Trump 1st In Class At Wharton Fake News

Trump 1st In Class At Wharton? Fake News by: John A. Byrne on February 21, 2017 | 0 Comments Comments 2,628 Views February 21, 2017For years, profiles of Donald Trump have prominently noted that  he â€Å"graduated first in his class† at the University of Pennsylvania’s Wharton School in 1968. But a new review of the dean’s list in the year he graduated from Wharton’s undergraduate program shows that he wasn’t even in the top 15% of his class.According to The Daily Pennsylvanian, the student newspaper, a published list of 56 students who were on the Wharton’s Dean List, representing the top 15% of the class, failed to include Trump. A  1968 Commencement Program also showed that Trump failed to graduate with any honors, despite his previous claim that he was first in his graduating class.The program, acquired by the newspaper from the Penn Archives, lists 20 Wharton award and prize recipients, 15 cum laude recipients, four magna cum l aude recipients and two summa cum laude recipients for the Class of 1968. â€Å"Trump’s name appears nowhere on those lists,† reported the newspaper which reprinted the program from the May graduation (see below).Whartons 1968 commencement programCLASSMATES CLAIM TRUMP DID NOT SEEM TO CARE ABOUT BEING PREPARED FOR CLASSTrump arrived at Wharton in 1966 as a junior transfer from Fordham University, driving a Ford convertible. The New York Times in 1984 reported  that numerous profiles of Trump noted that he â€Å"graduated first in his class,† and Trump has consistently claimed that he is a smart person who has a degree from a highly prestigious business school.But many of Trump’s peers in the Wharton Class of 1968 agree that he did not stand out academically, the report added. The newspaper quoted 1968 Wharton graduate Louis Calomaris who recalled that â€Å"Don was loath to really study much.†Calomaris said Trump would come to study groups unpre pared and did not â€Å"seem to care about being prepared.† He added that Trump’s academic passivity likely stemmed from his passion for engaging directly in the real estate business.â€Å"He spent all his weekends in New York because residential real estate is a weekend business,† Calomaris told the Pennsylvanian which noted that five of Trump’s other classmates confirmed the alums claims. â€Å"He was not an intellectual man, but that wasn’t what his goal was,† Calomaris added. â€Å"He’s not an intellectual now, [and] that’s pretty obvious [w]hat I saw early on was an unbounded ambition that did come to fruition, because it matched his firm’s needs, and that’s how these things work.†DONT MISS: THE TRUMP SHOCK IN THE MBA BUBBLE or IN AGE OF TRUMP, B-SCHOOLS BRACE FOR UPHEAVAL Page 1 of 11

The Collapse And Revival Of American Community By Robert...

In his famous book Bowling Alone: The Collapse and Revival of American Community, Robert Putnam charted the decline in social capital and social institutions since the 1950s while arguing that a vibrant and successful democracy ultimately requires significant engagement from a wide segment of its population. This argument was something that even concerned Tocqueville (2006) regarding the American Experiment. Tocqueville marveled in the strengths of organizations such as the church in America. However, he also warned that the importance of individualism within American society could serve as its own downfall. This is the case that Putnam makes in his book. American life has always been seen as a vibrant community with significant social engagement; however, the trends seem to be reversing. Putnam (2000) describes in detail the decline in participation in civic organizations such as religious groups, the Red Cross, Boy Scouts of America, and social groups such as fraternal organization s and bowling leagues. Indeed, the title of the book comes from the reality that while the number of people who bowl has increased by 20 percent, the number of people who participate in bowling leagues has significantly declined. The overarching argument here is that people who refrain from participating in social interaction serves as a disservice to the country and hurts the American Dream by removing the protection of interconnection. Putnam (2000) also details the concerning decrease inShow MoreRelated‘Bowling Alone: The Collapse and Revival of American Community’ by Robert Putnam1500 Words   |  6 Pages‘Bowling Alone: The Collapse and Revival of American Community’ by Robert Putnam In his book, ‘Bowling Alone: The Collapse and Revival of American Community’, Robert Putnam discusses ways in which Americans have disengaged from political involvement and civil organisations. Much of his reasoned writing is corroborated by a collation of graphs and figures to explain the quality of American community. In this essay I shall evaluate the proof offered by Putnam to support hisRead MoreAnalysis Of The Book David Garland 1513 Words   |  7 Pagesout; but if the heat is turned up gradually, it sits there without noticing until it boils to death. In our case - our in the book refers to Britain and the United States - most of us have failed to notice a quite rapid turning-up of the heat. Americans, Garland observes, now seem accustomed to living in a country that executes an average of more than two people per week and has a prison population of more than 2 million. Britons, with extraordinarily little protest, have adjusted to living withRead MoreThe Internet s Impact On Social Capital1375 Words   |  6 Pagesdefinition of social capital must be clarified. Former president of the American Political Science Association, Robert Putnam explains in his book Bowling Alone: The Collapse and Revival of American Community that â€Å"social capital refers to connections among individuals† and the mutual benefits that arise from these connections- a society with remunerative or moral â€Å"isolated individuals is not necessarily rich in social capital† (Putnam 18). To assess the Internet’s impact on social capital the ways ofRead MoreSocial Capital Essay3082 Words   |  13 PagesSocial Capital Social capital has gained tremendous popularity in recent years, driven in large part by the work of James Coleman, Pierre Bourdieu, and Robert Putaman. This increased attention for social