History of Communication Essay Example | Topics and Well Written Essays - 1250 words

History of Communication - Essay Example Following the emergence of the recent technological innovations such as the cochlear implants, issues of community, language, unification and identity keep on becoming rampant. (Deaf Culture: Introduction) Following various efforts, the ultimate achievement was witnessed with the establishment of the Columbia Institute for the Deaf at Washington, DC in 1864. The later portion of the 19th century saw the growth of the oral theories of deaf education. Even though a lot of these theories persist, they have in common a stress on the value of acquiring oral skills, i.e. reading and speech in the educational training of the deaf children. It is very important to note that a major supporter of technique of oral methods was Alexander Graham Bell whose mother and wife had problems in hearing. The first important oral school in the U.S., Clarke School for the Deaf in Northampton, Massachusetts was opened in 1867. This variation in philosophy between the supporters of conventional sign language and those who are in favor of oral language formed a vital division across the second half of the 19th century as well as the 20th century. The differences were sometimes strong, resulting in intense divi sions within the deaf education community. (History of Deaf Education in America) The capability to educate in oral skills depends largely on the extent of hearing loss, the age in which the student lost his/her hearing ability particularly if it was prior to or following acquisition of the sign language and other factors as well. Thus there is broad array of achievement and failure dependent, which is not on intelligence, rather on these factors. During the history of development, oral skills are not generally very helpful for communication among deaf persons, and the application of the oral techniques really prevents the deaf from careers as teachers. The American School for Deaf at this time, tried out students in oral classes initially, and in case they did not get results, placed them in manual classes as an alternative, under a philosophy known as the Combined System. A lot of other schools meant for the deaf accepted the oral method to a greater degree. The 20th century witnessing a scenario wherein the oral method was losing its popularity to the sign met hod which was gaining increased acceptance. (History of Deaf Education in America) The difference between spoken language and sign language, while crucial for researchers, is a sweeping statement for most real-life situations. It is exceptional that deaf children are subjected to spoken language or sign language, even if this is the purpose of their parents or teachers. As per data relating to the year 1999, roughly 55% of deaf children in America are officially enrolled in programs which state suing of sign language solely just more than 5% or signed and spoken language in combination just more than 49%. (Albertini; Lang; Marschark 89) One more aspect observed in the Ralph Fasold authored publication entitled "The Sociolinguistics of Society" gives an account of the essence of sociolinguistics that is dependent on two facts regarding language. First of all, that language changes which is to state that speakers have more than a single means to speak roughly the same thing. The second aspect is that language serves a widely inclusive objective just as important one of

Democratic and socialist approaches Essay Example | Topics and Well Written Essays - 1000 words

Democratic and socialist approaches - Essay Example Democracy should inevitably lead to ever more local forms of government, and appears to work best when shareholders or stakeholders have some true value or worth accorded to their participation in governance. By this standard, the voting for a President every four years is merely a symbolic action, and in nation states with a huge population such as the United States, it is clear that the individual vote is often lost, viewed as inconsequential, or easily disposed of with by politicians. However, on the local level, the importance of the vote is much more valuable for those who are actively participating in their own governance. The Greek city-state can be seen as a classic example of small-scale governance where the individual voice is truly valued and participation can make a real impact. When power is decentralized to ever smaller and more local organizations of government, democracy works best, as it is under these situations when the people whose lives are actually affected by t he decision-making process are actually given the opportunity to discuss and vote on the issues which concern them. This is the principle behind Federalism, and there is significant evidence that the Founding Fathers of America intended or hoped that the Federal government would be an extremely limited organization, lacking the power of income tax initially for example or restricted in its ability to raise debt or standing armies. What has become known as the modern democratic State is in fact little different from what is called an oligarchy?

