Instructional design Essay Example for Free

Instructional design Essay Instructional design is an important tool in any system of education. It enables all the stakeholders of the educational sector to achieve their objectives. This paper critically analyzes the various approaches to institutional design, their benefits and weaknesses, and further examines the principles relevant to instructional designs. Introduction There has been a massive increase in institutions that offer e-learning and this can be attributed to the changes from the traditional methods of teaching, to the future trends in the same. E-learning enables learners to get access to various curricular from the comfort of their computers. It also enables students to earn degrees from prestigious universities, without being physically present there. However, the success of e-learning can be largely attributed to instructional design programmes that guide teaching methods, and ensure that all stakeholders in the education industry achieve their objectives. Instructional design involves transforming the learning principles into learning activities. It goes further and develops, utilizes, manages and evaluates resources and processes for learning. Instructional design also involves creating the right environment, that will transform learners from states of inability to accomplish tasks, to states of the ability to accomplish tasks. There are three main approaches that are used in achieving these objectives. The first approach is the behavioral approach, the second is the cognitivism approach, while the third is the constructivism approach. These approaches have benefits and limitations, and are discussed below. Behaviorism approach. The founder of this approach to instructional design, is John Watson. He wrote a paper in 1913, in which he argued that when studying social science, we should study and record overt behavior only. This is the behavior that can be observed and measured, and he further added that we should ignore inner states such as mental states or motives. The reason for ignoring the inner state, according to him, was that it cannot be objectively measured. This implies that the inner state cannot be simultaneously observed by many observers. Watson called the inner processes, the black box, and his view was that they were not accessible, scientifically. In behaviorism, our focus is overt behavior and its stimuli, thereby making it the stimulus-response-psychology. Watson further says that all behavior can be attributed to external stimuli, which is observable. How the stimuli is processed inside the body is regarded as irrelevant, since it cannot be objectively measured. Since the behaviorists view behavior as a response to environmental stimulus, change of behavior can be realized by creating the favorable environment. Watsons approach to behaviorism was influenced by Ivan Pavlovs earlier perspectives on operant conditioning and classical conditioning. Pavlov, had discovered that responses of salivation, brought about by seeing food, could also be generated by stimuli present during the presence of food. He observed this by doing an experiment with his dog; the fact that a bell was rang, just before the dog ate food, made it salivate every time it heard the bell, even though food was not present. This is what Pavlov referred to as classical conditioning. Skinner, on the other hand, came up with the operant conditioning perspective. His view was that behavior is only likely to be repeated, after getting a certain reward and that the repetition is dictated by the consequence of the same behavior. Edward Thorndike is another social scientist who supported the behaviorism approach. He stated that if there is a response to a situation, and it leads to a consequence that is satisfying, it is very likely that the response will be repeated, if the situation happens in future. He conducted an experiment using cats in puzzle boxes and realized that the time they took to escape from the box gradually reduced. He further attempted to see if the cats were using insight or whether they were gradually learning. His findings were that they were gradually learning, since the reduction in time used did not change abruptly, but instead changed gradually. The philosophy behind behaviorism is that a person can derive meaning, in the environment, without using personal experience (Ainslie, 2001). The instructional goals are framed in observable and specific behavioral terms. This approach looks at the immediate change in behavior, that can be recognized. In a learning environment, the instructor presents well structured materials to the student, and assesses his or her complete understanding of the same. The instructor focuses on interaction and presentation, offering individual students tutorial relationship. The students read provided materials and the assesses their mastery of the same, through individual tests and assignments. Since the general agreement is that stimuli leads to a specific response, most of this type of research is carried out with animals, in laboratories. It makes no difference in whether the response is observed using an experiment, as opposed to real life situations, if stimuli generates certain responses. The approach has been very useful in introducing humane education environments, since it was realized that rewards encouraging desirable behavior achieved better results, than punishments for undesirable behavior. Types There are basically three types of behaviorism; the first type is the methodological behaviorism. In this case, behaviorism is seen to ignore the mental state and other internal processes that affect behavior of an organism. This type of behaviorism sees no additional benefits that can be derived from consideration of an entitys desires or beliefs, in understanding patterns of behavior and therefore ignores them. This type of behaviorism views the mental state as a poor object of empirically studying the behavior of an entity. The second type of behaviorism is the psychological behaviorism and it tries to explain animal and human behavior as influenced by external stimulus. This is explained by Watsons experiment on the dog and bell, which is explained above. The dogs characteristic of salivating every time it hears the bell can be explained by this type of behaviorism. The third type of behaviorism is the analytical behaviorism, which is also called the logical behaviorism. This is a philosophical theory that explain the meanings of mental concepts and terms. It further goes on to explain that the idea of a mental condition or state is a behavioral disposition idea. Strengths According to Graham (2004), one of the strengths attributed to this approach is that it avoids regressive explanation of behaviors. This is through avoidance of explaining a form of behavior, using another form of behavior, that is, explaining overt behavior using covert behavior. This is achieved through ignoring mental activities, which are forms of behavior and using other forms non behavior, such as environmental stimulus, to explain behavior. Another strength that behaviorism possesses is that it is anti-nativist. Nativists believe that the mind at birth, has rules of processing that are used when learning. Behaviorism is supported by theorists since they believe that the mind learns through exposure to a stimulus and not through implicit procedures. Weaknesses. One weakness of behaviorism is the inadequate understanding of the effect of reinforcements on behaviors. The reinforcement should always increase frequency of responses, but this relies on the ability of the organism to recall the circumstances under which the stimuli was presented. This means that in the event that the organism forgets those circumstances, there will be no response to the stimuli. The second weakness is that this approach ignores the mental state and the inner motivation. This is commonly referred to as the black box and is usually ignored by behaviorism. The disadvantage of this ignorance is that both the mental state, and motivation play a part in determining the behavior of an individual. The third weakness is that for the organism to react to the stimuli, the reinforcement has to be consistent, otherwise the organism will not notice it. Some theorists regard intrinsic human conditions as limitation to this approach. These include loss of memory, presence of pain, paralysis of the body and the language barrier. All these can make the organism or human fail to respond to the reinforcement, either because they do not sense it, or they sense it but are unable to respond. Cognitivism Cognitivism is an approach that tries to study the inner processes that are ignored by behaviorism. Cognitivism attempts to open the black box that is closed by behaviorism. According to cognitivism, human minds process information, which makes it important to understand the processes, which include problem solving, remembering, attending and knowing work. Cognitivists relate to the computer language of input of information, and processing of the same, leading to output of information. Cognitivism started in the 1960s, when there were limited perspectives on approaches to behaviourism. Some of the theorists that were associated with cognitivism include; Robert Gagne, Jerome Bruner and Ausubel David. Ausubel stressed importance of content meaning, which could be associated with the pre-existing information. Bruner, on the other hand stressed the importance of motivation in the learning process, while Gagne defined the conditions of learning, which include intellectual skills, verbal information and cognitive processes. Questions were asked about the black box and someone had to open it. The basic view in this approach, is that the response to a situation by human beings is dictated by processing of information. Cognitive theorists view much of learning as taking place through repetition and contiguity. They view the role of reinforcement as more of provision of feedback on accuracy of a response, rather than motivation. It is easier to remember information with the following qualities; The first is meaningful effects, which means that meaningless information is difficult to remember and vice verse. Practice effects means that information that is rehearsed is easily remembered, especially if done with distributed practice (Place, 2000). Schema effects imply that it is difficult to remember information that cannot fit a persons schema. Mnemonic effects are used to transform meaningless words and expressions into meaningful semantics. State dependent effect means that it is easier to remember something, under the context it was taught in, than on a different context. Weaknesses The weakness with this approach is that the learner may not learn the best way of accomplishing a task, using this approach, since it might change in different situations. This means that the knowledge learned may not be applicable in solving new problems. For instance, the correct way to log into a computer may vary with the model and software being used. The other weakness, according to Kearsley (2007), is that this approach does not always work, this may be due to a combination of several factors. The brain cannot be taken to work exactly like a computer, since a computer is a machine. There are human factors that might hinder a person from effectively remembering what is learned, but the same cannot be said of a computer. The person might have stress or be exhausted and this affects the working of the processes. Constructivism This approach views learning as a process that is constructive and active. Learning is seen to occur when children construct representations of the information that they have acquired and processed. This requires the link between pre-existing knowledge and new information. This link is subjective and varies from one person to another, since everyone possesses different knowledge, brought about by undergoing different experiences. However, it is important that the pre-existing knowledge is stimulated in order for the person to remember it, and subsequently link it to the new information. Jonassens model Jonassen is a University of Missouri don and an expert in implementing innovative theories of learning. He designed a learning framework for curriculum development and the following are the elements; the first element is the plan for establishing and developing the instruction program. The second element is the methods for advancing existing programs, while the third is strategies for sustaining partnerships. The fourth is assessment of the instruction impacts and evaluation of the learners understanding. These guidelines help in transformation of students gestalt from the stage where they are confused to the stage where there is familiarity. Gestalt psychology This is a theory of the brain and mind that explains that the whole of the brain is not equal to the sum of the parts. It is used to explain how human senses work, especially in recognizing whole forms and figures. There are four properties in this approach and the first is emergence. Here, the vision is not properly visible. The second property is reification and here, the perception of the aspect is generated. The third stage is multistability and in this case, ambiguous perceptions moves between two possible interpretations. The last property is invariance and this is where geographical objects, simple in nature are recognized, even though they may be rotating or distorted in scale. Techniques The techniques used in constructivism include collaborative learning, where learners who have different backgrounds and skills discuss and do tasks together, such that they come to an agreement on the truth about a certain situation or circumstance. Another technique involves library research and the learners discover new facts by themselves, without the aid of the instructor. Similarly, field work excursions may also help the learners discover things as they are in real life, through conducting research on the ground. Learners can also learn through teaching, which is different from presentations, since the learners have the freedom to use their own approach to teaching. The strength of this approach is that it is useful for the learner when dealing with real-life situations. According to Robinson (2003), the basic forms of teaching using this method are coaching, scaffolding and modeling. These methods help the students in acquisition of cognitive skills, through practice and observation. Modeling provides an opportunity for the learner to observe problems and their solutions, in order to enable them to create conceptional models. Scaffolding and coaching provides feedback, hints and sometimes guidelines so that they are able to complete tasks. Examples of such forms of teaching are on-line message boards, workshops, simulations and games. Criticism While the constructivists state that learning can be enhanced by doing, critics argue that this is not always the case. They further argue that some novice learners lack schemas or the mental capability to learn through doing. Some critics even go further to say that years of research have not proved that the constructivist approach leads to discovery, and in the instances where discovery has occurred, this was as a result of guided discovery, through help by instructors. Some critics see the constructivism approach as impractical in certain fields since it reveals certain weaknesses, that are attributed to the constructivism approach, which they view as focusing on memorization as opposed to behavior action or change. For example, in a study done on medical students, project based learning revealed weaknesses in the students abilities to pass written tests, due to the bias in learning the experimental aspects. Principles of instructional design These are the principles that should be followed when undertaking instructional design, and their purpose is to achieve the objectives of instructional design. The first principle is the fairness and this implies that all learners should use equal means to achieve the requirements of the course. The instructions should be accessed by equally by all learners. Diversity and the different abilities of the learners should be taken into consideration. An example of such a learning environment is an on-line based course. The second principle that should be applied is the flexibility in participation, use and presentation of learning materials. This means that there should be several ways of accessing the learning materials, interacting with them, and evaluation of use of the materials. The instructions should be designed to satisfy the wide range of preferences of the learner. Examples of such learning environments are ones with provision of optional assignments, due dates and formats where possible. The third principle, according to Wells (2000), is consistent and straightforward instructions, and this means that the instructions should be clear and free from unnecessary distractions and complexities. This can be done through ensuring that grading, content, learning objectives and assignments are consistent. The fourth principle is explicitly presenting information, and this is where expectations of the course are clear. It also entails making all communication lines clear and removing any barriers to the same. It also involves presentation of the information in a multiple format. This can be achieved through making explicit expectations on assignments and providing a rubric or grading system. The fifth principle is a supportive environment for learning. This entails proper handling of mistakes made, and viewing them as opportunities for learning. It also involves minimizing the hazards that have the potential to cause irreversible failures and errors. An example of such a learning environment is one where very large assignments are broken into smaller components so that there are minimal errors by students. Another way to achieve this is to provide questions that are frequently asked during assessments. The other principal is having learning space that can accommodate all students and finally, minimizing unnecessary physical requirements or efforts by the students. This can be achieved by for instance, allowing the students to use word processors for a submission, and allowing the electronic submission of the assignments. Conclusion There are several approaches that can be used in instructional designs. Each approach has its own pros and cons. It is important to evaluate these before using an instructional design approach. The instructors should understand the learning process, when dealing with students, and the obstacles to learning so that they can avoid them. It is also clear that there are several principles that should be followed when practicing instructional designs. It is very important to create the right environment for learning, since that is what motivates students to learn. It is also important to take care of the diverse needs of learners since they come from different backgrounds, and most of all, equality should be observed regardless of the background of the learner. References. Ainslie, G. (2001). Breakdown of Will. Washington: AMACOM. Graham, G. (2004). Identifying the Mind: Selected Papers of U. T. Place. Oxford: Oxford

Fundamentals of Research Essay -- Research Analysis

It has always been human nature to seek answers, find solutions to problems, observe, and bring awareness of discoveries. This process of inquiry has become more sophisticated and daunting throughout time. Nevertheless, curiosity and the need to progress remains the same. Many regard research as gathering information and using facts to support findings (Leedy & Ormrod, 2010, pg. 1-2). Nevertheless, Leedy and Ormrod (2010), define research as "a systematic process of collecting, analyzing, and interpreting information (data) in order to increase our understanding of a phenomenon about which we are interested or concerned" (Leedy & Ormond, 2010, pg. 2). Nunan's definition (as cited in Mustafa, 2011), describes research as having a "question, problem, hypothesis, data, analysis and interpretation of analysis" (p. 24). Reaching the goal is the culmination of the research; in this case, the goal for conducting a doctoral research is to improve the music education curriculum and prov ide an excellent learning opportunity for all students including students with disabilities to experience academic success. The current music curriculum's design appears to be standard for all students including students with disabilities. Because of inclusion, children with learning disabilities participate with non-disabled children in music. At a recent music therapy workshop, teachers expressed concerns regarding how to support students with learning needs. Inquiry on the current music curriculum and the No Child Left Behind (NCLB) Act of 2001 initiated the following questions: Is the NCLB working to meet all students' learning needs as well as support music teachers with appropriate education resources? How have core subject state assessmen... ... Preservice music teachers' perceptions of fieldwork experiences in a special needs classroom. Journal of Research in Music Education, 57(2), 152-168. Leedy, P. D., & Ormrod, J. E. (2010). Practical research: Planning and design Saddle River, NJ: Merrill. Mustafa, R. F. (2011). The P.O.E.ms of educational research: A beginners' concise guide. International Education Studies, 4(3), 23-30. Pellitteri, J. (2000). Music therapy in the special education setting. Journal of Educational and Psychological Consultation, 11(3&4),379-391. Retrieved from http://www.soundconnectionsmt.com/docs/Music%20Therapy%20in%20Special%20Education. Zdzinski, S.F., & Barnes, G.V. (2002). Development and validation of a string performance rating scale. Journal of Research in Music Education, 50(3), 245-255. Retrieved from http://search.proquest.com/docview.214475469? accounted=

Night World : Black Dawn Chapter 9

She was in his mind. It was all around her, like astrange and perilous world. A terribly frighteningworld, but one that was full of stark beauty. Everything was angles, as if she'd fallen into theheart of a giant crystal. Everything glittered, coldand clear and sharp. There were flashes of color aslight shimmered and reflected, but for the most part it was dazzling transparency in every direction. Like the fractured ice of a glacier. Really dangerous,Maggie thought. The spikes of crystal around her had edges like swords. The place looked as if it had never known warmth or softcolor. And youlive here?she thought to Delos. Go away.Delos's answering thought came to her.on a wave of cold wind. Get out! No,Maggie said. You can't scare me. I've climbed glaciers before.It was then that she realized whatthis place reminded her of. A summit. The bareand icy top of a mountain where no plants-andcertainly no people-could survive. But didn'tanything goodever happen to you? shewondered. Didn't you ever have a friend†¦or apet†¦ or something? No friends,he said shortly. No pets. Get out of here before I hurt you. Maggie didn't answer, because even as he said itthings were changing around her. It was as if the glinting surfaces of the nearby crystals were suddenly reflecting scenes, perfect little pictures withpeople moving in them. As soon as Maggie lookedat one, it swelled up and seemed to surround her. They were his memories. She was seeing bits ofhis childhood. She saw a child who had been treated as aweapon from the time he was born. It was all aboutsome prophecy. She saw men and women gatheredaround a little boy, four years old, whose blacklashed golden eyes were wide and frightened. â€Å"No question about it,† the oldest man was saying. Delos's teacher, Maggie realized, the knowledge flowing to her because Delos knew it, and shewas in Delos's mind. â€Å"This child is one of the Wild Powers,† theteacher said, and his voice was full of awe andfear. His trembling hands smoothed out a brittlepiece of scroll. As soon asMaggie saw it she knew that the scroll was terribly old and had been keptin the Dark Kingdom for centuries, preserved hereeven when it was lost to the outside world. â€Å"Four Wild Powers,† the old man said, â€Å"who willbe needed at the millennium to save the world-or-to destroy it. The prophecy tells where they willcome from.† And he read: â€Å"One from the land of kings long forgotten; One from the hearth which still holds the spark; One from the Day World where two eyes are watching; One from the twilight to be one with the dark.†, The child Delos looked around the circle of grim faces, hearing the words but not understandingthem. â€Å"‘The land of kings, long forgotten,†Ã¢â‚¬Ëœ a womanwas saying. â€Å"That must be the Dark Kingdom.† â€Å"Besides, we've seen what he can do,† a big mansaid roughly. â€Å"He's a Wild Power, all right. The bluefire is in his blood. He's learned to use it too early, though; he can't control it. See?† He grabbed a small arm-the left one-and heldit up. It was twisted somehow, the fingers clawed and stiff, immobile. The little boy tried to pull his hand away, but hewas too weak. The adults ignored him. â€Å"The king wants us to find spells to hold thepower in,† the woman said. â€Å"Or he'll damage himself permanently.† â€Å"Not to mention damaging us,† the rough mansaid, and laughed harshly. The little boy sat stiff and motionless as theyhandled him like a doll. His golden eyes were dryand his small jaw was clenched with the effort notto give in to tears. That's awful,Maggie said indignantly, aiming herthought at the Delos of the present. It's a terrible way to grow up. Wasn't there anybody who cared about you? Your father? Goaway, he said. I don't need your sympathy. And your arm,Maggie said, ignoring the cold emptiness of his thought. Is that what happens toitwhen you use the blue fire? He didn't answer, not in a thought directed ather. But another memory flashed in the facets of a crystal, and Maggie found herself drawn into it. She saw a five-year-old Delos with his armwrapped in what looked like splints or a brace. Asshe looked at it, she knew it wasn't just a brace. It was made of spells and wards to confine the blue fire. â€Å"This is it,† the woman who had spoken beforewas saying to the circle of men. â€Å"We can controlhim completely.† â€Å"Are you sure? You witches are careless sometimes. You're sure he can't use it at all now?† Theman who said it was tall, with a chilly, austereface-and yellow eyes like Delos's. Your father,Maggie said wonderingly to Delos. And his name was †¦ Tormentil? But †¦She couldn't go on, but she was thinking that he didn'tlook much like a loving father. He seemed just likethe others. â€Å"Until I remove the wards, he can't use it at all.I'm sure, majesty.† The woman said the last word in an everyday tone, but Maggie felt a little shock.Hearing somebody get called majesty-it made him moreof a king, somehow. â€Å"The longer they're left on, the weaker he'll be,† the woman continued. â€Å"And hecan't take them offhimself. But I can, at any time – â€Å" â€Å"And then he'll still be useful as a weapon?† â€Å"Yes. But blood has to run before he can use the blue fire.† The king said brusquely, â€Å"Show me.† The woman murmured a few words and strippedthe brace off the boy's arm. She took a knife fromher belt and with a quick, casual motion, like Maggie's grandmother guttinga salmon, opened a gash on his wrist. Five-year-old Delos didn't flinch or make asound. His golden eyes were fixed on his father's faceas blood dripped onto the floor. â€Å"I don't think this is a good idea,† the old teachersaid. â€Å"The blue fire isn't meant to be used like this,and it damages his arm every time he does it= â€Å"Now,† the king interrupted, ignoring him andspeaking to the child for the first time. â€Å"Show mehow strong you are, son. Turn the blue fire on †¦Ã¢â‚¬  He glanced up deliberately at the teacher. â€Å"Let'ssay-him.† â€Å"Majesty!† The old man gasped, backing againstthe wall. The golden eyes were wide and afraid. â€Å"Do it!† the king said sharply, and when the littleboy shook his head mutely, he closed his hand onone small shoulder. Maggie could see his fingerstighten painfully. â€Å"Do what I tell you. Now!† Delos turned his wide golden eyes on the old man, who was now shrinking and babbling, his trembling hands held up as if to ward off a blow. The king changed his grip, lifted the boy's arm. â€Å"Now, brat! Now!† Blue fire erupted. It poured in a continuousstream like the water from a high-power fire hose.It struck the old man and spreadeagled him againstthe wall, his eyes and mouth open with horror. Andthen there was no old man. There was only a shad owy silhouette made of ashes. â€Å"Interesting,† the king said, dropping the boy'sarm. His anger had disappeared as quicklyasithad come. â€Å"Actually, I thought there would bemore power. I thought it might take out the wall.† â€Å"Give him time.† The woman's voice was slightlythick, and she was swallowing over and over. â€Å"Well, no matter what, hell be useful.† The kingturned to look at the others in the room. â€Å"Remember-all of you. A time of darkness is coming. Theend of the millennium means the end of the world.But whatever happens outside, this kingdom isgoing to survive.† Throughout all of this, the little boy sat andstared at the place where the old man had been.His eyes were wide, the pupils huge and fixed. Hisface was white, but without expression. Maggie struggled to breathe. That's-that's themost terrible thing I've ever seen.She could hardly get the words of her thought out. Theymade you kill your teacher-he made you do it. Yourfather. She didn't know what to say. Sheturned blindly, trying to find Delos himself in this strange landscape, trying to talk to him directly.She wanted to look at him, to hold him. To comfort him. I'm so sorry. I'mso sorry you had to grow uplike that. Don't be stupid,he said. I grew up to be strong.That's what counts. You grew up without anyone loving you,Maggiesaid. He sent a thought like ice. Love is for weak people. It's a delusion. And it can be deadly. Maggie didn't know how to answer. She wanted to shake him. All that stuff about the end of the millennium and the end of the world-what did that mean? Exactly what it sounded like,Delos said briefly. The prophecies are coming true. The world o f hu mans is about to end in blood and darkness. And then the Night People are going to rule again. And that's why they turned a five-year-old into alethal weapon? Maggie wondered. The thoughtwasn't for Delos, but she could feel that he heard it. I am what I was meant to be,he said. And I don't want to be anything else. Are you sure?Maggie looked around. Althoughshe couldn't have described what she was doing, she knew what it was. She was looking forsomething†¦ something to prove to him †¦ A scene flashed in the crystal. The boy Delos was eight. He stood in front of apile of boulders, rocks the size of small cars. Hisfather stood behind him. â€Å"Now!† As soonasthe king spoke, the boy lifted his arm.Blue fire flashed. A boulder exploded, disintegrating into atoms. Again! Another rock shattered. â€Å"More power! You're not trying. You're useless!†The entire pile of boulders exploded. The bluefire kept streaming, taking out a stand of trees behind the boulders and crashing into the side of amountain. It chewed through the rock, meltingshale and granite like a flamethrower burning awooden door. The king smiled cruelly and slapped his son onthe back. â€Å"That's better.† No. That's horrible,Maggie told Delos. That'swrong. This is what it should be like. And she sent to him images of her own family.Not that the Neelys were anything special. Theywere like anybody. They had fights, some of them pretty bad. But there were lots of good times, too, and that was what she showed him. She showed him her life†¦ herself. Laughingasher father frantically blew on a flaming marshmallow on some long-past campingtrip. Smelling turpentine and watching magical colors unfold on canvasas her mother painted. Perch ing dangerously on the handlebars of a bike while Miles pedaled behind her, then shrieking all theway down a hill. Waking up to a rough warmtongue licking her face, opening one eye to see Jake the Great Dane panting happily. Blowing out candles at a birthday party. Ambushing Miles from herdoorway with a heavy-duty water rifle †¦ Who is that?Delos asked. He had been thawing;Maggie could feel it. There were so many thingsin the memories that were strange to him: yellowsunshine, modern houses, bicycles, machinerybut she could feel interest and wonder stir in himat the people. Until now, when she was showing him a sixteenyear-old Miles, a Miles who looked pretty muchlike the Miles of today. That's Miles. He's my brother. He's eighteen and he just started college.Maggie paused, trying to feel what Delos was thinking. He's the reason I'm here.He got involved with this girl called Sylvia-Ithinkshe's a witch. And then he disappeared. I went tosee Sylvia, and the next thing I know I'm waking up ina slave-trader's cart. In a place I never knew existed. Delos said, I see. Delos, do you know him? Have you seen him be fore?Maggie tried to keep the question calm. She would have thought she could see anything thatDelos was thinking, that it would all be reflected inthe crystals around her, that there was nothing he could hide. But now suddenly she wasn't sure. It's best for you to leave that alone,Delos said. I can't,Maggie snapped back. He's my brother! If he's in trouble I have to find him-I have to helphim. That's what I've been trying to explainto you. We help each other. Delos said, Why? Because we do. Because that's what people are supposed to do. And even you know that, somewhere down deep. You were trying to help me in my dream She could feel him pull away. Your dreams are just your fantasies. Maggie said flatly, No. Not this one. I had it before I met you. She could remember more of it now. Here in his mind thedetailswere coming to her, all the things that had been unclear before. And there was onlyone thing to do. She showed it to Delos. The mist, the figure appearing, calling her name.The wonder and joy in his face when he caughtsight of her. The way his hands closed on hershoulders, so gently, and the look of inexpressibletenderness in his eyes. And then -I remember!Maggie said. Youtold meto look for a pass,underneath a rock thatlooked likea wave about to break You told me to get awayfromhere, to escape. Andthen†¦ She remembered what had happened then, andfaltered. And then he had kissed her. She could feel it again, his breath a soft warmthon her cheek, and then the touch of his lips, just as soft. There had been so much in that kiss, somuch of himself revealed. It had been almost shy in its gentleness, but charged with a terrible passion, as if he had known it was the last kiss theywould ever share. It was †¦ so sad,Maggie said, faltering again.Not from embarrassment, but because she was suddenly filled with an intensity of emotion that fright ened her. I don't know what it meant, but it was so sad†¦. Then, belatedly, she realized what was happeningwith Delos. He was agitated. Violently agitated. The crystalworld around Maggie was trembling with denialand fury-and fear. That wasn't me. I'm not like that,he said in avoice that was like a sword made of ice. It was,she said, not harshly but quietly. I don't understand it, but it really was you. I don't understand any of this. But there's a connection betweenus. Look what's happening to us right now. Is thisnormal? Do you people always fall into each oth ers' minds? Get out!The words were a shout that echoedaround Maggie from every surface. She could feel his anger; it was huge, violent, like a primal storm. And she could feel the terror that was underneath it, and hear the word that he was thinking anddidn't want to think, that he was trying to bury and run away from. Soulmates.That was the word. Maggie couldsense what it meant. Two people connected, boundto each other forever, soul to soul, in a way thateven death couldn't break. Two souls that were destined for each other. It's a lie,Delos said fiercely. I don't believe in souls. I don't love anyone. And I don't have any feelings! And then the world broke apart. That was what it felt like. Suddenly, all aroundMaggie, the crystals were shattering and fracturing.Pieces were falling with the musical sound of ice.Nothing was stable, everything was turning to chaos. And then, so abruptly that she lost her breath,she was out of his mind. She was sitting on the ground in a small cave lit only by a dancing, flickering flame. Shadows wavered on the walls and ceiling. She was in her ownbody, and Delos was holding her in his arms. But even as she realized it, he pulled away and stood up. Even in the dimness she could see that his face was pale, his eyes fixed. As she got to her feet, she could see somethingelse, too. It was strange, but their minds were still connected, even though he'd thrown her out of his world. And what she saw†¦was herself. Herselfthrough his eyes. She saw someone who wasn't at all the frailblond princess type, not a bit languid and perfect and artificial. She saw a sturdy, rosy-brown girlwith a straight gaze. A girl with autumn-coloredhair, warm and vivid and real, and sorrel-coloredeyes. It was the eyes that caught her attention: there was a clarity and honesty in them, a depth and spaciousness that made mere prettiness seem cheap. Maggie caught her breath. Do I look like that? she wondered dizzily. I can't. I'd have noticed inthe mirror. But it was how he saw her. In his eyes, she wasthe only vibrant, living thing in a cold world of black and white. And she could feel the connectionbetween them tightening, drawing him toward her even as he tried to pull farther away. â€Å"No.†His voice was a bare whisper in the cave.†I'm not bound to you. I don't love you.† â€Å"Delos-!' I don't love anyone. I don't have feelings.† Maggie shook her head wordlessly. She didn'thave to speak, anyway. All the time he was tellingher how much he didn't love her, he was moving closer to her, fighting it every inch. â€Å"You mean nothing to me,† he raged through clenched teeth. â€Å"Nothing!† And then his face was inches away from hers, and she could see the flame burning in his golden eyes. â€Å"Nothing,† he whispered, and then his lipstouched hers.

The About a Hero Named Beowulf - Free Essay Example

Sample details Pages: 2 Words: 680 Downloads: 7 Date added: 2019/05/08 Category Literature Essay Level High school Tags: Beowulf Essay Did you like this example? The poem Beowulf about a hero named Beowulf who saves the Danes from a demon-creature named Grendel, and Grendels mother. Grendel has been killing the Danes for 12 years and King Hrothgar, leader of the Danes is powerless against this creature. Word of Grendels acts have traveled across the ocean to Geatland, where Beowulf lives. Don’t waste time! Our writers will create an original "The About a Hero Named Beowulf" essay for you Create order When Beowulf hears of this, he feels indebted to help King Hrothgar who is the king of the Danes because of a deed King Hrothgar did for Beowulfs father years ago. Beowulf is successful in defeating the creatures, but years later he will succumb to another creature due to his heightened self-value. This poem has an underlying message about the importance of humility and avoiding a haughty, prideful spirit no matter how much you have accomplished. Beowulf arrives to the land of the Danes unsummoned. King Hrothgars officer, Wulfgar, didnt recognize Beowulf or his men when they arrived. In lines 333-389, Wulfgar questions Beowulf as to who he is and why him and his men have sailed to the land of the Danes. When Wulfgar feels more comfortable with Beowulf, he goes to notify King Hrothgar of his arrival all before Beowulf and his men could continue to enter the land. While Beowulfs intention to go to Denmark was noble, this begins to speak to the thoughts that Beowulf has of himself as hero and his abilities to defeat any monster, even if he has never seen it or has no idea what he is going to be up against. When Beowulf is learning about Grendel and he leans that Grendel doesnt use weapons during combat, it seems as if Beowulf sees this as a challenge. In lines 438-439 Beowulf states,but I with my grip shall fight this fiend , meaning that he will also not use any weapons. In the movie Beowulf, the hero is even stark naked in mead-hall awaiting Grendels arrival while all 14 of his men are dressed in armor. It is not stated, but as a reader I wonder if Beowulf has fought any pervious battles unarmed? In my opinion, this was an act of pride. Fortunately, Beowulf defeats Grendel and saves the Danes. He also kills Grendels mother for avenging her sons death by killing one of King Hrothgars men. Before returning home, King Hrothgar has a talk with Beowulf that seemingly foreshadows his death. In 1758-1768, the King warns Beowulf about not succumbing to the spirit of pride. The King is wise and recognizes that Beowulf is in his prime and is known as hero throughout the land, but he also sees fit to remind him that the days of his prime and youth will not always last. This advice doesnt seem to humble Beowulf. Not long after Beowulf returns home to Geatland, his king, King Hygelac is murdered and the son of the king, Heardred takes the throne, but is also soon murdered leaving Beowulf to be king. Beginning at line 2214, we learn about a slave who steals a gold drinking cup from a dragon with a mound of treasures. Once the dragon realized that this item was missing he began to retaliate against Geatland by burning down the city in hopes of finding the man that stole his cup. To defend Geatland, Beowulf prepared for a battle with the dragon. The soldiers of Geatland offered to assist Beowulf, but in a moment of pride Beowulf declined the help. All of the soldiers left except for one, Wiglaf. Defeating the dragon may have been something the Beowulf could have done with ease when he was younger and in his prime; however, this was no longer the case. The dragon began to overpower Beowulf, but luckily Wiglaf stayed and was able to help defeat the monster. Beowulf was bitten in the neck by the dragon and the poisonous venom proved to be fatal. Although Beowulf died because of the venomous bite from the dragon, the message is deeper. Pride caused Beowulf to attempt to fight the dragon alone even after help was offered; pride ultimately lead to King Beowulfs death.