capital is evident among several research topics, conference papers, dissertations, and educational journals. Social capital is the name given to a store of value generated when a group of individuals invests resources in fosteringRead MoreThe Role of the Media in Influencing Political Attitudes in a Democracy2208 Words   |  9 Pagessource of countervailing information depending on the candidate the media supports. Putnam’s argument Putnam views political awareness from the generation point of view. Depending on the year a person was born and the different factors that surrounded the birthdate so is the person’s level of political awareness. There has been declining level of political awareness since the World War II (Putnam, 114). The lack of political engagement can be attributed to lack of galvanizing the people to a commonRead MoreIncome Inequality in the United States Essay3271 Words   |  14 Pagesdemocratically governed counties. The idea of the American dream is that all citizens have equal civil liberties and a responsive government. However the effectiveness of democracy is being threatened by increasing inequality in the United States. â€Å"The dominant view holds that economic development and modernization are the key to the continued growth of democracy† (Snider and Faris 2001; United Nations, 2011). In the last decade especially the American Society has had significant moments of increasingRead MoreFactors Affecting Good Governance in Pakistan5795 Words   |  24 Pagesassociations enhance the capacity of people to work together. By helping residents to overcome combined action problems, trust and membership in voluntary associations are recognized as important factors in building the basis for responsive governance (Putnam 1993, 2000). World Bank has described the concept of good governance in various dimensions such as rule of law, government effectiveness, regulatory quality and control of corruption. These dimensions cover the whole society and economic sectors ofRead MoreWhat Is Entertainment?7217 Words   |  29 Pagesâ€Å"republic of entertainment† (11). Many Americans seem to feel entitled to high-quality entertainment (Zillmann and Vorderer viii), and more and more entertainment jostles for their attention (Wolf 46). Zillmann goes so far as to predict that entertainment â€Å"will define, more than ever before, the civilizations to comeâ €  (â€Å"Coming of Media Entertainment† 18). The importance of entertainment can be gauged by a study conducted by Brock and Livingston (259). They asked 115 American undergraduates how much moneyRead MoreFactors Influence Consumer Adoption Of Dropbox5973 Words   |  24 Pagessame time frame, as the sharing economy continues its stunning rise. These key sectors – peer-to-peer finance, online staffing, peer-to-peer accommodation, car sharing and music/video streaming – are continuing to grow at a rapid rate. Economist Robert Vaughn believe that the economy is showing no sign of slowing down. Vaughn explains, â€Å"the sharing economy is a result of a long term megatrends colliding together, driven mainly by advances in technology, resources scarcity and social change. OverRead MoreDissertation-Viral Marketing27075 Words   |  109 Pagesthrough desktop and mobile devices. With the increase in consumption of the mass media and internet, the decline of com munity activity has been one of the dominant social trends of recent decades across the world’s advanced economies (Putnam 2000). American social scientist Robert Putnam wrote about this trend, but also saw the potential of revival of these communities through internet (Putnam 2000). The Cluetrain Manifesto (Levine 2009), the 1999 internet marketing book also made a similar point in that

My Vision At Centipede Soccer - 1726 Words

Overview My vision this summer came alive with the help of the Kokomo YMCA, when I was granted the opportunity to coach Centipede Soccer. Centipede Soccer is the perfect introduction to the game of soccer for children of the ages 3-5. The mission of this program is that the children will learn the fundamentals of the game in a non-competitive atmosphere, while working on motor skills, coordination and listening skills. The benefits of the Y’s youth sports programs for the little ones are big both on and off the field. My role as the coach was to find fun ways to make this a great first time soccer experience for all the children by showcasing the different skills and objectives of the game but also advocating new skills to maintain a†¦show more content†¦My first and probably most important duty as a coach to this younger age group was to make all activities fun and easy to understand, but to also think about safety and the well-being of all my players. Because this was many o f the team’s first soccer experience, going over the proper equipment was key to do to ensure they were all protected with the right shoes and shin guards. While watching the first few practices and games, it was becoming clear to see which areas needed the most amount of work on and picking up on these things are vital to plan creative drills that will improve each skill. All of my hard work with planning the lessons for the day to creating a positive environment for the children to learn and thrive follows right along with the mission of Centipede Soccer by instilling the importance of teamwork. Objectives. Within this Sport and Fitness Internship, it was my agreement to coach a minimum of 40 hours at Darrough Chapel Park through a partnership with the Kokomo YMCA’s Soccer Program. This permitted me the chance to put all my knowledge and skills to the test, whether it was being recalled from my soccer experience growing up or getting the first hand feel of how to apply what I have learned from my courses at IU Kokomo University in the past semesters. Regardless of which method gave me better insight on coaching, this internship has become a stepping stone in showcasing my efforts don’t go unnoticed and that I am going to do great things

The Treaty Of Versailles Ended World War I - 1480 Words

