Importance of Teaching Styles in Classrooms

Importance of Teaching Styles in Classrooms All people learn in different ways, it is therefore essential that teachers try to incorporate as many different teaching styles as possible into the delivery of what they are teaching. Marshal ( Marzano 1992) suggests that the concept of learning has to include positive attitudes, the ability to acquire knowledge, allowing learners to extent their own knowledge and then applying their knowledge to everyday life. Marshal (Marzano 1992) also believes that a teacher must develop these concepts in order to help learners develop, and make learners learn independently, so they may continue to develop and gather knowledge for the rest of their lives. There are many different approaches and theories on teaching styles. Most agree that for all pupils to have an equal experience in education, teachers must adapt their teaching styles so that everyone benefits within the classroom. Marzano (1992) suggests that lower ability pupils should be taught through closed tasks. A closed task has a specific structure and set of instructions to give pupils a clear idea of how a task should be approached and completed. Marzano (1992) then suggests that higher ability pupils should experience more open-ended tasks, allowing pupils to develop their thinking skills. This style of teaching is very much learner centred as the teacher must adapt their style of teaching to suit the needs of pupils in their class. Mishra (2007) has a different theory of teaching styles. Mirsha (2007) argues that there are three styles of teaching; discipline centred, instructor centred and student centred, although there are many more different teaching styles and theories suggested by different authors. The discipline centred style of teaching is very structured, not allowing for flexibility for what is taught and when it is taught. This style of teaching may be completely centred around the national curriculum, without deviating from it. This style of teaching is as ineffective as it is unpractical, as teaching must allow for flexibility to ensure that all pupils are learning and achieving in schools. Instructor centred style of teaching focuses on the teacher as being the main source of knowledge for pupils. Everything that pupils learn may come from the teacher, without obtaining knowledge and information from other sources. Much like the discipline centred style of teaching, the instructor centred style i s very limited and does not help learners develop, as pupils do not have to seek ways of finding out information themselves, but simply ask the teacher. It is also very limited as the teacher can not be expected to be able to answer all of the questions the pupils may have, and may have limited knowledge in certain areas of the curriculum. The third teaching style suggested by Mishra (2007) is the student centred style of teaching. This style is much more learner centred and is very much focused on the cognitive development of students. Through this teaching style, pupils are encouraged to learn through enquiry, and develop their own thinking skills obtain knowledge and solve problems. Unlike the other two styles suggested by Mirsha (2007), the student centred style of teaching also focuses more on the needs of individual learners. This style of teaching allows for pupils to learn in different ways as the teacher adapts their teaching style to suite all learners, of all abilities. However, the three teaching styles suggested by Mirsha (2007) are limited as they do not consider the variations between different classrooms and schools. There are many different teaching styles, all of which must be focused on what best suites the learner (Association of Teachers and Lecturers 2011). Perhaps therefore, it is more important to focus on how pupils learn rather than just focusing on teaching styles, as no style will suite all learners. One of the most accepted models of learning styles is Flemings Visual Auditory Kinaesthetic (VAK) model which has been further developed by Grinder. The first types are the visual learners. Visual learners learn by seeing different types of information such as pictures, diagrams and models. They may also prefer to read a piece of text for themselves, rather than have someone read it to them. Visual learners often remember information by picturing it (Cheminais 2008). To help visual learners, teachers must adapt their teaching style to incorporate as much visual elements into their lessons. An example of this could be to making sure the structure of the lesson is indicated on the whiteboard so that pupils can see what the lesson will focus on. It is also important that the teacher writes down key information from the lesson so that the learner can memorise the information visually. Secondly there are auditory learners. These learners may prefer to listen to information such as being read a story, rather than read it themselves. They may also benefit more from group discussions as often, auditory learners remember information by remembering what they have heard (Cheminais 2008). To hep auditory learners, teachers can incorporate group discussion, audio activities such as listening to music and reading a book out loud so that auditory learners can remember information that they have heard. Thirdly there are kinaesthetic learners. These types of learners prefer to be engaged physically with the work by means of touching and doing. Kinaesthetic learners achieve best when lessons incorporate hands on activities that allows learners to be actively involved with the lesson (Grinder 1991). It is argued that the best teaching style is to use a multi sensory approach. This will incorporate all learners of different abilities as it helps learners retain knowledge and information in a way that best suites them. Studies from the National Institutes of Child Health and Human Development have suggested that this style of teaching greatly benefits children who have dyslexia. A dyslexic child may experience problems with reading and writing, because they have problems seeing and then processing words. However, if a multi sensory style of teaching is used, it benefits dyslexic pupils greatly as they are able to use other senses such as touch (kinaesthetic). This style of teaching has been proven to help dyslexic children in particular as it builds up kinaesthetic memory to complicate visual and auditory ones (Bradford 2008). A different model explaining how pupils learn is Piagets Theory/ Model of Cognitive Development. Piagets model is a Constructivist model, meaning that pupils continually build upon previous knowledge, this is also called schema (Carrell 1984). Whilst studying the way pupils learn, Piaget focused on Assimilation and Accommodation. According to Piaget, assimilation is the process whereby pupils receive new information and experiences from their learning environment. Accommodation is the follow on effect from assimilation as the pupil adapts their mental views because of the new information and knowledge they have acquired (Atherton 2010). From his studies, Piaget concluded that as pupils matured, so they were able to understand and absorb more knowledge. Piaget believed pupils were not able to carry out certain tasks until they were mature enough to be able to do so (Atherton 2010). From his findings, Piaget created a four stage Model of Cognitive Development. The first stage is the Se nsory Motor Stage and lasts roughly from birth to two years old. At this stage, the child begins to differentiate themselves from other objects in their environment as they begin to develop their senses. Also at this stage, the child is deemed ego-centric, as they are unable to consider others needs. They may also recognise that they need to do something, in order to make something else happen e.g. they need to push a toy car in order to make it move (Jardine 2006). The second stage is the Pre-operations Stage and lasts roughly from two to seven years old. During this stage the child begins to develop language and vocabulary. They then associate language with objects and words (Atherton 2010). The child will usually classify objects together because of one common factor such as different shapes being classed together because they are the same colour, despite their differences in size and shape. Piaget argues that children in this stage are still ego-centric, but are beginning to dec entre their view of the world and other people. Piaget also argues that children in this stage have a certain amount of animism as children believe that non living objects such as