Holden and Phoebe

In a furor of pity and dissatisfaction on the night that Allele kicked the bucket, Holder crushed all the windows in his carport with his exposed clench hands. I was just thirteen, and they would have me analysis and all, since I broke all the windows in the carport. I don't accuse them. I truly don't. I rested in the carport the night he passed on, and I broke all the goddamn windows with my first Just because of the price of tea in China. My hand despite everything harms me now and again, when it downpours and all, and I can't make a genuine clench hand any more†¦ Although Holder is blameless, he isn't innocent. Society has influenced him to the degree that he knows about the expense of things, yet squanders his cash on taxis, as he needs to stay away from the telephones on transports. He alludes to the estimation of his jacket, his cases, his typewriter and even his pens, however he doesn't value his assets as he parts with his typewriter and loans his jacket to Seedeater. At the point when his gloves were taken, the main thing he thought about was that he became cold.When he was a youngster he lost his assets †so now as an adolescent he neglects to take his change and loathes individuals ho invest energy at luxurious cafés and famous bars; yet there is a dishonest side to him which makes him take taxis, go to bars, films and theaters, and remain in lodgings. Society has taken everything from Holder, both of his sibling's quality and his folks Seedeater gets all he claims, his garments and even the young lady he loves.His assets are taken at school. On account of the entirety of this, he believes he should dismiss society. It isn't astounding that he believes he should go to youngsters; all things considered, they are an image of blamelessness, and they have not dismissed him. He says that he might want to e ‘The Catcher in the Rye', who is an anecdotal character in a Burns sonnet, who stops youngsters running off the edge off bluff while pl aying in rye fields.This similarity encapsulates the main future Holder can see with his own eyes. Phoebe is the main individual Holder trusts. Her rational soundness and instinctive nature reestablishes certainty of society in Holder. Because of his adoration from Phoebe a total breakdown by the lake, and from an inconsequential getaway later. Holder despises wolves in sheep's clothing and telephones, however meets not many individuals who are straightforward, so he sums up and says there are telephones surrounding him, something else that makes IM an untouchable of society.Even his educators are telephones; Mr. Spencer acts before the director, and the superintendent acts before the rich guardians and Mr. Anatolian seems to have slanted ethics. Holder's folks are missing in his life, his father is an attorney who is extremely severe as found in â€Å"Daddy will execute you† he additionally doesn't show love towards Holder. Holder's mom isn't exceptionally keen on neither hi s nor Phoebe's lives as when she finds Phoebe smoking, as all she says is â€Å"l don't care for that, Phoebe. I don't care for that by any means. † (159)