In 1919, the Treaty of Versailles ended World War I. The Treaty proclaimed that Germany was to take full blame of the war and pay several reparations, ergo Germany fell into a state of decline. The detestation for both the loss of war and the Treaty of Versailles are simply a few of the factors that enabled Adolf Hitler to rise to power. Hitler and the Nazi Party underwent many policies to construct his ideal Germany. This investigation will focus more directly on Hitler’s domestic policies and how they reflected his pro-Aryan beliefs in order to fully answer the research question: Analyze how Hitler’s domestic policies after 1933 impacted women and minorities. Hitler’s domestic policies largely fostered the negative treatment of those of†¦show more content†¦Due to the state of his country, it is clear why Hitler would write so negatively about the world. A secondary source that was used for this investigation was the United States Holocaust Memorial Mu seum website. The museum’s Council includes many representatives, one of whom is Elie Wiesel, one of the world’s most famous Holocaust survivors. Obviously, the Museum’s information is valued since it has both historical information and valuable first-hand accounts. Furthermore, a value to this information is that it was initiated in 1976. Creating a museum decades after the incident allows the creators to correctly piece the Holocaust with its’ origins and its’ results. A limitation to this source, however, is that it is established in the United States, hence the museum is limited to the American perspective. As America fought against Germany in the war, information from America comprehensibly views Germany’s actions negatively. The Nazi’s attitude towards women can be broken down into two phases: before and during World War II. Hitler considered women as lesser than men. Women as mothers were all they should be, as â€Å"‘emancipation of women’ was invented by Jewish intellectuals and was clearly associated with Marxism† (Simkin). Hitler used the widespread fear of communism to persuade Germans against women emancipation. He then encouraged women to stay at home and reproduce, for they were to

Privatization Reform During Latin America - 769 Words

Conclusion Since the 1980s, transnational actors have disseminated ideas of education privatization throughout Latin America. Although by similar means, these policy ideas arrived at different historical moments at Chile and Argentina. Privatization ideas made its way in Chile carried by the influential Chicago boys, during the critical juncture of the authoritarian regime. The market-based reform served the interests of the military regime, and faced very little resistance given the repression and dismantling of the teacher union, and the penetration of the economic logic in the Ministry of Education. Timing, carriers and weak opposition allowed a complete replacement of the domestic education policy. Later in democracy, state-oriented education bureaucrats were not able to reverse the policy change. Although they tried to build on the inherited model and use the state as a way to correct the failures of the education market, the inconsistency between their goals and their means ended up repro ducing and strengthening the privatized model. By contrast in Argentina, the economic perspective arrived timidly and late when the country was making its transition to democracy. The resistance of the teacher union and provincial governments towards fiscal decentralization, and the reluctance of the ministry of education to market-based reforms, refrained the government from proposing explicit privatization instruments such as vouchers. Instead, the government gradually changedShow MoreRelatedThe Policy Instruments And The International Monetary Fund1373 Words   |  6 Pagesgeneral consensus regarding economic development polices in Latin America (Williamson 1990). He outlined a framework and described ten policy instruments that policymakers agreed were necessary to aid developing countries. 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Dr Faustus free essay sample

In Histriomastix, his 1632 polemic against the drama, William Prynne records the tale that actual devils once appeared on the stage during a performance of Faustus, to the great amazement of both the actors and spectators. Some people were allegedly driven mad, distracted with that fearful sight. John Aubrey recorded a related legend, that Edward Alleyn, lead actor of The Admirals Men, devoted his later years to charitable endeavors, like the founding of Dulwich College, in direct response to this incident. [3] [edit] Text The play may have been entered into the Stationers Register on 18 December 1592—though the records are confused, and appear to indicate a conflict over the rights to the play. A subsequent Stationers Register entry, dated 7 January 1601, assigns the play to the bookseller Thomas Bushnell, the publisher of the 1604 first edition. Bushnell transferred his rights to the play to John Wright on 13 September 1610. [4] [edit] The two versions Two versions of the play exist: 1. The 1604 quarto, printed by Valentine Simmes for Thomas Law; sometimes termed the A text. The title page attributes the play to Ch. Marl. . A second edition (A2) in 1609, printed by George Eld for John Wright, is merely a reprint of the 1604 text. The text is short for an English Renaissance play, only 1485 lines long. 2. The 1616 quarto, published by John Wright, the enlarged and altered text; sometimes called the B text. This second text was reprinted in 1619, 1620, 1624, 1631, and as late as 1663. The 1616 version omits 36 lines but adds 676 new lines, making it roughly one third longer than the 1604 version. Blank verse is largely reserved for the main scenes while prose is used in the comic scenes. Modern texts divide the play into five acts; act 5 being the shortest. As in many Elizabethan plays, there is a chorus that does not interact with the other characters but rather provides an introduction and conclusion to the play and gives an introduction to the events that have unfolded at the beginning of some acts. Along with history and language style, scholars have critiqued and analyzed the structure of Doctor Faustus and its effects on the play as a whole. Leonard H. Frey wrote a document entitled â€Å"In the Opening and Close of Doctor Faustus,† which mainly focuses on Faustus’s opening and closing soliloquies. He