Socrates Essays (221 words) - Socratic Dialogues, Free Essays

Socrates Essays (221 words) - Socratic Dialogues, Free Essays Socrates Socrates believed in speaking the truth. In his speeches, his true character is revealed. He is an individual, who lived only to spread knowledge. Socrates was humble, knowing that he was no wiser than anyone. In not recording his knowledge, he was able to devote more time to thought. He did not take money for his teachings, the poor and rich could learn from him. Socrates spent much time seeking out wise men, and showing them to be fools. He had perseverance, continuing to urge people to think. In his own words he was gadfly. By answering questions with a question, he urged people to find their own answers. Socrates was a selfless man, wanting only to bring goodness to the Athenians. He was magnanimous, forgiving his persecutors. He assured them that he did not fear death. Wherefore, O judges, be of a good cheer about death, and know of a certainty, that no evil can happen to a good man, either in life or after death. (Plato) Socrates was almost larger than life, in his generosity, good humor, and love of life. He was courageous in the way that he defended himself, in plain words rather than use large words and a person to speak for him. These characteristics define Socrates as almost larger than life.

Engage Students with Songs to Teach Metaphor and Simile

Engage Students with Songs to Teach Metaphor and Simile One way to engage students in the study of figurative language-specifically similes and metaphors- is to use examples from the songs they like. Teachers in grades 7-12 can point out how the  metaphors and similes in song lyrics allow  songwriters to communicate their innermost feelings. The metaphors and similes in songs help students to visualize comparisons that are  purposefully placed to convey attitude- Sad? Tears of a Clown. Happy? Walking on Sunshine. Dependable? Solid like a Rock.   If a teacher wants to teach similes and call attention to the  characteristic comparison word like, there is probably nothing more iconic then the song Like a Rolling Stone, the 1965  folk rock anthem by Nobel  laureate Bob Dylan. A more contemporary song example is   Let It Go from the Disney film Frozen where the Princess Elsa (voiced by  Idina Menzel) laments that The wind is howling like this swirling storm inside. Teachers can show how the songwriters chose similes to help listeners visualize the emotions of the singer, and both of these examples  use the word like in their poetic comparisons. For the explicit instruction of metaphors, there is  the 2015 country music hit by Keith Urban titled  John Cougar,  John Deere,  John 3:16  Ã‚  that  begins with a series of rapid-fire metaphors: Im a forty-five spinning on an old Victrola;  Im a two strike swinger, Im a Pepsi cola... There is also the classic rock and roll hit  Hound Dog, covered by Elvis Presley (1956) with its unflattering comparison to someone who is crying all the time... Here the metaphors are comparisons are direct but unusual: a singer to a record, a friend to a dog. These metaphors help the listener better understand the relationships in the songs. Caution: PG Language Only: While teachers can engage students by having them find similes and metaphors in the music they enjoy, the sharing of these songs in school must include high degrees of caution. There are several song lyrics that are explicit in their use of improper language, vulgarity, or profanity. There are also song lyrics that intentionally use metaphors and similes as coded language to send an implicit message that could be inappropriate for a middle school or high school class. If students will be allowed to share songs and lyrics in class, they must be prepared to share only those verses that are appropriate for use in class. In other words, PG lyrics only!   Here are two linked articles with songs that are already previewed for use in class that can be used to provide additional examples of both similes and metaphors in songs. Several of these song lyrics have already been analyzed to help teach about these key figures of speech: Article #1:Songs With Metaphors This article features 13 songs that can be used as models  for mini-lessons. The examples of metaphors in the lyrics are already analyzed for use in class. Songs include: ​Cant Stop the Feeling- by Justin TimberlakeH.O.L.Y. -Florida Georgia Line​Im Already There,  by LonestarThis is What You Came For -Rhianna Article #2:Songs With Similes This article features eight songs that can be used as models   or mini-lessons. The examples of similes in the lyrics are already analyzed for use in class. Songs include: Just Like Fire  -PinkStiches by  Shawn MendesExs Ohs by Elle King Common Core Connection Teachers still meet the literacy anchor standard in the Common Core for  English Language Arts when they use   song lyrics to address metaphors and similes: CCSS.ELA-LITERACY.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Finally, using song lyrics is one way teachers can move away from the worksheet and show students the importance of metaphors and similes in their everyday lives. Research on motivating students also suggests that when students are given the opportunity to make a choice, their level of engagement increases. Increasing student engagement through choice and allowing them to  share how  songwriters from every musical genre use similes and metaphors may give students the practice they need to become  proficient in interpreting and analyzing figurative language in other kinds of texts.

Communications and the City Essay Example | Topics and Well Written Essays - 2000 words

Communications and the City - Essay Example Consider the tricorders in use in the original Star Trek television series and early films; the video wristwatches that were available to James Bond back in the 1970's, and the eerie way in which Sandra Bullock's droid character was able to see into Sylvester Stallone's memories in Demolition Man. Now that the 21st century has arrived, we are completely surrounded by communication. We carry access to the World Wide Web in our pockets; the ability to communicate digitally has actually slowed our interpersonal communication, as we spend our time with other people texting people who are not with us, or posting information about what we are doing on Facebook or other social media sites. However, communication from the media to us does not just travel through smartphones, and the newest forms of urban planning are taking this change into account. One of the challenges facing urban planners is the inclusion of robust methods of communication and media technology without ending up living in the dank, black sort of city that served as The Running Man's labyrinth. However, incorporating media into city planning does not mean that citizens have to have walls built up between themselves and others, either in the form of dark skyscrapers or suburban sprawl. The very word â€Å"media† has taken on the connotation of passive reception of entertainment, networking with people close at hand as well as on the other side of the globe (McCullough 2006, 16). McCullough (2006) applies the term â€Å"locative† to media technology that leaves the desktop and the laptop behind and works its way into the other parts of our mundane lives. The good news is that the media technology that is used in urban planning does not have to take the form of a separate world that sits behind a large desktop monitor, as Walker (1989) envisioned. This vision of larger access to media did populate the cultural imagination, as such films as I, Robot and such novels as Ready Player One saw a future in which the true controllers of the world would sit behind glass walls in offices, manipulating events through touch screens and avatars. However, the world has proven not to be so difficult to infiltrate with media. The advent of the smartphone, as well as larger-scale technologies, enable people to indulge their taste for media while out on the streets. This has taken some time to take place, though. In 2005, the Where 2.0 conference was all about the transition of online information from the computer to geospace (McCullough 2006, 16). The advent of all of the Web 2.0 tools has made the notion of â€Å"cyberspace† almost an antiquated one. While one still sees ruddy invitations to come to websites, more often than not one can find the necessary web content all about one, no matter where one is. You no longer have to unplug from your social surroundings, go upstairs, power on the computer, plug in the modem, and wait for your information. You don't even have to sit down; you can access it while on the move. In fictive environments, of course, this was predicted long ago, most frightfully by the visions of George Orwell in 1984. The purpose of the information technology in Smith's world, of course, was surveillance, as Big Brother and the Party were all about keeping tabs on the deeds, words, and even thoughts