Essay Sample on the book “Tuesdays with Morrie” by Mitch Albom

Exposition Sample on the book â€Å"Tuesdays with Morrie† by Mitch Albom Model Essay on the book Tuesdays with Morrie by Mitch Albom: How Flashbacks Give a Deeper Meaning to the Story Tuesdays with Morie â€Å"I’ve got such a significant number of individuals who have been engaged with me right up front, close ways. What's more, love is the manner by which you remain alive, considerably after you are gone,† (Mitch 136). Mitch Albom, the writer of the novel Tuesdays with Morrie, utilizes flashbacks to bring out further undertone to the story. The book is a record of the connection among Mitch and his perishing educator. At the core of the account is the fourteen Tuesdays that denoted the get-together of Mitch and his teacher following a time of sixteen years. Basically, the Tuesdays speak to the days that Mitch used to visit his debilitated educator in the wake of being analyzed by the terminal ASL. Consequently, the days were brimming with exercises about existence. The book typifies the last long periods of Morrie Schwartz and how the days changed the life of Mitch through the exercises. Henceforth, Mitch took in a ton from the teacher. So as to encapsulate the intrins ic exercises that he leant from Morrie. Mitch summons the past using flashbacks. â€Å"weve had thirty-five years of companionship. You dont need discourse or hearing to feel that, (Mitch 71). The flashbacks utilized not just return the peruser to the foundation of the story yet additionally uncovered the genuine meaning of Mitch’s experience. Mitch ensures that he blends the present in the midst of flashbacks of the some time in the past, with the goal that the peruser can value the profundity the contact between Mitch Albom and Morrie Schwartz. Over the span of Albom’s visits, the teacher notes thatI realize what a hopelessness being youthful can be, so dont reveal to me its so extraordinary, (Mitch 117). This draws out the genuine embodiment of Morrie’s exercises to Albom. The statements summon the past encounters of the educator who utilizes his comprehension to pass eminent exercises to his understudy. Here we discover a great deal of insight in the author’s decision of flashback to supplement the portrayal. At one point he expresses that Ive found out this much about marriage. You get tried. You discover what your identity is, who the other individual is, and how you oblige or dont, (Mitch 149). Maybe this was a critical exercise for Albom who was battling with the issue of family (Schwartz 11). At a specific age the creator had disregarded his family for work believing that his last bliss will originate from work. The educator further solidifies his exercise by expressing that, such a large number of individuals stroll around with a pointless life. They appear to be half-sleeping, in any event, when theyre occupied with doing things they believe are significant. This is on the grounds that theyre pursuing an inappropriate things. The manner in which you get significance into your life is to dedicate yourself to adoring others, give yourself to your locale around you, and commit yourself to making something that gives you reason and importance, (Mitch 43). Mitch’s capacity to join the utilization of flashbacks with the portrayal of the story makes the peruser to get a more profound comprehension of his relationship with Schwartz Morrie. Along these lines, through Morrie’s explanations that review the past, Mitch makes it workable for the peruser to get a more profound importance of life. He expresses that, In the start of life, when we were newborn children, we need others to endure, correct? What's more, toward the finish of life, when you get like me, you need others to endure, isn't that so? Be that as it may, heres the mystery: in the middle of, we need others also. (Mitch 157). The teacher reviews a portion of his encounters which Mitch uses to give a perplexing comprehension to the whole story. At long last, as if recalling his initial days, Morrie says How would i be able to be jealous of where you arewhen Ive been there myself, (Mitch 121).

The Tragedy of Misogyny in Shakespeare’s “Troilus and Cressida” - Literature Essay Samples