Issues in eDUCATION Essay Example | Topics and Well Written Essays - 4000 words

Issues in eDUCATION - Essay Example In order to provide a good quality education to students, teachers should develop new teaching and learning strategies that could increase the students’ motivation in learning. By doing so, school teachers will be able to convert the students’ negative learning attitude into a positive attitude and behaviour. (Schweinle et al., 2006) For the purpose of this study, the researcher will discuss the factors that could increase the students’ misbehaviour inside the classroom including: (1) the size of the classroom; (2) differences in learning capabilities of each student within an inclusive classroom; (3) Medical or Genetic Factors; (4) school teachers’ inability to develop an outstanding classroom environment that could increase the students’ curiosity in learning; and (5) other factors: boredom in class or frustration in learning. Knowing these factors will enable the readers to have a better idea on how to control the students’ misbehaviour in class. As part of controlling the students’ misbehaviour, the researcher will first examine the difference between disciplinary actions using the managerial and educational activity prior to concluding which among the two methods are more effective in managing a class. Among the five possible factors that could increase the student’s misbehaviour inside the classroom including: (1) classroom size; (2) differences in learning capabilities of each student within an inclusive classroom; (3) medical or genetic factors; (4) school teachers’ failure to develop an outstanding classroom environment that could increase the students’ curiosity in learning; and (5) other factors that could cause boredom in class or frustration in learning; the most important factor that school teachers should artistically learn to control within an inclusive classroom is the medical and genetic factors. This is primarily because other factors could

Self introduction Essay Example | Topics and Well Written Essays - 750 words

Self introduction - Essay Example It is natural, that I am a kind of typical representative of my nation with its specific interests and activities. To tell you the truth the cultural entertainment is traditionally received much attention in my motherland. As here in America we have the American way of life, so there is the Chinese way of life in China, which is determined by the gymnastics Taiji. My friends and I are those people who were engaged in practicing of sports in the morning parks. And by the way such sportsmen can be also seen then-and-now. Among other activities valuable and adorable by me is Ping-Pong, which is played just in the city streets. No matter which way you look at it, Ping-Pong is our national sport available for everyone. Moreover, it is a really interesting and developing game, for it stimulates such human’s qualities as quick reflexes, concentration, attention and concernment of mastership, as there are many guys able to show various and sundry tricks with rackets at an unimaginable speed. And definitely you have heard about our main amusement of karaoke. You must know, it is our craze, and there are many new karaoke bars, which have been opened recently. So here I am, a practitioner of Taiji, who plays Ping-Pong and likes singing karaoke, as all these choices are still with me in America. Incidentally, my personal example proves the fact that there is less and less time for Taoist slowness and Confucian measured gravity in the life of the modern Chinese. The pace of life increases, and as a result the time allotted for spirituality reduces. Such an acceleration of life is the main mark of the recent years, which may alter the traditional slow Chinese mentality. As for my experience at Greenville High School in Alabama, where I have come for studying after the moving from China, I cannot say that it was easy. The main difficulty for me was total learning in English. Naturally, I was taught the language up to then, but Chinese English pronunciation

Junior High School Essay Example for Free

Junior High School Essay The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior high school, and two years of Senior high school) to provide sufficient time for tmastery of concepts and skills, develop lifelong learners, and prepare garduaes for the tertiary education, middle-levels skills development, employment, and entreprenuership. The K+12 educational program is perceived by the Aquino administration as the long term solution to poverty. This program aims to give every student a quality education that will make them globally competitive. This will be done by decongesting the curricilum and using quality materials for learning such as textbooks. Aside from this, high quality teacher will be given priority. High standards will also be set in Mathematics, English and Science in all levels. Thus eliminating the perception the highschool education is preparatory for college. ISSUES AND CONCERNS One of the major campaign platform of Pres. Aquino is the K to 12 educational program and it is also one of the most controversial initiatives. On May 15, President Aquino signed into law the program mandating Filipino pupils to attend kindergarten, six years of elementary school education, four years of junior high school and two years of senior high school. The signing officially ended the country’s 10-year basic education cycle, which now exists only in Angola and Djibouti. K to 12 hopes to decongest the curriculum, by spreading lessons over 12 years, instead of cramming them into 10. K to 12 hopes to do away with college remedial classes, by improving the quality of high-school instruction. K to 12 hopes to protect the rights of Filipino children who, at 18, are legally and emotionally still kids, unprepared for work or university.. Some problems that abound with K to 12: Lack of family, school, government resources; the herculean task of implementation; the need to address more urgent concerns such as early and massive dropouts. Many schools are currently not ready for Grades 11 and 12. Aside from lack of classrooms, their teachers are not trained to handle higher-level subjects, like calculus for students who want to major in the sciences in university. K to 12 would be far more difficult to implement in already overcrowded and poorly equipped public schools, where many teachers are insufficiently trained, classes are often held in multiple shifts and most students struggle to make ends meet. The biggest problem of K to 12 has always been, and will always be, the cost. Even if public education is free, families have to spend for transportation and supplies. An additional two years is a burden for most Filipino families, who want their children to finish school quickly so they can work.

