Answer the question according to general rules of academic writing. Use indentations; begin each paragraph with a topic sentence; support the topic sentence(s) with reasons and/or examples; use transition words to show logical organization; write a conclusion. Use correct punctuation throughout.
I want to be clear — I know that I wasn’t excluded from the performance directly because I am transgendered. I was not invited to perform because I am relatively unknown in the U.S., singing a song about ecocide, and that might not sell advertising space. It is not me that is picking the performers for the night, and I know that I don't have an automatic right to be asked.
When we think about the remarkably early age at which the young men went up to university in, let us say, Tudor times, and thereafter were held fit to assume responsibility for the conduct of their own affairs, are we altogether comfortable about that artificial prolongation of intellectual childhood and adolescence into the years of physical maturity which is so marked in our own day? To postpone the acceptance of responsibility to a late date brings with it a number of psychological complications which, while they may interest the psychiatrist, are scarcely beneficial either to the individual or to society. The stock argument in favor of postponing the school-leaving age and prolonging the period of education generally is there is now so much more to learn than there was in the MiddleAges. This is partly true, but not wholly. The modern boy and girl arecertainly taught more subjects--but does that always mean that they actuallyknow more?
On the heels of releasing the critically acclaimed The Crying Light, ANTONY will make two public radio appearances next week to discuss his haunting, touching art.
"I am plainly shocked that the record has been number one in Europe this week, and I want to pause and thank all the people around the world that made that happen, and who have supported me with so much heart over the last few years, and come to my shows, and collected up all the press from around the world on the justonestar website, and wished me well, and shared some time with me at live shows. Thank you for urging me forward through a glorious dream, the likes of which is more your creation than mine. Antony x"
Wherever the matter for Dialectic is found, it is, of course, highlyimportant that attention should be focused upon the beauty and economyof a fine demonstration or a well-turned argument, lest veneration shouldwholly die. Criticism must not be merely destructive; though at the sametime both teacher and pupils must be ready to detect fallacy, slipshodreasoning, ambiguity, irrelevance, and redundancy, and to pounce upon themlike rats. This is the moment when precis-writing may be usefully undertaken;together with such exercises as the writing of an essay, and the reductionof it, when written, by 25 or 50 percent.
An umpire's decision; the degree to which one may transgress the spiritof a regulation without being trapped by the letter: on such questionsas these, children are born casuists, and their natural propensity onlyneeds to be developed and trained--and especially, brought into an intelligiblerelationship with the events in the grown-up world. The newspapers arefull of good material for such exercises: legal decisions, on the one hand,in cases where the cause at issue is not too abstruse; on the other, fallaciousreasoning and muddleheaded arguments, with which the correspondence columnsof certain papers one could name are abundantly stocked.
Synthesis: In contrast to analysis (i.e., taking apart), at the synthesis level students put things back together. Given the pieces, there might be more than one way to do this. In terms of mathematics, students might take the pieces they’ve learned, and put them together to solve problems not yet encountered in the actual classroom setting. Synthesis is involved when creating something new. Advanced students might be asked to create a new theory. Synthesis is tested via major projects, for example, which might be long term involving creativity and application of all that students have learned on a topic.
There is a delightful passage in Leslie Paul's "The Living Hedge"which tells how a number of small boys enjoyed themselves for days arguingabout an extraordinary shower of rain which had fallen in their town--ashower so localized that it left one half of the main street wet and theother dry. Could one, they argued, properly say that it had rained thatday on or over the town or only in the town? How many drops of water wererequired to constitute rain? And so on. Argument about this led on to ahost of similar problems about rest and motion, sleep and waking, est andnon est, and the infinitesimal division of time. The whole passage is anadmirable example of the spontaneous development of the ratiocinative facultyand the natural and proper thirst of the awakening reason for the definitionof terms and exactness of statement. All events are food for such an appetite.
Analysis: At this level, application is taken a step further. Students must be able to take a situation apart, diagnose its pieces, and decide for themselves what tools (e.g., graph, calculation, formula, etc.) to apply to solve the problem at hand. Rather than just understanding and applying individual concepts, students understand the relationship among concepts. Case studies in business, for example, fit this level. The level of difficulty can be controlled for novices to experts by the number of issues presented in the cases requiring analysis. Likewise, this process to control difficulty can be used for any mathematics problem-solving scenario based on level of expertise of learners. For example, at elementary levels, students are introduced to analysis when a few extraneous facts are included in a problem, which are not needed to solve it. At an analysis level, students are able to appreciate that some problems do not have a unique solution and there is more than one way to defend a position or solution method, as in a case study.
History, aided by a simple system of ethics derived from the grammarof theology, will provide much suitable material for discussion: Was thebehavior of this statesman justified? What was the effect of such an enactment?What are the arguments for and against this or that form of government?We shall thus get an introduction to constitutional history--a subjectmeaningless to the young child, but of absorbing interest to those whoare prepared to argue and debate. Theology itself will furnish materialfor argument about conduct and morals; and should have its scope extendedby a simplified course of dogmatic theology (i.e., the rational structureof Christian thought), clarifying the relations between the dogma and theethics, and lending itself to that application of ethical principles inparticular instances which is properly called casuistry. Geography andthe Sciences will likewise provide material for Dialectic.
Application: While key words for comprehension are explaining and discussion, application involves doing. Novices lacking understanding might only be able to apply knowledge when given step-by-step instructions that can be used without deviation. However, at this level, students must be able to demonstrate that they can use concepts and theories in problem-solving. They might be given all the information necessary to do calculations or tasks. Memory at this level is enhanced with repetition. Testing includes unstructured problems that might not have been encountered in the text or during a lecture, requiring students to determine a solution method using what they have learned. Novice students might still turn to the teacher for a correct solution.