Lessons on persuasive essays

Argumentative Essay on Management. Example Argumentative Essay on Management: In the attempt to better the organizational performance, managers have opted to diversify their scope of lessons on persuasive, managerial systems. Some of the main information systems currently used include the natural system, the open system and the rational systems. The rational system concentrates on the consequences and conditions of the organization’s production and the merchant shylock general utilization of information. This managerial approach helps develop a detailed comprehension understanding of the manner in which information regarding accounting reflects and shapes organizational reality through the lessons on persuasive different methods of its application. The rational system is particularly different from the parts response to literature natural system because it attempts to include the introduction of a given information system both the events before and after capturing the dynamism of the characteristics. Researches done on information systems as used in lessons essays, organizations conclude that rational systems are static. They make an assumption that the all patterns of information applications are a response to the technical or environmental forces operating at that time. A dynamic approach incorporates the evolution of information systems as time goes by.

Unlike the open system, the rational systems incorporate both past and present forces which could influence the the merchant of venice essay implementation of a system. The natural approach of lessons, managing organization basically takes on board several theories in management. Unlike the other two, this type of in english, approach towards management ensures that the employee values are the key drive in decision making. This concept of management is unique in on persuasive, a number of ways. One of them being that it does not equity human being to machines hence the need for the manager to develop policies that are more accommodative. It also establishes an compare dogs cats essay, optimum in the scope of control hence increasing employee motivation. Pay is lessons on persuasive not the only motivator of the employee hence the diversification of the remuneration package. Natural systems in management are one of the most commonly used forms of managerial and skilled employment approaches under the representative modes. Under this criterion the management’s function is conceptualized from a number of great fifth, other system theories as the organizations strive to lessons essays attain global recognition of its uniqueness in service delivery.

Therefore, management is basically dependent on modeling the organization’s general identity. A natural system illustrates a parametrized managerial system that is structurally identifiable in case its production which corresponds to two variant parameter values is different from all inputs of a respective natural and dense subset of the overall composition of all admissible organizational inputs. In my opinion the computer advantages and disadvantages essay most beneficial information systems are the natural systems. According to Flamholtz (1996), a natural system plays an extensive role in on persuasive, the saving of operational costs. The clarity and contrast dogs cats simplicity associated to its implementation and comprehension is a clear indicator of the efficiency of the managerial model. For instance, the employees are well motivated, self driven and work independently hence considerably reducing costs that could otherwise be used for supervisions.

Similarly, through employee empowerment, the quality of service delivery by the organization is set to increase. In the long run, observing quality in service delivery in a great contribution to the organization’s reputation. Moreover, the manager benefits in on persuasive essays, popularizing the organization in terms of contrast, quality in performance. Lessons Essays. One of the most out right benefits is that of enabling the management to perform distinct information process processes necessary for the organization’s operations. These activities include evaluation, monitoring, control and prediction. At this point, the manager should appreciate that not all modeling systems are compatible to every other organization and hence the need to tailor such systems to adequately suit the subject organization. By extension the main determinant of the success of the manager is the ability to adapt, grow and survive in every aspect of managerial consideration.

The management function is a direct product of the sound interaction of the organization’s environment and the management system in place (Endres Endres Chowdhury Alam, 2007). The manager benefits from compare dogs cats essay this as the criteria as it offers a ground for effective communications with the lessons employees. Of course there are diverse literature with regard to contrast dogs the managerial science and its respective disciplines. They have different interpretations and definitions on the impacts of managerial systems depending on the organizational operations of different organizations. It will also direct its attention of the considerations of several sources of literature that concern the management function in a given organization. On Persuasive. Another benefit of using the natural systems in management is that they help in modelling the organizational environment while at the same time responding to the key influence to the organisations (Gans, 1993). With respect to the human social organization, the natural managerial systems also address the issues of the consequential complexities. Here, the models are responsible for the merchant of venice making the simplification of the managerial systems to lessons on persuasive essays ably adapt to the surrounding environments.

Complexity in this dimension could mean the simplest composition of information that is necessary to comprehensively summarize an organizational process or status. For the concept of identifying structural complexity, this paper will sufficiently identify the benefits that a manager could achieve with the application of natural systems in the organization. In addition, it is clear that the more the system is integral, the higher the performance potential of the system adapting to the environmental determinants of the organization (Foster Royce Doherty Meehan, 2009). Similarly, natural systems help in shaping the adaptive responses or the advantages and disadvantages entire organization. This way, the manager is set to benefit from the structuring of the organizational behavior across all departments and transactions of the organization (Biilsberry, 1996). The definition of the organizational code of lessons on persuasive essays, conduct and operation has a great role in the minimization of work place conflicts brought about by lack of clarity in organizational roles. Conflicts are generally a backward pull to computer advantages the advancement of any organization because of the pollution of the work place environment it also leads to the devaluation of employee motivation.

Natural systems of management greatly benefit the organization by increasing the performance of social and lessons economic activities (Winston, 1988). This is achieved through clarity in definition of cultural evolution with reference to the potential capability of the managerial systems in place. The Merchant Essay Shylock. The co-occurrence of formal and informal social networks that are inherent in lessons on persuasive essays, organizations is another consideration. In any organization, sharing of tacit-to-tacit knowledge may be seen in some employee groups but not provocative in harvard business study, others. Therefore, some strong and informal social networks effectively facilitate the transfer of knowledge may embed in other formal structures and it is important to apply random methods of sampling to control organizational variables. Natural systems also tend to provide for a participatory approach towards decision making. There is a notable sense of self drive and self drive amongst the employees since they feel that they own the operational policies.

In addition, the forums provided for by these systems go a long way in establishing all potential determinants that could influence the lessons essays overall managerial system that is in place for any given organization (Kreitner, 2005). This way, the entire organization is involved in the process of decision making. This not only boost the motivation of the employees but also increases their productivity levels due to the fact that they feel they are part of the policy making panel in the organization. Participatory agent-based modeling, institution-based models, preference-based or rules of thumb decision models (experience), heuristic empirical rules, and calibration-based rules and of a response to literature essay evolutionary programming assumptions are example of natural systems decision making models that are empirical in nature and whose substantial efforts could be invested by a manager in organizational mechanisms and structuring of models of decision-making that are process-based to on persuasive essays improve the performance of management function. Another benefit that can be tapped from the use of the natural systems is the generalization of individual information and knowledge through sharing of practices to the benefit of organization, and furthermore, to increase organization’s profitability. In addition, it is beneficial for essay shylock the manager to possess the assumption that a knowledge management recommendation on information sharing is potentially positive and necessary (Karl Steven Drozdeck, 1991). Therefore, it is necessary for the manager to delineate between the constituent types of employees needed to employ efficient knowledge sharing strategies for maximum organization gain. Lessons On Persuasive Essays. In conclusion, this paper has examined all crucial influences that affect the operations of management in compare essay, public sector organizations. Recently, most accounting systems have continually developed into being viewed as a technique of improving the overall efficiency and productivity of such sector organizations. Most critical-like management dynamics are composed of a curious mix that could be content or discontent, and it is for the same reason that they are constantly linked to the edge of organizational chaos (Ansari Eske, 1987).

More precisely, this is lessons essays a new role carried out by accounting systems in the organizations. The Merchant Of Venice. Traditionally, accounting for information systems in the organizations was handled primarily for lessons essays the purposes of computer essay, fiduciary control. Whether those managerial systems could serve as an enhancement of efficiency in lessons essays, the organizations or not was not adequately addressed. Of Venice Essay. Before management can be intensely and closely involved in the core functioning of the organizations, it is necessary to distinguish the specific results posed by the introduction of the natural managerial approach to the efficiency, cost and essays several other basic activities within the organizations based on the past.

late homework policy Get via App Store Read this post in our app! When I wrote my syllabus for this term, I added the line Late work will not be accepted. In the past, I just took off a large percentage of the grade per on persuasive, day, but I became tired of the added work of compare cats managing papers that students handed to me at random times and places. The students, naturally, complain this policy too harsh, especially when some larger projects are worth 25% of their grade. I searched the on persuasive essays Internet to try to of a response to literature, establish what the norm is. I found many syllabi from famous universities, but found very few even list any policies at all.

Is no late work a typical rule? One issue not covered by the many good answers is proportionality . There's nothing wrong with having firm deadlines and sticking to them, or allowing a grace period with corresponding deductions, and lessons on persuasive, so on. But it's your job as lecturer to make sure the the merchant of venice essay 'punishment fits the crime'. Lessons? If you have a zero-tolerance late policy and a short time window for a hard assignment that counts for business school case study a lot of points, then the policy is disproportionately harsh even if it's fair and on persuasive, clearly stated. I bring this up because you mentioned assignments/projects that carry upto 25% of the grade. This is parts of a essay partly why I use a sliding scale late policy, where students can turn in things late, but lose a percentage of their score for each day they're late, upto a week for a 2-week assignment at which point they earn nothing. Essays? If you wish to have firm deadlines for contrast dogs a project that accounts for lessons a large portion of the essays grade, then you might consider creating intermediate deadlines to break up the penalty. This way, students can learn the consequences of missing deadlines without facing huge penalties. It is also more robust to unforeseen events that no one can control.

48%. but never quite gets to zero. Mooing Duck Mar 25 '14 at 23:21. Disclaimer: I am a student in Central Europe (Computer Science), but an enthusiastic one ;) No late work rules are common for both courses with many (100) and with few participants. Usually, there will still be a couple of students trying to get a deadline-extension, but in my experience this number is far smaller if you make the no late work rule clear to everyone. Just keep in mind that students have other work besides your course and make sure that there's enough time to do the assignment. Lessons On Persuasive? I don't really see the of venice shylock point to on persuasive essays, give less than two weeks - if a student falls ill for a couple of days or is otherwise occupied, a second week will give him or her the chance to harvard login, nevertheless produce a good solution. Even for regular homework assignments, I think that giving the students two weeks time will result in far better hand-ins: they can ask questions/request clarifications one week after the assignment was published in on persuasive the lecture. I am sure this varies between lecturers/courses; some universities may have more or less stringent policies but none that I have seen. Business School Case Study? In my own surroundings, a deadline used to be a deadline. This has softened over lessons essays time due to many circumstances.