Cultural Assumptions and assessment for understanding of Burns’ Perspective Essay Example for Free

Cultural Assumptions and assessment for understanding of Burns’ Perspective Essay The speaker was addressing a native Indians, most likely her mother. The speaker was trying to trace her culture and trying to differentiate it from her physical and characteristic behavior. In this address the speaker is trying to deny her native identity as American Indian and specifying that it is Native American. It appears the mother was American but the father was Indian. (Burn 741) The poem has the humor in the of living in identity denial yet when the speaker seem to be very much aware of the culture of her identity such as archery practice, stoic face and not drinking a lot. This forms the first theme of this poem of cultural identity denial even though there are physical and behavioral attributes that are associated with the Indian native culture. The speaker consider the Indian rugs very cheap as compared to the American rugs, thus the speaker does not want to be identified with them . (Burn 741) The second humor that is in this poem is the manner in which the speaker is addressing the mother, especially when referring to the father. The speaker is referring to the father as an Indian lover to the mother. The speaker makes it more humorous by perceiving and elaborating how tight the father and the mother were before the speaker was born. This is the second serious theme in the poem. (Burn 741- 742) There are certain phrases that are repeated through out the poem with respective effect. The ‘Yea Uh-huh’ phrase is repeated in the phrase as a scone and laugh at the issues in the theme such as culture and identity. It is used by the speaker to make humorous asserting and make a sense of disapproval to the listener. The ‘No’ phrase has also been used at the beginning of the phrase to vehemently deny the Indian identity and culture in the poem. The ‘Oh’ phrase has been used in the middle of the poem to pour scone on the relationship that existed between the parents. Other commonly repeated phrases are the ‘I don’t and I didn’t’. These are use for the function of reinforcement and utter dissociation. .(Burn 741-742) Cultural Assumptions and assessment for understanding of Cofer’s Perspective The tone of this poem is a gamble, with a prayerful wish, to some extent very desperate full of identity hope. It is a gamble as the identity of God is put of debate by the Latin women. There is a prayerful wish as these women are religiously attending the church prayer sessions. Finally the desperate tone is seen at the end when they are not sure if God is or can be bilingual. (Cofer 780). Cofer relates the issues of race in the reference of God as being of Anglo identity with a Jewish heritage even though they pray in Spanish. Therefore the races hare are Spanish, English and Jews The issues of class are related to in the reference of ‘the great white father’ as well as the church environment which as marble that signify effluence. There is debate about the identity of God. The issues of women run all through the poem from the Latin women who pray to the end of the poem where they pray to their dedicated saints such as Margarita, Josephina, Maria and Isabel. (Cofer 780). Cultural Assumptions and assessment for understanding of Hughes’ Perspective I am a student who does not see myself from the color perspective but from the opportunities to be what I am and can be in future. I appreciate other irrespective of their colors. I do not disregard others capabilities along color lines. I am aware that life is a learning experience that will give everybody a chance to live their dreams with disregard to colors. These are the aspects that are covered by the speaker. (Hughes 935- 936). The writer complication is the assignment that was given about who they are as blacks yet the tutor is white. This assignment in itself is judgmental hence the complication on the writers side. The writing assignment is fulfilled when the writer goes to an isolated place at the institution and describes their identity on personal and in relations to others in the society. The righter specifies that it is not possible to dissociate others because of their colors. (Hughes 935- 936). The speaker happens to be the only black student in their class, perhaps the oldest at twenty two years and feels discriminated for the color identity. The speaker also describes the way to the institution as mostly affluent and inhabited with whites. The speaker’s response to the question of whether the white paper will be colored when writing is negative. (Hughes 935- 936). The tone of line 27- 40 is one of defiance. The speaker wants to be considered and an American, just like the others. The speaker is also defying the past treatment of dissociation from the rest of the society. The tone is also one of collectivisms when the speaker wants to be considered as an American. (Hughes 935- 936). The instructor will have a whole new perception about the identity discrimination that exits in the society at the moment. The Instructor will be touched and filled with guilt about the past occurrences of the have happened at the learning institution. The instructor will also commend the writer bravery and resolve and will most likely grade it as excellent. (Hughes 935- 936). Cultural Assumptions and assessment for understanding of Byatt’s Perspective Daphne is a very sympathetic character. She never goes to the city Mall to shop and does not know so much of the place. The Husband Dollo always leaves her home and feels she is much more comfortable with the domestic chores that with the urban shopping Mall rendezvous. She is also very unaware of the risk of the city Mall security and get all her essential property such as passport stolen when she leave them lying carelessly at the Mall. ( Byatt 502-504). She gets into trouble when she cannot pay for the heavy baggage of shopping at the end of the tour and get more worked up and desperately arrested. All the other ladies did not go round the Mall with her hence she looses directions throughout the session . She is unable to prove her identity and will most likely be identified as a shop lifter unless her husband comes for her. ( Byatt 502-504). The antagonism arises between Daphne and the policeman when she is found lost in the perimeter. She has not been able to pay for the product. She claims her property has been stolen including her passport which is her first step of identification. On arrest, she resists and believes she is not a criminal and will wait for her husband to come out with proof. But this is not resolved as the policeman is impatient there is nobody coming to her rescue. Eventually she must have given in to the arrest. ( Byatt 502-504). Cultural Assumptions and assessment for understanding of Divakaruni’s Perspective The practice of the pre-arranged marriages has long roots in the Indian culture. I thin it should be left upon the lady to decide who to marry, when to marry, how many children to have and after what duration. (Divakaruni, 214- 215). Sumita initially cries of it as she does not have a chance to choose her groom. She also is not for the idea of going to America as she finds the culture quite conflicting with her current beliefs. However Divakaruni explores Sumita’s new life experience from the cloth point of view. As soon as Sumita is married, she gets a whole new experience that ranges from how women in America dress, kiss in public and socialize in the community. This is quite a shift from the normal Indian culture including drinking. (Divakaruni, 214- 219) The Author weaves into the first section to show that everything is in order according to the Indian culture of pre-arranged marriages. The reader will initially see no signs that there are other controversial themes such as the pre-arranged marriages and the roles of the parents on such occasions. In this fist section, the author dwell on the traditional Indian clothes exposition especially the ones worn by the brides in the wedding day. (Divakaruni, 214- 215) Somesh was initially characterized as well able man who is kind and decent and a provider. Later Somesh turn out to be a typical American with drinking and dressing practices that are not well known by the parents. Somesh was also considered a caring man by the parents. He was a very good singer. (Divakaruni, 214- 215) Works Cited: Byatt. â€Å"Baglady† 1998. p. 502 – 504. Burns, Diane. â€Å"Sure, You Can Ask Me a Personal Question. † 1981, p. 741-2 Cofer, Judith Ortiz. â€Å"Latin Women Pray. † 1981, p. 780. Hughes, Langston, â€Å"Dinner Guest: Me. † 1965. p. 898, 935. Divakaruni, Chitra Banerjee. â€Å" Clothes† 1990, p. 214

The Life Of Alexander Pushkin

The Life Of Alexander Pushkin Freedom in Alexander Pushkin’s literary works occupies one of the central positions; however, Pushkin treats freedom from various sides and perspectives. Living in the period of social and political changes, in the era of the Great Patriotic War of 1812 and the revolt of Decembrist of 1825, Pushkin belonged to the generation which was in search of ideal freedom. However, being unable to attain this kind of freedom, Russian poets of the nineteenth century made constant attempts to replace one idea of freedom with another, finally realising that freedom in real life was constantly restricted. Alexander Pushkin went further than other poets of his times in his treatment of freedom, inspiring the formation of new Russian civic poetry and influencing such poets as Nekrasov and Lermontov. As Janko Lavrin points out, â€Å"what the world now understands and admires under the name of Russian literature came with and after Pushkin† (p.65).   Ã‚   At the beginning of Pushkin’s literary career, the issue of freedom in his literary works acquires a strong political tendency. In his early poem Volnost (1817) Pushkin reveals his vision of ideal freedom, opposing the existing absolute power of kings and expressing the idea that true freedom can be achieved only under the constitutional monarchy.   In Pushkin’s poem K Chaadaevy (1818) the political idea of freedom acquires a slightly different direction; in this poetic work Pushkin points at the necessity of defending his native land. For Pushkin, love for homeland is inseparably connected with the struggle for freedom. However, as Pushkin becomes mature, he rejects a pure political treatment of freedom, demonstrating his interest in inner freedom of a person. In this regard, Pushkin implicitly draws a parallel between inner freedom and poetic perception of freedom in his poetic work Derevnja (1819). Such a combination uncovers many possibilities for achieving freedom, but, on the other hand, it evokes inner doubts, which the poet does not dissipate by the end of the poem. The first part of Derevnja reveals the poet’s ecstatic delight of his achieved freedom: In the second part of the poem Pushkin ponders over the destiny of Russian people, feeling that his poems are unable to provide them with long-waited freedom, that they are unable to completely eliminate serfdom which destroys people’s lives and their inner selves. Contrasting beauty of nature with lack of freedom in the village, Pushkin shows that people can acquire happiness only in free society. As Alexander Pushkin claims,    Thus, the poet appeals to the king and asks him to annihilate serfdom, providing people with freedom and knowledge. As the poet, Pushkin has the only tool – his poetry – to strive for universal freedom. But in such poems as K Moryu (1824) and IzPindemonti (1836) Alexander Pushkin continues his discussion of inner freedom, presenting a romantic embodiment of freedom. As the poet realises that he is not able to achieve freedom in real life, he turns to freedom in his dreams, identifying himself with nature. In the poetic work K Moryu Pushkin applies to the image of sea, which symbolises both inner freedom of a person and poetic freedom. For Pushkin, sea is the embodiment of free and rebellious nature, but at the same time through the image of sea Pushkin reveals the poet’s loneliness in his struggle for freedom. However, it is nature that gives necessary power and freedom to Pushkin, saving him from any dependence: These words from Pushkin’s poem IzPindemonti reveal that the poet is in search of new verges of freedom, the verges that overcome the existing reality. This search is especially obvious in his famous poem Uznik (1822), where the appeal for inner freedom is expressed through eagle’s cry. Both the eagle and the prisoner are captives who are deprived of their freedom. Alexander Pushkin creates this poem in exile, where he is deprived of freedom, of close relatives and friends.   However, the eagle is a freedom-loving bird, and its greatest wish is to attain freedom. Alexander Pushkin identifies himself with the eagle, maintaining the idea that a person is also free by nature, thus freedom is crucial for any human being: In this regard, Pushkin implicitly shows that political, outer and poetic freedom stand behind inner freedom. On the other hand, Pushkin realises that it is impossible for the poet to completely reject one aspect of freedom for the sake of another; As Angus Calder points out, â€Å"a man who respects himself as ‘autonomous’ will of course tend to chafe against political tyranny and may well seek a place where he may have ‘independent’ control of his own life† (p.35). Uznik was written when Pushkin was only twenty-three years old, but even at this age the poet realised that society, in which he lived, specifically created invisible barriers and restrictions, wrong ideals and illusions, and Pushkin expressed his longing for real freedom. Deviating from the political treatment of freedom, Pushkin realises that a poet should be free both from people and from authorities; only in this case it is possible to create freedom-loving poetry. In Pesni o veshem Olege Pushkin points out that any literary work should be free and truthful. After the Decembrists’ defeat, Pushkin continues to dream of freedom, hoping to realise this dream. As Pushkin claims in his poem Vo glubine sibirskich rud dedicated to his friends-Decembrists, In the series of Southern Poems Alexander Pushkin introduces the idea that outer freedom can not be attained. In such poems as Zygane (1930) and Fontany Bahchizaraiskogo dvorza (1824) Pushkin portrays certain spheres where freedom of people is strongly confined, but nevertheless, a person is able to develop and preserve inner freedom. Such treatment of freedom coincides with the ideals of Renaissance; Pushkin’s obsession with inner freedom reflects the revival of national consciousness under complex social changes. Thus, Pushkin’s ideas of freedom possess cultural roots rather than political, despite the fact that some of his poetic works, such as Arion, Anchar and Skaski, demonstrate an open protest against the existing political system. But Pushkin’s rebel is of spiritual nature; it is the rebel of a person who is overwhelmed with humanism and who rejects any personal violence. Instead of the existing ideology of the nineteenth century, Alexander Pushkin create s his own ideology of inner freedom in the context of universal freedom (Edmunds, pp.29-32). In his poem Ya pamyatnik sebe vozdvig nerykotvorniy Alexander Pushkin points out that his major life achievement is his freedom-loving poetry:   Ã‚   But Pushkin does not restrict himself only to poetry; he freely experiments with different literary genres, making an attempt to â€Å"explore the possibilities of prose in the same way as he had explored the possibilities of verse† (Lavrin, p.183). However, his ideal of inner freedom remains central to all his literary works. This is especially true in regard to Pushkin’s short stories, novels and tales. In his famous verse novel Evgeniy Onegin Pushkin points at the characters’ inability to achieve inner freedom. Pushkin portrays aristocratic society, which is unable to overcome the existing restrictions (Falen, pp.7-10). Perhaps, the only character who is able to attain inner freedom is Tatiana, a young girl with intelligence and longing for love. Tatiana falls in love with Onegin, the principal character of the play, and she is the first who makes a declaration of love. However, Onegin rejects her in a most inappropriate way, and Tatiana suffers much, loosing her inner freedom. As Tatiana claims: She marries an old gentleman and remains devoted to him, despite the fact that she still loves Onegin. Thus, in Evgeniy Onegin Pushkin uncovers the reality of his life, embodying his own thoughts of inner freedom in the character of Tatiana. In Pushkin’s tale Pikovaya Dama the writer discusses inner freedom in a different context. Introducing the character of Germann, Pushkin reveals the negative consequences of Germann’s wish to achieve freedom. Germann considers that true freedom can be attained only with the help of money, but as he gets more and more entangled in deceits, he destroys himself and other characters. In fact, Germann looses his self and his freedom, as he becomes obsessed with playing cards; in this context, abstract things take full control over Germann’s life, driving him mad by the end of the narration. Comparing his character with Napoleon and Mephistopheles, Pushkin uncovers the essence of Germann who does not acknowledge any moral principle s or laws. As Pushkin claims in regard to his character, The similar portrayal Pushkin utilises towards an old countess, ‘Pikovaya Dama’. The old woman in Pushkin’s tale is identified with an Egyptian mummy; she is a lifeless creature who lacks any freedom and who leads meaningless life within aristocratic society. Alexander Pushkin does not treat old woman’s death as tragedy, because, for Pushkin, life without freedom is empty existence. In this regard, inner freedom in Pikovaya Dama is discussed through freedom of moral choice. Germann and the old woman make a wrong choice, thus loosing the possibility to attain inner freedom. However, in contrast to these characters, Pushkin introduces the character of Lisaveta Ivanovna who greatly values her moral principles that finally save her. In his story Egypetskiye Nochi Pushkin returns to the issue of freedom in the context of poetry. On the example of Charskii, a poet and aristocrat, Pushkin reveals his own suffering, as he makes an attempt to become a freedom-loving poet (Debreczeny, pp.11-13). Similar to Pushkin’s poetry, Egypetskiye Nochi discusses the relations between the poet and society, and these relations reflect the essence of his views on the idea of inner freedom. Although Pushkin demonstrates a close connection between the poet and people, he nevertheless points at the necessity of freedom for the poet. At the beginning of the story Pushkin shows Charskii’s dependence on society: However, further Pushkin demonstrates Charskii’s dissatisfaction with such position and his attempts to preserve his inner freedom. In his conversation with a stranger, Charskii exclaims: Charskii, similar to Pushkin himself, feels loneliness within society in which he lives. In his poem Svobody seyatel pustynniy (1823) Pushkin reveals a notion that a poet lives among people who are not able to perceive his ideas of freedom. On the other hand, in the poem Prorok (1826) Pushkin states that any poet that wants to appeal for freedom should endure many difficulties and pain. Alexander Pushkin suffered throughout his life, and these sufferings were reflected in all his freedom-loving poetry and prose.    Analysing the ideas of freedom in Alexander Pushkin’s poetry and prose, the essay suggests that Pushkin’s treatment of freedom changes throughout his literary career. Starting with an idea of political freedom, Pushkin gradually realises the vainness of his attempts to attain outer freedom. In his further works the poet pays more attention to inner freedom of an individual, applying to symbolical understanding of freedom through understanding of nature. It is this inner freedom that Pushkin values above all other kinds of freedom, implicitly or explicitly referring to inner freedom in almost all his poetic and prose works. This inner freedom in Pushkin’s poetry concerns various issues, such as freedom of choice, freedom from any biases, freedom of religious beliefs and, above all, freedom of creative work. In Pushkin’s prose works inner freedom is inseparable from moral values of people. Overall, freedom-loving poetry and prose of Alexander Pushkin contrib ute to the formation of a characteristic writing style, which is adopted by further generations of Russian poets. Works Cited Calder, Angus. Russia Discovered: Nineteenth-Century Fiction from Pushkin to Chekhov. London: Heinemann, 1976. Debreczeny, Paul.   Introduction, in Alexander Pushkin:Complete Prose Fiction.   Stanford: Stanford University Press, 1983, pp.5-11. Edmunds, Robin. Pushkin: The Man and His Age. New York: St. Martins Press, 1994. Falen, James. Alexander Pushkin. Eugene Onegin. Oxford, New York: Oxford University Press, 1995. Lavrin, Janko. Pushkin and Russian Literature. New York: The Macmillan Company, 1948. ПÃ'Æ'Ã'ˆÐ ºÃ ¸Ã ½, Ð Ã »Ã µÃ ºÃ' Ã °Ã ½Ã ´Ã'€ Ð ¡Ã µÃ'€Ð ³Ã µÃ µÃ ²Ã ¸Ã'‡. ЕÐ ²Ã ³Ã µÃ ½Ã ¸Ã ¹ ОÐ ½Ã µÃ ³Ã ¸Ã ½. Ð ¡Ã ¾Ã ±Ã'€Ð °Ã ½Ã ¸Ã µ Ã' Ã ¾Ã'‡Ð ¸Ã ½Ã µÃ ½Ã ¸Ã ¹ Ð .Ð ¡. ПÃ'Æ'Ã'ˆÐ ºÃ ¸Ã ½Ã ° Ð ² Ð ´Ã µÃ' Ã' Ã'‚Ð ¸ Ã'‚Ð ¾Ã ¼Ã °Ã'…, Ð ¢.4. ÐÅ"Ð ¾Ã' Ã ºÃ ²Ã °: ГÐ ¾Ã' Ã'Æ'Ð ´Ã °Ã'€Ã' Ã'‚Ð ²Ã µÃ ½Ã ½Ã ¾Ã µ Ð ¸Ã ·Ã ´Ã °Ã'‚Ð µÃ »Ã'Å'Ã' Ã'‚Ð ² Ð ¾ Ð ¥Ã'Æ'Ð ´Ã ¾Ã ¶Ã µÃ' Ã'‚Ð ²Ã µÃ ½Ã ½Ã ¾Ã ¹ ЛÐ ¸Ã'‚Ð µÃ'€Ð °Ã'‚Ã'Æ'Ã'€Ã'‹, 1960. 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