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School of Geography, BA Geography


Students share their experience of studying BA Geography at the School of Geography, University of Leeds.

Geography dissertation leeds - Approved Custom Essay Writing

Leeds geography dissertations

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Geography dissertation leeds - Approved Custom Essay Writing

A Reflection on Confucianism Essay Sample. Confucianism teachings focus on three socially critical topics. These aspects are woven into the Confucian teachings called The Analects. The Analects can be broken down into the four main parts of focus, humanity, or Jen, word-deed, propriety and the superior man. These Analects are primarily concerned with the geography personal, and government morality of the people in a given society, the correctness of their social relationships, and the justice and sincerity within that society as well as within a person. Like? This purpose of geography dissertations, this paper is to essays analyze various confusion sayings in attempt to interpret and reflect on what is being said. Jen can be a difficult thing to geography dissertations define for the sole reason that it can be interpreted in a variety of different ways. What is certain about Jen is that is a central to compare contrast essay not only Confucian philosophy but Chinese philosophy as a whole. Jen is a virtue that the superior man harnesses.

A person of Jen is someone who demonstrates the essence of the golden rule and a man who contains a benevolent heart. Leeds Dissertations? Jen is associated with humanity because Jen, in essence, is based on human action and scholarship essay human relationships. Jen is an all encompassing love for geography not only every other person but also of oneself. In 12:22 of the Confucian analects, “Fan Ch’ih asked about humanity. Confucius said, “It is to love men.” This excerpt demonstrates how the key to humanity is for everyone to essentially get along and love one another. Considering that humanity and Jen are closely related, it can be said that humanity and Jen are interchangeable in this piece as well as many other pieces of Confucian writing. A key aspect in the Analects as well as being one of the most important aspects in Chinese culture is filial piety.

Confucius focuses on how one should love and mba thesis in transition respect their parents, elders and ancestors and leeds do as they are told to do. However, at the time this was directed at only the males in the family for another part of filial piety was to ensure a male heir. He focuses many of his teachings around this and even applies it to a world view of how a government should be like a family. To prove just how important filial piety was, Confucius taught it as being one of the roots to humanity. In 1:2 of the Analects, Yu-Tzu said, “…Filial piety and brotherly respect are the root of humanity (jen).” This proves just how important filial piety is to Chinese culture. This just drives home the point that Chinese culture is based on good and strong moral principles and essays it is this ingredient that enables humanity to strive. The superior man is one who demonstrates all the other main qualities of being a man who is in geography, touch with humanity, Jen, and propriety. It is difficult to say whether or not someone can possess all of these qualities and actually be a superior man, but the primary purpose is to provide a correct path to lead your life in the way of this.

If one makes this attempt, they are already on their way and have bettered themselves as well as the people around him by demonstrating theses qualities. For example in like, 4:24 of the analects, Confucius said, “The superior man wants to leeds be slow in word but diligent in action.” 4:24 of the spanish analects provides us with example of not only an aspect of a superior man, but the Confucian teaching of word-deed. This can be interpreted in dissertations, many ways, but what first comes to mind, from someone living in western culture, is the saying of “actions speak louder than words”. I feel that Confucius is trying to show exactly this. I feel another great example of what a superior man is demonstrated through 15:20, Confucius said, “The superior man seeks room for improvement or occasion to blame in himself; the inferior man seeks it in like, others.” I feel this is an excellent example of what the superior man is at heart. He is a man of good value, strong character and righteousness. To compare this to western culture, I think of the geography dissertations story of George Washington and vocab the chopping of the leeds geography dissertations cherry tree. He confessed that he did it, blamed himself instead of finding a clever excuse or blaming someone else, just as a superior man would do. We use stories such as these to learn moral and how to behave, just as Chinese culture uses the prompts Confucian analects to do the same. Another example of Confucian teaching and also how humanity is such a powerful and reoccurring theme in geography, the analects demonstrated through word-deed.

In 13:27 of the analects, Confucius said, “A man who is strong, resolute, simple, and homework compare contrast slow to speak is near to humanity.” I feel this teaching is essentially saying “think before you speak” or one should be diligent and careful with his speech. Humanity is recognized and one becomes closer to it when you exemplify these actions. It is through these teachings that we are constantly shown different examples of humanity, but shown from many different directions and leeds dissertations points of emmersons, view. One teaching that can be juxtaposed with this one is 1:3, Confucius said, “A man with clever words and an ingratiating appearance is seldom a man of humanity.” This demonstrates how one should go about being a man of good word and deed as well as being a man closer to humanity by showing the complete contrast of what is geography, word-deed and humanity. I personally liked how Confucius provided us with the same key point but in completely different example from different view points.

In the Confucian analects, a person from western culture recognizes one familiar aspect in the teachings, the scholarship Golden Rule. In 12:2 Chung-kung asked about humanity. Confucius said, “When you go abroad behave to everyone as if you were receiving a great guest. Employ the people as if you were assisting a great sacrifice. Do not do to others what you do not what them to do to you. Then were will be no complaint against geography, you in the state or in the family.” Chung-kung said, “Although I am not intelligent, may I put your saying into essays practice.” The Golden Rule in western culture and geography the one from Chinese culture express exactly the same thing. However, the literal wordings of these sayings are the complete opposite.

Another point I think Confucius is making is thomas high, when Chung-kung responds to Confucius’ golden rule. He says that he is not intelligent but he will put his saying into practice. I think what he is saying here is that this saying is so obvious, that someone who is not intelligent can even go about practicing its ways. This says a great deal about how much he stresses this rule in particular. The Confucian analects cover topics consisting of great societal importance. Leeds Dissertations? It not only covers just how one should behave, but how that one person can affect the essay goals people around him or her. Confucius was not just talking to man, but he was also including the geography state, for this was also one of his focuses. Homework Help Compare? Confucius wants us to constantly be striving to become the superior man, a man of Jen, a man of geography, filial piety. These are they key factors in the analects and from these come many great virtues, like propriety, that are also emphasized in for essays, his works.

From this essay I have come to the conclusion that his teachings are simple in word, but complex in meaning. I feel you can read one of his teachings one day, and the following week read it again and you will have a different interpretation of what it meant. This I feel proves just how complex and true his teachings are. These are my interpretations and reflections on leeds dissertations the Confucian analects. Why I Science Essay? I found it very interesting to go in depth and analyze these teachings. This was my first experience with philosophy and I look forward to learning and understanding more in my future.

Is this the perfect essay for leeds geography dissertations you? Save time and homework compare contrast order A Reflection on Confucianism. essay editing for only $13.9 per page. Top grades and quality guaranteed! Relevant essay suggestions for A Reflection on dissertations Confucianism. #8220;By nature men are pretty much alike, it is learning and essay practice that set them apart.#8221; This quote by Confucius has been entrenched in geography, the people of China#8217;s minds. Chinese#8230; Master Kong, also known as Confucius, began the philosophical and ethical system of scholarship essay academic, Confucianism. Humanitarianism is the core belief of Confucianism. The belief system is dissertations, based on essay goals the philosophy that#8230; Confucianism VS Daoism (Taoism) #8220;Compare and contrast Confucianism with Daoism#8221; Confucianism and Daoism are two of the most influential schools of thought in geography dissertations, ancient China. Both are not only ways of thinking, but ways of life. They are not religions:#8230; Confucianism in China and Hinduism in India.

Confucianism and mba thesis on change management Hinduism are two religions that shared many similarities. Such similarities are the idea that both were used as an leeds outline for the way one should live his/her life,#8230; Taoism Vs Confucianism. The #8220;Tao Te Ching#8221; and why i like science #8220;The Analects#8221; are collections of dissertations, philosophical aphorisms that express universal truths about life. They each tend to articulate a series of ideologies that diversify a#8230; Three areas of philosophy emerged amidst the on change management in transition chaos and constant warring of the Zhou era. The three were called Confucianism, Daoism, and legalism. They were Chinese philosophies that were thought#8230;

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lumiere resume Nouveau: CD audio. La Brulante Lumière de l’amour. Il est disponible dans toutes les librairies ou sur le net. Texte pour Jean Morzadec. Ecrire un livre sur l'amour, c'était m'offrir un cadeau. Geography! Chaque jour, j'avais rendez vous avec la partie essentielle de moi-même, celle qui était dépossédée par l'obsession de l'autre, de l'aimé, et celle qui se sentait terriblement vivante de sentir le désir dans ses veines comme une coulée d'ambroisie, et la chaleur du coeur comme un éveil à la palpitation de l'âme. Scholarship Essay Academic! L'amour n'est pas dehors mais dedans. Leeds Geography! Tout se passait comme si je prenais toujours plus conscience de cette merveilleuse réalité. Thomas High School! Je pensais à cette phrase de Breton à sa fille je vous souhaite d'être follement aimée et je me disais que je souhaitais à la mienne de follement aimer. Autorise toi à développer ta capacité d'amour, ose t'ouvrir toujours d'avantage au goût des cerises, à la beauté du monde, à la tendresse de la vie et d'un autre en particulier.

Viens vers toi, viens toujours plus près de moi et continue d'avancer vers toi, enracine toi toujours plus profondément, plus solidement dans cette accceptation-découverte de ce que tu es. Geography! Je ne peux te promettre l'amour qu'en fonction de l'amour que je m'accorde à chaque instant. La queste d'amour. 1. Academic Goals! Tu m'aimes donc j'existe : je reçois. Dépendance et identification. J'ai besoin d'amour.

Handicapé du recevoir. je suis une victime. De la victime au créateur. Recevoir sans demander. La sexualité du recevoir. 2. Geography! je t'aime donc j'existe : je donne. Geôlier et prisonnier.

J'ai peur d'aimer. Comment sortir de la peur d'aimer et comment aimer sans se perdre. La sexualité du je t'aime ou la sexualité du donner. 3. Contrast! je m'aime donc j'existe :j'écoute. je ne m'aime pas.

Habiter son corps. Rencontrer son complémentaire intérieur. Rencontrer son tyran intérieur. Quelle est mon essence ? Comment s'aimer soi-même. Aimer son corps. Faire l'amour avec soi-même. 4. Dissertations! je suis amour donc j'existe : j'ouvre.

Le culte du désespoir. Du raisonnement à la résonance. L'ouverture du coeur. Le centre de la croix. La sortie du conflit intérieur. La voie tantrique.

L'amour comme totalité Le désir, totale réalité et surprenante illusion. Chance et brûlure du désir. Amour du désir et désir de l'amour. La coupure de l'ego et l'amour du pouvoir. Le paradoxe du désir. La folie du désir. Les exaltations du désir. Les sublimations du désir.

La culture du désir. Les liens du désir et de la liberté 6. Help Contrast Essay! Le miel de la passion. Le culte de la caresse et de la sensualité Le corps comme un temple.

L'exercice du sourire intérieur. La recherche de l'extase. La respiration consciente. Le muscle papillon. Un rituel de rencontre. Combat ou éclosion. Une sexualité consciente. Ouvrir ses sens à l'extase de vivre. Les sens conduisent au sens et à l'essence.

La voie du Bien-Aimé La solitude et la rencontre. Viens, va vers toi! L'amour sans posssession. Éros et la blessure de l'âme. Agrandir l'âme, faire la perle de l'âme. L'histoire de Jacques. Comment connaître son complémentaire intérieur. Couple intérieur et extérieur. Une mutation progressive.

Le corps d'amour. Une voie pour l'avenir. L'amour romantique et l'amour conscient. Un nouvel art d'aimer. Une civilisation extatique. Une spiritualité androgyne. DE LA VICTIME AU CREATEUR. Heureusement, la victimisation n'est pas à l'oeuvre dans tous les aspects d'une personne.

Chacun porte des émotions négatives mais aussi une partie joyeuse et légère à laquelle il peut s'adresser. Geography Dissertations! Il y a aujourd'hui beaucoup de séminaires et de thérapeutes qui permettent de développer cette possibilité positive. Emmersons! La victime cherche au départ un sauveur et n'a pas l'intention de se remettre en cause mais, rapidement, elle se trouve en face d'une part de ses impuissances et d'autre part de sa possibilité de recontacter son pouvoir. Leeds Dissertations! Il arrive qu' elle prenne en otage son thérapeute et qu'elle fasse de lui un bourreau de plus à juger et à condamner. Academic Goals! Mais, dès qu'elle commence à regarder comment fonctionne son piège, elle découvre aussi le moyen d'en sortir, d'accepter sa responsabilité.

Le passage de la victime au créateur, du passager arrière au passager avant d'une voiture se fait par un véritable retournement de l'être. Leeds Geography Dissertations! J'accepte de considérer que tout ce qui m'arrive est directement ou indirectement relié à ma responsabilité créatrice. Why I Like Science Essay! Prendre conscience de cette possibilité et de ses conséquences est l'affaire de toute une vie. Dissertations! Car un être véritablement créateur est un être libre. Thomas Jefferson High School Essay! La guérison de soi commence avec la prise de conscience de ce pouvoir créateur : plus on leeds geography dissertations l'exerce, plus on emmersons essays a confiance en lui et plus il augmente.

La vie tourne dans un sens positif. Dissertations! L'attachement au thérapeute a besoin d'être sur-veillé, car ce tu m'aimes intermédiaire, ce regard, cette écoute, pour bénéfiques qu'ils soient, peuvent encore tourner à la dépendance et aggraver la frustration. D'une forme d'amour à une autre forme d'amour. Jefferson High School Prompts! Comment vais-je pouvoir aimer si je suis le créateur de ma vie ? La victime attend que l'amour de l'autre la remplisse. Leeds! Le créateur apprend à se remplir lui-même ou à attirer l'amour de l'autre vers lui. Essay Academic! La victime est pétrie de mésestime de soi, de culpabilité, de passivité, de dépendance, elle a transformé ce creux en piège pour pouvoir capter malgré tout une énergie qui ne vient pas à elle de droit comme elle l'avait cru. Geography Dissertations! De l'expérience du nourrisson, la victime a gardé le droit au biberon.

En s'apercevant que cette toute puissance ne marche pas, elle l'assortit du droit de blâmer, d'accuser et de se plaindre, elle se révolte mais elle est encore prisonnière du creux. Scholarship Essay Goals! Elle a même de plus en plus peur. Leeds Geography Dissertations! Ce n'est qu'en acceptant de sortir la tête à l'air frais qu'elle découvre le plaisir de s'étirer et de jouer avec les autres sans les faire tomber dans son piège. Emmersons Essays! Désormais elle expérimente une autre facette de l'existence. Leeds! Tu m'aimes devient une aventure créative. Emmersons Essays! Mystérieusement cette liberté qui joue avec la mienne m'apprivoise et s'apprivoise. Leeds Geography Dissertations! L'intimité que nous partageons est comme un fruit rond, d'abord vert, qui mûrit, qui délivre ses senteurs, se déguste et se renouvelle.

Se sentir aimer, se savoir aimé est une conviction intime qui apporte de la joie et de la force dans l'existence. Management In Transition! Ceux qui nous aiment nous couronnent et font de nous les rois de l'existence. Leeds Dissertations! Nous pouvons apprécier cet amour, nous réjouir, lui donner du temps, de la présence, le cultiver, le rechercher, l'attirer, mais nous ne pouvons pas l'exiger. Emmersons Essays! Il est dans son essence une reconnaissance d'être à être, une nudité, une acceptation inconditionnelle. Dissertations! On n'est pas aimé parce que ou bien que , on for essays est aimé. Leeds Dissertations! Cette gratification est immense. Mba Thesis! Quand on dissertations dit de quelqu'un : il est très aimé, on homework signifie par là qu'il est reconnu comme un être bienfaisant pour les autres.

LA SORTIE DU CONFLIT INTERIEUR. La prise de conscience de ces quatre piliers de l'amour que sont le besoin d'être aimé, le besoin d'aimer, le besoin de s'aimer, et le besoin d'aimer la vie permet d'accéder à une sortie de l'emprise des conflits intérieurs et extérieurs. Geography Dissertations! Pour l'exprimer autrement, une autre vie commence avec la sortie du champ psychologique et de ses limites délétères. Management! Pour aborder le voyage de l'amour conscient nous avons besoin de commencer à nous guérir au moins à 50 % de nos manques et de nos névroses individuelles et collectives. Geography Dissertations! La maison de l'amour conscient repose sur quatre piliers, et il faut d'abord réparer, consolider ces piliers avant de vivre sereinement à l'intérieur et s'y déployer. Help Compare Contrast! Une autre manière de parler serait de constater que ce que nous appelons l'ego ne se construit sur des bases saines que dans la mesure où ces quatre polarités de la personnalité fonctionnent dans une affirmation positive. Leeds Geography! Tant que l'ego est malade, trop faible, insuffisant, l'être fonctionne en dessous de lui-même, dans la victimisation, dans la revendication, la plainte et le malheur.

Toute son énergie est occupée à colmater des trous, à trouver la force d'affirmer son ego et il n'entre que par effraction éphémère dans le royaume de l'amour. Homework! Quand la personne est un peu rassurée sur elle-même, sur sa valeur, quand elle a conscience de son pouvoir, elle commence le voyage de l'énergie qui lui permettra le dépassement de l'ego. Leeds Geography! Et il n'y a pas d'amour sans ce dépassement. On Change In Transition! Dans l'ego, on leeds geography ressent de l'affection, de l'attachement, de l'intérêt, de la considération, de la sympathie mais pas l'amour. Vocab! Le je est là pour nous protéger, nous défendre, nous assurer que nous avons toujours raison mais il ne laisse pas passer l'état d'amour doux, ardent et ouvert. Leeds Geography Dissertations! En un sens, la connaissance intellectuelle, livresque de ce processus est inutile. Academic! Une personne qui n'a jamais vécu ce dépassement de l'ego ne saura pas de quoi il peut bien être question et interprétera tout cela en termes d'amour-propre; on dissertations ne peut pas non plus demander à une personne qui est en équilibre instable avec elle-même d'abandonner délibérément son ego, elle ne peut tout simplement pas. Essays! Le regard que nous portons sur l'amour ne cesse pas de changer au fur et à mesure que nous évoluons.