Echoing Homer’s Illiad, Shakespeare cites in the prologue to Troilus and Cressida that the Trojan war erupted because of the kidnap of Helen: ‘Menelaus’ queen,/With wanton Paris sleeps – and that’s the quarrel’ [prologue, 9-10]. We therefore believe from the outset that the war plot [and all the tragedies that occur as a result of it] exists because of this woman, whilst in the love plot it is the infidelity of Cressida which creates tragedy by destroying any hope of romantic love surviving in the play. It appears then that the tragedy in the play orbits around these two women, but whether they can be held personally responsible for this is doubtful. Shakespeare mirrors the epic tradition of beginning his play in medias res; as far as the audience’s perception is concerned, the war has been constant. Because of this we are made constantly unsure whether the sexual quarrel is at the heart of the war or the war has become the heart of the sexual quarrel; as Kenneth Muir suggests, Shakespeare ‘turns his back upon his former ideals and the world’s ancient ideals of heroism and romance, and questions them’ by melding together the love and war plots. In particular, throughout the play we see war intruding upon the love plot in both language and action, where the men in the play perceive Helen and Cressida as military currency; Helen is a prize to be won whilst Cressida similarly is a product, sold and passed round various men. Perceived in this way, it is inevit able that the two women respond to this misogyny by acting out of a kind of tactical necessity, in a way that challenges the ideal of romantic love, and as a result makes the men’s quest for glory in the war appear meaningless and shallow. In the prologue to the play, Shakespeare writes ‘Menelaus’ queen,/With wanton Paris sleeps’ [prologue, 9-10], misleadingly giving Helen an active role in ‘sleeping’ with Paris where it is clear elsewhere that she didn’t have much of a choice in the matter. Act 2 Scene 2 for instance centres almost solely around a discussion about whether or not to ‘keep’ or ‘let go’ Helen, without any consideration of her own desires. This scene is exemplary of Helen’s commodification and removal of autonomy as the men [with perhaps the exception of Hector] place her on a pedestal. Hector argues that ‘Every tithe soul ‘mongst many thousand dismes/Hath been as dear as Helen’, [2:2, 18-19] suggesting that Helen’s life is equal to every other and that her keeping is not worth the blood spilled in the war over her. Troilus, however, is adamant that Helen should be kept: ‘Is she worth keeping? Why, she is a pearl/Whose prize hath launched above a thousand ships[.]’ [2:2, 80-81] Troilus neglects to mention anything about the worth of Helen as a person to Paris, and instead adopts the language of economy that he similarly uses in reference to Cressida later in the play. He glorifies Helen with ‘pearl’ and ‘prize,’ insinuating that her worth lies in her value as a precious commodity rather than in any human qualities she possesses. This language accelerates during the course of the scene, to the point at which Troilus describes Helen in the closing lines as ‘a theme of honour and renown.’[2:2, 198] Here, we see with the word ‘theme’ that he has idealized her to such a degree that she becomes a kind of military token, or mascot for the war, placing the war in the hands of the men fighting it rather than the woman who supposedly caused it. Furthermore, Jessica Woolf points out in her essay on Shakespeare’s classic plays that in Troilus and Cressida, every character’s actions are ‘defined and limited according to prior versions of their own narrative.’ Though this is a somewhat obvious speculation, it is an important one, as Shakespeare was working with material familiar to a large part of his audience, and this is crucial to consider when examining characterisation in the play. The characters in the war plot have a status or reputation attached to their names preceding the play itself, meaning that the war plot is concerned with the forging of these reputations, described by Heather James as a lining up of the warriors ‘to fight out the question of their significance in time to come.’ When this is considered, the capture of Helen (though undeniably the catalyst for the Trojan war) seems somewhat incidental to the quest for glory; we are made to feel as though the war is not truly concerned with Helen but rather glory for glory’s sake. This impression of the war as a hollow quest for glory with Helen as a scapegoat is cemented by her actual appearance in the play, which inevitably disappoints. We are told earlier in the play that her ‘youth and freshness/Wrinkles Apollo’s and makes stale the morning’,[2:2,77-78] and that ‘the world’s large spaces’ cannot ‘parallel’ her, [2:2, 161] so it is inevitable that her appearance in the play can only fall short and prove an unsatisfactory premise for war. Indeed, Helen comes across as somewhat irritating in this scene, repeatedly interrupting Pandarus and making it difficult for him to convey his message to Paris. In addition, she addresses Pandarus in a flirtatious manner, calling him ‘honey-sweet lord,’ something which Pandarus picks up on where he says ‘My cousin [Paris] will fall out with you’.[3:1, 79-80] Such behaviour is disappointing to an audience who have been anticipating a woman of hig hest esteem and grace, yet see her flirt with the bawdy go-between who crudely lowers the tone of many of the scenes he is in. Considering that in the one scene she appears, Helen’s behaviour is flirtatious, we begin to understand her position in the play. If we return to the prologue’s ‘With wanton Paris sleeps,’ this scene leads us to believe that Helen’s capture may have been a willing or partly active one; she expresses no obvious desire to return to Menelaus at any point, and indeed in terms of self-preservation such an expression would be unwise. Helen appears to have internalised the men’s perception of her as a commodity and thus remains loyal only to those who have current possession of her. In which case, the war and its tragic consequences seem futile, and though Helen’s behaviour does not help the cause, it is the men’s deifying and objectifying of her which drives her behaviour; the reality of Helen’s charact er in this scene affirms that the war is of the men’s doing rather than hers. Cressida’s infidelity to Troilus, one of the major tragedies of the play, is a result of a similar commodification and of the brutal war climate polluting their relationship. In such a climate, romantic love is unsustainable and Cressida’s actions, similarly to Helen’s, are born of necessity and driven by the men’s perception of her as a possession. In her