cars, share the same feelings as them (Jardine 2006). Stage three is the Concrete Operations Stage and lasts approximately from seven to eleven years old. During this stage of development, the child becomes more mature and animism and egocentric way of thinking begins to disappear in most people. Also during this stage, children begin to see objects in different ways (Jardine 2006). For example, before this stage, children may see a spilt pint of milk as being more than a pint of milk in a bottle. However, during the Concrete Operations Stage, children develop reversibility, or that things remain the same after they have changed. For example, children learn that the spilt pint of milk is actually the same as the milk in the bottle even though it appears different. The final stage is the Formal Operations S tage and lasts from eleven to sixteen years old. During this stage, the pupil develops to think like an adult. If the pupil is faced with a problem, they may search for all the possibilities to solve it. Pupils are also able to evaluate different ideas without having to relate them back to something that already exists in the real world (Bybee et al 1982). From a teaching perspective, it is important to take into Piagets Theory/ Model of Cognitive Development when planning or teaching children. As Piaget suggests, children develop different skills and qualities and different stages of their life. It is their fore unfair to set a task that is suitable for a child in the Concrete Operations Stage when they are still in the Pre-operations Stage. Taking account Piagets model, it is important for teachers to adapt their style in order to suit the pupils they are Gardner offers a different theory of learning. Over the last half century, suggestions have been made that people have different types of intelligences. One of the most well known is Gardners Multiple Intelligence Theory (Ginnis 2008). Gardner argued against past theories that people were born intelligent, and instead suggested that all people are intelligent, but in different ways. In 1983, Gardner developed seven different types of intelligence (Ginnis 2008). More recently, Gardner has suggested that there are eight different types; linguistic, logical (mathematical), spatial, musical, kinaesthetic, interpersonal, intrapersonal and naturalistic. In 1999 Gardner claimed I now conceptualise an intelligence as a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Ginnis 2008). Gardners Multiple Intelligence Theory benefits both teacher and pupils. Gardner claims that everyon e is intelligent, just in different ways. This can help build pupils self esteem and confidence as they may struggle in some subjects but thrive in others. His theory also allows a more prestigious status for certain tasks in the classroom, which in the past may not have been deemed as showing intelligence in a child. Gardners theory is also very beneficial to teachers and the style they use as it allows teachers to have higher expectations of every child (Ginnis 2008) and therefore push each child further. Gardners theory also helps teachers differentiate their lesson planning to include all pupils equally. In the past, pupils may have been grouped by ability only in certain subjects. However, using Gardners theory, the teacher is able to see which pupils progress better in which subjects, and can therefore plan and group pupils together according to their ability in a range of different subjects. This does however depend on the overall style of the teacher as they may deem mixed a bility groups more appropriate for certain tasks. Teachers may also use Gardners theory to identify which subjects or task pupils feel less comfortable carrying out, and then try to support them more when participating in these. Professor Anthony Gregorc again offers a different approach to learning styles. Gregorc suggests that people perceive (acquire) and order (organise/ store mentall) information in different ways. From this, Gregorc developed different scales for both Perceiving and Ordering. On the perception scale, Gregorc argues that there are Concrete learners at one end of the scale and Abstract learners at the other (Ginnis 2008). According to Gregorc, Concrete learners need the physical aspect of learning, they are kinaesthetic learners and need to be actively involved with a task in order for them to benefit from it. Gregorc then argues that at the other end of the perception scale there are Abstract learners. These types of people use experiences to help them memorise information. They also look for patterns in work and how things are similar or different (Jonassen et al 1993). It is important to highlight that the majority of people fall somewhere in between the two ends of the perception sca le. On the Ordering scale, Gregorc argues that there are Sequential people at one end, and Random people at the other. Sequential people are very logical, focused and are able to memorise facts easily. When carrying out a task they follow a step by step plan in order for them to complete the task effectively. Random people, Gregorc argues, are not so focused and find it hard to memorise facts. Random people may be able to answer a complex question, but not be able to say how they came to their answer (Jonassen et al 1993). Like the Perception scale, most people fall between the two ends of the scale. From his research, Gregorc argues that there are four types of learners; Concrete Sequential, Abstract Sequential, Concrete Random and Absract Random. With regard to teaching style, it is important for a teacher to realise what learning style/ styles pupils may be, in order to set tasks that will be most beneficial to them. Concrete Sequential learners need structured, practical activities. These types of learners need to be told exactly what to do and may require a checklist, such as a success criteria, in order to complete a task. They also require regular feedback to make sure they are correctly carrying out the task. Abstract Sequential learners prefer to do their own research, but the research must be structured for them, for example a worksheet where pupils have to fill in the gaps. These types of learners also like to evaluate work and like different ideas and theories. Concrete Random learners prefer to work with a certain amount of freedom without having to worry about deadl ines. These types of learners do not like working with others, unless they chose who they work with. They are curious learners and like challenging work such as researching ideas for themselves. Finally, Abstract Random learners are very creative, and like to work in groups. They learn best through discussion, either in small groups or with the entire class. They are very flexible learners, who dont mind making mistakes. They also learn best when humour is used when teaching information (Ginnis 2008). Teachers can use Gregorcs work to help them plan and adapt their style of teaching to suit all learners. Although it is not possible to teach in a style that will benefit all learners in every lesson, it is important to try and incorporate all learning styles over a series of lessons (Jonassen et al 1993). Teachers can also use Gregorcs work to approach teaching with a more personal style. For example, a Concrete Sequential learner may prefer a task broken down into small stages, so the teacher can use this knowledge of learning style to plan effectively for them. Also, an Abstract Sequential learner prefers to work in groups, so the teacher can make sure that a lesson involves group work, or discussion of some kind (Ginnis 2008). Although there are many different approaches and theories regarding teaching and learning styles, all suggest that there is a relationship between the two. It is impossible for a teacher to have a strict teaching style, as it will not benefit all pupils within their class. Instead, a teacher must identify what different learning styles pupils within their class may have, and then use this information to adapt their teaching style so that all pupils benefit from their teaching. My school experience placement took place in a Church of Wales school in a small town in central Powys. The school has eight full time teachers and eighteen teaching assistants, some specialising in supporting special needs children. The school is a dual stream co-educational primary school and between Infants and Juniors there were one hundred and eighty pupils. In my class (year six) there were seventeen pupils aged either ten or eleven years old. The class had one teaching assistant who was a full time assistant to a pupil with