Lecturers/teachers are more stressed and enforcing deadlines inevitably involves more work; students seem to find more and more excuses for not being on time. Of A Response Essay? It is lessons on persuasive hard to point the finger in one or the other direction. It is, however, interesting to one hundred essays fifth edition, think about the fact that deadlines are still deadlines in society. Lessons On Persuasive Essays? If you do not send in your tax report in time you are fined; if yo do not pay your bills you are fined etc. More critically, if you cannot finish a work task on time you may lose out on salary increases promotion or even lose a job, the latter particularly if you run your own business. So learning to harvard case login, cope with deadlines is on persuasive important yet it seems to not be prioritized. So what can be done? Key is to of venice essay, be very clear on what will happen from the start. If you make assessment criteria you can state that a late task means fail/zero points or whatever the lessons perspective is. At the same time you can say that for a larger task, points will be deducted or grade lowered a step at business school case login, a time after each time period the work is late. My former advisor gave all of lessons on persuasive us the option of being late but told us that points will be deducted.

It was up to us to judge if we would benefit from being late (Better answer gave more points than was deducted for being late). The Merchant Shylock? This fostered some form of responsibility where you as a student had the power to lessons on persuasive, decide. So I do not think that it is difficult to impose rules for harvard business school login lateness that allows students to assess the lessons on persuasive effects of the merchant shylock being late. Lessons? Learning is of course about learning a subject but it is also about learning to great edition, function in society (in the work place) and that involves developing work standards that are good. So when imposing rules that involve lateness, it is essays also important to make the rules very clear and also to provide suggestions for what you perceive as a good work ethic/schedule to pass the tasks well, i.e. provide the students with enough information to of a response essay, also see what will not work. If you fail to do so the lateness effects may only seem as punishment.

I would say that in general it depends. Essays? If assignments are going to be happening regularly or are kind of a hard mathematics course (think calculus, differential equations. ) then I think the no late work policy is one hundred great edition valuable. This is particularly true if you plan to post a solution to the assigned problems shortly afterwards. On the other hand in essays a class that I teach most of the assignments are more project oriented. As a result they will take longer than a normal assignment, and parts response to literature, they are also far more open-ended (a solution from student A may look nothing like solution from student B, but they may both be completely valid). As a result the approach that some students use may lead them to take longer on lessons essays an assignment than others. I use a sliding scale as discussed above; Typically I allow 1 week grace where each day costs a few percentage points, and the merchant of venice, after that the assignment is lessons not accepted. as for essay pros and cons, students seem to like the flexibility, sometimes many of their assignments are due in one or two days and on persuasive, this allows some buffering (at a cost) with a digital submission like blackboard the late grading is very easy to do assignments appear to have more work put into them, instead of students doing the bare minimum they tend to explore their solutions more. since introducing the harvard business school study login policy some students tend to turn in homework later (typically 1-3 days) some students treat the final deadline (1 week late) as the deadline, so a limited number of students will turn in their homework late consistently. Overall I am happy with the solution though, and I would suggest offering a slight grace period where it doesn't make your life too difficult. The main approaches that I've seen being either % off per lessons essays, day, or x number of parts of a to literature essay free late days for the class.

As an undergrad computer science/philosophy major at a top 10 school in the United States, I would say that 90% of the classes I have taken have had a no late work policy. Particularly after the end of freshman year, it's understood that you need to get your work in on time. However, it's usually understood in these classes that there is lessons essays still the option to parts to literature essay, ask the professor for an extension, which will almost certainly be granted in cases of illness, etc, unless the class is lessons on persuasive essays just too large/has an automated grading system (checkouts of code on a particular date from SVN, for example) that prevents this. Case Study Login? The late policy covers the case where a student just doesn't hand in his or her work when it's due and says nothing to his or her professor, and essays, there is in english really no excuse for that. I think it depends a lot on the culture and the institution.

In America, er, a decade or two ago, I remember there was usually some penalty for late work at the Universities I and my friends attended, but no credit for late work was rare. However when I was at university in England, there were no penalties for late work in any of my classes. Even very late work was not considered a problem. Personally, I found that having all the time I needed to do the work, resulted in me being far more productive (if not as timely, but no one cared about that), and doing much more interesting and better writing, as well as not abusing my sleep by staying up all night. I have never seen a no late work policy; on the contrary, most of the classes I have taken/TAed accepted late work and took off no credit when the lessons amount of time late was reasonable (1 or 2 days if you were asking questions / professor knew you were working on shylock it.) This is probably due to the fact that most of my classes have had 5-10 students in them; the classes that I have taken with 20+ students have all accepted late work with a similar penalty as the one you described. The question follows: Do you want every students best work, or do you want every students best work within a very strict time frame?

If an assignment is difficult, and not just time heavy, it might be worth relaxing a no late work policy in my opinion. It is entirely possible to have a hybrid, in on persuasive essays which weekly assignments are not accepted late but larger assignments can be late with penalty. I specify a due date, but have a 48 hr, no questions asked, grace period. If a student gets an assignment in parts of a response to literature essay by the due date, I give a small amount of extra credit (typically 0.25 pts added to his or her final percentage*). I do not accept assignments after the grace period. I never get complaints about this policy. * I don't round final percentages. Students are in essays charge of their own rounding by getting the extra credit for turning in assignments by the due date.

I've always been a student that turned in HW late, and it varies widely depending on of venice essay shylock the professor. In general, I have found the humanities departments the most harsh about essays, deadlines. The natural science classes are more lenient, with some professors clearly stating that they will accept late HW with a deduced grade. Cats? Others will accept late HW unofficially before they return graded HWs to students, and lessons on persuasive, yet others will work with you more flexibly. There hasn't been a single professor of mine that hasn't accepted at least some late HW from me. As a TA, I fully accept late HW, with no deadlines, and in english, likewise return the HWs to students late (you can call it a suggested deadline). Lessons? My teaching principles are fairly libertarian, and my students tend to learn a lot during the semester. That's what I care about. The only time I care about HWs and examinations is to see whether I'm doing an effective job at essays in english, what the students' pay me to do, which is teach them. It's only fair to examine the students to see if I'm failing them.

It's appalling to see professors demand of their students, who, just in lessons essays case anyone forgot, pay the professors' salaries, demand of their students to learn a certain way within a definite deadline. Nothing in my experience has been more detrimental to my learning. I've gained the most out of classes that allowed me to turn in HW late. Just in the merchant of venice essay shylock case anyone thinks that students who fail to respect deadlines are intrinsically procrastinators, I declare that it was quite the contrary in my case. The reason I submitted HWs late was to ensure I read the whole relevant text before attempting the lessons on persuasive HW. Advantages Essay? I wanted to lessons on persuasive essays, know exactly what I was doing when I solved a problem, rather than use ad hoc methods to get something that resembles the correct answer. Moreover, I would often find a passage in a text that interested me, so I would pursue the topic and do some research. Sometimes this research would take a week out of compare contrast cats my time, but I learned more from the self-driven pursuits than all the essays professor-imposed, who was paid by me to teach me, HW combined.

It's time we do away with harsh grading policies and strict deadlines, because I don't know a single person who has ever learned that way. On the other hand, I do know a lot of wage-slaves, also known as employees at major companies, who rent their bodies to their masters; and compare contrast cats essay, the masters certainly will demand of their subjects to have work done on time and subject themselves to on persuasive essays, meaningless evaluations by authoritarian figures. That isn't the the merchant of venice shylock environment in which people can learn and discover; that sounds more like mines, sweat-shops, and assembly line to me. Unless one wants to lessons on persuasive, impose an assembly-line education, which is what's common in USA universities these days, I'd advise against serious deadlines. My problem with a no late work policy is that it disincentivizes learning. Computer Advantages And Disadvantages Essay? If a student forgets an assignment or can't quite finish it in time, they no longer have any reason to learn the material; they get no credit for learning it because they cannot turn it in late. Because of this, I favor a 10% or even 20% per day penalty as oppose to a no late work policy. I also think the prepare students for the real world argument is on persuasive invalid.

In the real world, if you miss a deadline for something (work deadline, tax filing, etc.) you will get punished somehow, but you likely still have to parts to literature essay, complete the work; it doesn't just disappear. Also, preparing the students for the real world is a secondary goal at lessons, best. One Hundred Essays? Helping students learn the material should always come before preparing them for the real world. Lessons On Persuasive? Internships and first jobs are much more suited for preparing for the real world. I remember an answer I once got for a piece of work handed in a few minutes late (and rejected): How can you have nothing ready for 30 days and then suddenly have something in the last few hours? In fact, I had been working on it the and disadvantages essay whole time, trying to constantly improve it, despite the fact that I had a working solution early on. Waiting was a mistake and essays, helped me learn to prioritise.

So welcome be hard deadlines, they teach planning and prioritisation , and save examiner time. As an undergraduate, I have had a few classes like this, but if it's a class with lots of HW assignments, usually the professor will grant extensions if you ask; sometimes there are also a set number of parts response to literature essay late days that students can use, so maybe you can do that so that the volume of late submissions is reduced, or just take 50% off for lessons on persuasive one day and 100% off for more than one (that way I doubt many people would ever submit late). I just want to make it clear that any professor should, of course, always grant extensions in the event of an school case study login, emergency (family emergency / illness); to do otherwise is, well, barbaric. Edit: I don't think you're obliged to lessons, give full credit if there was no extenuating emergency circumstance (e.g. illness) and the student didn't ask you beforehand. Advantages And Disadvantages Essay? If they thought they might not finish in time, it's definitely their responsibility to tell you that. That said, giving 0% for such a case is on persuasive essays also pretty harsh.

I think the focus of teaching should be students' learning, and all policies including late assignment policies should be designed with the goal of improving student learning and experience. A good fair policy would encourage learning and of venice shylock, good behavior, a bad unfair one would do the lessons on persuasive essays opposite. I think students generally care too much about grades, it is important to refocus them as much as possible on learning. Computer Advantages And Disadvantages? Assignments, tests, and grades are tools for teachings not goals of teaching. The hard deadline policy is common but I think it is also a common experience of instructors that it doesn't work well. It is important to think about why it is so, if we understand why hard deadlines do not work well then we can design better policies. In my experience, the followings are the main reasons for missing deadlines in lessons essays most cases (roughly based on the justifications my students gave me when asking for extensions in my previous courses): Technical difficulties: small unexpected submission difficulties, i.e. One Hundred Great? they have finished assignments but they were unable to submit it before deadline, e.g. they lost power just before deadline. Procrastination: Considerable number of students leave working on assignments to the last minute. They are also not good with estimating the time they need to finish assignments.

So they go over essays deadline. Special cases: events beyond students' reasonable control prevented them from one hundred essays, finishing assignments, e.g. serious illness. Of course we would not want to lessons on persuasive, penalized students for the 3rd reason. But we should also try to parts of a response to literature essay, help those in on persuasive the first two groups. One common alternative to hard deadlines is having grace days, but it has a too high administrative overhead in my opinion, and it doesn't really work much better. They will use up their grace days and the merchant, then go over deadline. On Persuasive Essays? If we give them a grace day for all assignments then we are essentially shifting deadlines in their minds. After discussions with a few more experienced instructors I switched to something similar to Suresh's policy for my last course and it worked quite well. There was almost no serious complaint.

Here is the policy I used: 1% penalty for computer and disadvantages every 30min after the deadline. First, it is easy to implement. I use an online submission system so it is quite easy to compute and apply these penalties using time-stamps for latest submissions, it is a simple script. Second, it is effective way of helping the first two groups. This policy gives them two extra days after the deadline if they really need. Most late submissions miss the deadline by a small amount of time. Being essentially a continuous linear penalty function it makes sure the penalty is proportional: a student who goes over the deadline a few minutes doesn't loose too much points. I give students typically 2 weeks for submitting assignments. I don't think it makes sense to give more that 2 extra days.

Too many days and on persuasive, too soft penalty will essentially shift assignment deadlines in their minds and essay shylock, cause further procrastination. The hourly lateness penalty creates a sense of on persuasive essays urgency that daily penalty would not. I had around 100 students and they seldom went over one hundred fifth edition a few hours. I also put deadlines on Friday evenings. Students who don't like doing assignments hate to spend their weekend on them. Student who submit their assignments on time do not have to worry and lessons on persuasive, spend their weekend working on assignments, this adds an extra incentive for nature essays them to finish it by deadline, or if not possible with as little lateness as possible. In addition, it also makes sure that the following week we can focus on our topic without them worrying about assignments. To deal with the 3rd group I don't use my late assignment policy, I use an lessons on persuasive essays, special consideration policy. If a student misses an computer essay, assignment deadline with a good reason, e.g. serious illness supported by medial documents, I apply my special consideration policy to accommodate them e.g. Lessons On Persuasive? I may move the points for the assignment to computer advantages and disadvantages essay, other assignments. I think the appropriateness of lessons such a policy depends on parts of a response essay the class and lessons, the students within it, and even when it exists, I'd consider flexing it for dogs extraordinary circumstances.

For example, I once had a student who turned in late work because they were called up to respond to a national emergency. Is that really something I should have savaged their grade for, even if generally the class had a pretty strict deadline policy (because I was trying to turn grades around fast)? As an lessons, undergrad engineering/computer science alum, I will say that I am biased towards having a late policy. Scale the assignment difficulty appropriately to account for computer advantages extra time at a penalty and lessons on persuasive essays, codify the policy to in english, be clear and non-negotiable, ie 10% off per day. The other option is to tell students late assignments are not accepted, but extend deadlines appropriately based on on persuasive essays student feedback.

The goal remains the same: maximize participation. The reason I support this is computer pedagogical. It is not to account for students being irresponsible. It is to attract more students to lessons essays, complete an assignment, allowing them to be methodical and calculating with their learning experience while ultimately maximizing the value they receive from a course. The goal with college classes, from great fifth edition, a pedagogical view, is to lessons on persuasive, maximize turnout and participation. These are solid measures indicating that students are learning and that the college experience is economically valuable. If there is a no late assignment policy and 25% of students received a zero or extremely low mark for being unable to complete on time, we have an issue that could potentially be fixed with a course policy change. So I argue that it is better to and disadvantages essay, have a late penalty while scaling content difficulty appropriately. I was exceptionally busy during my senior year, taking the max amount of credits where all classes were advanced level/difficult. I recall one class where the lessons on persuasive policy was no late assignments. This was a very difficult programming class.

I was on the wire for time, and pulled repeated all-nighters to complete an assignment for this course- right past the due date. I was very stubborn and I refused to just give up, although in the back of my mind I considered the dogs high likelihood I would receive a zero. Lessons On Persuasive? It ended up being accepted with no penalty and I received a high grade where the average grade was significantly lower. Many would say this is not fair. But from my perspective, I learned more actually doing the assignment rather than being defeated - the alternative fate would have been to cease all work and receive a zero had the harvard school login policy been uncompromising. As someone who is a perfectionist- I prefer not to on persuasive essays, stop until I know I have produced something that is robust and meets all requirements- this hits home even more for me. I believe that from a learning standpoint, accepting late assignments is far more likely to result in higher quality education. If a late penalty makes a course easier, scale the content appropriately. Of A Response Essay? Or surprise the students on a case by case basis at the instructor's discretion. The goal is to get as many students as possible in a course to on persuasive, give a best effort attempt on an assignment given a variety of schedules, circumstances and uncertainty in the assignment itself. If after some date they receive a zero you will always chop off a number of students who can do the essays assignment with more time, and would with the opportunity, even with dramatic penalty.

An important role for a college professor is to prepare the students for lessons essays the real world. The Merchant Essay? And in the real world, deadlines are firm. Lessons On Persuasive? You think a customer or an essays, employer cares that you have a good excuse for being late? That you tried? Trust me, you'll be doing all your students a favor by essays, accustoming them now to the reality that schedules are unforgiving.

When I was a student, one of the one hundred essays first things we were told was No late work is accepted. Not even if it is only a matter of seconds. On Persuasive? Not even if the printer catches fire or you're snowed in. My university had previously just subtracted from the the merchant of venice essay grade, and had been warned by the authorities that this was against on persuasive essays, the rules. So they stopped doing that, and instead enforced a zero-tolerance rule of respect the deadlines. And honestly, it worked well. Of A Response? The only requirement is that you make absolutely totally sure that all of your students are aware of these rules! Like I said, it was drilled into our heads on on persuasive essays day 1 (and repeated regularly ever since). And it was enforced for the entire Computer Science department, not just for individual courses. Of course, students can always ask (preferably in advance) to have an harvard business school study login, agreed-upon extension in special cases (perhaps in case of extended sickness, or whatever else it might be), but if it's just a matter of lessons on persuasive essays I didn't finish in of venice time, then tough luck.

You either hand in what you have, even if it is incomplete, or you don't hand it in at all. Honestly, I kind of think it is the only fair policy. Lowering a student's grade for handing his work in late strikes me as much weirder. Their work should be graded on its quality, and nothing else. your ability to manage time should not be part of the curriculum. If two students hand in equally good work, they deserve the same grade. I think the important point is essays that being late doesn't mean that you can't hand in your work.

It just means that instead of in english handing it in late, but complete, you hand it in on lessons on persuasive essays time, but incomplete. And you get graded on what you handed in. I don't know about computer advantages and disadvantages, typical, but I have definitely seen it used. I've taught mostly in design schools where understanding the importance of hitting deadlines is a core part of the training. Having said that, most instructors are a little more moderate. Some will say students are allowed one late assignment per semester, some will accept any assignment late for lessons half-credit. My own personal policy was this: As long as you made a reasonable effort to turn an assignment in on parts of a response time you could always improve your grade on that assignment by on persuasive, resubmitting any time before the end of the contrast cats semester.

If you missed that first deadline, no deal. But if you turned in lessons essays a project at, say, 25% completion on the day of the deadline and then before the end of the semester managed to get in the remaining 75% you could have full points. And Disadvantages? But that's just me. One other thing I go out of my way to say on day 1 is essays that communication is important. I had a student who didn't show up for class all semester only to tell me two weeks before the end that he'd been caring for an ailing relative. Nature? I could have made an lessons, accommodation in nature essays in english week one, but what am I supposed to do in week 13?! The university I attended had a no late work policy, however, some of the modules did allow a 24-hour late work window, but work submitted in this 24 hours was capped at lessons, 40% (Minimum pass grade). I work at a middle-ranking UK university and essay, we have a rule of 5% per day for 5 days then zero. On Persuasive? I think it becomes counted as a cost by some students.

No late work without a doctor's cert, providing everyone knows well in advance, seems as fair as any other, what with the fifth deadline being part of the test. Your students have the lessons on persuasive essays reasonable right to parts of a response essay, expect you to operate the on persuasive essays policies decided by harvard, your department. Whilst I have every sympathy with the notion of 'a minute late = no marks' providing exceptional circumstances are accounted for, it's really not your decision but rather a decision that should be made by lessons, your department and contrast cats essay, uniformly applied across different courses. It is unfair on students for your course to lessons, operate a different policy to the other courses they are taking because it (a) unfairly requires them to prioritise the harvard business school work for your course over lessons on persuasive other courses and (b) it requires them to essay, notice that you've set different regulations. So, whether or not your method has merit, you should adopt the same system as other courses they are taking.

I'm kind of surprised that your university/department does not already have a formally stated and agreed policy on this.

1 essay On the following pages there are lessons to teach you how to write an academic IELTS writing task 1. There are examples of all the different types of task which include line graphs, pie charts, tables, processes, diagrams and maps. Answers will always vary depending on on persuasive the type of graph or diagram, and the type of language will vary, but there is a certain structure that they all follow. First, on this page, you’ll get an harvard school study overview of how to answer a task 1. Once you have studied the general structure, you can view other examples by on persuasive, looking at the model graphs that are on this site.#xa0; Alternatively, follow on with these lessons to a variety of strategies and tips to achieve the writing score you need. How do I answer an IELTS writing task 1? To analyse this, we’ll look at a line graph. Look at the following question and the merchant of venice shylock, the graph.

You should spend about 20 minutes on this task . The line graph below shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000. Summarize the information by selecting and reporting the on persuasive essays, main features and make comparisons where relevant. Write at least 150 words. There are three basic things you need to compare dogs structure an IELTS writing task 1. We’ll look at lessons on persuasive each of these in turn. Compare Essay! You need to begin with one or two sentences that state what the IELTS writing task 1 shows. To do this, paraphrase the title of the essays, graph, making sure you put in a time frame if there is one. Here is an example for the above line graph: The line graph compares the fast food consumption of teenagers in Australia between 1975 and 2000, a period of 25 years. You can see this says the same thing as the title, but in a different way. You also need to state what the main trend or trends in the graph are. Don’t give detail such as data here – you are just looking for something that describes what is happening overall. One thing that stands out in computer this graph is that one type of fast food fell over the period, whilst the essays, other two increased, so this would be a good overview.

Here is an example: Overall, the consumption of parts response essay fish and chips declined over the period, whereas the on persuasive, amount of pizza and hamburgers that were eaten increased. This covers the main changes that took place over the whole period. Nature In English! You may sometimes see this overview as a conclusion. It does not matter if you put it in the conclusion or the on persuasive essays, introduction when you do an IELTS writing task 1, but you should provide an overview in one of these places. You can now give more specific detail in the body paragraphs. When you give the detail in your body paragraphs in your IELTS writing task 1, you must make reference to the data.

The key to organizing your body paragraphs for an IELTS writing task 1 is to group data together where there are patterns . To do this you need to identify any similarities and differences . Look at the graph – what things are similar and what things are different? As we have already identified in great essays edition the overview, the consumption of fish and chips declined over the period, whereas the lessons on persuasive, amount of nature in english pizza and hamburgers that were eaten increased. So it is essays, clear that pizza and hamburgers were following a similar pattern, but fish and chips were different. On this basis, you can use these as your ‘groups’, and focus one paragraph on essay fish and chip and the other one on lessons on persuasive pizza and hamburgers. Of A! Here is an example of the first paragraph: In 1975, the lessons essays, most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year.

This was far higher than Pizza and hamburgers, which were consumed approximately 5 times a year. Harvard Business Login! However, apart from a brief rise again from 1980 to 1985, the consumption of lessons fish and chips gradually declined over the 25 year timescale to finish at just under 40. As you can see, the focus is on one hundred edition fish and chips. This does not mean you should not mention the other two foods, as you should still make comparisons of the data as the questions asks. The second body then focuses on the other foods: In sharp contrast to lessons on persuasive this, teenagers ate the other two fast foods at compare contrast dogs much higher levels. Pizza consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then levelled off from 1995 to 2000.

The biggest rise was seen in hamburgers as the occasions they were eaten increased sharply throughout the 1970’s and 1980’s, exceeding that of fish and chips in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year. The line graph compares the fast food consumption of teenagers in Australia between 1975 and 2000, a period of 25 years. Overall, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased. Essays! In 1975, the compare contrast cats, most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year.

This was far higher than Pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually declined over on persuasive essays, the 25 year timescale to contrast cats finish at essays just under 40. In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza consumption increased gradually until it overtook the of venice essay, consumption of fish and chips in 1990. It then levelled off from 1995 to 2000. The biggest rise was seen in hamburgers as the occasions they were eaten increased sharply throughout the 1970’s and 1980’s, exceeding that of lessons fish and chips in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year. Have you found this page useful? Then you may be interested in IELTS buddy's Task 1 eBook , full of tips and essay, strategies for lessons essays quickly achieving a high score in the IELTS test.

Now you've been through this first introductory lesson, you can go to the next lesson or start viewing some model answers.#xa0; Oct 02, 17 12:12 PM. You are going to of venice shylock another country to study. You would like to do a part-time job while you are studying, so you want to ask a friend who lives there for. September 2017 - Brainstorming and Planning an Essay. Oct 01, 17 04:32 PM. I sent you an essay question last Friday and essays, asked you to come up with a plan to answer the question. This was the essay question: The best way to understand. Essays In English! Multinational Organisations and Culture Essay.

Oct 01, 17 04:11 PM. Multinational Organisations and Culture Essay: Improve you score for IELTS Essay writing by studying model essays. IELTS Books to get you the score you need. Copyright and copy; IELTSbuddy 2011-2017 All rights reserved#xa0;

essay king john The French ambassador having left under safe conduct, Elinor, mother of on persuasive King John, exclaims she was right in essays in english predicting Constance would urge France to war for essays, her son's rights, and reminds John how all could have been settled amicably had he listened to her. The Merchant Of Venice! Just as John asserts that possession and right are both on on persuasive his side, to which his mother does not agree, the announcement is made that a strange controversy awaits royal decision. Bidding the contestants appear, John mutters that his abbeys and priories will have to bear the expense of the coming expedition to France, ere the two men are ushered in. On questioning them, the King learns one is Robert Faulconbridge, son of a soldier, knighted by his brother Richard, and the other, Philip, illegitimate son of the same knight, who claims inheritance.

While both young men are sure they descend from the same mother, Philip the elder expresses doubts in parts response regard to his father, for which Elinor reproves him. Lessons! Only when he exclaims, however, that he is thankful not to resemble Sir Roger, does Elinor notice his strong resemblance to her son Richard, to which she calls John's attention. Both brothers now begin to plead their cause before the King, interrupting and contradicting one another, the younger claiming how during his father's absence, Richard induced his mother to break her marriage vows. One Hundred Great Edition! He adds, that aware of her infidelity, the father left all he had to him, cutting off the essays elder entirely, although John says the law entitles him to one hundred great, a share of Sir Robert's estate, since he was bom in wedlock. Thereupon Robert asks whether his father had no right to dispose of his property as he pleased, while Elinor questions whether Philip would rather be considered the son of Richard Lionheart and forfeit all claim to Faulconbridge, or vice-versa. Thus cornered, Philip confesses he would not resemble his brother or Sir Robert for on persuasive essays, anjrthing in of venice essay the world, and when Elinor invites him to forsake all and follow her to on persuasive essays, France, where he can win honors in the war, he joyfully hands over the disputed estates to and disadvantages essay, his brother, and swears he will follow Elinor to the death. Lessons Essays! Then King John knights Philip, who magnanimously shakes hands with his 'brother by the mother's side,' thus displaying so much of Richard's spirit, that Elinor and John acknowledge him as their kin. All leaving the stage save the new knight, he merrily congratulates himself upon the airs he can now assume, and proposes to fit himself for knightly society by secret practice and by close observation.

His soliloquy is interrupted by one hundred essays fifth the entrance of lessons his mother, Lady Faulconbridge, who chides him for parts response essay, speaking disrespectfully of lessons Sir Robert, But, after dismissing her attendant, Philip bluntly informs her that, knowing Sir Robert is not his father, he has renounced all claims to the Faulconbridge estates. After some demur, his mother confesses his surmises have been correct, and advantages and disadvantages that King Richard is indeed his father, whereupon he exclaims, 'Ay, my mother, with all my heart I thank thee for my father! Who lives and dares but say thou didst not well when I was got, I'll send his soul to hell.' This understanding reached, Faulconbridge leads his mother out to introduce her at court, promising to champion her on every occasion. Constance is just imploring these champions of her son's rights to await the ambassador's return, with, perchance, favourable news from lessons on persuasive England, when he appears, bidding French and Austrians hasten to essay, meet the essays English, who follow close on his heels. One Hundred Great Fifth! This news is immediately confirmed by drum-beats, announcing the approach of the on persuasive foe, which fact surprises the French and Austrian leaders, although they are ready to welcome them, for essays in english, 'courage mounteth with occasion.' King John now marches on lessons on persuasive the stage escorted by the merchant essay shylock his mother, suite, and army, calling down peace upon France provided she yield to his demands, but woe should she resist. His proud address is answered, in kind by lessons King Philip of France, who claims Arthur is the rightful possessor of computer England, and bids John recognise him as king. Irritated by lessons on persuasive essays this demand, John haughtily demands Philip's authority for compare dogs, this claim, only to lessons essays, receive reply that it is made in the name of the Defender of Orphans. When John thereupon taunts Philip for usurping authority, he is compare dogs cats, charged with that crime himself, ere Elinor and lessons Constance, joining in the quarrel, begin to revile one another hotly, for theirs is a feud of longstanding.

In the midst of this quarrel, Elinor vows Arthur is not Geffrey's legitimate son, whereupon Constance indignantly rebukes her, and turning to the lad exclaims his grandmother is trying to response, cast shame upon him. The quarrel between the women becomes so virulent that the Duke of on persuasive essays Austria calls for business school study login, peace, only to be sneered at by the insolent Faulconbridge, who openly defies him, although Blanch, niece of John, who is also present, evidently admires him. Finally, the French monarch silences the women and disputing nobles, and turning once more to lessons on persuasive essays, John summons him to surrender the lands he holds to Arthur. After hotly retorting, 'my life as soon: I do defy thee, France,' John invites young Arthur to join him, promising to of venice essay, give him more than France can ever win by force. But, when Elinor tries to coax her grandson to side with them, Constance bitterly suggests his grandmother will give him 'a plum, a cherry, and a fig' in exchange for a kingdom, and by her jibes causes the gentle prince to wail he would rather be dead, than the lessons on persuasive essays cause of 'this coil that's made for me.' While Elinor attributes this cry to shame for his mother's conduct, Constance deems it is occasioned by his grandmother's injustice, which diverging opinions rekindle the quarrel, until both monarchs interfere to silence them. Trumpet blasts summoning a deputation from Angiers, end this vituperation, so a citizen, acting as spokesman, demands why they have been summoned to their walls, only to hear both kings claim they have come hither to seek aid to defend the rights of compare contrast dogs essay England's King.

Addressing the deputation first, King John accuses France of trying to awe them into lessons on persuasive subjection, whereupon King Philip urges them to remain faithful to their rightful sovereign, adding the threat that should they refuse to obey Arthur, he will compel them to do so. Diplomatically replying they are the parts King of England's faithful subjects, the spokesman refuses to decide which is the rightful claimant to England's crown, and vows Angiers' gates shall remain closed until the dispute has been duly settled. When King John loudly asserts he is the lessons essays only rightful bearer of the English crown, - a statement in business study which he is on persuasive essays, supported by of a his nephew Faulconbridge, the on persuasive French King urges the citizens not to believe him. Thus starts a new dispute, at one hundred fifth, the end of which it is decided the question shall be settled by the force of arms, so King Philip brings the momentous interview to a close with the words: 'God and our right!' Shortly after, the French herald, in full panoply, formally summons Angiers to open its gates to Arthur, only to lessons on persuasive essays, be immediately followed by of a to literature an English herald, in similar array, demanding admittance for John. To these double summons the men of Angiers respectfully reply they are merely waiting to know which is their lawful sovereign, before they welcome their king. Both monarchs now enter the battlefield with their respective forces, John sarcastically demanding whether France has blood to squander, only to lessons, receive as rejoinder from compare dogs Philip that he will defeat him or die. Impatient to fight, Faulconbridge inquires why they stop to parley, whereupon both kings, raising their voices, bid Angiers state with which party it sides, only to receive the same reply that it is loyal to the King of England.

This diplomacy enrages Faulconbridge, who, declaring they are flouting both kings, suggests the essays besiegers join forces to subdue the insolent rebels, deciding the matter of fifth rightful ownership afterwards. This proposal suits both monarchs, who immediately agree upon the measures to be taken, arranging that the French, English, and Austrians shall attack Angiers from different points. Just as they are about to begin operations, the citizens beg for lessons on persuasive essays, a hearing, and to literature propose in their turn that John's niece. Lady Blanch, be married to the Dauphin, for lessons essays, whom she would make an ideal wife, vowing 'this union shall do more than battery can,' since they will then fling open their gates to both kings. This proposal fails to essays, please Faulconbridge, who longs for the fray; but Elinor urges John to accept it, which, after Philip calls upon him to speak first, he formally does, stating he will give his niece as dowry all his lands in France, save the town of lessons on persuasive Angiers. The Dauphin, after expressing eagerness to conclude this match, whispers to Blanch, who in turn signifies maidenly consent. The marriage portion John has promised to bestow upon the merchant of venice essay his niece, proves so enticing to Philip, that he bids the young couple join hands, while the on persuasive essays Duke of Austria suggests their betrothal be sealed with a kiss. All preliminaries thus settled. Essays! King Philip calls upon Angiers to throw open its gates, so the marriage of the Dauphin and Lady Blanch can be celebrated in St. Mary's chapel, concluding his speech by stating his satisfaction that Arthur and Constance have retired, as the latter would surely object to lessons, this arrangement.

Then, to essays in english, satisfy the Dauphin, and French King, who ruefully aver Constance has just cause for displeasure, John proposes to make Arthur Duke of Brittany, and bids a messenger invite him and his mother to lessons essays, the wedding. All now leave the scene save Faulconbridge, who shrewdly comments John has forfeited a small part of his possessions to prevent Arthur from securing the essay whole, while the King of France has allowed the bribe of lessons essays a rich alliance for nature essays, his son to turn him aside from his avowed purpose to uphold the right. He jocosely adds that, as yet, no one has tried to bribe him, but that when the attempt is made, he will immediately 3rield, because, 'since kings break faith upon lessons on persuasive essays commodity gain, be my lord, for compare contrast dogs cats essay, I will worship thee.' The marriage guests now return from lessons on persuasive essays church, King Philip graciously assuring his new-made daughter-in-law that this day shall henceforth be a festival for France, whereupon Constance, rising in school case study wrath from her lowly seat, vehemently declares it shall forever be accursed! When King Philip tells her she has no reason for anger as he will see she gets her rights, she accuses him of lessons betrating her cause, calls wildly upon heaven to defend a widow, and prays that discord may soon arise between these perjured kings, although all present try to silence her. Even the Duke of Austria becomes the butt of her wrath and contempt, for she scornfully bids him don some other garb than the lion's skin on which he prides himself, an dogs cats essay, insult he cannot avenge as it is uttered by a woman. Instead, he turns his wrath upon Faulconbridge, when the latter ventures to repeat some of Constance's strictures on royal interference. It is at this moment that the papal legate enters, announcing he has been sent to inquire of John, why, in spite of papal decrees, he refuses to lessons on persuasive, permit Stephen Langton to exercise his office as Archbishop of Canterbury.

In return, John denies the Pope's right to study login, call him to account, and essays vows no Italian priest shall collect tithes in his realm, where he considers himself supreme head under God! His defiant reply smacks of heresy to King Philip, who, venturing to reprove him, is compare contrast, informed that although all other Christian monarchs may submit to on persuasive essays, the Pope's dictation, be, John, will continue to computer, oppose him, and to consider his friends foes. This statement causes the legate to essays, pronounce John's excommunication, and to declare that anyone taking his life will deserve to be canonised for having performed a meritorious deed. Such a denunciation so pleases Constance, that she adds a few curses addressed to John for depriving her son of and disadvantages his inheritance, until reproved by the legate, who summons Philip to break all alliance with John, since he has forfeited the Pope's regard. Hoping for war, the lessons on persuasive Duke of Austria sides with the legate, while Faulconbridge taunts him, and King John, Constance, Lewis, and Blanch separately implore Philip to listen to them. All these entreaties merely perplex the essays French monarch, who, turning to the legate, gravely informs him that having just concluded an on persuasive essays, alliance with John, it seems an the merchant of venice shylock, act of sacrilege to on persuasive essays, break it. He is edition, answered, in a Jesuitical speech, that the Church comes first, and can release from all other vows. While his son and the Duke of Austria urge him to obey the legate's summons, Faulconbridge and Blanch demur, the lessons essays latter begging husband and father-in-law not to take arms against her uncle. Parts Response Essay! On hearing this, Constance falls upon her knees, appealing to the honour of the King and Dauphin, while Blanch appeals to on persuasive, their love. The scene closes with Philip's decision to break faith with John and essays fifth edition obey the lessons on persuasive Church, thereby winning the approval of the legate, his son, and Constance, but incurring the scathing contempt of contrast dogs cats essay John, Elinor, and Faulconbridge. Meanwhile poor Blanch sadly wonders with which party she shall side, her relatives and husband now being opposed, and sadly yields when the lessons essays Dauphin reminds her her first duty is to remain with him.

Then, King John, turning to Faulconbridge, bids him summon his army, and defies King Philip, who boldly answers his challenge ere he leaves. The next scene is played on business study the plain near Angiers, where the battle is lessons on persuasive essays, raging, and nature in english Faulconbridge is seen bearing in triumph the Duke of Austria's head. A moment later, King John appears with his nephew Arthur, whom he has taken prisoner, and now intrusts to the keeping of Hubert, vowing he must hasten back to rescue his mother, who is on persuasive, sorely pressed in her tent. Thereupon Faulconbridge admits he has already delivered Elinor, and adds, 'very little pains will bring this labour to a happy end.' In the next scene the tide of battle sweeps to and fro across the stage, and John is heard informing Elinor and Arthur that they are to remain behind under strong guard, while Faulconbridge will hasten back to England, to wring from the Church new sinews of war, a task so congenial to his violent nature, that he departs vowing 'bell, book, and candle' shall not drive him back. After he has gone, Elinor begins conversing with her grandson, while the King, after lavishing some flattery upon Hubert, informs him he has matters of importance to communicate, which he cannot reveal at present. Seeing Hubert overcome by his condescension, John adds that if it were only midnight, he would dare speak and test his loyalty, a test Hubert is harvard business school study login, eager to have applied. Thereupon John bids him keep a watchful eye upon young Arthur, whom he designates as 'a serpent' in his way, hoping this hint will suffice for lessons on persuasive, Hubert to remove the impediment. But, seeing him still obtuse, John proceeds to express himself so plainly, that Hubert assures him Arthur shall not live, and thereby wins eager thanks from the King, who, taking leave of mother and nephew, bids the latter follow Hubert.

The next scene is nature in english, played in the royal French tent, where King Philip, the legate, and Dauphin, are discussing the scattering of an lessons on persuasive essays, English fleet by advantages and disadvantages a tempest, which damage only partly offsets the loss of Angiers, the seizure of Arthur, and the death of so many brave Frenchmen. The Dauphin is describing how cleverly the English are defending what they have won, when Constance enters, and is pitied by King Philip for the loss of her son. No consolation, however, can touch this bereaved mother, who wildly accuses them all of treachery, and lessons calls for death, in spite of all the King and legate can do to quiet her. When they finally inform her this is madness, she hotly denies it, vowing that were she only insane, she might forget her child or be satisfied with some puppet in his stead, and, as she tears her hair in her grief, Philip notes how grey it has turned, notwithstanding her youth. Appealing to the legate, the poor mother asks in heart-broken tones whether she will see and compare cats essay recognise in heaven the child who was her dearest treasure on earth, and of whom she is so cruelly bereft? In her grief, she eloquently describes the loveliness of her offspring, but pictures him so changed by sorrow and imprisonment that even in heaven his mother will not be able to recognise him. Essays! When the King and one hundred great fifth legate try to soothe her, she vows 'grief fills the room up of lessons on persuasive my absent child' describing how she misses his constant company and pretty ways, and declares that had they ever experienced a similar loss they would better understand the sorrow which now overwhelms her. Seeing her depart still broken-hearted, Philip follows lest she do herself some injury, while the Dauphin siezes this opportunity to tell the legate that 'bitter shame hath spoiled the sweet world's taste,' for him, because the defeat of the French forces wrankles deep in his heart. Although in reply to fears expressed for Arthur's safety, the Dauphin confidently affirms John will be satisfied in keeping Arthur imprisoned, the legate prophesies that if not dead already, the great fifth edition Prince will soon be slain. Then, he urges the lessons Dauphin to attack England, to which he has the next right, before Faulconbridge can raise reinforcements in men and money, using arguments which determine the Dauphin to join him in urging the King to immediate action.

This artless talk overcomes the the merchant shylock jailor, who exclaims in an aside, that if he converses any longer with such innocence, his 'mercy which lies dead,' will awaken and prevent the execution of his plan. Lessons Essays! Struck by compare contrast cats his unusual pallor, Arthur now touchingly inquires whether Hubert is lessons on persuasive essays, ill, offering to nurse him because of the love he bears him, a devotion which proves so moving, that with tears trickling down his cheeks, Hubert exhibits the orders he has received, hoarsely asking the Prince whether he can read. After perusing the order, Arthur piteously inquires whether both his eyes will have to be put out with red-hot irons, and one hundred fifth wonders whether Hubert will have the heart to do this to the lad, who, when he once had a headache, forfeited his rest to nurse him. When he concludes his eloquent appeal with the words, 'will you put out mine eyes? These eyes that never did nor never shall so much as frown on you,' Hubert grimly insists he must do so, although Arthur vows he would not believe it should an angel state he could be guilty of on persuasive essays such cruelty! Steeling his heart against further pleading, Hubert stamps, whereupon the executioners appear with red-hot irons and a rope, ready to carry out computer, his orders. Fleeing to Hubert's arms as his refuge, Arthur piteously clings to him, vowing he will stand still, provided they do not bind him. By such promises, he finally prevails upon Hubert to send the men away, and when they depart, glad to lessons on persuasive essays, be spared such work, he again inquires whether there is no appeal against this awful sentence, describing in feeling terms the contrast distress caused by a mere speck in one's eye, and lessons on persuasive essays offering to sacrifice any other member in preference. After a while he notices with relief, that the irons have grown too cold to harm him, and when Hubert mutters they can be reheated, exclaims the one hundred essays fire is nearly extinct, assuring Hubert, when he proposes to on persuasive essays, rekindle it by blowing upon harvard login it, that it will 'blush and glow with shame of your proceedings.' Conquered at last, Hubert exclaims he may keep his eyesight, although he swore to commit this crime.

These milder looks and tones relieve Arthur, who cries he appeared like one disguised a while ago, but again resembles himself! To escape the child's fervent gratitude, Hubert departs, vowing John must be made to believe his nephew is dead, and reiterating his promise not to injure Arthur 'for the on persuasive wealth of all the to literature essay world,' even though he risk his life! The next scene occurs in King John's palace, where, crowned the second time, he expresses delight at finding himself once more among his people. The Dukes of Pembroke and lessons on persuasive essays Salisbury deem this second coronation superfluous, for they declare one might as well 'gild refined gold,' 'paint the harvard business lily,' 'throw a perfume on the violet,' as try to enhance the sanctity of a first consecration. But, although both these noblemen plainly deem the ceremony a mistake, John insists he was right in having it performed, ere he graciously inquires what reforms they would like made in state affairs.

Speaking in the name of the English people, Pembroke begs John to set Arthur free, for the imprisonment of a child is a great grievance to all his subjects. Just after the King has promised to lessons on persuasive, place Arthur in Pembroke's care, Hubert comes in, and great essays fifth edition John hastily draws him aside. Meantime, Pembroke exclaims to Salisbury that this is the very man who recently exhibited to lessons on persuasive, one of his friends a cruel warrant which he fears has since been executed. Watching John, therefore, both mark his change of colour, and fancy it bodes ill in regard to Prince Arthur. Then, drawing near them once more, John gravely informs them Arthur is edition, dead, whereupon the lords sarcastically comment upon essays so opportune an end! Although John tries to defend himself by inquiring whether they think he has command of 'the pulse of life,' they exclaim 'it is apparent foul play,' and take leave of him forever, to go and find the the merchant shylock Prince's remains and bury them suitably.

Both lords having thus departed in wrath, John regrets what he has done, because 'there is no sure foundation set on blood, no certain life achieved by others' death.' The appearance of a messenger, whose face betokens ill-tidings, causes him to lessons essays, inquire anxiously what news he brings, and when John learns a French force has already landed in England, he wonders why his mother did not warn him. He is then informed how Elinor and Constance have both died within three days of each other, news which makes his head reel; still he soon collects himself, and has just found out the the merchant of venice Dauphin is leading the French army, when Faulconbridge appears. Exclaiming he can bear no further misfortunes, John demands how his kinsman has prospered, waxing indignant on lessons on persuasive essays learning of the of a defection of his people, many of whom have been influenced by a recent prediction that he will be obliged to relinquish his crown before Ascension Day! Hearing Faulconbridge has brought the lessons essays prophet with him, John suddenly inquires of this man what induced him to say this, only to computer advantages, be gravely informed he did so 'foreknowing that the truth will fall out so!' In his wrath John entrusts the prophet to Hubert's keeping, with orders to hang him on on persuasive Ascension Day at noon, and to the merchant of venice essay shylock, return to receive further orders as soon as he has placed this unwelcome prophet in safe custody. Hubert and lessons the prophet having gone, John asks Faulconbridge whether he has heard of the landing of the French, of Arthur's death, and of Salisbury's and response Pembroke's defection. In hopes of lessons essays winning the harvard school study two latter lords back to their allegiance, John orders Faulconbridge to follow them, and only after his departure comments on his mother's sudden death. It is while John is still alone, that Hubert returns, reporting five moons have been seen, which phenomena people connect with Arthur's death. Such is the on persuasive popular panic in consequence, that its mere description chills John's blood, and makes him turn upon Hubert, accusing him of nature essays in english being alone guilty of Arthur's death, by which he had naught to gain.

When Hubert retorts John forced him to commit that crime, the lessons essays King rejoins, 'it is the curse of kings to be attended by slaves that take their humours for a warrant to nature in english, break within the bloody house of lessons on persuasive life.' Thus goaded, Hubert produces the royal warrant, which John no sooner beholds, than he vows murder would never have come to his mind had not so ready a tool been near at hand! When Hubert protests, John angrily inquires why he did not do so when the order was given, as a mere sign would have stopped him, and bids him begone, as one accursed, who has brought down upon England foreign invasion, the nature essays disaffection of the nobles, and a panic among the on persuasive people. This accusation determines Hubert no longer to withhold the information that Arthur still lives, and parts of a response to literature when he con- cludes with the lessons on persuasive essays words it was not in him 'to be butcher of an innocent child,' John, perceiving the political advantage he can draw from this confession, promptly apologises to Hubert, and bids him hasten and tell the compare contrast dogs news to the peers, whom he invites to join him in his cabinet. The next scene is played before the castle in which Arthur is imprisoned, at essays, the moment when he appears upon business school case study login the high walls and on persuasive looks downward, about to essays in english, spring into space. Lessons On Persuasive! Before jumping, he implores the ground to be merciful and not hurt him, for, if not crippled by the fall, he hopes to enjoy freedom as a sailor lad. After concluding 'as good to die and go, as die and stay,' Arthur springs, only to essay, expire a moment later on lessons essays the stones below, gasping they are as hard as his uncle's heart, and imploring heaven to take his soul, and England to keep his bones.

When he has expired, Salisbury and parts of a response to literature Pembroke appear, discuss joining the French, and essays are overtaken by Faulconbridge, who summons them into the King's presence summons they disregard, for they never wish to see John again. Advancing, they suddenly descry Arthur's corpse, over which they mourn, pointing it out to Faulconbridge with words of tender pity for the sufferings of the child, and in english of execration for those who drove him to so desperate an act. Hard-hearted as Faulconbridge is, he agrees 'it is a damned and bloody work,' although he cannot imagine how anyone could be guilty of a child's death. The lords have just registered a solemn oath to avenge Arthur, when Hu- bert appears in the distance, calling out that the Prince is alive and the King wants them, words which seem pure mockery to Salisbury, who harshly bids him begone. As his orders are not immediately obeyed, Salisbury draws his sword, whereupon Faulconbridge restrains him, while Hubert protests that nothing, save irespect for a noble an- tagonist, prevents him from lessons seeking immediate redress for the terms he has used. The rest now turn upon Hubert, terming him murderer, a charge he defies them to prove. Before attacking him, they point to Arthur's corpse as a confirmation of their words, and at the sight of the computer advantages and disadvantages lifeless Prince, Hlibert truthfully exclaims he left him in on persuasive good health an hour ago, and protests he 'will weep his date of life out for his sweet life's loss.' But this grief seems pure hypocrisy to essay, Salisbury, who decides to hasten off with his companions to lessons on persuasive essays, the Dauphin's camp, where, they inform Hubert and Faulconbridge, the King may hereafter send for parts of a response to literature, them. The lords having gone, Faulconbridge demands whether Hubert is in any way to blame for Arthur's death, vowing if he is guilty of slaying a child, no punishment can be too severe for him. Lessons! When Hubert solemnly swears he is not guilty, 'in act, consent, or sin of thought,' Faulconbridge bids him carry off his little charge, marvelling that England's hopes can make so light and helpless a burden.

Then he hastens back to John, for 'a thousand businesses are brief in computer and disadvantages essay hand, and heaven itself doth frown upon the land.' When he has gone, John inquires whether this is not Ascension Day, exclaiming the prophesy has been fulfilled, since he voluntarily laid aside his crown before noon. It is at this moment Faulconbridge enters, announcing that all Kent save Dover, has already yielded to the French, who have also become masters of London, where the nobles are thronging to receive them. Essays! These tidings dismay John, who expected the nobles to return to their allegiance as soon as it became known that Arthur was alive; but, when he learns from essay shylock Faulconbridge that the lessons on persuasive little Prince was found dead at the foot of his prison walls, he vehemently exclaims Hubert deceived him! Seeing John hopeless of maintaining his position, Faulconbridge urges him to 'be great in act,' as he has 'been in thought,' suggesting that he fight fire with fire, and by his example infuse courage in case login everybody. Lessons Essays! When John rejoins that the legate has promised to make peace with the invader, the Bastard scorns such an inglorious settlement, and harvard school case study bids John arm, lest he lose the opportune moment to triumph over on persuasive a youthful foe. When he is therefore told to prepare immediately for fight, he goes off with great alacrity. The next scene is played in of a the French camp, at St. Edmundsbury, where the lessons on persuasive Dauphin orders copies made of the and disadvantages essay covenant he has just concluded with the English lords, a covenant which Salisbury promises shall never be broken, although it grieves him to on persuasive, fight his countrymen. The Dauphin has just reassured him in regard to of a essay, England, whose prosperity he means to further, when the legate enters, announcing that John, having concluded peace with Rome, is no longer to lessons on persuasive, be molested.

But, loath to relinquish a purpose once avowed, the Dauphin refuses to withdraw at the Church's summons, and claims England as his wife's inheritance, since Arthur is dead. His proud refusal to return to France without having accomplished anything, amazes the legate, who has no time to bring forth further arguments. for trumpets sound and Faulconbridge appears. Demanding whether the legate has been successful, and learning the Dauphin refuses to withdraw, Faulconbridge shows great satisfaction, and reports that his master challenges the the merchant essay shylock French, whom he intends to on persuasive, drive home in disgrace! His defiant speech angers the great essays fifth edition Dauphin, who, contemptuously remarking it is essays, easy to 'out-scold,' refuses the nature legate's offers to arbitrate, and informs Faulconbridge his challenge is accepted. The next scene is played on the battle-field, where, meeting Hubert, John eagerly inquires how his troops have fared, and is dismayed to learn Fortune has proved adverse. He is besides, prey to essays, a fever which robs him of strength at the critical moment, so he abandons the field, sending word to Faulconbridge he will take refuge in the neighbouring Abbey of Swinstead.

As he is leaving, he learns with delight the Dauphin's supplies have been wrecked on Goodwin Sands, but even such tidings cannot cure him and he turns very faint. In another part of the field, Salisbury, Pembroke and another lord have met, and comment over the number of computer advantages and disadvantages essay friends John has' secured, marvelling in particular at Faulconbridge's courage, and wondering whether the King has really left the battle-field. Their conversation is interrupted by a mortally wounded Frenchman, who warns them they are betrayed, and advises them to crave John's pardon before it is too late. On learning that the Dauphin, who swore friendship with them, intends to sacrifice them in case he is victorious, all three lords leave the field, bearing with them the lessons on persuasive wounded man who has so kindly befriended them. In the next scene the Dauphin boasts they have driven the foe from the field, just as a messenger brings word that the English nobles have deserted, and that his supplies have been wrecked!

Knowing King John is at Swinstead Abbey, the Dauphin proposes to pursue him thither on the morrow, and retires while his men mount guard over the camp. We now behold Swinstead Abbey, where, coming from opposite directions, Hubert and Faulconbridge meet. In their first surprise they challenge each other, dropping their defiant attitude only when they discover they are both on the English side. Making themselves known, they then eagerly inquire for great edition, news; but, it is only after some hesitation that Hubert reveals that John has probably been poisoned by one of the monks, and is now speechless, warning Faulconbridge the end is so near he had better provide for his own safety. Unable to lessons, credit such tidings, Faulconbridge inquires further particulars, only to hear the rebel lords have been pardoned and are now with Prince Henry by compare the royal death-bed. It is in an orchard near this same Abbey that Prince Henry, conversing with Salisbury and another lord, sadly informs them his father's death is imminent. A moment later Pembroke joins them, reporting that the King wishes to on persuasive essays, be brought out in the open air, as he fancies it will do him good. After giving orders for his father to be conveyed to this spot. Prince Henry laments the sudden seizure which has laid him low; and even while Salisbury is vainly trying to comfort him, bearers bring in the dying monarch. Shortly after gasping, 'Now my soul hath elbow-room.' John adds that an internal fire consumes him! Then, in reply to Prince Henry's inquiries, he admits he is indeed dying from poison, and begs for the relief which no one can afford him, although his sufferings wring tears from nature essays all.

The sudden appearance of Faulconbridge, rouses John enough to essays, remark he arrives in time to see him die! These tidings dismay Faulconbridge, who announces the parts of a response Dauphin is on persuasive, coming, and that, having lost most of his own forces, he will not be able to defend his King! At these words John sinks back dead, and Salisbury exclaims: 'My liege! my lord! but now a King, now thus.' Seeing his father has gone, Prince Henry mourns, while Faulconbridge swears he will linger on earth only long enough to avenge John, and will then hasten to wait upon to literature him in heaven as he has done here below. Hearing him add that England is in inuninent danger, Salisbury informs him that the legate has just brought offers of on persuasive essays peace from the Dauphin, which can be accepted without shame. One Hundred Great Fifth! Instead of continuing the war, therefore, the Dauphin will retreat to France, leaving the legate to settle terms with Salisbury, Faulconbridge and lessons essays others. After advising Prince Henry to show his father due respect by computer advantages and disadvantages essay attending his body to Worcester, where John asked to essays, be buried, and of a essay where he can assume the English crown, Faulconbridge promises to serve him faithfully, an oath of lessons fealty in which Salisbury joins. Case! Although Prince Henry can thank them only by tears, the play closes with Faulconbridge's patriotic assurance that 'this England never did, nor never shall, lie at the proud feet of a conqueror,' and that naught will ever make Englishmen afraid as long as 'England to on persuasive, itself do rest but true.'

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Guide to lessons on persuasive, the Classics: Michel de Montaigne’s Essay. Montaigne: his free-ranging essays were almost scandalous in the merchant shylock their day. Etienne Dumonstier/Wikimedia Commons. When Michel de Montaigne retired to his family estate in 1572, aged 38, he tells us that he wanted to write his famous Essays as a distraction for his idle mind. He neither wanted nor expected people beyond his circle of friends to be too interested. His Essays’ preface almost warns us off: Reader, you have here an honest book; … in writing it, I have proposed to myself no other than a domestic and private end. I have had no consideration at all either to your service or to my glory … Thus, reader, I myself am the matter of my book: there’s no reason that you should employ your leisure upon on persuasive so frivolous and vain a subject. Therefore farewell. The ensuing, free-ranging essays, although steeped in classical poetry, history and philosophy, are unquestionably something new in the history of Western thought. They were almost scandalous for their day. No one before Montaigne in the Western canon had thought to essay, devote pages to subjects as diverse and seemingly insignificant as “Of Smells”, “Of the Custom of Wearing Clothes”, “Of Posting” (letters, that is), “Of Thumbs” or “Of Sleep” — let alone reflections on the unruliness of the male appendage, a subject which repeatedly concerned him.

French philosopher Jacques Ranciere has recently argued that modernism began with the opening up of the mundane, private and ordinary to artistic treatment. Lessons On Persuasive Essays! Modern art no longer restricts its subject matters to classical myths, biblical tales, the in english, battles and dealings of Princes and prelates. French philosopher, Jacques Ranciere. Annette Bozorgan/Wikimedia Commons. If Ranciere is right, it could be said that Montaigne’s 107 Essays, each between several hundred words and (in one case) several hundred pages, came close to inventing modernism in the late 16th century.

Montaigne frequently apologizes for writing so much about himself. He is only a second rate politician and essays one-time Mayor of Bourdeaux, after all. With an almost Socratic irony, he tells us most about his own habits of writing in the essays titled “Of Presumption”, “Of Giving the of venice essay, Lie”, “Of Vanity”, and “Of Repentance”. But the message of this latter essay is, quite simply, that non, je ne regrette rien , as a more recent French icon sang: Were I to live my life over again, I should live it just as I have lived it; I neither complain of the past, nor do I fear the on persuasive essays, future; and if I am not much deceived, I am the same within that I am without…I have seen the grass, the blossom, and the fruit, and now see the withering; happily, however, because naturally. Montaigne’s persistence in assembling his extraordinary dossier of great fifth, stories, arguments, asides and observations on nearly everything under the lessons, sun (from how to parley with an enemy to whether women should be so demure in matters of sex, has been celebrated by admirers in great edition nearly every generation. Within a decade of his death, his Essays had left their mark on Bacon and Shakespeare. Essays! He was a hero to the enlighteners Montesquieu and Diderot. Of A! Voltaire celebrated Montaigne – a man educated only by his own reading, his father and his childhood tutors – as “the least methodical of lessons on persuasive essays, all philosophers, but the wisest and most amiable”. Nietzsche claimed that the very existence of Montaigne’s Essays added to the joy of living in this world. More recently, Sarah Bakewell’s charming engagement with Montaigne, How to Live or a Life of Montaigne in One Question and Twenty Attempts at an Answer (2010) made the best-sellers’ lists.

Even today’s initiatives in teaching philosophy in computer advantages and disadvantages essay schools can look back to essays, Montaigne (and his “On the response to literature essay, Education of Children”) as a patron saint or sage . So what are these Essays, which Montaigne protested were indistinguishable from lessons, their author? (“My book and I go hand in great edition hand together”). It’s a good question. Anyone who tries to read the Essays systematically soon finds themselves overwhelmed by lessons essays the sheer wealth of examples, anecdotes, digressions and curios Montaigne assembles for our delectation, often without more than the hint of a reason why. To open the book is to venture into a world in which fortune consistently defies expectations; our senses are as uncertain as our understanding is harvard business school, prone to error; opposites turn out lessons very often to be conjoined (“the most universal quality is diversity”); even vice can lead to virtue. Great Essays Edition! Many titles seem to on persuasive, have no direct relation to their contents. Nearly everything our author says in the merchant one place is lessons, qualified, if not overturned, elsewhere.

Without pretending to one hundred great, untangle all of the knots of this “book with a wild and desultory plan”, let me tug here on lessons a couple of Montaigne’s threads to invite and assist new readers to find their own way. Philosophy (and writing) as a way of life. Some scholars argued that Montaigne began writing his essays as a want-to-be Stoic, hardening himself against the horrors of the French civil and religious wars, and parts his grief at the loss of his best friend Etienne de La Boetie through dysentery. Did Montaigne turn to lessons on persuasive, the Stoic school of philosophy to deal with the horrors of war? Edouard Debat-Ponsan/Wikimedia Commons. Certainly, for Montaigne, as for compare contrast dogs cats essay ancient thinkers led by lessons on persuasive essays his favorites, Plutarch and the Roman Stoic Seneca, philosophy was not solely about one hundred great essays edition constructing theoretical systems, writing books and articles. It was what one more recent admirer of essays, Montaigne has called “a way of life”. Montaigne has little time for forms of pedantry that value learning as a means to insulate scholars from the world, rather than opening out onto it. He writes: Either our reason mocks us or it ought to have no other aim but our contentment.

We are great fools. ‘He has passed over his life in idleness,’ we say: ‘I have done nothing today.’ What? have you not lived? that is not only the fundamental, but the most illustrious of all your occupations. One feature of the Essays is, accordingly, Montaigne’s fascination with the daily doings of men like Socrates and Cato the parts response, Younger; two of those figures revered amongst the ancients as wise men or “sages”. Their wisdom, he suggests, was chiefly evident in the lives they led (neither wrote a thing). In particular, it was proven by essays the nobility each showed in facing their deaths. Socrates consented serenely to essays, taking hemlock, having been sentenced unjustly to death by the Athenians. Cato stabbed himself to death after having meditated upon Socrates’ example, in order not to cede to lessons essays, Julius Caesar’s coup d’etat . To achieve such “philosophic” constancy, Montaigne saw, requires a good deal more than book learning. Indeed, everything about our passions and, above all, our imagination, speaks against achieving that perfect tranquillity the classical thinkers saw as the highest philosophical goal.

We discharge our hopes and fears, very often, on the wrong objects, Montaigne notes, in an observation that anticipates the thinking of Freud and the merchant of venice modern psychology. Always, these emotions dwell on on persuasive essays things we cannot presently change. Sometimes, they inhibit our ability to see and deal in a supple way with the changing demands of life. Philosophy, in nature in english this classical view, involves a retraining of our ways of thinking, seeing and being in the world. Montaigne’s earlier essay “To philosophise is to on persuasive, learn how to die” is perhaps the clearest exemplar of his indebtedness to this ancient idea of philosophy. Yet there is a strong sense in contrast dogs essay which all of the Essays are a form of what one 20th century author has dubbed “self-writing”: an lessons on persuasive essays ethical exercise to “strengthen and enlighten” Montaigne’s own judgement, as much as that of nature essays in english, we readers: And though nobody should read me, have I wasted time in entertaining myself so many idle hours in so pleasing and useful thoughts? … I have no more made my book than my book has made me: it is a book consubstantial with the author, of a peculiar design, a parcel of lessons, my life… As for the seeming disorder of the nature, product, and Montaigne’s frequent claims that he is playing the fool, this is lessons on persuasive essays, arguably one more feature of the compare contrast dogs, Essays that reflects his Socratic irony. Lessons On Persuasive Essays! Montaigne wants to leave us with some work to do and of a scope to find our own paths through the labyrinth of his thoughts, or alternatively, to bobble about on their diverting surfaces.

Yet Montaigne’s Essays, for all of lessons, their classicism and their idiosyncrasies, are rightly numbered as one of the founding texts of modern thought. Their author keeps his own prerogatives, even as he bows deferentially before the altars of ancient heroes like Socrates, Cato, Alexander the Great or the nature essays, Theban general Epaminondas. There is a good deal of the Christian, Augustinian legacy in Montaigne’s makeup. And of all the philosophers, he most frequently echoes ancient sceptics like Pyrrho or Carneades who argued that we can know almost nothing with certainty. This is especially true concerning the “ultimate questions” the Catholics and Huguenots of essays, Montaigne’s day were bloodily contesting. Michel de Montaigne. Wikimedia Commons. Writing in a time of cruel sectarian violence, Montaigne is compare contrast cats essay, unconvinced by the ageless claim that having a dogmatic faith is necessary or especially effective in assisting people to love their neighbors: Between ourselves, I have ever observed supercelestial opinions and subterranean manners to be of singular accord…

This scepticism applies as much to the pagan ideal of lessons essays, a perfected philosophical sage as it does to theological speculations. Socrates’ constancy before death, Montaigne concludes, was simply too demanding for most people, almost superhuman. As for Cato’s proud suicide, Montaigne takes liberty to doubt whether it was as much the product of nature essays in english, Stoic tranquility, as of lessons essays, a singular turn of mind that could take pleasure in such extreme virtue. Indeed when it comes to his essays “Of Moderation” or “Of Virtue”, Montaigne quietly breaks the ancient mold. Instead of celebrating the feats of the the merchant, world’s Catos or Alexanders, here he lists example after example of people moved by their sense of transcendent self-righteousness to acts of on persuasive, murderous or suicidal excess. Even virtue can become vicious, these essays imply, unless we know how to moderate our own presumptions. If there is one form of argument Montaigne uses most often, it is the compare contrast dogs essay, sceptical argument drawing on the disagreement amongst even the wisest authorities. If human beings could know if, say, the soul was immortal, with or without the lessons, body, or dissolved when we die…then the wisest people would all have come to the same conclusions by now, the cats essay, argument goes. Yet even the “most knowing” authorities disagree about such things, Montaigne delights in showing us.

The existence of such “an infinite confusion” of opinions and customs ceases to be the problem, for Montaigne. It points the on persuasive, way to a new kind of solution, and could in fact enlighten us. Documenting such manifold differences between customs and opinions is, for great essays fifth edition him, an education in humility: Manners and lessons opinions contrary to mine do not so much displease as instruct me; nor so much make me proud as they humble me. His essay “Of Cannibals” for instance, presents all of the different aspects of American Indian culture, as known to Montaigne through travellers’ reports then filtering back into Europe. Computer! For the most part, he finds these “savages’” society ethically equal, if not far superior, to lessons, that of war-torn France’s — a perspective that Voltaire and Rousseau would echo nearly 200 years later. We are horrified at the prospect of eating our ancestors.

Yet Montaigne imagines that from the computer, Indians’ perspective, Western practices of cremating our deceased, or burying their bodies to be devoured by the worms must seem every bit as callous. And while we are at lessons essays, it, Montaigne adds that consuming people after they are dead seems a good deal less cruel and inhumane than torturing folk we don’t even know are guilty of any crime whilst they are still alive… Voltaire celebrated Montaigne as one of the wisest and most amiable philosophers. Nicolas de Largillierre/Wikimedia Commons. “So what is left then?”, the reader might ask, as Montaigne undermines one presumption after another, and piles up exceptions like they had become the only rule. A very great deal , is the answer. One Hundred Essays Fifth! With metaphysics, theology, and the feats of godlike sages all under a “suspension of judgment”, we become witnesses as we read the Essays to a key document in the modern revaluation and valorization of everyday life. There is, for instance, Montaigne’s scandalously demotic habit of interlacing words, stories and actions from his neighbors, the lessons, local peasants (and peasant women) with examples from the greats of essays, Christian and on persuasive essays pagan history. As he writes: I have known in my time a hundred artisans, a hundred laborers, wiser and more happy than the rectors of the one hundred great, university, and whom I had much rather have resembled.

By the lessons on persuasive essays, end of the computer advantages and disadvantages, Essays, Montaigne has begun openly to suggest that, if tranquillity, constancy, bravery, and on persuasive essays honor are the goals the wise hold up for us, they can all be seen in much greater abundance amongst the salt of the earth than amongst the computer essay, rich and famous: I propose a life ordinary and without lustre: ‘tis all one…To enter a breach, conduct an embassy, govern a people, are actions of renown; to…laugh, sell, pay, love, hate, and gently and justly converse with our own families and lessons on persuasive essays with ourselves…not to give our selves the lie, that is rarer, more difficult and less remarkable… And so we arrive with these last Essays at essay shylock, a sentiment better known today from another philosopher, Friedrich Nietzsche, the author of A Gay Science (1882) . Montaigne’s closing essays repeat the lessons essays, avowal that: “I love a gay and civil wisdom…” But in contrast to his later Germanic admirer, the music here is less Wagner or Beethoven than it is Mozart (as it were), and Montaigne’s spirit much less agonized than gently serene. It was Voltaire, again, who said that life is a tragedy for those who feel, and a comedy for those who think. Montaigne adopts and admires the comic perspective. As he writes in “Of Experience”: It is not of compare contrast dogs cats, much use to go upon on persuasive stilts, for, when upon stilts, we must still walk with our legs; and when seated upon the most elevated throne in the world, we are still perched on our own bums. Matthew Sharpe is an Associate Professor in great essays edition Philosophy at Deakin University. This article was originally published on The Conversation.

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