Answers the question Coursework Example | Topics and Well Written Essays - 1000 words

Answers the question - Coursework Example All but Kelvin follows him) (Minutes later) (Kelvin opens his car and as he ignites his car, a brown slender woman comes towards him and he stops the engine for a moment) LADY: Hello Kelvin? Do you mind giving me a ride to town? (Kelvin perplexed this beautiful woman knows his name but still happy that he may have got a woman to move around with since he loved having sex with many women) Kelvin. No! No! No! Not at all, I...I will be honoured to give such a pretty lady like u a ride (He opens his car door and goes ahead to hug the woman as he opens for her the passenger’s seat). Lady: My name is Risper from the school of medicine Kelvin: what a lovely name! Am Kelvin from faculty of arts and I live with my parents in Beverly Hills, My father is a branch director of one of the leading technology firms in Silicon valley and my mother is the medical superintendent in the district hospital. Lady: (impressed by what Kelvin had told her) I come from California and I stay in the colle ge’s halls of residence (she pauses a little and looks at Kelvin). Kelvin, can I trust you to keep a secret? Kelvin: (with a heavy American accent) Of course you can dear, am all ears. Lady: I am actually not a student at the college, I run away from home a year ago when I felt I could not handle the pressure from my parents. They always insisted that I should join college to study medicine despite my efforts to convince them I did not like that idea and I was more comfortable being an artist Kelvin: did they really have to do that? Look at what they have done, caused pain and suffering to such an innocent beautiful woman as you (He pulls the car by the roadside) tell me more Lady: I have been living with my cousin in her room for the past one year and she is the one who has been feeding me, I... i... (She starts crying and Kelvin moves closer to her and allows her to lean on his bosom) I have nowhere to go and I cannot go back home now. (Torn on what to do, Kelvin decides to take her to his friend’s house who was a devout Christian and who had been trying to bring Kelvin to church) The character cannot not be said to have strong moral and sexual standards as he loved having sex with different women especially those from college, he would lure them with money and promise of a flashy lifestyle for them to give in to his advances. He was driven by his desire to become a businessperson who was respected all over the country and it was the main reason he came to college, however, the reluctance of his parents to introduce him to the prominent people as he would have wanted always frustrated him. His extroverted nature and his intelligent mind always made him a leader among his peers and endeared him to many of his age mates Kelvin was born in Beverly Hills’ in California by James Studd and wife Sylvia Clinton and was brought up in the same neighbourhood. As a child, he was nicknamed ‘Bullfighter’ as he was a bully in school and he loved teasing other pupils who seemed weaker than he did. As he was growing up, he was adored and loved by his parents as he was the only son and the lastborn in the family, and although his parents loved him, he spent very little time with them and he seemed to be more amused by his play station than his family. Efforts by his parents to create a strong relationship with him bore no

The Great Search for Oil Sources Essay Example | Topics and Well Written Essays - 500 words

The Great Search for Oil Sources - Essay Example There are also those who, on the other hand, feel that the end result from drilling in the area would be so minuscule in nature, that is would prove to not have any kind of benefit, while in the process having a drastic effect on the ecosystem of the refuge itself. The online Encyclopedia Wikipedia provides a little history on the subject of drilling in the Arctic. It writes that, "The question of whether or not to allow drilling for oil in the Arctic National Wildlife Refuge (ANWR) has been a political football for every sitting American president since Jimmy Carter. The Arctic National Wildlife Refuge is just east of Prudhoe Bay in Alaska's "North Slope," which is North America's largest oil field. Currently, the Prudhoe bay area accounts for 17% of U.S. domestic oil production.[1] In 1987 and again in 1998 studies released by the U.S. Geological Survey have estimated significant deposits of crude oil exist within the land designated as the "1002 area" of ANWR, as well.[2][3][3] ," ("Arctic" p.1). A noticeable action came when, "In 2005, Congress twice affirmed their constituents' belief that America's remaining wilds are important and rejection of claims that Arctic Refuge oil is any sort of answer to the nation's dependence on foreign oil. In November 2005, leaders of the House removed provisions that would have allowed drilling in the refuge from a massive budget bill.

The Butchers Shop and Eating Out Comparative Essay Essay Example for Free

The Butchers Shop and Eating Out Comparative Essay Essay The poems I am going to explore are ‘The Butchers Shop’ and ‘Eating out’. The two poems are loosely based around the idea of food. The Butchers shop focuses on the cruel process of killing animals to put food on our plates and Eating out looks at how the narrators’ relationship with food is affected when going out for a meal with family. In ‘The Butchers Shop’ it’s says â€Å"your cold and soggy paper parcel bleeds† The fact that the parcel is bleeding suggests that the narrator believes all meat eaters to be murderers. This is only further emphasised by use of â€Å"cold and soggy† like the cold, damp flesh of the animal who was brutally massacred just so you could have something to eat. In addition to murderous accusations, the use of direct speech â€Å"you† connects informally with the reader and makes it more personal as if by being familiar with the reader it will help them understand the narrators’ morbid views on food, specifically meat. This use of direct speech is also used in ‘Eating Out’. â€Å"I never accustomed myself to this humble I’ll have whatever your having, dear.† and just like ‘The Butchers Shop’ it’s used to show the attitude the narrator has toward food and dining and it’s also trying to get readers to empathise with their views by being familiar with them. Another similarity between the poems is in false representation of food. Whilst ‘The Butchers Shop’ false image of â€Å"playing farms† is quite transparent to anyone who has reached adulthood and can see past the cute illustrations to the gruesome blood stained butchers apron. However, in ‘Eating Out’ is a more elaborate charade of false representation. You don’t see the preparation of food in a restaurant only the artfully arranged end result which is bound to look extremely appetising. Except the pressure of controlling parents and expectations of perfect behaviour make the food â€Å"indigestible† and an outing not to look forward to. Overall, both poems have a negative attitude toward food which I believe stems from the theme of oppression. The butcher and the parents share the same role – as cruel, controlling keepers – both pigs and the narrator of ‘Eating Out’ suffered cruelty at the hands of their keepers which in turn, affected the relativity to food and what attitude is associated with it in each poem. For example, by describing how much the pigs suffered and the evil characteristics of the butcher (â€Å"smiles a meaty smile, white apron stained with who knows what†) it provokes emotion from the audience and persuades them into realising animal cruelty is wrong and therefore, whenever you buy meat you could have just killed a defenceless animal.

Lexis Treatment in Language Teaching

Lexis Treatment in Language Teaching Part 1. Examine the treatment of lexis in two course-books. How are the items introduced, practised and tested? Take into account the authors intentions and illustrate your account by close reference to one unit/chapter from each book â€Å"we need to see English language teaching as located in the domain of popular culture as much as in the domain of applied linguistics.† (Pennycock, 1998, p162 cited in Harmer, 2001, p94) For the purpose of this essay, lexis is defined simply as the words that make up a language. It includes all levels from morphemes to lexical phrases (Nattinger, 1988 cited in Harmer, 2001. It also includes the manner in which we ‘recast’ and reframe words with those that are similar, equivalent or alternative in order to fix, or negotiate (McCarthy, 1990), our understanding of the meaning. The two selected course texts, Cutting Edge (Cunningham Moor, 2004) and Matters (Bell, Gower Cunninham, 1998) both integrate elements of a lexical syllabus into their approach. In the following two sections – Module 8 of Cutting Edge and Unit 6 of Matters (see Appendix 1) – lexis is introduced and expanded through a number of methods. Whilst Cutting Edge expounds an engage- practise activate style (Harmer, 2001) of learning cycle (see Walmsley, 1979 cited in Els et al for a exploration of unit based teaching cycles), both combine a discovery learning style with more traditional grammatical constructs. For example, Unit 6 of Matters is entitled Are You Green?. The subject area is the natural world and the subheading is the environment. The language focus of the unit is: â€Å"†¦sentence structure, in particular defining relative clauses (sometimes known as identifying or restrictive clauses); clauses of purpose and clauses of result and  reason.† (Matters, Bell Gower, 1998, Unit 6) This unit introduces a range of vocabulary and contextualises both its language style and content initially through a magazine article. These are then expanded through an intentionally inflammatory ‘interview’. The exercises, although sometimes appearing initially divorced from the previous exercise, conform to a learning cycle approach. They relate to earlier learning as well as serving to re-enforce the meaning of the vocabulary and its contexts. The focus on relative clauses, as with lexical phrases, aims at acquiring a familiarity that enables the students to specific forms more naturally and correctly. In both texts, the material is introduced through oral presentation, discussion, reading and written work. Brainstorming serves t is similar to Greens (1993) word wall in that it provides the vocabulary and offers the opportunity for visual and oral re-enforcement. Cutting Edge has a Language Focus Section. This follows the same practise of building language familiarity through building ‘comparisons and talking about similarities’ (Cunningham Moor, 2004). Both use individual pictorial comparison followed by group discussion to re-enforce vocabulary and make connections to specific situations. As with Matters the same language is used in several formats – a listening and a reading activity. It is worth nothing that both texts recognise how age and culture affects the contexts of a lexicon. Matters warns that: ‘ In multinational classes, be careful: not all countries have the same level of sympathy for and awareness of environmental issues and scientific jargon’ (Bell Gower, 1998, Introduction). They acknowledge that, as Bowerman (1978) states, ‘Lexical rules are language – and culture – specific.’ (cited in Larsen-Freeman Long, 1991). However, both programs aim to move a student away from lexical over-generalisations (Backhouse, 1994) and increase depth of knowledge and breadth of vocabulary. Backhouse (1994) relates lexical development to intra and extra – lingual processes ie the â€Å"semantic relations which hold between lexical items in a given language.† (p.19) and the â€Å"paradigmatic relations† or the specific fields that define meaning within that context. Assessment of student understanding looks at how individuals develop vocabulary around a subject area through discussion, class response and exercises. In essence, it appears that both texts use a ‘field theory’ approach that allows for lexical compartmentalisation and a hyponomic (see McCarthy, 1990, p19) focus on developing associated meanings (Carter McCarthy, 1988). However, they do not limit themselves to associating specific vocabularly within specific fields. â€Å"Lexical phrases or ‘language chunks’ are like prefrabricated building units.† (Lewis, cited in Harmer, 2001, p.21) Part 2. How effective is the treatment of lexis in the two chosen units for a group of learners with whom you are familiar? What changes would you make in using these units with the learners you have identified? Class Profile This class consists of seventeen males and five females, all L1 Arabic speakers. They come from six countries throughout the Middle East and North Africa. It is an intermediate level class. 30% are students, 40% are supervisory/managerial levels of employees in Government departments or from private businesses. 20% are self-employed private businessmen and the remaining 10% are homemakers. The age range is 20-58 years. They are currently about half way through a twenty week English course. Whilst the treatment of lexis in the two chosen units is efficient and effective, it does benefit from some individual tailoring towards the above class. For example with some of the students I would perhaps encourage a move towards a more self directed learning plan (Pemberton et al, 2001). Others need more scaffolding. I have also tried to cater for learning styles so that a variety of exercises are supported by a variety of materials and presented in more than one way. I have not simply repeated specifics, but changed the way they are communicated. Clearly, cognitive tools vary according to each individual and the situation so no assumptions should be made (see Papademetre Scarino, 2000 for an exploration of class and culture) based on ones own parameters. However, the attached are two lesson plans that I have adapted to suit this class. These are adapted to work on this classes particular understanding of certain collocations. Common patters are re-iterated: verb + noun (fly a kite) adjective + noun (a light snowfall) adverb + verb (to boldly go) adverb + adjective (totally different) adjective + preposition (similar to) noun + noun (a collocation dictionary) (adapted from http://www.eli.ubc.ca/teachers/lexicon.html) However, as Schmitt 2000) and Thornbury (1999) both stress, idioms, idiomatic phrases and expressions – especially those with different meanings are further developed. The aim is to provide the students with an all round lexical confidence supported by a good knowledge of vocabulary as well as lexical phrases. Where specific lexical approaches have been used, they are mentioned in the lesson plans and sequences. Class of 22. Level Intermediate 02 TITLE: ARE YOU GREEN? Adapted from Matters- Intermediate (Bell Gower, 1998) Unit 6 Date 31st January 2006 Lesson duration 60 minutes Resources: handouts, cassettes, audio-player, white-board, OHP and transparencies Course text books Lesson Aims: Reading skills: magazine article on the ‘ungreen’ Moore family Comprehension check. Vocabulary and pronounciation skills Develop familiarity with colloquial and informal spoken and written English. Develop language for use both in and out of classroom. Develop language around a major current topic – environmentalism – that is widely relevant Awareness of word fields Contribute to discussion Contribute to brainstorming sessions Work independently with confidence Work confidently with lexical variations eg the ‘schwa /?/ Familiarisation with colloquial English publications (newspaper, magazines, journal excerpts etc) Contact with everyday English Teacher modelling Raise student awareness eg of pronounciation and meaning changes through stress syllabuls. Phrasal words Language ‘chunking’. Awareness of expression and collocations, their usefulness and frequency Develop OHP transparencies or posters of mind maps and word fields Anticipated Problems problems with reading new vocabulary technical problems eg OHP, audio-player timetable fit have a ‘hit list’ of potential problem words and definitions ready elicit and drill (time allowing) problem words where possible encourage students to develop a ‘power word’ list (Cary, 2000) of their own. Have English/Arabic dictionaries ready but use to note and refer to later Stand-by handouts if OHP fails Stand-by audio player Ensure good time keeping 19.00 19.05 19.05 19.15 19.25 19.30 19.35 19.45 19.50 20.00 Introduction and warm up. Small talk, humour or anecdotes etc Elicit the word green and discuss culturally specific colour associations eg in the UK blue can mean sad, yellow cowardice, red danger and green innocence, jealousy or environmental issues. Discuss and support with modelling and writing on white board. Lexically this exploration of meanings associated with colour will help students understand language extension, engage through subject matter, encourage higher order thinking and build vocabulary necessary for the lesson. Pairwork. Set the theme: two environmental problems facing the world presently ie global warming, loss of wildlife and habitiat etc. Elicit words and write on board. Set students to work together on this. The connotations associated with environmental issues eg wildlife, habitat loss, global warming are real and relevant to most students. This exercise requires students to develop a lexical framework to support both facts and opinions and know which areas they wish to find more language to fill. Ask students if in their countries they have an equivalent of the Green/Environmental Party? Explain what the Greens are and stand for. Set a discussion of this again in pairs. This has the same lexical aim as the previous section. Display a picture or poster of the Green Party on the white board. In pairs of threes read Are these people criminals? When finished reading, complete the exercise matching the paragraph number with the figure or object on the right of the page (see appendix 1) Read through the answers with the students. Matters, p42/43. Set exercise 2 p.43. to do individually or in pairs. Lexical rationale – aim for students to use and apply new language. Go through answers a to e with the students, giving a verbal explanation of each and support on the white board. Ask students to work in pairs and make a list of verbs on handouts eg: save, recycle, buy, ban, use, prevent. Show the students how these can be used in collocations and phrasal words from the text. Lexical rationale – starting to extend vocabulary into actions associated with environmentalism and using a discursive exercise to encourage their recognition and usage. Handouts Set exercise 3, a practise in relative clauses, and give out handouts. Students read through the test and complete it. Go through the answers with students answering one by one. Lexical rationale – aims towards students developing referencing skills by looking up words either individually or in pairs. Listening and speaking skills: pronounciation focus on the schwa. Students listen to the recording and take notes. Go through the exercise marking the syllables and stress in word pronounciation. Go through the answers on the white board. Lexical rationale – as part 1 explored, pronounciation and stress hightens student awareness of how intonation affects meaning. Second tape recording. Listen to the second recording and go through the rubric with the students. Students give answers back around the class and then practice in pairs the sentences in exercise 2. Matters p.45. Lexical rationale – extension of pronounciation focus. Wordspot focus. A lexical exercise to recap, re-iterate and re-enforce. FINISH. Issue handouts of target text. Put a transparency of the â€Å"Something† word-field flow chart on the OHP. Divide the students into A’s and B’s. A reads the instructions on p.135 and B on p138. (answering each others questions.) Issue handouts f the word-field for homeword and ask students to add at 4-5 new phrases with ‘something’ in them. Follow up first thing next lesson. Develops autonomous lexical growth at students own rate of learning ie with no time pressure Class of 22. Level Intermediate 02 TITLE: Adapted from Cutting Edge – Intermediate (Cunningham Moor, 2004) Module 8 Date 04th February 2006 Lesson duration 60 minutes Resources: handouts, cassettes, audio-player, white-board, OHP and transparencies, Course text books Lesson Aims: To reinforce reading and listening skills To reinforce comprehension. Vocabulary and pronounciation skills Develop familiarity with colloquial and informal spoken and written English. Develop language for use both in and out of classroom. Awareness of word fields Contribute to discussion Contribute to brainstorming sessions Work independently with confidence Establish preparation for next class Reading and listening exercises Vocabulary building exercises Excerpts taken from Cutting Edge follow on from previous reading and listening exercises but focusing on how to use words (nouns, verbs, adjectives) in phrases and collocations used in everyday English Teacher modelling Phrasal words Language ‘chunking’. Awareness of expression and collocations, their usefulness and frequency Develop OHP transparencies or posters of mind maps and word fields Set grammar/language points, p44 (Matters), for home work reading (using scanning and familiarisation) in readiness for the next class Anticipated Problems Some problems with reading and pronounciation problems with reading new vocabulary technical problems eg OHP, audio-player timetable fit have a ‘hit list’ of potential problem words and definitions ready elicit and drill (time allowing) problem words where possible encourage students to develop a ‘power word’ list (Cary, 2000) of their own. Have English/Arabic dictionaries ready but use to note and refer to later Stand-by handouts if OHP fails Stand-by audio player Ensure good time keeping Rationale for lesson focus Students need to practice their reading, listening and speaking skills more. They need to further their informal vocabulary In the previouse lesson (Are you Green?) issues were featured and discussed at some length. This lesson aims to restore a balance and put into perspective the alternative view featuring some of the benefits of the modern world so it is not always perceived as a wholly negative experience as can be construed by ‘Green/Environmentalist’ action groups. This could be important to avoid confusion in some students minds. (The fact that alternative opinions exist regarding the controversy surrounding this subject across the world. Timing 19.00 19.05 19.10 19.15 19.20 19.25 19.30 19.40 19.55 20.00 Introduction and warm up. Go over points from previous lesson. Small talk, humour or anecdotes etc (if time permits!) Review homework exercises concerning phrases and collocations from ‘Something.’ Appoint one student to write the answers on to the chart of white board. Go around the class an dget their answers and their explanations from each student. Tell students to note down answers. Brief review of work then move on. Flip chart of ‘somethings’ word-filed attached to white board. Focus and elicit upon the words inventor and successful. Get associated words too – invent, invention, succeed from the students. Ask students to predict/guess what kind of advice/information will be found in the text from comparing pictures on the left to those on the right. Handouts. Issue reading excerpts ‘How to be a successful inventor.’ Tell students to scan through the reading in 2-3 minutes. Read text individually. (Cutting Edge Teaching notes and coursebook.) Check for understanding especially words and phrases like light bulb, to be patient, purpose, to understand the porential of something, a dot, a s screen, a button, a know. Lexical rationale – re-enforcement of vocabulary plus the added re-pronounciation of read words, explanation of phrases indicates a development allowing for lexical phrases as well and comparative meanings. Put the answers on the OHP and go through these one by one. Handouts and transparency. Group work. Set students to discuss this task in groups of four or five. Apoint one from each group and get their feedback in turns. Listening and vocabulary skills (Cutting Edge, p.81) Handouts. Pronounciation and pair work. Emphasise with the students beforehand that they only have to identify which machines are being discussed in the tape. Do one example for the students in A. Press tehbutton down then play cassette 1 stopping after each phrase is used to check answers. Discuss the answers to B in pairs. Pair work. Set task 3, p81. Give students a few moments to think it over, preferably ones their partner is unfamiliar with students can draw it to explain it to the, Use examples each student is familiar with personally. Go around the class helping and prompting as needed. Explain using examples what a compound noun is. Go through the two rules – noun + gerund and gerund/noun + asdjective on the whiteboard. Repeat a couple of examples showing where the stress is to be found in both words ie laptop computer. Etc Lexical rationale – as covered in part 1, stress is extremely important for realisation of language variability and meaning. In this case the lexicon is integrated with a grammatical function. Pair work and individual response help to focus students on the task in reinforce the lanaguage learning. Give the students a little time to work this out then play cassette 2. Listen and practise pronouncing the words before giving out the answers to the pronounciation task. Set home work task (reading to familiarise only) Cutting Edge p81 handout. FINISH read ahead of time p44, Unit 6, Matter’s Intermediate Unit 6. Go over again also the reading and pronounciation work taught in class today in preparations for the next lesson’s review of this. Check students again for clarification and understanding of these. References Backhouse, A.E. (1994) The Lexical Field of Taste: a semantic study of Japanese taste terms. Cambridge, UK: Cambridge University Press Bell, J., Gower, R. Cunningham, G. (1998) Intermediate Matters. Harlow, Essex: Longman. Carter, R., McCarthy, M. (1988) Vocabulary and Language Teaching. Harlow, Essex: Longman. Cary, S. (2000) Working with Second Language Learners: answers to teachers top ten questions. Portsmouth, USA: Heinemann Cunningham , S. Moor , P. (2005) Cutting Edge – Intermediate (14th Impression) Harlow, Essex: Pearson English Language Teaching, Longman. Green, J. (1993) The Word Wall: teaching vocabulary through immersion. Ontario, Canada: Pippin Publishing Ltd. Harmer, J. (2001). The Practise of English Language Teaching. Harlow, Essex: Longman Krause, K., Bochner, S., Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria: Thomson. Lewis, M. (1993) Implementing the Lexical Approach. UK: Language Teaching Publictions Larsen-Freeman. D., Long, M (1991) An Introduction to Second Language Acquisition Research. Harlow, Essex: Longman McCarthy, M. (1990). Vocabulary. Oxford, UK: Oxford University Press. Papademetre, L. Scarino, A. (2000) Integrating Culture Learning in the Languages Classroom: a Multi-perspecitive Conceptual Journey for Teachers. Melbourne, Australia: Language Australia Pemberton, R., Toogood, S., Ho, S. Lam, J. (2001) Approaches to advising for self-directed language learning. In Learner Autonomy (Leni Dam, Editor) The AILA Review 15, pp. 16-26 Schmitt,N (2000) Vocabulary in Language Teaching. Cambridge, UK: Cambridge University Press Thornbury, S (1999). How to Teach Vocabulary Harlow, UK: Longman Websites Parallel Processing. JamesL.McClelland TimothyT.Rogers. Accessed 7 February 2006. http://www.nature.com/nrn/journal/v4/n4/abs/nrn1076_fs.html;jsessionid=98854A4BE16819AEB3B2C4220B9A470D Lexicon http://www.eli.ubc.ca/teachers/lexicon.html accessed 9 February 2006

