teenage alcoholism :: essays research papers

Socraric MethodThe Socratic Method of philosophy is basically a series of question leading to an answer. In order for this method to exploit though, two conditions must be met. The first one is that the interlocutor has to say what he believes. The second is that the answers must be kept short. Here is a immaculate example of how this method works. It is a dialogue between Socrates and Euthyphro. The thesis is What is dear to the gods is pious, what is not is impious. Next Socrates gets Euthyphro to agree to the following points. The first point is that piety and impiousness atomic number 18 opposite. The next point is that the gods are in a state of discord. The next is that they are in discord over what is just and what is unjust. They have no set unit to measure it by. The next point is that the different gods consider different things to be just and unjust. From there he goes on to agree that almost things are twain just and unjust. Finally, he agrees that some things can b e both god loved and god hated. The same things would then be both pious and impious according to the argument above. The way that this argument relates to the rest of the Euthyphro starts back at the beginning of the story. Socrates sees Euthyphro standing by the courthouse and naturally asks why he is there. Euthyphro explains that he is the prosecutor in a murder trial. It turns out that it is his father that he is prosecuting for the murder of a murderer. He laments to Socrates that his family and friends believe that his doing this is impious, but he believes that they are mistaken and this reveals their ignorance of piety. Since Socrates is Socrates, this naturally leads him to ask just exactly what piety is.

Emotionally Disturbed Students Essay -- essays research papers fc

Emotionally Disturbed StudentsStudents with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the welkin of reading however, in that location are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. The academic deficits exhibited by students with emotional and behavioral disorders (E/BD) are well documented in research literature. As outlined in the federal definition of emotional disturbance, students with this disorder make an inability to learn and, as a result, pose commandal challenges alongside the behavioral problems that they exhibit in the school environment. Many of these students require intensive instruction to maintain the academic skills they have been taught and to improve their academic deficits. For many students with E/BD, achievement problems are particularly troublesome in the area of reading (Maugha n, Pickles, Hagell, Rutter, & Yule, 1996). Unfortunately, there has been very little published research in the area of reading instruction with this population of students. In their review of reading interventions in the area of E/BD, Coleman and Vaughn (2000) identified only eight published studies that reported the results of reading interventions for students with E/BD. The majority of these studies were conducted with students younger than 12 years of age.The need for additional research in the area of reading instruction is particularly true for adolescents with E/BD. The reading failure of secondary students with behavioral problems has been consistently documented and, as reported in the findings from the National Longitudinal Transition Study (Malmgren, Edgar, & Neel, 1998), these reading deficits likely contribute to the dismal outcomes for these students such as high dropout rates, grade retention, and overall poor achievement. In addition, the absence of empirically deriv ed reading practices for older students with E/BD is particularly problematic given the current emphasis on achieving state curriculum standards and participating in content-area learning (Deshler et al., 2001).As noted earlier, students identified with E/BD typically show significant deficits in the area of reading. This is particularly true for secondary-age students with this condition. In a... ...eiman (Eds.), Reading acquirement (pp. 145-174). Hillsdale, NJ Lawrence Erlbaum Associates, Publishers.Popkin, J., & Skinner, C. H. (2003). Enhancing academic performance in a classroom serving students with serious emotional disturbance Interdependent group contingencies with randomly selected components. educate psychological science Review, 32, 282-295.Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained E/BD classroom. Preventing School Failure, 46, 167-173.Skinner, C. H., Smith, E. S., & McLean, J. E. (1994). The effects of intertrial interval duration on sight-word learning rates in children with behavioral disorders. Behavioral Disorders, 19, 98-107.Wehby, J. H. (2003, February). Promoting academic success as an incompatible behavior. Paper presented at the Council for Children with Behavioral Disorders International Forum, Las Vegas, NV.Wehby, J. H., Lunsford, L. B., & Phy, E. (2004). Comparing the reading profiles of students with concomitant behavior and reading problems to a normally achieving, reading-matched sample. Manuscript in preparation.

why i dont want to submit this essay :: essays research papers

One of Frosts commonest subjects is the choice the poet is faced with twain bridle-paths, two ideas, two possibilities of action. The Road Not Taken deals with the choice between two driveways, and with the results of the choice which the poet makes. It raises the evident question of whether it is better to have a road in which many travel, or to choose the road less traveled and explore it yourself. In The Road Not Taken, the speakers tone and setting help illustrate the struggle a person goes through in their lives to pick the right road to travel. It is possible to read this poem as a statement of some self-pity on the poets part, a feeling, perhaps, that he has been cheated and misunders to a faultd because he took an unpopular path. To certify this tone, one might point to the last stanza The speaker will some day, sighing, tell others that he took the unknown road when faced with a choice. The reading, however, misses much of the signification of the second and third st anzas. At the end of the second, the speaker states that there was rattling non much difference in the two roads neither had really been worn by traffic, though one had been given more wear than the other. It becomes obvious that the speakers tone begins to change. It becomes a little more confident, not much, but definitely less confused and scared than he was earlier. The first glimpse of this change in tone is in the eighth verse where he says, because is the second road was grassy and wanted wear. It also shows that the speaker may not want to be like everybody else, a follower, but instead, chose a different road and be himself, a leader. This verse also says that the road wanted wear, like he was drawn to the path, not just out of his own desire to be different, but maybe out of some pity. That pity being that the road is traveled less not because it is not appealing, but that people are too afraid to be different. Verse 12 is interesting when the speaker says that, In leave s no step had trodden black, which the reader could interpret meaning that few people who did choose to take the road less traveled did not come across any difficulties or obstacles. He then goes on to say that, Oh, I kept the first for another day, as to say

Gay and Lesbian Issues - Homosexuality Is Wrong Essay example -- Argum

Homosexuality Is Wrong Within the gone several years gay and lesbian rights has become a huge issue. Gays and lesbians have started to come egress of the closet, and proudly admitting their sexuality. In the past few years gays and lesbians have been fighting for the right to marry, and adopt children. So far there is only one state of matter that allows gays to become married. People have become more and more open minded with homosexuality. Twenty years ago homosexuality was looked d accept upon (in general), but right off our society thinks that there is nonhing wrong with homosexuality. Our nation has started to move away from matinee idol, this is why people think that homosexuality is all right. If people argon not close to God and do not follow Him, then they are not going to abide by His standards. There are several places in the Bible where it talks about homosexuality. The Bible has nothing positive to say about men and women sleeping with the same sex. In Leviticus 2013, it states If a populace lies with a man as one lies with a woman, both of them have done what is detestable. They must be put to death their blood will be on their own heads. This is saying that if a man has sex with another man, then both of the men should be put to death. It would be the mens own fault for their death. This is one of the few sins mentioned in the Bible that suggest death for the sin. Now days people are not put to death for this sin, they are accepted and viewed as normal. People do not really see anything wrong with homosexuality. Our culture needs to study the Bible and come closer to God instead of moving away from Him. If our nation does this then they may see why homosexuality is wrong. Our culture does not view homosexuality as a ... ...ast several years. People are believing that homosexuality is o.k. if it feels good. People need to learn that God hates the act of homosexual relations. God has destroyed cities in the past because of the gays and l esbians. Homosexuality just is not a natural act. You have never seen animals that keep mating partners for life, go and have sex with the same sex. The Bible teaches that gays and lesbians should be punished, in the Old Testament they were killed for their actions. Our nation needs to realize that being gay is not all right, that it is an abomination unto the Lord. Works Cited Bible. Its a sin this we love cause the Bible tells us so. internet. 1996. 1-7. Its Adam and Eve not Adam and Steve. internet. 1998. 1-2. Living On The Edge. internet. 1998. 1-2. The Christian Anti-Homosexual Web Site. internet. 1998. 1-2.

Themewriters Anonymous :: Creative Writing Essays

Themewriters AnonymousHi. My name is Ben and I am a themewriter. I should have a Ph.D. in Black Rot There I said it. Is there some clinic for themewriters where I can check myself in. The first step is admitting that you have a problem. Judging from some of the discussion that has gone on, I feel good because I realize that I am not alone. I think we have to realize that we are all themewriters to a true extent. Once we realize this, we can try to move beyond that theme. I am trying to move beyond the theme one step at a time. Was I doing it again? Sorry, its a difficult habit to break. What does it mean to move beyond the theme? I presumet know. That is why I have develop here tonight.When we first started talking about themewriting I looked at themewriters with disdain. There is no way that I could be one of those robots. I didnt want to study the fact that I was a themewriter because I had always been successful in classes. I was super at sitting down the night before a paper was due, whipping out a theme and receiving an A on a well-organized, coherent paper. I would give myself a pat on the back, notice drunk and celebrate my genius. Looking back, I am not completely devastated to find out that Im a themewriter. After all, that was the only way I knew how to write. Themes don92t contribute to the sagacity of the reader. They only communicate on the surface. You can get your one main point across and beat it to death in the cinque paragraph format. For a longer paper, middling add paragraphs to the body.My question is, once we get beyond the theme where do we go? I have employ the theme as a crutch- an excuse not to do any real thinking or contemplation on a subject. I just puke back what the instructor has already told me in an attractive, organized manner. This method is easier for a teacher to grade but I dont think it contributes to the understanding of everyone involved. By communicating in themes, we learn facts- not understanding or deeper m eaning. In the handout written by Laib, we can see that organization is one of the keys to enhancing the understanding of both the reader and the writer.

Affirmative Action Essay -- essays research papers

The purpose of affirmative action is to ensure tally opportunity for minorities. But it has strayed from its original drift and has become largely a program to achieve not equal opportunity but equal results. It is a system of quotas forced upon American businesses and on the job(p) class by the federal government. A law which forces people to look at race before looking at the individual cannot promote equal opportunity. affirmative action continues the judgement of minorities by race it causes reverse discrimination, and contradicts its purpose.Affirmative action is not creating a colorblind society. In fact it continues the judgement of minorities according to race. Affirmative action forces employers and colleges to lower the standard for minorities. It also is demeaning to minorities who want to be judged by their actions, not their skin color. When companies are hiring or promoting, or when a college decides which applicants to accept, umpteen are unable to judge by merit alone. They are required by law to make race a deciding factor in their decisions in order to meet the mandated quotas. Affirmative action is also demeaning to most minorities. It makes them feel as though the government views them as having less expertness than others. It also forces minorities to be compared to their own race instead of the overall population. Another reason why affirmat...