a LGBT club, and the Christian club said that god didn’t like gays or others of that sexual preference. Everything now and days offends someone based on something they believe in, they are, or how they were raised. Religion is going to be a problem for as long as it is around. Until that day there isn’t much we can do about the problems that will come from it.

Legend of Korra Analytical Paper

The Legend of Korra: Stereotypes Stereotypes are very common in the current state of the world. In The Legend of Korra, which is the animated sequel to Avatar: The Last Airbender, the protagonist is a 17-year-old teenager named Korra. She is the next avatar (The avatar is someone who can control all the elements and is supposed to restore order to the world). During the first season of Legend of Korra many antagonists try to oppose Korra because of the stereotypes made about her. Korra also stereotypes about others as well which causes her failures.The Legend of Korra is a window of our culture about Stereotypes. Many people stereotype Korra wrongly (Ulaby n. pag. ). She is much like Katniss and Kim Impossible (Boucher n. pag. ). She has a very defined set of morals such as honesty, friendship, and fun. Korra breaks almost all the stereotypes that are made about her. The people of Republic City assume that Korra is a serious, semi- powerful, and all knowing, but in reality she really is not. Although Korra has an enormous responsibility she is a carefree teen. She is reckless and curious.In The Legend of Korra there is a rebel organization called â€Å"The Equalists†, their leader is a man called Amon (Legend n. pag. ). The Equalists assume at first that Korra is an incompetent avatar and then her element bending skills are amateur. They stereotyped wrong; just because she was a woman and was young did not mean that she was not powerful. In that episode she defeated them easily. This situation happens daily on earth. People often overestimate their power and underestimate their enemies. Korra also overestimates her abilities and powers.She has a very high ego and is rash. Korra often digs a hole for herself that she cannot get out of. In many episodes Korra will just jump right into the action and will receive bad consequences. After Korra defeated â€Å"The Equalists† once she realized the power she had and started to abuse her powers. Also after getting defeated â€Å"The Equalists† realized how powerful she was and adjusted to her personality. In one instance, Korra walks right into a trap because of her impulses and instinct. â€Å"The Equalists† then captured her as well as her friends (Legend n. ag. ). Many individuals underestimate the opposing people. In sports a good team may be facing a horrible team. The good team might think that they do not need to practice because they are facing a bad team. This underestimating often causes the downfall of many teams and people. The Stereotypes are everywhere in The Legend of Korra. Many people in LoK that Korra is weak and amateur; which Korra is not. Not only do people stereotype Korra, but Korra also does a fair amount of stereotyping. The Legend of Korra reflects many stereotypes of this world.