stresses the importance of the soliloquies in the play, saying: â€Å"the soliloquy, perhaps more than any other dramatic device, involved the audience in an imaginative concern with the happenings on stage†. [13] By having Doctor Faustus deliver these soliloquies at the beginning and end of the play, the focus is drawn to his inner thoughts and feelings about succumbing to the devil. The soliloquies have parallel concepts. In the introductory soliloquy, Faustus begins by pondering the fate of his life and what he wants his career to be. He ends his soliloquy with the solution and decision to give his soul to the devil. Similarly in the closing soliloquy, Faustus begins pondering, and finally comes to terms with the fate he created for himself. Frey also explains: â€Å"The whole pattern of this final soliloquy is thus a grim parody of the opening one, where decision is reached after, not prior to, the survey†. [14] [edit] Synopsis [edit] Faustus learns necromancy As a prologue, the Chorus tells us what type of play Doctor Faustus is. It is not about war and courtly love, but about Faustus, who was born of lower class parents. This can be seen as a departure from the medieval tradition; Faustus holds a lower status than kings and saints, but his story is still worth telling. It gives an introduction to his wisdom and abilities, most notably in academia, in which he excels so tremendously that he is awarded a doctorate. During this opening, we also get our first clue to the source of Faustuss downfall. Faustuss tale is likened to that of Icarus, who flew too close to the sun and fell to his death when the sun melted his waxen wings. This is indeed a hint to Faustuss end as well as bringing our attention to the idea of hubris (excessive pride) which is represented in the Icarus story. Faustus comments that he has reached the end of every subject he has studied. He appreciates Logic as being a tool for arguing; Medicine as being unvalued unless it allowed raising the dead and immortality; Law as being upstanding and above him; Divinity as useless because he feels that all humans commit sin, and thus to have sins punishable by death complicates the logic of Divinity. He dismisses it as What doctrine call you this? Que sera, sera (What will be, shall be). He calls upon his servant Wagner to bring forth Valdes and Cornelius, two famous magicians. The Good Angel and the Bad Angel dispense their own perspective of his interest in Satan. Though Faustus is momentarily dissuaded, proclaiming How am I glutted with conceit of this? , he is apparently won over by the possibilities Magic offers to him. Valdes declares that if Faustus devotes himself to Magic, he must vow not to study anything else and points out that great things are indeed possible with someone of Faustuss standing. Faustuss absence is noted by two scholars who are less accomplished than Faustus himself. They request that Wagner reveal Faustuss present location, a request which Wagner haughtily denies. The two scholars worry about Faustus falling deep into the art of Magic and leave to inform the King. Faustus summons a devil, in the presence of Lucifer and other devils although Faustus is unaware of it. After creating a magic circle and speaking an incantation in which he revokes his baptism, Faustus sees a devil named Mephistophilis appear before him. Faustus is unable to tolerate the hideous looks of the devil and commands it to change its appearance. Faustus, in seeing the obedience of the devil (for changing form), takes pride in his skill. He tries to bind the devil to his service but is unable to because Mephistophilis already serves Lucifer, the prince of devils. Mephistophilis also reveals that it was not Faustuss power that summoned him but rather that if anyone abjures the scriptures it results in the Devil coming to claim their soul. Mephistophilis introduces the history of Lucifer and the other devils while indirectly telling Faustus that hell has no circumference and is more of a state of mind than a physical location. Faustus inquiries into the nature of hell lead to Mephistophilis saying: Oh, Faustus, leave these frivolous demands, which strikes a terror to my fainting soul. [edit] The pact with Lucifer Using Mephistophilis as a messenger, Faustus strikes a deal with Lucifer: he is to be allotted twenty-four years of life on Earth, during which time he will have Mephistophilis as his personal servant. At the end he will give his soul over to Lucifer as payment and spend the rest of time as one damned to Hell. This deal is to be sealed in Faustuss own blood. After cutting his arm, the wound is divinely healed and the Latin words Homo, fuge! (Flee, man! ) then appear upon it. Despite the dramatic nature of this divine intervention, Faustus disregards the inscription with the assertion that he is already damned by his actions thus far and therefore left with no place to which he could flee. Mephistophilis brings coals to break the wound open again, and thus Faustus is able to take his oath that was written in his own blood. edit] Wasting his skills Faustus begins by asking Mephistophilis a series of science-related questions. However, the devil seems to be quite evasive and finishes with a Latin phrase, Per inoequalem motum respectu totius (through unequal motion with respect to the whole thing). This sentence has not the slightest scientific value, thus giving the impression that M ephistophilis is untrustworthy. Two angels, one good and one bad, appear to Faustus: the good angel urges him to repent and revoke his oath to Lucifer. This is the largest fault of Faustus throughout the play: he is blind to his own salvation. Though he is told initially by Mephistophilis to leave these frivolous demands, Faustus remains set on his souls damnation. Lucifer brings to Faustus the personification of the seven deadly sins. Faustus fails to see them as warnings and ignores them. From this point until the end of the play, Faustus does nothing worthwhile, having begun his pact with the attitude that he would be able to do anything. Faustus appears to scholars and warns them that he is damned and will not be long on the earth. He gives a speech about how he is damned and eventually seems to repent for his deeds. Mephistophilis