writing on ‘Shakespearean Tragedies of Love,’ Catherine Bates asserts that love in literature is ‘opposed to all the forces of destruction,’ and is an ‘energy that counters anarchy and chaos,’ comments that stand in opposition to the relationship between Troilus and Cressida, which in effect is destroyed by the anarchy and chaos of the war. Helidora suggests that the two characters are ‘products of their environment,’ and indeed, Cressida views the whole process of wooing and eventually consummating the relationship in terms of warfare, worrying for exa mple, ‘Things won are done – joy’s soul lies in the doing’. [1:1, 273] Here, Cressida refers to the act of having sex as something to be ‘won,’ and paired with her ‘holding off’ from wooing Troilus, the winning party in the scenario would be Troilus. As in a war, Cressida insists that ‘things won are done,’ perceiving the consummation of the relationship as the end point rather than a beginning, in which she becomes the defeated. Like Helen, Cressida also seems to have internalised her objectification, implying that the ‘thing’ to be won is herself, and that by giving herself away she loses her value. Pandarus’ go-between role in the bringing together of the lovers further encourages this view of Cressida as a commodity. The two do not discover each other as in Romeo and Juliet but instead are effectively forced together; Troilus goes to Pandarus to confess his desire for Cressida because as her un cle, he has a degree of possession over her and thus is in a position to hand her over. His mislabelling of Troilus, ‘Where? Yonder? That’s Deiphobus. ‘Tis Troilus’, [1:2, 215-216] iterates the shallow nature of Troilus and Cressida’s ‘love’ for one another and the interchangeability of the warriors in the play. Heather James comments on the play that ‘There is some hope, at the play’s beginning, that its love plot will thwart the wholly reductive force of its military plot,’ a hope which is dismantled by Cressida’s infidelity to Troilus. Arguably, even during Act 3 Scene 2 when the lovers make their vows to one another, there is already a sense of looming tragedy in Cressida’s speech: ‘When they’ve said, ‘as false/As air, as water, wind or sandy earth,/As fox to lamb, as wolf to heifer’s calf,/Pard to the hind, or stepdame to her son’,/Yea, let them say, to stick the heart of falsehood,/’As false as Cressid’.’ [3:2, 181-186] Cressida does not promise, like Troilus, to be true and faithful, and in fact does not mention the word ‘oath’ whatsoever. Instead, she merely prophesizes that her name will become a dependent for falseness if [or rather when, as many of the audience are aware] she is unfaithful to him. To even propose the notion of infidelity in a scene supposedly concerned with the exchange of loving promises undercuts it with a feeling of looming disaster, again a symptom of the war permeating and infecting the love plot in creating a climate where disaster is always inevitable. Cressida’s distorted perception of love, thanks to both the war and her commodification by the men in the play, instils her early in the play with the notion that her union with Troilus will not last, as like Helen, she may be exchanged between other men and must adapt accordingly. Indeed, Cressida’s father, Calchas, bargains for the return of his daughter, using the language of economy so common is discussion of women in the play: ‘Let him be sent, great princes,/And he shall buy my daughter’. [3:3, 27-28] This conception of her as a product is uncomfortably evident in Act 4, Scene 5 where each of the Greeks kisses her in turn, fulfilling her role as a sexual object. Heliodora comments on this scene that ‘Cressida had been carefully trained to be pleasing to the opposite sex, and the sane thing to do in Troy was to take on Troilus as a lover: arriving at the Greek camp, after leaving Troy without a single attempt on Troilus’ part to keep her there, she repeats the ‘sane’ behaviour that was supposed to help her to a secure position, only with greater ease, since it is not the first time.’ Here, she touches on the point I have made about Cressida’s infidelity being a diplomatic necessity for her own sel f-preservation. We see in the previous scene her grief at being forced against her will to leave Troilus, lamenting ‘The grief is fine, full perfect, that I taste/And violenteth in a sense as strong/As that which causeth it’, [4:4, 2-5] and it is her seemingly instantaneous abandonment of this grief in the very next scene which causes many to conceive of Cressida as immoral and thus actively responsible for the tragedy that is her own infidelity. Though indeed her adulterous exchange with Diomedes in Act 5 Scene 2 is not physically forced, upon examination, we see that she has not a great deal of choice in the matter. For example, her moment of decision comes on the line ‘Troilus, farewell! One eye yet looks on thee,/But with my heart the other eye doth see’ [5:2, 105-106], illuminating again the pollution of war upon Cressida, which has infiltrated so far that she has even begun to war with herself, battling ‘one eye’ which loves Troilus, and the ‘other eye’ which looks on Diomedes, and is regretfully aware that becoming his lover is the ‘sane’ thing to do having been handed back over to the Greeks. The tragedy here is again the fault of the men who idealize her; Troilus comments upon seeing Cressida’s infidelity, ‘This she?/No; this is Diomed’s Cressida’ [5:2, 135-136], demonstrating in his language the transferal of the object Cressida from himself to Diomedes, and by doing so implicitly accepting and respecting the system in which women can be bought and sold. Though it has been long debated as to what genre Troilus and Cressida belongs in, the play certainly ends on a tragic note with the relationship between Troilus and Cressida destroyed, and the beloved Hector murdered unceremoniously whilst unarmed. Seemingly, this fruitless war has been caused by Helen and the glimmer of hope which Troilus and Cressida’s love offered has been destroyed by Cressida’s infidelity. Whilst on the surface it may be easy to attribute the tragedy to these women’s behaviour, as Kenneth Muir succinctly expresses in his introduction to the play, the ‘idealization of Helen, as well as of Cressida, is fraught with tragic consequences.’ By perceiving and treating the two women as commodities to be exchanged, bought, and sold, the men in the play remove their autonomy and thus responsibility for their actions, which are performed in interest of their own self-preservation. Shakespeare challenges and criticises the glorification of love and war by melding the two together to produce a hollow quest for glory and a world of debased sexual economy.