Formative and Summative Assessment Essay

Assessment is a term that includes all of the various methods used to determine the extent of an individual’s achievement. In teaching and learning situation, assessment refers to the methods used to determine achievement of learning outcomes. Similarly in professional contexts, assessment is concerned with the achievement of professional standards or competence.(Aranda & Yates,2009). Assessment also provides a number of major benefits including: †¢ Grading: assessment may be used to define achievement and to measure the students’ preparedness for professional challenges. †¢ Motivation: assessment may focus on real learning by creating an opportunity that carries with it the rewards of completion or grades. †¢ learning process: assessment activities can guide individuals to learn and relearn subject content efficiently. †¢ Feedback: assessment provides opportunities for individuals to monitor the quality of their performance and identify areas for improvement. PURPOSE OF ASSESSMENT It is easy to become so immersed in the job of teaching that we lose sight the exact purpose of a assessment. There is then the possibility that we are overlooking another form of assessment which might be more appropriate. We actually assess students for quite a range of different reasons – motivation, creating learning opportunities, to give feedback (to both students and staff), to grade, and as a quality assurance mechanism (both for internal and external systems). Because all too often we do not disentangle these functions of assessment, without having really thought it through assessments are frequently trying to do all these things, to varying degrees.(Oxford Brookes University,2011). In fact it is arguable that while it is desirable for assessments meeting the first three of these functions to be conducted as often as possible, the final two do not need to be done anywhere near so frequently; it is simply important that they are done somewhere. The implications of this are that while an essay question, where all the answers are double marked and the marks count towards the students’ final grades, may fulfil all these functions, for all assessments to be this rigorous would be prohibitively expensive in staff time, while a peer-assessed seminar presentation, which does not count towards the students’ final grades but is simply a course requirement, could fulfil the first three functions and may not even require a tutor to be present. FORMATIVE ASSESSMENT Formative assessment is typically contrasted with summative assessment. The former supports teachers and students in decision-making during educational and learning processes, while the latter occurs at the end of a learning unit and determines if the content being taught was retained.(Wikipedia,2013). Formative assessment is not distinguished by the format of assessment, but by how the information is used. The same test may act as either formative or summative. However, some methods of assessment are better suited to one or the other purpose. CHARACTERISTICS OF FORMATIVE ASSESSMENT During formative assessment, learning is the shared goal of both teacher and student and alterations to the teaching and learning process take place as needed to further the goal. This allows both the teacher and the student the opportunity for assessment and improvement as an ongoing process instead of an end product. Formative assessments are assessments for learning, rather than assessments of learning, according to the Association for Supervision and Curriculum Development. Focused Formative assessments are focused on the learning process as well as the learning progress. While other assessments may only focus on the end result, formative assessments check the students progress consistently so that adjustments can be made to reach learning goals. Ongoing A formative assessment is consistent and ongoing throughout the learning process. It differs from assessments that focus on the end result. Ongoing assessments give both teachers and students the chance to make adjustments to teaching and learning strategies so learning ultimately takes place. Immediate While other forms of assessment focus on the end result, formative assessments provide immediate feedback to both teachers and students due to ongoing assessment practices. The immediate feedback teachers and students experience can be used to motivate and further learning. LIMITATIONS OF FORMATIVE ASSESSMENTS Although offering many benefits, effective formative assessment can be difficult to achieve at scale. It may be logistically impossible to provide detailed descriptive feedback for each student in a large class. Even with a smaller number of students to deal with, formative assessment is time-consuming as it requires significant, ongoing dedication and effort from the teacher to sustain. This is especially true when combined with the summative assessments teachers are required to complete. The layered accountability chain in education — student to teacher, teacher to school, school to district, etc. — creates systemic pressure for student performance to be objectively and comparatively measurable at each level. Formative assessment, by definition, doesn’t easily provide that kind of accountability. This explains why, although the advantages of formative assessment have been repeatedly articulated since the distinction between it and summative assessment was first made in 1967, empirical studies continue to show that very few teachers consistently make use of it in actual practice. SUMMATIVE ASSESSMENT Summative assessment measures attainment and allows for the recording of the learning progress. It usually takes the form of tests and examinations, though it is becoming increasingly common for summative assessment to include other tasks such as a project completed during the school year. This move away from assessments based on a single examination gives learners the opportunity to perform to the best of their ability. Not all learners perform well under examination pressure. Furthermore,examinations do not always lend themselves to eliciting the range of language structures and uses that have been the objective of teaching CHARACTERISTICS OF SUMMATIVE ASSESSMENT The results of summative assessment allow us to determine the degree to which learners have attained specific learning objectives. Such a decision may have an important consequence on learners’ future prospects. It is therefore crucial that not only is the assessment valid, but that the results obtained are reliable. Validity relates to whether the assessment tasks assess what they intend to assess. Reliability, on the other hand, refers to the results obtained and whether these would be the same if the same learners took the assessment on another occasion provided that no further learning had taken place and regardless of who marked the assessment if more than one person was involved in the process. (Summative assessment,2005). Whether summative assessment is norm-or criterion-referenced will be determined by the purpose of the assessment. If we need to select the best candidates to, for example, continue with their education, then norm-referencing would be appropriate. However, if we are interested in whether candidates have mastered certain skills, then we would not get the required information through norm-referencing.(Meason) For example, when assessing airline pilots we are interested in whether they can fly a plane safely to a very high level of proficiency. Knowing which trainees were the best would not suffice since it is possible that no trainee of a given group would have reached the required standard to safely fly a plane LIMITATIONS OF SUMMATIVE ASSESSMENT Students can face anxiety in preparation for a test, an anxiety that grows as the perception of the test’s significance grows. Summative tests advise schools to commit to prolonged pretesting procedures and preparation classes, which can increase student anxiety.(Spiral). In addition, some students simply do not test well, and the result is a testing procedure that fails to adequately assess the real talents of individual students, while a formative assessment would allow a teacher to evaluate these conditions and better assess a student’s ability Summative assessments fan have an overall negative impact on student self-esteem, resulting from the perception of inferiority that standardized tests can give test-takers. Students who perform poorly on standardized tests were found to suffer from lower self-esteem in situations where these same students had not previously exhibited signs of self-esteem problems.(Boggiano,1992). Even students who perform average or well on standardized tests can suffer from the failure to meet their own higher expectations. The result can be a reduction in educational motivation.(Hammond). EXAMPLES OF FORMATIVE AND SUMMATIVE ASSESSMENT FROM TEACHING AND LEARNING PERSPECTIVE CONCLUSION In my view,both types of assessments are better,that is a balanced assessment.A balanced assessment system in one in which a variety of assessments are used for a variety of purposes and communications about results facilitates student involvement and ownership of learning.Formative assessment can be vital importance in helping the teacher and students determine the quality of learning that is taking place and can allow them to forecast the results of summative tests some time in advance of the summative testing.Such results can be used as the basis for altering the teaching learning situation early enough to change the immediate as well as alter the forecast. Learning is a process which can be observed and evaluated as it is taking place.Formative evaluation can be used to make the process more effective long before the summative evaluation.Recognition of the interaction among formative evaluation teaching and learning and summative evaluation can do much to improve teaching and lea rning before it is too late. REFERENCES Aranda S,Yates P.An Overview of assessment.Canberra: (EdCaN),Australia;(2009).Retrieved from: www.edcan.org/pdf/edCanOverview.pdf Boggiano A,Pittman T. Achievement and Motivation: A Social-Developmental Perspective.(Eds).(1992).Cambridge Press.New York. Hammond,K.eHow.Education.Summative assessment weaknesses.Retrieved from: http://www.ehow.com/info_8568251_summative-assessment-weaknesses.html Meason C.eHow.Education.Characteristics of Formative assessment.Retrieved from http://www.ehow.com/list_6732311_characteristics-formative-assessment.html Oxford Brookes University.(2011).Purpose of Assessment.Retrieved from: www.brookes.ac.uk/services/ocsld/resources/assessment/purposes.htm Spira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http://www.ehow.com/info_8502289_advantages-disadvantages-formative-assessment.html Stiggins,R.,Arter,J.,Chappuis,S.(2008).Classroom assessment for student learning.Educational Testing Service.Retrieved from: http://www.bcsd.org/district.cfm?subpage=55380 ‎Summative assessment.(2005).Retrieved from http://cd1.edb.hkedcity.net/cd/eng/tba_eng_sec/web/3_1w.htm Spira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http://www.ehow.com/info_8502289_advantages-disadvantages-formative-assessmen