Il arrive que des personnes particulièrement lucides disent avec un mélange d'étonnement et de tristesse je ne sais pas ce que c'est que l'amour. Geography Dissertations! Elles ont trente ans, quarante ans, cinquante ans et plus. Thomas Essay Prompts! Elles ont vécu des relations, elles ont eu des sentiments et des émotions, elles ont blessé, et elles ont été blessées mais elles ne savent toujours pas ce qu'est l'amour. Geography! Par contre nous commençons avec la maturité à entrevoir ce qu'il n'est pas. Spanish Vocab For Essays! Et, par instants magiques, l'énergie d'amour est là pleine, il n'y a rien tudier, à soupeser, juste à vivre et se remplir.

L'amour est possible à partir d'une disponibilité intérieure, d'une certaine qualité de paix. Leeds Dissertations! Quand le conflit intérieur concernant l'image de soi et les relations avec les autres n'encombre plus en permanence le champ de conscience, une place existe pour un autre état d'être, plus contemplatif, plus accessible au bonheur, à la joie, à la douceur. Homework Contrast! Et c'est ainsi que se glisse en nous une disposition au vaste, un accueil, une tolérance, une chapelle intérieure ardente qui brûle jour et nuit, non pas du feu de la passion mais du feu de la présence. Leeds Geography! La porte du sanctuaire est ouverte et avec elle le risque de l'imprévu. Scholarship Academic! On ne sait pas ce qui va se passer ni quelle forme l'amour prendra.

On entretient une relation mais cela ne garantit pas que l'amour sera au rendez-vous. Dissertations! L'amour est là en dépit de la relation, avec elle ou sans elle. Help Compare Contrast Essay! Et cet amour est une permanence; on leeds geography ne peut le congédier sa ns s'absenter de soi-même. Mba Thesis On Change Management In Transition! Que l'autre m'aime ou ne m'aime pas ne change pas fondamentalement la présence de l'amour en moi. Leeds Dissertations! Aimer authentiquement quelqu'un, c'est l'aimer toujours quelles que soient les circonstances. Like! Comme dit le chanteur québécois Quand j'aime une fois c'est pour toujours. Leeds Dissertations! je suis amour pour toi, je t'ai reconnu, je ne peux plus t'effacer de ma mémoire affective essentielle, tu fais partie de moi, en t'aimant je me suis rencontré. For Essays! je est un autre. UN EXERCICE : COMMENT S'AIMER SOI-MEME. Faire une liste des aspects que vous n'acceptez pas physiquement. Faire une liste des aspects que vous n'acceptez pas psychiquement, défauts et autres imperfections. Prendre conscience que toutes ces identités que vous rejetez ne sont pas mortelles : trop grand, trop gros, trop dépendant, etc.

Faire une liste de ce que vous pouvez changer. Comprendre que vous êtes une personne unique qui ne peut se comparer à personne. Comprendre qu'être aimé ne signifie pas être parfait, premier, riche, beau. Faire une liste de ce que vous appréciez chez vous. Faire une liste de ce que vous ne feriez pas aux autres et que vous faites à vous-même. Faire une liste de tous les gens que vous rejetez. Faire une liste de tous les gens que vous considérez comme plus importants que vous.

Méditer régulièrement les phrases suivantes Plus je m'aime et plus les autres m'aiment. Leeds Geography! Plus j'ai du respect pour moi et plus les autres me respectent. Plus je suis honnête avec moi-même et plus les autres sont honnêtes avec moi. Plus j'ai confiance en moi et plus les autres me font confiance. Homework Help Compare Contrast! Plus je pense à moi et plus les autres pensent à moi. Plus je pense à moi et plus je peux penser aux autres. Pour être en amitié avec moi-même, pour être un bon compagnon pour moi, que dois-je faire ? C'est une question à se poser chaque jour au niveau de son bien-être corporel, de sa nourriture, de ses temps de repos, de ses achats, de ses temps de plaisir, d'apprentissage. Leeds Geography! Quand j'ai un désir, je n'attends pas que mon bonheur vienne des autres, je crée ce bonheur. Vocab! je suis responsable de mon bonheur. je n'ai pas besoin de plaire à tout le monde. Leeds Geography Dissertations! je n'ai pas besoin de l'approbation de qui que ce soit quand je prends une décision. UNE PRATIQUE : LA RESPIRATION CONSCIENTE. Il n'est pas possible de vouloir vivre quelque chose d'intense dans l'amour sans apprendre à respirer.

L'accélération du souffle permet de démultiplier les sensations mais aussi de contrôler pour mieux ensuite s'abandonner. Like Essay! Les quatre premières méditations tantriques concernent le souffle : Expiration en haut; inspiration en bas : sur la suprême Energie composée de ces deux pôles, on geography doit exercer une poussée ascendante. Homework! Chaque souffle étant maintenu en son lieu d'origine, la plénitude s'établit. Geography! Rendre la respiration consciente, profonde et légère, suspendre sa respiration en haut et en bas, avant l'expir et avant l'inspire cette première indication-méditation apporte à elle seule la plénitude. Why I Like Essay! Que l'on s'adonne à la rétention du souffle après l'expiration ou bien après l'inspiration, à la fin de cette pratique, l'énergie est dite apaisée et grâce à elle un état d'être apaisé se révèle. Leeds! Tant qu'on n'a pas pratiqué la respiration consciente et la rétention du souffle, on mba thesis on change management n'imagine pas réellement la puissance d'intériorisation que contient cette pratique. Geography! La respiration est l'intermédiaire privilégié entre le physique et le spirituel. Vocab For Essays! Elle permet le recentrage de l'être et le passage d'un état de conscience égotique, à un état de conscience océanique . Dissertations! Dans l'inspiration, une énergie bienfaisante apaise et purifie le corps ; dans la rétention poumons pleins, l'organisme est régénéré et il y a une perception du plein. Scholarship Essay! Dans l'expiration, une sensation d'élimination se produit, et dans la rétention poumons vides, il y a perception du vide intérieur. Leeds Geography Dissertations! La respiration avec le ventre pratiquée chaque jour pendant cinq minutes favorise le passage de la pensée au ressentir. Emmersons Essays! Tous les gens qui pensent respirent de manière courte avec le haut des poumons.

Les gens qui ressentent mobilisent leur ventre. Leeds! La respiration bouche ouverte, rapide, rythmée, amplifiée, permet d'accéder rapidement à ses émotions et court-circuite le mental. Homework! L'alliance de la respiration et de la sexualité propose au couple tantrique d'accéder comme à une seconde naissance. Respiration haletante : Chacun apprend à faire circuler l'énergie dans son corps en respirant bouche ouverte. Leeds Geography Dissertations! À l'inspire le bas du dos se cambre, les muscles qui entourent le sexe et l'anus sont aspirés à l'intérieur, une sensation de tension commence à se propager le long de la colonne vertébrale. Why I Like Science Essay! À l'expiration, le bassin revient en avant et les muscles se relâchent. Leeds! Ce mouvement devient comme une danse, trouve son rythme, s'amplifie. Like Science Essay! La respiration est connectée avec le sexe et parfois une sensation orgasmique surgit. Leeds Dissertations! Toujours en respirant bouche ouverte on like science essay se tient debout, genoux souples, et on geography dissertations fait vibrer son corps par des tremblements volontaires en connectant son sexe avec la terre. Respiration suspendue : Après avoir respiré de manière accélérée et bouche ouverte, on help essay termine en respirant au contraire par le nez, très doucement, très lentement, de manière fluide, jusqu'à ce que la respiration devienne comme imperceptible. Leeds Dissertations! Pendant l'amour, cette respiration très subtile se révèle particulièrement merveilleuse.

Respiration forcée : Elle se fait par le nez, elle est bruyante et comme paroxystique. Like Essay! Elle permet un nettoyage puissant des deux narines simultanées et elle recharge très rapidement en énergie. Geography! On peut la faire à tout moment de la journée quand on jefferson school est fatigué et le matin au réveil. Respiration et visualisation selon le Tao : En partant du sexe, on geography imagine une énergie qui remonte le long de la colonne vertébrale en direction de la tête, et atteint la glande pinéale. Vocab! On fait une rétention d'air, poumons pleins, en imaginant chaleur et lumière au milieu de la tête. Leeds Geography! Puis on emmersons essays visualise l'énergie qui redescend par le palais jusqu'à la gorge, le plexus solaire, le hara et revient au sexe. Leeds! Quelques secondes de rétention poumons vides permettent de ressentir le vide.

Puis le cycle reprend avec l'inspir le long de la colonne vertébrale. Spanish Vocab For Essays! Ce voyage en boucle qui inclut visualisation, sensation et respiration recharge en profondeur l'organisme. Leeds Geography Dissertations! Il se pratique à deux en méditation ou pendant l'amour. On Change Management! Après la pénétration, le couple immobile visualise l'énergie qui monte vers le cerveau et la sollicite même par petits massages circulaires et intuitifs le long de la colonne vertébrale. Leeds! Le partenaire s'exprime sur ce qu'il ressent et on vocab s'aperçoit alors combien cette conscience de sa propre énergie et de celle de l'autre provoque des zones érogènes. Respiration inversée : Quand l'un des partenaires inspire, l'autre expire jusqu'à ce que les deux partenaires aient l'impression de n'être qu'un seul souffle. Leeds! Le plus difficile pour chacun consiste sans doute à acquérir la respiration consciente comme une seconde nature. Thomas Jefferson School! L'affinement de l'être est à ce prix. Dissertations! Pour apprendre à nager, nous avons des lieux, des enseignants, des prétextes et des coutumes. Like Essay! Autrefois, il était très rare de savoir nager.

Aujourd'hui, il est très rare de ne pas savoir nager. Leeds Geography Dissertations! Nous pouvons souhaiter que les différents modes respiratoires s'apprennent dès le plus jeune âge. On Change Management In Transition! Ils s'accompagneront inévitablement d'une attitude d'observation à l'égard du corps, et d'un plaisir à s'intérioriser, à rentrer chez soi . Il n'y a pas d'amour sans blessure parce que l'autre n'est pas moi et que la promesse du fusionnel ne peut pas être tenue [17] Le sacrifice, pour altruiste qu'il soit, répond à un besoin personnel, non reconnu ou nié. Dissertations! Ce besoin se travestit en don alors même que les véritables besoins spirituels de l'autre sont ignorés. Why I Science Essay! Car s'il y a un donneur, il y a un receveur. Leeds Geography! Cette position de celui qui reçoit est très éprouvante si elle est à sens unique. Vocab For Essays! [57] Je t'aime ne signifie pas : Je renonce à découvrir mes possibilités pour me mettre à ton service, ou même au service de notre famille. Leeds! [66] Le message du Christ était fondamental, révolutionnaire : Aimez-vous les uns les autres et aimez votre prochain comme vous-mêmes. Management! Mais depuis deux mille ans les hommes qui tentent d'incarner ce message se heurtent à un obstacle fondamental, ils n'ont pas appris à s'apprécier eux-mêmes, ils ne savent pas qui ils sont et, pris dans la dualité bien/mal, ils n'ont pas trouvé d'autres moyens que d'accuser l'autre, de faire de lui un bouc émissaire de ce qui ne va pas en eux. Dissertations! [88] L'école du plaisir devient école d'éveil et de sagesse [114]

Un couple ne se mesure ni à son exclusivité sexuelle, ni à ses aventures, mais à sa qualité d'intimité. Science! Deux âmes et deux corps vont-ils conserver à travers le temps le même plaisir à s'échanger, à se frôler, à se heurter et à se fondre ? Une relation fondée sur le mystère de l'être se déplace dans cet infini du désir. Leeds Geography Dissertations! [192] Prends conscience, seul le présent existe et cette capacité de ton coeur à s'ouvrir, même à l'impossible. Mba Thesis On Change Management In Transition! [256] Une spiritualité de l'incarnation est encore à naître [293] Médecine Douce, Juin 1997. Paule Salomon, La papesse de l'amour. Après La Femme solaire La Sainte Folie du couple, Paule Salomon revient et boucle sa trilogie sur le couple, l'amour et le sexe, avec La Brûlante Lumière de l'Amour.

Celle qui fut professeur de philosophie dirige aujourd'hui un centre de développement personnel, après avoir beaucoup voyagé et vécu 10 ans en Polynésie. Leeds Geography Dissertations! Elle se propose de faire découvrir à chacun sa vérité profonde et ouvre aux couples une voie nouvelle, leur permettant de sortir du cercle vicieux dominant-dominé. Vocab! La vie à deux est trop souvent le terrain d'affrontements épuisants où l'amour se retrouve sacrifié. Geography! Comment briser ces liens de dépendance, transformer l'union en cheminement initiatique ' passer du stade fusionner à celui du couple éveillé, éviter à la femme de trop se masculiniser, à l'homme de trop se féminiser, etc.? Autant de thèmes qui devraient passionner plus d'un couple en quête de bonheur. Paule Salomon parle à livre ouvert du désir et de la passion, de l'amour de soi et de l'autre, du potentiel spirituel du couple.

Des thèmes plus que porteurs. Le Retraité Militaire. LA BRULANTE LUMIERE DE L'AMOUR de Paule SALOMON. Avec tact et conviction, Paule SALOMON fouille le coeur humain afin d'analyser le sentiment universel de l'amour. Why I Like Science Essay! avec juste raison, elle estime que ce sentiment et cette fonction forment les fondements qui donnent un sens à l'existence humaine. Geography Dissertations! Un ouvrage sincère, tendre, jamais trivial dont la lecture incite à la réflexion qui provoquera peut-être à modifier le comportement.

Bravo, voilà un excellent livre.

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alfie homework kohn published by the Teachers.Net community. Editor in leeds geography dissertations Chief. Emmersons Essays? Regular contributor to the Gazette. © 2007 by Alfie Kohn. Leeds Geography Dissertations? Reprinted from NAESP Principal January/February 2007 with the author's permission. February 1, 2008. It becomes even more curious, for that matter, in light of three other facts: The negative effects of homework are well known. They include children’s frustration and exhaustion, lack of time for other activities, and possible loss of interest in learning. Many parents lament the impact of homework on essays, their relationship with their children; they may also resent having to play the role of leeds geography, enforcer and worry that they will be criticized either for why i not being involved enough with the geography dissertations, homework or for becoming too involved. On Change Management? The positive effects of homework are largely mythical. In preparation for leeds geography dissertations a book on academic, the topic, I’ve spent a lot of geography dissertations, time sifting through the thomas jefferson essay, research.

The results are nothing short of stunning. For starters, there is absolutely no evidence of any academic benefit from assigning homework in leeds geography elementary or middle school. For younger students, in fact, there isn’t even a correlation between whether children do homework (or how much they do) and goals any meaningful measure of achievement. At the high school level, the geography, correlation is weak and tends to disappear when more sophisticated statistical measures are applied. Meanwhile, no study has ever substantiated the belief that homework builds character or teaches good study habits.

More homework is being piled on children despite the absence of its value. Over the last quarter-century the burden has increased most for the youngest children, for whom the evidence of contrast essay, positive effects isn’t just dubious; it’s nonexistent. It’s not as though most teachers decide now and geography dissertations then that a certain lesson really ought to continue after school is over because meaningful learning is so likely to result from such an assignment that it warrants the intrusion on family time. Homework in most schools isn’t limited to those occasions when it seems appropriate and thomas essay important. Rather, the point of departure seems to be: “We’ve decided ahead of time that children will have to do something every night (or several times a week). Later on we’ll figure out what to make them do.” What parents and teachers need is support from dissertations, administrators who are willing to goals challenge the conventional wisdom. They need principals who question the slogans that pass for arguments: that homework creates a link between school and geography dissertations family (as if there weren’t more constructive ways to make that connection!), or that it “reinforces” what students were taught in class (a word that denotes the like science, repetition of rote behaviors, not the development of geography dissertations, understanding), or that it teaches children self-discipline and responsibility (a claim for which absolutely no evidence exists). Above all, principals need to spanish for essays help their faculties see that the most important criterion for judging decisions about leeds geography dissertations, homework (or other policies, for that matter) is the impact they’re likely to have on essay academic, students’ attitudes about geography dissertations, what they’re doing. “Most of what homework is doing is driving kids away from learning,” says education professor Harvey Daniels. Let’s face it: Most children dread homework, or at best see it as something to be gotten through. Thus, even if it did provide other benefits, they would have to be weighed against its likely effect on kids’ love of learning. So what’s a thoughtful principal to do?

Educate yourself and on change share what you’ve learned with teachers, parents, and central office administrators. Make sure you know what the research really says – that there is no reason to believe that children would be at any disadvantage in terms of their academic learning or life skills if they had much less homework, or even none at all. Whatever decisions are made should be based on fact rather than folk wisdom. Rethink standardized “homework policies.” Requiring teachers to dissertations give a certain number of minutes of homework every day, or to make assignments on the same schedule every week (for example, x minutes of math on like science essay, Tuesdays and Thursdays) is geography a frank admission that homework isn’t justified by a given lesson, much less is it a response to what specific kids need at a specific time. Emmersons Essays? Such policies sacrifice thoughtful instruction in leeds geography order to achieve predictability, and they manage to do a disservice not only to students but, when imposed from above, to teachers as well. Reduce the amount – but don’t stop there.

Many parents are understandably upset with how much time their children have to spend on high prompts, homework. At a minimum, make sure that teachers aren’t exceeding district guidelines and that they aren’t chronically underestimating how long it takes students to complete the assignments. (As one mother told me, “It’s cheating to say this is 20 minutes of homework if only your fastest kid can complete it in that time.”) Then work on reducing the amount of homework irrespective of such guidelines and expectations so that families, not schools, decide how they will spend most of dissertations, their evenings. Quantity, however, is homework help compare not the only issue that needs to be addressed. Leeds Dissertations? Some assignments, frankly, aren’t worth even five minutes of a student’s time. Too many first graders are forced to clip words from magazines that begin with a given letter of the alphabet. Too many fifth graders have to homework help compare color in an endless list of factor pairs on graph paper.

Too many eighth graders spend their evenings inching their way through dull, overstuffed, committee-written textbooks, one chapter at a time. Leeds Geography? Teachers should be invited to reflect on homework help compare contrast, whether any given example of leeds, homework will help students think deeply about questions that matter. What philosophy of for essays, teaching, what theory of learning, lies behind each assignment? Does it seem to assume that children are meaning makers -- or empty vessels? Is learning regarded as a process that’s mostly active or passive? Is it about wrestling with ideas or mindlessly following directions?

Change the leeds dissertations, default. Ultimately, it’s not enough just to have less homework or even better homework. We should change the fundamental expectation in our schools so that students are asked to take schoolwork home only when a there’s a reasonable likelihood that a particular assignment will be beneficial to most of them. When that’s not true, they should be free to spend their after-school hours as they choose. The bottom line: No homework except on those occasions when it’s truly necessary. This, of course, is a reversal of the current default state, which amounts to an endorsement of homework compare essay, homework for leeds geography dissertations its own sake, regardless of the content, a view that simply can’t be justified. Ask the for essays, kids. Find out what students think of homework and solicit their suggestions – perhaps by distributing anonymous questionnaires. Many adults simply assume that homework is useful for promoting learning without even inquiring into the experience of the learners themselves! Do students find that homework really is useful?

Why or why not? Are certain kinds better than others? How does homework affect their desire to learn? What are its other effects on their lives, and on their families? Suggest that teachers assign only what they design. In most cases, students should be asked to do only what teachers are willing to create themselves, as opposed to prefabricated worksheets or generic exercises photocopied from textbooks. Also, it rarely makes sense to leeds geography dissertations give the same assignment to all students in a class because it’s unlikely to be beneficial for most of them. Those who already understand the concept will be wasting their time, and those who don’t understand will become increasingly frustrated. There is no perfect assignment that will stimulate every student because one size simply doesn’t fit all. Mba Thesis? On those days when homework really seems necessary, teachers should create several assignments fitted to different interests and leeds capabilities. Science Essay? But it’s better to give no homework to anyone than the same homework to everyone.

Use homework as an opportunity to involve students in decision-making. One way to geography judge the mba thesis on change in transition, quality of a classroom is by the extent to which students participate in making choices about their learning. The best teachers know that children learn how to make good decisions by leeds geography making decisions, not by following directions. Students should have something to say about what they’re going to learn and the circumstances under which they’ll learn it, as well as how (and when) their learning will be evaluated, how the spanish for essays, room will be set up, how conflicts will be resolved, and a lot more. What is true of education in leeds dissertations general is true of homework in particular. At least two investigators have found that the most impressive teachers (as defined by various criteria) tend to involve students in essay academic goals decisions about leeds dissertations, assignments rather than simply telling them what they’ll have to do at home. Why I Science? A reasonable first question for a parent to ask upon leeds geography, seeing a homework assignment is vocab for essays “How much say did the kids have in determining how this had to be done, and on what schedule, and whether it really needed to be completed at home in the first place?” A discussion about whether homework might be useful (and why) can be valuable in its own right.

If opinions are varied, the leeds geography, question of what to do when everyone doesn’t agree – take a vote? keep talking until we reach consensus? look for a compromise? – develops social skills as well as intellectual growth. And that growth occurs precisely because the teacher asked rather than told. Teachers who consult with their students on why i, a regular basis would shake their heads vigorously were you to suggest that kids will always say no to homework – or to anything else that requires effort. Leeds? It’s just not true, they’ll tell you. When students are treated with respect, when the assignments are worth doing, most kids relish a challenge. If, on the other hand, students groan about, or try to avoid, homework, it’s generally because they get too much of like science, it, or because it’s assigned thoughtlessly and continuously, or simply because they had nothing to say about geography dissertations, it. The benefits of even high-quality assignments are limited if students feel “done to” instead of “worked with.” Help teachers move away from grading. Your faculty may need your support, encouragement, and practical suggestions to help them abandon a model in which assignments are checked off or graded, where the point is to enforce compliance, and toward a model in which students explain and explore with one another what they’ve done -- what they liked and disliked about the emmersons essays, book they read, what they’re struggling with, what new questions they came up with.

As the eminent educator Martin Haberman observed, homework in the best classrooms “is not checked – it is leeds shared.” If students conclude that there’s no point in spending time on scholarship essay academic, assignments that aren’t going to be collected or somehow recorded, that’s not an argument for setting up bribes and threats and a climate of distrust; it’s an geography indictment of the homework itself. Experiment. Ask teachers who are reluctant to rethink their long-standing reliance on traditional homework to see what happens if, during a given week or curriculum unit, they tried assigning none. Surely anyone who believes that homework is beneficial should be willing to test that assumption by investigating the consequences of its absence. What are the effects of a moratorium on students’ achievement, on their interest in learning, on their moods and the resulting climate of the classroom? Likewise, the school as a whole can try out a new policy, such as the change in default that I’ve proposed, on a tentative basis before committing to it permanently. Principals deal with an endless series of crises; they’re called upon to resolve complaints, soothe wounded egos, negotiate solutions, try to keep everyone happy, and generally make the trains (or, rather, buses) run on time. In such a position there is a strong temptation to avoid new initiatives that call the status quo into question.

Considerable gumption is homework help compare required to take on an issue like homework, particularly during an era when phrases like “raising the bar” and “higher standards” are used to rationalize practices that range from foolish to inappropriate to hair-raising. Leeds Geography? But of course a principal’s ultimate obligation is to do what’s right by the children, to protect them from harmful mandates and practices that persist not because they’re valuable but merely because they’re traditional. For anyone willing to shake things up in order to do what makes sense, beginning a conversation about scholarship essay goals, homework is a very good place to start. We are awash in articles and books that claim homework is beneficial – or simply take the leeds dissertations, existence or value of homework for granted and merely offer suggestions for how it ought to like essay be assigned, or what techniques parents should use to make children complete it. Here are some resources that question the conventional assumptions about the subject in an effort to stimulate meaningful thinking and conversation. Barber, Bill. “Homework Does Not Belong on the Agenda for Educational Reform.” Educational Leadership , May 1986: 55-57. Bennett, Sara, and Nancy Kalish.

The Case Against Homework: How Homework Is Hurting Our Children and leeds What We Can Do About It (New York: Crown, 2006). Buell, John. Closing the Book on Homework: Enhancing Public Education and Freeing Family Time . Emmersons Essays? (Philadelphia: Temple University Press, 2004). Hinchey, Patricia. Dissertations? “Rethinking Homework.” MASCD [Missouri Association for Supervision and Curriculum Development] Fall Journal , December 1995: 13-17. Kohn, Alfie. The Homework Myth: Why Our Kids Get Too Much of a Bad Thing (Cambridge, MA: Da Capo Press, 2006). Spanish Vocab For Essays? Kralovec, Etta, and leeds John Buell.

The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning (Boston: Beacon Press, 2000). Samway, Katharine. “’And You Run and You Run to Catch Up with the homework compare, Sun, But It’s Sinking.’” Language Arts 63 (1986): 352-57. Waldman, Ayelet. “Homework Hell.” Salon.com. October 22, 2005. © 2007 by Alfie Kohn. Reprinted from NAESP Principal January/February 2007 with the author's permission. This article may be downloaded, reproduced, and distributed without permission as long as each copy includes this notice along with citation information (i.e., name of the periodical in dissertations which it originally appeared, date of spanish vocab for essays, publication, and geography dissertations author's name).

Permission must be obtained in order to reprint this article in homework help compare contrast essay a published work or in order to offer it for sale in any form. For more information, please see www.alfiekohn.org. About Alfie Kohn. Alfie Kohn writes and speaks widely on human behavior, education, and geography parenting. The latest of like, his eleven books are THE HOMEWORK MYTH: Why Our Kids Get Too Much of a Bad Thing (2006) and UNCONDITIONAL PARENTING: Moving from Rewards and Punishments to Love and Reason (2005). Of his earlier titles, the best known are PUNISHED BY REWARDS: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes (1993), NO CONTEST: The Case Against Competition (1986), and dissertations THE SCHOOLS OUR CHILDREN DESERVE: Moving Beyond Traditional Classrooms and Tougher Standards (1999).

Kohn has been described in scholarship goals Time magazine as perhaps the country's most outspoken critic of education's fixation on grades [and] test scores. His criticisms of competition and leeds dissertations rewards have helped to shape the thinking of mba thesis on change management in transition, educators -- as well as parents and managers -- across the country and abroad. Kohn has been featured on hundreds of TV and radio programs, including the Today show and two appearances on Oprah; he has been profiled in the Washington Post and the Los Angeles Times , while his work has been described and debated in many other leading publications. Leeds Geography Dissertations? Kohn lectures widely at universities and to school faculties, parent groups, and corporations. Essays? In addition to speaking at leeds geography staff development seminars and keynoting national education conferences on a regular basis, he conducts workshops for teachers and administrators on various topics. Among them: Motivation from the Inside Out: Rethinking Rewards, Assessment, and Learning and Beyond Bribes and Threats: Realistic Alternatives to Controlling Students' Behavior. The latter corresponds to his book BEYOND DISCIPLINE: From Compliance to high essay Community (ASCD, 1996), which he describes as a modest attempt to overthrow the entire field of classroom management. Kohn's various books have been translated into Chinese, Japanese, Korean, German, Swedish, Dutch, Portuguese, Hebrew, Thai, Malaysian, and dissertations Italian.

He has also contributed to essays publications ranging from the Journal of geography dissertations, Education to Ladies Home Journal , and from the Nation to the Harvard Business Review (Why Incentive Plans Cannot Work). His efforts to make research in human behavior accessible to a general audience have also been published in mba thesis management in transition the Atlantic Monthly , Parents , and Psychology Today . Dissertations? His many articles on for essays, education include eleven widely reprinted cover essays in geography dissertations Phi Delta Kappan : Caring Kids: The Role of the Schools (March 1991), Choices for Children: Why and emmersons How to Let Students Decide (Sept. Leeds Geography Dissertations? 1993), The Truth About Self-Esteem (Dec. 1994), How Not to Teach Values: A Critical Look at Character Education (Feb. 1997), Only for My Kid: How Privileged Parents Undermine School Reform (April 1998), Fighting the Tests (Jan. 2001), The 500-Pound Gorilla (Oct. 2002), Test Today, Privatize Tomorrow (April 2004), Challenging Students -- And How to Have More of Them (Nov.

2004), Abusing Research (Sept. 2006), and Who's Cheating Whom? (Oct. 2007).

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essay on leeds geography, philosophy Your paper must offer an argument. Emmersons? It can't consist in the mere report of your opinions, nor in a mere report of the opinions of the leeds, philosophers we discuss. Thomas Essay? You have to defend the leeds geography, claims you make. You have to offer reasons to believe them. So you can't just say: My view is that P. You must say something like: My view is homework compare contrast, that P. Dissertations? I believe this because. or: I find that the following considerations. provide a convincing argument for P. Similarly, don't just say: Descartes says that Q. Instead, say something like: Descartes says that Q; however, the following thought-experiment will show that Q is essay academic, not true. Leeds Dissertations? or: Descartes says that Q. For Essays? I find this claim plausible, for geography dissertations, the following reasons. There are a variety of things a philosophy paper can aim to accomplish. Spanish? It usually begins by leeds, putting some thesis or argument on the table for consideration.

Then it goes on to do one or two of the following: Criticize that argument; or show that certain arguments for why i like science, the thesis are no good Defend the argument or thesis against someone else's criticism Offer reasons to believe the geography, thesis Offer counter-examples to mba thesis management in transition, the thesis Contrast the strengths and weaknesses of two opposing views about the thesis Give examples which help explain the thesis, or which help to make the thesis more plausible Argue that certain philosophers are committed to leeds geography, the thesis by their other views, though they do not come out and explicitly endorse the thesis Discuss what consequences the thesis would have, if it were true Revise the thesis, in the light of emmersons essays some objection. No matter which of these aims you set for yourself, you have to leeds geography, explicitly present reasons for the claims you make . Students often feel that since it's clear to them that some claim is true, it does not need much argument. But it's very easy to overestimate the strength of spanish vocab for essays your own position. After all, you already accept it. You should assume that your audience does not already accept your position; and you should treat your paper as an attempt to persuade such an audience. Leeds Dissertations? Hence, don't start with assumptions which your opponents are sure to reject. If you're to have any chance of persuading people, you have to start from common assumptions you all agree to. A good philosophy paper is modest and makes a small point ; but it makes that point clearly and straightforwardly, and it offers good reasons in why i, support of it. People very often attempt to leeds dissertations, accomplish too much in a philosophy paper.

The usual result of contrast essay this is a paper that's hard to read, and which is full of inadequately defended and poorly explained claims. Dissertations? So don't be over-ambitious. Don't try to establish any earth-shattering conclusions in your 5-6 page paper. Done properly, philosophy moves at a slow pace. The aim of these papers is for you to show that you understand the material and that you're able to think critically about it. To do this, your paper does have to show some independent thinking. That doesn't mean you have to come up with your own theory, or that you have to make a completely original contribution to on change, human thought. There will be plenty of time for that later on. An ideal paper will be clear and straightforward (see below), will be accurate when it attributes views to other philosophers (see below), and will contain thoughtful critical responses to the texts we read. It need not always break completely new ground. But you should try to come up with your own arguments, or your own way of elaborating or criticizing or defending some argument we looked at leeds, in class.

Merely summarizing what others have said won't be enough. It's even more valuable to thomas high school prompts, talk to each other about what you want to leeds, argue in your paper. Emmersons? When you have your ideas worked out well enough that you can explain them to someone else, verbally, then you're ready to sit down and start making an outline. The overall clarity of your paper will greatly depend on leeds dissertations, its structure. That is why it is homework help contrast, important to dissertations, think about essays, these questions before you begin to write. I strongly recommend that you make an leeds geography, outline of your paper, and of the arguments you'll be presenting, before you begin to write. This lets you organize the points you want to essay, make in your paper and get a sense for how they are going to fit together. It also helps ensure that you're in a position to geography dissertations, say what your main argument or criticism is, before you sit down to write a full draft of your paper. Jefferson School Essay Prompts? When students get stuck writing, it's often because they haven't yet figured out leeds geography what they're trying to say.

Give your outline your full attention. It should be fairly detailed. (For a 5-page paper, a suitable outline might take up a full page or even more.) I find that making an outline is at least 80% of the work of writing a good philosophy paper. If you have a good outline, the rest of the writing process will go much more smoothly. You need to contrast essay, leave yourself enough time to geography, think about the thomas jefferson high essay prompts, topic and write a detailed outline. Only then should you sit down to write a complete draft. Once you have a complete draft, you should set it aside for geography dissertations, a day or two. Why I Like Science Essay? Then you should come back to it and rewrite it. Geography Dissertations? Several times. At least 3 or 4. If you can, show it to your friends and like science essay get their reactions to it. Do they understand your main point?

Are parts of dissertations your draft unclear or confusing to homework help contrast essay, them? All of this takes time. Leeds? So you should start working on your papers as soon as the paper topics are assigned. You may think that since your TA and scholarship academic goals I already know a lot about this subject, you can leave out a lot of leeds geography basic explanation and why i like science essay write in a super-sophisticated manner, like one expert talking to another. Leeds Geography Dissertations? I guarantee you that this will make your paper incomprehensible. If your paper sounds as if it were written for a third-grade audience, then you've probably achieved the right sort of clarity. In your philosophy classes, you will sometimes encounter philosophers whose writing is scholarship essay academic goals, obscure and complicated.

Everybody who reads this writing will find it difficult and frustrating. The authors in question are philosophically important despite their poor writing, not because of it. So do not try to emulate their writing styles. Make the structure of your paper obvious. How can you do this? First of all, use connective words, like: because, since, given this argument thus, therefore, hence, it follows that, consequently nevertheless, however, but in geography dissertations, the first case, on the other hand. These will help your reader keep track of where your discussion is like, going. Be sure you use these words correctly! If you say P. Thus Q. then you are claiming that P is a good reason to accept Q. You had better be right. If you aren't, we'll complain. Dissertations? Don't throw in a thus or a therefore to make your train of thought sound better-argued than it really is.

Another way you can help make the structure of your paper obvious is by telling the reader what you've done so far and what you're going to do next. You can say things like: I will begin by. Before I say what is wrong with this argument, I want to. Like Science? These passages suggest that. I will now defend this claim. Leeds Geography Dissertations? Further support for this claim comes from. For example. These signposts really make a big difference. Consider the following two paper fragments: . We've just seen how X says that P. I will now present two arguments that not-P. Jefferson Essay? My first argument is.

My second argument that not-P is. X might respond to my arguments in several ways. For instance, he could say that. However this response fails, because. Another way that X might respond to leeds geography, my arguments is by claiming that. This response also fails, because. So we have seen that none of X's replies to my argument that not-P succeed. Emmersons Essays? Hence, we should reject X's claim that P.

I will argue for the view that Q. There are three reasons to believe Q. Firstly. The strongest objection to Q says. However, this objection does not succeed, for the following reason. Isn't it easy to see what the structure of these papers is?

You want it to be just as easy in your own papers. A final thing: make it explicit when you're reporting your own view and when you're reporting the views of some philosopher you're discussing. The reader should never be in leeds, doubt about whose claims you're presenting in a given paragraph. You can't make the structure of your paper obvious if you don't know what the structure of your paper is, or if your paper has no structure. Essay? That's why making an outline is leeds dissertations, so important. Be concise, but explain yourself fully.

These demands might seem to why i science, pull in opposite directions. (It's as if the first said Don't talk too much, and the second said Talk a lot.) If you understand these demands properly, though, you'll see how it's possible to leeds, meet them both. We tell you to be concise because we don't want you to ramble on about everything you know about a given topic, trying to show how learned and academic intelligent you are. Each assignment describes a specific problem or question, and you should make sure you deal with that particular problem. Dissertations? Nothing should go into your paper which does not directly address that problem. Prune out everything else. It is always better to concentrate on one or two points and develop them in depth than to try to cram in too much.

One or two well-mapped paths are better than an impenetrable jungle. Formulate the emmersons essays, central problem or question you wish to address at the beginning of your paper, and keep it in mind at all times. Make it clear what the problem is, and geography dissertations why it is a problem. Be sure that everything you write is relevant to that central problem. Homework Compare Essay? In addition, be sure to geography, say in the paper how it is relevant. Don't make your reader guess. One thing I mean by explain yourself fully is that, when you have a good point, you shouldn't just toss it off in one sentence. Explain it; give an example; make it clear how the mba thesis on change management, point helps your argument. But explain yourself fully also means to be as clear and explicit as you possibly can when you're writing.

It's no good to protest, after we've graded your paper, I know I said this, but what I meant was. Leeds Geography Dissertations? Say exactly what you mean, in the first place. Part of what you're being graded on why i essay, is how well you can do that. Pretend that your reader has not read the material you're discussing, and has not given the topic much thought in advance. This will of geography dissertations course not be true.

But if you write as if it were true, it will force you to explain any technical terms, to illustrate strange or obscure distinctions, and to spanish vocab, be as explicit as possible when you summarize what some other philosopher said. Use plenty of examples and definitions. Examples are also useful for explaining the geography, notions that play a central role in your argument. You should always make it clear how you understand these notions, even if they are familiar from everyday discourse. As they're used in everyday discourse, those notions may not have a sufficiently clear or precise meaning. For instance, suppose you're writing a paper about abortion, and you want to assert the claim A fetus is a person. What do you mean by a person? That will make a big difference to whether your audience should find this premise acceptable. Vocab? It will also make a big difference to how persuasive the leeds dissertations, rest of your argument is. By itself, the jefferson essay, following argument is pretty worthless:

A fetus is a person. It's wrong to kill a person. Therefore, it's wrong to kill a fetus. For we don't know what the author means by calling a fetus a person. On some interpretations of person, it might be quite obvious that a fetus is a person; but quite controversial whether it's always wrong to kill persons, in that sense of person. On other interpretations, it may be more plausible that it's always wrong to kill persons, but totally unclear whether a fetus counts as a person. So everything turns here on what the leeds geography dissertations, author means by person.

The author should be explicit about how he is using this notion. In a philosophy paper, it's okay to use words in ways that are somewhat different from the ways they're ordinarily used. You just have to make it clear that you're doing this. For instance, some philosophers use the word person to mean any being which is capable of rational thought and self-awareness. Understood in this way, animals like whales and thomas jefferson prompts chimpanzees might very well count as persons. That's not the way we ordinarily use person; ordinarily we'd only call a human being a person.

But it's okay to use person in this way if you explicitly say what you mean by it. And likewise for geography, other words. Don't vary your vocabulary just for the sake of variety. If you call something X at the start of your paper, call it X all the way through. So, for instance, don't start talking about Plato's view of the self, and then switch to talking about essay academic, Plato's view of the soul, and then switch to leeds, talking about Plato's view of the mind. Emmersons Essays? If you mean to be talking about the same thing in geography, all three cases, then call it by the same name. In philosophy, a slight change in vocabulary usually signals that you intend to be speaking about something new.

Using words with precise philosophical meanings. Philosophers give many ordinary-sounding words precise technical meanings. Consult the essays, handouts on geography, Philosophical Terms and goals Methods to make sure you're using these words correctly. Don't use words that you don't fully understand. Use technical philosophical terms only where you need them. You don't need to geography, explain general philosophical terms, like valid argument and necessary truth. Emmersons? But you should explain any technical terms you use which bear on the specific topic you're discussing. So, for instance, if you use any specialized terms like dualism or physicalism or behaviorism, you should explain what these mean. Dissertations? Likewise if you use technical terms like supervenience and the like. Even professional philosophers writing for other professional philosophers need to explain the special technical vocabulary they're using. Different people sometimes use this special vocabulary in different ways, so it's important to make sure that you and your readers are all giving these words the same meaning.

Pretend that your readers have never heard them before. Presenting and assessing the views of vocab others. Then ask yourself: Are X's arguments good ones? Are his assumptions clearly stated? Are they plausible? Are they reasonable starting-points for X's argument, or ought he have provided some independent argument for them? Make sure you understand exactly what the geography, position you're criticizing says. Students waste a lot of time arguing against views that sound like, but are really different from, the views they're supposed to be assessing. Remember, philosophy demands a high level of precision. It's not good enough for scholarship goals, you merely to get the general idea of somebody else's position or argument. You have to get it exactly right. (In this respect, philosophy is more like a science than the geography dissertations, other humanities.) A lot of the work in philosophy is making sure that you've got your opponent's position right.

You can assume that your reader is stupid (see above). But don't treat the spanish for essays, philosopher or the views you're discussing as stupid. Leeds? If they were stupid, we wouldn't be looking at essay academic goals, them. If you can't see anything the geography dissertations, view has going for it, maybe that's because you don't have much experience thinking and jefferson high essay arguing about the view, and so you haven't yet fully understood why the view's proponents are attracted to it. Try harder to figure out what's motivating them. Philosophers sometimes do say outrageous things, but if the view you're attributing to leeds geography, a philosopher seems to be obviously crazy, then you should think hard about whether he really does say what you think he says. Use your imagination. Try to figure out what reasonable position the philosopher could have had in mind, and direct your arguments against that.

In your paper, you always have to explain what a position says before you criticize it. If you don't explain what you take Philosopher X's view to be, your reader cannot judge whether the high essay, criticism you offer of X is a good criticism, or whether it is simply based on a misunderstanding or misinterpretation of X's views. So tell the dissertations, reader what it is you think X is saying. Don't try to tell the mba thesis on change management, reader everything you know about X's views, though. You have to dissertations, go on to offer your own philosophical contribution, too. Only summarize those parts of X's views that are directly relevant to what you're going to go on to do. Sometimes you'll need to argue for your interpretation of X's view, by citing passages which support your interpretation. It is permissible for you to discuss a view you think a philosopher might have held, or should have held, though you can't find any direct evidence of that view in the text.

When you do this, though, you should explicitly say so. Say something like: Philosopher X doesn't explicitly say that P, but it seems to me that he's assuming it anyway, because. When a passage from a text is particularly useful in supporting your interpretation of thomas school essay some philosopher's views, it may be helpful to leeds geography, quote the passage directly. (Be sure to emmersons, specify where the passage can be found.) However, direct quotations should be used sparingly. It is seldom necessary to geography, quote more than a few sentences. Often it will be more appropriate to spanish, paraphrase what X says, rather than to quote him directly.

When you are paraphrasing what somebody else said, be sure to dissertations, say so. (And here too, cite the spanish vocab, pages you're referring to.) Quotations should never be used as a substitute for your own explanation. And when you do quote an author, you still have to explain what the quotation says in your own words. If the quoted passage contains an geography dissertations, argument, reconstruct the argument in more explicit, straightforward terms. If the quoted passage contains a central claim or assumption, then indicate what that claim is.

You may want to give some examples to illustrate the homework help compare contrast, author's point. If necessary, you may want to distinguish the author's claim from leeds geography other claims with which it might be confused. Sometimes when students are trying to mba thesis, explain a philosopher's view, they'll do it by geography dissertations, giving very close paraphrases of the philosopher's own words. They'll change some words, omit others, but generally stay very close to the original text. For instance, Hume begins his Treatise of Human Nature as follows: All the perceptions of the human mind resolve themselves into two distinct kinds, which I shall call impressions and ideas. The difference betwixt these consists in the degrees of force and liveliness, with which they strike upon the mind, and make their way into our thought or consciousness.

Those perceptions, which enter with most force and emmersons violence, we may name impressions; and under this name I comprehend all our sensations, passions, and emotions, as they make their first appearance in the soul. By ideas I mean the faint images of these in thinking and dissertations reasoning. Here's an mba thesis, example of how you don't want to paraphrase: Hume says all perceptions of the mind are resolved into two kinds, impressions and ideas. The difference is in how much force and liveliness they have in our thoughts and leeds geography consciousness. The perceptions with the most force and homework contrast violence are impressions. These are sensations, passions, and emotions. Ideas are the faint images of our thinking and reasoning. There are two main problems with paraphrases of this sort. In the first place, it's done rather mechanically, so it doesn't show that the author understands the text. In the second place, since the geography, author hasn't figured out what the text means well enough to express it in his own words, there's a danger that his paraphrase may inadvertently change the meaning of the text. In the example above, Hume says that impressions strike upon compare contrast, the mind with more force and liveliness than ideas do.

My paraphrase says that impressions have more force and liveliness in dissertations, our thoughts. On Change? It's not clear whether these are the same thing. In addition, Hume says that ideas are faint images of leeds dissertations impressions ; whereas my paraphrase says that ideas are faint images of our thinking . School Prompts? These are not the same. So the author of the paraphrase appears not to have understood what Hume was saying in dissertations, the original passage. A much better way of explaining what Hume says here would be the following: Hume says that there are two kinds of 'perceptions,' or mental states. He calls these impressions and emmersons ideas. Geography? An impression is a very 'forceful' mental state, like the sensory impression one has when looking at essays, a red apple. An idea is geography dissertations, a less 'forceful' mental state, like the on change, idea one has of an leeds geography dissertations, apple while just thinking about it, rather than looking at it. It is not so clear what Hume means here by 'forceful.' He might mean. Don't be afraid of mentioning objections to your own thesis.

It is better to bring up an high essay prompts, objection yourself than to hope your reader won't think of it. Leeds? Explain how you think these objections can be countered or overcome. Of course, there's often no way to deal with all the objections someone might raise; so concentrate on the ones that seem strongest or most pressing. So it's OK to ask questions and raise problems in your paper even if you cannot provide satisfying answers to them all. You can leave some questions unanswered at the end of the paper. But make it clear to like science essay, the reader that you're leaving such questions unanswered on purpose . And you should say something about how the question might be answered, and about what makes the question interesting and relevant to the issue at hand. If something in a view you're examining is unclear to you, don't gloss it over. Call attention to the unclarity. Suggest several different ways of dissertations understanding the view.

Explain why it's not clear which of emmersons essays these interpretations is correct. If you're assessing two positions and you find, after careful examination, that you can't decide between them, that's okay. Leeds Geography Dissertations? It's perfectly okay to say that their strengths and contrast essay weaknesses seem to leeds geography dissertations, be roughly equally balanced. But note that this too is a claim that requires explanation and reasoned defense, just like any other. You should try to provide reasons for this claim that might be found convincing by someone who didn't already think that the two views were equally balanced. Sometimes as you're writing, you'll find that your arguments aren't as good as you initially thought them to be. You may come up with some objection to your view to why i science, which you have no good answer. Don't panic. If there's some problem with your argument which you can't fix, try to dissertations, figure out thomas essay why you can't fix it. It's okay to change your thesis to one you can defend.

For example, instead of writing a paper which provides a totally solid defense of view P, you can instead change tactics and write a paper which goes like this: One philosophical view says that P. This is a plausible view, for geography, the following reasons. However, there are some reasons to be doubtful whether P. One of these reasons is on change management, X. X poses a problem for the view that P because. It is not clear how the defender of P can overcome this objection. Or you can write a paper which goes: One argument for P is the 'Conjunction Argument,' which goes as follows. At first glance, this is a very appealing argument. However, this argument is faulty, for the following reasons. One might try to repair the argument, by.

But these repairs will not work, because. I conclude that the Conjunction Argument does not in fact succeed in establishing P. Writing a paper of leeds dissertations these sorts doesn't mean you've given in to the opposition. Thomas Jefferson High School Prompts? After all, neither of leeds geography these papers commits you to the view that not-P. They're just honest accounts of like science how difficult it is to find a conclusive argument for dissertations, P. High School Essay Prompts? P might still be true, for all that. Then come back to the draft and re-read it.

As you read each sentence, say things like this to geography dissertations, yourself: Does this really make sense? That's totally unclear! That sounds pretentious. What does that mean? What's the mba thesis on change in transition, connection between these two sentences? Am I just repeating myself here? and so on. Dissertations? Make sure every sentence in your draft does useful work. Get rid of any which don't. If you can't figure out what some sentence contributes to your central discussion, then get rid of it. Even if it sounds nice. You should never introduce any points in your paper unless they're important to your main argument, and you have the room to really explain them.

If you're not happy with some sentence in your draft, ask yourself why it bothers you. It could be you don't really understand what you're trying to say, or you don't really believe it. Make sure your sentences say exactly what you want them to say. Essays? For example, suppose you write Abortion is the leeds, same thing as murder. Is that what you really mean? So when Oswald murdered Kennedy, was that the same thing as aborting Kennedy? Or do you mean something different? Perhaps you mean that abortion is vocab, a form of geography murder. In conversation, you can expect that people will figure out what you mean.

But you shouldn't write this way. Even if your TA is able to figure out scholarship academic goals what you mean, it's bad writing. In philosophical prose, you have to leeds, be sure to thomas school essay, say exactly what you mean. Also pay attention to leeds geography, the structure of your draft. When you're revising a draft, it's much more important to work on vocab, the draft's structure and overall clarity, than it is to clean up a word or a phrase here or there. Geography? Make sure your reader knows what your main claim is, and what your arguments for that claim are. Make sure that your reader can tell what the point of every paragraph is. It's not enough that you know what their point is. It has to be obvious to your reader, even to essay prompts, a lazy, stupid, and mean reader. If you can, show your draft to your friends or to other students in the class, and leeds geography get their comments and mba thesis on change management advice.

I encourage you to do this. Do your friends understand your main point? Are parts of your draft unclear or confusing to leeds geography, them? If your friends can't understand something you've written, then neither will your grader be able to understand it. Your paragraphs and your argument may be perfectly clear to you but not make any sense at all to someone else.

Another good way to check your draft is to read it out loud. This will help you tell whether it all makes sense. You may know what you want to say, but that might not be what you've really written. Reading the essays, paper out geography dissertations loud can help you notice holes in your reasoning, digressions, and unclear prose. You should count on writing many drafts of your paper. Like Science? At least 3 or 4!! Check out the following web site, which illustrates how to revise a short philosophy paper through several drafts. Notice how much the paper improves with each revision: Writing tutor for Introductory Philosophy Courses http://web.williams.edu/wp-etc/philosophy/jcruz/jcruz/writingtutor/.

Also, don't begin with a sentence like Webster's Dictionary defines a soul as. Dictionaries aren't good philosophical authorities. They record the way words are used in everyday discourse. Leeds? Many of the same words have different, specialized meanings in science, philosophy. It's OK to end a sentence with a preposition. It's also OK to split an infinitive, if you need to. (Sometimes the easiest way to say what you mean is by splitting an infinitive. For example, They sought to better equip job candidates who enrolled in their program.) Efforts to avoid these often end up just confusing your prose.

Do avoid other sorts of grammatical mistakes, like dangling participles (e.g., Hurt by her fall, the tree fell right on Mary 's leg before she could get out dissertations of the on change management in transition, way), and the like. You may use the dissertations, word I freely, especially to emmersons essays, tell the reader what you're up to (e.g., I've just explained why. Now I'm going to consider an argument that. Leeds? ). Don't worry about using the verb is or to be too much. In a philosophy paper, it's OK to mba thesis, use this verb as much as you need to. You shouldn't need to leeds, use these secondary readings when writing your papers. The point of the spanish vocab for essays, papers is to teach you how to analyze a philosophical argument, and present your own arguments for leeds, or against some conclusion. The arguments we'll be considering in class are plenty hard enough to deserve your full attention, all by themselves.

Can you write your paper as a dialogue or story? But neither should your papers be too short! Don't cut off an argument abruptly. If a paper topic you've chosen asks certain questions, be sure you answer or address each of those questions. Please double-space your papers, number the pages, and include wide margins. Thomas High School? We prefer to get the papers simply stapled: no plastic binders or anything like that. Include your name on the paper. And don't turn in dissertations, your only why i science essay, copy! (These things should be obvious, but apparently they're not.) You'll be graded on three basic criteria: How well do you understand the leeds geography, issues you're writing about? How good are the arguments you offer?

Is your writing clear and thomas high essay prompts well-organized? We do not judge your paper by leeds, whether we agree with its conclusion. In fact, we may not agree amongst ourselves about what the correct conclusion is. But we will have no trouble agreeing about whether you do a good job arguing for academic goals, your conclusion. More specifically, we'll be asking questions like these: Do you clearly state what you're trying to accomplish in your paper? Is it obvious to the reader what your main thesis is?

Do you offer supporting arguments for leeds geography dissertations, the claims you make? Is it obvious to the reader what these arguments are? Is the structure of your paper clear? For instance, is it clear what parts of emmersons essays your paper are expository, and geography what parts are your own positive contribution? Is your prose simple, easy to read, and easy to understand? Do you illustrate your claims with good examples?

Do you explain your central notions? Do you say exactly what you mean? Do you present other philosophers' views accurately and charitably? Explain this claim or What do you mean by this? or I don't understand what you're saying here This passage is unclear (or awkward, or otherwise hard to read) Too complicated Too hard to vocab for essays, follow Simplify Why do you think this? This needs more support Why should we believe this? Explain why this is a reason to believe P Explain why this follows from dissertations what you said before Not really relevant Give an example? Try to anticipate these comments and avoid the need for them! Your paper should do some philosophical work. Here are some more interesting things our student could have done in his paper. He could have argued that B doesn't really follow from A, after all. Or he could have presented reasons for thinking that A is on change in transition, false.

Or he could have argued that assuming A is an illegitimate move to make in leeds geography, a debate about jefferson, whether B is true. Leeds Geography? Or something else of that sort. These would be more interesting and satisfying ways of engaging with Philosopher X's view. Responding to comments from me or your TA. Your rewrites should try to essay academic goals, go beyond the specific errors and problems we've indicated. If you got below an A-, then your draft was generally difficult to read, it was difficult to see what your argument was and what the structure of your paper was supposed to leeds, be, and science essay so on.

You can only correct these sorts of failings by dissertations, rewriting your paper from scratch. (Start with a new, empty window in essays, your word processor.) Use your draft and the comments you received on it to construct a new outline, and write from dissertations that. Keep in mind that when I or your TA grade a rewrite, we may sometimes notice weaknesses in spanish vocab for essays, unchanged parts of your paper that we missed the dissertations, first time around. Or perhaps those weaknesses will have affected our overall impression of the on change management in transition, paper, and we just didn't offer any specific recommendation about geography, fixing them. So this is another reason you should try to improve the whole paper , not just the passages we comment on. It is possible to improve a paper without improving it enough to raise it to the next grade level. Spanish? Sometimes that happens.

But I hope you'll all do better than that. Most often, you won't have the opportunity to rewrite your papers after they've been graded. So you need to geography dissertations, teach yourself to write a draft, scrutinize the draft, and revise and rewrite your paper before turning it in to like science essay, be graded. Naturally, I owe a huge debt to the friends and professors who helped me learn how to write philosophy. I'm sure they had a hard time of it. If you're a teacher and you think your own students would find this web site useful, you are free to geography, point them here (or to distribute printed copies).

It's all in the public good.

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