Ecotourism Case Study Example | Topics and Well Written Essays - 1000 words - 1

Ecotourism - Case Study Example is contribution in the dynamic process.Thirdly, there is a valuation of social exercises of the network inside and neighborhood networks offering help to in the activity of securing the regular resources(Nature,2014). Thailand is supplied with a great deal of normal assets and ecotourism destinations. The ecotourism locales offer astounding views. A portion of the goals that pull in guests as often as possible incorporate the Bokeo nature save, Chiang Mai, Ko Talu Island and Kaeng Kranchan National Park. These fascination destinations offer various types of exercises that are unmistakable from some other conventional visit. The ecotourism locales offer irregular, energizing, and brave experience given the various sorts of untamed life found in the destinations. Strangely, guests can collaborate with tigers and play with their fledglings. Admirers of experience can likewise take elephant rides, watch winged animals of various species flying, and take an interest in climbs inside the biological systems. A portion of the hotels that offer convenience incorporate the Asadang overnight boardinghouse, Ariyasomvilla, Praya Palazzo, Sala arun and numerous others. Guests show their thankfulness for nature by survey feathered creatures flying promptly in the first part of the day at the Doi Inthanon vacation destination focus (Wild Planet Adventures, 2014). The movement archive for the arranged ecotourism will cover fourteen days. On the principal day, understudies will show up at Thailand’s capital city air terminal of Bangkok. We will be welcome by authorities of ecotourism site and head to a close by inn for dinner. The night will be spent at Bhuthorn and Arum living arrangement. On the subsequent day, understudies will visit Chiang Mai by transport. The site has both an Elephant camp and a Tiger Rescue Center. During the day, understudies will be offered time to play with the elephants and have a photograph meeting. The following stop will be at the Tiger salvage Center where we will play with solid shapes for 30 minutes. The individuals who might have conveyed nourishment for the creatures will be permitted to take care of them given that the administration doesn't

Advents Essay Example For Students

Approaches Essay Approach of the Europeans Vasco da Gama arrived at Calicut, cruising through the Cape of Good Hope in 1498. This denoted the start ofthe European time in Indian history. The rewarding exchange flavors of Malabar in present day Kerala had temptedthe Portuguese and propelled the quest for an ocean course to the Indies. The Portuguese had as of now establishedtheir settlement in Goa by the main decade of the sixteenth Century yet their regional and business hold in Indiaremained rather constrained. In the following century, India was visited by an enormous number of European voyagers Italians, Englishmen,Frenchmen and Dutchmen. They were attracted to India for various reasons. Some were merchants, othersadventurers, and many terminated by the teacher energy to discover changes over to Christianity. Among them wasFrancois Bernier, the French specialist who appreciated the certainty of sovereigns and nobles and was in a uniquelyprivileged position to watch the working of the Mughal court. His record is an important source ofinformation for history specialists. These travelogs excited European enthusiasm for India, and incited in course of time, the colonialintervention. Britain, France, the Netherlands and Denmark, coasted East India Companies. Contracted astrading organizations by their particular governments, their essential business intrigue was in Indian textiles,both silk and cotton, indigo and now and again, other various product. During the late sixteenth and the seventeenth Centuries, these organizations rivaled each other wildly. By the lastquarter of the eighteenth Century the English had vanquished all others and set up themselves as thedominant power in India. The military battles of Robert Clive and the regulatory endeavor of WarrenHastings (1772 1785) contributed fundamentally to this accomplishment. English Colonialism The British managed India for a time of around two centuries and realized progressive changes inthe social, political and the financial existence of the nation. Most Indians who came in their contact could notperceive the vital danger presented by the East India Company. The British from the earliest starting point adhered to apolicy of separation and rule. Strategy and double dealing were utilized to deal with income assortment in the provinceof Bengal. This gave the outsiders compelling control of organization. The Marathas, the Sikhs and the rulersof Mysore would never join to defy the remote adversary and fell individually. By the beginning of the 19thCentury there was no nearby force that could adapt to their assault. When the British had merged their capacity, business abuse of the characteristic assets and nativelabour got heartless. The facts confirm that there were a couple of considerate Governor Generals who started socialreforms and attempted to render the organization progressively proficient and responsive, however they were special cases. By themiddle of the nineteenth Century haughty abuse of the individuals had attempted the tolerance of the Indians as far as possible. The British had, to fill their own need, set up instructive organizations that conferred western educationand had built up an immense system of rail-streets and transmit lines. This assembled the nation in anunprecedented way. The Indians, presented to western thoughts of capable and delegate government,began to long for freedom and uniformity. There were numerous who thought back to the countries brilliant past andstrove to revive the supposition of enthusiasm. Chief among them were Raja Ram Mohan Roy, and IshwarChandra Vidyasagar. The nineteenth Century is regularly alluded to as the time of national resurgence in India. The glimmer point was reached in 1857 when the British presented another rifle and cartridge in the British IndianArmy. The slug irritated the strict opinions of both the Hindus and the Muslims, as it allegedlycontained pork and meat fat. .ude855b6dd2803f228d418e48b3e79634 , .ude855b6dd2803f228d418e48b3e79634 .postImageUrl , .ude855b6dd2803f228d418e48b3e79634 .focused content territory { min-stature: 80px; position: relative; } .ude855b6dd2803f228d418e48b3e79634 , .ude855b6dd2803f228d418e48b3e79634:hover , .ude855b6dd2803f228d418e48b3e79634:visited , .ude855b6dd2803f228d418e48b3e79634:active { border:0!important; } .ude855b6dd2803f228d418e48b3e79634 .clearfix:after { content: ; show: table; clear: both; } .ude855b6dd2803f228d418e48b3e79634 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; murkiness: 1; change: mistiness 250ms; webkit-progress: obscurity 250ms; foundation shading: #95A5A6; } .ude855b6dd2803f228d418e48b3e79634:active , .ude855b6dd2803f228d418e48b3e79634:hover { haziness: 1; change: darkness 250ms; webkit-progress: haziness 250ms; foundation shading: #2C3E50; } .ude855b6dd2803f228d418e48b3e79634 .focused content zone { width: 100%; position: relativ e; } .ude855b6dd2803f228d418e48b3e79634 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content design: underline; } .ude855b6dd2803f228d418e48b3e79634 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .ude855b6dd2803f228d418e48b3e79634 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-tallness: 26px; moz-fringe span: 3px; content adjust: focus; content adornment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .ude855b6dd2803f228d418e48b3e79634:hover .ctaButton { foundation shading: #34495E!important; } .ude855b6d d2803f228d418e48b3e79634 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .ude855b6dd2803f228d418e48b3e79634-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .ude855b6dd2803f228d418e48b3e79634:after { content: ; show: square; clear: both; } READ: Flowers For Algernon: Supplementary Book Review Essay Soldiers at Meerut were the first to revolutionary and arriving at Delhi proclaimedBahadurshah Zafar the sovereign leader of India. The revolt before long spread like out of control fire all over north India andcould just be put down after incredible trouble and gore. Patriot students of history have found in it the firstIndian war of autonomy. The six decades between the finish of the mutinous war of 1857 59 and the finish of First World Warsaw both the pinnacle of British supreme force in India and the introduction of patriot disturbance against it. The Freedom Struggle With expanding interruption of outsiders in their lives, it was regular that patriot emotions started to be articulatedby an expanding number of Indians.