Plato Vs Aristotle On Politics And Philosophy - 1899 Words

Plato versus Aristotle Plato and Aristotle, two philosophers in the 4th century, hold polar views on politics and philosophy in general. This fact is very cleverly illustrated by Raphael s School of Athens (1510-11; Stanza della Segnatura, Vatican), where Plato is portrayed looking up to the higher forms; and Aristotle is pointing down because he supports the natural sciences. In a discussion of politics, the stand point of each philosopher becomes an essential factor. It is not coincidental that Plato states in The Republic that Philosopher Rulers who possess knowledge of the good should be the governors in a city state. His strong interest in metaphysics is demonstrated in The Republic various times: for example, the similes of the cave, the sun, and the line, and his theory of the forms. Because he is so involved in metaphysics, his views on politics are more theoretical as opposed to actual. Aristotle, contrarily, holds the view that politics is the art of ruling and being ruled in turn. In The Politics, he attempts to outline a way of governing that would be ideal for an actual state. Balance is a main word in discussing Aristotle because he believes it is the necessary element to creating a stable government. His less metaphysical approach to politics makes Aristotle more in tune with the modern world, yet he is far from modern. Plato s concept of what politics and government should be is a direct result of his belief in the theory of forms. The theory of formsShow MoreRelatedPlato vs. Aristotle1952 Words   |  8 PagesPlato vs. Aristotle Plato and Aristotle, two philosophers in the 4th century, hold polar views on politics and philosophy in general. 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It is necessary therefore to analyze their different theoreticalRead MorePolitical Theory: Comparing Locke, Rousseau and Plato Essay3770 Words   |  16 PagesLocke: What is the purpose of politics - we could live in the state of nature, we don’t need contract or soverign - life, liberty and property State of nature: men live according to reason and governed by reason - man exists in the state of nature in perfect freedom to do as they want, a state of perfect freedom - not necessarily good or bad, bit is calm and peaceful - men give up some of their freedom to secure the advantages of civilized socity

