Jim Essay -- essays research papers fc

†He is sometimes slave who should be master; and sometimes master who should be slave.† [Lat., Fit in dominatu servitus, in servitute dominatus.] Oratio Pro Rege Deiotaro (XI) by Marcus Tullius Cicero Mark Twain’s The Adventures of Huckleberry Finn is considered to be possibly the Great American Novel by many scholars and is certainly the best known of Mark Twain’s works. These scholars both powerfully praise and powerfully depreciate Twain’s artistic judgment in relation to Huck’s character, themes, and political statements, but Jim’s place is often ignored or overlooked. Jim’s character is very important in his roles in supporting Huck as a father figure, his example for Twain’s portrayal of slavery and racism, and in his own right as a multifaceted, moving, and developing individual. Jim plays the role of the father by providing for Huck's physical, personal, emotional, and moral well-being. He begins by simply supplying necessary food and shelter for the â€Å"dead† boy. Jim continues in this role throughout the novel. He seems to always be out hooking fish or cooking make-shift meals for Huck. He takes it upon himself to build "a snug wigwam [on their raft] to get under in blazing weather and rainy, and to keep things dry." (48). On the other hand, when Huck is at his real father's (Pap’s) cabin, he has to stop up the holes "to keep the wind from blowing through the chinks and putting the candle out" (18-19). Jim also advises Huck about his personal life. From the very beginning of the novel when he sees his father's boot prints, Huck establishes a precedent of going to Jim for advice. Despite the slave's fearful superstitions, his advice is mostly sound, as seen when he advises against boarding the Walter Scott and against loo king at â€Å"Pap’s† face. Huck's physical well-being is consistently under Jim’s protection. He passively protects Huck from the villains and nice old ladies of civilization and town meetings by keeping the raft always ready to dash back to the protection and solitude of the might Mississippi river. By lying to the King and Duke for him after they catch up with Huck on the river and threaten him, Jim actively risks himself to physically protect Huck. Where Huck had no one to shield him before, now he has big Jim to advocate him against people that are like Pap or the King and Duke, as a father should. Although Jim'... ...significance of the role Tom Sawyer plays in the novel. Cox analyzes Huck's initiation into society, comparing and contrasting it to Tom's initiation into society in Twain's previous novel, The Adventures of Tom Sawyer. Cox finishes the essay by discussing the role of Jim in relation to Huck's moral values and emotions. This source offers valuable insights into the role of Jim as "the central figure of the book" (73). Marks, Barry A. Mark Twain's Huckleberry Finn. Boston: D.C. Heath, 1959. Marx, Leo. "Mr. Eliot, Mr. Trilling, and Huckleberry Finn." Marks 53-64. Trilling, Lionel. "The Greatness of Huckleberry Finn." Marks 44-52. Trilling discusses the greatness of the novel in its "truth of moral passion" (45). He places a great deal of importance on the river as a god. He also emphasizes Huck's moral virtues. The only negative comment is about the length of the ending, but other than that, Trilling gives a whole-hearted endorsement of Huckleberry Finn. This essay provides a few good observations regarding Huck and Jim, but on the whole, it lacks a critical edge. Twain, Mark. Adventures of Huckleberry Finn. New York: Dover, 1994

Learning Contracts Essay

Abstract Learning contracts are being used in post-secondary education. Adults approach learning as problem solving and in theory by implementing learning contracts, the student becomes more involved in their own learning process. This paper discusses the use of a learning contract, the advantages and disadvantages for using contracts and the general design of a learning contract. The use of learning contracts provides opportunity for the student to be more involved in their own learning and apply relevance to their own educational experience. Learning Contracts  Ã¢â‚¬Å"Contract learning is, in essence, an alternative way of structuring a learning experience: It replaces a content plan with a process plan. † Malcolm S. Knowles (1991, pg. 39). In the early 1970’s, the concept that adults learn differently than children was introduced by Malcolm Knowles. This theory of andragogy has inspired research and controversy. The complexity of adult learning and motivation provides opportunities to explore new methods of teaching. Implementing learning contracts is an alternative way to structure the learning experience. Definition. Learning contract by definition is an agreement between students and teachers that grant the student certain freedoms and choices about completing tasks yet requires the student to meet certain specifications (â€Å"Definition,† n. d. , p. 1). According to Knowles (1980), contract learning solves, or at least reduces, the problem of dealing with wide differences within any group of adult learners. Knowles (1986) defines a learning contract as containing specifically: 1. the knowledge, skills, attitudes and values to be acquired by the learner (learning objectives); 2.  how the objectives are to be accomplished; 3. the target date for their accomplishment; 4. what evidence will be presented to demonstrate that the objectives have been accomplished; and 5. how this evidence will be judged or validated. In academic settings the contract also specifies how much credit is to be awarded and what grade is to be given (p. 38). Understanding the purpose and advantages of learning contracts and being able to apply them in our future careers as adult instructors will help prepare us for the variety of learning styles our students will have. Purposes of Learning Contracts Learning contracts have multiple purposes. One purpose is that it can enrich and extend the curriculum. They can connect educational needs to individual needs. The responsibility of learning is shared by the student and the educator. Learning contracts can also challenge the abilities of highly able students and provide alternate options that can be altered specifically for the differences in abilities, learning styles and interests of individual students. The contract is a tool for structuring the learning process. Uses of Learning Contracts Findings from research about adult learning have shown that when adults go about learning something naturally, they are highly self-directed (Tough, 1971, 1979). Coincidentally, when adults learn on their own initiative, they have a deeper understanding and more permanent memory of when they learn by being taught. Core adult learning principles view the adult learner as the primary source of data for making sound decisions regarding the learning process (Knowles, Holton, & Swanson, 1998, p. 183). Contract learning is compatible with the notion that adult learners are self-directed learners. Online instruction is an example where contract learning can be highly effective. In an online environment, instructors are not physically meeting with the students to discuss learning goals, objectives and expectations. Learning contracts can help negotiate and define the learning goals and outcomes. Sample learning contracts can be placed on a web page and the student can determine which contract best suits their learning goals. Students can also engage in online discussions about the different options with their peers and gain a broader perspective through shared knowledge. Learning contracts can also be highly effective in the corporate world. Training employees is costly and can require large investments from organizations. Learning contracts allow the employee to take responsibility and increases motivation in the learning process when they are able to relate the training directly to their job responsibilities. Contracts can also clearly define the company’s expectations of the outcomes. When the expectations are defined, both instructor and trainee can track progress and stay focused on the company’s business goals and strategies. Learning contracts are useful in research. Research learning contracts provide form and structure to an unstructured environment such as the research laboratory, while ensuring maximal flexibility (â€Å"Contracts,† n. d. , para. 2). It allows the student to control their own learning. Contracts allow students to define learning objectives, activities, rate of progress and methods of assessment that will evaluate the student’s success or failure. Advantages and Disadvantages of Learning Contracts Advantages. There are many advantages for learning contracts in adult education. Learning contracts enhance the adult learner’s self-directed learning experience. They promote creative and critical thinking for the student and develop their time management, planning and decision making skills. They can target specific individuals and their specific learning activities. Each students experience can be unique to them and incorporate their own prior knowledge and experience. The contracts also allow students to work at their appropriate pace and can increase the student’s motivation which in return can increase their class participation. Contracts can help keep students on course if the contracts are specific and concrete. This can also help minimize miscommunication or misunderstanding of expectations and outcomes. The contract also provides a means for the learner to receive continuous feedback regarding progress toward accomplishing learning objectives. Disadvantages. There are disadvantages to using learning contracts. Contracts can be time consuming to develop. They typically are more detailed and require you to put in more work in the developing stage. Also, students can have confusion especially if their prior learning experience has only been the traditional method of instruction in a classroom. If students are only familiar with â€Å"instructor taught† learning and have not learned to be self-directed learners, the student could have difficulty adapting to this method. The learning contract method in pedagogic learning may require more instructor involvement verses student driven in andragogic learning. The attitude of the educator can have an influence on the learning contract as well. Some educators feel the learning contract gives the student too much control. Designing Learning Contracts There are many different ways to design a learning contract. Learning contracts can address the diverse learning needs of different students and may be designed to suit a variety of purposes. Despite the flexibility, there is a general format starting with identification of the content that will be learned. Specific methods and strategies that will be used to learn the content should be identified. Specifying resources to be used in order to learn the content and determining the type of evidence that will be used to demonstrate the learning should be identified. Last, the evidence that will be validated and by whom needs to be defined. Having clarity will lead to improved performance and allow for revision of learning objectives if needed throughout the learning experience (â€Å"Learning Contracts,† n. d. ). Conclusion and Recommendations Conclusion. Malcolm Knowles’ introduction of andragogy has influenced adult education. A distinguishing characteristic of adult learning programs is the shared control of program planning and facilitation (Knowles, Holton, & Swanson, 1998, p. 133). Engaging adults as partners in their learning experience satisfies their â€Å"need to know† and appeals to their self-concept as independent learners. Learning contracts are a tool that encourages students to participate more actively in their own learning experience. It is an alternative method of structuring a learning experience unique to individuals. It enables educators to work with differences among a group of learners. Learning contracts, more so than any other type of instructional method, create the conditions for individualized instruction. The contract method will not be effective if the adult learner is passive in their own learning experience. Disadvantages include extensive planning and commitment as well as excessive focus on individual success (Duggan, n. d. ). In general, adult learners are going to be self-directed learners as opposed to child learners. Based on the five assumptions learned in WED 486 regarding adult learners: adults need to know why they need to know; adults need to learn experientially; adults approach learning as problem solving; adults learn best when the topic is of immediate value; and adults need to integrate new ideas with what they already know, learning contracts are an effective tool to enhance a self-directed experience. Recommendations. Additional research related to contract learning involves the fairness of learning contracts. In the traditional method of instructor taught learning, all students are given the same syllabus and information on what it takes to earn a particular grade. In the case of learning contracts, they are individualized to the learner. The contract may be specific as to how each learner will obtain earned grades but will the content be equal? Additional research is recommended to determine if contracts are efficient if not all students are covering the same material. References Duggan, T. (n. d. ). The disadvantages of training agreements. Retrieved from http://www.ehow. com/list_6075915_disadvantages-training-agreements. html Guidelines for writing. (n. d. ). In Learning contract guidelines [PDF]. Retrieved from https://dsacms. tamu. edu/sites/sllo. tamu. edu/files/LearningContractGuidelines. pdf Knowles, M. S. (1980). The modern practice of adult education from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education. Knowles, M. S. (1986). Using learning contracts (p. 38). San Francisco, CA: Jossey-Bass Inc. , Publishers. Knowles, M. S. , Holton, III, E. F. , & Swanson, R. A. (1998). Beyond andragogy. In (Ed. ), The adult learner (5th ed. , pp. 153-183). Houston, TX: Gulf Publishing. Learning contracts. (n. d. ). In How to create and use learning contracts [PDF]. Retrieved from http://fcpsteach. org/docs/directions-learning%20contracts. pdf Research learning contracts. (n. d. ). In webGuru. Retrieved October 1, 2011, from http://www. webguru. neu. edu/undergraduate-research/structuring-ur-experience/research-learning-contracts Tough, A. (1971, 1979). The adult’s learning projects. Toronto: Ontario Institute for Studies in Education.

Essay on Industrial Revolution - 1279 Words

Industrial Revolution Europe during the eighteenth century was at the height of the industrial revolution, none of which reached America. In New England the population was largely English, but America as a whole had more than 20 ethnic strains present, nowhere in Europe could such a heterogeneous mixture be found. America was unique in its political structure. Americans vested authority in personalities, rather than, as in England, in institutions of tradition. As a people they had been striped of traditions. America lacked the centuries of tradition that other societies had. American cities not only solved thier problems, but they sought to solve them. European cities were encrusted with centuries of tradition and moved only by†¦show more content†¦As Lucas points out that even with slavery and indian exploitation there was a development of a wealthy and powerful elite, based on ability rather than caste. Like European counterparts Americans believed that only those with land would have nay inte rest in the affairs government. Law was first administered in the colonies without benefit of lawyers. The clergy of New England pressed hard for rule by Biblical law. The average settlement wanted the kind of laws and procedures which was known in Europe. In working out thier legal systems developed systems which freed them from the rigid technicalities of medieval jurisprudence so prevalent in Europe. The Great Awaking that swept through Britain also came to America. The great Awaking and American enlightenment promoted higher eduction in the colonies and also joined to promote separation of church and state. By the middle of the eighteenth century there was less church going people in America than any other country in the western world. America used the ideals of Enlightenment to promote modification and reforms in society, not revolution. There are several features that sets the southern colonies apart from thier northern neighbors. The most striking of which is slavery. The spr ead of slavery made a society whose continuance depended on a rigid discipline. This prominent feature gives southern life a distinctive and separate sense, creating in the course of time a nation withShow MoreRelatedIndustrial Of The Industrial Revolution1666 Words   |  7 PagesMartinez English IV, 1st hour 4/29/16 The Industrial Revolution The Industrial Revolution set people away from farms and small villages and moved them to cities and towns because of the job opportunities that arose in the cities. The Industrial Revolution not only helped people move along in the late 1700s and early 1800s but also it has made the people what they are today. 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