comes to collect his soul, and we are told that he exits back to hell with him. [edit] Damnation or salvation The text leaves Faustuss final confrontation with Mephistophilis offstage, and his final fate obvious. The scene following begins with Faustuss friends discovering his clothes strewn about the stage: from this they conclude that Faustus was damned. However, his friends decide to give him a final party, a religious ceremony that hints at salvation. The discovery of the clothes is a scene present only in the later B text of the play — in the earlier version of the play devils carry Faustus off the stage. [15] [edit] The Calvinist/anti-Calvinist controversy The theological implications of Doctor Faustus have been the subject of considerable debate throughout the last century. Among the most complicated points of contention is whether the play supports or challenges the Calvinist doctrine of absolute predestination, which dominated the lectures and writings of many English scholars in the latter half of the sixteenth century. According to Calvin, predestination meant that God, acting of his own free will, elects some people to be saved and others to be damned — thus, the individual has no control over his own ultimate fate. This doctrine was the source of great controversy because it was seen by the so-called anti-Calvinists to limit mans free will in regard to faith and salvation, and to present a dilemma in terms of theodicy. At the time Doctor Faustus was performed, this doctrine was on the rise in England, and under the direction of Puritan theologians at Cambridge and Oxford had come to be considered the orthodox position of the Church of England. 16] Nevertheless, it remained the source of vigorous and, at times, heated debate between Calvinist scholars, such as William Whitaker and William Perkins, and anti-Calvinists, such as William Barrett and Peter Baro. [17] The dispute between these Cambridge intellectuals had quite nearly reached its zenith by the time Marlowe was a student there in t he 1580s, and likely would have influenced him deeply, as it did many of his fellow students. [18] Concerning the fate of Faustus, the Calvinist concludes that his damnation was inevitable. His rejection of God and subsequent inability to repent are taken as evidence that he never really belonged to the elect, but rather had been predestined from the very beginning for reprobation. In his Chiefe Points of Christian Religion, Theodore Beza, the successor to John Calvin, describes the category of sinner into which Faustus would most likely have been cast: To conclude, they which are most miserable of all, those climb a degree higher, that their fall might be more grievous: for they are raised so high by some gift of grace, that they are little moved with some taste of he heavenly gift: so that for the time they seem to have received the seed But this is plain, that the spirit of adoption, which we have said to be only proper unto them which are never cast forth, but are written in the secret of Gods people, is never communicated to them, for were they of the elect they should remain still with the elect. All these therefore (because of necessity, and yet willingly, as they which are under the slavery of sin, return to their vomit, and fall away from faith) are plucked up by the roots, to be cast into the fire. 19] For the Calvinist, Faustus represents the worst kind of sinner, having tasted the heavenly gift and rejected it. His damnation is justified and deserved because he was never truly adopted among the elect. According to this view, the play demonstrates Calvins three-tiered concept of causation, in which the damnation of Faustus is first willed by God, then by Satan, and finally, by himself. 20] As Calvin himself explains it in his Institutes of Christian Religion: We see therefore that it is no absurdity, that one self act be ascribed to God, to Satan, and to man: but the diversity in the end and manner of doing, causeth that therein appeareth the justice of God to be without fault, and also the wickedness of Satan and man, bewrayeth itself to their reproach. [21] The anti-Ca lvinist view, however, finds such thinking repugnant, and prefers to interpret Doctor Faustus as a criticism of such doctrines. One of the greatest critics of Calvinism in Marlowes day was Peter Baro, who argued that such teachings fostered despair among believers, rather than repentance among sinners. He claimed, in fact, that Calvinism created a theodical dilemma: What shall we say then? That this question so long debated of the Philosophers, most wise men, and yet undetermined, cannot even of Divines, and men endued with heavenly wisdom, be discussed and decided? And that God hath in this case laid a crosse upon learned men, wherein they might perpetually torment themselves? I cannot so think. 22] Baro recognized the threat of despair which faced the Protestant church if it did not come to an agreement of how to understand the fundamentals. For him, the Calvinists were overcomplicating the issues of faith and repentance, and thereby causing great and unnecessary confusion among struggling believers. Faustus himself confesses a similar sentiment regarding predestination: The reward of sin is death. Thats h ard. If we say that we have no sin, We deceive ourselves, and theres no truth in us. Why then belike we must sin, And so consequently die. Ay, we must die an everlasting death. What doctrine call you this? Che sera, sera, What will be, shall be? Divinity, adieu! [23] Ultimately, however, the theology of Marlowe and the text of Doctor Faustus remain far too ambiguous for any kind of conclusive interpretation. [edit] Quotations Faustus includes a well-known speech addressed to the summoned shade of Helen of Troy, in Act V, scene I. The following is from the Gutenberg project e-text of the 1604 quarto (with footnotes removed). Faustus Was this the face that launchd a thousand ships, And burnt the topless towers of Ilium Sweet Helen, make me immortal with a kiss. [kisses her] Her lips suck forth my soul: see, where it flies! Come, Helen, come, give me my soul again. Here will I dwell, for heaven is in these lips, And all is dross that is not Helena. I will be Paris, and for love of thee, Instead