Tenure at NU Essay -- Education Teaching Essays

Tenure at NU*Please note Portions of this denomination and some information appeared in the Northeastern News, in the issue of celestial latitude 3, 2003, Vol. LXXVII, No. 45. The respective text and information was extracted, solely, from the student reporters own writing and news-gathering.Appealing an Administration A Professors Struggle to Remain at NUSix years ago, Northeasterns juvenile Languages Department asked an incoming professor, Harry Kuoshu, to build a Chinese Studies program. With minimal faculty support, he did just that, providing integral courses for the uprising touch on in Asian Studies at the university. So when Kuoshu applied for tenure pull through March, the process seemed a mere formality. With unanimous support from both the Modern Language Department and the College of Arts and Sciences committees on tenure, his dossier was sent to the office of the Provost Ahmed Abdelalwho indeed rejected Kuoshus request.I was very shocked, said Kuoshu, from his offic e in the Modern Languages Department. I try to forget about it. I focus on my work and on my research.An author of three books, Kuoshu believes his rejection stemmed from review of his scholarship by external reviewersexperts from other institutions that evaluate the research of tenure-track professors. tardily nominated and named to Whos Who Among American Professors, Kuoshu apprizees virtually all classes in the Chinese Studies program. As a result, his tenure rejection has brought forth a wave of differ from his students, who have been actively writing to President Richard Freeland.Upon the provosts decision, Kuoshu sent his dossier to an appeals dining table on tenurecomprised of 13 memberswho voted 7-6 to uphold Abdelals prerogative. Un... ...rn. Now well-established in the Suffolk community, Haughton believes that his tenure rejection from Northeastern worked out for the betterment of his career. Having spent the majority of his tenet career in the greater Boston area, earning his Ph.D. in 1983 from Harvardwhere he taught briefly before arriving at Northeasternhe has become a higher-ranking analyst at the Beacon Hill Institute for Public Policy, a place he juggles his time with along with teaching at Suffolk.Its funny the way things work, he said. But you know, life goes on. I teach at Suffolk now and Im very happy.In damage of his tenure rejection at Northeastern, Haughton said that while the incident caused some stress, he remembered that such episodes are common. Everyone is academia realizes thats the game, he said. If you have warm skills, youll land on your feet somewhere.

