Can be on anything to do with microbiology (you can chose the topic) Article - 1

Can be on anything to do with microbiology (you can picked the point) - Article Example The best microbial dangers are a direct result of ingestion of water sullied with creature or human excrement. Different wellsprings of tainting are squander water releases. Youngsters under 5 years old are the most influenced populace with these irresistible ailments. Normal maladies which are transmissible by water are cholera, typhoid and bacillary loose bowels. Cholera is brought about by gram negative poles Vibrio cholerae which are facultative anerobes. The creatures are oceanic microscopic organisms and their appropriation relies upon sodium and temperature of the water. The brooding time of the ailment is 1-3 days and the illness is described by intense and extraordinary looseness of the bowels prompting drying out. Cholera is related with high mortality if not rewarded opportune. Disease because of Vibrio cholera is reliant on bond of the cells of the microscopic organisms to the mucous film of the digestive system and creation of cholera poison. Cholera is celebrated for it s pandemics. The qualities answerable for poison creation are held in the CTX? section (7â€9.7 kb) of the chromosome. The strains of the living being are basic in the earth, particularly is estuaries. Non-culturable however suitable microscopic organisms are answerable for long winded nature and the unexpected appearance of rough cholera flare-ups, trailed by a quick easing back down.

Cognitive Perspectives Learning Rutledge -Myassignmenthelp.Com

Question: Examine About The Cognitive Perspectives Learning Rutledge? Answer: Presentation Friend learning demonstrates understudies educating or gaining from other individual understudies. Friend learning is definitely not another idea in training it includes an expansive scope of exercises. bookkeeping to the scientists of University of Ulster there are ten models of friend learning, with the most established one being the Proctor Model in which the lesser understudies are educated by the senior understudies. The creative current type of distributed learning incorporate inventive taking in cells where understudies from same year structure gatherings to concentrate together and furthermore share individual issues. Different models of friend learning incorporate conversation gatherings, self improvement gatherings, private investigation, classes, peer evaluation, coaching at work environment, and different network administrations. This report is going to concentrate on the way that how distributed learning can make the understudies free students. The accompanying sections will discuss distributed learning and how it can profit the understudies and the routes through it will make the understudies free. Companion learning Then and Now Companion learning isn't at all another idea, since the commencement peer winning has been energized, it tends to be found in Aristotles thought of Archons or the understudy heads and in the letters of Seneca the Younger (Brown 2015). The hypothesis was first sorted out by Andrew Bell, who was a Scotsman in the year 1795 and later this composed hypothesis was executed in the French and English schools. Over some stretch of time peer learning techniques has gotten well known and the instructive foundations has checked out discovering better and increasingly effective strategies for educating (Boud, Cohen and Sampson 2014). Companion learning is not the same as friend guidance, which is a generally ongoing idea, while peer educating or learning implies that one understudy will train another understudy or the two of them will learn together by sharing their particular information. As per Goodlad and Hurst there are a few companion learning techniques at school level. In rumored colleges, substitute educating is a typical technique for peer learning, in this strategy the more established experienced understudies show the more youthful understudies or take duties to coach a portion of the students. Understudies who are ahead in concentrates than their group mates or have as of late have done very well in their scholarly front they take an interest in balanced coaching programs or administering programs (Chiu and Hew 2017). In agreeable learning technique, colleagues partition themselves into little gatherings and everybody in every one of the gatherings assume liability to show others, every one of the individuals contribute something remarkable in the gathering. There is another kind of companion learning wherein is progressively explicit in nature as far as co-employable learning; in this procedure, the whole class is separated into sets where them two coach e ach other it is called Reciprocal friend mentoring (Kulkarni et al. 2015). As per explore, peer learning empower soul of group building and understudies figure out how to get steady; improves mental wellbeing, expands social abilities, relational abilities and fearlessness; and guarantees higher odds of accomplishment and upgrades profitability through cutting edge learning results. Friend learning gets propelled when set as an indispensable bit of an enlightening activities, giving vigilant idea to impact a decent making sense of how to condition. Understudies must edge shared regard for and trust and trust in one another, with the target that they don't vacillate to communicate assumptions, test considerations, and request, or offer assistance when it is required (Kupczynski et al. 2014). Partner learning can be additionally improved if nature of shared assistance proceeds after some time and past the study hall. Along these lines, understudies are freely and by and large accountable for smoothing out their own specific learning and accomplishments. Advantages of Peer Learning There are a few advantages of companion learning, they are as per the following: Singular learning is a significant piece of picking up information it improves self-assurance and advances singular point of view (Richards 2015). Companion learning helps in singular learning, consequently in a way peer learning prompts sharpening of individual aptitudes. The