The Grapes Of Wrath Essay -- essays research papers

In the epic movie Grapes of Wrath, director John Ford depicted a saga of one family trying to survive the 1930’s. In watching this film, it helped me to understand the hardships of the American migrants. The characters showed unique traits and dealt with problems each in a different way.The Dust Bowl was an ecological and human disaster that took place in the southwestern Great Plains region, including Oklahoma. Misuse of land and years of sustained drought caused it. Millions of acres of farmland became useless, and hundreds of thousands of people were forced to leave their homes --many migrated to California. As the land dried up, great clouds of dust and sand, carried by the wind, covered everything and the word "Dust Bowl" was dubbed. This movie describes a family's journe...

Captian Veres reactions to Billy Budd in Billy Budd :: Vere Billy Budd Essays

Captian Vere's reactions to Billy Budd in Billy Budd When Captain Vere says â€Å"Struck dead by an angel of God! Yet the angel must hang!† his attitude towards Billy Budd changes from one of paternal concern and personal respect to one in which he has set aside his personal thoughts and feelings for the sake of his nation. Each sentence represents this dichotomy by indicating his sentiment towards Billy. In the first, Billy is â€Å"an angel of God† who has â€Å"struck† Claggart dead, in a righteous manner. In the second sentence, â€Å"the angel must hang,† indicates that no matter Billy’s intentions or nature, his act is a crime against his country. Vere, between Billy’s outburst and his own divided exclamation, acts maniacally, but methodically. He follows procedure for confirming Claggart’s condition, but does not refer to the event in terms of its secular implications. Instead, he calls it the â€Å"divine judgment on Ananias.† His behavior throughout this passage, which extends for only about a page, is frantic and disturbed. He acts as a â€Å"military disciplinarian† towards the disturbed Billy, ordering him to stay in his stateroom, but when the â€Å"prudent surgeon† enters the room, he acts with haste, interrupting his salute. Yet, when the baffled surgeon confirms Vere’s worst fears, he becomes â€Å"motionless, standing absorbed in thought.† He then convulsively compares Billy to the Angel of Death. Here, Vere is beginning to recognize the consequences of this event, and the necessary actions he must take as captain. Captain Vere returns to his intellectual, patriotic nature, as he becomes again the man whose â€Å"settled convictions were as a dike against those invading waters of novel opinion social, political, and otherwise.† Vere is not one given easily to fits of discomfiture or moral dilemma. He believes strongly in the right of his nation and military, and disciplines himself and his men accordingly. Yet, for the first time we are aware of, Vere becomes torn between his father-like love for Billy and his son-like love for his country.

Ganhi, King, and Mandela: What Made Non-Violence Work?

Ferdinand Magellan was a Portuguese explorer who started his voyage in Spain and was the first explorer to circumnavigate, meaning to travel all the around the world. He was killed on April 27, 1521 by the natives on the island of Cebu in the Philippines while many of his own men stayed on the boat despite knowing their captain was in trouble. The question being asked was whether or not this captain was worth defending. This question could be answered either way but in this essay we are going to argue that Magellan was not worth defending.Ferdinand Magellan was not worth defending because he was unorganized, he forced and threatened natives in the Philippines to convert to his religion of Catholicism and lastly, he was bossy and could care less about the crewmembers needs. Magellan wasn’t organized as a leader because during their voyage after they had crossed the Atlantic Ocean and had sailed down the coast of what we now call the countries of Brazil and Argentina, he noticed that the supplies might not last them the rest of their trip. Because of this Magellan put each crewmember on a limited about of food that they could have each day.Many of the men grew ill, were very unhappy with this decision and wanted to return home, but Magellan refused to listen to any of their needs. This shows that Magellan was not a very organized leader because he didn’t bring enough food and supplies that could last for each and every crewmember during their many long years on sea. A mutiny was also organized against Magellan, and in self-defense he killed everyone who was against him including leaders and captains on the other ships. This shows he was not organized because if he was, his own men would not have gone against him and tried to kill him.The decision that Magellan made that changed his life was also a very important reason that could support the argument that he was not worth defending. Magellan was killed in the Philippines after he forced all the nati ves to convert to Catholicism. Those who didn’t were threatened just like the village on Mactan that he burned down after they did not convert. If Magellan did not make that horrible decision he could have been with his remaining men as they completed the voyage. This decision he made shows he was probably not a very good leader, it also supports the reason he was norganized. Magellan should have made a better decision, which was to leave the natives alone in their home and try to accomplish his goal, which was to reach the Spice Islands. The fact that when the natives went up against Magellan and his men stayed in the ship knowing he was in danger shows his men disliked him and that he may of done other horrible things to them that we are not aware of. The last explanation that can support the argument on whether or not Magellan was worth defending was that he was very bossy, and careless of his men’s need.The men on board played a very important role and greatly help ed him become the first leader to circumnavigate. Without the men, this might have not been possible. In the documents there is no evidence that shows he was ever thankful for them. We are also not given much information on the men who liked him and thought of him as a great leader. The documents just explain to us how he was bossy and didn’t care about them. In Document D we are told how many of the men got very sick and their gums swelled up causing them to be unable to eat.In these documents we are not told Magellan was ever starving or sick, that gives evidence that makes us predict he was selfish and kept the good food for himself and tried to keep only himself as healthy as possible. In conclusion, Ferdinand Magellan was once again, not worth defending. He was unorganized, made horrible decisions and was a very inconsiderate and selfish leader. The reasons explained above give evidence that can answer the question of whether or not Magellan worth defending.