Autism. The school is organised into eight classes, three in the foundation phase and three in Key Stage Two, with years four and five combined. These classes are taught through the medium of English. The other two classes are taught through the medium of Welsh and range from reception to year six. Pupils are able to attend the Welsh medium classes, irrespective of home language. Even though the Welsh medium classes are separate from the rest of the school, the whole school comes together for assemblies, break and lunch times and after school clubs. In 2008, the school received a positive ESTYN inspective report. In Autumn 2010, the school was re-awarded the Basic Skills Quality for Maths and Language. The school is also a Green Flag Eco-School and a Healthy School for its good work in Education for Sustainable Development (eco-schoolswales.org). . The school followed the National Curriculum of Wales. Core subjects the non-core subjects of History, Geography, Art, Design Technology, Music, Physical Education and Religious Education are taught. As the school is a Church of Wales school, Religious Education is taught in accordance with the Church of Wales syllabus, which look at all religions and compares them to a childs own beliefs. Collective Christian worship takes place on a daily bases. Whilst on school experience I witnessed many different styles of teaching in the non-core subjects. The teaching style were different not only in each subject, but depending on what task was being carried out, and what the teacher felt was most suitable for the pupils in the class. In art, the whole class made wire men, which were later covered with mod-rock and painted. To explain the task to the children, the teacher firstly demonstrated what they had to do. This helped visual learners, as they were able to see exactly what they had to do in order to complete the task successfully. When the pupils actually carried out the task themselves, it was very hands on, and the children were actively involved. This type of learning supports Grinders kinaesthetic learner, were using senses such as touch and sight while carrying out the task. Throughout the lesson the teacher continuously gave feedback to pupils. By giving constant feedback the teacher was supporting Gregorcs Concrete Sequential learners. In art, it is easier than most subjects to use a multi sensory teaching style, as the subject itself presents very practical work, suited to the kinaesthetic learner. History also presents a teacher with the ability to use different teaching styles. On school experience, the class covered the Second World War in History. The teacher and I used different objects from the war such as a helmet and air raid siren, to help pupils learning. This style of teaching helped both visual and kinaesthetic learners as they could see and touch the different objects to aid their knowledge and understanding of the War (Grinder 1991). Also while studying this area of history, there were group and class discussions. This style of teaching would aid Gregorcs Abstract Random learners (Ginnis 2008) and also auditory learners as pupils would learn by discussing and listen to information about the War. There are many different methods and style of teaching music in Key Stage Two. Music is a subject that allows pupils to express themselves more than they may normally do in other subjects. Also, Gardner suggests music as one of his eight intelligences (Ginnis 2008). It is important for a teacher to realise a pupils capability in music in order to teach them effectively and help them advance. Music is a very multi sensory subject as it benefits visual, auditory and kinaesthetic learners through reading music or lyrics, listening to different types of music and physically playing different instruments. While on school placement, the class composed a song in Welsh, to the tune of What shall we do with a drunken sailor. Instead of just letting the pupils write any lyrics they wanted, the teacher showed them a clear structure that they had to follow. The pupils then worked in groups to help compose lyrics to the song and then performing it. This teaching style benefitted a range of differ ent learning styles. Firstly, Concrete Sequential learners benefited as they were provided with a clear structure of what they had to do to compose the song. Secondly, Abstract Random learners benefited from the group work and the creativity to compose song lyrics. During this lesson, the teacher had purposefully adapted their teaching style so that different learning styles would benefit from the lesson. Design and Technology (DT) again offers a teacher the opportunity to adapt their teaching style in order to benefit different learning styles. On school experience the DT topic focused on healthy eating, and designing and making healthy pizzas. The class began the topic by discussing in groups and whole class discussions, different ideas about healthy eating and different types of pizza. The discussion benefited Abstract Random learners and also auditory learners (Jonassen et al 1993, Grinder 1991). Before pupils made pizza themselves, the teacher demonstrated how to make one, showing each step clearly. This would benefit visual and auditory learners and also Concrete Sequential learners (Ginnis 2008), as they could see clearly what they would have to do in order to make a pizza. Also as part of this topic, pupils had to create a recipe for making a pizza. Higher ability pupils in the class wrote the recipe without aid from examples. However, some lower ability pupils in the class we re provided worksheet where they had to fill in the gaps (see appendix 1). This worksheet would not only benefit lower ability pupils, but also Abstract Sequential learners as they could fill in the gaps (Ginnis 2008). Physical Education (PE) in general is very much suited for kinaesthetic learners as it is a very actively involved subject. However, depending on which teaching style the teacher uses, depends on how much other types of learners benefit from PE. On school experience, the pupils focused on dance during their PE lessons. Pupils were asked to work in pairs and groups to create different dance routines. This benefitted visual, auditory and kinaesthetic learners as they were able to see different dance routines, listen to them be explained, and then physically carry them out. Also, by physically doing the dance, the pupils were able to learn the routine very quickly. The partner and group discussion also benefited Abstract Random Learners (Ginnis 2008). In Geography on school experience, pupils looked at a comparison between there home town and a small village in Uganda. To introduce the topic, the teacher showed the pupils a video of the village in Uganda. This benefited visual and auditory learners as they were able to see the village and hear different things about it from the people who lived there. The teacher also paused the video occasionally to ask questions and recap what the pupils had learnt so far. This was particularly effective as it made pupils concentrate on the video in case they were asked a question about it. The discussion following the video also benefited Abstract Random learners (Ginnis 2008). The pupils were then given a treasure map of the village in Uganda. The aim of the activity was for the pupils to discover where they could by milk, and to plot different locations on the map. The map consisted of different questions. The answer of the question gave a clue either to where the next location was on the map , or what the next question was. This activity suited a range of different learning styles. Pupils could see the different locations on the map, discuss them with there partner or group (Abstract Random Learners), and be actively involved in answering questions. The step y step instructions of how to complete the task also benefited Concrete Sequential learners. This task was particularly enjoyable for the pupils and they learnt a lot of information about the village in Uganda from it. This shows that the teaching style used to provide information about this area was very successful. In Religious Education, the class covered the nativity story. The teacher began the topic with a class discussion to produce a timeline of the order of events of the nativity story. This again benefited Abstract Random learners. After the class had completed the timeline, pupils given page book, chapter and verse references and were asked to locate the nativity story in different parts of the Bible. This benefited visual and kinaesthetic learners. Also, the research methods used in this lesson also benefited Abstract Sequential learners (Ginnis 2008). Once the pupils were more aware of the nativity story, the class looked at it as a drama activity. This activity greatly benefited kinaesthetic learners, as they were physically involved with the nativity story and therefore were able to learn the story far easier than simply reading, or being told about it. It is important for teachers to adopt a range of different teaching styles when teaching different subjects. Teachers must find the most suitable style for the lesson content, but more importantly, a style which will suit all learners and allow them to benefit from the teaching. To be able to teach effectively, teachers must use approaches and theories such as Gardners Multiple Intelligence Theory, Piagets Theory/ Model of Cognitive Development, Grinders VAK model and Gregorcs approach to learning styles, in order to discover what style of teaching would be most suitable and beneficial to their pupils. It is not possible for teachers to consider all of the different learning styles when planning each lesson. It is important however that a range of learning styles are covered over a series of lessons, so that all learners benefit from the teaching. Referenes Mishra, R. C., 2007. Teaching Styles. APH Publish Corporation: Bybee, R.W., Sund, R.B., 1982. Piaget for Educators. 2nd ed. Columbus: Merrill Publishing Company Jonassen, D.H., Grabowski, B.L.H., 1993. Handbook of Individual Differences, Learning and Instruction. New Jersey: Lawrence Erlbaum Associates Atherton, J.S., 2010. Learning and Teaching; Piagets Development Theory. [online] UK. Available at: http://www.learningandteaching.info/learning/piaget.htm [Accessed 3 February 2011] Ginnis, P., Ginnis S., 2008. Learning Style Revisited. [online] Derby: Derby City, A local Authority Initiative. Available at: www.derby.gov.uk/NR/rdonlyres//LearningStylesRevisited.pdf [Accessed 2 February 2011] Bradford, J., 2008. Using Multisensory Teaching Methods. [online] UK: World of Dyslexia Ltd. Available at: http://www.dyslexia-parent.com/mag30.html [Accessed 2 February 2011] Jardine, D.W., 2006. Piaget and Education. New York: Peter Lang Publishing Marzano, R.J., 1992. A Different Kind of Classroom: Teaching with Dimensions of Learning. USA: Association for Supervision and Curriculum Development Carrell, P.L., 1984. Schema Theory and ESL Reading: Classroom Implications and Applications. The Modern Language Journal. 68 (4), pp.332-343 Watkins, C., 2003. Learning a sense-makers guide. [online] London: Associations of Teachers and Lecturers. Available at: http://www.new2teaching.org.uk/tzone/images/Learning_tcm7-26270.pdf [Accessed 6 February 2011] Cheminais, R., 2008. Every Child Matters: A Practical Guide for Teaching Assistants. New York: Routledge Grinder, M., 1991. Righting the Educational Conveyor Belt. USA: Metamorphous Press

Origin of the Palestine-Israel Conflict

Origin of the Palestine-Israel Conflict Palestine In fact, the roots of the new movement of Zionism go back to the nineteenth century. The reasons for the foundation of such movement are secular nationalism as well as actions of persecution done against Jews in Europe especially in Germany (because of Hitler and the Jewish holocausts). Despite the fact that Zionism was a great step, at the beginning, for Jews to gain their freedom and civil rights, it hid another truth. In fact, there was a desire to create a whole new entity and settlement for the Jewish population in Palestine since it is considered the old chosen land by God. On the other side, a lot of people confuse between Zionism and Jewish religion. However, there is a difference: while Zionism looks forward to getting back to Zion, known as the land of Israel, Jews believed that only God can take a decision in this issue. Because many Jews believed that God punished their ancestors in the past because of their violation of His laws and committing sins, they have faith that their return back to Palestine would be a proof on Gods forgiveness towards their actions. On the contrary, Zionists refused to be part of the European community hence persecution against them continued in spite of issuing laws that prohibited Jewish violence. Thats why persecuted Jewish began to think of a new idea to have their own land where they can live freely and thats why they stated to take actions to achieve such dream. Ottoman Society, Palestine, and the Origins of Zionism (n.d.). . In Jews in Europe (p. 26) The following papers will discuss why Palestine managed to attract the attention of the whole world especially countries like Britain, France and the United States. They will also talk about strategies adopted by these countries to form settlements in Israel and why Jews succeeded in achieving their target of gaining back the lost land. Strategies implemented by countries to create Israel: As for Britain, it started to take Palestine and the Zionism movement into consideration since 1916. After the fall of the government of the British Prime Minister Asquith, David Lloyd George took over the position. In fact, George was really interested in Zionism and sensitive to this issue. In addition, he was very enthusiastic about including his government in any matter related to foreign policy. Moreover, the year of 1917 in Russia witnessed the arousal of a revolution which contributed in causing the fall of the tsarist government. Furthermore, such uprising helped Bolsheviks to take over the country and gain dominion. There were risks about the fact that Russia could abandon the idea of war leading to the obligation of the German policies to focus all their efforts and powers against British and French armies. Actually, these risks managed to spread awareness about the Zionism movement as a way through which Jews, who hold the Russian nationality, could be convinced to have a role in this revolution in order to enhance and foster the efforts implemented by their country in the war. Thats why Zionists who used to stay in London adopted this opinion so that they could be able to support the British tendency towards a declaration that agrees with Zionism. However, those Zionists believed that Jews who lived in Russia wouldnt support any kind of war effort. At the end, the British government was searching for getting aids and supplies from Americans. Therefore, British thought that their positive tendency towards Zionism would lead to forcing the American president Wilson to take part in the war on the British ally. Thus, all these reasons, along with the belief of Jews in their fate, have resulted in the Balfour Declaration announced on the second of November 1917. This declaration, in fact, granted Jews the right to stay and live in Palestine as if it is their home. Despite the fact that Balfour Declaration didnt achieve all the dreams of Zionists all over the world, it was considered as a first step towards forming a stable Jewish state in the chosen land and as recognition of the existence of a Jewish entity by the whole globe. Britain, Palestine, and the Balfour Declaration (n.d.). . In Jews in Europe (pp. 63-64) As for the United States, its interest in Palestine has increased after the Camp David accords between Israel and Egypt in 1978 in which the American president Jimmy Carter announced the outcomes of this agreement. According to this treaty, Egypt was able to oblige Israel to get all of its followers and citizens out of Sinai. However, some issues regarding Gaza and the West Bank werent solved resulting in the occurrence of a lot of conflicts between both countries. Regarding the resolution no. 242 stated by the United Nations, the American government believes that its pledge to foster such resolution wasnt changed. According to this resolution, Americans thought that founding settlements in Palestinian, Syrian and Jordanian lands by Israel is considered as a violation to Camp David treaty and an obstacle in the path of accomplishing peace in the Middle East. Despite the fact that Prime Minister Begin declared that Israel would no more found any settlements in Palestine after signing peace agreements, he announced later his abandon of this opinion after being pushed and driven by Likud. The role of the United States in the Arab-Israeli conflict appears in the fact that it supports the Israeli policy used to create settlements in Palestine although it is illegal and against the stipulated laws in the entire world. The Origin of the Palestine-Israel Conflict THIRD EDITION (including Intifada 2000). (n.d.). Retrieved 13 February 2017, from http://www.deiryassin.org/pdf/origin_booklet.pdf As for France, it all started in the campaign led by Napoleon in 1799 towards the Palestinian lands. In fact, he had the urge to attract the attention of Jews all over the world in order to be his allies to win the war. Thats why he began to declare his thoughts about reconstructing the Jewish Temple and encouraging Jews to go back to their original land. All of his thoughts were due to his desire to achieve certain political objectives. Such campaign managed to attract the attention of the British government since it started to feel threatened because of its routes towards Indian lands. Since then, France began to have interest in Palestine. Kayyali, A.