of Troy, shall Wertenberg be sackd; And I will combat with weak Menelaus, And wear thy colours on my plumed crest; Yea, I will wound Achilles in the heel, And then return to Helen for a kiss. O, thou art fairer than the evening air Clad in the beauty of a thousand stars; Brighter art thou than flaming Jupiter When he appeard to hapless Semele; More lovely than the monarch of the sky In wanton Arethusas azurd arms; And none but thou shalt be my paramour! Excerpts from this speech appear in the film Shakespeare in Love and the Star Trek episode The Squire of Gothos; it also served as inspiration for the title of Volume 1 of the popular Age of Bronze comic book. Another well-known quote comes after Faustus asks Mephistophilis how he is out of Hell, to which Mephistophilis replies: Why this is hell, nor am I out of it. Thinkst thou that I, who saw the face of God, And tasted the eternal joys of heaven, Am not tormented with ten thousand hells In being deprived of everlasting bliss? This quote comes from a translation of Saint John Chrysostom, and implies that Mephistophilis has both a deep knowledge of God and a desire to return to heaven. [edit] Themes and motifs One theme in Doctor Faustus is sin. Throughout the play, Faustus is continuously making wrong choices. His first sin was greed. Faustus began his downfall by making a pact with the devil. Doctor Faustus is a German scholar who is well known for his accomplishments. He grows sick of the limitations on human knowledge, which leads him to his interest with magic. [24] Faustus summons a demon, Mephistophilis, ordering him to go to Lucifer with the offer of Faustus’s soul in return for twenty-four years of servitude from Mephistophilis. At the news of acceptance from Lucifer, Faustus begins his years filled with sinful nature. Faustus feeds sin with his need for power, praise, and trickery. [25] He becomes absorbed in the way people look up to him, believing him to be a sort of ‘hero’. In the end, Faustus realizes his mistake in believing power will bring him happiness. At the end of his twenty-four years, Faustus is filled with fear and he becomes remorseful for his past actions, yet this comes too late. When fellow scholars find Faustus the next morning, he is torn limb from limb, with his soul carried off to hell. In terms of historical context, a major thematic idea is that related to knowledge and the quest for it. With Enlightenment thinkers demonstrating the extent to which the sciences and rational speculation could inform human knowledge of the cosmos and other pressing mysteries of the age, Marlowe presents the idea of hubris which undamentally relates to the search for knowledge in a religious age. Marlowe also draws significant attention to feelings experienced both by himself and other thinkers of his time: the unsatisfying nature of the answers found as part of this quest and the impossibility of learning everything in a lifetime as brief as that of a human. Satanism and death are also prevalent themes. Marlowe sets the story in Witten burg, Germany with Faustus selling his soul to the devil and declaring his servitude to Satan, Mephistophilis: â€Å"I am a servant to great Lucipher and may not follow thee without his leave. No more than he commands we must perform† (p 13 line 39-41). Marlowe shows throughout the play that his vow to forever be a servant of Satan negatively affects his life and how had he known what he was getting into, then he would never have made a deal with the devil. Magic is also a motif that plays a major role in Dr. Faustus. Faustus’s downfall began with his love of knowledge, which leads for his need to use magic. Faustus loves the praise that he gets when people view him as a ‘genius’, which supports his need to have ‘special powers’. 26] Faustus enjoys playing tricks on people by using his powers, and even goes so far as to use his powers on a dragon. He summons demons with magic, and later brings Helen of Troy to comfort him in his final hours. The use of magic is a show of Faustus’s ‘demoralization’. He no longer wants to be a mere mortal he wants to be as powerful as the devil himself. [27] One of the most apparent themes in Doctor Faustus is the battle between good and evil. At the beginning of the play, Faustus finds himself torn between good and evil, knowing the distinction and consequences of the two, but overwhelmed by his desire for worldly pleasures. Faustus’s desire for mortal satisfaction is personified through the seven deadly sins who all speak to him and tempt him. Nicholas Kiessling explains how Faustus’s sins brings about his own damnation, saying: â€Å"Faustus’s indulgence in sensual diversions, for, once being committed to the pact with Satan, Faustus partakes of the sop of sensuality to blot out his fears of impending damnation†[28] Another illustration of Faustus’s battle between good and evil is shown through the good and evil angels which try to influence his decisions and behavior. Kiessling says, â€Å"Although Faustus does not heed the plea, Marlowe very evidently implies that the chance for redemption still exists†. [29] Although Faustus recognizes the consequences of choosing to listen to the evil spirit over the good spirit, he cannot resist the temptations of the devil and the worldly and mortal pleasures he offers. [edit] Mephistophilis Mephistophilis is a demon which Faustus conjures up while first using his magical powers. Readers initially feel sympathy for the demon when he attempts to dissuade Faustus from giving his soul to Lucifer. Mephistophilis gives Faustus a description of hell and the continuous horrors it possesses. He wants Faustus to know what he is getting himself into before going through with the plan. â€Å"Think’st thou that I who saw the face of God And tasted the eternal joy of heaven Am not tormented with ten thousand hells In being deprived of everlasting bliss? O Faustus, leave these frivolous demands Which strikes a terror to my fainting soul! † [30] Sadly, his attempts fail with Faustus believing that supernatural powers were worth more than a lifetime in hell. Say he (Faustus) surrender up to him (Lucifer) his soul So he will spare him four and twenty years, Letting him live in all voluptuousness Having thee (Mephistophilis) ever