Types of Anxiety That College Students Often Experience

Types of Anxiety That College Students Often Experience GAD Coping Print Common Types of Anxiety Disorders College Students Experience By William Meek Reviewed by Reviewed by Amy Morin, LCSW on January 23, 2020 facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our Wellness Board Amy Morin, LCSW Updated on February 15, 2020 Generalized Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children PeopleImages/ Getty Images If youre getting ready to graduate high school, going to college for the first time, or just returning after a holiday break, college life can make your generalized anxiety disorder (GAD) worse.?? The stress and changes from moving into your dorm room, entering new classes for the first time, or even leaving your parents home can be stressful and difficult. The following is a brief overview of some common issues college students with and without GAD face along with tips to help manage your anxiety while at school. Anticipatory Anxiety One type of anxiety that is common for all people but can be more pronounced and uncomfortable for people with generalized anxiety disorder  is anticipatory anxiety.?? This is a type of anxiety that occurs leading up to a predicted event or occurrence. You can get anticipatory anxiety anytime you are waiting for things, ranging from something as simple as a phone call to something more important like your wedding day. College is a new and exciting milestone so its common to have anticipatory anxiety in the weeks before heading off to campus. So what can you do to cope with anticipatory anxiety? One common suggestion for anticipatory anxiety is to simply try and enjoy it. Many people say they feel “alive” when waiting for something, and if you can shift your mindset away from one that is trying to escape or get a situation over with, you may enjoy this sensation rather than try to end it. But anticipatory anxiety can be much more serious if you have GAD. ??For some, it can be crippling, preventing you from preparing for school appropriately or even making you consider not going to school at all. If your anxiety has gotten so bad that it is interfering with your plans and your life, talk to your parents and your doctor about getting help through therapy or medication. Coping With Anticipatory Anxiety Separation Anxiety Another form of anxiety that can be associated with college is separation anxiety.?? Teens who are leaving home can struggle with the anxiety of being on their own for the first time. This anxiety often occurs within the first few weeks to months of going off to college. Many people will cope by calling or visiting home frequently while others face homesickness. Homesickness is a natural developmental process that can be helped by having regular and warm conversations with family and friends who can give you support. Most students will overcome these feelings once they can connect with their campus and other students, but there are some students who may not be socially or emotionally ready to make the leap. If you feel that you cannot go away from home, therapy is one option, but going to a school locally is another valid approach. You can still get a valuable education but remain at home while you undergo treatment for GAD. Social Anxiety Teens with social anxiety can have a challenging time in college. After all, much of campus life is socialâ€"from participating in class to initiating friendships or romantic relationships to approaching your professors. Many students with social anxiety seek professional help from a mental health professional (on or off-campus), and you can also do additional things on your own while receiving treatment. For example, if you are worried about an upcoming class presentation, try to choose a topic that you are really passionate about. Fostering passion will make it much easier to share your knowledge with the class. Or, if youre having anxiety about making friends, approach someone who also seems shy or anxious so the interaction is less intimidating. How to Overcome Social Anxiety at College Test Anxiety Bad study habits, poor past test performance, unrealistic expectations, and underlying anxiety problems can all contribute to test anxiety, which can take a major toll on your academic success.?? In addition to talking to your professor and/or student counselor about test anxiety, there are some ways to help you stay calm and focused come exam time. Techniques can include making sure youre prepared, getting enough rest, taking deep breaths when you begin to feel anxious, and doing your best to push away any negative thoughts. Test Anxiety Symptoms, Causes, and Treatments Anxiety Over Peer Pressure Peer pressure in college can be tough to deal with, whether its pressure to drink, use drugs, have sex, or just fit in. Many students are anxious about the college party experience, for example, and the ability to make the right decisions without the guidance of parents or caregivers. One way to avoid peer pressure is to get involved in clubs or organizations or sports, which can help you meet like-minded peers and may minimize the need for social acceptance from others. A Word From Verywell While developing coping strategies that can help you manage your anxiety is a great first step, you dont have to through it alone. Most colleges and universities have some form of a counseling center on campus that can help with feelings of anxiety, whether you have been diagnosed with GAD or not. If youre feeling particularly anxious, consider making an appointment with a college counselor or joining an online anxiety support group. For people with GAD, seeking outside help can be especially important  since that continued support can make the difference between a pleasant and turbulent college experience. The 9 Best Online Therapy Programs

Homelessness In America - 1007 Words

Homelessness in the United States is a serious problem that can be helped by giving homeless people opportunities to thrive in better conditions and/or communities. Although getting them off the streets is a huge step in the right direction, other actions need to be taken. Making sure they have somebody in their corner is a huge step in that process. There are 1,750,000 homeless people on the streets at this very moment. 1 in 30 children in the US, 40% of the homeless population are also Veterans. Some people wonder how someone even becomes homeless, there are multiple reasons, such as physical or mental impairments, living in poverty, and tragic life occurrences. There is always a big question being asked, Can the US end homelessness?†¦show more content†¦They gain access to programs and services after they get settled in, such as rehabilitation programs, on the job training, and a social worker assigned specifically to them. These programs and services are completely voluntary and by no means required by the resident. â€Å"Through housing-first, Utah reduced its chronically-homeless population 72 percent between 2005 and 2014.† (Semuels) This statistic shows that housing-first would be a very fast and effective solution to the United States’ homelessness problem. Another way the US could cut down on homeless people is to require developers to provide both permanent supportive housing and low-income housing in their buildings. This is a solution because homes can be made available to a larger part of the population. This kind of mixed-use housing helps create communities made up of different individuals who in turn loo k out for one another, for example, â€Å"in one building in Harlem, single moms living in affordable housing helped out the ex-cons living in supportive housing, and vice versa.† (Semuels) However, that leaves another question to be asked, what kind of people make up the homeless population? According to Statistic Brain, there are an average of 1,750,000 people without a home on a nightly basis. The Homeless census that is taken usually just counts homeless people at shelters, according to Charley James of the LA Progressive, â€Å"A large number of homeless individuals and families never step footShow MoreRelatedHomelessness in America3563 Words   |  15 PagesHomelessness in America Social Program: Public Housing Introduction The issue of homelessness is one that I can relate to all too well. About twenty five years ago I found myself among the homeless. My story is simple, I had no formal education and was working a job making minimum wage. I couldn’t keep up with my rent and other living expenses and was finally evicted from my overpriced apartment. At the time I was on a waiting list for public housing for which there wasRead MoreHomelessness in America Essay1414 Words   |  6 PagesHomelessness in America Here in Tahoe, we are lucky enough to experience a great quality of life, and only a few have to face the horrible life of poverty and homelessness. However, nationwide, even right outside the basin, homelessness is a growing epidemic across the country. There are many ways one can become homeless; for the most part poverty. There are also different concentrations of homeless in different types of terrain, such as urban or suburban areas. Last, there is the ever- growingRead MoreHomelessness in America Essay1172 Words   |  5 Pagesfor homeless programs (Romeo 1). The problem of homelessness and extreme poverty is not a new occurrence; but in past years more extreme measures have been taken to combat the issue as more people become homeless. Expensive social programs and housing developments for the homeless have been created to help battle the increasing issue. Homelessness is an expensive problem that will never end; furthermore, the condition of homeless people in America is af fected by the type of education they receiveRead More Homelessness in America Essay608 Words   |  3 Pages Homelessness is not something that was created over night; it has existed for a long time; often we choose not to see the homeless, or bother with them, so we look the other way.  Ã‚  Ã‚   Homelessness is not prejudice toward race, creed, or religion--it has no boundaries; all homeless people should not be stereotyped as being drug abusers or the mentally ill that have been released from mental hospitals. Homelessness is not a disease that a person can catch from bodily contact, but it certainlyRead More Homelessness in america Essay1369 Words   |  6 Pages Homelessness in America nbsp;nbsp;nbsp;nbsp;nbsp;Here in Tahoe, we are lucky enough to experience a great quality of life, and only a few have to face the horrible life of poverty and homelessness. However, nationwide, even right outside the basin, homelessness is a growing epidemic across the country. There are many ways one can become homeless; for the most part poverty. There are also different concentrations of homeless in different types of terrain, such as urban or suburban areas. LastRead MoreHomelessness in America Essay1783 Words   |  8 PagesHomelessness in America Each country in the world is faced with various social issues that attract the interests of society and the government. Homelessness is an enormous issue that America has been dealing with for years. There are millions of people, including children, families, veterans, and the elderly who go day to day without food, water or any form of shelter. Mentally ill people also have a rough time out on the streets due to their state of confusion, which makes it dangerous for themRead MoreThe Effects Of Homelessness In America1846 Words   |  8 Pagesshelter or a transitional housing program between October 1st, 2008 and September 30th, 2009. The severity of homelessness is often looked over by different communities. Even here in Charlotte the number of homeless children enrolled in Charlotte-Mecklenburg Schools is 4,700. While 10 percent of people in Charlotte are considered chronically homeless (National Law Center on Homelessness and Poverty, 2007). America’s homeless population consists of many at-risk groups, including people sufferingRead MoreHomelessness in America Essay2028 Words   |  9 PagesAccording to Streetwise of Street News Services (2010), the first reported instances of homelessness dates as far back as 1640, in some of the larger cities in the original 13 colonies. At this time, there were wars being fought between settlers and Native Americans, and people were left with no shelter in both sides (Street News Service, 2010). Later, the industrial revolution caused more homelessness, industrial accidents left many former hard-working families with a dead provider, or with severeRead MoreEnding Homelessness in America634 Words   |  3 Pageseasily lead someone into a financial struggle. This can lead to homelessness. Homelessness is not a lifestyle that one would choose by choice. In 2003, there has been ... as many as 1.3 million Canadians that have experienced homelessness...at some point during the last 5 years. Affordable housing cos ts less on an annual basis compared to putting the homeless in prison. Canada was the last to have an action plan towards ending homelessness and as we are understanding; the prisons are being over-populatedRead MoreThe Effect of Homelessness on the Youth of America1086 Words   |  5 Pages There are millions of homeless youth in America. On any given night, you can find these children ducking into abandoned buildings, crammed up against alley dumpsters, curled inside the big yellow slide of a local playground. I imagine they are thankful for sleep, wary of a new day, but thankful nonetheless. Homelessness at such a young age if left alone, leads to increased rates of conflict. The more homeless youths now, the more our country as a whole will have to deal with divorce, mental illness

Whip Scorpions Look Scary but Dont Sting

Whip scorpions look fiercely threatening, by some accounts. In truth, they may be the scariest looking creatures that cant actually do you much harm. They resemble scorpions, with enormous pincers and long, whip-like tails, but they lack venom glands entirely. Whip scorpions are also known as vinegaroons. What Whip Scorpions Look Like Whip scorpions do look similar to scorpions but arent true scorpions at all. They are arachnids, related to both spiders and scorpions, but they belong to their own taxonomic order, the Uropygi. Whip scorpions share the same elongated and flattened body shape as scorpions and possess oversized pincers for catching prey. But unlike a true scorpion, a whip scorpion does not sting, nor does it produce venom. Its long, slender tail is likely just a sensory structure, enabling it to detect vibrations or odors. Although smaller than most true scorpions, whip scorpions can be impressively big, reaching a maximum body length of 8 cm. Add another 7 cm of tail to that, and youve got a big bug (though not an actual bug). Most whip scorpions inhabit the tropics. In the U.S., the largest species is Mastigoproctus giganteus, sometimes known as the mule killer. How Whip Scorpions Are Classified Kingdom – AnimaliaPhylum –  ArthropodaClass –  ArachnidaOrder - Uropygi What Whip Scorpions Eat Whip scorpions are nocturnal hunters that feed on insects and other small animals. The first pair of a whip scorpions legs are modified into long feelers, used for locating prey. Once a potential meal is identified, the whip scorpion grabs the prey with its pincers and crushes and tears its victim with powerful chelicerae. The Life Cycle of Whip Scorpions For a creature with such a frightening appearance, the whip scorpion has a remarkably tender love life. The male caresses his potential mate with his front legs before presenting her with his spermatophore. After fertilization occurs, the female retreats to her burrow, guarding her eggs as they develop in a mucous sac. When the young hatch, they climb onto their mothers back, holding fast with special suckers. Once they molt for the first time, they leave their mother and she dies. Special Behaviors of Whip Scorpions While they cant sting, whip scorpions can and will defend themselves when threatened. Special glands at the base of its tail enable the whip scorpion to produce and spray a defensive fluid. Usually, a combination of acetic acid and octanoic acid, the whip scorpions defensive spray gives off a distinctive vinegar-like smell. This unique odor is why the whip scorpion also goes by the nickname vinegaroon.  Be forewarned. If you encounter a vinegaroon, it can hit you with its defensive acid from a distance of a half-meter or more. Other Types of Whip Scorpions The order Uropygi isnt the only group of organisms known as whip scorpions. Among the arachnids are three other orders that share this common name, briefly described here. Micro Whip Scorpions (Order Palpigradi): These tiny arachnids live in caves and under rocks, and we dont yet know much about their natural history. Micro whip scorpions are pale in color, and their tails are covered with setae that function as sensory organs. Scientists believe micro whip scorpions prey on other microarthropods, or perhaps on their eggs. About 80 species are described worldwide, although many more likely exist, still undiscovered.Short-Tailed Whip Scorpions (Order Schizomida): The short-tailed whip scorpions  are small arachnids, measuring less than 1 cm long. Their tails are (predictably) short. In males, the tail is knobbed so the mating female can hold onto it during mating. Short-tailed whip scorpions often have modified hind legs for jumping, and look superficially similar to grasshoppers in that regard. They prey on other small arthropods, hunting at night, despite poor eyesight. Like their larger cousins, short-tailed whip scorpions spray acid in defense but lack venom glands.Tailless Whip Scorpions (Order Amblypygi): Tailless whip scorpions are just that, and the name of their order, Amblypygi, literally means blunt rump. The largest specimens reach 5.5 cm in length and look somewhat similar to the larger vinegaroons. Tailless whip scorpions have strikingly long legs and spiny pedipalps, and they can run sideways at startling speeds. These features make them the stuff of nightmares to the easily spooked among us, but like the other whip scorpion groups, tailless whip scorpions are benign. That is, unless youre a smallish arthropod, in which case you may find yourself impaled and crushed to death by the tailless whip scorpions powerful pedipalps. Sources: Bugs Rule! An Introduction to the World of Insects, by Whitney Cranshaw and Richard RedakBorror and DeLongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. JohnsonSpecies. Bugguide.net.

My Papa S Waltz Final Draft Free Essays

With his use Of pathos and ambiguity usually leaves the interpretation Of the poem up to the reader. Some people may consider this poem to describe an abusive relationship between a young boy and his father. On the contrary, some believe this poem reflects on fond memories between a father and son. We will write a custom essay sample on My Papa S Waltz Final Draft or any similar topic only for you Order Now In the first stanza, Reroute starts off by setting a sort of ominous tone. ‘ ‘The whiskey on your breath / Could make a small boy dizzy/’ (1-2). Here he reveals to his readers that his father was drunk and the smell of his breath was unbearable. Subsequently, he goes on to describe the manner in which he was holding on to his father. â€Å"But hung on like death / Such waltzing was not easy† (3-4). The simile here shows the boy holding onto his father as tight as he possibly could. It was not an easy task for the child but he was determined not to let go. Now, if the reader portrays this in a negative fashion it can be interpreted as a drunken father coming home, reeking of whiskey, while the child tries as hard as he can to get through this current beating, or dance as he calls it. However, if the reader sees this in a more costive light, one can almost see the small boy standing on his feet, holding on so he won’t fall, dancing around with his drunken father. Naturally, it would not be easy to maintain your balance while standing on the feet of another person. The second stanza sounds quite violent. â€Å"We romped until the pans / Slid from the kitchen shelf / My mothers countenance / Could not unfrozen itself’ (5-8). Here, Reroute describes an almost chaotic scene, with pans falling to the floor caused by the movement of the two. The mother’s look on her face clearly indicates that she is not happy with what is going on. Inning the word romp negatively, could imply the boy easily being tossed around the kitchen, pans crashing onto the floor as his father would chase him, and the clear displeasure on the mother’s face. On the contrary, the use of romp can be used to describe an overly excited child and his father, carelessly danci ng, running and jumping around the kitchen. Meanwhile, the mother could be annoyed at the mess the two are making. Reroute describes the roughness of his father’s hands as well as his ear scratched ear in the third stanza. ‘The hand that held my wrist Was battered on one knuckle† (9-10). As his father held onto his wrist, the boy could see calloused and cuts prominent on one knuckle. From an optimistic standpoint we can see the boy notices his father’s injured hand. The cut is assumed to come from the gardening work in the greenhouse in which the family owned. On the other hand the father’s battered hands could be an indication of abuse. The cuts could have possibly occurred from previous altercations. Next, Reroute describes how the alcohol has made his father clumsy and every time his father stumbled the boys ear would scrape on the belt buckle. At every step you missed / My eight ear scraped a buckle† (1 1-12). The scraping of the boys ear could paint a picture of the drunken father stumbling around trying to hit the boy with the belt or it can be portrayed as a stumbling father dancing around with the boy on his feet. Because of the height difference, the boys ear is getting scraped. In the fourth and final stanza it becomes apparent itâ€℠¢s the young boy’s bed time. Once again Reroute describes his father’s hands as rough and dirt stained, probably from the gardening work in the greenhouse. â€Å"You beat time on my head / With a palm caked hard by dirt† (13-14). Just like most children, he doesn’t want to go and so he clings to his father; â€Å"Then waltzed me off to bed / Still clinging to your shirt† (15-16). In a negative aspect, one can assume that this stanza is used to describe more physical abuse from the father. For example, the boy gets sent off to bed still holding on to his father’s shirt as if he is protecting himself from further blows. On the other hand one could imply his father’s dirty hands are simply imitating music in the same way one would beat on the kitchen table singing along to a song, as he father dances the boy to his bed. Clearly the child is having a good time and does not want it to end, so he holds on tightly to his father. Reroute uses pathos throughout the entire poem. With every written line, the reader’s emotions are pulled into different directions. Reroute causes his audience to not just respond emotionally but to identity#y’ with his point of view. In essence to feel what he is feeling. The most remarkable thing about his use of pathos, is that it is undefined in a sense. The reader’s interpretations from his choice f words creates the emotional rise. When I was first introduced to this poem was in my late teens. Maybe it was my inexperience with life or just an immature mindset, but just like most people, too thought this poem was about an abusive father. With the contradictory terms he uses in this piece it is easy to see the negative undertones. However, as time passed and I grew, my outlook on life changed. Perhaps it was becoming a mother that helped me see this piece in a new light; but when I read it now smile at the thought of a young boy. Dancing around with his father. How to cite My Papa S Waltz Final Draft, Papers

Mrs Dalloway Key Quotes Essay Example

Mrs Dalloway Key Quotes Essay Clarissa-â€Å"She could not dispel a virginity preserved through childbirth† â€Å"match burning in a crocus† â€Å" Do u remember how the blinds use to flap at bourton† â€Å"The curtain with its flight of birds or paradise blew out† â€Å"She had a perpetual sense, as she watched the taxi cabs, of being out, out, far out to sea and alone; she always had the feeling that it was very, very dangerous to live even one day† â€Å"Most exquisite moment of her whole life. † â€Å"She knew nothing; no language, no history; she scarcely read a book now, except memoirs in bed† The obvious thing to say of her was that she cared too much or rank and society† â€Å"Holding her life in her arms† â€Å"this is what I’ve made of it â€Å" â€Å"By artificial light the green shone, but lost its color now† â€Å"Made to hide her dress, like a virgin protecting chastity† â€Å"Behind it all was that network of visi ting, leaving cards, being kind to people; running about with bunches of flowers, little presents all that interminable traffic that women of her sort keep up†. â€Å"Oh! Thought Clarissa, in the middle of my party here’s death, she thought† â€Å"Life is made intolerable; they make life intolerable, men like that? â€Å"She was not worldly like Clarissa; not rich† Septimus-Look, Look, Septimus! ’ she cried.For Dr Holmes had told her to make her husband (who had nothing whatever seriously the matter with him but was a little out of sort) take an interest in things outside himself. † â€Å"The last shells missed him† â€Å"It might be possible that the world itself is without meaning†. â€Å"Men trapped in mines; women burnt alive†. â€Å"He had gone through the whole show† but â€Å"He was bound to survive† â€Å"The bed was falling; he was falling† â€Å"Beauty [from] behind a pane of glass. † â€Å"Congratulated himself upon feeling very little† When he stared so and did not see her it made everything terrible† â€Å"Secret signal which one generation passes, under disguise, to the next is loathing, hatred, despair. † â€Å"To save an England which consisted almost entirely of Shakespeare’s plays and Miss Isabel Pole in a green dress walking in the Square. † Other-â€Å"She looked pale, mysterious, like a lily, drowned, under water† â€Å"why did he come merely to crtisise† â€Å"Ellie Henderson bought cheap, pink flowers† â€Å"Fear no more the heat of the sun/nor the furious winter’s rage† â€Å"The torture, the extraordinary passion of those days† â€Å" The luster had left her†Ã¢â‚¬ ¦ â€Å"an echo of her old emotion†Critics- â€Å"an ordinary women on an ordinary day†. Elaine Showalter, â€Å"I believe the war is being deliberately prolonged by those who have the power to end it. †- â€Å"Has now become a war of aggression and conquest†- Siegfried Sassoon letter to the times â€Å"I was neither living nor dead, I knew nothing† –T. S Elliot â€Å"A kind of queen ‘ who ‘ with divine grace†¦ regenerates the post world war world† Sandra M. Gilbert, No Man’s Land. â€Å"Undoubtedly this kind of novel tends to generate sympathy for the characters who’s inner selves are exposed to view, however vain selfish or ignoble their thoughts may occasionally be†David Lodge, art of fiction During her parties it was not what she did or said that one remembered but rather the extraordinary sense of her being there† Lucio P. Ruotolo â€Å"At her most interesting, she is a snobbish, vain, repressed lesbian who has dabbled in culture but for the most part of the novel she is only a shadow, poetically enshrined. † Paul Bailey, â€Å" Into the Waves â€Å"It is a novel that explores à ¢â‚¬Ëœpeople’s ability to cope with change†- Elaine Showalter, introduction As the teams head brass â€Å"I sat among the boughs of the fallen elm† â€Å"That stewed an angle of the fallow† The blizzard felled the elm whose crest I sat in† â€Å"I watched the clods crumble and topple over† â€Å"The horses started and for the last time† â€Å"They killed him. It was back in March, the very night of the blizzard† Eleanor Farejeon writes, â€Å"I asked what we were fighting for† He picked up the ground between his fingers and said â€Å"for this†Free verse, narrative poem, 3 parts, begins and ends in same way (lovers) Tears â€Å"It seems I have no tears left. They should have fallen- their ghosts, of tears have ghosts, did fall- that day†. When twenty hounds streamed by me† â€Å"But still all equal in their rage of gladness† â€Å"Upon the scent, made on, like a great dragon† â€Å"Young English countrymen, fair- heard and ruddy, in white tunics† â€Å"And silence, told me truths I have not dreamed† ‘The British Grenadiers’. â€Å"The music piercing that solitude† free verse appropriate for the flow of a memory This is no case of pretty right of wrong â€Å"That politicians or philosophers can judge† â€Å"I hate not Germans, nor grow hot with love of Englishmen, to please newspapers† â€Å"A kind of god he is, banging a gong†But I have not choose between the two, or between justice and injustice† â€Å"Can rake out of the ashes† â€Å"That ages made her that made us from the dust† â€Å"She he all we know and love by† â€Å"We love ourselves we hate her foe†. â€Å"Out of the other an England beautiful and like her mother that died yesterday† Couplets towards the end suggest he’s made his decision† Aspens â€Å"The aspens at the cross-roads talk together of rain† â€Å"The sounds that for these 50 years have been heard† â€Å"The whisper of the aspens is not drowned† Calls their ghosts from their abode† â€Å"Aspens must shake their leaves and men may hear† â€Å"Whatever wind blows, while they and I have leaves† set rhythm abab continuity and structure of poets place in society Words â€Å"Out of us all that make rhymes will you choose† â€Å"As the winds use a crack in a wall or a drain† â€Å"To whistle through choose me you English words? † â€Å"You are light as dreams, tough as oak† â€Å"Poppies† â€Å"Corn† â€Å"Burnet rose† ‘Strange as the races of dead and unborn† Worn new again and again† fixed structure, what is he saying is free-celebrating words Old Man â€Å"I love it, as some day the child will love it† â€Å"Thinking perhaps of nothing†-â€Å"Not a word she says† â€Å"I can only wonder how much hereafter she will remember â€Å"And me forbidding her to pick† â€Å"As for myself, where first I met the bitter scent is lost† â€Å"I have mislaid the key† to the â€Å"garden† of memories â€Å"only a dark nameless avenue† blank verse- appropriate t reflect his blank memory/narrative.