-W. (2014). Zionism and Imperialism: The Historical Origins. Retrieved February 13, 2017, from http://www.palestine-studies.org/sites/default/files/jps-articles/Zionism%20and%20Imperialism-%20The%20Historical%20Origins.pdf Reasons for creating Israel: There are many reasons that contributed in the foundation of the Israeli state. One of them is that Arab countries didnt have the right leadership skills. As a matter of fact, Palestine was full of different groups which thought they would be able to prevent the settlement of Israeli citizens in their land by refusing to negotiate with them. However, after the failure of such point of view at the United Nations, they started to resort to another strategy which is force. They believed that cooperation between Arab armies would accomplish their target. Despite the fact that Arab countries had had many weapons and arms, they werent able to win the war. This is due to the lack of experience and sufficient training as well as the inability to test the skills of troops in reality. In addition, the war between Israel and Arab attracted the attention of the globe to an important flaw of Arabs which is their huge self-confidence. On the contrary, they didnt trust each other. For example, ther e were concerns and doubts about the interest of King Abdullah in the Palestinian cause. All of this has contributed in the failure of Palestinians to maintain their land more than the success of Israel to form settlements there. The Birth of the state (n.d.). . In WW2 and the Creation of Israel Reasons for choosing Palestine: According to Zionists, Palestine is the chosen land granted by God to their ancestors. Thats why no place could be better to gain back their glory and form their lost kingdom like Palestine. Furthermore, international organizations which supported Zionism called Lovers of Zion encouraged a lot of persecuted Europeans and Russians to resort to Palestine to find freedom and peace. Since then, the whole world began to form the idea of creating the Jewish kingdom. Despite the fact that Russians refused this solution, these opinions had contributed in increasing the interest towards Palestine and taking it into consideration as an important terrain. The Origin of the Palestine-Israel Conflict THIRD EDITION (including Intifada 2000). (n.d.). Retrieved 13 February 2017, from http://www.deiryassin.org/pdf/origin_booklet.pdf To conclude, Zionism movement was created because it managed to gain support and enhancement from different countries all over the world. These countries such as Britain, the United States and France figured out that in order to achieve their political interests and goals, they have to support this movement against the Palestinian cause. Despite the fact that all these countries had a huge role in the Israeli settlement, I believe that Britain is one of the main reasons that contributed in doing so. According to my opinion, Britain succeeded in officially proving that Israelis had the right to stay in Palestine because of Balfour declaration. Without such declaration, Israelis wouldnt have the audacity or the power to enter the Palestinian lands and the whole world, even the United States, wouldnt have been encouraged to support Jewish who wanted to go there. Thats why Arabs must drive the attention of international organizations interested in civil rights to give Palestinians back t heir lost land and freedom. References: Ottoman Society, Palestine, and the Origins of Zionism (n.d.). . In Jews in Europe (p. 26) The Origin of the Palestine-Israel Conflict THIRD EDITION (including Intifada 2000). (n.d.). Retrieved 13 February 2017, from http://www.deiryassin.org/pdf/origin_booklet.pdf The Birth of the state (n.d.). . In WW2 and the Creation of Israel Kayyali, A.-W. (2014). Zionism and Imperialism: The Historical Origins. Retrieved February 13, 2017, from http://www.palestine-studies.org/sites/default/files/jps-articles/Zionism%20and%20Imperialism-%20The%20Historical%20Origins.pdf Britain, Palestine, and the Balfour Declaration (n.d.). . In Jews in Europe (pp. 63-64)

A Comparison between Billy Liar and Shirley Valentine Essay -- Drama

A Comparison between Billy Liar and Shirley Valentine I have just been studying Billy Liar and performing it as part of my mock scripted drama GCSE, and have been asked to compare this theatre script to the film script of Shirley Valentine. I have already given the first difference between these two scripts; one is a theatre script and the other is designed specifically for the big screen. Billy Liar was originally a novel written by Keith Waterhouse, who with the help of Willis Hall made it into a theatre script in the 1960's. Billy is an imaginative youth who is fighting to get out of his complacent, clichà ©-ridden background. He was born and brought up in a town in Yorkshire and lives with his father, Geoffrey, mother, Alice, and grandmother, Florence. Billy has three girlfriends, Rita, Barbara and Liz, but he only shows genuine affection and feelings towards Liz. Billy is always fantasising and making up things which earns him the label 'liar'. At the end of the play Billy decides to leave his home and follow Liz to London but as we find out in the last scene he 'chickens' out and returns to the home he so desperately wants to escape. Shirley Valentine on the other hand was written as a film script, by the author Willy Russell in the 1980's, but the story is very similar to that of Billy Liar. Shirley is a housewife and mother to two grown up children. Her husband Joe is very insensitive and unaffectionate. Shirley's best friend Jane invites Shi...

Kiel :: essays research papers

Kiel   Ã‚  Ã‚  Ã‚  Ã‚  Kiel is the capital of Schleswig-Holstein. Schleswig-Holstein is located in West Germany. Kiel is located at the head of Kieler Fà ¶rde which is an inlet of the Baltic Sea. During World War II three-fourths of the city was destroyed by bombs. Kiel was a major naval base during the war. Kiel's major industries now are shipbuilding and also building machines such as the diesel engine. They also manufacture electric and electronic products. Kiel also is known for brewing and the proccessing of food, such as fish. The medievel Church of St. Nicholas overlooks the Old Market which still survives from Old Town. It was built between1233-1244. The Old Market has been rebuilt in modern style and is used as a center for a network of shopping streets. There are no cars allowed in this area. A modern Cultural Center has replaced the castle that used to guard Old Town. The western shore of the Fà ¶rde is where the Kiel's famous Oceanographic Institute and the State Parliamen t are locacted. The Kieler Fà ¶rde is the best natural harbor on the Baltic. That is why it has been the principal base for the German Navy. In 1866 Kiel became part of Prussia. Kiel saw a rapid growth in population between 1866 and 1914. While the Nazi's were in control Hitler built up the Navy in Kiel. Kiel's economy got away from its large concern with the Navy and shipbuilding after the war. Kiel is the place that all German yachtsmen dream of. Kiel also has a nice sized university. The school offers a large array of subjects and was founded in 1665. Many of the students like to sail in there spare time. Kiel is also the home to one of Germany's largest indoor shopping centers. Kiel is also a popular place for Olympic sailing competitions. In 1994 the population of Kiel was 248,930. Kiel is the most economically important city in Schleswig-Holtstein, as well as the largest. Kiel was founded in 1242 and then in 1284 joined the Hanseatic League. Kiel aslo became the home of the d ukes of Holstein. Kiel was passed to Denmark in 1866. The sailors mutiny that started at the end of World War I started the socialist revolution in Germany. Kiel is the home of many museums, such as the oldest art gallery and Botanic Gardens in Germany. The sailing and yachting events of the 1972 summer Olympics were held in Kiel.

The Signalman Analysis

The story begins with the narrator calling â€Å"Halloa! Below there! † into a railway cutting. The signalman standing on the line below does not look up, as the narrator expects, but rather turns about and stares into the railway tunnel it is his responsibility to monitor. The narrator calls down again and asks permission to descend. The signalman seems reluctant, but assents and waits with an air of ‘expectation and watchfulness’. The railway cutting is a damp, gloomy and lonely place. The signalman seems still to be in fear of the narrator, who tries to put him at ease. The signalman appears to have seen the narrator before. The narrator assures him that this is impossible. Reassured, the signalman welcomes the newcomer into his little cabin and the two men speak of the signalman's work. His labour consists of a dull, monotonous routine, but the signalman feels he deserves nothing better, as he misused his youthful academic opportunities. The narrator remarks that the signalman seems a sane and dutiful employee at all times but when he looks to his signal bell at two moments when it is not ringing. The visitor leaves with a promise to return on the following night. Before he makes his exit, the signalman asks him why he used the words â€Å"Halloa! Below! † on his arrival; were they not suggested to him â€Å"†¦in any supernatural way†? The narrator says no. The signalman implores him to by no means call out so again. He says that he is â€Å"troubled†. The following day the narrator returns and does not call. The signalman tells him that he will reveal to him the nature of his trouble, which is that he is haunted by a recurring apparition: he has seen a spectre at the entrance to the tunnel on two separate occasions and that each appearance has foreshadowed a tragedy. In the first instance, the signalman heard the shouted words that the narrator spoke and saw a figure with its arm across its face, waving the other in desperate warning. He questions it but it vanishes. He then runs into the tunnel but finds nobody. Within a few hours there occurs a terrible train crash with many casualties. On its second appearance, the figure is silent, with both hands before the face in an attitude of mourning. Soon afterward, a beautiful young woman dies in a passing train. Finally the signalman admits that he has seen the spectre several times within the past week. It seems to the narrator that the signalman is suffering from hallucinations. During the conversation the signalman sees the spectre, and hears his bell toll out a phantom ring, but the narrator sees and hears nothing of these events. The signalman is convinced these supernatural incidents are portents of a third tragic event yet to happen, and is sick with fear and frustration: he does not understand why he should be burdened with knowledge of an incipient tragedy when he, as a lowly railway functionary, has neither the authority nor the ability to prevent it. The sceptical narrator believes that his new friend's imagination has been overtaxed and suggests taking him to see a doctor. The following day the narrator visits the railway cutting for a third time, and is struck to see a figure at the mouth of the tunnel. This figure is no ghost, however. It is a man, one of a group of officials investigating an incident on the line. The narrator discovers his friend the signalman is dead, having been struck by an oncoming train. He had been standing on the line, looking intently at something, and failed to get out of the way. The driver of the train explains that he did attempt to warn the signalman of his danger: as the train bore down on the signalman the driver called out to him â€Å"Below there! Look out! Look out! For God’s sake, clear the way! † Moreover, the driver waved his arm in warning even as he covered his face to avoid seeing the train strike the hapless signalman. The narrator notes the significance of the similarity between the driver's actions and the actions of the spectre as the signalman had earlier described them, but leaves the nature of that significance to the reader.

Language Investigation Essay

How sexuality affect philology in designs.For this investigation I count to produce a theory on the run-in of sex orientation in programming. I cogitate it will be raise to observe how the function of manful and fe antheral person in our orderliness layabout affect the computer computer programmes that argon broadcasted and the linguistics that bear when a programme adheres to a exceptional sex roles. I will encounter into account the contextual factors to fully prise whether it is sexual activity, or other factors such as age, class or culture, that affects the lyric poem of a programme.The type of programming I am going to study atomic number 18 childrens television programmes because they are comm tho ruminative of societys stereotypical situations of sexual practice. It is e real expire(predicate) important(predicate) to assess the influence of heavily male person or womanish based expression on children, and whether it forms a sex identity ele ha ndst within them and affects how they linguistically interact with those around them.My hypothesis is that language will be heavily male oriented, following from the stereotypical role males drop to assert empowerment in society.I have elect to study the childrens cartoon X-Men because it has an interesting reflection of gender portrayed by means of language.I am going to amaze by analysing the backing of the programme I am going to study X-Men. This denomination introduces the influence of male superiority with the language it uses, instantaneously using the denomination men to portray the themes of the programme. Instead of the programme only containing men as the title suggests, there is actually an equal twist of men as there is women in the X-Men, so we nooky conclude that they tend a dominant role in the programming, and the influence of stereotypical gender look ons have responsibility for this.It should also be considered that the women in this programme are r epresented with male subjectistics, and by conforming to this and seen as part of the X-Men, they are not lacking(p), still instead seen as equal through another gender. The title clearly suggests that the programme is male orientated, and degrades the influence of the female gender in association with the themes of power and battle. flavour into the idea that the female characters in the X-Men are represented with male traits, I am going to study the language of the label used for each character. Without knowing the gender beforehand, it is difficult to blighter any of the name with an influence of the female gender. Nearly each name is associates with male traits. For instance when feeling at the name Wolverine we can clearly determine that the wolf is a origin for power, teamwork and male dominance, which is appropriate to the male character. In comparison to Rogue, a name which has no female influence, and disassociates the gender from the character, giving her a power orientated name, but suggests that the male represents power.This transcript is of a mostly male conversation, and reveals how the programme orientates towards this gender through its language. The use of M1-4 represents the 4 different male characters in this scene, and F1 represents the only female character. M2/3 are rattling aggressive, using phrases such as allows crush him and I think me and my buds are gonna squash this slimeball.This associates the male blueprint as one of violence. This is disconcerting that this view could influence progeny children, because they will associate power and dominance with aggression, which could have all sorts of implications of their behaviour. Other male characteristics in the language of this scene are using last names for refer to each other, and imperatives to occult the conversation and assert their authority. This fits in with George Keith and Jon Shuttleworths theory, found in Living Language, that men are competitive in convers ation, as opposed to women, who are more supportive.The role of the female in this transcript is very brief, but she clearly supports the other character of Scott, rather than tries to compete with him.This transcript file how female characters are represented as weaker than male. It is interesting to consider that F1 is a imposing powerful character, with many male traits, when the programme deals with the super heros and battle scenes. In comparison, in this scene, she is represented as the supporting character, and inferior to the males. This suggests that the programme still has connotations of the weakness of the female gender. For instance when F1 says Oh, you poor minor her language suggests she is being supportive. The use of the word baby has maternal connotations, which is representative of stereotypical internal and mothering views of females.The language associated with this programme portrays how the male gender dominates the linguistics of X-Men which gives an ins ight into the general view of gender orientation of the programme. These two examples are more substantial in that they are repeated with every episode that a young child watches. It is important to discerp how a heavily male orientated programme effects children.We should consider that a childs perception of the realism of a television programme is about unclear, and its influence could change their gender associated behaviour and understandings. When watching X-Men a young child receives language that has strong connotations of male dominance and power, which leads young children to gender roles themselves, which society have been trying to break for somewhat time now.

History of philosophy Essay

The take apart of philosophical system whitethorn deal with every send out of gentleman life and can pilfer questions in whatever field of information or endeavor. ism pursues questions rather than dishs. ism is non bound by any particular truths that set limits to the desire to uphold asking questions. school of ruling changes historicly twain in respect to its content and its char flakeer. Definitions Etymologically, school of thought is derived from the classical word philein or philia importee love or friendship and sophia content lore. Hence, love of wisdom. The Chinese define ism as Zhe-Xue or Che Shueh ( fundally coined by Dr.Nishi Amane).Zhe essence wisdom while Xue heart and soul count. Significantly, the Chinese character Zhe bears the emblem of m turn outh and give which suggests the inseparability of spoken language and serve. This philosophical system is the translation of words into action or the application of opening into praxis. Hen ce, for the Chinese, school of thought individuals out a person to become on what he says. For the Hindus, ism is Darsana. Darsana delegacy eyesight, not altogether done the eyes however by dint of the whole being of the one that sees. In other words, philosophy for the Hindus means seeing the whole clement beings through a total advertence and involvement of the looker. school of thought refers to the field of argona of the process which let ins standards and guidelines for thought and for logic by which people interrupt concepts and principles which describe people, things and as yetts, and techniques for using the concept and principles for the project of observing, analyzing, to a lower placestanding, evaluating, organizing, and dealing with themselves and other people, things, and events who/which comp initiation reality (Kroepel, 2011) doctrine refers to a human let in the search of k same a shotledge and wisdom to facilitate the evolution of man.Philosoph y studies the constitutional genius of existence, of man, and of mans family to existence. CONCEPT OF philosophy In baffle to live, a man must act in regu late(a) to act, he must subscribe choices in order to make choices, he must define a code of determine in order to define a code of values, he must sock what he is and where he is, he must know his aver nature (including his means of knowledge) and the nature of the domain in which he acts. All of this things come out together, is the very concept of PHILOSOPHY. Origin of Philosophy occidental Philosophy began in Miletus ( accdg.to Reginald Ellen).The alkali of the claim lies on Thales the acclaimed rootage philosopher. Historically, Hesperian philosophy began in Greece. The word philosophy is even derived from the Greek language and means a love of wisdom. Ancient westbound philosophy had terzetto main tree weapones ethics, logic, and physics. These three branches thrust now broken into even smaller sub-sec tions, covering everything from epistemology to aesthetics. Socrates was a self-aggrandizing influence on westerly philosophy, and there was a pre-Socratic era that cover philosophical topics. easterly philosophy has its grow in morality, specifically the Abrahamic trusts (Islam, Judaism & Christianism). It is to a greater extent implicated with asking questions close to theology and how the ground relates to God. Abrahamic religions ( in like manner Abrahamism) are the monotheistic faiths of Middle Eastern origin, emphasizing and tracing their common origin to Abraham or recognizing a spiritual tradition identified with him. They are one of the major divisions in comparative religion, along with Indian religions (Dharmic) and East Asian religions (Taoist).Abraham was said to have lived during the Iron jump on well-nightime afterwards 2000 B. C. E. , in the city of Ur in Mesopotamia. The focus eastern philosophers seduced theories on knowledge and religion has led p eople to practice the philosophies of real philosophers without adopting all aspects of that branch. For example, some people may consider themselves believers in the Buddhist philosophy, but they never materially go and reverence Buddha. The eastern philosophers historically believed that religion was a large part of the study of philosophy. modern-day practices of eastern philosophy much reassign the religious part. Islam impacted much of what we now consider eastern philosophy, meaning that close to branches have a religious aspect. The approximately common branches of eastern philosophy include Taoism, Buddhism, Hinduism, Maoism, Shinto, Confucius, and Legalism. Both regions can attribute a large amount of current philosophical thought to some form of religion. The eastern land chose to embrace religion as their main pursuit of knowledge, while the westerly initiation broke philosophy into a bunch of different branches.Branches of Philosophy Epistemology This refers t o the branch of philosophy that is loosely defined as the study of knowledge. It answers the question, how do we know? It encompasses the nature of concepts, the construction of concepts, the effectuality of the senses, logical savvying, as well as thoughts, ideas, memories, emotions and all things mental. It is touch on with how our masterminds are related to reality, and whether these relationships are valid or invalid. Aesthetics refers to the branch of philosophy that is broadly speaking defined as the study of art.It answers the question, what life can be like? In philosophy, aesthetics is important because it delves into the reason why art has always existed to conjecture and express the desire and need of mankind through the ages to see the world in a different and clear way. It encourage evaluates art by using the standards of human life, and if whether it accomplishes the job of satisfying mans intellectual needs, or whether it tends to hurt or make worse of thos e needs. Metaphysics Literally means beyond physics, this refers to the branch of philosophy that is broadly defined as the study of existence.It answers the questions, What is out there? or What is real? As the foundation of philosophy, metaphysics is also regarded as the natural view of the world. It encompasses everything that exists, as well as the nature of existence itself. It determines whether the world is real, or merely an illusion. Ethics This refers to the branch of philosophy that is broadly defined as the study of action. It answers the question, what should I do? Ethics deals with the becoming course of action for man. Specifically, it answers whether or not a human act is soundly or bad.At a more fundamental level, Ethics can also be defined as the method acting by which people categorize values and pursue them. Logic It is the branch of philosophy that is broadly defined as the study of reason. It answers the question, what is correct reasoning? Furthermore, logic attempts to break a fact from fallacy. Politics It refers to the branch of philosophy that is broadly defined as the study of force. It answers the question, what acts are permissible? on a lower floor its philosophical perspective, politics is ethics use to a group of people. Brief report of Philosophy.Pre-Socratic Philosophy Characterized by the rejection of the mythological interpretation on the nature and phenomena in the domain. The thinkers under this time accomplishment were mainly bear on with the search for the true essence of things and make use of systematic and scientific climb in uncovering the realities in the universe. Pre-Socratic Philosophers Thales (c. 624 546 B. C. ) Greek philosopher who was regarded as the first philosopher in occidental tradition. He became cognise for positing that water is the single element that comprised all things in the universe.He also made famous the aphorism, know thy self. Anaximenes (c. 610 546 B. C. ) A student of Thales who postulated that air is the ejaculate of all things in the universe. His major contribution, however, was stating that zero can be created from nothing. Matter, force, and energy are indestructible. These ideas later reappeared in physics in the laws of the conservation of matter and energy. Anaximander He explained the world as originating in conflicts between contraries, such as hot and cold and prankish and dry. The cold partly dried up, go away the Earth and its water.The hot turned some water into mist and air, while the equilibrium ascended to form fiery rings in the heavens. Holes in the rings are the sun, moon, and stars. stainless PHILOSOPHY Classical Philosophy was chiefly characterized by the rise of the Great Greek Triumvirate Socrates, Plato & Aristotle. Classical Philosophers Socrates (c. 469 399 B. C. ) A Greek philosopher who became cognise as one of the intimately conspicuous philosopher in Ethics. Unlike his contemporaries, Socrates was mo re come to with how people should behave rather than how the world works. Plato (c. 428 348 B. C. )A student of Socrates who become know for through his dialogues which contained the presentation of his ideologies and theories in a conversational form. Aristotle (c. 384 322 B. C. ) He was the student of Plato and became cognize as the first thinker to create a comprehensive system of philosophy, embrace Ethics, Aesthetics, Politics, Metaphysics, Logic and Science. MEDIEVAL PHILOSOPHY gothic Philosophy was the period predominantly cool of philosophers who were concerned with proving the existence of God and with conciliate Christianity/Islam with the classical philosophy of Greece oddly that of Aristotle .This period also saw the establishment of the first universities, which became an important factor in the concomitant evolution of philosophy. Medieval Philosophers Avicenna (980 1037) A Persian philosopher, physician and polymath during the Golden get on with of Islam. As a philosopher and a devout Muslim, he tried to reconcile the keen Greek philosophy with Islamic theology. St. doubting Thomas Aquinas (1225 1274) An Italian philosopher and theologian who became a great influence on ensuant Christian philosophies, particularly that of the Roman Catholic Church.EARLY MODERN PHILOSOPHY betimes new-fashioned Philosophy. The rise of Modern Philosophy can be attributed to trusted historical and cultural changes that happened between the date of cerebrate during the 17th century and the Age of promised land during the 18th century. Among the changes during the said period were the rise in science, the growth of religious valuation account and the rise of liberalism (promotion of liberty and equality). Early Modern Philosophers Rene Descartes (1596 1650) A French philosopher, mathematician, scientist and writer of the Age of Reason.He has been called the Father of Modern Philosophy, and much of a subsequent occidental philosophy can be see n as a response for his writings. He is trusty for one of the best-known quotations in philosophy Cogito, ergo sum or I think, therefore I am (Mastin 2008). Baruch de Spinoza (1623 1677) a Dutch philosopher who was a modern-day of Descartes. Spinoza became famous for his belief that abruptly everything including human behaviour occurs through the surgical operation of necessity, leaving absolutely no populate for free will and spontaneity.Gottfried Wilhelm Leibniz (1646 1716) A German philosopher, mathematician, scientist and polymath who postulated the concept of monads which refers to the ultimate element of the universe from which all things, including human beings and God himself are made of. Immanuel Kant (1724 1804) A German philosopher during the Age of Enlightenment. He is regarded as one of the most famous thinkers in modern philosophy. His contributions in all branches of philosophy are often described as being, immeasurable. Kants Copernican Revolution.One of the most normal Kantian theories which states that the representation of an object greatly helps the perceiver to perceive a certain object and not the object per se. To endue it more accurately, tangible materials (such as the actual glass) are less important in perceiving the glass. What is important is how we engender the glassness of the glass through experience. Kant believed that the human mind can be compared to a tabula rasa (blank tablet). Examples It is like a data processor with no operating system. A information processing system with no O. S. should be installed with various programs to affair properly.A new born plunder should be exposed with positive experiences which may affect his lifestyle and manner on how he/she perceive things. MODERN PHILOSOPHY Modern Philosophy. The modern period of philosophy generally refers to the 19th and 20th centuries. The late 20th Century which is sometimes referred to as the contemporary period, became the venue of major developme nt in philosophy characterized by the rise of new philosophical movements. Modern Philosophers Jeremy Bentham (1748 1832) An face philosopher, political radical and legal and friendly reformer of the early modern period.He became the founder of the Utilitarianism which refers to the principle that holds that the right action is that which would cause the superior happiness of the greatest number. John Stuart Mill (1806 1873) An English philosopher and political scientist who was the protege of Bentham and conducted major improvements on the principles of Utilitarianism. Friedrich Wilhelm Nietzsche (pronounced NEE-cha) (1844 1900) A 19th Century German philosopher who was known for challenging the foundations of Christianity and traditional morality, famously uttering, God is Dead.EASTERN & Hesperian PHILOSOPHIES AN OVERVIEW westerly Philosophy Refers to the philosophical idea in the occidental or Occidental world, particularly in Europe. Historically, it refers to the phi losophical thinking of Western civilization, ascendent in ancient Greece. Western thought puts more emphasis on individualism, science, math, and politics hence, quick-scented and materialistic. It can be seen as the triumph of reason and sensationalism over faith/religion a search involving many questions. Eastern Philosophy.Refers broadly to the various philosophies in the Eastern or Oriental world, particularly Asia and some Arab countries. Historically, it is heavily influenced by Hinduism the worlds oldest religion, beginning in India. Eastern thought puts more emphasis on interdependence (of human beings and nature), harmony, unity, and faith hence, meditative and spiritual. It can be seen as the triumph of faith/religion over science and reason an answer following realization. KEY CHARACTERISTICS OF EASTERN & WESTERN PHILOSOPHIES Western Philosophy.Is rational because most western thought focused on better epistemology and logic. It emphasized that it is the individ ual using his/her rational ability to deduce the truth about the things around him/her, and this ramifys the individual as a subjective mind different from objective reality Nature, God, the Universe. Eastern Philosophy In the East, philosophers have been more concerned with ordaining friendship in a harmonious manner, determination humanitys proper place in society and nature, acting and thinking in a way that would agitate unity and order in the universe.It does not have to rely on rationality and often tries to transcend individuality itself to show a persons innate sameness with the universe/nature. Reason is in fact seen as a stumbling barricado to truly understand reality. It focuses on how to live and tends to accept the way things are. Eastern thought is focused more on the mind and the spirit/soul, tending to offer a different level of internal experience (meditative) from which to draw conclusions. Thus, it would be hard to separate philosophy and religion.