to attend on me† (Marlowe 15) Some scholars argue that Mephistophilis depicts the sorrow that comes with separation from God. Mephistophilis is foreshadowing the pain Faustus would have to endure, should he go through with his plan. [31] In this facet, Faustus can be likened to Icarus, whose insatiable ambition was the source of his misery and the cause of his plight. [edit] Adaptations The play was adapted for the screen in 1967 by Richard Burton and Nevill Coghill, who based the film on an Oxford University Dramatic Society production in which Burton starred opposite Elizabeth Taylor as Helen of Troy. A stage production at the Greenwich Theatre in London in 2009, which was directed by Elizabeth Freestone and which starred Tim Treolar as Mephistopheles and Gareth Kennerley as Faustus, was filmed for DVD release by Stage on Screen. It played in repertoire with School for Scandal. [edit] Critical history Doctor Faustus has raised much controversy due to its interaction with the demonic realm. 32] Before Marlowe, there were few authors who ventured into this kind of writing.

Personal Teaching Philosophies Centre

Question: Discuss about the Personal Teaching Philosophies Centre. Answer: Introduction Teachers are the professionals, who help their fellows to acquire knowledge, competences and values of life. A teacher has a significant contribution in shaping a students life; however, the success of the profession depends upon the philosophies the teacher follows in her professional life. It is a complex, multifaceted activity, which often requires the teachers to play the role of a multitasker. Thus, some teaching principles and standards should be followed by the teacher to make teaching more effective and efficient, thereby being able to implement principles to meet their commitment aligning with the procedures and policies or the institution as well as with the professional goal. In this paper, I will discuss about my personal philosophy of teaching. Personal Philosophy of Teaching According to my perspectives, if an individual expert does not understand the best way of communicating her knowledge to her students, her expertise is useless. Communication is one of the key aspects for distributing knowledge and help students to build their own knowledge base along with self esteem. I have always tried to be an excellent communicator, to identify my students area of interest and explore individuals choices regarding a subject. From my life experience I have observed that people who build up their career upon their area of interest gain huge success in life compared to people who try to build up their career upon a subject, which is out of his area of interest. On the other hand, another philosophy of mine is to create a student-centred learning environment in the classroom and provide the opportunity to the students to connect the learning environment and tools with the real world. Promoting the connections between the real worlds and learning environment, I give my students the opportunity to implement their learning in future, as a result students feel the learning curriculum more interesting and useful. Another important philosophy of mine, which I have learned from my professional career that it is crucial to understand the individual student, his interest and learning pattern, based on which I decide his learning materials, which provides me the opportunity to explore the students ability. I have aligned by philosophy with standard 1.2, understand how student learn by AITSL. Another personal philosophy is ensuring equal opportunity to all, while helping students from diverse cultural and linguistic background to be familiar in the learning environment. I attempt to treat them as individual student and identify their specific needs, based on which I develop their learning plan and help them to set goals for their career. I believe in continuous professional development through continuous learning. We can learn from everyone, everywhere. Sometimes, I learn some important aspects of life from my students also, which helps me to be up-to-date with the society. In this context, my colleagues, peers, family members also help me to keep myself up-to-date. It also helps me to understand the teaching content and strategies for the curriculum I teach. I like to gather new knowledge to enrich my knowledge base and apply those engaging learning and teaching programs. This philosophy support standard 2.1 Content and teaching strategies of the teaching area by AITSL. One of my key philosophies in my professional area is setting goal along with the evaluation of the goal on the basis of the teaching content, strategies and students needs. However, I would not be able to attain my goals, until I successfully manage the classroom. Thus, I believe that managing the classroom is very important for meeting both students as well as my professional goals. In this context, I always prefer to build a trustworthy relationship with my students, which is the basis of understanding a students specific and additional needs. Promoting a positive and two-way communication helps students to feel valued and ask questions freely, thereby improving their knowledge base. I dont believe in showing authority and maintaining a strict learning atmosphere in my classroom, rather I prefer to connect with each student at a very close level, where they can communicate about their interest and doubts freely, whereas respect me as well. For this I use the most relevant up-to-da te strategies, which help to promote a strong relationship as well as build up a strong sense of their responsibilities in classroom. Through these philosophies I meet standard 3, plan and implement effective teaching and learning by AITSL. The collaborative learning is being promoted in the classroom by adopting this philosophy. I have promoted the learner-centred approach in my classroom, where learners interests and needs are being prioritized throughout the curriculum and everyday schedule. In addition, this key approach is followed by the collaborative and interactive approach in class. After identifying learners needs, I used to promote team work for improving their interaction with each other, because, I believe students can learn a lot of real-life aspects from each others, which can be implemented in future. In my entire career I always tried to emphasize my skills and abilities to meet the needs of service users or learner and collaborating with others made me able to promote the most effective strategies for learners benefit. Learner centred approach keeps at the centre of learning activities, based on their needs, the curriculum is developed, which makes them to feel valued and improve their intellectual development. On the other hand, collaborative and interactive approach helps them to adopt social skills. On the other hand, continuous learning through the connecting their curriculum tasks with the real world improves their physical and cognitive development, which they would be able to implement in future. As I have revealed in my personal philosophy that I dont like to provide equal treatment to all, for this I always involve students in groups, where diverse cultural student take part and interact with each other to improve their knowledge base and complete curriculum activities. On the other hand, promoting two-way communication and building a strong and individualized relation with children, I prioritize specific needs of each student, their abilities and disabilities as well as their specific cultural needs. Teaching Mission Statement Goals Plans Link with personal philosophy To prepare the lesion plan for the class Short term Discuss the curriculum syllabus with other colleagues, meet individual student to understand their goals setting the curriculum plan considering specific needs for students , evaluation of the plan and setting time goal for achieving the goal In my personal philosophy I have depicted that I follows the learner focused approach and consider every learners needs, based on which I plan the curriculum plan. To achieve this short term goal, I need to be focused on my personal philosophy. To establish discipline in classroom Short term Arranging conversation with students as teams regarding the importance and impact of discipline upon their career growth. Discussing the disciplines and assisting them in understanding the ways of adopting them, evaluating their compliance, rewarding and praising students for complying the disciplinary rules I have mentioned in classroom that I dont like to show authority in class and promote strict ambiance in the classroom, rather I promote a strong relation build up, where students would feel free to communicate with me and show respect towards me as well as the entire educational system; combination of these philosophies embrace discipline concept among students To create a positive learning environment and continuous development Short term Providing students opportunities to collaborate with each other regarding other students issues, continuously evaluating students performance in class and helping them at the areas of poor performance. While discussing about the student-centred learning philosophies, I have mentioned that by building relationship and helping them to connect their work with the real life practices, I always attempt to establish a positive learning environment To promote self-regulating behaviours Long term Set challenging goals, helping others in conflict situation and evaluating behaviour during these period, based on which further improvement in plan would be created In my personal philosophies, I have depicted that I always attempt to evaluate my skills and abilities by approaching difficult and multitasking roles in my professional field and evaluate my skills based on my abilities, which aligns with this goal Improve my communication skills Long term Meeting with parents and colleagues to improve communication skills, attend diverse language courses to improve I have always prioritized communication as a key tool for improving individuals skills and abilities and it improved through more and more interaction with different kinds of people To align my professional goals with continuous professional development Long term Gathering information from everyone I meet in school as well as my community, using internet and other software to keep myself up-to-date, implementing knowledge gathered from the periphery in real life practices Continuous professional development is one of the key philosophy I always follow, according to which I have made this goal, where I pledge for keeping myself up-to-date, even I have also mentioned that I sometimes learn from my fellow students also Conclusion In the current paper, I have discussed about my personal teaching philosophies, which are continuously helping me to climb up the ladder of my career in an easy and effective way. Based on my own teaching philosophies and approaches, I have developed short and long term goals for further improvement in my career and professional skills. Bibliography Australian Institute for Teaching and School Leadership (AITSL). (2012i). Australian professional standards for teachers: Illustrations of practice: Engaging parents in student learning [Video file]. Retrieved from https://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00235 Choy, S. C., Oo, P. S. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom? International Journal of Instruction, 5(1), 167182. Connell, R. (2009). Good teachers on dangerous ground: towards a new view of teacher quality and professionalism. Critical Studies In Education, 50(3), 213-229. doi:10.1080/17508480902998421 Horwath, R. (2012). Identify Your Purpose. Personal Excellence, 17(2), 6. Ingvarson, L. (2010). Recognising accomplished teachers in Australia: Where have we been? Where are we heading?. Australian Journal Of Education (ACER Press), 54(1), 46-71. Jenkins, C. (2011). Authenticity through Reflexivity: Connecting Teaching Philosophy and Practice. Australian Journal Of Adult Learning, 5172-89. Mart, C. T. (2013). A passionate teacher: Teacher commitment and dedication to student learning. International Journal of Academic Research in Progressive Education and Development, (2)1, 437442. Retrieved from https://www.hrmars.com/admin/pics/1658.pdf Rockel, J. (2009). A pedagogy of care: Moving beyond the margins of managing work and minding babies. Australasian Journal Of Early Childhood, 34(3), 1-8.