Be the Change You Want to See in the World free essay sample

Be the change you want to see in the world† Mahatma Gandhi My name is Rosa Soto. I was born in Zacatecas, Mexico, and lived there until I was six years old. My family came to the United States because my parents desired for us to have a better, richer life in the United States because surviving in Mexico was really difficult due to the high rates of unemployment. One problem my family encountered as they came to the U. S. was that we did not know how to speak English. My father had to find work and we needed a home to live in as well. We moved to an apartment that had only one bedroom and eventually, my dad found a job in the apartments where we lived. He was hired as a repairman to help people with the plumbing and electricity. My parents took night classes in English at an elementary school to improve their English. We will write a custom essay sample on Be the Change You Want to See in the World or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My mother stayed at home and she always reminded us to eat all of our food because we could not afford expensive food; we were not rich people. As a young student I was placed in resource classes because my English was not very good. Becoming a better English speaker is one of my life-long goals. Even though my English is not great, I do my best to learn everything I can. Math is my weakest subject. I took Algebra in the ninth grade and I struggled in the class, but was able to start to understand the subject better. The following year I took Geometry and did very well. The next year when I started taking Algebra II, I found I was again having difficulty learning the concepts. My teacher did not think I could learn the concepts and encouraged me re-take Algebra but with the help of a tutor I was able to be successful in the class. I earned a B+ and was really proud of the result. I realize that school is difficult and it’s hard to succeed if you don’t ask for help or look for resources to help you better understand the materials. As a college student, I know that the classes are only going to get harder but I will not let myself fail or get discouraged. I will ask for help and work hard so that I can continue to succeed academically. Although I have struggled in Math and English I have really excelled in my Art classes. I am currently taking Advanced Art and Printmaking. My teacher, Ms. Clay, has really taken to me and continues to push me forward towards college. My mother encourages me to go to school and is constantly reminding me of how difficult it is for minorities, including Mexicans, to live in the United States. We often talk about race and diversity and how many of us don’t have an opportunity to study at a university and so I should work hard to have that chance. It is important for the students of a university to learn and understand about how other cultures value education and other things. I feel proud to know that my mother believes that I can make a difference for the family and learn things that can help the people I love and others- including undocumented individuals. I have found that it is possible to be successful if you work hard enough. I made it my goal to get good grades in all my classes. Because of my struggles in school and experiences within my family a close and honest friend might consider me determined in my schooling, a hard-worker with compassion or kindness towards others. The reason people would call me kind is because they may feel like I had saved their lives. I always do my best to help all my friends. One example of this in my life is when one of my friends was scared to go by herself to the Xerox room to have a copy made for art class. I politely said yes to her and we both went together. Additionally, when I was in eighth grade in my math class there used to be a boy everybody that picked on. There was a time when we had to be in groups in math class to play a game related to math. Of course nobody was my partner for the game and I asked this boy to become my partner, he was proud and on the second time he asked me again to become his partner in a game. I feel my life has been one big example of my hard work and determination. In my junior year in high school I was supposed to be on a field trip for my advanced writing class. However, I had a test in physics and stayed at school to take the test. During that class period our teacher told us that we could go to the library. I of course did have homework and suggested finishing an essay for my English class and a couple of poems for my advanced writing class. Some of my friends even have the impression that I work to hard because I spend so much time in the library on my homework and after school. The librarians also complemented to me that I was a hard worker. In addition to my efforts in school I have been involved in the Chicano/Latino Club. The club offers job opportunities for Latinos and helps people learn more about the importance of attending colleges and universities and talks about classes that I can take such as photography. I am proud to represent the Latino Community because I can make a difference to other communities and in the process, have the opportunity to educate others about the issues that affect us. All of my experiences make me a great contender for this Scholarship. I believe in giving to my community, being a leader to those around me, and achieving success in whatever I set out to accomplish.

Miracle of the Quran free essay sample

Three aspects of various languages Particularity of the Arabic There are various concepts of learned philologists, circulating among whole the world about the basic language of human being. It is appreciating that nearly every philologist has collected very important information in the field of philology. All these information only provide us with details of various languages, spoken by the human beings and their concern with each other. In this regard the names of Oto Jespersen, J. Venduryes and many other philologists are highly considerable. No doubt, these learned philologists has worked with full sincerity and pointed out many important aspects of the philology. But question of the basic, natural spoken language of whole the human being was still un-solved. Attention please, in this research, I am going to explain and prove the Arabic as the basic, natural and spoken language of whole the human beings, according to the Quranic education, because this fact was firstly eclared out by the Holy Quran about fourteen hundred years ago. We will write a custom essay sample on Miracle of the Quran or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This fact has been stated by the Holy Quran in the various Quranic verses. The Meaning Aspect: The meaning aspect is the second different aspect of the human languages. It can explain in this way, that many words of different languages, having equal spoken sound, do not have the equal meanings mostly. So, this aspect is also different in various languages spoken by the human beings. 3. The Sounding or Natural Aspect The sounding aspect is only the common aspect of all the languages spoken by the uman beings, because every human being speaks according to the sounding system of the Arabic alphabetical letters. How is it possible? Although it is very easy and very simple, but first we are needed to identity the Arabic alphabetical letters, their sounds, their changeable shapes (moods) in the words and their vowel system to understand this hidden truth of the universe. For the above mentioned purpose, we shall first observe the five tables. In the 1st table actual writing shapes of the Arabic alphabetical letters, their names nd English alphabetical letters, having equal sounds to the Arabic letters, has been shown. In the 2nd table the changeable shapes of the Arabic alphabetical letters in the words, has been mentioned. While in the 3rd, 4th 5th table various sounds of the Arabic alphabetical letters followed by the different vowels of the Arabic and their roman pronunciation has also been shown. 1st Table This table shows the names natural shapes of the Arabic alphabetical letters and English alphabetical letters, which are equal in sounds to the Arabic alphabetical letters.