understudies need to connect with each other to participate in peer learning, this guarantees picking up information in a functioning manner (Lundberg 2014). Understudies show singular drive to learn new things, it tends to be said that companion learning techniques the board dynamic learning. Distributed learning prompts better type of collaboration between the understudies, this upgrades relational abilities and this demonstrate useful for the understudies in their individual future. The mentors who partake in peer learning exercises additionally simultaneously overhaul the things that they have learned while showing the others, it gets useful to both the guide and the understudy. The vast majority of the occasions the understudies feel awkward to move toward the educators or their particular instructors to pose any inquiries or to clear any questions yet this doesn't occur in peer learning (Taylor 2017). On account of gaining from their companions the understudies don't hesitate to speak with them, hence there are no holes left in their insight. As the understudies and the companions have a similar outlook and comparative degree of seeing consequently it become simpler for them to convey and comprehend the information procedure. While giving the previously mentioned benefits peer adapting additionally gives money related favorable position (Mastropieri and Scruggs 2017). The organizations doesn't require recruiting more staffs, rather the understudies can go about as educators to their individual bunch mates or the youngsters. In helpful companion learning and gathering learning the understudies can clear their questions with their friend mentors so the instructors get more opportunity to proceed onward to the following sections or exercises. Disservices of Peer Learning There are sure disservices of friend learning too: As the understudies work with their companions or individuals of same age they may not give that much significance and can disregard the undertakings or exercises. There can be holes in learning as the mentors are themselves understudies and they don't have that much involvement with instructing or much information about the exercises. Companion learning doesn't advance sound connections among understudies and educators, if the understudies can examine all alone and become familiar with their exercises, this training doesn't advance appropriate taking in with satisfactory assistance from the instructors (O'Donnell and King 2014). The understudies can get presumptuous, as they are learning all alone with no assistance from the instructors they may begin to accept that they know it all and they needn't bother with any assistance from the accomplished educators and teachers. Inside the understudy gatherings, the people who go about as friend guides may assume responsibility up to a more prominent level and along these lines the others probably won't get any opportunity to do anything or contribute in the exercises of the gathering. Manners by which Peer to Peer Learning advance Student Independence Friend learning causes the understudies to speak with each other and find out about their own errors and comprehend their own quality and shortcomings. Through companion evaluation the understudies will realize whether their objectives, points and procedures are on right or not, from the friend coaches the understudies can take autonomous choice about which way to follow Posing inquiries is essential to increase total information about something, in a class an understudy may feel bashful or feel unbalanced to pose any inquiry straightforwardly to the instructor (Reid, Chau and Thalluri 2016). In the event of companion learning the understudies won't feel modest to pose inquiries and they will don't hesitate to pose inquiries to their mentors who can be their companions or seniors and in this way they won't stay relied upon their teachers to address their inquiries. Companion learning will assist the understudies with dealing with their issues all alone, to examine their own circumstance and to discover an answer with the assistance of their companions (Reinholz 2016). This will likewise help them in their future to comprehend and pass judgment on their own concern and to explain them all alone. Therefore peer learning causes an individual to figure out how to be free in their future too. While learning with their companions the understudies plan everything all alone, the exercise designs, the approaches to execute, everything are chosen by the understudies freely. The understudies additionally screen their own scholarly advancement. In peer learning the understudies screen their own scholarly advancement and they can improve as needs be all alone. They become the appointed authority of their own work and they don't rely upon others. End To finish up it tends to be said that companion learning is significant for the understudies to figure out how to function with each other develop their relational abilities and to figure out how to fill in as a free person. Companion learning causes one to learn with the assistance of their individual mates through trade of information and conversations. Figuring out how to be a free individual is the most fundamental piece of growing up in this manner peer learning ought to be urged so as to make an individual a total individual totally equipped for settling on their own decision and gain from others, pick their own fantasies and one who realizes how to accomplish those objectives. Reference List Boud, D., Cohen, R. what's more, Sampson, J. eds., 2014.Peer learning in advanced education: Learning from and with one another. Routledge. Earthy colored, G., 2015, October. Self and companion appraisal. InAssessment Grading Seminar Series. Chiu, K.F. what's more, Hew, K.F.T., 2017. Nonconcurrent online conversation discussion in MOOCs: Does working issue for peer learning and performance?.Australasian Journal of Educational Technology. Kulkarni, C., Wei, K.P., Le, H., Chia, D., Papadopoulos, K., Cheng, J., Koller, D. furthermore, Klemmer, S.R., 2015. Companion and self appraisal in huge online classes. InDesign thinking research(pp. 131-168). Springer, Cham. Kupczynski

Blog Archive Professor Profiles Vijay Govindarajan, Dartmouth College Tuck School of Business

Blog Archive Professor Profiles Vijay Govindarajan, Dartmouth College Tuck School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Today, we focus on  Vijay Govindarajan  from the Tuck School of Business at Dartmouth College. Vijay Govindarajan, affectionately known by students as simply “VG,” is the Coxe Distinguished Professor at Tuck and has been cited by  Bloomberg Businessweek,  Forbes, and  The Times  as a top-ten strategy professor. His research focus includes global strategy, strategic innovation, strategy execution, and strategic controls. Govindarajan has been a consultant to several well-known companies, including Walmart, FedEx, and Microsoft, and in 2008, he served as chief innovation consultant to General Electric. In addition to his residency at Tuck, Govindarajan was named a Marvin Bower Faculty Fellow at Harvard Business School in 2015 for a two-year period. He was also the 2015 recipient of the Association of Management Consulting Firms Award of Excellence. One alumnus told mbaMission, “VG’s class is great, and the cases have been interesting. Most of the cases are about manufacturing companies; however, they are not boring at all. He’s a great speaker and great lecturer.” Another graduate described Govindarajan’s classroom style to mbaMission by saying, “VG maintains a balance between lecture and class participation. He never cold-calls because he believes that students will be prepared. He doesn’t want students to comment for the sake of commenting and wants people to say something meaningful, which might be different from the approach at other schools.” Another alumnus shared that Govindarajan often brings great speakers to class. For more information about Dartmouth Tuck and 16 other top-ranked MBA schools, check out the free  mbaMission Insider’s Guides. Share ThisTweet Dartmouth College (Tuck) Professor Profiles Blog Archive Professor Profiles Vijay Govindarajan, Dartmouth College Tuck School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school, but the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we profile  Vijay Govindarajan  from the Tuck School of Business at Dartmouth College.   Vijay Govindarajan, affectionately known by students as simply “VG,” is the Coxe Distinguished Professor at Tuck and has been cited by  Bloomberg Businessweek, Forbes, and  The London Times  as a top-ten strategy professor. His research focus includes global strategy, strategic innovation, strategy execution, and strategic controls. Govindarajan has been a consultant to several well-known companies, including Walmart, FedEx, and Microsoft, and in 2008, he served as chief innovation consultant to General Electric. In addition to his residency at Tuck, Govindarajan was named a Marvin Bower Faculty Fellow at Harvard Business School in 2015 for a two-year period. He was also the 2015 recipient of the Association of Management Consulting Firms Award of Excellence. One alumnus told mbaMission, “VG’s class is great, and the cases have been interesting. Most of the cases are about manufacturing companies; however, they are not boring at all. He’s a great speaker and great lecturer.” Another graduate described Govindarajan’s classroom style to mbaMission by saying, “VG maintains a balance between lecture and class participation. He never cold-calls because he believes that students will be prepared. He doesn’t want students to comment for the sake of commenting and wants people to say something meaningful, which might be different from the approach at other schools.” Another alumnus shared that Govindarajan often brings great speakers to class. For more information about Dartmouth Tuck and 15 other top-ranked MBA schools, check out the  