Creationism and Public Schools Essay example - 960 Words

Creationism and Public Schools nbsp;nbsp;nbsp;nbsp;nbsp;The issue of whether creationism should be taught in public schools, rather than evolution, is a new one. It has only been in the past fifty years that it has even been in debate. Public school science classes, when discussing the origins of life on Earth, coincided with Sunday school classes. Students learned that the Earth, universe and everything else was created in seven days, by God, as stated in the Old Testament. It was not until recently with the rise of scientific reason and equal rights organizations did these teachings become questioned. The argument spurs from each person’s personal belief, and that is where things get complicated.†¦show more content†¦These principles include a basis in natural law, and science is guided by natural law. Science has to be explanatory by referencing natural law, and scientific conclusions must lack finality. When they are proven otherwise, they are open to alteration. In a science course, for someth ing to be taught, as a science, it must follow these guide lines, yet creationism does not. Creation Scientists will not adhere themselves or their beliefs to these rules, and therefore creationism can not be taught as a science, hence the name â€Å"pseudoscience.† nbsp;nbsp;nbsp;nbsp;nbsp;The next debate on why creationism should not be taught in schools is based on The First Amendment. The First Amendment states that the government shall make no laws endorsing or prohibiting any religious believe. Public schools are funded by the government. Requiring the Biblical teachings of creationism to be taught in school promotes the Christian religion. According to the First Amendment, a public organization that is funded by the government can not promote one religion over another. For public schools to be able to comply with the First Amendment, they would have to offer equal time to every religion’s view on the creation of life on Earth, which would be impossible and once again, turn a biology class into a theology class. nbsp;nbsp;nbsp;nbsp;nbsp;This idea was also approved by the US Supreme Court, in the 1987 case, Aguillard v. Edwards. In this case, it wasShow MoreRelated Creationism in Public Schools Essay1429 Words   |  6 PagesCreationism in Public Schools Teaching Creationism in Schools The question as to whether or not creationism should be taught in public schools is a very emotional and complex question. It can be looked at from several different angles, its validity being one of them. Despite the lack of evidence to support the fundamentalist idea of creationism, that in itself is not enough to warrant its exclusion from the curriculum of public schools in the United States. The question is far moreRead MoreCreationism vs. Evolutionism in Public Schools1538 Words   |  7 PagesDebate: Creationism vs. Evolution in Schools: 1st Affirmative Constructive Speech Creationism and Evolutionism by definition are very different topics. Currently, evolutionary naturalism is the most widely taught view of origins in America. In schools in the modern day, only evolutionism is taught and condoned. But before the 1920s, only creationism was taught, and evolution was forbidden. Then, on February 20, 2008, the Florida State Board of Education voted to revise the public school guidelinesRead MoreShould Creationism be taught in Public Schools? Essay1124 Words   |  5 PagesTeaching Creationism or Intelligent Design to our youth can be done in a way that is neither opinion based nor completely fact based, but may hold some risk of personal interpretation. The first thing needed to be considered is how can children of the middle school age range grasp such a deep subject and have the capacity to reach their own conclusion. Information found regarding the development of children in this developmental range was found in the book titled Characteristics of Middle GradeRead MoreCreationism in Public School Science Class Essay923 Words   |  4 Pageshappen? If not, then why should science teachers teach that life evolved over billions of years, and that it was created as it is now just six thousand years ago? Creationism should not be taught in science class because it has no supporting evidence, it is not equal to evolution, and religious myths can not be taught in public schools in an officially non religious nation. ...[I]ndividual scientists and philosophers of science have provided substantive critiques of intelligent designRead More Why Creationism Should Not Be Taught in Public Schools Essays1921 Words   |  8 PagesA hotly debated topic concerning public schools centers on the origin of life. Now more than ever, science and religion are butting heads. What should public schools teach to their students? Alex Rainert reasons that both â€Å"science and religion are engaged in the same project, to discover the origin of life† (141). In short, one could better describe the debate as a crusade between evolutionists and creationists; both sides have their well-founded arguments, but when one looks at the decisions ofRead MoreEvolution over Creationism for the Public School System Essay1829 Words   |  8 Pagesgoing to Sunday school, and they’re telling them that God created them, and then they go to school and they’re being taught that man evolved from an ape† (White, Gary). The argument has taken the better part of a century, as to if creatio nism or evolution should be taught in public schools (Vedantam, Shankar); and no closer have we came to deciding which idea or more appropriately which theory should be taught to the youth of America. Roughly twenty to twenty-five percent of public school educators holdingRead MoreThe Theory of Evolution and Creationism Debate The subject on what goes into public school1700 Words   |  7 Pages The Theory of Evolution and Creationism Debate The subject on what goes into public school textbooks have always been an intense debate. Recently Bill Nye the Science Guy and Ken Ham held a debate on this topic on February 4, 2014 which gain over two million views. Which raised the question is creationism a viable model of origin in today’s modern scientific era (Ken Ham)? In order for one to answer this question accurately first one would need to know why this question is significant. Then theyRead MoreShould Intelligent Design and/or Creationism Be Taught Alongside Evolution in Public Schools?641 Words   |  3 Pagesabout whether or not should intelligent design should be taught alongside evolution in public schools, which has been going on for a great amount of years. Intelligent design is the idea of natures changes cannot be a random process, but a type of guidance must have lead to why nature is the way it is in today’s era. In most cases, that specific guidance is God. God has created the world for a purpos e. Creationism is the same idea as intelligent design, believing that nature was created by a divineRead MoreThe Creationism Debate Essay examples698 Words   |  3 PagesCreationism being taught in public schools is not right because there are many beliefs about how the earth was created. Many science teachers have different beliefs on this particular subject. Some believe it should not be taught in public schools but on one’s own time at home, church, or another place. Other science teachers think students should be taught all the believable theories about evolution and creationism. Some science teachers have gotten in trouble with the law by not obeying otherRead MoreEssay on Intelligent Design: The Best of Both Theories1112 Words   |  5 Pagesbeen going on for years and years. Should schools be allowed to teach evolution without teaching creationism? The courts have ruled, the answer is no, the theory of creationism cannot be included in a public school’s academic curriculum. With the court’s decision, it has been made clear there is no place for faith based theories to be taught in our public schools. What if there was a different approach that took God out of the equation? Public high schools should allow a course in intelligent design

ProblemSet1 Solutions v1 Essay - 1519 Words

Econ 136: Financial Economics Problem Set #1 Due Date: September 11, 2014 1. The return profile and risk of the SP 500. In this exercise you will reproduce the graphs presented in class. The goal of this exercise is (i) to expand your datahandling skills, (ii) test your understanding of basic probability concepts using real data and (iii) develop an appreciation for the use of replicating a result to ensure that you understand it. Go to Yahoo Finance (finance.yahoo.com) and search for the ticker symbol SPY. On the left-hand side of the page you will see a link to â€Å"Historical Prices†. Click on the link to get to the Historical Prices page and download the daily prices from 01/29/1993 to 08/28/2014. You will find a â€Å"Download to Spreadsheet†Ã¢â‚¬ ¦show more content†¦4 2. The return profile and risk of the iShares 20+ Year Treasury Bond ETF (TLT). In this exercise you will generate the graphs presented in class for a bond index. You will use the infrastructure you developed above in problem (1) for this exercise: the only difference is the data. Each part of the exercise is a repeat of what we did above with the SPY data. Go to Yahoo Finance (finance.yahoo.com) and search for the ticker symbol TLT. On the left-hand side of the page you will see a link to â€Å"Historical Prices†. Click on the link to get to the Historical Prices page and download the daily prices from 07/30/2002 to 09/02/2014. Also download the dividends for this period (the dividends are in a separate file). (a) Create a graph of the Close price of TLT as a function of time. Label the axes and give it a title (e.g. TLT). This is simply a graph using the data you have downloaded. 140 CLOSING PRICE (USD) 130 120 110 100 90 80 02 04 06 08 10 12 14 16 TIME (year) Figure 5: No Excel functions beyond graphics functions were used to make this graph. 5 (b) Create a graph of the TLT returns as a function of time using the Close price and dividends. To calculate the return we use the equation from the lecture slides x(t + Ï„ ) − x(t) + income − costs x(t) which for our problem becomes x(t + Ï„ ) − x(t) + dividend during period r(t) = x(t) r(t) = Now while this equation is intuitive for the returns over a

Analytical Essay on Shooting an Elephant

Question: Write about theAnalytical Essay on Shooting an Elephant. Answer: Introduction Shooting of An Elephant is perhaps one of the most symbolic narratives that best depicts the volatile situation that existed right after the literal fall of the British Empire, through a witness called George Orwell . Right at the aftermath of the surreal impacts of imperialism that have accrued in the third world countries those were under the severe oppression of the colonizer, there were several instances and contradictory emotions captured in this essay by George Orwell. Published as a collection of essays, the first hand experience of George Orwell in a colonized estate like Burma depicts one of the most important aspects of the inherent culture of colonialism and imperialism (Doyle, 2016). Shooting of an Elephant composes of a historical significance that is crucial to understand the recurrent political and social framework ( Orwell, 1946).The year of 1946, considering as a topical phase of global unrest and tumult, has histrionic evidences of many events and tragedies. Therefore, in a colonized setting, the magnitude of this disorder was the sternest in nature. In the form of a very personal narrative of George Orwell, is a witness at a close proximity to the whole scenario of British Raj and their colonies (Graham, 2016).This reflective essay by George Orwell has various symbolic overtones that highlight the catastrophic situation that had befallen upon both the oppressors and oppressed. While serving his term as a police officer in Burma, George Orwell indulged in one such imperialistic act that has left a significant impression on image and moral conscience. There is a strong dilemma of moral policing and the duty of official patrolling which Orwell had faced durin g his term in Moulmein. The narration includes instances of severe antagonism and hate that existed between the natives and the colonizers, which aggravated often made the situation much worse to handle. The author highlights on the recurrent expressions of startling, upsetting, perplexing, as a primary source of this narration (Graham, 2016). A keen and precise sense of guilt and pent up frustrations is a consistent theme through all the mentioned incidents. Strangely, so the author laments and complains about his helplessness that while dealing and controlling an elephant gone astray within the village. The narration starkly defines the existing state of affairs in many such colonizing countries as they finally liberated from the shackles of tyranny and violent oppression. In spite of being an official agent of the imperialistic representation that he belonged to, the narrator suffered an intense inflict on his moral dilemma that kept on haunting his whole life. The bitter hate which he ascertains was prevalent in such a hostile situation, influenced him to convict in a gruesome act (Maiti, 2015). Recalling the strange incident that changed the imperialistic perspective of the author, he wanted to convey empathy and manifest to his guilt conscience. The futility of the White Mans dominion in the east as experienced by the author has drawn several conclusions over the years and effects in a drastic way (Montogomery, 2013). The elephant w hose must was not following him had made several mess apart from killing a cow, distorting paddy fields, wrecking houses and even killing a coolie but the dangerous consequences which it had to face was not called for. The narration portrays the overbearing guilt that George Orwell was facing as a peer human who shot his rifle thrice into the elephants body in order to save the day. The role which he played by shooting at the elephant was second hand tyranny that he could never justify. In spite of been vested with a power more than the present audience is, he was the most powerless being standing over there with a burden of White-Mans Image (Doyle, 2016). The narrator explains the reason and terrible contradiction that summarizes the situation of shooting the huge animal. The narrator admits the how he took undue advantage of the vulnerability of the elephant as the beast was calmly indulging in his piece of grass (Panigrahi, 2015). The narrator accounts, He was dying very slowly and in great agony, as he recalls, which can also be applied for him in that critical scenario. The narrator was negotiating with the two images that he had to maintain, and he chose over his white mans role because he was supposed to act like it. He was the prey of the conventional A shahib has got to act like a shahib situation and gave way to it. Wrongful convictions and self-conscience are two of the factors that help in accelerating the gravity of the victim, which is the elephant in this case (Montogomery, 2013). It harmed and wounded his integrity as a human being bereft of his responsibility as the White Man. The British Empire was the supreme authority during the period when George Orwell accounted this incident. The world was aware and conscious of the despotism that went on during the colonial rule over all the concerned estates, but George Orwell gave a first-hand view of the enormous frivolity of the situation (Graham, 2016 ). The threat of anger and confusion on the reputation of an English constable was dangerous. Over all the necessity to act, as a hero with a rifle, in his hand is the most terrifying site where he was the responsible agent of the blunder. In addition to the peer pressure of the excited audience, he felt and acted like an oppressed puppet in the hands of the powerless and armless natives who were jeering and encouraging the White Man in the narrator to act and prove his heroism. The three fire shots that ultimately led to fall of the susceptible victim could not recover in image struggle. The controversial fact that sustains the political anarchy of shooting the elephant is very crucial in comprehending the emotions of the people (Melia, 2015). He laments with the reality of the situation in statement like, I could feel there two thousand wills pressing me forward. Orwells account helps in drawing inference about the different aspects of the great historical events and the reference s that portray it. References Doyle, J. M. (2016). Orwell's Elephant and the Etiology of Wrongful Convictions. Graham, P. W. (2016). 6 Byron, Orwell, politics and the English language.Byron: The Poetry of Politics and the Politics of Poetry, 69. Maiti, K. (2015). Designating an Animal Victim: Violent Sparagmos in Orwell's Shooting an Elephant.Labyrinth: An International Refereed Journal of Postmodern Studies,6(1). Melia, P. (2015). Imperial Orwell.Atlantis. Journal of the Spanish Association for Anglo-American Studies,37(2), 11-25. Montgomery, K. (2013). Shooting An Elephant: How the British Became the Leading Imperialist in Africa and the World. Panigrahi, D. (2015). Journey through a Travellers Eyes.Language in India, 94. Wessels, J. A. (2016). Cultural Polarities in Frances Hodfson Burnett's Children Books.Mousaion,34(2), 67-82. Yeasmin, N., Azad, M. A. K., Ferdoush, J. (2013). Shooting an Elephant: A Stylistic Analysis.ASA University Review,7(1).

A Womans Aspiration For Freedom Essay The Story Of An Hour Example For Students

A Womans Aspiration For Freedom Essay The Story Of An Hour In The Story Of An Hour, a short story written by Kate Chopin, the desire for independence from male domination was illustrated. This theme represents a common sentiment from oppressed women in the nineteenth century. Louise Mallard, the protagonist, reveals her true feelings about her marriage to Brently Mallard. After hearing the news of her husbands death, Louise weeps not for her loss, but for her freedom. Through the context of the story and the use of symbolism, Chopin helps us understand why the feelings of bitterness and longing for freedom are present. Louise Mallard symbolizes the mind frame of females during the time of liberation. Louise and Brently Mallard had a very traditional marriage in which she was the one staying at home and doing all the household chores, while he was going on business trips. She played the role of a loving, traditional, young housewife. After seeing her husband travel, she too wanted to go and have her own adventure. Since women were not permitted to do what men were doing at the time this story took place, Louise was jealous of her husband. Soon her love for him became bitter and she eventually despised him. Hearing the news of her husbands death in a railroad accident, Louise Mallard, who had heart trouble, isolates herself in her room. She sits in her armchair looking out the open window. She could see in the open square before her house the tops of trees that were all aquiver with the new spring life (5). Chopin uses the open window and a spring day as symbols of freedom. The open window in her room symbolizes that there is no material object interfering with her freedom. Her husband, the only one holding her back, was no longer with her. The spring day is a new beginning for Louise in which she has found liberty. Louise feels a great sense of peace knowing that he is no longer coming back and she can go out whenever she wants without his consent. Louise contemplates a new life of independence for herself. Louise thinks about her life of freedom due to her husbands death. She said it over and over under her breath: free, free, free! (11). Even though Brently was not the best husband he was a caring man according to Louise. But, Louise still wonders about her newfound freedom. She knew she would weep again when she saw the kind, tender hands folded in death; the face that never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome. (13) According to Chopin, Louise is happy to have looked past beyond the unhappy days of her married life and to her eternal liberty as a new woman. While Louise has a passion for living, she begins to savor the sweet sense of freedom. She finally gets out of the room. She arose at length and opened the door to her sisters importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory (20). When she goes downstairs, she notices someone at the front door. It is Brently Mallard, her husband. After seeing her husband, Louise immediately dies. She dies because she realizes that since he is not dead, she will not be free. But, according to the doctor, he said, she had died of heart disease- of joy that kills(22). In the eyes of everyone around her, Louise seemed like an ailing woman who was terribly brokenhearted after her husbands death. She does not die from the joy that kills, but because she is heartbroken and shocked at the reality. .u9f24cc80e1d4284c7fa175ade9e3fd6c , .u9f24cc80e1d4284c7fa175ade9e3fd6c .postImageUrl , .u9f24cc80e1d4284c7fa175ade9e3fd6c .centered-text-area { min-height: 80px; position: relative; } .u9f24cc80e1d4284c7fa175ade9e3fd6c , .u9f24cc80e1d4284c7fa175ade9e3fd6c:hover , .u9f24cc80e1d4284c7fa175ade9e3fd6c:visited , .u9f24cc80e1d4284c7fa175ade9e3fd6c:active { border:0!important; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .clearfix:after { content: ""; display: table; clear: both; } .u9f24cc80e1d4284c7fa175ade9e3fd6c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9f24cc80e1d4284c7fa175ade9e3fd6c:active , .u9f24cc80e1d4284c7fa175ade9e3fd6c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .centered-text-area { width: 100%; position: relative ; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9f24cc80e1d4284c7fa175ade9e3fd6c:hover .ctaButton { background-color: #34495E!important; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .u9f24cc80e1d4284c7fa175ade9e3fd6c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9f24cc80e1d4284c7fa175ade9e3fd6c:after { content: ""; display: block; clear: both; } READ: "Check diseases coming in the back door" by V. K. Chin Analysis EssayHer freedom has been taken away now and she does not want to be a traditional housewife again. In Kate Chopins, The Story Of An Hour, the irony of the story is that instead of a husbands death causes pain and grief; there is a sense of relief. Louise Mallard denotes the mentality of women during the period of independence. Her struggle as a feminist woman in the nineteenth century is epitomized. The cause of her death is the astonishment of knowing that her husband is alive. If she were still alive, her life would not have been liberated from the male dominated society in which she had lived.

Great Gatsby Essays (693 words) - The Great Gatsby, Jay Gatsby

Great Gatsby The Great Gatsby by F. Scott Fitzgerald is set in the 1920's during the Jazz Age. Nick Carraway is a man in his late twenties residing on West Egg island in Long Island, New York living a "normal" life. That is, until he meets his mysterious neighbor, a wealthy man named Jay Gatsby. He is a man of mystery, living in a mansion that is constantly full of people, music, and fun. Nick's"normal" life gets thrown topsy-turvy when he gets involved in the life of this extraordinary millionaire. Marred by jealousy, cheating, and lying, Nick begins to feel the essence of living a glamorous life in the ?20's. He showed this when he said, "Everyone suspects himself of at least one of the cardinal virtues, and this is mine: I am one of the few honest people that I have ever known." All along, I felt sorry for Nick being dragged into more and more tragedy, but I especially felt bad for him during one instance. His friend Daisy was married to Tom, but Tom was having an affair with Mrs. Wilson and Daisy had a thing for Gatsby. Daisy and Gatsby were driving home from town after an argument amongst the group of friends when they passed the Wilson's gas station. Mrs. Wilson ran out to Gatsby's car, because they were driving Tom's car, and was hit. Mr. Wilson went positively crazy, and Nick felt torn by his mixed feelings towards his supposed friend Gatsby. "I disliked him so much by this time that I didn't find it necessary to tell him he was wrong." Gatsby's insensitivity brought on by his lifestyle made Nick despise him. This is the part where I think Nick really started opening his eyes to how Gatsby really was. This book really displays how the life of an important person is, especially in that time period. At first, Nick is awed and drawn in by the glamour and prestige, but he eventually figures out for himself how rough it really was. Although this book was set back in the ?20's, the lessons you learn from it still apply to society and life in general today. Anyone could read this book and draw a few lessons about life from it. Summary The Great Gatsby was set in the 1920's. It's about the lives of a group of people who all become entangled in a web of, lying, scandal, and cheating together. Nick Carraway lives a "normal" life on Long Island, until he meets his neighbor, Jay Gatsby. Parties went on every weekend, and Nick gets caught up in Gatsby's"glamorous" lifestyle. Soon, everyone is involved in scandal, Daisy's cheating on Tom with Gatsby, Tom's cheating on Daisy with Mrs. Wilson, and Nick's caught in the middle. Gatsby ends up convincing Nick to get Daisy to come to Gatsby's house, because they had a history together. Daisy comes, and both she and Gatsby find out that their love for each other never went away. The trouble really begins when Tom finds out that Daisy's love for Gatsby has rekindled. One day while in town, Tom and Daisy fight, so Gatsby drives Daisy home in Tom's car. On the way, they hit a woman who turns out to be Mrs. Wilson who was thought the person in the car was Tom, and was trying to talk to him. All the while, Nick starts realizing how terrible a life like Gatsby's is despite the outer glamour. He also becomes emotionally attached to golf player, Jordan Baker. After Mr. Wilson finds out who was in the car that killed his wife, he goes crazy and kills Gatsby. In the end, two people wind up dead, and everyone winds up hurt in one way or another. Daisy and Tom remain together, Mr. Wilson is crazy, and Nick is hurt by Jordan who never loved him back. After all of this emotional suffering, Nick realizes that he learned a valuable lesson about life: Some of the supposed happiest people with the best lives often are a lot worse off, or end up a lot worse off than people with "normal" lives. The only thing he can do is go on living his life the way it was meant to be lead: not as a millionaire, or a prestigious person in society, but as a normal guy-the only way he knows how.

Philosophical Quotes on Violence

Philosophical Quotes on Violence What is violence? And, accordingly, how should non-violence be understood? While I have written a number of articles on these and related topics, it is useful to look at how philosophers have synthesized their views on violence. Here is a selection of quotes, sorted out into topics. Voices on Violence Frantz Fanon: Violence is man re-creating himself.George Orwell: We sleep safe in our beds because rough men stand ready in the night to visit violence on those who would do us harm.Thomas Hobbes: In the first place, I put for a general inclination of all mankind a perpetual and restless desire of power after power, that ceaseth only in death. And the cause of this is not always that a man hopes for a more intensive delight than he has already attained to, or that he cannot be content with a moderate power, but because he cannot assure the power and means to live well, which he hath present, without the acquisition of more.Niccolà ² Machiavelli: Upon this, one has to remark that men ought either to be well treated or crushed, because they can avenge themselves of lighter injuries, of more serious ones they cannot; therefore the injury that is to be done to a man ought to be of such a kind that one does not stand in fear of revenge.Niccolà ² Machiavelli: I say that every prince must desire to be considered merciful and not cruel. He must, however, take care not to misuse this mercifulness. [†¦] A prince, therefore, must not mind incurring the charge of cruelty for the purpose of keeping his subjects united and confident; for, with a very few examples, he will be more merciful than those who, from excess of tenderness, allow disorders to arise, from whence spring murders and rapine; for these as a rule injure the whole community, while the executions carried out by the prince injure only one individual [†¦] From this arises the question whether it is better to be loved more than feared, or feared more than loved. The reply is, that one ought to be both feared and loved, but as it is difficult for the two to go together, it is much safer to be feared than loved, if one of the two has to be wanting. Against Violence Martin Luther Kind Jr.: The ultimate weakness of violence is that it is a descending spiral, begetting the very thing it seeks to destroy. Instead of diminishing evil, it multiplies it. Through violence you may murder the liar, but you cannot murder the lie, nor establish the truth. Through violence you may murder the hater, but you do not murder hate. In fact, violence merely increases hate. So it goes. Returning violence for violence multiplies violence, adding deeper darkness to a night already devoid of stars. Darkness cannot drive out darkness: only light can do that. Hate cannot drive out hate: only love can do that.Albert Einstein: Heroism by order, senseless violence, and all the pestilent nonsense that goes by the name of patriotism- how I hate them! War seems to me a mean, contemptible thing: I would rather be hacked in pieces than take part in such an abominable business.Fenner Brockway: I had long put on one side the purist pacifist view that one should have nothing to do with a social revolution if any violence were involved... Nevertheless, the conviction remained in my mind that any revolution would fail to establish freedom and fraternity in proportion to its use of violence, that the use of violence inevitably brought in its train domination, repression, cruelty. Isaac Asimov: Violence is the last refuge of the incompetent.

The Patients with Stroke Assignment Example | Topics and Well Written Essays - 1250 words

The Patients with Stroke - Assignment Example It is a responsibility of a hard-headed nurse in assessing the religious and spiritual issues, family and social issues, and independence and activity issues in strict coherence with the physical symptoms and psychological distresses (Williams & Perry, 2010). Bearing it in mind, there comes a clear understanding of the link between the nursing interventions needful for stroke and Parkinson’s patients. ... To say more, it is a difficult process at a glance which needs a thorough look into blood tests, ECG, CT scans, and other medical interventions to be specifically assessed within a concrete time-limit. In this vein, a nurse should provide a set of practical treatments to make a patient go out of the depression caused by the neurological disorders discussed in the paper. One of the approaches is to pinpoint the exact source of anxiety among Parkinson’s multiple sclerosis patients (Lewis, Heitkemper, Dirksen, Goldsworthy, & Barry, 2006). It is a mandatory step for promoting efficacy through accuracy in nursing. On the other hand, what unites the three diseases in accordance with nursing intervention is the need for the â€Å"ask-tell-ask (also known as â€Å"Elicit-Provide-Elicit†) communication technique† (RNAO, 2010, p. 7). This is one of the general similarities in coping with the stroke, Parkinson’s, and multiple sclerosis patients. Needless to say, most clients with a chronic neurologic disorder will experience feelings of depression and hopelessness, and, therefore, a nurse’s care should be focused on this in the interpersonal dimension of care. Besides, to relieve the anxiety among Parkinson’s patients, a nurse is to have a set of procedures and implementations to be run during the whole process of intensive medical care.

Commercial Essay Example | Topics and Well Written Essays - 500 words

Commercial - Essay Example Just when the camera is panned on the windscreen, there is a work-in-progress shown being carried out at the middle of the road and just when there is about to be a collision, the driver steps on the brakes and the car halts before it could collide and kill him. The driver then turns to the grim reaper and says sorry with a smirk for spoiling the plan. In the end, the ad copy says: â€Å"Senses danger and increases braking power† (Youtube.com, 2010). The message in the advertisement is clear and concise which is clearly promoting the technology of the sensor which would increase the braking capability of the car when it senses an object or any obstruction nearby at a certain distance. The ad depicts that just because the driver owns Mercedes with the mentioned sensing technology, he could avoid the accident. Secondly, as the brand of Mercedes is already established, the advertisement contains minimal branding rather, the idea of sensor brakes has been shown. The logo appears at the end of the ad when the message is being shown (Youtube.com, 2010). From the visuals of the ad, the target audience is most likely to be men, aged between 35 and 45, who live in the sub-urban areas or have travelling routes similar to that which has been shown in the advertisement. As Mercedes is a luxury brand, the people who can afford the amenity would be the most accurate target audience as they would be the target market as well (Youtube.com, 2010; Farbey, 2002). Besides this, the advertisement also carries a personality which suits the corporate sector or in other words, the target audience of this ad, judging from the imagery which has been used, is people who are employed (Youtube.com, 2010; Farbey, 2002). Secondly, the ad shows how Mercedes could avoid a serious accident therefore the target audience of this ad would also be those people who value security and safety more than they value other attributes in a car (Youtube.com, 2010; Farbey, 2002). Not only

Cemex Case Study Coursework Example | Topics and Well Written Essays - 1000 words

Cemex Case Study - Coursework Example In terms of markets, the developing countries of China and India may be seen as some of most important due to large scale cement consumption and production fuelled by large scale economic growth (OECD 2010, 2009). It may be expected that in future years as wealth becomes higher per capita in these markets, that demand begins to fall to levels seen in the developed world. In addition, the nature of products consumed in developing markets also varies from those of the developed world. Here there is a preference for pre-bagged building materials as opposed to bulk delivery, a trend which is reversed in developed markets. 2. In terms of global capacity, Cemex ranks as third with a capacity of 64.7 million tons, this compares to market leader Lafarge’s capacity of 108 million tons and Taiheiyo in sixth place at 37.9 million tons. Despite the capacity of the company, Cemex ranks as number one by market share in 9 of its key 13 markets and second in anther three. As such, Cemexâ€⠄¢s overall capacity lags behind the total demand for the company’s products making the company a global sourcer. ... This however, may be seen as linked to the unique characteristics of such markets which have a propensity to favour local or national producers over the large international players such as Cemex. As such, despite being a global player, Cemex may still be seen as lacking a substantial presence in key regional markets in both Asia and Africa. 3. Overall, it would appear that Cemex after the current round of acquisitions is now a â€Å"broad† player within the market for building products, while the firm had previously focused on cement (Jobber, 2007). Recent acquisitions has seen the company moving into both the aggregates and ready mixed concrete market. With regards to Cemex’s generic strategy, it would appear that the company follows a cost leadership model (Porter, 2004). This can be seen in the so called â€Å"Cemex way† in which on making an acquisition the company attempts to implement a two way process of rationalisation taking the best and most cost effect ive practises from both the parent company and the acquisitioned company and then implementing the most cost effective. There is however, one area in which Cemex may be seen as developing a differentiated strategy. In the market for bagged cements, Cemex was the first producer to developed a â€Å"branded† option, thus making the product more attractive in the lucrative home build market segment. In addition, the company also makes small local changes to the produce based upon customer perceptions of quality. For instance while the Egyptian market shows a preference for darker colours cements, Cemex’s home markets in South America require a lighter coloured product. Despite this attempt to differentiate the product, it would appear that the market as a whole is

Developments in the West End Musical Scene

Developments in the West End Musical Scene DISCUSS THE RECENT DEVELOPMENTS IN THE WEST END MUSICAL SCENE; THIS SHOULD INCLUDE AN ANALYSIS OF THE MEGA-MUSICAL MANIA, THE TREND TO CREATE NEW MUSICALS BASED ON EXISTING SONGS (SONG MIGRATION) AND STAGE TRANSFERS OF SUCCESSFUL FILMS. From Sophocles through William Shakespeare to Eminem, writers have sought to use the rhythms of language to accentuate the story they are seeking to share. The pre-Caxton[1] society relied on an oral tradition to deliver stories of fact and fiction. Cultures spanning the entire globe and all ages of civilization have instinctively adopted musical storytelling; it is prominent in various forms even now – be it around a camp fire, at a tribal ceremony, an inner city playground or on a West End stage. In todays world, language and music are at our fingertips. They are both instantaneous. And they can be married in a second. Technically, music is intricate. Most writers will say the same about language. But in an inspired moment they can conjoin and express something wonderful both sonically and linguistically. The act of constructing such a moment can be the end result of many less fruitful moments – but there is always the chance that it could just happen instantaneously. Our logistical minds tell us that it just is not possible; that we would never be able to express ourselves beautifully and eloquently in musical form. And yet the compulsion to try and do so has arrested most people, even if only for a quickly aborted solitary moment. So perhaps here lies the fascination with musicals. They show life as we know it happily residing in an alternate reality – where music and language are easy bed partners and everything goes to extremes. Or does it? The West End is one of Londons most popular tourist attractions. It has built its reputation, in tandem with New Yorks Broadway, as the commercial mecca of musical theatre. Las Vegas has the showgirls but Broadway and the West End share the showtunes. Indeed, while their identities are undeniably distinct, the relationship between them is close; same sex twins rather than identical ones. Each has their own nuances of behaviour – the younger twin Broadway hunts that bit more keenly for the next off-beat musical whirlwind; the older West End plays percentages but plays them with palpable success. The term West End was originally coined as a geographical short cut – a way of describing a part of London synonymous with theatre. Since its inception into London vernacular the phrase West End has mutated to describe something meta-geographical. While once upon a time it merely represented an actual place, now it also describes the gateway to an invented world of glitz, glamour and show. The West End may still be the home of theatre, but the kind of theatre that it houses has become very easily classifiable. The listings do not lie. And neither do they try to. The West End is a haven for small ideas done big; big names, big shows, big spectacles, big budgets, big risks. The social and artistic significance of theatre as an art form has not suffered in the time since the West End theatres were constructed. But the immediacy of rival entertainments, chiefly television and film, has undoubtedly provided so comfortable an alternative for the borderline theatregoing public that its popularity has. Ultimately, the publics relationship with theatre has somewhat inverted itself; once the entertainment of the people, theatre has become high-brow, elitist, exclusive even. Or so we are led to believe. Every year the people entrusted with running the countrys theatres are ensconced in attempts to make theatre more accessible. Nicholas Hytner at the National Theatre has incorporated a sponsorship deal with Travelex with the express purpose of enabling its shows to be available to people for as little as  £10 a ticket. Theatrical output is continuing to diversify in new directions. The National Theatre still produces the time-honoured classics that will appease their traditional supporters. But they also invited outside companies including Theatre de Complicite, Improbable, Shunt and Kneehigh to co-develop their new work. Arts Council funding dictates a certain amount of programming for in-house producing theatres throughout the country. It is impossible to equate the artistic worth of a proposed project while it exists solely as an outline on a piece of paper. But it is easier to quantify the greater social import of the same project. Therefore the involvement in various local outreach initiatives including young peoples theatre and new writing programmes serves duplicate purposes. But in doing so it runs the risk of wrestling a certain amount of control from the artistic directors, or at least diluting the intent of their work. But the West End is not really concerned with any of this. The theatres are privately owned and have little social obligation. West End theatre is a notoriously unpredictable money market. Make a big success of yourself and you can eventually buy it up – which is exactly what Andrew Lloyd Webber and Cameron Mackintosh have ended up doing. Lloyd Webbers Really Useful Group are the proprietors of twelve of the capitals larger theatres. By January 2006 Delfont Mackintosh will control another seven, and will have begun constructing the Sondheim Theatre – the first theatre to be built on Shaftesbury Avenue since 1931. The long-term plan of Delfont Mackintosh is to refurbish and modernise theatreland. But one cannot help but think that their extreme makeover will be restricted to the facilities and layout – and that the entertainment will remain as traditional as ever. The musical-as-we-know-it grew out of the 19th Century tradition of music hall, which itself was the bastard son of drink and rowdiness. After removing the alcohol from drunken singalongs, and relocating from the pub to theatres, the 1860s saw the popularity of the newly-arrived music hall go from good idea to massively popular entertainment. The humbling beginnings of the musical cannot help but reveal the nucleus of the idea; it was born of accident – of people seeking to have pure, unadulterated entertainment. In that respect, it has no one form; no one philosophy; indeed no real sense of philosophy; no real sense of purpose other than fun, fun, fun! As the musical was developing it was the bastion of popular music of the time. Through Gilbert and Sullivan, Irving Berlin, Bertolt Brecht and Kurt Weill and Cole Porter, the men and women behind musical were the most revered song writers at work in the Western world. Ten years into the post-war era there was a marked shift. The musical standards that made dry, wry and witty observations about upper middle class were about to be trumped by rock and roll. And John Osbournes 1956 kitchen-sink-drama Look Back In Anger was going to have repercussions outside the world of the well-made play[2]. The birth of transmittable media was only going to swell the amount of music being produced. In the early days of the wireless radio, families gathered to listen to the songs of Ivor Novello or Noel Coward. By the mid-1960s many families had television sets in their front rooms; radio broadcasts were a competitive business; and air transport links had made the world traversable for all those who could afford it. Music was a commodity that could be sent from one side of the world to the other. And in the slipstream of the music were the musicians themselves. Through television and radio, songwriters and musicians had an identity. They became icons – the most celebrated people on the planet. And their music was nowhere near the West End stage. For the first time since their inception musicals were not using the popular music of the time. Rocknroll was being held in musical purgatory by traditionalists unhappy at its low-brow ideals. While cinema was running as fast and far as it could with the concept of the film musical, the stage was seeking to deliver variations on earlier themes. Elvis Presley made numerous musical films – as did The Beatles. In the 1960s the West End was awash with Broadway imports – the influence of Leonard Bernstein, Rodgers and Hammerstein, Lerner and Loewe and other transatlantic success stories was diluting the integrity of the West End as the older brother of the musical. But the psychedelic overtones of that time were to create musical anomalies; while some composers flirted with the conce pt of rock, others werent afraid to dive headlong into its bottomless pit. After its anti-Vietnam stance and inclusion of group nudity caused outrage on Broadway, Hair opened in the West End in 1968. From being the chosen playground of mild-mannered conservatives, the musical was being politicised – and modernised. Within five years, the Age of Aquarius[3] had been further capitalized upon by Godspell, Oh Calcutta and even Jesus Christ Superstar – which proved to be the foundation on which the new dawn of the musical would be built. Todays twin Godfathers of musical composition for Broadway and the West End carry the bright torch of yesteryear; Stephen Sondheim represents his forefathers fascination with the off-beat, with Andrew Lloyd Webber never straying from the musically conservative beat. There are various factors that dictate the recent successes and failures in West End theatre. But the starting point for every West End production is money – a fact beautifully demonstrated by the plot of one of the West Ends most popular current productions The Producers. Essentially, the capitalist dawn that swallowed up free love has made currency the new leading man in musical theatre. Producers need big ideas and big songs to legislate for big budgets. So instead of trying to predict what people may like and creating a musical story around it, the West End decided to reduce the risk and simply take the music that people already like and create a story around that. In some ways the origin of song migration is old revue style shows – popular hits belted out with no real desire to create an accompanying piece of drama or comedy. Coupled with the screen to stage success of musical films like The Lion King, a producer was now able to weigh up potential West End shows safe in the knowledge that a stable of worldwide smash hits could enable a musical to run for years, even with a bad review. Suddenly the sheer bankability of Lloyd Webber was looking like an outlandish risk alongside the music of Abba[4], Queen[5] or even (the critically lauded but never supergroup status) of Madness[6]. Negotiations are in process for the trend to continue, with Bob Marley, The Beatles and Elton John just some of the musical legends in line to have their songs shoe-horned into some money-spinning stage extravaganza that makes almost no sense at all. Not that the public really care. They want to go and sing-a-long like the pub dwellers of the 1840s that unknowi ngly helped begin the process of musical theatre. And who shall we choose to lead the sing-song? Well, preferably someone famous off the telly, of course. The West End is a remarkably lucrative place. For his unscheduled stint in the opening cast run of The Producers at the end of 2004, Nathan Lane was being paid  £42,000 a week for the lead role as Max Bialystock. It is a clear indication of the simple transaction between moneymen and talent; the star name guarantees the box office receipts. The West End has been flooded with stars – some of whom have no musical pedigree – because celebrity is deemed to have finally overridden talent. The good, bad and ugly (in no particular order) of recent years include David Hasselhoff[7], Martine McCutcheon[8] and Denise Van Outen[9]. And if you dont want to spend money on star names, then youd better be sure to have some seriously impressive stage gimmicks; Miss Saigon famously had a helicopter, Chitty Chitty Bang Bang got in to hot water when the eponymous flying car failed to take off in previews, and Phantom of the Opera has a plunging chandelier moment that will wake up anyone snoozing in the stalls. So with standard tickets averaging out at around  £40, the theatregoer demands a truly amazing experience. But amazing and original are poles apart – and thats why when the formula is right, all you need to do is repeat it. There are exceptions. The Bombitty of Errors was a rap interpretation of Shakespeares Comedy of Errors, and was a small but perfectly-formed global success. Stomp became a phenomenon through gradual word of mouth and because it is a different kind of spectacle. Jerry Springer: The Opera began life as an idea at a scratch night at the Battersea Arts Centre and grabbed the attention of every newspaper and fundamentalist Christian in the Western World. But such shows grow from humble beginnings and are swept away on public curiosity. As in any art form, there are people willing to take risks because they believe their work has a market. Bombay Dreams and The Far Pavilions identify a recently developed appreciation of Asian music and culture. The off-Broadway hit Batboy continues in the tradition of earlier pacesetters The Rocky Horror Picture Show and Hedwig and the Angry Inch for kitsch rock operas. But some of these are accidental intruders in the world of the West End. They werent sure if they were really invited but came anyway. One group that certainly were invited are blockbuster films; whether they have songs in them or not. Seemingly the films dont even have to have been that successful. The Witches of Eastwick had a successful run in the West End. But more than likely, the film will have a readymade audience. The Full Monty was relocated to middle America from Sheffield to make it a Broadway success. Billy Elliott is well into previews, but the advance word is that it will be a significant hit. Or better still, just take a film with songs already in them – you dont stand to make as much money, but the guarantee of an audience is that much stronger. Mary Poppins has been well-received by most, and Chitty Chitty Bang Bang is in its third year. There are currently 36 theatres in the West End of Londons theatreland[10]. As of Monday 2 May 2005, 27 are currently housing a production. 17 of those are musicals. This ratio is fairly consistent – and shows no signs of relenting. Essentially a hit West End musical needs a hook; star name, hit songs, hit movie, famous composer, popular revival. Something that can be reduced to a two-word phrase. If you havent got any of those, then heaven help you. Because the West End public certainly wont. BIBLIOGRAPHY In-yer-face Theatre: British Drama TodayAleks Sierz Faber Faber2001 Scene Unseen: Londons West End TheatresBarson, Kendall, Longman, SmithEnglish Heritage Publications 2003 Brewers Theatre: Phrase Fable DictionaryCassell Market House Books1994 MusicalsKurt Ganzl Carlton Books2004 Time Out (London) Issue No. 1810 April 27-May 4 2005 Musicals 101.com 1 Footnotes [1] William Caxton, inventor of the printing press (1474), which enabled literature to be mass-produced and readily available to the public. [2] A term coined by Terrence Rattigan for the four-act structure of a play that had been the norm for successful playwrights in the first half of the Twentieth Century. [3] A term synonymous with late 60s flower power and liberal ideologies – derived from a song from the musical Hair. [4] Mamma Mia. [5] We Will Rock You. [6] Our House. [7] Chicago, Adelphi Theatre, 2004 [8] My Fair Lady, Theatre Royal Drury Lane, 2001 [9] Chicago, Adelphi, 2001, Tell Me On A Sunday, Gielgud, 2003 [10] They are the Adelphi, Albery, Aldwych, Apollo, Arts, Cambridge, Comedy, Criterion, Dominion, Theatre Royal Drury Lane, Duchess, Duke of Yorks, Fortune, Garrick, Gielgud, Haymarket, Her Majestys, London Palladium, Lyceum, Lyric, New Ambassadors, New London, Palace, Phoenix, Piccadilly, Playhouse, Prince Edward, Prince of Wales, Queens, Savoy, Shaftesbury, St Martins, Strand, Trafalgar Studios, Vaudeville, Wyndhams. Other central theatres not classified as West End include the Donmar Warehouse, National Theatre, Old Vic, Victoria Palace, Apollo Victoria, Lilian Baylis Saddlers Wells, Peacock, Almeida and the Royal Court.

Interviews Guidelines :: Interviewing

Interviews Guidelines Hi friendz today I am gonna tell you some of the questions the interviewers’ will ask you generally. Please note that these questions are for general purpose only and meant for mainly those interviews which judge the overall personality of man/woman. 1.  Ã‚  Ã‚  Ã‚  Ã‚  OK Mr./Ms. XYZ tell me something about yourself? Hint: the interviewer is going through u’r c.v. and wants some time. He may not be looking at u’r face. Just speak on continuously and don hesitate. The most important things which should be included are: Salutation; Your name; schooling; college; work experience; why u wanna join and how u’r qualification and experience would relate to the post vacant. 2.  Ã‚  Ã‚  Ã‚  Ã‚  What are your hobbies? Hint: Don’t write those hobbies in which u don’t know in detail. Suppose u tell u’r hobby as cricket but u may not show him any award won in that! 3.  Ã‚  Ã‚  Ã‚  Ã‚  Why Do you want to join this organization? How can u help us? 4.  Ã‚  Ã‚  Ã‚  Ã‚  What is u’r ambition in life? Hint: this is a remarkable question; If u r going for a marketing kind of job and tell that u r not after money but recognition first; u may not be selected; as marketing can be done only by those who r after money only as their priority as their main source of income is their commissions. 5.  Ã‚  Ã‚  Ã‚  Ã‚  What is u’r expected salary? Hint: Don’t under – estimate u’r self. U would be surprised to know that some applications are rejected only because they are ready to work for a very lesser amount ! They argue that we don take the cheap variety. Get Branded; see what is the salary generally accepted in u’r field and demand in proportion to that. 6.  Ã‚  Ã‚  Ã‚  Ã‚  Well Mr./Ms. XYZ Tell me where do u see u’r self after 2 years from now? Hint: Be Specific, Don tell u r going 2 be the BILL GATES. In 2 years. They’ll tell u that they cant’ hire a bill gates and cant’ promote u at that level within 2 years. 7.  Ã‚  Ã‚  Ã‚  Ã‚  You told that u wanna be†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ,; what are u doing to achieve that? 8.  Ã‚  Ã‚  Ã‚  Ã‚  What are u’r strengths? 9.  Ã‚  Ã‚  Ã‚  Ã‚  What are u’r weaknesses? Hint: Be sure u r not caught; You can tell that I am emotional; etc. 10.  Ã‚  Ã‚  Ã‚  Ã‚  When did u see u’r strength as u described above helped u overcome a situation? And the weakness u had suffer from? 11.  Ã‚  Ã‚  Ã‚  Ã‚  Tell me which are u’r favourite subjects? Hint: Hey don study only one subject. Sometimes it has happened that they ask another question; And the second favorite?

A leadership paper on Abigail Adams Essay

Abigail Adams, an active letter writer, early feminist, and patriot, was an inspiring leader who used her intelligence and wit to open the doors for many significant things to come. Her accomplishments as a leader will never be forgotten and are very well respected. Every historical figure can be evaluated in different ways, using different criteria; but most people will agree that Abigail Adams contributed greatly to history, in providing both documentation and leadership. In assessing a leader, their use of determination can help prove if they are average or superior. Determination is firmness in purpose and having a fixed intention. Individuals who are determined are motivated and can get things done under any circumstance; being able to do that is crucial to being an effective leader. An example of a determined leader would be George Washington. During the Revolutionary War he took on the role of commanding the continental army; when things were looking bleak his determination led him to make a decision to lead a surprise attack, which was a major turning point in the war. Even though things were tough, he did not give up or let his objective slip away. Another leader who illustrates success fueled by determination was Thurgood Marshall. His willpower helped in many ways; he won 29 of the 32 cases he argued in front of the Supreme Court. Because he was black, he encountered many problems that he had to overcome by determination on his way to becomin g a Supreme Court Justice. His accomplishments showed that determination prevailed during his entire life . Determination was also prevalent all throughout Abigail Adams’ life. She was very determined to share her opinion and supported it well. When she wrote letters to her friends and family she discussed her beliefs and shared her knowledge with them. â€Å"I am more convinced that man is a dangerous creature, and that power whether vested in many or a few is ever grasping†¦Ã¢â‚¬ (Adams 1776). Her modern thoughts and ideas alarmed some, but she was determined to express her feelings anyways. When Adams wrote her husband asking him to â€Å"remember the ladies† his reply was â€Å"As to your extraordinary code of laws, I cannot but laugh†(Adams 1774). Despite the ridicule, she wrote him again numerous times about the issue at hand without any bitterness or resent. Abigail Adams had to go through many things throughout her lifetime, in  which determination was necessary. She had to spend long periods away from her husband while he was away for business; during those times she took care of the children and their farm, sometimes even providing the family income. Her determination and intelligence helped her carry out these task. Another important trait that leadership demands is knowledge. Knowledge is familiarity, awareness, or understanding gained through experience or study. A leader must be knowledgeable in general and regarding the specific issue at hand. It is not possible to lead anything if you are not familiar with what the concerns really are. Having knowledge about the subject can help influence people and get them to respond to the cause. Albert Einstein was a very knowledgeable leader. His theories and findings furthered many world-changing experiments and events. One of his most important discoveries is the one that sparked the creation of the disastrous atomic bomb. In addition to Albert Einstein, Abraham Linclon was a knowledgeable leader during the Civil War. He used his knowledge to see the big picture, which helped the north work towards their goals in the war; in the end, he accomplished them and was successful. Lincoln’s knowledge was a vital factor leading them into triumph. Although Abigail Adams had little formal education, she was intelligent and open-minded. She demonstrated knowledge when she voiced her political concerns in letters to her husband John Adams. â€Å"If a form of government is to be established here, what one will be assumed? Will it be left to our assemblies to choose one? And will not many men have many minds? And shall we not run into dissensions among ourselves†¦Ã¢â‚¬ (Adams 1774). She goes on to support her opinion in a way only someone familiar with his or her subject can do. Her husband was continually impressed with her political advice and opinion; he wrote to her in one letter, â€Å"I think you shine as a sates woman of late as well as a farmeress†(Adams 1776). Even when Abigail was in Paris, where she joined John Adams at his diplomatic post, she broadened her knowledge by reading French literature and forcing herself to write down every word that was unknown. Knowledge was one of Adams stronger leadership tr aits, ultimately contributing to her becoming the remarkable leader she was. A requirement of superior leadership is assertiveness. Assertiveness is shown in a person who is fearless and daring. Being bold shows how far someone will go to get their point across and how much they are willing to risk. In certain situations a leader might be put in, being daring is key. It shows brave and courageous characteristics. Medgar Evers was a very assertive leader. Being known as on of the most vocal members of the NAACP (National Association for the Advancement of Colored People) he led peaceful marches, boycotts, vigils, and picket lines in support of his cause. Another leader that showed a lot of assertiveness was Malcolm X. His beliefs of separatism, black pride, and the use of casual violence to prove these beliefs were very bold. Malcolm X’s assertiveness was definitely his one of his assets. Being bold was a strong point for Abigail Adams. She was ahead of her time and made sure people knew how she felt about women’s rights, slavery, and politics in general. She went as far as to write her husband at the constitutional convention and tell him her thoughts and possible actions. † If particular care and attention is not paid to the ladies, we are determined to formant a rebellion†¦Ã¢â‚¬ (Adams 1776). Adams fearlessly expressed her opinions in private as well as public. Being a man and sharing your beliefs in such a way was considered bold, but to be a woman at that time and do that was almost unheard of. Abigail Adams even went as far as to write the president, Thomas Jefferson, in response to his attack on her husbands â€Å"midnight appointments†. Abigails daring and fearless actions in situations undoubtedly gave her an advantage in being leader. A leader would not be complete without demonstrating the use of some kind of strategy. Strategy is a plan of action that intends to accomplish a specific goal. The key to getting things accomplished is the use of tactics and planning. They must be able to plan some strategy to succeed in attaining their goals, if not they will struggle to get things done. Both General George Patton and Martin Luther King Jr. were exceptionally tactful. General Patton was strategic in his military affairs, which led to many victories. In the summer of 1944, George Patton took the Third Army and broke through the German defenses in the Normandy campaign. Martin Luther King Jr. held  strong beliefs in peace during the civil rights movement; this was a very difficult thing to do because this time was extremely violent and it was hard to express your point without using some sort of violence. He had to be very tactful; he held peaceful rallies and marches, also giving many speeches to rise above and acc omplish what he did. Although both men’s strategies were completely different, they still illustrated successful strategic method. The strategic qualities of Abigail Adams were primarily focused on her words and in how she made her point. Adams really did not show many strategic moves concerning intense action, but in her letters and arguments, she had a tactful way of writing things. In her letter to Thomas Jefferson, written to defended her husband’s actions, she strategically showed her point. â€Å"You have been pleased to enter upon some subjects which call for a reply†¦As this act, I am certain, was not intended to give any personal pain or offense†¦but the different political opinions which have so unhappily divided our country must have given rise to that idea† (Adams 1804). Abigail made her point as well as looking classy and intelligent in doing so. In all of her correspondence, she tackled arguments and writing in general strategically with elegance and style. Desire is another characteristic that fuels effective leaders. The intense want of something is desire. When people want or desire something, they work hard to get it completed. The more aspiration a leader has, the more likely it is they will achieve their goals. Just wanting something is enough to drive people to victory. The colonist in early America yearned for freedom from Britain. Even though Britain had the most powerful army in the world at that time, the desire of the colonist pulled them through the war to success. Mother Teresa also showed much desire for her cause. She was very dedicated and wanted to assist people in any way possible. Driven by desire, Mother Teresa accomplished many great things in her lifetime and helped many people despite the fact she was only one person. The desire held by Abigail Adams for her cause was not shown in actions, but in her sacrifices and the bold sharing of her feelings. When she wrote  something as motivating as â€Å"We have too many high sounding words, and too few actions that correspond with them†(Adams 1784), she showed her patriotic desire, the desire for her country to succeed. She felt so strongly about her aspirations that she risked her reputation and respect from certain people just to share her opinion. Abigail sacrificed a lot for her husband and his career. During times when John Adams was gone, she struggled with wartime shortages and inflation, ran her family’s farm with little help, and taught her five children when formal education was inconsistent. Although Adams showed a more passive desire, it is still very much there and a part of her leadership. Abigail Adams showed many important leadership characteristics and is considered a great leader with many achievements. Thousands of her letters have recorded the history throughout the building conflict of the American Revolution. Adams became a trusted and influential confident to her husband. Her thoughts and feelings on slavery, women’s right, and education were ahead of her time. Even though Adams did not provide any immediate change in the way women were dealt with or perceived, her analytical standpoint concerning the role of women definitely stirred things up. Thanks to Abigail Adams’ leadership, the women that followed her brought about lasting change. Although she was not appreciated for her many accomplishments at the time of her life, she is now celebrated as the significant leader she was. â€Å"Leadership is practiced not so much in words as in attitude and in actions.†

Does the Pentateuch tell a good story Essays

Does the Pentateuch tell a good story Essays Does the Pentateuch tell a good story Essay Does the Pentateuch tell a good story Essay Essay Topic: Left To Tell Religion The Pentateuch the first five books of the Old Testament seems to be fundamentally fragmented in form. Genesis tells of creation and of the early history of Israel up until preparations to leave Egypt, the next three books consider Israels drift through the desert and the laws formed on these travels, while Deuteronomy exists for the most part as a collection of laws and legislative poetry by Moses. Can such fragments make a good story? However, while the Pentateuch is both divided into five parts and appears to be fragmented in style and subject, the Pentateuch manages to show a unity in narrative1. What do we today understand by the term a good story? I would suggest that a clear beginning, middle and end are essential to hold onto narrative meaning and coherence as a story. The beginning must be powerful, must be able to address universal problems and questions and must both set the scene and introduce essential characters. The middle must intrigue, excite and be meaningful, while the end must seek to wrap up any questions or problems addressed and wrap up the narrative. I believe that to some degree, the Old Testament manages to do this. Genesis 1 is most definitely a powerful beginning. Surely nothing can be more grand and universal in scale that the very creation of the universe? Genesis also acts to introduce the main character of the Pentateuch, God, and His creation of man and the world. The first chapters of Genesis have to be seen to act as a universal framework for the way that we are to understand God, and indeed the world. But the story of creation must not be literally interpreted, or thought of as myth. The use of the word myth to describe this section of Genesis is frequently used, but can be misleading. Myths are often based on fantasy and fiction, but the creation story must be seen as aiming to give a true portrayal of the world and of humanity in the world in relation to God. Genesis establishes Him as the fundamental base and character through which all is to be interpreted. Genesis aims to set the scene for the way in which we are to understand the relationship between man and God. The overarching theme is that even though mans disobedience seems to isolate him from God, darkness and potential death are turned around. It appears that, salvation is identical with creation. 2 The first story of this kind in Genesis is that of Adam and Eve. Their disobedience of God in search of the fruit of knowledge and hence the attempt to become gods themselves, is met with severe punishment through the Fall they are separated from paradise and are met with pain and suffering. God, however, dresses them in skins which shows that life with God is not totally broken. Similarly, the story of Noah and the Ark shows how the evil and disobedience of man is punished with obliteration. Yet still potential life with God can be seen through the relationship of God and Noah. Noahs obedience of Gods word saved him and his family. These two stories are stories of the human condition to disobey God and to act evilly. Each one, however, ends in a glimmer of hope that suggests life with God. This possible life with God is articulated in His relationship with Abraham which begins in Genesis 12. The relationship between God and Abraham shows the reader emphatically how God deals with the human condition described in Genesis 1-11. This relationship is the realisation of a new beginning with God at the helm, and although the relationship is with Abraham alone and therefore seems to narrow down the extent of Gods work, this relationship holds a universal importance. Gods covenant with Abraham (seen in Genesis 15) can be seen as turning the darkness of the evil of man into a true life with God. However, even though the central theme is that God is offering as the saviour of Israel, he tells of a dark and terrifying future; a future of slavery and oppression. Faith is therefore an integral part of the story of Abraham. This is best shown when God instructs Abraham to sacrifice his son Isaac. The sacrifice of Isaac, his only son from his wife Sarah, would surely lead to an awful and dark place in his life. God rewards Abrahams faith by sparing Isaacs life, but also Abraham is to be blessed with offspring, as numerous as the stars of heaven and by your offspring shall all the nations of the earth gain blessing for themselves 3 God shows universally that, if you obey God and have faith in His word, then you be blessed and find life with God. The story of Joseph is, however, the first great masterpiece of the Pentateuch. The point of the story is that Gods will is being articulated even though the individuals who are involved in it may not be entirely conscious of it. It appears to be the most coherent story met yet in the Pentateuch. Indeed, G. von Rad writes that, the stories about Joseph are clearly distinguished from those about Abraham and Jacob, and are a real connected narrative and not a compilation of many previously independent traditions. 4 Coherence, it seems, appears to be integral to unifying the narrative of the Pentateuch. The most powerful, dramatic and coherent story in the Pentateuch, however, must surely be Israels escape from Egypt with Moses a story that is also of utmost importance for the remaining parts of the Pentateuch. Exodus, the second book of the Pentateuch, essentially traces the escape from Egypt and Israels stay at Mount Sinai. We are shown very early on that this story will be central to both the Pentateuch and the Old Testament, as it is here that the real name of God, Yahweh, is revealed both in Exodus 3:15 and 6:2. Through Moses, God works to save Israel from the Egyptians, most notably by sending ten plagues on Egypt. Eight of these plagues affected agriculture in ancient times society depended heavily on agriculture to trade and to survive at all. Therefore, eight plagues affecting Egypts agriculture must not be passed over as insignificant, but instead taken to be as deadly serious. As the Israelites exit Egypt, the story becomes sincere and soft in tone shown in Exodus 12:42, that same night is a vigil to be kept for the Lord by all the Israelites throughout their generations, followed by directions of how to act on this Holy day. This quiet, however, is shattered by the hugely dramatic pillars of cloud and fire, by which God lead the Israelites out of Egypt. The almost physical form of God here emphasises God integral involvement in the present and future of Israel, and that Moses liberated the Israelites through the power of God. The crossing of the Red Sea shows the reader both the great power of God working through Moses, and God wrath for those who are disobedient all the pursuers are drowned, showing that all those who act against His people, those who reject the word of God, shall die and themselves be rejected from a life with God. This coherent narrative, and the following story of the Israelites stay at Mt. Sinai, makes an important impact on the story of the Pentateuch as a whole. Much of the rest of the book of Exodus is of a legislative nature, as is Leviticus, Numbers and Deuteronomy. However, as extensive areas of these books are of a legislative nature, can they really be said to make the Pentateuch a good story or in fact help to give a sense of overarching unity to the work as a whole? A narrative unity can be traced in the Pentateuch, although it is not at all times clear. Genesis acts as a prologue, while Exodus begins the story of Moses and the Israelites, but the story is broken with legislation surrounding the stay at Mt. Sinai. The Book of Leviticus acts to show what the Israelites must do for God, after showing them in Exodus what he had done for them in fact the instruction-like form of much of the scripture surrounding the stay at Mt. Sinai stretches from Exodus 19 Numbers 10; a significant body of work. One may ask how such interruptions to the narrative strengthen the Pentateuch as a story. It is important to understand that, aw lay at the foundation of Israels religion 5 Those who were disobedient to God in the past had been severely punished (Adam and Eve for example) and therefore Gods law became fundamental to Israels life and society. However, while there is definitely a narrative unity in the Pentateuch, it is often extremely thin and loosely scraped together. 6 Deuteronomy seems to be quite a separate collection of speeches all together. It is distinct in form, literary style and language and most scholars accept that Deuteronomy dates from the 7th century BCE obviously a far later work than Genesis through to Numbers. I am of the opinion that the collection of such obviously separate sources in Deuteronomy has resulted in a very uneven and inorganic whole. However, the Pentateuch does not exist without Deuteronomy, and the book does display narrative similarity with the previous books. For example, the Ten Commandments are restated in Deut 5 and Moses, the key figure in Israels history, both reminds Israel that God has cared for them, and himself acts as a symbol of Gods work. Deuteronomy can be seen as an expression of Gods basic will for Israels future, and ultimately acts as the culmination of the whole Pentateuch story. The book acts to emphasise that the Pentateuch has become the foundation story of Israel, a story that shapes and regulates Israel ever after, and a story that has become the canonical story of Israel. So what, if anything, is the unifying and underlying base of the Pentateuch as a story? Is there a thematic unity alongside the narrative? If the narrative exists as pearls on a necklace, is there a string upon which the narrative rests? Gods covenant could indeed be this theme, as it is an important feature of Genesis, Exodus and Deuteronomy. 7 One may also argue that Moses is the key theme. Although not present in Genesis, Gods word and action is articulated through Moses in Exodus-Deuteronomy. Scholars such as D. Clines argue that, The theme of the Pentateuch is the partial fulfilment of the promise to or blessing of the patriarchs 8 Clines thinks that this partial fulfilment can be seen in three stages: Genesis deals with the promise of descendants and great future generations, Exodus and Leviticus deal with promises surrounding the two way relationship between God and man, while Number and Deuteronomy deal with the promise of a land for Israel. The third stage is left unfulfilled at the end of the Pentateuch; the story is left seemingly incomplete. However, this can act to show modern readers that they are not simply looking back at the past, but that the Pentateuch is not a closed story it looks forward and therefore involves the modern reader in a story that regulated the life of Israel. Perhaps, also, the apparent failure of the Pentateuch to wrap up the loose ends must be viewed in the light of the New Testament? The Pentateuch could just be a signpost of that which is to come ultimately the Messianic prophesy. For example, the sacrifice of Christ can be seen as being prefigured by the near sacrifice of Isaac by Abraham. If the Old Testament can be thought of as inconclusive and thought to require a sequel, then surely the New Testament is exactly this. God worked through Moses in the Old Testament; therefore, perhaps the embodiment of God in Christ in the New Testament can be seen to conclude perfectly the story that the Old Testament told. I would argue that the Pentateuch does tell a good story, and that it has both a narrative and thematic unity. Criticisers of the Pentateuch often make no attempt to ask, ow stories or literary complexes from originally discrete sources were to be read and understood when combined with one another 9 Negative evidence that suggests the disunity of the Pentateuch can be used constructively. It can show that consistent works can have their integrity destroyed by editorial attempts to mould them together. The Pentateuch, in the form that it exists today, can be seen as not only a collection of narrative sources, but also as a collection of theological concerns set against and integrated with one another, which together act in the past and the present to shape the life of Israel a life with God.

Word List 02 Vocabulary word list for standardized tests.

Word List 02 Vocabulary word list for standardized tests. Word list 02

The American Society for the Prevention of Cruelty to Animals (ASPCA) Research Proposal

The American Society for the Prevention of Cruelty to Animals (ASPCA) - Research Proposal Example This society is a privately funded 501 (c) (3) non- profit corporation and could boast of more than a million supporters around the country. The noble visions of the ASPCA have spread its tentacles far and wide all around the world and have over the past years been battling with the government and other organizations to pass more humane laws where animals are concerned. Their main aim is to strive hard towards the day when each and every animal would live in peace, without any pain or fear. ASPCA’s Activities - Rescuing animals from dangerous situations and saving their lives is the prime activity of the ASPCA. Most of these animals are pets who have accidentally got into problems such as poisoning, caught in a fire, fallen into well or pit, or climbed so high and are unable to get down. They also rescue poor animals who are brutally abused and neglected. The Mission of the ASPCA as put down by Henry Bergh in 1866 was â€Å"to provide effective means for the prevention of cruelty to animals throughout the United States.† The Society has a rich history of challenges as well as victories from the time of its inception. Some of these challenges are providing not only protection but care to the working horses in the city and also transforming the many dog pounds into adoption facilities that are professionally undertaken and run. Another of its victories was the founding of an animal hospital which is still in existence even today. Specially trained staff is on call duty round the clock at the ASPCA Animal Poison and Control center. Highly trained staff and veterinarians dedicate themselves to providing good quality medical care. The ASPCA Animal Behavior Center render free training and advice by animal experts and pet loss support services. The organization also renders services throughout New York City for all the low- income

About the Film Amadeus Research Paper Example | Topics and Well Written Essays - 750 words

About the Film Amadeus - Research Paper Example The whole movie could be an answer to the reason why Saileri tried to kill himself if he really did. According to the film writer, this is a confession from Saileri. The first scene shows a young priest visiting Saileri, seeking to take his confession. It is intended to inform the people about what really happened. The problem is, this is just a film, and any film could include real life stories or be just fiction. Additionally, the person taking the confession is a priest. Priests are not allowed to share any person’s confession. One could, therefore, wonder how the story was obtained. According to Saileri in the film, he is the one who killed Mozart. Killing Mozart has different meanings from the author of the film’s perspective and from Saileri’s perspective. The author by portraying this as a confession may be trying to tell the story according to what has been said for a long time in the streets. He may also be telling people, that Saileri undeniably, confessed to having killed Mozart. A murder of Mozart, however, has different meanings. The fact that Saileri was in an asylum represents his status at the time. He was not of sound mind. Saileri even tried to slit his throat. Killing Mozart could also have a different meaning in that, Saileri did not literally kill him using poison or any other thing, but may have pressured him too much. Again one could say that pressure is not only negative, as portrayed in the whole movie where Saileri, pushes him to finish the Requiem. This could have a different meaning; trying to tell people that since they wer e rivals, he was the source of his problems. From Saileri’s perspective, by saying that he killed Mozart, he may have been truly confessing. It could also mean he killed Mozart’s career, and in the long run killed him, since Mozart now had too much to handle. Being in the asylum is also an explanation of how much Saileri loved Mozart’s music. The thought of Mozart’s death could be the reason of his mental status, causing him to attempt suicide. There is a man in a mask commissioning Mozart to write a Requiem. In the movie, the man here is Saileri. This has different meanings as well. In real life, this is rumored to be a rich man’s servant, who planned to claim to have written the Requiem. Saileri compares himself to this mask man in terms of what they did to Mozart, or it could be that he once wore a mask and presented himself to Mozart and commissioned the Requiem to be written. The man in a mask could also mean that Saileri was the masked cause of Mozart’s death. The movie is also a message to people about what really caused the death of a prominent song writer. Anger, pride and selfishness, led Saileri to his last actions, which as he claims killed his rival. It is a lesson to all. Saileri believed that Mozart was brought by God, to laugh at his career as a song writer. He said in his confession that his father died so that he could be a song writer, changing career path from that planned for him by his father. He took this career path confidently, with a lot of pride, only for a younger song writer to beat him in the game. Saileri thought that Mozart was not fit for the career. He was the only one who was supposed to take up the career and be the best in it. Mozart to him, was a message from God that he is not the only one, and not the best. Saileri was too proud, and so this film could be an awareness campaign to the negative consequences of pride. The same applies to selfishness and anger. Saileri was very angry with God for bringing the young composer who would take everything away from him. He therefore developed a plan to challenge God by taking God’s best created, and manipulating people to believe that he is the

What is the most important lesson to be drawn from the history of Essay

What is the most important lesson to be drawn from the history of leprosy - Essay Example This has somehow been brought over to modern times where the treatment of leprosy has often been carried out in hospitals that are separate hospitals or a leprosarium as a result of the stigmatization. The occurrence or incidences of leprosy has been so prevalent in certain areas and times throughout history, and this has inspired and influenced the cultural practices that are experienced in the world at large in the discussion over leprocy. The question then is what are the important lessons to be drawn from the history of leprosy to the current world? Leung and Liang (2009) gives the history of leprosy in China and how the obsession with the problem led to the rejection of the lepers as it was believed that the condition was incurable and contagious. While most mainstream texts in the medical field at the time were categorical about the description of leprosy, there were also social attitudes and religious views on the ailment that were at times confusing and ambiguous. In Imperial China, there was segregation of people who had leprosy as it was believed that the body of such sufferers was highly contagious. In the Fujian regions of China during the Late Imperial China, the belief was that the ailment of leprosy is transmitted through sex but the fear of being affected by the disease known by the natives as lillai led it to be seen as a social phenomenon. From Leung’s Leprosy in China we can learn that there have been diverse social, cultural and intellectual dimensions of leprosy in the world and not only China alone and it gives the significance and understanding of the disease as in the past as viewed from a religious and medical angle. The lesson is that there was also confusion as to what leprosy is as some of them referred to it as dafeng which refers to the etiological pattern of the invasion of wind or lillai which refer to the symptoms and sores on the skin. The different perceptions

Brock article 1 Essay Example for Free

Brock article 1 Essay (10) In understanding the idea presented by Brock as far as the idea of professional norms are voluntarily adopted, it is essential to point out the two elements that go together with it. The first one involves the creation of norms and values of a specific profession that is often imposed unto its members (Brock,). In this idea, the organization should also coordinate and collaborate with related agencies and institutions that specialize in such area. The second idea refers to the ability of each professional to directly adhere to the norms his/her organization provides (Brock,). It is through such entry that the individual takes on these facets accordingly. (11) The term conventional compromise provided by Brock in the article revolves around the question and issue of moral implications in the practice and facilitation of medicine. Under this facet, the term revolves around a â€Å"physician/pharmacist who has a serious moral objection providing a service/product to a patient/customer is not required to do so† (Brock, 2008, p. 194). At the same time, it is in here that there are several conditions that must also be looked into before saying that a particular case or issue has undergone a conventional compromise. These facets include (1) proper information so as to the facilitation of service/product, (2) proper referrals to other professionals who can provide, and (3) the second facet will not cause burden or difficulty for the patient (Brock, 2008). Under the first facet, there needs to be proper support and ground for the facilitation of a service or mechanism so as to fit the described example. It is in here that active communication about the practice must be given to any patient before declining its prescription or rendering of service (Brock, 2008). On the second facet, it requires the ability of any medical professional to have access to networks that have relatively opinions as theirs as far as the issue is concerned. This will then satisfy the condition that patients can seek for alternatives of providers of such device/service (Brock, 2008). Lastly, there must be careful consideration as far as its suitability and preference of patients are concerned. Since these ideas are prone to subjectivity, medical professionals must then establish these areas to connote the term conventional compromise (Brock, 2008) (12) In responding to the case of the pharmacist, Brock would probably argue against the notion set by the pharmacist. This is because this profession is part of an organization wherein the norms and objectives are stipulated accordingly (Brock, 2008). The action committed by the person is only a matter of moral conscience and does not solely revolve around the basic standpoint of the profession. Likewise, foregoing the facilitation of contraceptives as an option disregards the fact that the organization he/she is part of considers this as an option for practice (Brock, 2008). These are some tenets that is included when she agreed to be part of the institution and agency and collaborated with standards provided by concerned agencies (Brock, 2008). Seeing this disposition, Brock would then argue to the pharmacist that he/she practice a conventional compromise wherein she will actively provide and designate a professional who may think and view the issue differently from his/her perspective. This a way to protect both the opinion and value set of the pharmacist and ability of the patient to recognize the possible options available for him/her (Brock, 2008). By doing this, it can prevent conflict and questions surrounding the ability of such medical professional to provide numerous options for patients despite the differences in opinions and values. Reference Brock, D. W. (2008) Conscientious refusal by physicians and pharmacists: who is obligated and why? in Springer Science. Retrieved June 25, 2009. 187-200.

Life And Times Of Alexander The Great Essay -- essays research papers

Life and Times of Alexander the Great Introduction Alexander the great made an impact on world history that few individuals can profess to have done. He ruled all of the known world, and one of the largest empires ever. His men were the first westerners to encounter tales of the Yeti. They even discovered and classified new types of flora and fauna, such as the red mold that grew on their bread while they were in Asia, and made it appear as if it were bleeding. He expanded the Hellenist sphere of influence to the farthest reaches of the globe. When the king of Greece visited the British colony of India around the turn of the century, the colonial government had some native Indian dances displayed for him. He was shocked when he immediately recognized the dances as the same harvest dances that his fellow Greeks performed near Thessalonika. This was the breadth of Alexander's influence on hundreds of different cultures around the world. Throughout the whole of Europe, Asia, and North Africa, stories of this great man have been handed down from generation to generation throughout the centuries. In many cases Alexander has even taken on a superhuman aura, and many unbelievable legends have been based on his life. When Julius Caesar visited Alexandria, he asked to see the body of the greatest warrior of all time-Alexander the Great. Such was Alexander's reputation, able to impress even the powerful Caesar. He was, without a doubt, one of the most remarkable men that ever walked the face of this Earth. And this is the story of his life. The Life and Times of Alexander the Great The story of Alexander the Great is one of courage, genius, and great accomplishment; but it is also somewhat of a bittersweet one, ending with his tragic death during the prime of his life, at thirty-two. Alexander was born to Philip II of Macedon and Olympias, his principal wife, in 356 BCE, mpic Games. Just three years earlier, Philip had ascended to the throne after the death of his older brother, Perdikkas1, and named the city of Philipi after himself. Shortly thereafter, at the age of twenty, he met Olympias at a religious ceremony on the island of Samothrace. Olympias was of the Mystery Religions, and... ... Alexander had at last learned his lesson and began trusting Philip. Philip, though had finally had enough of Ptolemy and the rest of Alexander's friends meddling in Alexander's business, and exiled them from Macedonia "sine die". In Alexander's twentieth year, Philip was ready to begin his conquest of Persia and Asia Minor, but first he had to cement Epeiros's allegiance to him by marrying off Cleopatra (his only daughter from Olympias) to King Alexander of Epeiros. At daybreak the wedding procession began. Twelve of the Greek deities led the procession with Philip following close behind. A man posing as a guard gained access to Philip's entourage and stabbed Philip in the side before anyone could stop him. This man, later identified as Pausanias, had a horse prepared for a quick departure, but as fate would have it, he tripped over a bush, and was transfixed with a spear before he was able to rise to his feet. But there was no helping Philip- he was quite dead. Alexander was a firm believer in the saying, "The king is dead,

Every Child A Reader Program (ECARP) Essay

Goals Activity/ies Target Venue Participants Budget Allocation Funding Source Improve reading and numeracy skills of grades 1 – 3 pupils following the revised K to 12 program; Strengthen teachers’ capacity to teach and assess reading and numeracy skills effectively; Strengthen school heads basic literacy and numeracy skills as instructional managers, supervisors; Improve management and administration of  the program (includes planning, operations, sharing and implementing best practices (including action research), monitoring and networking). Set reading and numeracy standards; and  Establish a reading and numeracy program and a sustainable professional development system. Mentoring / Learning Partnership by division or by cluster following the Department of Education Model to Enhance Teaching and Learning Selection of Division School Mentors/Learning Partners (1 grade I teacher per school Direct training of mentors/ Learning partners with all Division School Administrators Trained at least 1 grade 1 teacher per school who will serve as the Learning Partner (Mentor) Region III 6,421/50 – 129 DepEd RO3 Conference Hall All Division Education Program Specialist for Mother Tongue, Filipino and English School Manager of the Selected School 1 Teacher/Mentor/Learning Partner 80% 0f the 1.1M 880,000.00/20 divisions= 44,000.00 training assistance per division Or 880,000/5 Clusters= 176,000.00 (Trainings shall be conducted by the Regional Office) ECARP funds On-the-Ground Mentoring/ Learning Partnership SLAC/ DisLAC to discuss, address, and plan the following: 1. Issues and Concerns in Teaching Reading 2. Reading Lesson Plans 3. Development of Teaching/Learning Materials Monitoring and Evaluation Provision of additional technical assistance Respective divisions All Division Education Program Specialist for Mother Tongue, Filipino and English School Manager of the Selected School 1 Teacher/Mentor/Learning Partner 20% of the 1.1M 220,000.00 (support to School-based Mentoring/Learning Partnership Program – SLAC) Ecarp Funds Total Budget Allocation 1.1 Million

“I Wandered Lonely as a Cloud” by William Wordsworth Essay

For my second test I choose the poem â€Å"I Wandered Lonely as a Cloud† by William Wordsworth because I like the imagery in it of the dancing daffodils. After reading the poem many times I had realized that most of this imagery is produced by the many metaphors and similes. In the first line, Wordsworth says â€Å"I wandered lonely as a cloud.† This is a simile comparing the wondering of a man to a cloud drifting through the sky. I think that the wandering cloud is lonely because there is nothing else that high in the sky besides it. It can pass by unnoticed, touching nothing. Also, the image of a cloud brings to mind a carefree sort of wandering. The cloud is not bound by any barriers and can go wherever the impulse of the wind might take it. The next line of poem says â€Å"I saw a crowd, a host, of golden daffodils.† Here Wordsworth is using a metaphor to compare the daffodils to a crowd of people and a host of angels. The word crowd brings to mind an image of the daffodils grouped together and being amongst one another. The word host makes them seem like their golden petals are shimmering like golden halos on angels. It is interesting to note that daffodils do have a circular rim of petals in the middle that could look like a halo. Later in the poem Wordsworth uses another simile, saying the dancing of daffodils in the wind is â€Å"continuous as the stars that shine and twinkle on the Milky Way.† This line creates the image of the wind blowing the tops of random daffodils up and down in a haphazard matter, so they appear to twinkle momentarily as their faces catch the sun. This goes along with the next metaphor of the daffodils â€Å"tossing their heads in sprightly dance.† It is also interesting how the first image of the wandering cloud contrasts sharply with the second image of the dancing daffodils. The cloud drifts in solitude slowly and placidly across the sky, whereas the daffodils hurry to and from in a lively way. This contrast seems to show that looking at the daffodils made the author feel better than he did before and that they in fact helped cheered him up. This idea is supported by the last line of poem, where he says his heart â€Å"with pleasure fills, and dances with the daffodils† suggesting that’s how he feels whenever he thinks of the daffodils. The speaker says that, wandering like a cloud floating above hills and valleys, he encountered a field of daffodils beside a lake. The dancing, fluttering flowers stretched endlessly along the shore, and though the waves of the lake danced beside the flowers, the daffodils outdid the water in glee. The speaker says that a poet could not help but be happy in such a joyful company of flowers. He says that he stared and stared, but did not realize what wealth the scene would bring him. For now, whenever he feels â€Å"vacant† the memory flashes upon â€Å"that inward eye. That is the bliss of loneliness,† and his heart fills with pleasure, â€Å"and dances with the daffodils.† This simple poem revisits the familiar subjects of nature and memory, this time with a particularly musical expressiveness. The plot is extremely simple, that shows the poet’s wandering and his discovery of a field of daffodils by a lake, the memory of which pleases him and comforts him when he is lonely, bored, or restless. The speaker is metaphorically compared to a natural object, a cloud and the daffodils are continually personified as human beings, dancing and â€Å"tossing their heads† in â€Å"a crowd.† The four six-line stanzas of this poem follow a quatrain couplet rhyme scheme ABABCC. Each line is metered in iambic tetrameter. This poem had great use of imagery which correlated and was shown by using similes and metaphors. The imagery Wordsworth uses is very influential, and made me feel as though I to was there to see the breathtaking sight of the daffodils. In conclusion I really liked this poem. The poems we had read before were not this rhythmic and pleasant to the ear. This poem sounded to me like a song. Overall this poem is very peaceful and gives off a feeling of tranquility. It is about a man confronting external nature and how with his imagination it can fulfill him. His creativity seems to be encouraged by the nature around him. I believe that the main theme of this poem was nature and the tone used was serious. The occasion was him remembering the sight of nature the daffodils and the â€Å"lonely cloud.† He is in a way showing us how he likes to reflect on nature and use it as an inspiration.