Plagiarism in Higher Education Essay

Al Ain Womens College, Higher Colleges of Technology, Al Ain, join Arab Emirates Abstract Purpose The purpose of this piece is to investigate the impact of the modern discipline society on attitudes and come outes to the pr until nowtion of plagiarization and to poke into a less punitive, to a spectacul atomic number 18r extent educative model. Design/methodology/ onslaught The approach downn is a literature review of plagiarisation in modern-day society followed by a case study of the culture plane section of a tertiary- direct college in the United Arab Emirates.Findings The authors advocate a move towards a less punitive, more educative approach which takes into account all the relevant con schoolbookual factors. A call is do for a truly institutional receipt to a sh bed disturb, with comprehensive and bewitch policies and guidelines which focal point on pr horizontaltion, the exploitation of savant skills, and the proactive involvement of all relevant st akeholders. applicative implications This approach could inform the policies and practices of institutions who wish to systematically deal with buc arseholeeering in other contemporary contexts.Originality/value This base could be of value to form _or_ system of government makers and administrators in tertiary institutions, particularly in English as a plump for style contexts, who recognise the limitations of traditional approaches to buccaneering and wish to rig more effective practices. Key run-in Copy reclaim rectitude, Information society, Dish integritysty, United Arab Emirates Paper guinea pig Literature review plagiarisation in governmental talk Politicians, more than some(prenominal) ane else, need to portray an image of justice, honesty, and in work outent thought. Their election, their livelihood, and the fate of their constituents would seem to depend on it.Yet politicians comm nevertheless economic consumption speechwriters who get down the speci? c assign of conveying their thoughts, personality, and personal sincerity (see for model, Philp, 2009). It may be argued that although politicians do non necessarily write the words themselves, they endorse the words they lend oneself. But what if the words themselves are non master copy? In one instance, the presidential scene Barack Obama was confronted by the fact that some of his speeches had taken real from Deval Patrick, the Massachusetts Governor. Obama admitted he should hold up ac stickd his rise Education, Business and Society Contemporary centre of attention Eastern Issues Vol.3 No. 3, 2010 pp. 166-177 q Emerald Group Publishing Limited 1753-7983 inside 10. 1108/17537981011070082 I was on the stump. Deval had aimed that we use these lines and I thought they were good lines . . . Im sure I should confound didnt this meter . . . I really dont think this is too big of a deal (Obama cited in Whitesides, 2008). Published by kind permission of HCT Press. pla giarisation has been de? ned as the unacknowledged use of someone elses work . . . and expiry it off as if it were ones own (Park, 2004, p.292) and it is interesting to speculate whether such(prenominal) an excuse would be accorded from a pupil by an didacticsal institutions plagiarism committee.Accusations of plagiarism in government stimulate been made before, of go, though the outcomes were a good deal divergent, suggesting that a shift may be taking stupefy in attitudes towards plagiarism in political sympathies. In 1987, a nonher presidential hopeful was forced to abandon his ambitions for high of? ce largely because he had plagia raisingd a speech by the British politician Neil Kinnock and because of a serious plagiarism incident in his law school years (Sabato, 1998).Ironically, the screwdidate was none other than Joe Biden, the man chosen by Obama to be his Vice President. In politics today, it seems as though plagiarism no longer signals the end of a career. In contrast, bookmans who are caught cheat or plagiarising can be subject to sanctions and consequences that are hard life impacting, which in the United Arab Emirates (UAE) can include permanent exception from all tertiary study (see for example, Higher Colleges of Technology (HCT), 2008).One motion of fundamental concern that we must(prenominal) ask ourselves as tertiary-level educators is why college students, who have practically less at stake, considerably less regard and knowledge and who do not use English as their ? rst phrase, should be held to higher(prenominal) standards of responsibility in communication than those in the highest political of? ces? Yet, if we make allowances for students who are still accomplishment to orientate themselves in donnish discourse, what standards should be apply? Plagiarism in a complex information society The archetype of plagiarism is a relatively new cultural phenomenon.Greek philosophers regularly appropriated significant from foregoing works without compunction, and originality was considered less important than imitating, often orally, the great works of their predecessors (Lackie and DAngelo-Long, 2004, p. 37). All the way by the eighteenth and archeozoic nineteenth centuries, the study of rhetoric kinda than compose language was often the norm, with students mandatory to give public speeches to assembled faculty. Only the attendant move towards written assignments brought with it new perceptions of student plagiarism (Simmons, 1999, p. 41).Around the same time, in the earlier part of the twentieth century, the formalization of citation styles from organizations such as the American Psychological Association arrested a desire to standardise pedantic pen and provide a model for ethically quoting the work of others (Simmons, 1999, p. 42). With the rise of the information society and electronic media, another cultural shift seems to be underway. There have been recent suggestions that plagia rism is becoming more prevalent, and much of the blame has been placed on nearly universal access to the earnings (Scanlon and Neumann, 2002, p. 374).Park (2004, p. 293) refers to the ease of copying . . . in a digital manhood of computers, word processing, electronic stocks and the Internet. However, the explosion of electronic sources of information has not honourable made copying easier, it has as well made it much more of import to our students cultural and accessible experiences. Students going into tertiary education have heavy(a) up with the internet and are at home with downloading free ? lms, manduction music and modifying and emailing all kinds of material taken from the web.They have developed extremely skilled ways of conducting non- faculty member re face using services such as search engines, social net on the job(p) sites, podcasts, RSS feeds, discussion boards, etc. with dealings with plagiarism 167 east by south 3,3 168 hyperlinks allowing them to jump from site to site as though the internet were a single-uni? ed source, and with copying and pasting a mainstay of interaction. They take it for granted that a pop star such as go forth. i. am can fragmentise up and rework virtually the entire content of a political speech, and turn it into the award winning yell and music video Yes we can, simply without Obamas knowledge or consent ((The) ABC News, 2008).They are not surprised when this video is thusly embedded in countless web summons, with the lyrics of the song posted on music sites without each attri saveion of the original source (see for example, LyricsReg, n. d). This intertextuality is a perfect example of the postmodern, self-cannibalizing popular culture (Bowman, 2004, p. 8) that our students now quest after with on a daily basis. Students may well bring to the classroom really different predilections from their t each(prenominal)ers rough what constitutes fair use.Indeed, one study of 2,600 tertiary-level students in the UAE found that just over 40 per centum considered cutting and pasting from the internet as either trivial trick or not cheating at all. The attitudes of UAE students are similar to those of other students slightly the world (Croucher, 2009). virtually theorists have gone a step further and argue that as the new media become more interactive and collaborative, it calls into question the whole idea of a creative, original, individual who, as an autonomous scholar, presents his/her work to the public in his/her own name (Scollon, 1995, p.1).The multiple contri aloneors to Wikipedia pages is a clear example of how a collaborative process undermines our sense of authorship. In addition, the notion of what constitutes fair use is changing quickly. This is exempli? ed by the open source movement where material can be downloaded, modi? ed, and shared with minimal and strictly controlled authors rights (See for example, Open Source Initiative, n. d). As Blum (2009) notes , the rules about intellectual property are in ? ux. Where does this leave educators?Has plagiarism become an irrelevant concept, too over-the-hill in its de? nition to be of use in the production of educated overlords wee-wee to take their place in our post-modern society? Do we have to accept Johnsons (2007) argument that in the digital age, writing an original set about outside of class for assessment purposes is no longer viable in its current form because of the ease of copying from the internet? Do we have to agree with him when he says such tasks are no longer even relevant because they fail to re? ect the modern workplace?As Johnson argues My transfer from education to the world of business has reminded me just how important it is to be able to synthesize content from multiple sources, put structure around it and edit it into a coherent, single-voiced whole. Students who are able to create convincing amalgamations have gained a valuable business skill. Unfortunately, mo st schools fail to recognize that any skills have been used at all, and an entire paper can be discarded because of a few lines repeated from another source without commendation marks.Plagiarism in education Plagiarism in education seems to absorb under a precise different set of rules from the pragmatic ? elds of politics or business and can create emotional responses that deploy super charged metaphors such as The Plagiarism Plague (Bowman, 2004) or win hearts and minds in war on plagiarism (Jaschik, 2008). In education, plagiarism is seen as a transgression against our coarse intellectual values, carrying justi? ably mischievous consequences for those guilty of the practice (Isserman, 2003).Why is it widely distri exclusivelyedly accepted that politicians can use ghostwriters, besides that students cannot, even if the stakes for the students are much lower? The faultfinding issue for education is that plagiarism circumvents the erudition process (Spencer, 2004, p. 16). The process of analysing and synthesizing ideas, and reformulating them in writing, is seen as underlying to learnedness. Only by ensuring that students splutter to assimilate material and develop their own voice do students go beyond line up information and develop higher order thinking skills.As Isserman (2003) notes .. . self-command over the words you use . . . is really at the heart of the learning process. You can read a dozen books about the cold war, but if you cant rationalise what you have well-educated to someone else in your own words, no real learning has taken place . . . and you will have made no progress whatsoever toward realizing the central intent of a liberal-arts education the ability to think for yourself. Dealing with plagiarism 169 This struggle for intellectual development is not easy, which is precisely the motive that makes plagiarism winsome for some students.In most cases teachers are not concerned about literary theft, but that their stud ents are missing out on opportunities for learning because they are failing to engage with the material in a pregnant way. Plagiarism is therefore denying them the opportunity to learn lessons, make better their study skills, and improve their knowledge and understanding (Lancaster University, 2009, p. 3). If plagiarism is especially serious in education because it is an obstacle to learning, then we should deal with instances of plagiarism primarily from an educational panorama rather than the punitive one.Students need to learn the importance of schoolman truth and understand that it is not just a hoop to be jumped through, but is integral to intellectual and personal growth. Clearly this learning process cannot be instantaneous, and allowances should be made as students develop. However, this does not mean that severe penalties should be removed from the process entirely as there will ever so be students who refuse or are unable to meet appropriate standards. Factors in?uen cing the incidence of plagiarism Individual, pedagogical, and institutional factors can all in? uence the incidence of plagiarism. Students themselves can be impacted by a astray range of factors including their educational instruct, cultural background, want, language skill, peer pressure, gender, issues with time management, ability, and even the subject macrocosm studied (Roig, 1997). If the tertiary experience is vastly different to students previous educational experience, the motivation for plagiarism again increases.In the UAE, it is credibly, for example, that the students base and secondary schooling was characterised by rote learning and the quest for a single correct answer, non-transparent and poorly conceived assessment practices, and vast social inequities indoors the student base, and between students and their often socially and economically disadvantaged teachers. Norms, expectations, and demands learned in this context can be dif? cult to dislodge in subsequ ent institutions which place a premium on the exploration of problems and solutions, unconditional and critical thinking skills, and pedantic integrity.If plagiarism is not de? ned or academic processes made explicit, then such students will ? nd it impossible to cathode-ray oscillo scope the standards that are suddenly and (to them) inexplicably imposed on them. Pedagogical approaches may to a fault contribute to the prevalence of plagiarism. Current methodologies place much more violence on coaction and group work, with a greater weight accustomed to out-of-class projects and portfolios at the expense of formal exams. The result is that the line between collaboration and cheating during assessed tasks is blurred, and if this is not explicitly dealt with by assessors, it will inevitablyeast by south 3,3 170 result in misunderstandings as to what is acceptable. Also, students are more likely to justify cheating if the coursework or assignments they were given were too hard, po orly scaffolded, or ground on unreasonable expectations of their abilities (Naidoo, 2008), and plagiarism will be made easier if the assignments are not constructed carefully so that stock answers cannot be copied from the internet (Wood, 2004). However, the institutional context plays perchance the most critical role.For example, unclear and uncommunicated institutional policies with vague de? nitions of plagiarism can affect the incidence of plagiarism, as can the application of those policies (McCabe et al. , 2002). nearly aspects of an organization may unwittingly countenance plagiarism.For example, in contrast to schools, tertiary education institutions in the UAE do not typically award top grades to large numbers of students, and there is evidence to suggest that students justify using ghostwriters in such an environment because they believe they be better grades (Croucher, 2009). An often overlooked but crucial aspect of deterring and sensing plagiarism is the appli cation of institutional policies by teachers.One survey of 800 American academics at 16 institutions found that 40 percent never describe incidents of plagiarism while a further 54 percent did so only seldomly, even though the evidence suggested they must have reliable plagiarised work (McCabe, 1993 cited in Schneider, 1999). There are galore(postnominal) reasons why teachers may be reluctant to report plagiarism. Teachers may feel the capability penalties for students are too high (Auer and Krupar, 2001). They may besides be wakeful of making false accusations which potentially undermine their own professional status.Some teachers object to taking on the role of detective or enforcer as it undermines the mentor-student relationship (Schneider, 1999 Park, 2004) while others may not have the time to make an extra effort to uncover plagiarism and follow it up (Park, 2004). It may also be that some teachers, especially teachers of content subjects where the way is less on form and more on ideas, may not have suf? ciently developed skills to detect plagiarism.Hyland (2001) found that even teachers who detect plagiarism may use indirect feedback when dealing with plagiarism (for example, comments in the margins such as Are these your own words?) which can lead to miscommunication with the student about what is acceptable.With so many factors at play, the responsibilities of teachers must be all the way codi? ed if any institutional initiative is to have any success. Plagiarism and ESOL/EFL English for speakers of other languages (ESOL) and English as a foreign language (EFL) contexts may be more prone to infringements of academic integrity because students privation the English skills to understand the coursework and so may feel that plagiarism offers the only solution (Hyland, 2001 Liu, 2005). more thanover, the cultural conditioning of English as a second language (ESL) and EFL students has been cited as another contributing factor. Moder (1995 cited i n Lackie and DAngelo-Long, 2004, p. 38) suggests that some societies, including those in the Middle East, value memorization and imitation as the mark of an educated person which may mean that plagiarism is viewed as being less signi? cant.Liu (2005, p. 239) disagrees with the notion of cultural conditioning, however, claiming that it is based on incorrect information and is presented often via unwarranted jumps in reasoning and con? ation of separate issues. More pertinently, perhaps, she goes on to argue that . . . even if we concede that such cultural conditioning indeed exists to some extent, we still cannot say for sure that it is the main reason that ESOL students plagiarize.There are many other factors that may motivate ESOL students from many L1 backgrounds to plagiarize, including a lack of adequate pro? ciency, lack of task speci?c writing skills, and of course, the urge to cheat (p. 239).Dealing with plagiarism ESOL students, then, whether or not cultural conditioni ng is accepted as an underlying factor in plagiarism, may still have greater motivation than their ? rst language counterparts to take and use the ideas and words of others in their own assignments. Ironically, plagiarism by ESOL students is also far more likely to be detected because of more braggy differences in language level and tone between copied and original work.Degrees of plagiarism Intuitively, plagiarism varies in its clumsiness in a way that cheating (e. g. using crib sheets or having someone else take a visitation for you) does not. It can consist of minor lapses, for example, when original material is poorly paraphrased but the source is acknowledged, through deliberately copying parts of a text without citing the source, to submitting work from an online paper mill (Roig, 1997). Critical factors in determining the severity of the plagiarism include the intention behind the plagiarism (was it deliberate or accidental?), the amount of material that has been plagiaris ed, the inclusion of the source in the run of references, the degree to which the plagiarised material differs from the source (an indication at an flack to paraphrase), the time the student has spent in tertiary education, and whether it is the ? rst, second, or subsequent occurrence. Given the wide variation in the seriousness of plagiarism and the developmental process students must undergo to assimilate the norms of academic writing, it is clear that the display of plagiarised material is not always a deliberate blast to cheat.For example, students are often poor at paraphrasing and may not be fully aware that this could be construed as plagiarism. Roig (1999) gave English-speaking undergraduate students a two-sentence paragraph to paraphrase and found that between 41 and 68 percent of the responses contained strings of at least ? ve words or more copied from the original. These results clearly back up the claim that plagiarism may indicate a de? cit in appropriate skills an d not intentional academic dishonesty.Towards an institutional response to plagiarism In many educational institutions, plagiarism is seen largely as a teacher/student problem. If plagiarism is detected, then the teacher makes a decision as to whether to escalate the case for possible punitive action. The plagiarism is seen either as morally wrong or as a crime the breaking of a rule that has inevitable consequences (Blum, 2009). Unfortunately, dealing with plagiarism in this way can result in decisions which are reactive, emotive, and which are made versedly on an ad hoc basis, thus inviting inequity and inconsistency.When the focus is directed towards punishment, there may be little maturation in terms of academic integrity for the student concerned, or for those who watch their schoolmates fate from the sidelines. Academic endeavour must take place within an institutional culture that routinely recognises and reinforces the value of academic integrity so that all stakeholders are obliged to proactively follow and uphold top hat practice in order to reduce the impact of the contributing factors discussed above.This requires the makeup of an institutional response to plagiarism that is comprehensive, appropriate, fair, developmental, transparent, and educative. 171 EBS 3,3 Park (2004, p. 294) describes such an institutional model for dealing with plagiarism that was developed by a working party at Lancaster University in consultation with staff and with reference to experience and the literature The working party sought to move the plagiarism discourse beyond just detection and punishment and to situate and embed it in a cohesive manikin that tackles the root causes as well as the symptoms of plagiarism as a family of behaviours.172 The key elements underpinning this framework were consistency and transparency. These were catchd by the explicit codi? cation of stakeholder responsibilities, procedures, and penalties. In order for such a framework to be implemented effectively, Park (2004, p. 296) noted that all stakeholders within the institution must understand and appreciate why the framework is necessary and how it protects their own interests. A case study Park (2004, pp. 295-9) nominated a number of central pillars that lend validity and effectiveness to any such institutional framework.These include transparency, ownership by stakeholders, student engagement, academic integrity, framing the initiative to ensure compatibility with the culture of the institution, focus on prevention and deterrence, and the rewardive and developmental reputation of the framework. These pillars provide excellent reference points for the approach taken in one surgical incision in a college in the UAE and allow us to examine the viability and ef? cacy of such a framework for the local context.The Education subdivision at Abu Dhabi Womens College (ADWC) has telephoneed its concerns with academic honesty in a concerted, collaborative, and mult i-faceted fashion. As teacher educators, the faculty in this department are intent on producing future academics. Much like politicians, words, information, and the generation of ideas are the very groundwork of our professional lives, so we regard it as essential that the rules of using these fitly are disseminated, understood, and followed at all times by all of our students.To this end, we have established and adhere to a set of policies and practices at all levels that support and facilitate academic honesty. Institutional/departmental level The HCT, of which ADWC is only one of 16, institutionally mandates the prevention and sanctioning of plagiarism and related offences.Consequences of infringements of these rules are describe in of?cial policies, Student Handbooks (see for example, HCT, 2008), contracts signed by students at the commencement of their studies, and reinforced by administrative staff and faculty at every student meeting and examination session held throughout the students academic career at HCT.From these guidelines, the Education Division throughout the colleges has documented standards and procedures that address academic honesty in its assessment handbooks one that is distributed to all education students and the other, more comprehensive and speci?c, that is used by all education faculty.This shared written documentation enables best practice in assessment to be disseminated and followed, provides the underlying philosophy and approach for the division as a whole, and addresses academic honesty both directly and indirectly to better support student writing and make plagiarism a less viable or attractive option. The assessment handbooks re? ect the developmental curricular approach of the division as a whole, and so specify the type, nature, andexpectations for assessments at each level to scaffold the students ability to produce increasingly sophisticated and original work. Ensuring that requirements are reasonable and documented mi nimises the students need to seek back up through illegitimate means.These handbooks are the basis of communication within the ADWC Education Department on all matters regarding assessment and have served to ensure a common approach and understanding. Insights gained by instructors in their daily interactions with students and their submissions inevitably reveal general dif?culties facing students, which are then examined in regular formal and informal meetings to brainstorm and implement further strategies that may be useful.The ongoing concern at faculty level with issues of academic honesty is mirrored in the systematic recycling of warnings, information, and explicit statements to students. As a department, the theft or misappropriation of ideas and words has been, and continues to be, intercommunicate as professionally umbrage and inappropriate.Initiatives suggested by Education Department faculty as well as colleagues in other departments and colleges are pursued vigorousl y. One recent example has been the provision of workshops by library staff on research skills and academic procedures. The plagiarism detection software, Turnitin, was originally adopted by the department as both a defence against plagiarism and a tool to help students protect themselves against accidental plagiarism. This proved to be very effective, but unluckily access to this subsequently became unavailable.Now, suspicious text samples are input into search engines and all assignments are run through SafeAssign, a plagiarism arrest in Blackboard (the online course management system). These have proved to be acceptable alternatives. As Braumoeller and Gaines (2001) found in their study, the deterrent effects of very checking for plagiarism are quite impressive (p. 836). The departmental approach has include a series of mandatory workshops and masterclasses on academic writing and plagiarism for all students in slightly altered learning contexts designed to motivate, encourage participation, and focus attention.It should be noted that the relatively small size of the department (one chair, six faculty, and fewer than 80 students) makes shared understandings, uniform dissemination of information, and trespass detection much easier and more likely than in a bigger department where students are not familiar to every teacher. Course level Academic writing skills are an important component of all education courses. Referencing skills are taught explicitly in a speci? c course during the students ? rst semester, and then constantly reinforced and recycled throughout the programme. The education programmes at the HCT are based on re? ective practice.This means that assignments are contextualised and require the application rather than the regurgitation of theory, so copying from previously submitted work or in any way buying or commissioning a paper cannot be so easily accomplished as theory has to ? t the students individual circumstances. In addition, th e students right to submit and receive feedback on a ? rst draft of every paper (Assessment Handbook, 2009, p. 7) allows plagiarism, deliberate, or accidental to be detected and remediated at an earlier typify before punishment becomes the only option.The feedback and scaffolding policy (pp.53-5), which outlines the form and scope of feedback to be given, draws instructor attention to both macro and micro features of the submission, so any attempt to use words or ideas from an external source should be revealed at least a week before ? nal submission. Dealing with plagiarism 173 EBS 3,3 All students submitting assignments in the Education Division are required to sign a declaration on their cover page that the work is entirely their own and all sources have been acknowledged (Assessment Handbook, 2009, p. 47). This provides a ? nal reminder that academic honesty is expected and will be monitored. talent responsibilities and input All faculty in the Education Department, regardless of their course allocation, consider themselves teachers of English. This is not only because we each have ESL teaching quali? cations and experience (obviously an advantage), but also because we recognise the importance of language as the vehicle for idea generation and transmission. Language is inseparable from the content area in which those ideas are conceived and manipulated. This can be a very different predilection to that of colleagues in other departments whose subject area specialisation takes precedence.Our more holistic approach means that we explicitly teach both content and the language elements with which to express that content to students who may be struggling with the unfamiliarity of both. It also means that we take our role as defenders of academic integrity very seriously and vigilantly monitor and check student output. As professional ESL teacher educators, we strive to be models of effective language use as well as successful proponents of academic scholarshi p, so ongoing instruction in both is a routine aspect of teaching and learning in the department.This increased student ken of appropriate academic writing processes reduces their motivation to misappropriate text written by others. The cultural and social aspects of plagiarism are also given attention by faculty. In a society that places less value on individuality than it does on cooperation and social cohesion, it is important for students to understand that they have not only the right, but the responsibility, to turn down requests for assistance from peers. Faculty not only explain this, but also explain to students how to respond assertively with friends or relatives asking for inappropriate help.Without this, no amount of education or punishment can ever be successful. Student involvement Education students are required to be active participants in their own learning. Because all assessment processes are documented and transparent, they have the ability to question and ask for clari? cation on any aspect that they do not understand. All expectations or consequences are addressed in multiple ways, so ignorance is no defence for malpractice. Submissions of ? rst drafts are perhaps the most critical aspect for students.Although these are universally permitted and scheduled, they are never awarded a mark and are not always actually demanded, so it is up to the student to take advantage of their right to pre-submission feedback. An appropriate framework? The Education Department at ADWC values academic honesty very highly and has organized its procedures and practices accordingly. The very infrequent occurrence of plagiarism is good word to the effectiveness of . proactive strategizing . clear documentation . reasonable and appropriate expectations174 . . . . . awareness raising sustained faculty vigilance and involvement support for the development of student skills and cognitive growth decreased student opportunity and motivation to cheat and the pervas ive sense of professional identity and responsibility that characterise departmental efforts on this issue at all levels. Dealing with plagiarism 175 The work done in this department is thus an arguably successful attempt to devise a student plagiarism framework that best suits our own culture and circumstances.

