Evolution Of Science And Religion - 2915 Words

Evolution is one of the major concepts in biology that had aroused a struggle between science and religion. There are two different viewpoints that have appeared from this conflict, one from scientists and one from the creationists. The scientists view evolution as a long-term process during which living organisms have developed over time. The teaching method that they see fit to this concept is through material in biology textbooks. These textbooks contain information on how certain species, organisms, and terrains evolved over time. However, the creationists have an opposing viewpoint on evolution. They view evolution not from the scientific standpoint, but from the biblical and religious standpoint - that God had created everything. Creationists object to evolution mainly because of this standpoint. Thus, they believe that evolution should not be studied through the scientific information found in textbooks, but instead it should be studied from the bible. According to the creatio nists, the bible has a wide variety of statements that show how God had played a major role in the creation of the universe, and in the evolution of species, all of which relate to the scientific â€Å"development over time† standpoint. Ken Ham, who is interviewed in the pbs video â€Å"What about God,† says that evolution is an evil to be fought, and he points out some of the conflicts the bible has with secular science that deals with origins. One of the conflicts that he listed was that â€Å"the Bible saysShow MoreRelatedEvolution Of Science And Religion1179 Words   |  5 PagesWhen comparing science and religion there has been a great rift. As long as humanity has believed in a creator there as always been thinkers trying to quantify and evaluate the truth behind religion, trying to disprove or prove a supernatural force. The ancient Greeks were pioneering philosophers which started the great rift we see in the early development of scientific and quantified analysis. This was first started by Aristotle whuch believed that science was a process of trying to understandRead More Evolution: Science and Religion Essay2032 Words   |  9 Pages Evolution: Science and Religion In 1895 Charles Darwin published a book describing his theory of evolution, and his theory of the natural selection process. This theory caused much uproar in the religious community because Darwin’s theory went against the story of creation portrayed in the Holy Bible. His theory claimed that all life currently in place had evolved and adapted from a single organism in the beginning. Over time and by process of natural selection only the dominant species were leftRead MoreThe Role Of Science And Religion : An Organism s Success At Catching The Attention Of A Mate949 Words   |  4 PagesAn evolution depends on an organism’s success at catching the attention of a mate, due to the fact that without a mate, an evolution cannot occur. Furthermore, a biological evolution makes reference to the cumulative changes in a population over time. The way it occurs is through species’ genes going through mutation and recombine in order for reproduction to occur. Therefore, a sexual reproduction must occur is by combining half of its genes with another organism’s genes. To put it differently,Read More Evolution Vs. Creationism Essay1323 Words   |  6 PagesEvolution vs. Creationism Abstract In the history of science vs. religion there have been no issues more intensely debated than evolution vs. creationism. The issue is passionately debated since the majority of evidence is in favor of evolution, but the creation point of view can never be proved wrong because of religious belief. Human creation breaks down into three simple beliefs; creation theory, naturalistic evolution theory, and theistic evolution theory. The complexities of all threeRead MoreThe Conflict Between Religion And Science951 Words   |  4 PagesIs there a conflict between religion and science, or are both items compatible? This question is addressed in the debate that is written about in the book Science and Religion, Are they Compatible, by Daniel C. Dennett and Alvin Plantinga. Alvin Plantinga thoroughly debates the topic by covering the compatibility of Christianity and science. He continues his argument by stating the issue of naturalist and science harbor the conflict not the theism. Planting a goes into detail how some scientific theoriesRead MoreAnalysis Of Barbara Kingsolvers A Fist In The Eye Of God1728 Words   |  7 Pagesover the acceptance of evolution and the scientific understandings of human origins. Scientists believe in the theory of evolution which states that organisms arise and develop through natural selection, whereas others believe that God is responsible in creating the natural processes essential to human life. The controversy on how organisms evolved affects the education system, since many schools are banning the teaching of evolution. The lack of scientific knowledge on evolution can be detrimental toRead MoreShould Intelligent Design and/or Creationism Be Taught Alongside Evolution in Public Schools?641 Words   |  3 Pagesshould 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 purpose. Creationism is the same idea as intelligent design, believing that nature was created by a divine being, God. Evolution is the idea of natural selectionRead MoreThe Beliefs Of The World : Creationism Vs Creationism1266 Words   |  6 PagesThe Beliefs of the World: Creationism vs Evolution Creationism and Evolution is a heavily discussed topic all over the world, sparking controversy on every turn. