William Gibson’s Neuromancer is Cyberpunk :: Neuromancer

William Gibson’s Neuromancer is Cyberpunk   Science fiction somehow manages to place human characters in situations where the ideas and the thoughts of science and morality are intertwined.   Science fiction must have some idea components and some human components to be successful.   This novel seems to be a contrast to the believers in technological progress as it presents a colorful, but depressing and desolate future. The loss of individuality due to technological advances becomes a major theme in cyberpunk.   This presents a dismal view of the individual in society.   The cyberpunk genre developed from â€Å"a new kind of integration.   The overlapping of worlds that were formerly separate: the realm of high tech, and the modern pop underground† (p. 345) 1.   Neuromancer not only falls into this category, it may be the first cyberpunk novel ever written. Gibson’s prose is too dense and tangled for casual readers, such as myself.   His characters are shallow and stereotyped.   The character â€Å"Case† has no purpose apart from existing in cyberspace and abusing drugs.   â€Å"Molly,† his companion, is a mercenary with questionable morals.   John Christie seems to agree with my analysis of this novel: â€Å"Gibson constructs characters which are themselves flat images, beings of no psychological depth, but whose interest and significance derive from their semiotic lineage, in comic, film, pulp crime fiction, and other science fiction† (p. 46) 2.  Ã‚   (Gibson offers his readers a dystopian novel) (by presenting a cyberpunk world where things are generally bleak and they will become worse with time and technology.)   Cyberpunk is supposed to be the vision of a new technological world.   However, the negative portrayal of the integration of technology and society is a fundamental tenet of the literature.   This presents a pessimistic view of scientific advancement.   The genre’s dark tones, seen repeatedly in Neuromancer, emphasize the bleak images throughout the futuristic fiction.   The constant conflict between the individual and a technologically advanced society is a major theme as it stresses man’s insignificance.   These characteristics are interwoven into the fabric of cyberpunk and form a bleak image of science fiction and the future.   Gibson is very vague when describing the specific architecture and nuances of technology used in the designs of the futuristic objects.   This lack of definite details is due to the fact that cyberpunk literature resists the concepts of technology.   The basic precepts of the cyberpunk genre consists of technology as hindrance to man, stories that are saturated in dark and dreary themes, and a character, †Case,† that will either fail or conform to a structured society.

Race Ethnicity and Literature Essay

I have had an opportunity to read three great short stories. The short stories were â€Å"The Welcome Table, Country Lovers, and Child of the Americas. † All of them were amazing stories, betraying ethnic challenges, and some responsibilities. I think overall, everyone should read those stories in order to get certain perspective on culture, and understanding on how they lived during the time frame in their life. I also think the short stories provide an understanding in some respects, of how racial divide was apparent during that timeframe. As far as a declarative statement on this matter, I would like to show examples of the literature readings as it correlates with the perspectives of the racial divide, segregation, and overall trials in which ethnic individuals have had to go through. The assertion, I would like to provide is that, short stories can be a direct reflection on time periods that are occurring in life in spite of it being fiction. Our ancestors lived in a time of slavery and segregation. There was no unity between mankind unless the skin color was the same. There was no equality between man and woman and there was no justification to why anyone would be treated superbly unless they were white. It was thought that black people were diseased, filthy and inferior. Over the years, it took people like Dr. Martin Luther King, Jr. , Rosa Parks, and Harriett Tubman to make a statement and help change the future for all other races, not just African Americans. Today, although racism still exists, it is illegal to discriminate against anyone for any reason to include race. The Literary works such as â€Å"Alice Walker’s The Welcome Table, Nadine Gordimer’s Country Lovers, and Aurora Levin’s Morales’s Child of the Americas† give feeling, and meaning to the different angles of racial segregation and acceptance. These literary pieces open one’s eyes and heart to what has been experienced by many if not by one personally. The Welcome Table by Alice Walker is a story about an old, African American woman who is looked down on by the white community. On her way to church, she was stared at with disgust, with pity and with fear. Once inside the church, it was made clear that she didn’t belong and was not welcomed there. â€Å"Under the old woman’s arms they raised their fists, flexed their muscular shoulders, and out she flew through the door, back under the cold blue sky† (Clugston. , 2010)Upon being thrown out, the old woman saw Jesus approaching and soon walked away with him. She walked herself to death and yet no one ever spoke of the ragged old women. No one cared what happened to her for she was just an old black woman who stepped in to the house of God, the God of the white race, a place in which she didn’t belong. It is stories like these that make you wonder of the cruelty that was endured by many in the past. Alice Walker made it clear in her short story the feeling and thought that many had toward African American. Her description of the old woman was strong enough to paint a vivid picture of what the woman looked like. â€Å"She was angular and lean and the color of poor gray Georgia earth, beaten by king cotton and the extreme weather† (Clugston, 2010). African Americans worked harder