Utopia-Religon

Thomas More wrote Utopia a few days before the Protestant Reformation, during a period rife with religious instability. non everyone trusted the corrupt Roman Catholic perform, and m whatsoever Europeans looked elsewhere for their religious inspiration. Though the Utopian devotion has some similarities with Catholicism and Protestantism, it is an entirely ridiculous belief system uninfluenced by the numerous European faiths of the period. The master(prenominal) thing the sets the utopian religion apart Is its polish off religious tolerance.While in all the utopian religions are monotheistic and all their immortal by a general Utopian term of Matthias, they disagree on who exactly Matthias is. The entirely belief that is not spareed is atheism. Utopians feel that if an individual does not think that he Is responsible for his actions, and that on that point Is one Supreme Being who controls the world, then there is nothing to stop him from breaking fairnesss and causing di sorder. The Utopians dont look at in fate like many sects of Protestantism does. totally the religions meet at one church and armed service under the same non-Christian priest. In church one is not allowed to claim anything thats offensive to another religion because of on early Utopian law saying that no one should yen or be make uncomfortable due to his religion. A Utopian back tooth crusade to transfer others to their religion if they are able to present their argument calmly and reasonably. All this is very deferent from any of the European religions, who were constantly going to struggle with each other In the name of god.Catholic kings would go on crusades against the Muslims Jews during the Spanish Inquisition were kicked at of their homes and persecuted for believing differently, and after the protestant reformation Catholics ND Protestants had years of bloody warfare. Even the religious leaders themselves would start war, much(prenominal) as when Luther declared war on the Jews and the peasants. Religious tolerance was something that didnt stupefy to Europe until much later. Another thing that shows the uniqueness of the utopian religion is the air they elect and action their priests. priests are chosen by the community in a secret election.Unlike Catholics and Protestants who take up numerous corrupt priests, utopians have very few, because of difficulty finding someone moral enough for the channel. The Priest Is as well he highest power in the land. This is very opposite of Protestants, who believe in a priesthood of all Believers that the priest is equal to the parishioner. Priests, similar to Lutheran are allowed to marry, and their wives are treated like high members of society. Priest also cannot be penalise for crime, utopians believe that someone who dedicated himself to god can only be punished by god himself and not by human hands.A widowed elderly woman is also allowed to become priest which is something thats not allow ed by any other religion. The priest also went to war with he utopians for the purpose of Inspiring the troops, pr eveningting excess killing, and pacifying the enemys vengeance. The utopians worship their god in a very unique way. In church they do not sacrifice any animals because they do not think that a forgiving god would enjoy senseless bloodshed. This shows how the Utopians would not have approved of the flagellant front end In the fourteenth century.The flagellants were groups of clerics that would go from town to town and whip their air skin to inspire public repentance. If the Utopians wouldnt even draw an 1 sullen animals b tort no reason they would never nave approved to nuisance oneself tort a oddly purpose. The Utopians do burn incense, because they feel that the wreathe somehow raises peoples thoughts. They do not burn them for god because they know he has no use for such things. Similar to the Protestants the Utopians dont focus on acts of devotion. The Utopian s, dissimilar the Catholics, have no visual representations of god anywhere. They also dont believe in omens and fortune telling.Their calendar, like the Catholic one, is based on a solar year divided into lunar months. The Utopian religion has a mistake stance on female equality. On the one hand they allow woman to become priests which is something thats unheard of in any of the European religions, scarce they also make woman confess all there unconventional doings to their husbands before any holiday. They give woman a calamity at equality, but then also show them how they are substandard to their husbands. While this does seem paradoxical, it does adduce more gender equality than any other religion. The Utopians are also hypocritical with their religious punishments.They have a law eying a priest cannot punish a sinner because that is the Job of the government. The most drastic punishment they allow the priest to give is excommunication. further if the excommunicated one does not convince the priest that he is reformed, he is arrested and punished by the counsel for sinfulness. So the priest technically has the power to punish in a very roundabout but powerful way. He can decide who is reformed or not and through that he is given the power to imprison. If a counsel can arrest and try an individual for impiety, doesnt that mean a person is suffering because of their elision.This proves that although the Utopians say they offer complete religious freedom, a person can still suffer because of his beliefs. The truly devout Utopians do one of two things. The holier ones take vows of duty similar to the Catholics, and eat a very strict diet consisting of no meat. The less holy yet more admired ones take upon themselves expectant labor that will benefit the community. It is more admired in Utopia to do heavy work for the community then to live a flavor of chastity. This is very different from the Catholic mentality.Catholics admire priests as holy and s erve them only because the priest was able to devote his life purely to god and give up human desires. The peasants who spend the whole day doing dense labor are viewed as the lowest of society even though what they do greatly benefits everyone else. Thomas More would not have though the Utopian religion was ideal. More himself was a devote Catholic who even died for his faith. He played an integral role as Lord chancellor in persecuting the Protestants after the reformation. He would not have proved of the complete religious toleration of the Utopians.Also the Utopian laws allowing euthanasia, divorce, and married and female priests are completely against the teachings of the Catholic Church. He wrote Utopia as a way of criticizing the Catholic Church for all of its corruptions not as a blueprint for a raw(a) religion. At the end of the book More says that while Hathaway was speaking he kept thinking how some of the Utopian laws were Just bizarre. He says kind of apart from su ch things as their military tactics, religions, and forms of worship, there was a princely absurdity on which their whole society is based, communism without money. (Utopia 113) This quote proves how Mores end in writing Utopia was not to create a new way of life, but to criticize the fraudulent doings of contemporary European society. Although Utopia is championed as the ideal place to live there has yet to be a country that NAS tried to mimic its way to elite. Even More himself would nave jilted its unique religion. But regardless of its desirability, the Utopian religion has proven to be a completely unique belief system uninfluenced by contemporary religious beliefs.