mbaMission Insider’s Guides. Share ThisTweet Dartmouth College (Tuck) Professor Profiles Blog Archive Professor Profiles Vijay Govindarajan, Dartmouth College Tuck School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we focus on  Vijay Govindarajan  from the Tuck School of Business at Dartmouth College. Vijay Govindarajan, affectionately known by students as simply “VG,” is the Coxe Distinguished Professor at Tuck and has been cited by  Bloomberg Businessweek,  Forbes, and  The Times  as a top-ten strategy professor. His research focus includes global strategy, strategic innovation, strategy execution, and strategic controls. Govindarajan has been a consultant to several well-known companies, including Walmart, FedEx, and Microsoft, and in 2008, he served as chief innovation consultant to General Electric. In addition to his residency at Tuck, Govindarajan was named a Marvin Bower Faculty Fellow at Harvard Business School in 2015 for a two-year period. He was also the 2015 recipient of the Association of Management Consulting Firms Award of Excellence. One alumnus told mbaMission, “VG’s class is great, and the cases have been interesting. Most of the cases are about manufacturing companies; however, they are not boring at all. He’s a great speaker and great lecturer.” Another graduate described Govindarajan’s classroom style to mbaMission by saying, “VG maintains a balance between lecture and class participation. He never cold-calls because he believes that students will be prepared. He doesn’t want students to comment for the sake of commenting and wants people to say something meaningful, which might be different from the approach at other schools.” Another alumnus shared that Govindarajan often brings great speakers to class. For more information about Dartmouth Tuck and 15 other top-ranked MBA schools, check out the  mbaMission Insider’s Guides. Share ThisTweet Dartmouth College (Tuck) Professor Profiles Blog Archive Professor Profiles Vijay Govindarajan, Dartmouth College Tuck School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we focus on  Vijay Govindarajan  from the Tuck School of Business at Dartmouth College.   Vijay Govindarajan, affectionately known by students as simply “VG,” is the Coxe Distinguished Professor at Tuck and has been cited by  Bloomberg Businessweek, Forbes, and  The London Times  as a top-ten strategy professor. His research focus includes global strategy, strategic innovation, strategy execution, and strategic controls. Govindarajan has been a consultant to several well-known companies, including Walmart, FedEx, and Microsoft, and in 2008, he served as chief innovation consultant to General Electric. In addition to his residency at Tuck, Govindarajan was named a Marvin Bower Faculty Fellow at Harvard Business School in 2015 for a two-year period. He was also the 2015 recipient of the Association of Management Consulting Firms Award of Excellence. One alumnus told mbaMission, “VG’s class is great, and the cases have been interesting. Most of the cases are about manufacturing companies; however, they are not boring at all. He’s a great speaker and great lecturer.” Another graduate described Govindarajan’s classroom style to mbaMission by saying, “VG maintains a balance between lecture and class participation. He never cold-calls because he believes that students will be prepared. He doesn’t want students to comment for the sake of commenting and wants people to say something meaningful, which might be different from the approach at other schools.” Another alumnus shared that Govindarajan often brings great speakers to class. For more information about Dartmouth Tuck and 15 other top-ranked MBA schools, check out the  mbaMission Insider’s Guides. Share ThisTweet Dartmouth College (Tuck) Professor Profiles

Childhood Amnesia - Free Essay Example

Sample details Pages: 3 Words: 957 Downloads: 3 Date added: 2019/03/13 Category Sociology Essay Level High school Tags: Childhood Essay Did you like this example? Childhood Amnesia It is evident in humans around the world to lack the ability to recall childhood events such as the places they were and what emotions they felt. The first and most famous explanation comes by Sigmund Freud in 1953, who first offered an explanation to this phenomenon and introduced the term of Childhood Amnesia. In 1910, Freud referred to this phenomenon as the inability to recall episodic memories from the first two years of life and he credited repression of traumatic events as the cause to Childhood Amnesia. Don’t waste time! Our writers will create an original "Childhood Amnesia" essay for you Create order Many have investigated and questioned whether repression is the correct explanation to infantile amnesia, which is, another name for Childhood Amnesia however, this explanation by Freud had only raised more questions. Considering the number of several explanations about childhood amnesia there is surprisingly very little evidence supporting its existence. Most memory theories fall into two categories: neurological theory, which attributes the cause of Childhood Amnesia to the underdevelopment of brain structures in roles of the hippocampus (HPC) and the prefrontal cortex (PFC) which is essential in forming and retaining the episodic memories in the brain. It appears that an explanation for rapidly forgetting early-life events is due to cognitive development. As the brain matures it causes an inability in adults to recall memories from their early life because they were never formed, or the memories were once formed, but later they became unreachable due to the cerebral changes in order for language to develop. On the other hand, some psychological findings do support and weaken both theories and more importantly, we need to understand their causes. In 1967 Piaget investigated the Neurological theory where he suggested that at 18-24 months of age, language starts to develop in the brain structure where it is required to recall memories and it also starts to develop episodic memories which are very essential since Childhood Amnesia is the inability to form, retain and recall episodic memories. This theory implies that the cause of Childhood Amnesia is underdevelopment of the brain structures at 18-24 months of age then, a child would not be able to remember coming out of the womb or the first birthday party. Regardless, of the neurological theory Howe and Courage (1993) were able to find that children of two years of age could accurately recall events that took place in the first age of life. According to the neurological theory Childhood Amnesia is due to a delayed development of the structures required to form episodic memories, this theory is conflicting because we clearly see through other studies that children, who have not yet reached the indicated age have developed the ability to form, retain and recall episodic memories. Another study done by the Program in Neurosciences Mental Health, The Hospital for Sick Children in Toronto, Canada proposed the neurogenic hypothesis. The Neurogenic hypothesis focuses on the postnatal brain development of new neurons to the hippocampus. They stated that infants including humans, nonhuman primates, and rodents display in the hippocampal high levels of neurogenesis and the infants were not capable of forming long term lasting memories. In the same way, there was a decrease of new neuron levels to the hippocampus to have the ability to form stable long-term memory. They insinuated that neurogenesis levels negatively controls the ability to form long-term memories by replacing synaptic connections in preexisting hippocampal memory circuits. On the contrary, it has been discovered that there are several species with the ability to form long lasting memories increasing significantly when the neurogenesis decreases. Thirdly, Nelson Fivush investigated the theory of language development in 2004 by comparing two groups. The first group being the parents that discussed past memories with their children and the second group of parents that did not discuss past memories with their children. They discovered that the children that discussed their memories with the parents reported a superior number of memories than the children that did not. As a result, Nelson Fivush (2004) found that the memories that occurred before the ability to communicate verbally would develop at risk of being lost because the lack of communication prevents children from processing their memories. Anyhow, as per language developmental theory, the ability to recall episodic memories requires the development of language; nevertheless, we are able to confirm that animals do not have the ability to communicate with sounds in saying words, then, if they are not able to communicate with spoken words, they should not be able to form episodic memories at all. Psychologists suggest that episodic memory is a human phenomenon however, recently, was little evidence found that animals could recall a unique past experience and respond appropriately. Clayton, Dickinson Griffiths (1999) confirmed that birds have an episodic like components of memory, as they were able to locate and remember when and where they found a variety of food. Conclusion In conclusion, we witnessed a number of supportive evidences explaining all the theories however, they are conflicted by contradictory evidence. The first contradictory evidence suggested that children, who have not yet reached the indicated age have developed the ability to form, retain and recall episodic memories. Second, the neurogenic hypothesis contradictory evidence, discovered that there are several species with the ability to form long lasting memories increasing significantly when the neurogenesis decreases. Third, as per language developmental theory the contradictory evidence stated confirmed that animals cannot communicate with spoken words, but they were able to form episodic memories. It is clear that childhood amnesia is not being understood by looking at the biological or developmental theories. The researches lack culture, emotion, and repression that should be considered to better understand the cause of infantile amnesia. Even a more objective method such us the usage of a fMRI, could bring light to understanding this phenomenon.

10 Facts About Arthropods

Comparing the Tragedies of Hamlet, Oedipus the King, and...

Comparing the Tragedies of Hamlet, Oedipus the King, and Death of a Salesman The tragedies Hamlet, Oedipus the King, and Death of a Salesman have strikingly different plots and characters; however, each play shares common elements in its resolution. The events in the plays’ closings derive from a tragic flaw possessed by the protagonist in each play. The downfall of each protagonist is caused by his inability to effectively cope with his tragic flaw. The various similarities in the closing of each play include elements of the plot, the reflection of other characters on the misfortune of the tragic hero, and expression of important themes through the dialogue of the characters. The protagonists of Hamlet, Oedipus the King,†¦show more content†¦However, Happy – Willy’s neglected son – decides to follow in Willy’s footsteps. Biff abandons Willy’s dreams so that he can avoid the same mistakes that beset his father. A common element between Oedipus the King and Death of a Salesman was disillusionment of the tragic hero. Oedipus was ignorant of his true identity and his false notions about his life were affirmed by his belief in his own infallibility. However, his realization of his identity at the end of the play was the cause of his downfall. Willy Loman was crippled by his expectations of prosperity and success. His tragic fall was partially caused by his understanding that his illusions of grandeur would not come to fruition. The closings of Hamlet, Oedipus the King, and Death of a Salesman provide insight into the thoughts of characters regarding the tragic hero and intimate major themes through the dialogue of the characters. In Oedipus the King, Creon reveals his apathy towards Oedipus by saying, â€Å"Command no more. Obey. Your rule is ended† (68). The Chorus declares that misfortune can occur to even the greatest of men and that no mortal can experience true happiness until death brings freedom from the troubles of life. The Greek belief that it is futile for one to attempt to escape his fate is expressed. In Hamlet, the death of Hamlet is honorable in comparison to the shameful exile of Oedipus. Horatio respects Hamlet’s request to tell his tragic story toShow MoreRelatedEssay Death of a Salesman, Tragic Hero. Willy Loman.1503 Words   |  7 PagesTo what extent can Willy Loman be considered a tragic hero according to Aristotle’s rules? Arthur Miller presents his play ‘Death of a Salesman’ in the ancient form of a tragedy. Aristotle has defined his idea of the ‘perfect’ tragedy in his text, ‘Poetics’ (350 BC).Here he suggests that the protagonist must fall from an elevated social standing as a result of a â€Å"fatal flaw† within the character; the fall from the main character creates resolution to the play which is seen as just; finally, AristotleRead MoreDeveloping Management Skills404131 Words   |  1617 PagesConflict 375 SKILL LEARNING 376 Interpersonal Conflict Management 376 Mixed Feelings About Conflict 376 Diagnosing the Type of Interpersonal Conflict 378 Conflict Focus 378 Conflict Source 380 Selecting the Appropriate Conflict Management Approach 383 Comparing Conflict Management and Negotiation Strategies 386 Selection Factors 386 Resolving Interpersonal Confrontations Using the Collaborative Approach A General Framework for Collaborative Problem Solving 391 The Four Phases of Collaborative Problem Solving

Chaucer1 Essay Example For Students

Chaucer1 Essay The introduction of the Black Night in the Book of the Duchess, provides an interesting redirection of focus regarding the narrators tale of suffering. Such focus turns towards the Black Night and his story as the narrator gains compassion beyond himself and probes into the pains of the knight. However, the dynamics between them are not founded in brotherly-like support; instead, the narrator, although actually inferior to the knight, ironically appears emotionally superior, acting more like a fatherly figure willing and able to resolve the knights conflicts, while concurrently offering the narrator insight into, as well as alleviation from, his own pains. Interestingly, in taking a psychological perspective, the narrator seems to have created another self in his dream in order to resolve his own love sickness. Although the narrator does not digest most of the knights complaint, he creates an illusion that he listens well to the Black Knights story and offers confirmation of this inc onsistency Ye han wel told me herebefore/ Hyt ys no nede to reherse it more (lines 1127-1128). Ironically, the narrator prompts the Black Knight to continue his story and offer more details But wolde ye tel me the manere/ To hire which was your firste speche (lines 1130-1131), yet the end of the story shocks the reader into the realization of the constant discrepancieswithin the narrators character and whether he is truly understanding the knights complaint. However, one can merely interpret the narrators incoherency as a social defect, or in the alternative, as a necessity, enabling him to probe himself and listen to his own tale of love and loss at a distance, while ensuring that no part of the grieving process is left un-addressed.Indeed, while it is acknowledged that almost any knight could fill the role of a heart-broken lover, it seems particularly relevant that the narrator specifically encounters the Black Knight. Perhaps it is to foster this idea of emotional likeness, as c lass does not differentiate for the purpose of love sickness, death or unfaithfulness. Certainly, little variation is noted between the stories of the knight and the narrator. Lines 710-13 are indicative of this self-revelation. The compassionate narrator feels the Black Knights pain whan I herde hym tel thys tale/ Hyt dyde myn herte so moche woo (lines 710,13), the same compassion he felt while reading Seys and Alcyone. However, in the next few lines (715-19) he becomes hypocritical as he advises the Black Knight to Have some pitee on your nature/ That formed yow to creature while the narrator himself is unable to fulfill this task. Thus, although emphasis is re-directed to the Black Knights complaint, the shift is essentially inclusive of the narrators tale, since he created the story as well as this other half of himself. Bibliography: