The Mozart Effect Essay -- Child Development

The Mozart Effect is an investigation that demonstrates tuning in to traditional music can effectsly affect learning and demeanor. This event is known as the Mozart Effect, and it has been demonstrated in tests by numerous researchers. This exploration has caused a lot of debate among adherents and nonbelievers, in light of the fact that The Mozart Effect is said to upgrade the mind and thinking; it is likewise used to decrease pressure, gloom, or uneasiness; it initiates unwinding or rest; and the Mozart Effect actuates the body. It additionally claims to help in the mental health in infants and little youngsters and also is thought to help during the time spent examining. Researchers and cynics have various convictions about the advantages of the Mozart Effect. Researchers found that Mozart â€Å"enhanced synchrony between the neural movement in the correct frontal and left tempoparietal cortical regions of the brain,† and that this impact proceeded for â€Å"over 12 minutes† (Rauscher and Shaw, 1998, p. 839). In light of these outcomes, Leng and Shaw estimated that â€Å"listening to Mozart could be invigorating the neural terminating designs in the pieces of the cerebral cortex answerable for spatial-worldly aptitudes, which in this way upgrades the spatial-transient capacities that are housed in those pieces of the cortex†[Dowd]. Anyway nonbelievers recommend that the exploration is inadequate and misdirecting. The Irvine study that propelled the wonder has been broadly reprimanded. The Startling outcomes declared by the underlying paper were deceiving. In the first place, the scientists asserted that the students enhanced each of the three spatial-thinking tests. Be that as it may, as Shaw later explained, the main improvement originated from one taskâ€paper collapsing and cutting. Further, the analysts introduced the information in the structure... ...it. What exactly expand Mozart’s music influences our minds is as yet an inquiry for this mother. Works Cited Bruer, John T. The Myth of the First Three Years: A New Understanding of Early Brain Development and Lifelong Learning. New York: The Free Press 1999. Carroll, Robert. The Skeptic’s Dictionary. Robert Carroll. 2010. Web. 12 April 2011. Connor, Steven. â€Å"Mozart Effect Divides Science† Science News 26 Aug. 1999: Research Library, Lexis Nexis. Web. 15 March 2011. Dowd, Will. The Myth of the Mozart Effect. Skeptic 13.4 (2007): 21-23. Scholastic Search Premier. EBSCO. Web. 15 Mar. 2011.) Fordahl, Matthew. â€Å"Mozart Won’t Help Smarts: Studies.† Entertainment, 26 Aug. 1999: Research Library, Lexis Nexis. Web. 15 March 2011. Siegfried, T. Numerous Curious Scientists Have Music on Their Minds.† Science News 14 Aug. 2010: Research Library, ProQuest. Web. 12 Apr. 2011.

Who S The Real Terrorist Free Essays

In the video they make solid contentions on what mistakes is and who are the fear monger. The video does in reality contact its crowd and gives a reasonable message. Ethos The Classroom banter scene doesn’t present anyone anyway it shows believability tossed out the video and uses notable on-screen characters. We will compose a custom paper test on Who S The Real Terrorist or on the other hand any comparative subject just for you Request Now The scene in itself shows a ton of believability at last since it is set up as a study hall conversation, setting. The educator likewise shows he recognizes what he is discussing essentially on the grounds that he is tossing out information with numbers. At last numbers make’s much else dependable and in some cases significantly increasingly acceptable. The understudy who is appeared on the video who is guarding the Muslims is a Hindu entertainer named, Ivies Oberon. While the teacher is a notable star named USAF All Kahn. The remainder of the classes are arbitrary ace American on-screen characters that nobody truly knows. The crowd will consequently concur with the renowned and notable entertainers. While with the irregular understudies who the crowd isn’t acquainted with them will in all probability can't help contradicting them. For example organizations utilize this procedure. They use good examples and notable big names. For instance Lebanon James a notable b-ball player is supported by Nikkei, McDonald’s, and Coca-Cola. The Meany’s aim is focus there crowd and arrive point over. Considering there point being that if, Lebanon James eats or wears this so should you. That’s how they endeavored to control there focused crowd and communicate as the need should arise simply like in the Exurban banter scene. This naturally gives the on-screen characters greater believability as in they really hear what they’re saying not at all like the underground on-screen characters, subsequently removes their validity. Thus the entertainers being utilized can make their contention more grounded and dependable. Logos The video scene starts when the instructor expresses that â€Å"Islam is a religion that arrives settled and tolerates† (Exurban-Classroom Debate Scene, . 32 seconds). When the teacher completes one of the understudies shouts â€Å"if Islam genuinely is a religion that lectures harmony why they experience the world’s most difficulty spots like the west bank, Afghanistan, Pakistan, and Iran there all tormented with Islamic fear based oppression. † (Exurban-Crisscross Debate Scene, . 37 seconds). The understudy utilizes a broken finding in here proclamation, she utilizes piece. She is expecting that all psychological oppressor are Muslims by summing up that the world most difficulty spots are all gratitude to Islamic fear mongering. Tossed UT the film scene there is a considerable amount of intelligent intrigue. The video shows its consistent intrigue in different manners. They convince the crowd by uncovering the United States and guaranteeing that the US is just in the Middle East for the oil and that the Taliban was a making of the CIA at the end of the day it very well may be portrayed as a lie since there truly is no evidence or it can likewise be an intrigue to mysterious position. In spite of that, the video gives numbers and think about how a larger number of individuals pass on in Afghanistan shelling than in 9 1 . The understudy looks at how much individuals have kicked the bucket in Afghanistan shelling being which as more than 15,000 while 9 1 had around 3000. The legitimate intrigue is unmistakably substantial and compelling to the crowd since they bolster their announcements and give data. To summarize it toward the finish of the video the understudy even finishes with sensible intrigue by expressing that on the grounds that there elites and wear an extravagant suit doesn’t make them any not the same as other fear monger. This more likely than not been one of the most grounded sensible intrigue that one of the understudies states. It makes the crowd sort of expel that visually impaired overlap that the administration has had them have on. It changes the point of view and in a manner makes the focused on crowd open there eyes. Sentiment The passionate intrigue is clear all through the video. You can see the displeasure in the understudy who contends how American’s are the genuine fear monger restrict to different understudies who are against the Islam religion, they show an outflow of being exhausted of the contention. The understudy demonstrating his outrage persuades the crowd in the method of how tired he is of Americans appearing there fraud on how the fear monger are Islam religion. While the understudy who are communicating as destroyed assistance out the contention significantly more by indicating how he has uncovered them, which genuinely will affect the crowds . The video closes with the master Muslim understudy demonstrating his annoyance. His demeanor makes it seem as though all Muslims are tired of Americans stepping in their dirt and exploiting and simply bombarding there nation. The understudy makes the contention increasingly passionate and engaging just as the discouraging ambient sounds. Taking everything into account the film scene secured the three distinctive logical systems by either supporting its contention or not making it more fragile. The ancient rarity does to be sure arrive at its motivation in convincing and persuading its crowd since its contention depends on realities. The video for the most part notice on owe the US was awful and are psychological oppressor and gave little data on how Muslims are likewise fear based oppressor. Step by step instructions to refer to Who S The Real Terrorist, Papers

2020 Transfer Admissions at UGA - UGA Undergraduate Admissions

2020 Transfer Admissions at UGA - UGA Undergraduate Admissions 2020 Transfer Admissions at UGA While the focus this time of year seems to be all about freshman admission, February is the time of year when we receive a majority of our transfer applications and our Evaluation Team begins to work on our transfer reviews, posting credit for work and helping students with any transfer issues. As such, here is some detailed information on the transfer process and the reasons for our deadlines, consideration levels and timelines. Deadlines Our most up to date deadlines for all of our applications can be found on our deadlines page, but here are some details about the transfer deadlines (for the Athens campus): Summer/Fall term transfer deadline March 1 for both applying and for all materials to be submitted. Spring term transfer deadline August 15 for both applying and for all materials to be submitted. The deadlines, especially the Summer/Fall March 1 deadline, are set at that time so that UGA admissions can review the transfer files in a timely manner and get decisions out to applicants early enough for students to both make plans for the future and attend orientation. If we had an application or materials deadline in June, we would not be able to turn around decisions until close to the start of the fall term. As well, if we had a later deadline in June, the consideration levels for admission would have to increase dramatically, as we would see an extremely large increase in applications, and we have limitations on how many transfers can enroll in the Summer/Fall. UGA only has space to enroll approximately 1,600 transfer students for the Summer/Fall term, and as such we need to control the size of the transfer class. We generally enroll about 900-1,000 transfers in the Spring term, as space opens up on campus (classroom space, parking, etc.) due to a substantial number of student s who graduate in December. As such, Spring term admission is possible for a large number of applicants who might not meet the semester hour requirement/consideration levels for Fall term. Timelines Generally, we begin our review of transfer files in early February, with Summer files being looked at first and then Fall files due to the timing of enrollment. Both Summer and Fall applicants are reviewed in the same way and using the same consideration levels, so we suggest applying for the term in which you actually want to start. We will begin releasing decisions sometime in early March, and the initial decisions will be a mix of summer and fall students. We release decisions in the late afternoon on Fridays, and after the initial transfer decision release, we will then release decisions every Friday afternoon until we are finished with the transfer files. We will generally look at applications based on when the file is complete (application is submitted and all transcripts are received for the student), but some files are more complicated than others and make be looked at later in the process. While we can give a rough projection on the timelines for decision releases, we cannot guess about individual decision dates. Even students who applied on the same date might have different decision dates due to when their transcripts came in, how many people applied around that date (roughly 1,000 people applied in the first few days), and how challenging the transcripts are to review. Transfer Review Process When UGA reviews a file for transfer admission, we are focusing on two areas for the most part; How many hours of transfer work has been completed and is on a transcript, and what is the GPA that UGA calculates for the transfer work. All grades/hours that will be reviewed must be on a transcript by the application deadline. Advanced placement (AP/IB) credit listed as specific courses with specific hours and college course titles and course numbers on a college transcript may be transferable. UGA requires official transcripts from all colleges attended, even if the work is from dual enrollment courses, transient work at another college, etc. UGA Admissions requires at least 30 semester hours of completed transfer work from another college to be submitted on an official transcript by the deadline. If a student is below the 30 hour threshold, we will deny the application due to not meeting the requirement. We also have set up our application to give a warning to all applicants who list less than 30 hours of transfer work completed to let them know of the situation. UGA does not look at in-progress work when making decisions, so all materials must be submitted to our office by the stated deadline. UGA requirements state that a student must have completed 30 tranferrable hours by the application deadline (this can include AP/IB credit listed as coursework on an official college transcript), and that the student must have been out of high school for a year prior to the start of their initial term at UGA. As such, a student with a large amount of dual enrollment could not apply to UGA as a transfer for the fall after they graduate from high school (they would apply as a freshman). For transfer applicants, we want to see at least a full year of college work post high school to make a good determination about admission. We have a Transfer FAQ with more details about some specific transfer questions, and it also goes into detail about how courses transfer into UGA.

The Hero’S Quest. The Hero’S Quest Is Commonly Divided

The Hero’s Quest The Hero’s Quest is commonly divided into three groups: the Departure, the Initiation, and the Return. Each group has its own steps that a typical epic poem’s hero would follow on his quest. In the epic poem, Beowulf, the unknown author uses several steps of the Hero’s Quest to make Beowulf seem like a typical epic hero that follows the Hero’s Quest. The first step of the Departure is the Call to Adventure; this is the point in the hero’s life when he is informed that he will have to go on a quest. Beowulf experienced The Call to Adventure when heard of Grendel’s attacks on Heorot, and he felt obligated to help King Hrothgar because he is his father’s friend. The second step of the Departure is the Refusal of the Call,†¦show more content†¦The unknown author most likely chose to omit this step to portray Beowulf as a strong character that does what he has to do to complete his quest. There are six steps in the Initiation of the Hero’s Quest. The first step in the Initiation is the Road of Trials, which is a series of tests that the hero must face to begin the transformation. The Road of Trials in Beowulf is his battles with Grendel, Grendel’s mother, and the dragon. Beowulf experienced obstacles in each battle, but he still was able to fight his best and kill all three of his enemies. T he second step in the Initiation is the Meeting with the Goddess; this is when the hero meets a goddess and experiences love. This did not occur in Beowulf. If a monk was the one who wrote the story down, he might have wanted to leave that part out based off of religious purposes. If the monk did not choose to omit this step, the unknown author might not have included it to show that Beowulf was determined and did not let anything in his way when he had a task. The third step of the Initiation is the Woman as the Temptress, which is when the hero is tempted by a woman. This does not occur in Beowulf, and it was most likely omitted for the same reason as The Meeting with the Goddess. The fourth step in the Initiation is the Atonement with the Father. This step is when the hero must confront whoever holds all the power in his life. The Atonement with the Father is whenShow MoreRelatedThe Hero’S Quest Is Commonly Divided Into Three Groups:1273 Words   |  6 PagesThe Hero†™s Quest is commonly divided into three groups: the Departure, the Initiation, and the Return. Each group has its own steps that a typical epic poem’s hero would follow on his quest. In the epic poem, Beowulf, the unknown author uses several steps of the Hero’s Quest to make Beowulf seem like a typical epic hero that follows the Hero’s Quest. The first step of the Departure is the Call to Adventure; this is the point in the hero’s life when he is informed that he will have to go on a questRead MoreThe Hero With A Thousand Faces1284 Words   |  6 Pagesthe fundamental structure every archetypal hero follows during his or her journey in the world of mythologies. Campbell coined the term â€Å"monomyth to describe the stories that follow this structure. The monomythic cycle, commonly referred to as The Hero s Journey, is divided into three primary sections known as the Departure, Fulfillment, and Return. These sections posses a total of twelve elements that the hero will encounter through his story arc. This basic structure is common amongst manyRead More The Usefulness of Structuralism as an Analytical Tool for Uncovering How Meaning is Generated in The Wizard of Oz1918 Words   |  8 Pagesmillenniums of his residence on the planet’ (Campbell 1968: viii). Monomyths all share a fundamental structure that c an be divided into three stages and seventeen steps, however very few monomyths contain all seventeen steps. Departure, the first stage, begins when the hero acknowledges a world outside of his or her own, followed by receiving a quest from a guide, although the quest is often refused. However, the hero will eventually be forced to leave through some event or supernatural power. The secondRead MoreLooking At Blood Diamond With The Archetypal Criticism Essay1201 Words   |  5 Pagespersonal story follows the narrative archetype of the journey. According to Jung, the journey sends the Hero of the story on a quest that will help save their kingdom or home (Archetypal Criticism). Joseph Campbell, an American writer, mythologist and lecturer, divided the journey into three phases: separation, initiation, and return, this is called the Monomyth theory (The Heros Journey - Mythic Structure of Joseph Campbells Monomyth). Solomon Vandy’s story follows the steps of the Monomyth theor yRead MoreHow Tolkiens Life Influenced His Works3900 Words   |  16 Pagesland, and she is immortal. Beren is told by Thingol that the only way to win his blessing is to retrieve the simaril from the iron crown of Morgoth a task that to Thingol is impossible for a mortal man to accomplish. This is a classic hero’s tale of Beren and his quest to win the hand of the most beautiful creature that ever existed. When Tolkien and Edith passed away Tolkien had her gravestone inscribed with â€Å"Edith Mary Tolkien, Luthien† and his with â€Å"John Roald Reule Tolkien, Beren† (Doughan).

Theme in Literature Essay - 4725 Words

Mr. Judd Name__________________ CH. 14 America and World War II Study Guide It was the bloodiest, deadliest war the world had ever seen. More than 38 million people died, many of them innocent civilians. It also was the most destructive war in history. Fighting raged in many parts of the world. More than 50 nations took part in the war, which changed the world forever. For Americans, World War II had a clear-cut purpose. People knew why they were fighting: to defeat tyranny. Most of Europe had been conquered by Nazi Germany, which was under the iron grip of dictator Adolf Hitler. The war in Europe began with Germanys invasion of Poland in 1939. Wherever the Nazis went, they waged a campaign of terror, mainly against Jews, but†¦show more content†¦507 Pg. 507 * Celebrities help raise funds (war bonds) * * Pg. 504 amp; 06 Pg. 504 amp; 06 * In 1940, Congress approved plans for the first peacetime draft in American History called the Selective Service and Training Act * * Pg. 490-93 Pg. 490-93 World War II Propaganda Guns were the principal weapon of World War II , but there were other more subtle weapons that the U.S. government used. This included propaganda messages in posters, radio, and film. Propaganda is a message put out by a government or organization to promote a policy, idea, or cause. During World War II , the U.S. government wanted the public to wholeheartedly support the war efforts. They also wanted to maintain a good public morale and a public commitment for the war. Persuading the American public became a wartime industry. The government launched an aggressive propaganda campaign to galvanize public support for the war or to encourage particular actions. The basic message was simpl e—we’re on the side of good, the enemy is the side of evil. These images and messages were designed to tug at human emotions. These types of messages included: †¢ Warnings of what could happen if America lost the war. Many of these messages were intended to scare people. They tried to motivate through fear to make sure Americans felt strongly about what the country was fighting for. †¢ Pleas forShow MoreRelatedTheme of Alienation in Literature Essay1118 Words   |  5 PagesA Alienation is a common theme in literature as it can elicit many deep emotions. It can be attached to characters who have acted very drastically or who need to do so. Either way, alienated characters create a sense of intrigue with the personal reliance that they are faced with. Receiving help from others is not as applicable to these people. Nathaniel Hawthorne’s, â€Å"The Minister’s Black Veil,† Anne Sexton’s, â€Å"The Farmer’s Wife,† and T.S. Eliot’s â€Å"The Love Song of J. Alfred Prufrock† each magnificentlyRead MoreEssay Theme of Alienation in Literature929 Words   |  4 PagesTheme of Alienation in Literature A common theme among the works of Nathaniel Hawthorne is alienation. Alienation is defined as emotional isolation or dissociation from others. In Hawthornes novels and short stories, characters are consistently alienated and experience isolation from society. These characters are separated from their loved ones both physically and psychologically. The harsh judgmental conditions of Puritan society are the cause of isolation for theseRead More Themes in Raymond Carvers Literature Essay743 Words   |  3 PagesThemes in Raymond Carvers Literature In Short Cuts, by Raymond Carver, characters experience trials and problems in their lives, whether extreme such as in A Small, Good Thing and Lemonade or nominal such as in Vitamins. They all seem to depict these struggles as uphill battles which the characters cannot and mostly do not overcome. The characters throughout Carvers Short Cuts struggle through their lives in private desperation, often to ultimately realize that they are bound toRead MoreThemes in Early American Literature Essays1568 Words   |  7 PagesThemes of Early American Literature Early American literature does a tremendous job of revealing the exact conditions and challenges that were faced by the explorers and later by the colonists of the New World. From early shipwrecks to the later years of small colonies barely surviving through dreadful winters, the literary works of the time period focus on some very recognizable themes. The theme of any given work – being simply the unifying subject or idea – is a very important element of anyRead More The Theme Of Coming Of Age In Literature Essay1834 Words   |  8 Pages The Theme of Coming of Age in Literature There comes a time is each persons life when they reach the point where they are no longer children, but adults. The transition from a child into a young adult is often referred to as the quot;coming of age,quot; or growing up. The time when this transition occurs is different in everyone, since everyone is an individual and no two people are alike. Certain children reach this stage through a tragic, painful event which affects them to such extent thatRead MoreCommon Themes in American Literature Essays471 Words   |  2 PagesCommon Themes in American Literature Common Themes throughout American Literature Many authors contributed to American literature between 1865 and 1914. Although these authors came from all over the country and lived different life styles, they still managed to include similar themes in their works. A theme is considered to be the main idea of the work, or a meaning behind the story. Within this period of American literature, three themes continued to emerge: the concept of true beautyRead MoreEssay about The Theme of Coming of Age in Literature1863 Words   |  8 PagesThe Theme of Coming of Age in Literature There comes a time is each persons life when they reach the point where they are no longer children, but adults. The transition from a child into a young adult is often referred to as the coming of age, or growing up. The time when this transition occurs is different in everyone, since everyone is an individual and no two people are alike. Certain children reach this stage through a tragic, painful event which affects them to such extent thatRead MoreMedieval Themes Reflected in Modern Literature and Movies Essay examples898 Words   |  4 PagesThe common themes often presented in tales of the Medieval times still make appearances in the films and literature that are popular among our society today. The book The Kindness of Strangers, written by Katrina Kittle, and the movie King Kong, directed by Peter Jackson, are two examples that portray many known characteristics of the times of King Arthur, such as honor, chivalry, loyalty, and bravery. The legend of King Arthur revolves around the Knights Code of Chivalry. Although there wasRead MoreEssay about Recurring Themes in 19th Century Russian Literature3530 Words   |  15 Pageswriters; each writer packing their work with themes of duplicity, hope, and heavy social criticism. Duality was the cardinal theme for Imperial Russia. 19th century Russia was a peasant-filled, agrarian empire rushed through the gawky adolescence of industrialisation. The serfs were only freed in 1861, and by 1900 around 2.3 million Russians worked inside factories: in a century, Russia had moved from a feudal system of serfdom to the shores of modernity. A theme of duplicity was carried throughout.Read MoreRomantic Period of Literature in America Essay949 Words   |  4 Pages This movement in literature has many influences, themes, and writing styles that can be highlighted with important works and authors. A promising frontier, new cultures brought by immigration, and a search for spiritual answers were all key influences in bringing about the romantic movement. Themes of the romantic period include nature as a refuge, high imagination, and emotional intensity. All of these influences and themes culminate in many different forms of literature including poem, short

Subramainaya Baharathi Free Essays

string(42) " Pondicherry which was under French rule\." Introduction: Subramaniya Bharathi the Poet of Tamil Nationalism Indian Freedom â€Å"He who writes poetry is not a poet. He whose poetry has become his life, and who has made his life his poetry – it is he who is a poet. † – Bharathy Mahakavi Subramaniya Bharathi was born on 11 December 1882 in Ettiyapuram in Tamil Nadu. We will write a custom essay sample on Subramainaya Baharathi or any similar topic only for you Order Now Bharathi died on 11 September 1921. In a relatively short life span of 39 years, Bharathi left an indelible mark as the poet of Tamil nationalism and Indian freedom. Bharathi’s mother died in 1887 and two years later, his father also died. At the age of 11, in 1893 his prowess as a poet was recognised and he was accorded the title of ‘bharathi’. He was a student at Nellai Hindu School and in 1897 he married Sellamal. Thererafter, from 1898 to 1902, he lived in Kasi. Bharathi worked as a school teacher and as a journal editor at various times in his life. As a Tamil poet he ranked with Ilanko, Thiruvalluvar and Kamban. His writings gave new life to the Tamil language – and to Tamil national consciousness. He involved himself actively in the Indian freedom struggle. It is sometimes said of Bharathi that he was first an Indian and then a Tamil. Perhaps, it would be more correct to say that he was a Tamil and because he was a Tamil he was also an Indian. For him it was not either or but both – it was not possible for him to be one without also being the other. Bharathi often referred to Tamil as his ‘mother’. At the sametime, he was fluent in many languages including Bengali, Hindi, Sanskrit, Kuuch, and English and frequently translated works from other languages into Tamil. His (among all the languages we know, we do not see anywhere, any as sweet as Tamil) was his moving tribute to his mother tongue. That many a Tamil web site carries the words of that song on its home page in cyber space today is a reflection of the hold that those words continue to have on Tamil minds and Tamil hearts. His – was Bharathi’s salute to the Tamil nation and many a Tamil child has learnt and memorised those moving words from a very young age – and I count myself as one of them. Bharathi was a Hindu. But his spirituality was not limited. He sang to the Hindu deities, and at the same time he wrote songs of devotion to Jesus Christ and Allah. Bharathi was a vigorous campaigner against casteism. He wrote in ‘Vande Matharam’ : – – We shall not look at caste or religion, All human beings in this land – whether they be those who preach the vedas or who belong to other castes – are one. Bharathi lived during an eventful period of Indian history. Gandhi, Tilak, Aurobindo and V. V. S. Aiyar were his contemporaries. He involved himself with passion in the Indian freedom struggle. His ‘Viduthalai, Viduthalai’ was not only a