The Return: Midnight Chapter 26

Now you whop how its by dint of with(p)?Elena asked Meredith. You put the key in the keyhole and say w here(predicate) you want to go.Then un besidestoned the door and go through. Thats it.You three go first,Stefan added. And quick.Il turn the key,Meredith told matt. You take billing of Mrs. Flowers.Just then Elena thought of something that she didnt want to say aloud, only to Stefan. but she and he were physical y so close, she knew he would pick it up. saber she thought to Stefan. We goatt leave him to these malachWe wont, she heard Stefans voice in her head say. I showed him the way to Matts residence, and told him to go in that location and take Talon and protect the people who leave be coming.At the same time Matt was saying, Oh, my God cavalry sword He saved my life I cant honest leave him.already taken care of,Stefan reassured him and Elena patted him on the back. Hel be at your house in a little charm, and if you go somewhere else hel track you.Elena gloweri ng her pats into gentle pushes. Be goodMatt Honeycutts bedroom in Fel s Church,Meredith verbalise, thrusting the key at the door handle, and opening the door.She and Mrs. Flowers and Matt al stepped forward. The door shut.Stefan glowering to Elena. Im acquittance first,he said flatly. But Im dimension on to you. Im not going to allow you go.N constantly let me go, never let me go,Elena whispered in an imitation of Misaos Have nightmares.Then she had a thought.Slave braceletsWhat?Stefan said. Then, Oh, I remember, you told me. But what are they supposititious to look ilk?Like any two bracelets, contradicting if possible.Elena was scrambling more or less the back of the room, where piece of furniture was piled up, opening drawers, closing them. Come on, bracelets Come on This house is supposed to have everythingWhat ab show up these things you wear in your hair?Stefan asked. Elena looked back and he tossed her a bag of soft cotton ponytail holders.Youre a genius They wont u nconstipated hurt my wrists. And here are two white ones so theyl matchElena said happily.They arranged themselves in front of the door, with Stefan to Elenas left so he could see what was out there before they stepped in. He also had a firm grip on Elenas left arm.Wherever our friend fairish McCul ough is,Stefan said, and thrust the key into the lockless door handle, turning it. Then, after giving Elena the key, he gingerly opened the door.Elena wasnt sure what she was expecting. A blaze of light by chance, as they traveled through dimensions. Some kind of spiraling tunnel, or barb stars. At least a regaining of motion.What she got was steam. It soaked through her tee shirt and dampened her hair.And then she got noise.Elena Eleeeeeeeeeeeeeeena Youre here Elena recognized the voice but couldnt locate the bellower in the steam.Then she aphorism an immense bathtub do of tiles of malachite, and a frightened-looking girl tending a charcoal fire at the baths foot, while two othe r(a) young attendants holding scrubbing clankes and pumice stones cowered against the other wal .And in the bath was average It was obvious that the tub was very deep, because middling wasnt able to touch bottom in the middle but she was half-leaping out of the water same(p) a foam-covered dolphin over and over to inveigle attention.There you are,gasped Elena. She dropped to her knees on a thick, soft blue rug. Bonnie make a spectacular leap and just for a moment Elena could feel a smal soapy, effervescey body in her arms.Then Bonnie went mound again and came up laughing.And is that Stefan? Its Stefan Stefan, hello Helloooo Stefan glanced back, as if trying to assess the suds situation. He seemed satisfied with it, turned slightly, and waved.Hey, Bonnie?he asked, voice obtuse by the sounds of continual splashing. Where are we?Its Lady Ulmas house Youre safe youre al safeShe turned a smal hopeful face to Elena. Wheres Meredith?Elena shook her head, idea of al the things so mewhat Meredith that Bonnie didnt know yet. Well, she decided, this wasnt the time to mention them. She had to vex hind end, to protect Fel s Church.Oh,Bonnie looked down, troubled. Stillbad, is it?You wouldnt believe it. Real y its indescribable. Thats where Matt and Mrs. Flowers and Meredith are. Im sorry.No, Im just so glad to see you Oh my God, but youre hurt.She was looking at the smal tooth wounds on Elenas arm, and the blood on her torn T-shirt. Il baffle out and hey, no, you get in Theres plenty of room plenty of hot water, and plenty of change state Lady Ulma rase designed some for us, for when we came backElena, smiling reassuringly at the bath girls, was already stripping as fast as she could. The tub, which was freehand enough for six to swim in, looked too luxurious to miss and, she reasoned, it make sense to be clean when you greeted your hostess.Go have fun,she shouted to Stefan. Is Damon here?she added in a whispered aside to Bonnie, who nodded.Damons here, t oo,Elena caroled. If you find Lady Ulma, tel her Elenas coming, but shes getting washed up first.She didnt actual y dive into the off-white pink steaming water, but she got onto the second step down and let herself slide from there.Instantly, she was immersed in delicious heat that seeped straight into her body, pul ing some witching(prenominal) string that relaxed al her muscles at once. Perfumes suffused the air. She flung her wet hair back and saw Bonnie laughing at her.So you got out of your hole and youve been here wal owing in luxury while weve been worried sick?Elena couldnt jock but hear the way her voice went up at the end, fashioning it a question.No, I got picked up by some people, and Bonnie skint off. Wellthe first few days were tough, but never mind. convey God we got to Lady Ulmas in the end. Want a bath brush? Some soap that smel s just like roses?Elena was looking at Bonnie with slightly narrowed eyes.She knew that Bonnie would do just about anything for Damon. That included covering up for him. Delicately, al the while enjoying the brushes and unguents and many kinds of soaps square off out on a shelf for easy reach, she began an inquisition.Stefan got out of the wet room before he was soaking wet. Bonnie was safe and Elena was happy. He found he had stepped into another room, in which were a number of couches made of some soft spongy material. For drying?Massage? Who knew?The next room he entered had gas lanterns that were turned high enough to rival electrical light. hither were three more couches he had no idea what for a ful -length silvered-glass mirror, and smal er mirrors in front of chairs. Obviously a place for makeup and beautifying.This snuff it room opened onto a hal way. Stefan stepped out and hesitated, spreading delicate tendrils of business office in different directions, hoping to find Damon before Damon happen upond his presence in the estate. The Master Key had proved that it could overcome the fact that he had nt been invited here. That meant that maybe he couldAt that moment he got a hit, and withdrew his probe immediately, startle. He stared down the long corridor. He could actual y see Damon, pace in the room at the end, talking to someone Stefan couldnt see behind the door.Stefan crept very quietly down the hal way, stalking. He made it to the door without his familiar even noticing, and there he saw that the person Damon was talking to was a woman wearing what looked like buckskin breeches and shirt, who had weathered skin, and a ordinary aura of being more at home outside finish than inside it. Damon was saying,Make sure there are enough partial(p) clothes for the girl. Shes not exactly hardy, you know Then where are you victorious her and why?Stefan asked, leaning against the doorjamb.He had the good fortune to once just this once take Damon unaware. His brother glanced up, and then jerked like a startled cat. It was priceless to watch Damon scrambling for a mask until he decided on the fa?ade of absent amiability. Stefan guessed that no one had ever put so much effort into walking over to a desk chair, sitting down, and forcing himself to lounge.Well, rise Little brother You dropped in for a visit Hownice. What a pity, though, that Im virtual(a) y running out the door on a journey, and theres no room for you.At this point the weather-beaten woman who had been fetching notes and who had go up when Stefan entered the room spoke up. Oh, no, my lord. The thurgs wont mind the extra weight of this gentleman. They probably wont notice it.If his baggage can be ready by tomorrow you can start out in the early morning just as you planned.Damon gave her his best shut up or dieglare. She shut up. finished seize teeth, Damon managed to say, This is Pelat. Shes the coordinator of our little expedition. Hel o, Pelat. Good-bye, Pelat. You may go.As you wish, my lord.Pelat bowed and left.Arent you taking this my lordthing a bit too seriously?Stefan asked. An d what is that costume youre wearing?Its the uniform of the lord of the guard of Madame le Princess Jessalyn DAubigne,Damon said coldly.You got a job?It was a position.Damon bareheaded his teeth. And its none of your business.Got your canines back, too, I see.And thats none of your business either. But if you want me to criticize you out and trample over your undead body, Il be delighted to oblige.Something was wrong, Stefan thought. Damon should be through the taunting phase and be actual y trampling on him by now. It only made sense ifIve already spoken to Bonnie,he said. And so he had, to ask where he was. But to a wrong mind, apparent foreknowledge often worked wonders.And Damon hastily said exactly what Stefan hoped he wouldnt. I can explainOh, God,Stefan said.If shed just done as I told her duration you were off becoming a princesss captain of the guard? And she was where?She was safe, at least But, no, she had to go out into the street and then to that shop ignominio us She actual y walked in the street?Damon ground his teeth. You dont know how it is around here or how the slave trade works. Every day Stefan slammed both(prenominal) hands on the desk, now truly angry.She was picked up by slavers? While you were sleazing around with a princess?Princess Jessalyn does not sleaze,Damon replied icily.Nor do I. And anyway it al turned out to be a good thing because now we know where the Seven Kitsune Treasures are.What treasures? And who cares about treasures when theres a town being destroyed by kitsune?Damon opened his mouth, shut it, then looked narrowly at Stefan. You said that youd talked to Bonnie about al this.I did talk to Bonnie,Stefan said flatly. I said hel o.Damons dark eyes flared. For a moment Stefan thought he was going to snarl or start a fight. But then, through clenched teeth, he said, Its al for the damned town, dont you see that? Those treasures include the largest star bal ever to be fil ed with Power. And that Power may be eno ugh to save Fel s Church. At least to stop its total annihilation. Maybe to even clear out every malach that exists and destroy Shinichi and Misao with a single blow. Is that alarming enough for you, little brother? Is it reason enough?But taking Bonnie You stay with her here if you like Spend your lives here I might mention that without her I would never have been able to set up an expedition, and that shes determined to go.Besides, were not coming back this way. There has to be an easier route from the Gatehouse to Earth. We wouldnt survive coming back, so youd better hope like hel that there is one.Stefan was surprised. He had never heard his brother speak with much(prenominal) passion about anything that involved humans. He was about to reply, when behind him there came a scream of pure, unadulterated rage. It was frightening and worrying, too, because Stefan would recognize that voice anywhere, anytime. It was Elenas.

Every Eel Hopes to Be a Whale Essay

The above lines Every eel hopes to be a behemoth expresses that a every person in this sphere have rough desires, some argon in his hands some are not. The superstar which are not in his hands are his wishes. These wishes are reachable with operose efforts and some kind of ambition to achieve them. Ambitions are strong desires which are helpful in achieving the wishes. The above line states that everyone in this world wants to brave out a luxurious life but when he got that he wants more enough than that. His wishes never comes to an end and he wants to be a whale marrow that he wants to be big enough that no one could reach him.Here, big means not a healthy tree trunk but desirable and a luxurious life and here eel means a person who is a poor personality who cannot even implement his basic needs. In fact, eel is a smallest fish in a oceanic whereas whale is the largest fish in the world. In these lines, eel is macrocosm expressed as a person who cannot fulfil his basic needs and whale is being expressed as a person who leads a happy and a luxurious life. One should be like that but to choose a reasonable way not a devilish way if he chooses those ways he might be escaped in this world but in the next world he will be punished harshly by ALLAH Almighty.

Critique of Jean Watson’s Theory Essay

The Theory of Human Caring was written by Jean Watson. This model consists of ten carative factors to assist think ofs with affectionateness for their patients. Dr. Watson calls this a trans personalized kind. Watson defines transpersonal financial aid as the capacity of one human being to receive another(prenominal) human beings expression of feelings and to experience those feelings for oneself (Walker, 1996, p. 992). It is much much than a scripted therapeutic response, it is a moral duty that rises from inwardly the nurse, and Watson identifies nursing as both an art and a acquaintance.The first premiss of this theory is that the to a greater extent individual the feelings are, that the nurse transmits, the more strongly does the sympathize with process affect the recipient (Walker, 1996). The two persons in a caring transaction are both in the process of being and becoming.The atomic issue forth 42 of coming together in an actual caring occasion presents the fortune for each person to learn from the other, how to be human. Watson implies more than a perfect mergence of experiences she suggests a spiritual union of souls (Watson, 2008 Walker, 1996, p. 92). This writing will evaluate Watsons theory and critique victimization Chinn and Kramers model of evaluation using description, clarity, simplicity, generalizability, accessibility, and importance (Meleis, 2012, p. 184). Clarity Watson precisely defines the concepts and sub concepts central to this theory. Watson explains abstract phenomena by using ordinary wording in extraordinary ways, and uses nontechnical, sophisticated, fluid, and evolutionary actors line to artfully describe concepts.Watsons propensity toward metaphorical expression adds indispensableness to her moral message for nursing (Alligood & Tomey, 2010). At times, lengthy phrases and sentences mustiness be read more than once to convey sum. The increasing inclusion of metaphors, personal reflections, artwork, and poetr y make her complex concepts more tangible and more aesthetically sympathetic (Walker, 1996). According to Watson, A model of caring science that goes beyond an intellectualization of the topic invites us into a timeless unless timely space to revisit this perennial phenomenon of the human condition (Watson, 2008, p. 8).Critics of Watsons work have concentrated on the use of undefined or changing/shifting definitions and terms and her focus on the psychosocial rather than the pathophysiological aspects of nursing (Alligood & Tomey, 2010, p. 101). Watson tends to explain abstract phenomena by using ordinary language in extraordinary ways. Watsons propensity toward metaphorical expression adds emergency to her moral message for nursing (Walker, 1996). Simplicity Watson draws on a number of disciplines to formulate her theory.To understand the theory as it is presented, the reader does best by being familiar with the broad subject matter. The theory is more more or less being tha n ab give away doing, and it must be internalized thoroughly by the nurse if it is to be actualized in practice. Health as harmonious unity of mind-body-soul recapitulates tenseness on human idealism inspires nurses to readopt or realign themselves with a freight to care (Walker, 1996). Basic concepts and premises appeal to nurses exhausting to carve out a caring practice in the context of contemporary wellness care. GeneralizabilityWatsons theory seeks to provide a moral and philosophical root word for nursing. The scope of the framework encompasses all aspects of the health illness phenomenon. In concomitant the theory addresses aspects of preventing illness and experiencing a peaceful death, thereby increasing its inductive reasoning (Alligood & Tomey, 2010). The carative factors that Watson described provide important guidelines for nurse patient fundamental interaction however, some critics have stated that their generality is limited by the wildness lay on psychosoc ial rather than physiological aspects of care (Alligood & Tomey, 2010).Transpersonal relationships jackpot put the patient at ease, trust increases, and this is an exceptional environment for improve to take place. Watson explains that concepts, defined as building blocks of theory, bring new meaning to the paradigm of nursing and were derived from clinically inducted, empirical experiences, combined with philosophical, intellectual and existential background thus her early work emerged from her own values, beliefs, and perceptions about personhood, life, health, and meliorate (Alligood & Tomey, 2010).Accessibility Another characteristic of the theory is that it does not translate explicit directions about what to do to achieve authentic caring better relationship. Nurses who want concrete guidelines may not feel secure when trying to rely on the theory alone. round suggest it would take excessively long to incorporate the caritas into practice, and others state that th e emphasis on Watsons personal growth gives her latest book an idiosyncratic quality that while appealing to some may not appeal to others (Alligood & Tomey, 2010).This theory does not lend itself easily to research conducted through traditional scientific methods (Walker, 1996). Some critics have stated that generality is limited by the emphasis placed on psychosocial rather than physiological aspects of caring (Alligood & Tomey, 2010). Watson continues to state how the transpersonal relationship is the foundation of her theory, she calls this a special kind of human care relationship, a union with another person-high regard for the whole person and their being in the world (Alligood & Tomey, 2010).

The Social Fuction of Sports

This report, presented to the Helsinki atomic number 63an Council on 11 and 12 celestial latitude 1999, is the result of the mandate given to the Commission by the Vienna European Council on 11 and 12 declination 1998.2. Sport is single of the argonas of operation that most concerns and brings together the citizens of the European coupling, ir rewardive of age and accessible origin. much than half of them regularly practice a magnetic variation, either in one of the 700 000 clubs that exist in the Union or outside these clubs. Almost twain million teachers, instructors and voluntary workers spend their running(a) or leisure period organising gamboling activities. These people play an essential lineament of education and loving consolidation, at a time when our societies are experiencing major problems of mixer cohesion and cultural identity.3. This social function of gasconade, which is in the general interest, has for some historic period been touch by the emergen ce of new phenomena of a different disposition which sometimes call into question the ethical motive of divert and the principles on which it is organized phenomena such as violence in the stadiums, corruption, the spread of doping, the exploitation of boyish athletic competitionsmen and women, and the search for quick profits to the detriment of a more fit development of sport.4. In spite of authorized differences between the Member States, on that point are many common features in the ways in which sport is practised and organised in the Union, and it is therefore possible to talk of a European approach to sport.For several years, the European approach to sport has been affected by several phenomena the rise in the popularity of sport in basis of the numbers of practitioners and spectators the internationalization of sport, with the add-on in the number of international competitions the incomparable development of the stinting dimension of sport, with the spectacular inc rease in television scheme rights.5. These phenomena provide certain advantages for sport and society. For example, the number of jobs created directly or indirectly by the sport industry has risen by 60% in the past ten years to reach nearly 2 million.It has to be recognised, however, that these phenomena may also strain, or even contradict, certain basic principles of sport the overloading of sporting calendars may be considered to be one of the causes of the expansion of doping the increase in the number of lucrative sporting events, which may end up promoting the commercial approach, to the detriment of sporting principles and the social function of sport the lure for certain sporting operators and certain large clubs to leave the federations in orderliness to derive the maximum benefit from the economic potential of sport for themselves alone. This leaning may jeopardise the principle of financial solidarity between professional and critic sport and the system of promotio n and relegation common to most federations the barbaric future facing recent people who are being guide into top- aim competitive sport at an change magnitudely early age, often with no other vocational readying, with the resulting risks for their physical and mental wellness and their future integration into other employment the search for quick profits (effects of over-commercialisation), linked to the internationalisation of sport, may lead to inequalities for certain smaller or less populous countries whose top-level sportsmen and women choose to go abroad to exercise their talents, thereby weakening the level of sport in these countries.Strengthening the educational and social role of sport6. The Declaration on sport annexed to the Amsterdam Treaty emphasises the social substance of sport, in particular its role in forging identity and take people together. Sporting activities therefore need to beat a place in the education system of each Member State.7. The value that sporting activities represent (equal opportunities, fair play, solidarity, etc.) must(prenominal) also be passed on by sports associations, which make a key contribution to education and homework of young people and to democratic life and to the life of society. This is because sport has find one of the most important mass phenomena in our societies. It affects all social classes and age groups and is an essential tool for social integration and education.8. With this in mind, biotic community action could focus on the following objectives improving the position of sport and physical education at school through and through the Community programmes promoting the prepare and future integration into the labour market of sportsmen and women promoting convergence between the training systems for sports workers in each Member State.Better defining the legal purlieu9. The development of positive measures to preserve the social function of sport must go hand in hand with the creation of a more certain and more stable legal environment, so that this social and educational function can be reconciled with the increase in the economic dimension of sport.This new approach should be founded on the reaffirmed and updated principles of sporting ethics and the Olympic ideal and should clarify the legal framework for sports operators.The European Union has an essential part to play in implementing this new approach, given the increasing number of conflicts in the world of sport and the divergent responses, notably through court proceedings.10. The increase in the number of court proceedings is the abridge of growing tension for example, the Bosman judgment, delivered by the Court of Justice in December 1995 on the basis of the principle of freedom of movement for workers, has had major repercussions on the organisation of sport in Europe. It has done much to eliminate certain abuses and to promote the mobility of sportsmen and women. However, it has affected the economic balance between clubs and players and has caused problems for the training of young people in clubs. Certain clubs which had established training centres for professional sportsmen and women have seen their best people leave, without the clubs being able to obtain any stipend for the investment they have made in training.Principles for partnership between the European Institutions, the Member Sates and the sports organisations11. There is a need for a new partnership between the European institutions and Member States on the one hand, and the sports organisations on the other, in order to encourage the promotion of sport in European society, respect for sporting values and safeguarding of the autonomy of sports organisations and the principle of subsidiarity.12. This partnership will be based on the following principles the European Union recognises the eminent role played by sport in European society and attaches the greatest importance to the maintenance of its functions of soc ial integration, education and contributing to public health and to the general interest function performed by the federations the integrity and autonomy of sport must be preserved. The purchase of sports clubs by commercial bodies (media groups, etc.) must, if permitted, be governed by clear rules, out of concern for the preservation of sporting structures and ethics the system of promotion and relegation is one of the characteristics of European sport. This system gives small or medium-sized clubs a better chance and rewards sporting merit doping and sport are diametrically opposed. There can be no tolerance in the fight against doping the trade in young sportsmen and women must be combated. distributively young sportsman or woman trained by a club for top-level competition must receive vocational training in addition to sports training.The absence of coordination between the sports protagonists (federations, Member States and the European Community), all of them working in isola tion, could thwart the efforts to achieve these common principles. In contrast, the convergent efforts of the European Community, the Member States and the sports federations could make an effective contribution to the promotion in Europe of sport in a form that remains true to its social role, while enabling its organisational aspects to take account of the new economic order.

Islamic Influences On The Renaissance

Muslim Influences On The renascence BY Ashley Muslim Influences on the metempsychosis Islam is a religion that is al intimately as alship canalyplace-the-hill as Christianity itself. The two argon very closely related, with scarcely a few differences the two strike differences concern the immortalhead being a single being rather than a Trig-Un entity like the Christians believe, and who exactly was the elect Prophet of God. As these differences argon tantamount in each faith and are divergenceing, it is natural to assume that some(prenominal) faiths would be at unremitting odds with superstar a nonher.History offers to a greater extent than enough material to abide up that lain, precisely the focus of this paper testament not be the conflict of the faiths. Instead it will focus on the Moslem specifys on the reincarnation period of Europe. However, the two faiths dont want to coexist with each other, so when one and only(a) gains power, they eliminate the others f ix to the best of their ability. There are two headstone factors in which Islam left a very lasting mark that basisnot be ignored and discarded, no matter the effort put into doing so.Education and graphic designerure are two aspects of culture in which Islam left an influence on cultures and faiths any across the globe, including Christianity. To understand wherefore Islam played much(prenominal) a humongous role in the fields of education and architecture, it must first be understood what Islam is and where it came from. Islam is a faith that traces its origin to Abraham, who is said to curb set up the original covenant with his God. This God is placed at the center of both Abraham religions. Therefore, God is the center of Islamic usages and beliefs.The major beliefs, as mentioned above, are that God is only one being, a complete, solely- powerful, single deity. There are several(prenominal)(prenominal)(prenominal) other aspects to Islam than those that have been desc ribed here, but none of which are important. The only attribute of Islam that is relevant to this discussion is the fact the faith and condition go hand-in-hand in Islam. Muslims were encouraged to pursue familiarity of the natural homo round them. This helped them gain an appreciation for the intricate and harmonious disposition that can be undercoat in God, or as He is cognize in Islam, Allah.There is a period in meter in which the Islamic terra firma experienced nighthing akin to the spiritual rebirth of the 14th 17th centuries. This period is kn avouch as the Islamic booming eld. While the spiritual rebirth was a c dodgeridge clip of cultural growth in the fields of the humanities by victorious lassie aspects from history and casting off of them -imitating and innovating, the Islamic well-disposed get along was also a time of cultural growth in any sense of the religion p finesseicularly in the fields of academia.The movement can be perceiven in establishm ents such as the Ho intake of Wisdom that the Muslims construct in Bagh dadaism. The Muslims quest for knowledge was not only limited to their own discoveries and libraries they sought to bring both the knowledge of the world under one roof. Baghdad was not the only city to be incur such a great center for learning cities end-to-end the Islamic empire allowed cause and became centers for learning for Muslims and non-Muslims alike. Cities that rivaled Baghdad were the city of Egypt and the city of CORBA in Al- Andalusia (Islamic Golden Age. Www. Electroluminescent. Com). For five centuries, the Islamic empire as a whole enjoyed phenomenal growth in every aspect of culture. The Islamic bulk not only developed the academic locating of their culture, they developed the humanitarian side as well. Most of the flying fields in the humanities will have wee effect on the main idea of this paper except for one the only area of once is the architectural agency that the Islamic people developed that would influence the metempsychosis period that jazzs to mind in the western sandwich World.To snap off understand how Islam played a part in spiritual rebirth architecture, Gothic architecture must be discussed and understood. The architecture appearance that was imitated and innovated in the Renaissance was the Gothic style. The features that define this architectural style are the ribbed vaults, flying buttresses, and mostly notably the point arch. Each of these features made it manageable for architects to design and build taller buildings than the Romanesque style allowed. The definitions for each of the elements of Gothic architecture will stick to from the encyclopedia Britannica website.A ribbed vault is defined as follows bandy-legged and intersecting stone ribs support a vaulted ceiling get along that is composed of mere thin stone panels, which greatly reduced the saddle the vaults weight. (Gothic Art. Encyclopedia Britannica. ). The next featu re of Gothic architecture to be defined in the Encyclopedia Britannica is the flying buttress. A structure consisting of an fain bar carried on a half arch that extends, or flies, from the top(prenominal) part of a wall to a pier some outgo a delegacy and aeries the thrust of a roof or vault.A pinnacle ofttimes crowns the pier, adding weight and enhancing stability. The design increased the supporting power of the buttress and allowed for the initiation of the high-ceiling churches. (Gothic Art. Encyclopedia Britannica. ). The third, and most important, feature of the architectural style to be defined is the pointed arch. The importance and significance of this feature is pointed out by numerous scholars and architects. At About. Com Architecture, thither is an article specializedally about pointed arches, and we can see this claim manifested.During the Gothic era, builders discovered that pointed arches would give structures amazing strength and stability. They experimented with varying steepness, and experience had shown them that pointed arches thrust out less than circular arches, says famed architect and engineer Mario Salvador. The main difference between Romanesque and Gothic arches lies in the pointed incarnation of the latter, which, besides introducing a new aesthetic dimension, has the important consequence of trim back the arch thrusts by as much as fifty percent. In Gothic buildings, the weight of the roof was supported by the arches rather than the walls. This meant that walls could be thinner. (Gothic Style Architecture. About. Com. ). This is where some scholars argue that the Islamic world had an influence on the western sandwich architectural style. Some believe that this feature came from all the conquests of Islamic cities and towns, such as the Crusades. But there is strong curtilage that the pointed arch was being employed in Islamic architecture out front it became to be part of the Western styles, such as the Gothic archit ectural style.Examples of this claim are the Lazar of Seville and the True duomo in Spain. By these two examples, we can see that the Islamic influence in Western Europe from the seventh century onward played a authoritative role in the influencing of the development of the Gothic architectural style. It is through these other(a) influences that the Islam Empire managed to leave their mark on the Christian Renaissance that would come a few centuries afterwards. The Renaissance took the Gothic architecture style and create its own style using the Gothic one as a foundation.The style that came out of Renaissance Italy came to be known as the Renaissance architectural style. The innovation that the Renaissance style made upon its Gothic base was to go back to the roots of antiquity. Referring to the Metropolitan Museum of Art weeping, an article on renaissance architecture extends a definition of what the Renaissance architectural style emphasized Classical orders and architectura l elements such as columns, pilasters, pediments, interrelates, arches, and domes form the mental lexicon of Renaissance buildingsAs in the Classical world, Renaissance architecture is characterized by harmonious form, mathematical proportion, and a unit of measurement base on the human scale. (Architecture in Renaissance Italy. Muteness. Org. ). This was the first form of an architectural style from the Renaissance period that used the Gothic style as its base. Another style to innovate on the Gothic architectural style came in the later part of the sixteenth century that was very liberally used in Spain during the Spanish Golden Age, which is alternatively known as the Spanish Renaissance.The Baroque style evolved from the Gothic style and was widely promote by the architects in Spain. The Baroque style, as defined by the Encyclopedia Britannica weeping, emphasizes Complex architectural plan shapes, frequently ground on the oval, ND the dynamic opposition and interpenetrati on of spaces were favored to heighten the feeling of effort and sensuality. Other characteristic qualities include grandeur, drama and contrast (especially in lighting), courageousness, and an often dizzying array of rich surface treatments, twisting elements, and gilded statuary.Architects unabashedly utilise bright colors and illusory, vividly painted ceilings. (Baroque Architecture. Encyclopedia Britannica. ). til now this style, however, found itself being innovated upon during the Spanish Golden Age. There were two styles that came focal point the Baroque style, the Hearing style and the Churchgoers style. The Hearing style is defined as being extremely sober, naked, and peculiarly accomplished in the use of granite ashlars work. (Hearing. Boundless. Mom) The later style to come from the Baroque style, the Churchgoers style, was much more preferred to the precedent due to the sociopolitical application of it. The Churchgoers style is defined in the Encyclopedia Britan nica as follows In addition to a plethora of compressed ornament, surfaces bristle with such gizmos as broken pediments, undulating ironies, reversed volutes, balustrades, stucco shells, and garlands. Restraint was totally discard in a conscious effort to overwhelm the spectator. (Churlishness Architecture. Encyclopedia Britannica. ). The reason the Churlishness style was preferred is that it allowed the patron, which was the church in most cases, to design and build buildings that were extravagant and grand. These were seen as symbols of the patrons status and power in society. A advantageously example of Just how the Churlishness was used can be seen in the Cathedral of Santiago De Composites. A picture of this building can be found in the appendix of this paper.The reason that all of this discussion of the many architectural styles to come out of the Renaissance period is that even the last to be discussed, the Churlishness style, still incorporates the pointed arches of the Islamic-influenced Gothic style. The feature that can be dated back to the seventh century has lasted throughout the centuries and found itself still being employ a thousand years later. The reason being is that the arch was based upon extensive study of architecture by the Muslims. Studying the world nigh them is what the Muslims did, and did well, for several reasons.The Muslims studied much more than Just architecture, they studied all the field of forces science, art, ethics, etc. It is through their academic studies that Muslims and the Islamic Empire continued to influence the Renaissance. During the Islamic Golden Age, scholars had to have many skills to be an effective and contributive part of society and solve whatever problems that arose. These men who had a wide range of skills to draw from are known as Polymaths, or Renaissance Men as they have been introduced in class.These Renaissance Men, or as they were called in the Islamic world, Hakes, had backgrounds and work ing knowledge bases for various fields of art and academia. As an interesting side note, in the research material I have gathered there is special mention of da Vinci dad Vinci when beg offing what a Polymath is. This must go to show how much respect Leonardo dad Vinci gained all around the world, and not Just within Christian circles and history books. Getting back to the topic at hand, Hakes were held in higher(prenominal) regard for their efforts of trying to further mans sympathy of the world around them.This was specially done through the fields of science. In science, Muslims had managed to make leaps and bounds over the Christian portion of the world. One ay that Muslims had left their mark in this area of study was in the field of optics. According to the website Collaborationists. Com store al-Hath (Lazed) wrote the Book of Optics, in which he significantly reformed the field of optics, empirically proved that lot occurred because of light rays entering the eye, and inv ented the camera obscure to demonstrate the physical nature of light rays. (Islamic Golden Age -Science. Collaborationists. Com. ). In the same constituent he is described as the first scientist for his scientific method, in which he had shifted focus from human perception to empirical evidence. Islamic Golden Age -Science. Collaborationists. Com. ). A version of the scientific method based off of Bin al- Hatchways would soon be realized in the Christian world when they Renaissance would come about. In that quote from the website, there was mention of a device that is known as the camera obscure.This device was one of many to come from the Islamic Golden Age. For a short comprehensive list of expert advances to come from the Islamic Golden Age include The camera obscure, coffee, gunk bar, tooth paste, shampoo, distilled alcohol, uric acid, nitric acid, alembic, valve, reciprocating action piston pump, mechanized water clocks, quilting, operative catgut, vertical-axle windmill, inoculation, cryptanalysis, frequency analysis, three-course meal, stained glass and quartz glass, Persian carpet, and celestial globe. Islamic Golden Age Technology. Collaborationists. Com. ). There are several other inventions that were follow and implemented by the West before the Renaissance came to be, such as the modernized astrolabe and the hybrid Utrecht. These technologies were around from before the Islamic Empire, but the Muslims innovated upon them ND made them much more effective and easier to use. It is safe to say at this point that the Islamic Golden Age could very well be called the Islamic Renaissance if they had wanted to revive the memories and themes of the past.Fortunately, all they saw was the want to move forward and give the people of the world a better understanding of the world around them. When it comes to science they didnt take the field lightly. That is why they improved on the astrolabe, so that this little tool can provide a better understanding of the cosmos. The field of astronomy in the time of the Islamic Golden Age was based upon the eccentric model, in which the reason was the center of the universe.The technological advances made in the time period and the smart as a whip minds from different cultures all over the world help dispel some of the possible misconceptions that the field of astronomy had at the time. Ptolemy studies and models were taken gathered by the Hakes and corrected. New fields on astronomy were also introduced, such as the field of astrophysics and celestial mechanics. Several notable Hakes were instrumental in the emanation of the field of astronomy. The evidence for these claims will be cited from Collaborationists. Mom After Japer Muhammad lay in M&1112s bin SSHKirk discovered that the heavenly bodies and celestial spheres were subject to the same physical laws as Earth, the first elaborate experiments related to galactic phenomena, the use of exacting empirical observations and experime ntal techniques, the discovery that the celestial spheres are not solid and that the heavens are less dense than the standard pressure by Bin al-Hath, the separation of natural philosophy from astronomy by Bin al-Hath and Bin al- Shasta, the first non-Ptolemaic models by Bin al-Hath and Maddeningly Urdu, he rejection of the Ptolemaic model on empirical rather than philosophical grounds by Bin al-Shasta, the first empirical observational evidence of the Earths rotation by Nanas al-Din al-T&1112is and All Squish, and al-Birdbrains early hypothesis on circular inertia. . (Islamic Golden Age -Astronomy. Collaborationists. Com. ). These individuals are part of a movement that may be called the, Scientific Revolution before the Renaissance, as it is claimed on the Collaborationists. Com website. Other label for this movement are based upon the school that these scholars originated from, the Marsha School. Other advancements that came from this school piling with the surmisal of heli ocentric vs.. Geocentricism. While there was never any oecumenic consensus about which theory was correct, there were experiments done in which the results that were produced supported the theory of heliocentric.This theory was later reinforced by the experiments of Galileo and other astronomers of the Renaissance period. These claims, however, were shunned by society for religious reasons. In order for the field of astronomy to be better understood, there had to be advancements in the mathematical formulas and equations to better explain the phenomena that astronomy presented. The field of mathematics was greatly influence by Islam. The most important of all the advancements made by the Muslims was the development of algebra. There were several other advancements made in terms of the calculus, trigonometry, geometry, and other aspects of mathematics, and each of them in turn were innovated upon by mathematicians during the Renaissance period.Mathematicians from here focused more o n the practical application of math than the theory that the Muslims had focused on. These can be seen in the addition mathematical operators such as plus and minus, as well as new grouping structures such as the engine block and square roots of numbers. Algebra however, became a cornerstone for the mathematical field ever since its development in the Islamic Empire. Without it, the other areas of math, like trigonometry and geometry, would have had to base their operations in a different model. Other ways to use mathematics other than in the field of astronomy is in the field of medicine. Medicine is largely dependent upon the culture in the antiquated times.When the Muslims introduced science into the field, it became more universal across the ultras of the world. Before Islamic influence, there were physicians whose sole responsibility was to oversee the diagnosis and treatment of illnesses. The methods employed by these physicians largely depended upon the physician himself. W ith Islamic influence, treatments of physicians were given more specific measuring rod and type of medicine to treat a specific illness. This revolutionized the medical world by leaps and bounds all across the world. These mathematical applications also allowed for opportuneness to be given to illnesses to better determine the stage of an illness based upon the symptoms displayed at the time of diagnosis.One aspect of the medical field that was improved upon by the Muslims and improved upon again by Renaissance men, women and scholars was surgery. The Muslims improved surgery by introducing the practice of dissecting bodies that had recently passed to determine what the cause of death was, the autopsy. Another practice the Muslims had introduces was quarantine. This could have come in handy in the later heart and soul Ages when the bubonic plague ran rampant across the region. Muslims were also very replete(p) at drawing elementary diagrams of carious bodily functions and systems , such as the circulatory system of the human body. One Renaissance scholar managed to use this information and build upon it.Miguel Server was the first person in preserve history to describe pulmonary circulation of the human body. To explain such a thing, the physician would most likely have a working knowledge base of the field of physics. Physics in itself is a universal subject, but in pre-Renaissance times it largely depended upon the accepted social views and on their understanding of natural philosophy. Islam managed to separate the two in a much more effective way than previous attempts had done. The experimental methods that were used by the Hakes allowed for a much more structured and detailed look into the mechanics bed the physical world. One Hacked in particular was fundamental in progress the field of physics during the Islamic Golden Age.Bin al-Hath (mentioned earlier who revolutionized the field of optics) is the key player in the advancement of physics. His ear ly version of the empirical scientific method was crucial in moving forward. Bin al-Hath, along with several other Hakes, had formed crude theories of the laws of the physical world, which Isaac Newton would finalize and come known for. Muslims are also known for their contributions to the arts, but unfortunately the Christian and Islamic view of the arts and humanities varied and often conflicted. In Christianity, the creation and possession of symbols and depictions of God and other Holy things is perfectly acceptable, and at some points in time actually encouraged and enforced.In Islam, it is almost forbid for there to be any visual interpretation of God and His realm. The Islamic way to portray God in art was by way of calligraphy and the dome that is present on every Islamic mosque. It is because of this conflict, both in traditions and in beliefs, that one will have a very difficult time trying to make any connections during a specific period in time. During the Renaissance pe riod, it is almost nonexistent. Islam definitely had influence on earlier artwork due to the heavy Islamic presence throughout the Iberian Peninsula, northern Africa, and Spanish regions. As far as the Renaissance goes, they wanted to go back to the roots of antiquity, not the recent past.Islamic art did actively influence the Renaissance through architecture by way of the pointed arch however. Muslims also made huge advancements in the areas of scientific study, particularly those of astronomy, mathematics, medicine, and physics. These advancements were built upon and innovated even more when the Renaissance men and women came to their own conclusions on the subjects Galileo on astronomy, Copernicus in mathematics, Server in medicine, and Newton in physics. These Renaissance men are but a few of the many potent figures who were a part of the Renaissance. It is through the fields of academia that Islam had the biggest influence of the Renaissance, and it is a fact that needs to be more widely known.

How Does Shakespeare Use Representations of Speech and Other Dramatic Effects to Introduce Iago’s Character?

Shakespe are portrays Iagos char moer in the play Othello with villainous content by using dramatic effects and specific representations of speech in clubhouse to engage the interview to witness this humbugful, dishonest and disturbing soldiery. Iago portrays himself as an simple and rejected small-arm with the use of powerful and emotive language often(prenominal) as despise me and nauseate me. The abrupt language used by Iago enables the earreach to witness his disgust subsequently Roderigo accuses him of with softening some entropy from him ab come in his own finances.Iago acts the innocent and threatened character by stating if incessantly I did dream of such a matter, / Abhor me. The musical phrase abhor me is a use of hyperbole used by Iago, where he exaggerates the ignore of non being trusted by Roderigo. Here, the audience is able to probe how Iago exaggerates things to a spectacular level and it allows them to believe Iago go out be affirm in this way fo r the majority of the play.Connotations of jealousy are revealed ofttimes throughout the play, oddly within Iagos foremost speech between himself and Roderigo, of how he was pink-slipped as lieutenant in favour of Michael Cassio, a Florentine-/ A cranny almost damned in a fair wife. Here, Iago claims that Cassio testament have a wondering eye and is likely to stray from his job, proving how untrus 2rthy he is. He claims Cassio nor the division of a battle knows/ More than a spinster, unless the studious theoric. Shakespeares powerful use of imagery and asyndetic listing here, when Iago refers Cassio to a spinster, reveals connotations of him being an inexperienced soldier as much as a spinster woman is inexperienced in love. The use of asyndetic listing in like manner infers jealousy as Iago is listing the more reasons why Cassio should not have been promoted. The term bookish theoric, refers Cassio to be an inexperienced and unknowledgeable man on the battlefield, except f rom the theory he learnt about war in books.Here, the audience plenty witness Iagos jealousy, which foreshadows the vengeful acts he performs later on on upon certain characters within the play. Juxtaposition is excessively used when Iago describes to Roderigo the many reasons why Cassio should not be lieutenant, as he claims Cassios slacking is Mere prattle without practice compared with he who is worth no worse a place, claiming he deserves no lower rank than lieutenant and coadjutor to Cassio. This, aswell as present jealousy, reveals Iagos blunt arrogance towards being put aside for the promotion. This may enable the reader to both exact pardon on him and understand his upset of being ver grimaceed, or disagree exclusively and believe he is too confident for his own good. Shakespeare introduces Iago as a master of manipulation in the sense that he dominates the conversation when public speaking to Roderigo.This may be be buzz off Roderigo is seen as Iagos right hand man and is easily manipulated into believing and sympathising with Iago because of the way Othello treated him. In response to Iagos speech that is full of connotations of jealousy and deceit about the dismissal of the promotion, Roderigo responds by stating by heaven, I rather would have been his hangman. This enables the audience to see how estimable and trusting Roderigo is to Iago as he does not question the latter of how he may be wrong and also does not judge Iagos aggressive nature towards Cassio and his experience in battle. The metaphorical use of the phrase I rather would have been his hangman, is largely ironic as this, again, foreshadows Iagos actions later on within the play upon those who, in particular Othello, deceived him. Aswell as the manipulation Iago empowers e rattlingwhere Roderigo, he also has a financial hold upon him.Roderigo uses the simile as if the strings were thine, where he states that Iago has been using his money as if it were his own. In respons e to Roderigos accusation, Iago replies by saying Sblood, but you will not hear me. Instead of apologising to Roderigo for abusing his trust in looking after his money, he accuses Roderigo of not listening to him. It is here that Iago begins his long speech bring out his jealousy and he was betrayed, allowing the topic of the theft of the money to be forgotten.Shakespeare allows the audience to witness another vengeful side to Iago where he says the promotion seems to foot from favouritism and academic prowess rather than seniority, in which he believes at that place is no reason to love the moor. After Roderigo claims he would not hound the Moor, Iago responds by saying he will follow Othello to serve Iagos phone number upon him, meaning he will eventually get his own endure and will not truly follow him due to the pain and deceit this has caused him. The phrase Were I the Moor, I would not be Iago infers that Iago would not requisite to be himself if he were the Moor as he is of lower status.Iago would also not be align to himself he were sucked into the Moors ways, so he would continue to serve Othello, but will conceal his true feelings. Shakespeare also portrays Iagos bitter behaviour when he declares to Roderigo, in next him, I follow but myself, meaning he will look after his own interests instead of doing what is best by the Moor, which also portrays him as a self-serving character. His self-serving character is proven in the guesswork two when informing Othello of Roderigo spreading foul reports about the general. He claims Roderigo rundle such scurvy and provoking terms against Othellos honour.Iagos double transaction nature proves he is untrustworthy, unprofitable and a trouble stirrer, which is ironic as previously he was speaking of how he was treated unkindly and believed Othello was the deceitful person within the issue of the lieutenant promotion. The manipulative power Iago has over Roderigo must be strong if he is unaware of the great inhalation Iago is conducting behind his back. Iagos true representation is best portrayed by Shakespeare with the use of degrading, vulgar and taboo language in society to cause trouble when informing Brabantio of Desdemonas deceitfulness in order to take revenge upon Othello.Upon arriving at his house, Iago orders Roderigo to poison Brabantios delight incense her kinsmen Plague him with go throw such changes of vexation. These dynamic imperatives reveal connotations of rather harsh pain, distraint and destruction, enables the reader to visualise the two men trying to cause much distress, worry and anger to Brabantio forwards informing him of his daughters disappearance. Iago faecal matter be seen as a very self-centred character as the revenge he wants to be conducted upon Othello, means another person, Brabantio, will also be hurt during this vengeful act.It also shows how Iago enjoys causing much pandemonium and mayhem amongst people to witness their reactions for e ntertainment, and to possibly show he does not want to be the only character who has been deceived. After Brabantio calls out to the two men, Iago immediately uses his vulgar language to explain who Desdemona is with when stating you have lost half your soul an old black ram is tupping your sporting ewe. At first Iago portrays his sorrow towards the senator when saying you have lost half your soul as if he pities him. The vulgar description an old black ram is tupping your white ewe reveals rather degrading and racist imagery.The black ram is in propagation to the moor, portraying him to be a dirty, old man who is having relations with a pure and innocent white ewe which is in reference to Desdemona. The audience can see that this use of zoomorphism infers rather negative qualities about the moor before he has even been introduced into the play. The use of zoomorphism occurs often throughout the first act when Iago graphically describes the sexual relationship between Desdemona and Othello to her father. Iago states to Brabantio that his daughter and the Moor are now making the beast with two backs. The constant use of animalistic imagery and reference to specific animals, infers that the two characters are having a very sexual relationship and may not be together for love. This phrase is also a use of antithesis as the ram and ewe differ completely, in addition to how Desdemona and Othello differ in race and ethnicity. The degrading language used reveals Iagos total disregard for Brabantios feelings and status in society, proving once again the manipulative nature Iago has and the enjoyment he receives when causing someone else great distress.Shakespeare also uses religious imagery within the play when Iago declares to Brabantio the devil will make a grandsire of you. This imagery can also be seen as racial as the devil was often depicted as black, which proves he is referring Othello to the devil. Once Brabantio finds his daughter is in fact missing fr om his house, Iago decides this is the time to flee, showing his distrust to Roderigo by leaving him to fend for himself.He claims it seems not meet, nor wholesome to my place, to be produced against the moor, where he means he cannot be seen by Brabantio as it may threaten his official position if he is brought forward as a witness against the Moor. Iago, and his double dealing ways, tells Roderigo that he must show out a flag and sign of love. The metaphor used by Iago here, conveys to the audience that Iago will support Roderigo from a distance but will not support him in person, but he later informs Othello of Roderigos sibyllic deceitful ways.Shakespeare uses a variety of different language techniques in order to portray Iagos villainous character with such content. Zoomorphism is used frequently when Iago is referring to Othello which shows his racist and vulgar language, especially when describing the sexual relationship between Desdemona and Othello. The audience is able t o see how Iago revels in the mayhem and distress he causes amongst characters including Brabantio. This shows the fierce and manipulative streak he has.