Success of Online Learning

Success of Online Learning Free Online Research Papers Different studies have been made regarding the success rate of online distance learning. Some show a significant higher pass rate versus the classical classroom approach. Example of this is a study conducted at the Riverside Community College (Anon, 2008) showing a significant higher number of achievements for mathematical courses delivered through the internet (average 66%) versus traditional courses (average 50%). An other study at a College of the Sequoias in California (COS) revealed just the opposite, with a 70% success rate for the face-to-face course versus only 46.6% success for students in distance education (Rapid Intellect Group Inc., 2004). This immediately shows that neither formulas in themselves are a guarantee for success. Several factors have an impact on the final result. There exists a huge variety in the types of courses offered through distance learning. Some simply provide a text to read, others check students learnings through online multiple choice tests, and yet others develop a more personal relationship with and between participants. Although some approaches were statistically proven to be more successful than others, it is the responsibility of the student to find the course and the way of working best suited for his personal situation. Characteristics of Virtual Education One of the great advantages of asynchronous online learning, is the freedom and the flexibility this offers to the student. He can choose when and where to study, combining his academical ambitions with his work obligations and social agenda. This, on the other hand, seems to be one of the great pitfalls (Reid, n.d.). With no fixed time table, the student must find his own way to keep all those balls in the air and manage his time in the most efficient way. This requires self-knowledge, time management and discipline. Even though this often is a new way of studying, it is a situation most professionals have learned to deal with throughout their working experience. He will have developed his own method to respect deadlines and to keep an overview of the tasks at hand, and a similar methodology will have to be used to get the most out of his studies. A second great advantage is the opportunity to learn from others, and their experience. Adult students have learned a great deal during their career, both from a knowledge point of view as with regards to behavioural development. They have acquainted the processes and procedures of their company and most likely helped to shape or fine-tune some of them. Distance learning now gives them the change to not only discover new theoretical aspects, but also how they are applied in other environments. This may lead to a critical assessment of their own way of working, and the sharing of best practices. Conclusion There are many different formats and formulas of online learning. None offer a guarantee for success. Aspirant students should first carefully assess their personal situation: what motivates them; what do they want to achieve; how much time do they have available; do they master the required technological skills, †¦ Knowles (1980 cited in Galusha, n.d.) believes that† learner behaviour is influenced by a combination of the learners needs plus the learners situation and personal characteristics. Knowing these personal characteristics is an important aspect of planning distance learning course-ware and strategies.† REFERENCES Anon. (2008) Delivery Method and Success in MAT63MAT64MAT52 [Online] Riverside Community College. Available from: http://academic.rcc.edu/ir/Research/Delivery%20Method%20and%20success%20in%20MAT63MAT64MAT52.doc (Accessed 30 May 2010) Galusha J.M. (n.d.) Barriers to Learning in Distance Education [Online] The Infrastruction Network. University of Southern Mississippi. Available from: infrastruction.com/barriers.htm (Accessed 1 June 2010) Rapid Intellect Group Inc. (2004) Impacting distance learning success rates [Online] Available from: thefreelibrary.com/Impacting+distance+learning+success+rates-a0129973235 (Accessed 30 May 2010) Reid (n.d.) What Every Student Should Know About Online Learning [Online] Kennesaw Georgia: Kennesaw State University. Available from: ion.uillinois.edu/resources/tutorials/overview/reid.html (Accessed 30 May 2010) Research Papers on Success of Online LearningStandardized TestingThe Relationship Between Delinquency and Drug UseResearch Process Part OnePersonal Experience with Teen PregnancyAnalysis of Ebay Expanding into AsiaInfluences of Socio-Economic Status of Married MalesBionic Assembly System: A New Concept of SelfIncorporating Risk and Uncertainty Factor in CapitalOpen Architechture a white paperEffects of Television Violence on Children