aa100 assignment 1. octavian versus plutarch on anthony

Assignment 01 Compare and contrast the ways in which the passage below attempts top discredit Anthony with the ways this is done in the speech attributed to Octavian die ( in reading 1.1 of book 1. Chapter 1.) It is very obvious when reading both passages that whilst Plutarch and Octavian had similar but also differing opinions about Mark Anthony and his relationship with Cleopatra, they are both guilty of putting their own negative spin on the situation. They both use different approaches to the subject but the end result is the same. Anthony is portrayed as a man who has lost his way and in doing so, has sunk to the lowest levels of society .The one thing they both agree on, is that Cleopatra had a very negative effect on Anthony†¦show more content†¦He cites several cases where Anthony disregards his fellow roman man e.g. on one occasion Octavian discovered the contents of Anthony’s will to his disgust. he had left orders that his body should be carried in state through the forum but then sent to Egypt to be with Cleopatra this was seen as being a huge insult to the roman empire. He also cites several while he was sitting on the tribunal administering juice to kings and tetrarchs, he would receive love letters written on tablets of onyx or crystal and starts to read then aloud. Plutarch makes it very clear that Anthony should have not allowed himself to behave like a love stuck puppy but stood up to Cleopatra and behave like a man of honour. When we compare Octavian’s passage, his thoughts are quite different. He believes Anthony was a man bewitched. He argues that no man in his right mind would behave in such a scandalous way .without thought or caring for his fellow noblemen. He say she is either blind or accursed and so being enslaved by her he plunges into war with all its attendant dangers which he has accepted for her sake against his country and fellow noblemen. Looking at both passages we see the similarities but also see the differences...it is a great example of the problems we have trying to make sense of ancient history. Ancient historians never collected facts or proof.

A Study On Brigham Young University - 1055 Words

Brigham Young University Brigham Young University, which was founded in 1875, is a church-affiliated college located in Provo, Utah. Brigham Young University, commonly referred to as BYU, strives to offer academically challenging science and liberal arts degrees while cultivating a faith-based environment. Brigham Young University is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS). In this academically rigorous and spiritually centered setting, students experience intensive secular learning and personal growth. While the University is open to all students, Brigham Young University’s school demographics is 98.5 per Latter-day Saint, or Mormon. Brigham Young University is gaining respect for their distance†¦show more content†¦http://www.washingtontimes.com/news/2014/aug/12/cody-hoffman-starred-rare-non-mormon-byu-joining-r/?page=all Brigham Young University Accreditation Details -The Northwest Commission on Colleges and Universities. -American Psychological Association, Commission on Accreditation Brigham Young University Application Requirements Certain application requirements for Brigham Young University are unique. The basic application includes standard parts, such as educational history, but ethnicity and religious affiliation is mandatory. An ecclesiastical endorsement from a church official is required on all student applications. Applicants must agree to follow BYU’s exclusive Honor Code and Dress and Grooming Standards. Then, applicants must meet with local church leaders, which includes a bishop and a stake presidency member. Non-LDS applicants are allowed to meet with any upper level LDS leader to receive the ecclesiastical endorsement. LDS-applicants must show proof of successfully completing four years of seminary, which are daily religious classes attended during high school. Brigham Young University’s admission review process is very comprehensive. First, they consider the ecclesiastical endorsement because adherence to the Honor Code and the Dress and Grooming Standards is of absolute importance. Next, they review the student’s academic record and external accomplishments.

Shakespeare’s Othello Free Essays

Iago’s character is manipulative and treacherous as can be read in the famous quote, â€Å"Iago is most honest† (Shakespeare II. iii. 7). We will write a custom essay sample on Shakespeare’s Othello or any similar topic only for you Order Now He is fond of implanting malice in even the most mundane, casual encounters. For instance, Iago plans to make a mountain out of the molehill that Cassio was able to briefly, hold hands with Desdemona while on board the ship. Iago is also chauvinistic for the most part of the play and appears to have a dislike for women in general as revealed by his frequent barrages of insults towards Emilia and Desdemona. Iago’s general detest for women may come from the fact that he suspects Othello of having an affair with his wife. His thoughts are revealed in the play and there is constant revelation that he wants his revenge â€Å"wife for wife†. This reveals a concealed lust for Desdemona born out of his baseless jealousy. Iago continues his pursuit to ruin the relationship of Othello and Desdemona, as is witnessed in Iago’s speeches to Othello,Look to her, Moor, if thou hast eyes to see: She has deceived her father, and may thee†¦Ã¢â‚¬â€œMy life upon her faith! Honest Iago† (Shakespeare I, iii 333-5). He also has a plan to lure Cassio into performing actions that would dishonor him and possibly cause Othello to rethink his promotion of Cassio, as Iago states of himself in this matter, â€Å"Were I the Moor, I would not be Iago: In following him, I follow but myself†¦ But I will wear my heart upon my sleeve For daws to peck at: I am not what I am† (Shakespeare I, I 63-71). Iago succeeds in this endeavor by subtly causing a commotion which causes Cassio to lose his composure and accidentally stab Montano, the governor. This costs Cassio his position as lieutenant. While alone with Othello, Iago implies the possibility that Desdemona is having an affair with Cassio. Iago manages to persuade Othello to doubt Desdemona’s loyalty and love for him. He tells Othello to closely examine his wife’s actions when she is with Cassio. These are just among the many webs of lies and deceit that he manages weave in his attempts to settle scores with Othello and Cassio. Othello’s first gift to Desdemona was a handkerchief. This supposedly trivial object later becomes the piece of evidence that Iago uses to destroy Othello’s marriage. One evening, as Desdemona and Emilia inform Othello that dinner is ready, Othello complains of a headache. Desdemona promptly offers her handkerchief to bind his head to relieve the pain. Othello comments that the handkerchief is too small and pushes it away. Desdemona unknowingly loses grip of the handkerchief as she and Othello walk out of the room. Emilia picks up the handkerchief, remembering that Iago had asked her a number of times to steal it, she is delighted at the prospect of surprising her husband. At the same time as Iago was to plant Desdemona’s handkerchief in Cassio’s room, Othello who discovers his plot is infuriated and exclaims that he’d rather witness deception first hand than assume infidelity without conclusive evidence. At this point, Iago, ever the manipulator, manages to get his way again by fabricating another story that Cassio once called out Desdemona’s name in his sleep and that Cassio acted as if he were kissing Desdemona. Iago reinforced his claim by claiming to have seen Cassio wipe his beard with the handkerchief. This enrages Othello and he vows to seek revenge on Cassio and Desdemona for the alleged infidelity. Once again, Iago succeeds and even manages to get promoted to lieutenant. In the play, Desdemona’s handkerchief is the symbol of faithfulness and later in the play the symbol of truth. All the speculations around Desdemona’s alleged relationship with Cassio has created a lot of trouble for Othello and Desdemona. Othello has become very unhappy and has begun mistreating Desdemona. One evening after dinner, Othello goes on a walk with Lodovico and sends Desdemona to bed. As Desdemona gets ready, she and Emilia contemplate on how different her life would be like if she had not met Othello. Desdemona sings the â€Å"Willow† song, a song that she learned from her mother’s maid who sang the same song when the man she love left her. The â€Å"Willow† song is the symbol of acceptance of her fate that the man whom she loved had left her. Before telling Emilia about the story behind the â€Å" Willow† song, she had remarked on the attractiveness of Lodovico. She also This suggests that after the bad things that have happened between Desdemona and her husband, committing adultery had somehow entered her mind. She saw adultery as an option to distract her from the pain that her husband is neglecting and mistreating her. Iago has persuaded Roderigo to go after Cassio with the web of lies that he had weaved about Cassio and Desdemona’s alleged affair. Iago had once again managed to convince Roderigo with his lies to the point that Roderigo longed to kill Cassio. Roderigo stabbed Cassio in a brothel. When Othello hears Cassio’s cries of murder, Othello thinks that it is Iago who stabbed Cassio. Othello is still unaware of Iago’s deception and he believed that Iago stabbed Cassio to carry out his revenge. This tragedy wrongly convinces Othello of the validity of Desdemona’s alleged unfaithfulness. He returns to the bedroom to kill her. Othello returns to the bedroom where Desdemona is sleeping soundly. He leans to give her one last kiss before he kills her. Desdemona awakens from the kiss and is frightened when Othello tells her to prepare to be killed. Othello tells her that he had discovered her affair with Cassio who had just been killed by Iago. Before she could explain her side of the story, she breaks down in tears to weep for Cassio. This angers Othello all the more and begins to smother his wife. Emilia rushes to inform Othello that Cassio has killed Roderigo. When Othello admits that he has killed his wife and that Emilia keep silent about it. Emilia, afraid and confused calls for help. Montano, Graziano and Iago arrive at the scene. Little by little, Emilia uncovers her husband’s deceitfulness. Iago sensing the impending exposure of his evil deeds makes an attempt to silence Emilia with his sword. Iago succeeds at stabbing his wife. Othello disbelievingly realizes his terrible mistake of not trusting his wife and killing her out of blind rage. Realizing that his life is now worthless without Desdemona, he takes his own life. Othello and Desdemona are the unfortunate victims of Iago’s irrational jealousy and treachery. Even Iago’s wife Emilia was not spared of the tragedy. Before Iago becomes conscious of the gravity of his actions, lives have been lost, too much harm has been done to the point that it is beyond repair. How to cite Shakespeare’s Othello, Papers

Taste of Nepal for Development and Implementation -myassignmenthelp

Question: Discuss about theTaste of Nepal for Development and Implementation. Answer: In this individual assignment of taste of Nepal, this paper would address three critical areas that include: a lesson plan, strategies used to engage various adult learning styles and a reflective analysis. However, to in developing a lesson plan, I prefer using the ADDIE lesson plan method. Besides, ADDIE lesson plan has five phases or stages that include: Analysis, designing, development, implementation and evaluation. Analysis Phase Instructional Goals The group is required to demonstrate competently their understanding of Taste of Nepal. Instructional Analysis The group should explain what they mean by Taste of Nepal. The group should be asked to explain some of the food items they associate with Nepal and explain their satisfaction with the foodstuffs. Further, the group should respond to this question: What could be the influence of culture on Taste of Nepal? List Nepal food issues like: Geographical location- what are the exact locations of the taste of Nepal found? Religion- Does religion have an impact on the consumption of Nepal foods? Culture-What is the role of culture on foodstuffs in Nepal? Economic benefits- what are the economic benefits of taste of Nepal? Learner Analysis Find out if the Group members already know what taste of Nepal exactly means. Also, analyze if the students can explain some issues surrounds the consumption of taste of Nepal. Learning Objectives/Lesson Outcomes Group members should be able to explain what taste of Nepal entails. By the end of the lesson, students should be able to explain their experience on the research on taste of Nepal. By the end of the lesson group members should be able to look in totality, the economic benefits, cultural influences and geographic location for the taste of Nepal. The students will have more confidence in their research, and knowledge of taste of Nepal. Design Phase Assessment/ Content of Session Group members are required to create about 20 slides for PowerPoint presentation to address the following: What is the taste of Nepal? Identify examples of Nepal foods Explain some food names like Mo Mo in Nepal What are some types of Mo Mo? Also prepare the Momo recipe. DEVELOPMENT PHASE Teaching Methods The following teaching methods include: Learners-centered method In this teaching method the teacher or instructor would have to act as both a learner and teacher. The taste of Nepal is a group assignment and the learners are the ones who have information regarding the foodstuffs they researched on and also observed their preparation. It is then important that the teacher sometimes listens to group presentation and to some extent guide the students on their presentation. The discussion method This should be a lively lesson or presentation and it is important to make it discussion. With the guide of the teacher/instructor the students should discuss taste of Nepal. The demonstration method The presentation must demonstrate some of the photos of these foodstuffs. Being food, demonstrating them would aid visual teaching. The demonstration, discussion and learners-centered methods must meet the learning objectives as mentioned in above. IMPLEMENTATION PHASE Preparing the learners Learners should be organized in a group of three people. Having a small number in the presentation makes it easy for all the students to contribute. All group members must participate in the research and preparation of the presentation. Arrange for group class presentation The class presentation at maximum should take 30 minutes. Students must be able to utilize their time properly and use a few minutes to conduct their presentations accurately and objectively. Learning Resources The students would use a project to help them carry out their presentation. The students should have a laptop, because the notes for presentation cannot be allowed to be on paper. The students should also play some videos to enhance visual learning. Evaluation Phase Use questionnaire for evaluation to ask the following questions: Did you understand taste of Nepal? Was visual aid material enough for the exercises? Did you access some materials to get deeper understanding of Taste of Nepal? Do you remember all types of Mo Mo? What is the reaction to the lesson? What skills do you think you have gained following this class presentation? What is your experience in this small group activity? Reflection Onion Model From the course material, it is apparent that several learning styles are employed to succeed a learning process (Duff, 2014, p.167).In equal measure; there are also some learning theories that are applied to the course material to succeed the learning process. The learning process in this case can be examined using the onion model. On the outside of the layer of the onion model, describes observable learning (Klanja-Mili?evi?, et, al. 2017, p.26). On this outside layer, the learners observe things or processes in their environment as one way of learning. Ideally, the outside layer simply asserts that people learn when observing things and indeed the Taste of Nepal is also hinged on observable learning. We observed how the different types of Mo Mo are prepared and hence we got firsthand experience on how its prepared. On the second layer of the onion model, it deals with social interaction theory. Social interaction theory explains the language development which is shaped up by the social interaction possibly between a child that is developing and their adults that are linguistically competent (Ramzan, 2014, P.102). In this learning process, our teacher who is linguistically competent improved our communication skills, which we then applied to succeed our face to face discussion and class presentation. Also on Taste of Nepal research, we used a language that is understandable in socio-cultural context, and that is why we used the local food names like Mo Mo. The middle layer of the onion model represents the theories that deal with the processes of information. The processing of information is equally hinged on the learning style. A learning style determines how information is processed by learners, and that is to suggest that as an instructor it is important to apply a learning style theory that can help the students process the information with ease (Knoll et al, 2017, P.548). Lastly, the onion innermost layer discusses the personality models of the students and how their personalities impact the preferences they have for learning. Ideally, the personality of a learner has an express influence over the preferences for learning can have. For example, if the student is someone who is not used to reading text, then as an instructor it is essential to use a learning style that is visual-based. Hence, depending on the personality of the students a teacher should be able to know the exact approach they can use to teach the students successfully. Perhaps, it is this onion innermost layer that encouraged our instructor to use class presentation as opposed to facilitate our understanding of Taste of Nepal. Learning Theories Learning theories are just principles that help learners to access, retain and remember what they learned. Learning aims at imparting knowledge and that knowledge must be retained, as a result, the learning theories explain how retention of knowledge. Behaviorist theory This learning theory explains the relationship that exists between the stimuli and response. This kind of theory justifies why people respond to stimuli in their environment and thus as learning takes place an instructor needs to see how they can apply this theory (Pritchard, 2013, p.78). Using this theory, the instructor should be able to analyze the responses their learners have to the stimuli. Ideally, the behaviorist theory justifies that learning is based on behaviors and as learning goes on, the behavior is shaped up. Using this theory, as our presentation continued, the students could react to some of the food pictures and their reaction was simply a response in relation to the stimulus created by the food pictures we displayed during the presentation. Cognitive theory The information must be processed, and it is the mind that is involved in the information processing. The information processing determines how a learner understands as well as retains the information (Pritchard, 2013, P.70). Learning involves the exchange of information, and the objective of learning is the retention of such information. Basically, the point is that learning can be said to have occurred when information is easily processed and retained perhaps for future use. Thus, as a group we researched together and exchanged information through discussion and that is why every member competently presented on the Taste of Nepal. The instructor should, therefore, strive to help their students to retain information in order to achieve the learning outcomes they expected at the end of their lesson (O'Donnell, 2014, p.89). Kolb Experiential learning cycle Kolb identifies four critical parts of a learning cycle as shown below. Following this cycle, in our presentation, there was a concrete experience. We did the research together, and we exchanged the ideas face to face, hence making our learning experience objective and enjoyable. On the reflective observation part, as a group we reflected on how our research was and how we made our contributions to as a one united group (Kolb, 2014). On the abstract conceptualization phase, we conceptualized the recipes for various types of Mo Mo so that we could carry out the presentation well. We had a deep understanding of the Taste of Nepal and that is why we could not read notes on the PowerPoint all the time, but did explain some sections off-head. Lastly, active experimentation is the last step left for use and we look forward to preparing some of the Taste of Nepal foods to complete the learning process. Learning Styles Visual learning style- this kind of learning style is very important in the sense that it aids visual teaching. Pictures must be used and that makes learning more interesting than simply using notes only (Stocker, et. al, 2014, P.69). In the Taste Nepal class presentation, there was apparent use of visuals and we used them to facilitate understanding. This learning style can be incorporated in the behaviorist theory because it aims at getting responses learners have towards stimuli. Also, verbal learning styles are critical in any learning process, hence a teacher should encourage proper use of language whether written or spoken (Young, et. al, 2014, P. 548). Using this learning style, we carried out an in-depth research; thereafter we prepared a PPT, which we then used to guide our presentation. Ideally, the learning styles and theories determine strategies a teacher can employ to relay certain information to their students. In the deep vs. surface strategy, it is the teacher to decide whether they should apply deep or surface strategy. However, students prefer surface strategy, but in a presentation like the taste of Nepal, deep strategy was applied to allow us to have a deep understanding of the food preferences in the Nepal. Teaching strategies for adult learning Teaching adults to some extent is a daunting task and therefore teaching strategies should be applied carefully. One of the teaching strategies relevant to teaching adult learners is giving immediate feedback. Adult learners should be able to get an immediate feedback from the instructor in the event they seek clarification on some issues (Mitchell, 2014, p. 35). Delaying the feedback to some large extent makes teaching ineffective; hence an instructor should be able to give some immediate feedback for learning to be more interactive. Using this immediate feedback strategy, our teacher commended our class presentation and encouraged us to prepare some of the Nepal foods so that he could also taste it. Use of exploration should be encouraged by all means. Young learners prefer being taught, but for adult learners sometimes they like exploring certain topics on their own with minimal guidance from the teacher (Mitchell, 2014, p. 35). Hence, to succeed adult learning it is critical that a teacher or instructor considers using exploration so that adult learners in their small groups discuss exclusively some topics. For instance, the taste of Nepal is an example of exploration and it is evident that as a group we were able to explore this topic exclusively without necessarily being taught by our teacher. Also, making assignments convenient is a strategy that can be applied to teach adult learners, who probably have some other responsibilities elsewhere unlike young learners. The Taste of Nepal, was a convenient assignment, we were given enough time to research, before we did the classroom presentation. Teaching Technique In finality, to succeed teaching, an instructor should encourage learners to prepare for a lesson before they come to class. Adult learners are not like young ones, therefore they ought to familiarize themselves with some learning material or topics before they even come to class, hence flipped classroom technique is one of the teaching techniques applied on the Taste of Nepal (Orlich, 2016, p.98). For a class presentation like the Taste of Nepal, we prepared ourselves adequately to avoid making mistakes during the presentation. Finally, self-learning and online research should be fundamentally encouraged. Adult learners do not necessarily require to be guided on how they should learn (Orlich, 2016, p.98). A group like the one presenting Taste of Nepal ideally is an example of self-learning. The students take their time in their own groups to discuss issues face to face and in the end, learning would be successful. References Sergis, S., Papageorgiou, E., Zervas, P., Sampson, D.G. and Pelliccione, L., 2017. Evaluation of Lesson Plan Authoring Tools Based on an Educational Design Representation Model for Lesson Plans. InHandbook on Digital Learning for K-12 Schools(pp. 173-189). Springer International Publishing. Muruganantham, G., 2015. Developing of E-content Package by using ADDIE model.International Journal of Applied Research,1(3), pp.52-54. Al-Bulushi, A.H. and Ismail, S.S., 2017. Developing an Online Pre-service Student Teaching System Using ADDIE Approach in a Middle Eastern University.Theory and Practice in Language Studies,7(2), p.96. Duff, A., 2014. Learning styles and approaches in accounting education.Routledge companion to accounting education, pp.163-188. Klanja-Mili?evi?, A., Vesin, B., Ivanovi?, M., Budimac, Z. and Jain, L.C., 2017. Personalization Based on Learning Styles. InE-Learning Systems(pp. 27-36). Springer International Publishing. Ramzan, M., Usmani, N.K. and Arain, A.A., 2014. Effect of Thinking and Learning Styles on Students' Academic Achievement.Journal of Educational Research,17(1), p.102. Knoll, A.R., Otani, H., Skeel, R.L. and Van Horn, K.R., 2017. Learning style, judgements of learning, and learning of verbal and visual information.British Journal of Psychology,108(3), pp.544-563. Pritchard, A., 2013.Ways of learning: Learning theories and learning styles in the classroom. Routledge. Kolb, D. A. (2014).Experiential learning: Experience as the source of learning and development. FT press. Stocker, M., Burmester, M. and Allen, M., 2014. Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework.BMC medical education,14(1), p.69. Taylor, D.C. and Hamdy, H., 2013. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83.Medical Teacher,35(11), pp.e1561-e1572. O'Donnell, A.M. and King, A. eds., 2014.Cognitive perspectives on peer learning. Routledge. Young, J.Q., Van Merrienboer, J., Durning, S. and Ten Cate, O., 2014. Cognitive load theory: Implications for medical education: AMEE guide no. 86.Medical teacher,36(5), pp.371-384. Mitchell, D., 2014.What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge. Orlich, D.C., Harder, R.J., Trevisan, M.S., Brown, A.H. and Miller, D.E., 2016.Teaching strategies: A guide to effective instruction. Cengage Learning.