clarion call for freedom from alien rule but also addressed the need to unite a people across caste barriers – ! ! ! ! . Bibilography He saw a great India. He saw a n India of skilled workers and an educated people. He saw an India where women would be free. His – expressed the depth of his love and the breadth of his vision for India. Bharathi served as Assistant Editor of the Swadeshamitran in 1904. He participated in the 1906 All India Congress meeting in Calcutta (chaired by Dadabhai Naoroji) where the demand for ‘Swaraj’ was raised for the first time. Bharathi supported the demand wholeheartedly and found himself in the militant wing of the Indian National Congress together with Tilak and Aurobindo. Aurobindo writing on the historic 1906 Congress had this to say: â€Å"We were prepared to give the old weakness of the congress plenty of time to die out if we could get realities recognised. Only in one particular have we been disappointed and that is the President’s address. But even here the closing address with which Mr. Naoroji dissolved the Congress, has made amends for the deficiencies of his opening speech. He once more declared Self-Government, Swaraj, as in an inspired moment he termed it, to be our one ideal and called upon the young men to achieve it. The work of the older men had been done in preparing a generation which were determined to have this great ideal and nothing else; the work of making the ideal a reality lies lies with us. We accept Mr. Naoroji’s call and to carry out his last injunctions will devote our lives and, if necessary, sacrifice them. † (Bande Mataram, 31 December 1906) Many Tamils will see the parallels with the Vaddukoddai Resolution of 1976 which proclaimed independence for the Tamils of Eelam – the work of older men determined to have ‘this great ideal and nothing else’ and the later determination of Tamil youth to devote their lives, and ‘if necessary sacrifice them’ to make that ideal a reality. In April 1907, he became the editor of the Tamil weekly ‘India’. At the same time he also edited the English newspaper ‘Bala Bharatham’. He participated in the historic Surat Congress in 1907, which saw a sharpening of the divisions within the Indian National Congress between the militant wing led by Tilak and Aurobindo and the ‘moderates’. Subramanya Bharathi supported Tilak and Aurobindo together with ‘Kapal Otiya Thamilan’ V. O. Chidambarampillai and Kanchi Varathaachariyar. Tilak openly supported armed resistance and the Swadeshi movement. These were the years when Bharathi immersed himself in writing and in political activity. In Madras, in 1908, he organised a mammoth public meeting to celebrate ‘Swaraj Day’. His poems ‘Vanthe Matharam’, ‘Enthayum Thayum’, ‘Jaya Bharath’ were printed and distributed free to the Tamil people. In 1908, he gave evidence in the case which had been instituted by the British against ‘Kappal Otiya Thamizhan’, V. O. Chidambarampillai. In the same year, the proprietor of the ‘India’ was arrested in Madras. Faced with the prospect of arrest, Bharathi escaped to Pondicherry which was under French rule. You read "Subramainaya Baharathi" in category "Papers" From there Bharathi edited and published the ‘India’ weekly. He also edited and published ‘Vijaya’, a Tamil daily, Bala Bharatha, an English monthly, and ‘Suryothayam’ a local weekly of Pondicherry. Under his leadership the Bala Bharatha Sangam was also started. The British waylaid and stopped remittances and letters to the papers. Both ‘India’ and ‘Vijaya’ were banned in British India in 1909. The British suppression of the militancy was systematic and thorough. Tilak was exiled to Burma. Aurobindo escaped to Pondicherry in 1910. Bharathi met with Aurobindo in Pondicherry and the discussions often turned to religion and philosophy. He assisted Aurobindo in the ‘Arya’ journal and later ‘Karma Yogi’ in Pondicherry. In November 1910, Bharathi released an ‘Anthology of Poems’ which included ‘Kanavu’. V. V. S. Aiyar also arrived in Pondicherry in 1910 and the British Indian patriots, who were called ‘Swadeshis’ would meet often. They included Bharathi, Aurobindo and V. V. S. Aiyar. R. S. Padmanabhan in his Biography of V. V. S. Aiyar writes: â€Å"All of them, whether there was any warrant against them or not, were constantly being watched by British agents in Pondicherry. Bharathi was a convinced believer in constitutional agitation. Aurobindo had given up politics altogether†¦ and Aiyar had arrived in their midst with all the halo of a dedicated revolutionary who believed in the cult of the bomb and in individual terrorism. In 1912, Bharathy published his Commentaries on the Bhavad Gita in Tamil as well as Kannan Paatu, Kuyil Paatu and Panjali Sabatham. After the end of World War I, Bharathi entered British India near Cuddalore in November 1918. He was arrested and imprisoned in the Central prison in Cuddalore in custody for three weeks – from 20 November 20 to 14 December. He was released after he was prevailed upon to give an undertaking to the British India government that he would eschew all political activities. These were years of hardship and poverty. Eventually, the General Amnesty Order of 1920 removed all restrictions on his movement. Bharathy met with Mahatma Gandhi in 1919 and in 1920, Bharathy resumed editorship of the Swadeshamitran in Madras. That was one year before his death in 1921. Today, more than 80 years later, Subaramanya Bharathy stands as an undying symbol of Indian freedom and a vibrant Tamil nationalism. P. S. Sundaram in his biographical sketch of Subramania Bharathy concludes: â€Å"Though Bharathi died so young, he cannot be reckoned with Chatterton and Keats among the inheritors of ‘unfulfilled renown’. His was a name to conjure with, at any rate in South India, while he was still alive. But his fame was not so much as a poet as of a patriot and a writer of patriotic songs. His loudly expressed admiration for Tilak, his fiery denunciations in the Swadeshamitran, and the fact that he had to seek refuge in French territory to escape the probing attentions of the Government of Madras, made him a hero and a ‘freedom fighter’. His lilting songs were on numerous lips, and no procession or public meeting in a Tamil district in the days of ‘non-cooperation’ could begin, carry on or end without singing a few of them†¦ Bharathi’s love of Tamil, both the language as it was in his own day and the rich literature left as a heritage, was no less than his love of India†¦ When he claims for Valluvan, Ilango and Kamban, Bharathy does so not as an ignorant chauvinist but as one who has savoured both the sweetness of these writers and the strength and richness of others in Sanskrit and English†¦ â€Å"(in Poems of Subramania Bharathy – A Selection Translated by P. S. Sundaram, Vikas Publishing House Pvt. Ltd, 1982) Mahakavi Subramania Bharathiar was one of the greatest Tamil poets, a prolific writer, philosopher and a great visionary of immense genius. He was also one of the most prominent leaders of the Indian independence movement. His national integration songs earned him the title â€Å"Desiya Kavi† (National Poet). His patriotic songs emphasize nationalism, unity of India, equality of men and the greatness of Tamil language. Bharathiar was born on December 11, 1882 in Ettayapuram, which is now part of Thoothukudi District. Bharathiar was educated at a local high school where his talents as a poet were recognized even at the age of 11. He had voracious appetite for learning ancient and contemporary Tamil literature and had gifted intellect to derive astonishing truths from ancient poems. At the age of 22, he became a Tamil teacher at Setupati High School in Madurai and the same year he was appointed as Assistant Editor of a daily newspaper called â€Å"Swadesamitran†. In 1906, he was editor of a weekly magazine called â€Å"India†. By 1912, Bharathiar was already a legend in South India and his political meetings were attracting multitudes of young patriots, ready to join the non-violent movement for attaining freedom from the British rule. Bharathiar died on September 11, 1921, at the young age of 39. The legacy of the poet however endures forever Literary Works The following collections published by Bharathi piracuralayam, Triplicane, 1949 contains shorter pieces: thEciya keethangal – 57 poems thoththirap pAdalkal – devotional songs, 66 pieces vinayakar nanmanimaalai, kannanpattu -23 pieces pirapadalkal – 30 pieces autobiography in verse form: svacarithai (49 st. ), bharathi arupathu (66 st), cinnacankaran kathai puthiya aaththiccudi, paappapattu (1914, 16 quatrains) pancali capatham – narrative poem in 1548 lines rose – gnana ratham, 1910 short narrative pieces aaril oru pangku,1911-12 Cheeezzzz: The Tamil poet, Maha Kavi Subramaniam Bharathiar, familiarly referred to as Bharathi, has been a real life hero. His extraordinary power was his poetry, his weapon of choice- his pen. He wrote at a time when his country was crying out for reform. Though many may remember him for inspiring h is people to seek freedom from alien rule, he also spoke out for the freedom and equality of the Indian woman – his damsel in distress – in a time when they were barely acknowledged for their existence. The mid 19th century was a time when the Indian woman had absolutely no rights and their relationship with their husbands were close to that of Master and Slave. Women were not thought important enough to pursue studies, as their role was more as the dutiful wife at home. Bharathi was first among the growing school of Renaissance poets during this period who insisted that the only way for a country to grow was through empowering its women. â€Å"Aanum Pennum nigarrenak kolvathaal Ariviloanki ivvagayakam thalaikumaam† Taken from his poem Puthumai Penn (New Woman) the line evokes that â€Å"When we realize that man and woman are equal, this world will flourish with knowledge†. From religious hymns to inspiring nationalist anthems and poems shattering without hesitation every social taboo that was held close by conventional South Indians, Bharathi voiced his opinion without hesitation in a lyrical style that has not even been surpassed by literature that followed his period. Among his well-known poetry is Oadi vilayaadu paapaa. While a poem of instruction for children it also hints to all ages on accepting people as human beings and not on their caste or creed. Jaadhigal illaiyadi paaapaa, Kulath thaalchi uyarchi sollal paavam paapaa Neethi uyarntha mathi kalvi Anbu niraiya udayavargal meloar paapaa â€Å"There is no caste little one. It is a sin to categorise people as high and low caste. Only those who possess justice, intelligence and education and great love are of a high caste† Thus he included the Tamil woman in his fight for freedom who, in one of his essays he called