Moral development in children Essays

Moral development in children Essays Moral development in children Essay Moral development in children Essay The purpose of this essay is to create a body of knowledge for follow-on research in the field of the impact of different factors on moral development of children. For this purpose information was gathered through the study and analysis of materials presented in books, research journals, and professional publications so as to determine: Who holds the responsibility for moral development of children? On initial consideration, the question posed here seemed to bracket nicely few main points of the subject, but that impression appeared to be wide of the mark, especially when it came to making judgments concerning the notions of morals and morality. Really, what is a morality? What does it mean to be a moral person? Our values, both moral and non-moral, were acquired along with our basic language and socialized behaviours when we were young children and come from some very strong traditions that are part of our societies and our cultures.Law, religion, our family and peer group all tell us what we ought to do, but following these more traditional oughts does not necessary constitute a moral life. A great number of people, however, do live long and useful lives without ever consciously defining or systematically considering the values or moral rules that guide their social, personal, and work lives. During most of our lives we simply decided what was right and did it. Websters Dictionary, Tenth Edition, defines morality as conformity to the ideals of right human conduct; virtue. The Oxford English Dictionary defines morality as the doctrine of right and wrong in human conduct; conformity to conventional rules by religion or other spiritual influences. However, the terms right or wrong and right human conduct are totally subjective: they have different meanings to different people. Who decides what is right or wrong? Is our moral decision just as simple as the proverbial coin toss? Who sets the standards and norms? Probably, there is no easy answer to any of these questions, neither is there a single universal definition of the notions.One of the most wide-ranging descriptions of morality, where words right and wrong are avoided, belongs to Russian psychologist Rubenstein, who believes that morality is conformity and devotion to a set of standards initiated and/or accepted by an individual; an individuals active adherence to his accepted standards for the duration of his existence. (Rubenstein, 1982, p. 129-130) As in many areas of educational research, the field of moral education is full of controversy, which is directly connected with the debate about the definition of morality.These debates are not lim ited to psychological accounts of the nature of morals, but also include the questions of childrens moral development, extending to their general development and to the very definition of educational aims in this area. Moral development should be related to all the fields that use the word development. In ways that are not easily measurable, moral development has some connection to physical, social, political, religious, and other kinds of development.And, of course, economics being so central to development, one must ask about the correlation of moral development and economic development. To ask about this relation may seem to be a silly question, but perhaps it is just an embarrassing one. (G. Moran) Children develop morality slowly, and in stages. Each stage, beginning from the preschool years and continuing even in the adult years, has its own theory and idea of what is good and right and different reasons why people should be good. Each stage brings a person closer to mature m oral development.These issues have been approached by many psychologists, but the most prominent input into this research was done by Jean Piaget and Lawrence Kohlberg. The purpose of Piagets studies was to investigate the growth of moral judgement in children. However, he did not merely seek to examine their moral behaviour, but tried to establish the degree to which children at any given age and stage can reason morally, so that we may know the framework within which we must operate when we seek to help them to develop the moral standards acceptable in our society. (Brearley, 1968, p. 120).Piaget discovered that young children have a much more primitive understanding of right and wrong behaviour than older children: they judge bad behaviour by the amount of damage caused by a persons behaviour. Kohlberg carried Piagets work into adolescence and adulthood. According to Kohlberg (1984, p. 67) there are three levels of moral development with two stages in each. During the first leve l (Pre-conventional) children are concerned with avoiding punishment (Stage 1: Punishment-Obedience) and getting ones own needs met (Stage 2: Individualism).This level and its stages fit into the framework of young children up to the age of ten years. During the second level (Conventional) children are more concerned with living up to the expectations of others (Stage 3: Interpersonal Conformity) and want to do the right thing because it is good for the group, family, or institution (Stage 4: Social System and Conscience). This level and its stages fit children over the age of ten years and on to adulthood. The third level is called Post-conventional. During this level individuals govern their behaviour by the relative values and opinions of the groups they live and interact with.Right behaviour is based on a social contract (Stage 5: Social Contract and Individual Rights) with others and in the validity of universal moral principles (Stage 6: Universal/Ethical Principles), which ma y or may not agree with societies laws. Laws that agree with universal moral principles are obeyed but when those laws violate these principles, the individual follows the principles instead. There are many other theories and approaches to this issue, but our question is about another aspect of the matter: who is responsible for moral development of children?To answer this question, first of all we need to determine the circle of possible relationships that can influence childs moral development. Of course, in the widest sense, all relationships may be regarded as part of social development, but the earlier, more personal relationships have a great impact on the process of moral development. Morality is not something that is practised in isolation. Morality is, among other things, an aspect of out relationship with other people. And anything which diminishes our ability to make such relationships successful diminishes also our capacity for moral actions. (Williams, 1970, p. 109) The moral development of a very young child brings out the interrelation of all ages. One cannot describe the moral development of infants without referring to the moral development of parents and grandparents. Parenting a child is one of lifes great moral adventures, and so is the childing of ones parents. (Rubenstein, 1982, p. 89) Moral life is shaped by our responses to a pattern of relations. The responses in the relation of adult and child are not equal, but the process can still have a degree of mutuality.We often underestimate the infants power of receptivity to moral influence. Robert Coles (1997, p. 45) states that character or moral development is an interaction between nature and nurture, which takes place in a very early age. It develops as a result of parental interaction, balanced discipline styles, and a childs own choices. Children learn about right from wrong from their earliest experiences. When they need nurturing or feeding and parents fulfil that need without exce ssive indulgence, then children develop characters that accept rules and tolerate frustrations later in life.The infant needs to know that he is merely a self among other selves, that he is not omnipotent, that other people have need and feelings too. (Williams, 1970, p. 37) There are two sides of discipline and the parents aim is to try balancing them. Too much love and a child becomes spoiled, expecting their every want and need to be met regardless of other peoples wants and needs. According to Huxley (1985, p. 17), this causes children to be stuck in the early stages of moral development based on selfish individualism.Thats fine for a two-year-old, tolerable in a six-year-old, and obnoxious in a twelve-year-old or older. Too many limits and the child develop a low sense of worth and a lack of self-control. This usually results in an overly rebellious child or an unhealthy submissive one. (ibid. ) Achieving this balance is difficult. But it is easier to do if discipline is viewe d not just as punishing wrong behaviour, but as a process of shaping character. Parents are not simply setting limits. They are teaching how to distinguish right from wrong.It is easier to say no when we know that we are guiding the childs moral development and eventually, his or her social success. As the later stages of moral development reveal, children can make a choice not to follow societys rules or laws. Parents must accept that reality. Thats part of parents on-going moral development. Understanding moral development allows parents to assess their children and have a better target for their individual development. Hopefully, the end result is that our child will be the one who will stop and wait for someone in need, regardless of what the crowd says he or she should do.The ideal is that the child will develop, as Kant put it as a law-making member of a kingdom of ends. He must not only come to know what is in general right or wrong; he must also go beyond this level, so that he sees why such rules are right or wrong and can revise rules and make new ones in the light of new knowledge and new circumstances. (Peters, 1981, p. 33) The described importance of parents influence leads us to the conclusion that a childs moral education is the primary responsibility of the family.Other aspects and factors, other religious and social organizations and institutions can each make their contributions to the process, yet none of them can replace the family. While the school cannot accept the primary responsibility for moral teaching, it still has a significant role to play in the reinforcement of a childs moral understanding and behaviour. The school is a community and should be characterized by courtesy and civility in all its activities, with instruction in specific subject matter informed by moral understanding.Today leading educators no longer see their job primarily to be the teaching only the curriculum subjects. The philosophy of education has undergone a f undamental change. Teachers now perceive their jobs to be the involvement in reshaping of the childs values, beliefs and morals. Teaching is now being viewed as a form of therapy, the classroom as a clinic, and the teacher as a therapist whose job it is to apply psychological techniques in the shaping of the childs personality and values. (G. Moran)

10 Facts on the Geography of Beijing China

10 Facts on the Geography of Beijing China Population: 22,000,000 (2010 estimate)Land Area: 6,487 square miles (16,801 sq km)Bordering Areas: Hebei Province to the north, west, south,  and part of the east and the Tianjin Municipality to the southeastAverage Elevation: 143 feet (43.5 m) Basics About Beijing Beijing is a large city located in northern China. It is also Chinas capital city and it is considered a direct-controlled municipality and, as such, it is controlled directly by Chinas central government instead of a province. Beijing has a very large population at 22,000,000 and it is divided into 16 urban and suburban districts and two rural counties.Beijing is known as being one of the Four Great Ancient Capitals of China (along with Nanjing, Luoyang and Changan or Xian). It is also a major transportation hub, a political and cultural center of China, and was host to the 2008 Summer Olympic Games. Geographic Facts The following is a list of ten geographic facts to know about Beijing.1)The name Beijing means Northern Capital but it has been renamed several times in its history. Some of these names include Zhongdu (during the Jin Dynasty) and Dadu (under the Yuan Dynasty). The citys name was also switched from Beijing to Beiping (meaning Northern Peace) twice in its history. After the founding of the Peoples Republic of China,  however, its name officially became Beijing.2) It is believed that Beijing has been inhabited by modern humans for about 27,000 years. In addition, fossils from Homo erectus, dating back to 250,000 years ago have been found in caves in Beijings Fangshan District. Beijings history consists of struggles between various Chinese dynasties which fought for the area and used it as Chinas capital.3) In January 1949, during the Chinese Civil War, Communist forces entered Beijing, then called Beiping, and in October of that year, Mao Zedong announced the creation of the Peoples Republic of China (PRC) and renamed the city Beijing, its capital. 4) Since the founding of the PRC, Beijing underwent many changes to its physical structure, including the removal of its city wall and the construction of roads intended for cars instead of bicycles. Most recently, land in Beijing has developed at a rapid pace and many historical areas have been replaced by residences and shopping centers.5) Beijing is one of the most developed and industrial areas of China and it was one of the first post-industrial cities (meaning its economy is not based on manufacturing) to emerge in China. Finance is a major industry in Beijing, as is tourism. Beijing also has some manufacturing located on the western outskirts of the city and agriculture is produced outside of major urban areas.6) Beijing is located at the tip of the North China Plain (map) and it is surrounded by mountains to the north, northwest,  and west. The Great Wall of China is located in the northern part of the municipality. Mount Dongling is Beijings highest point at 7,555 feet (2, 303 m). Beijing also has several major rivers flowing through it which include the Yongding and the Chaobai Rivers.7) The climate of Beijing is considered humid continental with hot, humid summers and very cold, dry winters. Beijings summer climate is influenced by the East Asian monsoon. The average July high temperature for Beijing is 87.6 °F (31 °C), while the January average high is 35.2 °F (1.2 °C).8) Because of Chinas rapid growth and the introduction of millions of cars into Beijing and surrounding provinces, the city is known for its poor air quality. As a result, Beijing was the first city in China to require emissions standards to be implemented on its cars. Polluting cars have also been banned from Beijing and are not allowed to even enter the city. In addition to air pollution from cars, Beijing also has air quality problems due to seasonal dust storms that have developed Chinas northern and northwestern deserts due to erosion.9) Beijing is the second-largest (after Chon gqing) of Chinas direct-controlled municipalities. The majority of Beijings population is Han Chinese. Minority ethnic groups include Manchu, Hui and Mongol, as well as several small international communities.10) Beijing is a popular tourist destination within China because it is a center of Chinas history and culture. Many historic architectural sites and several UNESCO World Heritage Sites are within the municipality. For example, The Great Wall of China, the Forbidden City,  and Tiananmen Square are all located in Beijing. In addition, in 2008, Beijing hosted the Summer Olympic Games and sites constructed for the games, such as the Beijing National Stadium are popular.To learn more about Beijing, visit the municipalitys official website.Sources: Wikipedia.com. Beijing - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Beijing

Air Legislation Assignment Example | Topics and Well Written Essays - 750 words

Air Legislation - Assignment Example This balance is what constitutes lateral balance and longitudinal balance and makes the center of gravity an important aspect in aircraft stability because the weight of the left is equal to the weight constituted on the right which could be upset by unbalanced lateral loading. Lateral unbalance will then result if the fuel load is mismanaged by supplying the engines unequally from tanks situated on one side of the airplane. Eventually, the airplane controls in an out-of-streamline condition, increasing drag and resulting in decreased operating efficiency (Ethirajan, 2013 p.35). the center of gravity position influences both the tip over and tip back susceptibility of the aircraft. The tip back situation is static on the ground during loading or dynamic during take-off acceleration with full thrust setting. The center of gravity’s horizontal position greatly affects the stability of the wing which results in the static stability of the entire aircraft. Suppose the center of gravity is sufficiently forward the aerodynamic center the aircraft becomes statically stable. If the center of the aircraft is moved towards the tail sufficiently, that is the neutral point, where the moment curve becomes horizontal the aircraft becomes neutrally stable. In any case the center of gravity is moved further back, the moment curve has a positive slope making the aircraft longitudinally stable. Similarly, when the center of gravity is forward toward the nose of the plane, the pilot is put at a place in which he does not the capability to generate the force that can he lp in achieving maximum coefficient of lift (Ethirajan , 2013 p.45). Take off is that point at which an aircraft leaves the ground and starts flying. Aircraft that is overloaded may not be able to take off but just in case it does, it could exhibit some airborne characteristics. Incidences of poor loading will always be witnessed during

Storytelling as Artifice Essay Example | Topics and Well Written Essays - 1250 words

Storytelling as Artifice - Essay Example Whereas art is an umbrella definition for any creative or innovative work, artifice is a sub set of art that employs some trick to impart some sense into the conscience of people who happens to be the target group for a given literary work. The work of art is like a social mirror to the society but it needs to be blended with some concepts that brings people closer to it and this is what constitute the role of artifice.Yunior, in The Brief Wondrous Life of Oscar Wao, repeatedly calls attention to the artifice which is one of the often assumed literary concept but very useful. This literary work was written to point out some of the social injustices meted on the inhabitants of Caribbean Islands which was predominantly slaves of African descent. Spain happens to have been one of the European nations that took control of Dominican Island and it is intriguing to find out how they practised racial discrimination and adopted a discriminative strategy of planting their culture and weeding o ut their perceived worthless social order among their colonies. One of the literary tools depicting artifice in this work is allegory of violence. The colonial countries and Spain in the context of this work was a true reflection of violence. They engaged the slaves in Dominican Republic in hard labour under inhuman conditions characterized by lack of basic needs like food, clothing and healthcare provision. Taking control of another person is not a peaceful process and this explain why even the Spanish applied cruelty to stamp their authority like any other colonial authority to oppress the blacks in Dominica Republic. The world violence is almost synonymous to the Spanish colonial era and reminds the citizens and other literary audience of the dark past which its effects is still being felt to this date. The â€Å"plantations machine† is a common word used within the novel to illustrate the depth of inhuman treatment the slaves were subjected to. It also symbolises the fast diffusing power of the social restructuring that the Spanish community imposed in Caribbean Island. Symbolism plays a central role in exhibiting the heights of artifice in forcing the meaning of the literary work to the audience. The history of Caribbean is referred to as a culture of† gap† due to the in fills of the colonizers cultures within the culture of the inhabitants of Dominican Republic. It sends the racial apartheid that was set to wipe to reduce the influence and perpetuation of the slaves’ culture or completely wipe out their social structure and realign it to their own. By using the word erase, the author simply states that the western cultures was forcefully replacing the colony socio-cultural framework and rendering them confused in Spanish cultures that ranged from language to way of doing things (Rennison, 36-8). It is relatively simpler for any person reading to grasp the concept of eraser from the word go and this explains the suitability of th is literary tactic. The author I also stressing the use of refined language to convey meaning as this forms the basis of communication. Even if one look at the quote â€Å"gap†, it is quite clear before an individual go deep into the book to understand that there exists some spaces which are either created or existed before. It is worth noting these words are bound to stick in the mind of an

An Exegetical Essay On John Chapter 1 Religion Essay

An Exegetical Essay On John Chapter 1 Religion Essay INTRODUCTION Unlike the synoptic Gospels, the Gospel of John does not begin with the historical Jesus, instead, the author exalts his eternal existences over his earthly entrance into the world. The eternal existence of Jesus is perceived by the use of Word (logos) in the prologue. Thus, the author begins his gospel with the words, In the beginning was the Wordà ¢Ã¢â€š ¬Ã‚ ¦ Johns Gospel stresses on the deity of Jesus, he strikes the reader straight with the Greek Word (Logos) as a replacement of Jesus until the end of the prologue. One could say that the understanding of this Gospel is centred on the Word (logos) as a key affirmation of the entire Gospel. The prologue affirms that Jesus used the eternal Word which has been translated from the Greek word (logos). In chapter (1:1-5) the author talked about the pre- existence, in (1:6-8) he elaborated on the witness of John the Baptist, in (1:9-13) he highlighted on the light coming to the worlds, in (1:14-18) he accounted on the incarnation of th e Word. This prologue is specially or specifically designed to prepare the way for the evidence of the doings of no ordinary person but Jesus Christ. This paper is an attempt to exegete the passage of (John 1:1-18). The Pre-existence Word (1:1-5) The commencement of this Gospel as stated, in the beginning was the word has something to do with (Genesis 1:1). John was trying to say that Jesus Christ was in the beginning and He was the Word which existed in the beginning before creation or before the world began and was fully God (John 1:1-3). Jesus is indeed the creator, sustainer of all belongings, our source of living and the establishment of eternal life. To understand this concept one must commence with the Father-Son relationship which is the central revelation of Johns Gospel and also the key to understand the sayings and deeds of Christ Jesus (17:5, 24). Extensively, this term (logos) which has a meaning in English as the Word was used in Greek literature or theologians and philosophers; among them were the Stoics who used the term to describe the principle of divine reason which caused the natural creature to grow.  [1]  Philo of Alexander was the mastermind of this idea in his writings and maintained it as an instr ument of the world creation. There are dissimilarities between the usage of the Word by John and Philo. In the mind of Philo, he by no means consider the Word as a person and he did not maintain its pre-existence, he denied the incarnation of the Word which is known as Jesus. But in Johns mind the Word was maintained and became flesh. This points to Jesus Christ who came to save humanity and dwell among them. One could say the fifth verse of this chapter shows the compassion of the author as a beloved disciple and an eyewitness of Jesus who is trying to communicate the good news to the Jews, Greek philosophers and all kinds of people from generation to generation in his writings. Here John declares that Jesus Christ is the true light, who shines in the darkness, but the darkness which can be translated as sinful man has not understood it. The better understandings of this verse rely on (verse10-11).  [2]   Witness of John the Baptist (1:6-8) At this point, the author diverted his thought form eternity towards historical. These verses point to the identity of no other person but John the Baptist who is not the light; however Johns job is to testify that Jesus is the coming light. This testimony of John appears strongly in public in (verse 15-34).  [3]  Johns idea is that, people might believe in Jesus alone and that He is the saviour. Light Coming to the World (1:9-13) In verses 9-13, Johns emphasis has changed from witness to Jesus as the true light that gives light to every man coming into the world. He is the fulfilment of all light foreshadowed and the one who called light into existence (Genesis 1:3).  [4]   Regarding the statement of John concerning the world did not recognise him here it means something further than created world? John is referring to people who opposed or do not believe in God or those who reject Christ as the true light. The Israelites were chosen by God to prepare the rest of the world for Christs coming but they rejected Him despite the prophecies recorded in the Old Testament.  [5]  In verses 12-13, the author elaborates on how some people received the Word. Johns centre of attention is based on the covenant people of God or believers who receive the power to be children of God. This implies to the children who are not born of natural or physical human descent. This is for those who receive Jesus Christ as their personal saviour; they are spiritually born again and have received a completely new life from God through faith. Incarnation of the Word (1:14-18) This last section of the prologue explains how the divine Word points how Jesus came into the world in a human form. Apostle Paul, one of the major characters in the New Testament writings understood this concept (Colossians 2:9). The word became flesh and made his dwelling among us (John1:14). The first century church debated on how the Word who was God could become human but thats not important to John because his main concern is to explain the price that Christ paid. The bible explains how Gods presence was in the midst of the children of Israel in the tabernacle (Exodus 40:34-38), although that was on temporal basis. John also has a similar view in a sense that the Word became flesh or Jesus became like mortal human being and made his dwelling among us likewise Gods presence to the children of Israel in the tabernacle. According to Kruse, the reference to glory is also an allusion to Gods presence in the tabernacle. Moses was instructed by God to build a tabernacle and after fini shing Moses couldnt enter the Tent of meeting because it was covered by the cloud and the glory of the Lord filled the tabernacle (Exodus 40:34-35). And that same way Gods glory is been manifested in the Word made flesh. John was an eye witness to Christs earthly life and ministry and he saw His glory. He firstly saw the glory of the One and Only who came from the Father. Further more, he saw Christ as the one who comes from the Father and the fact that he is the source of grace and truth.  [6]  The evangelists intention is for people to see Christs ministry us a manifestation of Gods grace and an exposure of his truth. Christ makes it possible for people to know God better than before, for the reason that God became visible and tangible in Christ. And he is the perfect manifestation of God in human form. Moses accentuated the law of God and His justice, but Christ emphasized His mercy, forgiveness, faithfulness and love. Moses was known as law giver, however Christ is known as the fulfilment of the law (Matthew 5:17).  [7]   This last verse of the prologue is a reminder of the first verse. There was no other better means for people to know God unless the Word point to Jesus Christ the One and Only Son of the living God. Regarding the statement John made that no one has ever seen God it has something to do with the OT in a sense that Moses did not have the chance to see God face to face, although prophet Isaiah said my eyes have seen the King, the Lord Almighty (Isaiah 6:5), none of the prophets were able to see Gods essential nature. He may be seen in anthropomorphism, but Christ Jesus made it possible to His inner essence or nature. Through Jesus Christ Gods nature and will is been revealed. The more a person gets closer to Christ, the better he or she understands the will of God. In Christ people saw the clear picture of God and even touched Him.  [8]   Conclusion The major concern of John in his prologue is to portray Jesus as an eternal being who has existed from the beginning with God. Furthermore, the prologue describes the incarnation of Christ, by coming in human form so as to identify with humanity and to save them from sin. John shows us the complete deity, the divinity and the fullness of God in Christ Jesus. Christ makes it possible for people to know God better than before, for the reason that God became visible and tangible in Christ. And he is the perfect manifestation of God in human form. Moses accentuated the law of God and His justice, but Christ emphasized His mercy, forgiveness, faithfulness and love. John wrote this gospel so that we might believe that Jesus Christ is the Son of God and by believing we may have eternal life (John 20:31).

Educating Essex Essay

Dear editor, I am writing to you because I find it impossible to understand why ‘Educating Essex’ represents teenagers in this such way to society today, it only makes an impression of them, that â€Å"all Britain’s teenagers are goby, impolite, spoilt and lacking enough self-discipline to interact with anyone. † This supports stereotypes of modern reckless teens, when in reality â€Å"the majority of Britain’s teenagers are interesting, polite and simply brilliant young people quietly going about the business of creating a bright future for themselves. On ‘Educating Essex’ I have witnessed many negative things that show teenagers in a bad way, such as students walking across a table, pupils on mobile phones, swearing at each other and teachers, cyber-bullying, teenage pregnancy and young girls caked with make-up, even the introduction is very negative towards teenagers. This shows that all teenagers don’t behave in school and do not care about their education and future, but majority of students are not like that, most of them are fun-loving, active and mature for their age. I think the reason for their behaviour are the cameras, as most of them want to show off and think it’s a good idea to play up to them. ‘Educating Essex’ has only focused on the students that badly behave and cause the trouble all the time, but they haven’t showed the good side of teenagers, where they work hard in class, and behave because they are working to achieve the equivalent of five or more GCSE’s at grade A* to C. The programme only creates a fake image of a typical teenager, but certainly they do not act like that, and I know that because I am a student myself, and I’ve never seen this kind of behaviour in my school. I think that the Daily Mail article only focuses on the teachers in ‘Educating Essex’ and mostly points out the bad things teachers say and do. Also how they carry out the lesson, it shows how immature they are when they burst into a class and disturb the lesson just to sing happy birthday. Another teacher is shown; as the students are leaving his class he tells them â€Å"Clear off, scumbags†. In a different scene it shows when Mr Goddard hides behind his door as Mr Drew enters the room, he reaches out his arm around the door to welcome his deputy with a two-fingered gesture, and Mr Drew’s respond is â€Å" You are such a ****er†. In episode two, there is a scene shown of a girl called Carmelita, who accuses the deputy of assaulting her. At first she tells him to â€Å"get lost† and â€Å"shut up†, but in the end she gets excluded when he tells him to â€Å"**** off†. The deputy is cleared after the headtecher watches the CCTVcameras footage. Also the article mentions that â€Å"this sort of behaviour by pupils shouldn’t be allowed and there is extremely childish behaviour by the teachers, who are setting a very bad example for the pupils as they are likely to see the programme† in results of this the teenagers are influenced by what they see on the TV, and think it’s right to behave in this practical way, another influence are the teachers, as they set an example for the students. One more significant reason for child’s behaviour are the parents, because of the way they are bough up, if they have problems at home they will release their anger in school, on students and teachers. But essentially that article did not mention any positive things about teenagers. There were few positive things that I’ve witnessed on ‘Educating Essex’ but not many as I expected to be. I think one of them was when, they showed the students reflecting on what they have done wrong and teachers, because it’s great to hear both sides of the story, also the relationship between the teachers and students which doesn’t happen very often. Additionally how the teachers refused to give up on challenging the pupils, so they have a chance to achieve. But I think the programme should’ve showed more of the satisfactory students who are interesting, polite and clearly brilliant young people trying to achieve, to have a better future. The ‘Observer’ article has also only highlighted the bad points about teenagers, much the same as the ‘Daily Mail’ article. But it makes the reader hate teens, as they call them â€Å"gobby, spaced- out, bizarre† this only shows how selfish they are, and do not care about others. Also they point out how they dress and refer to girls as â€Å"spoiled brats†, and in my opinion they are allowed to do what they want, because it’s their own choice to look like that. I think that the programme doesn’t give a real image of teenagers today because, in my opinion everyone is different, and also because it only concentrated on the bad behaved student where on the other hand there is more students that work really hard on everything, and also contribute in society.

Langston Hughes And Yusef Komunyakaa And My Black Face...

Langston Hughes and Yusef Komunyakaa, much like any two poets when compared, are very different. However, they composed two poems that are very similar. Langston Hughes’s poem, â€Å"Theme for English B†, and Yusef Komunyakaa’s, â€Å"Facing it†, can be compared in many different ways. The most outstanding similarity of the two poem’s, is the fact the speakers are outsiders and very much unlike everyone else in the poem because of their race. With the quotes â€Å"I am twenty-two, colored, born in Winston-Salem† (Hughes 7), and â€Å"My black face fades† (Komunyakaa 1), It is very clear both writers want their audience to know early on in the poems that each are speaking from an African-American perspective. In the early to the middle of the 1900’s when the poems were written, things were different for a person from African-American decent, in Hughes case it was college and in Komunyakaa’s case it was the Vietnam war. Bei ng of African-American decent is a minority that most people wouldn’t understand because of the history in their race. Both poets have endured experiences of oppression in the past that have effected their writing styles. Other similarities in the poems include the use of the same literary techniques such as narrative structure, symbols, metaphors, and tone to prove that the speakers are different and unlike the majority because of their past experiences in the past. Both poems use the speakers past to further capture their feelings and emotion towards each subject. Hughes and

Was the New Deal Succesful Essay - 582 Words

Henry Ford once said â€Å"Coming together is a beginning; keeping together is progress; working together is success†. The new deal depended on the whole nation working together to strive for relief, recovery, and reform. Whether or not the new deal was a success depends on what one believes the new deal was designed to achieve. To me, the new deal was implemented to aid in restoration of the economy of the United States, not to simply fix the economy. The new deal greatly repaired the economic condition of the United States caused by the great depression, however, it did not fully restore the economy to the peak point that it was at before the stock market crash on October 29, 1929. The new deal was a set of relief programs to provide out†¦show more content†¦The Agricultural Adjustment Act (AAA 1938) restricted agricultural production by paying farmers to reduce crop area. As a result of reducing the amount surplus crop produced, the value of crops would increase. 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