than everyone else on the farms of the past. They were owned by the white farmers during slavery and even after slavery was abolished, they still were employed by the white farmers. Walker makes it easier to understand that although slavery was no longer, segregation and hatred to all who were African American was still very strong. There was no acceptance from anyone regardless of the fact that most of the white families were taken care of or raised by African Americans. There was no sympathy, just disgust and disapproval. Unlike Walker’s piece, Country Lovers by Nadine Gordimer shows a slightly different side of race and segregation. In Walker’s piece, there was no acceptance, no love, no feeling of mutuality. Gordimer on the other hand, talks about children playing together in the yard and fields. Race having no impact on how they interact, the kids play together and get along like family. As the time goes on and the kids get older, they begin to go their separate ways. The white children are sent off to school while the black children begin to work around the house and farm. A white boy and black girl from the story grow up together as close friends. They establish a relationship that compares to no other. When the boy goes off to school, he continues to stay friends with the girl. As he gets older and he hangs out more with his white school friends, he hides his friendship with his childhood friend. The friendship between the two had bloomed to something more, it had bloomed into a secret love. What would the rest of his family or friends think or say had they known that he loved this girl? A black employee to the boy’s father like in â€Å"The Welcome Table,† black people were looked down and were only good and useful to tend to the fields and the house work. They were not meant for friendship or relationships; they are not accepted as social beings. They are strictly workers. At the end of the story, the sexual and loving relationship that once was, is brought to an end by the birth of a baby that was unwanted and denied by the white boy. He refuses to admit his love and to differ from the world around him. Why wouldn’t he profess his love for this girl now that they have a child together? I believe this piece shows how society plays such a great role in the actions, feelings, and thoughts of humans everywhere. Had racial segregation been something of a distant dream, would the outcome be the same. Why do people act based on the perception and thought of those around them? Race plays a major role in Gordimer’s story. It determines the outcome of the story from start to finish. How many people have gone through a situation of the sort? For those who do not know what it feels like to be discriminated against because of race, this story takes a very personal subject and ties it in emotionally. Many people have experienced love and parenthood. How would one feel if the love of their life denied them in front of everyone because of their skin color? What if their child was denied or killed because of what others would say or do? Losing someone is never easy but to lose someone over something uncontrollable like race, it is heartbreaking. Readers are able to relate and feel what this young black girl is feeling as she grows up and away from the boy she has always loved. The relationship starts as one that everyone can relate to; a story of friends and soon turns in to a heart-felt, pain stricken story of betrayal and solitude. It was not until after the Civil War that segregation became illegal. There were still many states that were fighting for complete desegregation but African Americans were able to do things that their ancestors could only dream (Cozzens, 1995). Although integration of races was put into order by law, people found other ways to show their disapproval for what they believed was the inferior race: African Americans. Political groups formed in retaliation to the integration laws that had been passed and were taking effect. In the 1960’s, following many Civil Rights movements, a group known as the Ku Klux Klan became very active and violent towards who they thought were un-American. This abuse and hatred was towards more than just African Americans, it went towards Jews, Catholics and immigrants as a whole (Newton, 2007) Knowing that African Americans were not the only ones in the world hated by the white American society, Aurora Levin’s Morales’s poem Child of the Americas the acceptance of one’s race regardless of the thoughts of society. In this poem, Morales describes herself as an American, Puerto Rican, Taina, Mestiza, Caribbean, European, African, and altogether, an immigrant (Clugston. , 2010). She goes on to talk about how she lives her life in a certain way particular to each individual race. Each piece lives within her and she is happy and proud of the person she is. In today’s society, many people are not happy with themselves and try to conform to what they feel is socially acceptable. Morales’s poem opens up the hearts and minds to those who are mixed or born outside of the United States. Many feel like outsiders, like they do not belong. Instead of being themselves and being happy whether they get the approval of all or not, many sell themselves short in order to please. I believe Morales’s poem paints a very clear and concise picture across the page. The poem show that no matter what society thinks, one will never be happy or satisfied without being happy or satisfied with oneself. Morales using very distinguishing actions that one could relate to being Hispanic or a â€Å"child of the Americas†. She uses everyday life experiences that many can relate to vice fictional ideas that would make ones imagination do all the work. It is almost as if she was speaking not only for herself but for every Latin American that lives in the United States. â€Å"I was born at the crossroads and I am whole† (Clugston. , 2010). â€Å"Title VII of the Civil Rights Act of 1964 protects individuals against employment discrimination on the bases of race and color, as well as national origin, sex, and religion. Title VII applies to employers with 15 or more employees, including state and local governments. It also applies to employment agencies and to labor organizations, as well as to the federal government† (The U. S. Equal Employment Opportunity Commission, 2011). It is laws like these that keep our country somewhat free from races and cultures being treated as inferior. Although there are many different laws against racism, segregation and discrimination, it still occurs in today’s world. Each literary piece described above is different in many ways. There are underlying factors which give each story its own theme but at the end, race is represented very strongly within them all. Had the world not been so racial divided, would these storied have the same meaning? Would these pieces even exist? Race and how it is looked upon is the main theme that each story has in common. Although unconditional love, self-acceptance and social standing are also a theme within the three pieces, it is hard to look over the common denominator. Many times, writers can write about similar stories but different underlying themes change the way the stories are interpreted and what is taken from the story as a lesson learned. For example, had another write wrote a poem about being mixed in race but being widely accepted or being the popular person in society, the focus would be put on the social life vice the personal acceptance and gratification of being a happy individual that Morales shows in her piece. Had Walker’s piece been focused more towards Jesus and his acceptance of all regardless of race, the outcome of the story may have changed. The story may have revolved on praise and worship vice who treated the old woman poorly and why. As we learn to read and divulge in many different literary works, we learn to notice different themes and meanings behind each piece. Themes like race are very noticeable and very strong themes that get the wheels turning in the mind. Not many people can realize a theme in a story but the three pieces discussed in this paper all have very obvious and very strong themes that anyone and everyone can empathize and relate to. How can one read something of the sort and not relate or imagine feeling? It is nearly impossible especially since it is something that was fought for by many for years on end. It is something that many have witnessed or heard stories about; a part of history that will never be forgotten. Although literary works may be similar in theme or topic they are far from written the same way. The literary pieces discussed are all just as different as they are similar. Each work is written differently, conveys different emotions and reactions and overall expresses a different level of understanding. Point of view differs within each piece and with the difference it makes the reader’s perception of the story different. For example, Morales writes her piece using the first person point of view. It gives the reader a personal insight to what the writer is feeling and trying to express. Third person point of view leaves the readers mind open to visualization of many different things. There are many stories out in the world that touch base with issues such as racism, segregation, and discrimination. Whether in first person or third person; whether fact or fiction, these stories and poems all have share similar meaning and theme. Writers of racial themes put across the pain and chaos that these difference cause. Many people often times fail to see the pain behind things such as discrimination but through symbolism, metaphors, and other key literary terms these feelings, emotions and experiences are brought to light. Race is an issue that many people deal with on a day to day basis regardless what side of the spectrum they are on. Having read each piece of work, I can say that themes in each were very different yet strong and imaginative. A reader can never say that the imagination was not stimulated with the thought and understanding of each piece of work. Each piece establishes a sense of strength, love and personal experience throughout the piece. As a reader, I can say that after reading each piece I felt connected to the characters within whether it is imaginatively or realistically. Racism exists even to this day. We witness it through hate crimes committed in some of what are thought to be the safest places, like schools and churches. The Jena 6 controversy in Louisiana was a situation in which a white student was beaten up by a group of African American students after three nooses were left hanging on a tree where one of the African American students sat the day before. This tree was said to be a hangout for white students only (â€Å"The case of the Jena six: black high school students charged with attempted murder for schoolyard fight after nooses are hung from tree [Radio series episode].,† 2007). This controversy became a national headline in the news because many saw it as African Americans being portrayed as inferior and the root of all evil. People did not see any wrong from anyone else but the African Americans and vice versa. This and other such issues leave people with the feeling that racism and discrimination is something that is among us all and subject to come out when we least expect it. Can literary works like the ones discussed open up the eyes of the readers to the feelings that hatred and racial segregation causes? I believe that each one of these literary works has a strong racial theme and each one can impact a reader in a way that was not expected. As we become strong and more in depth readers, themes like these will become more vibrant and obvious to see. Race and ethnicity is nothing more than an exterior color and difference in geographical location (Hallam, 2004). The authors make it clear that these difference cause lots of separation and heartache. These themes not only educate on historical experience but on what should be put to rest as an unhappy and disapproving issue that is ongoing in society.

Letter N Coloring Book - Free Printable Pages

A Short History of Violent Buddhism

Founded around 2,400 years ago, Buddhism is probably the most pacifistic of the major world religions. Siddhartha Gautama, who reached enlightenment and became the Buddha, preached not just non-violence toward other human beings, but non-harming of all living things. He said, As I am, so are these. As are these, so am I. Drawing the parallel to yourself, neither kill nor convince others to kill. His teachings stand in stark contrast to those of the other major religions, which advocate execution and warfare against people who fail to adhere to the religions tenets. Dont Forget, Buddhists Are Only Human Of course, Buddhists are human beings and it should come as no surprise that lay Buddhists over the centuries have sometimes marched out to war. Some have committed murder, and many eat meat despite theological teachings that stress vegetarianism. To an outsider with a perhaps stereotypical view of Buddhism as introspective and serene, it is more surprising to learn that Buddhist monks have also participated in and even instigated violence over the years. Buddhist Warfare One of the most famous early examples of Buddhist warfare is the history of fighting associated with the Shaolin Temple in China. For most of their history, the monks who invented kung fu (wushu) used their martial skills mainly in self-defense; however, at certain points, they actively sought out warfare, as in the mid-16th century when they answered the central governments call for aid in the fight against Japanese pirates. Tradition of Warrior-Monks Speaking of Japan, the Japanese also have a long tradition of warrior-monks or yamabushi. During the late 1500s, as Oda Nobunaga and Hideyoshi Toyotomi were reunifying Japan after the chaotic Sengoku period, most of the famous temples of warrior monks were targeted for extermination. One famous (or infamous) example is the Enryaku-ji, which was burned to the ground by Nobunagas forces in 1571, with a death toll of about 20,000. The Tokugawa Period Although the dawn of the Tokugawa Period saw the warrior-monks crushed, militarism and Buddhism joined forces once more in 20th century Japan, before and during the Second World War. In 1932, for example, an unordained Buddhist preacher called Nissho Inoue hatched a plot to assassinate major liberal or westernizing political and business figures in Japan so as to restore full political power to Emperor Hirohito. Called the League of Blood Incident, this scheme targeted 20 people and managed to assassinate two of them before the Leagues members were arrested. Once the Second Sino-Japanese War and World War II began, various Zen Buddhist organizations in Japan carried out funding drives to buy war material and even weapons. Japanese Buddhism was not quite so closely associated with violent nationalism as Shinto was, but many monks and other religious figures participated in the rising tide of Japanese nationalism and war-mongering.  Some excused the connection by pointing to the tradition of samurai being Zen devotees. In Recent Times In more recent times, unfortunately, Buddhist monks in other countries have also encouraged and even participated in wars - particular wars against religious minority groups in predominantly Buddhist nations. One example is in Sri Lanka, where radical Buddhist monks formed a group called the Buddhist Power Force, or B.B.S., which provoked violence against the Hindu Tamil population of northern Sri Lanka, against Muslim immigrants, and also against moderate Buddhists who spoke up about the violence. Although the Sri Lankan Civil War against the Tamils ended in 2009, the B.B.S. remains active to this day. Example of Buddhist Monks Committing Violence Another very disturbing example of Buddhist monks inciting and committing violence is the situation in Myanmar (Burma), where hard-line monks have been leading the persecution of a Muslim minority group called the Rohingya. Led by an ultra-nationalist monk called Ashin Wirathu, who has given himself the bewildering nickname of the Burmese Bin Laden, mobs of saffron-robed monks have led attacks on Rohingya neighborhoods and villages, attacking mosques, burning homes, and assaulting people.  Ã‚   In both the Sri Lankan and Burmese examples, the monks see Buddhism as a key component of their national identity. They consider any non-Buddhists in the population than to be a threat to the unity and strength of the nation. As a result, they react with violence.  Perhaps, if Prince Siddhartha was alive today, he would remind them that they should not nurture such an attachment to the idea of the nation.

Assess the Usefulness of Functionalist Approaches in...

Functionalists look at society as a whole. They explain crime and deviance by stating that the source of deviance lies in the nature of society rather than the individual. Durkheim states that crime and deviance is inevitable and a certain level is necessary for society to exist. He also claims that it is a positive aspect of society as it shows examples of rights and wrongs within society and by punishing offenders, through ways such as public humiliation and portraying crime as wrong, raises awareness of crime and therefore deters others from committing crime along with creating a collective conscience. He also argues that crime and deviance allows social change to occur which is needed in order for society to remain stable. Durkheim’s†¦show more content†¦He believes that the formation of the subcultures release the status frustration by creating their own values for achieving status and therefore deviant behaviour becomes normal and valued within the group. This is useful when looking at explanations of crime as it highlights that crime and deviance is a collective rational response to the norms and values of society. However, Cohen fails to consider why women in society commit crimes and form subcultures. He has also been criticised as we cannot be sure that the working class know the middle class values enough in order to purposely reject them. Furthermore, Cloward and Ohlin combine Merton and Cohen’s theories by stating that there is a legitimate opportunity such as passing exams and getting a job, and an illegitimate opportunity, such as gangs. They believe that the working class have easier access to the illegitimate structure meaning that it is easier for them to commit more crimes and so face more pressure to do so. Cloward and Ohlin claim that there are 3 types of subcultures: criminal subculture in which people climb the professional criminal hierarchy, conflict subculture in which there is little/no social cohesion and retreatest subcultures in which people fail in both the legitimate and illegitimate opportunity and retreat to things such as alcohol and drugs. This is useful when looking at explanations of crime as it highlights theShow MoreRelatedFunctionalism and Crime and Deviance Essay913 Words   |  4 Pagesand elsewhere, assess the usefulness of functionalist approaches in explaining crime (21 Marks) Item A Functionalist sociologists focus on how far individuals accept the norms and values of society. Central to their study of crime is the attempt to understand why people break the rules of society. Despite their focus on the importance of shared norms and values, functionalists see a small amount of crime as necessary and beneficial to society. 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The Classroom Setting for the Visually Impaired Free Essays

Providing a student-friendly classroom especially for those who are visually impaired is a great challenge for educational institutions, especially the teachers. It takes great effort for the teacher to establish a classroom setup that is suited for the needs, demands, and limitations of students with visual impairments. Consequently, it also takes much effort for visually impaired students to adapt themselves, especially in moving around the classroom. We will write a custom essay sample on The Classroom Setting for the Visually Impaired or any similar topic only for you Order Now Therefore, several arrangements and adjustments must be developed in order to offer students who are visually impaired and their families an assurance of quality learning and student-friendly classrooms that would facilitate the needs and limitations of their students. Moving around the classroom is one of the major issues involved when talking about the classroom setup and the visually impaired students. Certain physical changes or alterations to the classroom setup may be the ultimate answer in addressing this problem. Students who are visually impaired may suffer different conditions such as partial or total impairment, nearsighted or farsighted, tunnel or peripheral vision, etc. (Fame, 2008) With these varied conditions and needs, and the classroom must be flexible enough to possess all that is necessary in accommodating students with varied visual impairments. From the beginning of classroom instruction, the classroom should already be set up for the students. From this day forward, the teacher should not make any changes to the set up of the classroom as changes or alterations may confuse the students, not to mention cause accidents. Center for Teaching and Learning, 2001) Students who are visually impaired also utilize different instructional aids and equipments that help them adapt or accommodate themselves into the structure of the classroom. This includes walking sticks or canes, brailles, even guide dogs, etc. (Fame, 2008) The classroom should provide a vast space for these instructional aids and equipments, especially for guide dogs. Moreover, the classroom should be arranged in such a way that most of the students may sit in front of the class near the teacher. This is helpful for them to hear what the teacher is saying, especially because visually impaired students are able to do their activities and follow instruction by listening to what the teacher is saying. Because of this, the classroom environment should be quiet enough to facilitate listening in the classroom. Doors should be closed in order to shut off unnecessary noise. Perhaps, the teacher may ask other students to refrain from making any unnecessary noise in order for the students to hear what the teacher is saying without any disruptions. Center for Teaching and Learning, 2001) Other strategies that would be helpful in facilitating movement for the visually impaired is to arrange the seats in such a way that it nearest the door. In addition, the tables or chairs in the classroom should accommodate all the instructional aids and equipments in order to prevent the student from standing up to get what he needs during classroom instruction. Other school facilities, such as the comfort room, the school cafeteria, etc. should be nearest to the classroom. In addition, the classroom itself should be located in the ground floor of the building. To facilitate the inclusion of the student with visual impairments in the class, the teacher should refrain from using visual aids in teaching. It is also a good idea if each lecture is taped and then provided for visually impaired students for them to be able to listen to lectures and discussions when needed. Being descriptive, rather than visual, during lecture or discussion would greatly help in making students understand what the lesson is all about. Moreover, classroom instruction should not involve any writing or other activities that are not suited for the visually impaired student. Finally, inclusion is easily accomplished by setting up ways for social interactions within the classroom such as group discussions and group activities. Case Study: Is it Fair? 1. The major issue or problem in this case has something to do with language and culture. The Hernandez family badly wants their daughter, Rosa to undergo cochlear implants in order for her to hear again. However, doing so requires follow up after the implant, and that is attending oral classes in order to facilitate auditory and speech training. In this case, the school uses only English as the medium of instruction. Therefore, they required the family to speak English at home for Rosa to be able to continue auditory and speech training even in the house. The Hernandez family refused. 2. The Hernandez family’s devotion for their culture and language motivated them to refuse the offer. For Piedmont, they believed that follow up is necessary in order for children who underwent cochlear implants to maximize the auditory and speech skills after the operation. 3. I believe that it was unnecessary. There is such a term as bilingualism, and I think language is acquired through learning. Therefore, it is possible for Rosa to learn English even if they do not speak it at home. The school should have suggested that they learn English especially because they are moving in the state, and not requiring them to entirely speak in English by force. 4. It is fair; however, since they are the only oral school available for children who have undergone cochlear implants, they should be open for other cultures as well. They should have anticipated that since they are the only one within the state, there would be other children who speak other languages who would be referred to their school. Therefore, they should consider this situation in their instructional plan or program. 5. Yes, they should make an exception. It is because the family is willing to move to the state anyway and they will be forced to learn the language in order to adapt to the community. I think there is no need to force them, because naturally learning English would come naturally to them. 6. The advantages of oral and total communication are that it allows the child to be able to maximize his hearing and speech by learning. The child is not limited to one particular skill for communicating such as the sign language, lip reading, etc. but he is immersed to the use of his hearing and communicating by speaking. The disadvantage of this program lies in its one-sidedness and dependence on only one option for auditory and oral training, and that is classroom instruction. Doctors insist that hearing and oral training may only be accomplished through classroom instruction, but is it not possible to instruct or inform the family in developing auditory and oral skills within the child. How to cite The Classroom Setting for the Visually Impaired, Papers The Classroom Setting for the Visually Impaired Free Essays Providing a student-friendly classroom especially for those who are visually impaired is a great challenge for educational institutions, especially the teachers. It takes great effort for the teacher to establish a classroom setup that is suited for the needs, demands, and limitations of students with visual impairments. Consequently, it also takes much effort for visually impaired students to adapt themselves, especially in moving around the classroom. We will write a custom essay sample on The Classroom Setting for the Visually Impaired or any similar topic only for you Order Now Therefore, several arrangements and adjustments must be developed in order to offer students who are visually impaired and their families an assurance of quality learning and student-friendly classrooms that would facilitate the needs and limitations of their students. Moving around the classroom is one of the major issues involved when talking about the classroom setup and the visually impaired students. Certain physical changes or alterations to the classroom setup may be the ultimate answer in addressing this problem. Students who are visually impaired may suffer different conditions such as partial or total impairment, nearsighted or farsighted, tunnel or peripheral vision, etc. (Fame, 2008) With these varied conditions and needs, and the classroom must be flexible enough to possess all that is necessary in accommodating students with varied visual impairments. From the beginning of classroom instruction, the classroom should already be set up for the students. From this day forward, the teacher should not make any changes to the set up of the classroom as changes or alterations may confuse the students, not to mention cause accidents. Center for Teaching and Learning, 2001) Students who are visually impaired also utilize different instructional aids and equipments that help them adapt or accommodate themselves into the structure of the classroom. This includes walking sticks or canes, brailles, even guide dogs, etc. (Fame, 2008) The classroom should provide a vast space for these instructional aids and equipments, especially for guide dogs. Moreover, the classroom should be arranged in such a way that most of the students may sit in front of the class near the teacher. This is helpful for them to hear what the teacher is saying, especially because visually impaired students are able to do their activities and follow instruction by listening to what the teacher is saying. Because of this, the classroom environment should be quiet enough to facilitate listening in the classroom. Doors should be closed in order to shut off unnecessary noise. Perhaps, the teacher may ask other students to refrain from making any unnecessary noise in order for the students to hear what the teacher is saying without any disruptions. Center for Teaching and Learning, 2001) Other strategies that would be helpful in facilitating movement for the visually impaired is to arrange the seats in such a way that it nearest the door. In addition, the tables or chairs in the classroom should accommodate all the instructional aids and equipments in order to prevent the student from standing up to get what he needs during classroom instruction. Other school facilities, such as the comfort room, the school cafeteria, etc. should be nearest to the classroom. In addition, the classroom itself should be located in the ground floor of the building. To facilitate the inclusion of the student with visual impairments in the class, the teacher should refrain from using visual aids in teaching. It is also a good idea if each lecture is taped and then provided for visually impaired students for them to be able to listen to lectures and discussions when needed. Being descriptive, rather than visual, during lecture or discussion would greatly help in making students understand what the lesson is all about. Moreover, classroom instruction should not involve any writing or other activities that are not suited for the visually impaired student. Finally, inclusion is easily accomplished by setting up ways for social interactions within the classroom such as group discussions and group activities. Case Study: Is it Fair? 1. The major issue or problem in this case has something to do with language and culture. The Hernandez family badly wants their daughter, Rosa to undergo cochlear implants in order for her to hear again. However, doing so requires follow up after the implant, and that is attending oral classes in order to facilitate auditory and speech training. In this case, the school uses only English as the medium of instruction. Therefore, they required the family to speak English at home for Rosa to be able to continue auditory and speech training even in the house. The Hernandez family refused. 2. The Hernandez family’s devotion for their culture and language motivated them to refuse the offer. For Piedmont, they believed that follow up is necessary in order for children who underwent cochlear implants to maximize the auditory and speech skills after the operation. 3. I believe that it was unnecessary. There is such a term as bilingualism, and I think language is acquired through learning. Therefore, it is possible for Rosa to learn English even if they do not speak it at home. The school should have suggested that they learn English especially because they are moving in the state, and not requiring them to entirely speak in English by force. 4. It is fair; however, since they are the only oral school available for children who have undergone cochlear implants, they should be open for other cultures as well. They should have anticipated that since they are the only one within the state, there would be other children who speak other languages who would be referred to their school. Therefore, they should consider this situation in their instructional plan or program. 5. Yes, they should make an exception. It is because the family is willing to move to the state anyway and they will be forced to learn the language in order to adapt to the community. I think there is no need to force them, because naturally learning English would come naturally to them. 6. The advantages of oral and total communication are that it allows the child to be able to maximize his hearing and speech by learning. The child is not limited to one particular skill for communicating such as the sign language, lip reading, etc. but he is immersed to the use of his hearing and communicating by speaking. The disadvantage of this program lies in its one-sidedness and dependence on only one option for auditory and oral training, and that is classroom instruction. Doctors insist that hearing and oral training may only be accomplished through classroom instruction, but is it not possible to instruct or inform the family in developing auditory and oral skills within the child. How to cite The Classroom Setting for the Visually Impaired, Papers

Macbeth - Does the Lady Lead to Macbeths Demise free essay sample

But his lady, a deeply ambitious woman who is thirsty for power, takes the witch’s false prophecies as words of wisdom and ignites a fire in Macbeth’s heart. A fire for the desire of power that only innocent blood can put out. Lady Macbeth, who lusts for power, leads Macbeth into the world of evil and brings him nothing but demise to his genuine character, just to quench her thirst. In the beginning of the play, the three witches cast their net of false prophecies on Macbeth, which he easily avoids. Later, he writes a letter to Lady Macbeth explaining the incident. After learning about the witch’s false prophecies, Lady Macbeth’s heart starts to throb. Her imagination takes her on new levels of evilness and greed. Now, all she is thinking about is â€Å"The good news† that was in the letter. Her witty little brain is up to no good, planning the quickest route to the crown that will rest on Macbeth’s head. We will write a custom essay sample on Macbeth Does the Lady Lead to Macbeths Demise? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"O, never shall sun that morrow see! † (Macbeth, act 1, scene IV) she said, in a simple manner, she expresses that Duncan spending the night at Macbeth’s castle, will not live to Patel 2 see tomorrow. â€Å"Look like the innocent flower but be the serpent undert. † (Macbeth, act 1, Scene IV) she says to Macbeth, basically telling him to be evil on the inside but appear innocent on the outside. Lady Macbeth will lead Macbeth to his own demise. Lady Macbeth’s ability to influence and convince Macbeth is great. â€Å"Was the hope drunk? Wherein you dressed yourself? Hath it slept since? And wakes it now, to look so green and pale at what it did so freely? From this time such I account thy love. (Macbeth, act 1, scene 7, line 35) She plays around with innocent Macbeth, questioning his love for her after he tries to stop the mayhem of the murder and backs out. â€Å"What beast was ’t, then, that made you break this enterprise to me? When you durst do it, then you were a man; and to be more than what you were, you would be so much more the man. † (Macbeth, act 1, scene 7, line 48) Lady Macbeth questions Macbeth’s manhood, which i nfuriates him to the extent where he decides to go thru with her strategy to acquire the crown. Lady Macbeth knows exactly how to exploit poor Macbeth. Under the evil Lady Macbeth’s influence, Macbeth is a monster in the making. Lady Macbeth manipulates Macbeth to an extent where Macbeth turns into an insecure and a sly person. â€Å"My hands are of your color, but I shame to wear a heart so white. † (Macbeth, act 2, scene 2, line 64) Lady Macbeth addresses Macbeth as a weak hearted when he’s horrified and overwhelmed after he murders Duncan. Once he did the ‘dirty work’ upon commands from the Lady, he committed numerous acts of horror to keep the secret hidden. It begins when he brutally murders two innocent guards and ends with his own demise along with many other deaths. He turns into an insecure monster; he kills anyone who is considered a threat to him. He murders Banquo, his best friend and Patel 3 attempts to murder Fleonce, Banquo’s son who is going to be a king, according to the witches. â€Å"We have scorched the snake, not killed it. † (Macbeth, act 3, scene 2, line 15) Macbeth’s words after his men kill Banquo but not his son. Macbeth has really turned evil, all due to Lady Macbeth. He has indeed turned into a dangerous serpent on the inside and an innocent flower on the outside. Lady Macbeth has succeeded; she got what she wanted. She is the primary cause of Macbeth’s destruction. She manipulated and pressured Macbeth, which transformed him into a lunatic that died a sad death. Even the greatest man fell because of a lady. Lady Macbeth’s influence was strong and hypnotizing. She was his end, his demise, his regrets, she destroyed Macbeth.