â€Å"Slaves who remain conservative and orthodox† as they were â€Å"not permitted to make their own choices†. Woman as a mother was Bharathi’s favourite theme and the book ‘Woman in Modern Tamil Literature’ by Loganayagy Nannithamby says that â€Å"Bharati who envisages women as the incarnation of Sakti [Parasakti – the great Goddess or the Mother-Goddess] says in one of his essays on philosophy: As a man, all the female deities you pray to, represent the latent powers of Parasakti hidden in women like your mother, wife, sister and daughter. Bharati’s idealist views later turned to more down-to-earth, reformist views with the seeping in of Northern influences like the coming of the Brahmins and Puranas, which was slowly deteorating the status of the woman of the South. He argued that if women’s freedom were to be deprived, man would p erish along with it and that men were not to monopolize freedom. Aettayum pengal thoduvadhu theemaiyendren niyirunthavar Maaynthuvittar Veetukkullay pennaip pooti vaippoam endra vindai manithar thalai Kavilnthaaar â€Å"Those who thought that women should not touch books and learn have died! Those surprising people who said that we have to lock women in homes to do their duties, have put their heads down in shame. † His hope for women included a librated free woman who thought independently and used her knowledge, like men, for the betterment of the country. His wife Chellamal Bharati, in her biography of her husband related incidents when she says how her husband put all social barriers to the wind and clung to her arms while walking boldly next to her (Brahmin women were required to walk a few steps behind her husband). Nimirntha nannenjum naer konda paarvaiyum Nilathinil yaarukkum anjaatha nerigalum Thimirntha gnanach cherukkum iruppadhaal Semmai maadhargal thirambuvathillaiyaam† â€Å"With upright heart and steadfast look and ideas that are not afraid of anyone in the world- the woman does not falter as she has the delight of wisdom. † This great poet died on September 11, 1921 after being trampled by an Elephant when he went seeking blessings at t he temple. He was thought of as such an outcast at the time that only seven people attended his funeral. But his poetry, which belied his time, caused the birth of new ideas and the emancipation of the status of the woman in India today and remains as inspiration to millions of people around the world. Cheeezzzz: and This is the great Hero’s Photo. Subramanian T. R subbu: Fantastic TRIBUTE to our GR8T Poet n Freedom Fighter Shri. MAHA KAVI SUBRAMANIA BHARATHI indeed†¦ Good to see that you shared with all our friends here my dear Ramya Ponnu O0 On this day Let’s Have our Gr8t Rememberance of his contributions to the society ! :noteworthy: subbu How to cite Subramainaya Baharathi, Papers

Characteristic of Online Learning and Traditional Learning free essay sample

Characteristic of online learning and traditional learning There are numerous benefits in participating in both a traditional classroom and  online learning. However, many people now prefer the online classroom over the traditional classroom. Online learning offer the opportunity to communicate and share with your classmates. In a traditional classroom, the teacher has a certain amount of time to get his or her information across to the class. While traditional learning is very interactive, online learning is very flexible. Traditional learning offer interaction with the teacher and classmates. Classes taken in classrooms also use schedules rather than leaving the responsibility to the student. I believe traditional classrooms provide a more effective education than online classes. Classroom based courses offer more focus than online courses. In a classroom, students are forced to be quiet and listen to the teacher . They do not have many options besides learning. It is against the rules to sleep, eat and text during the class period. We will write a custom essay sample on Characteristic of Online Learning and Traditional Learning or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In online learning , students can do any of those. They can even switch to a different tab with their favorite social network instead of what they’re supposed to be learning. They can text freely on their phones with no one stopping them. With the rules in a classroom, students are far less distracted than when taking an online learning. Today most students consider the traditional classroom environment beneficial for learning because they can interact with the teacher and their classmates. Especially for people who learn better through cooperative activities and group work, the possibility of asking questions and receiving right answers is important. Many students prefer face-to-face interactions to technology-mediated conversations. Some students need constant reassurance that what they do is correct and that they are going in the right direction, so they need feedback to keep them moving. Online learning allows a person to continue their education while doing all the other tasks life has to offer. It is very flexible and the student works around their personal schedule and still maintains quality of life. Online class students just feel like the freedom to come and go as they please. They enjoy sitting at the computer in their pajamas on Saturday morning with a cup of tea to read their class lecture and do their coursework.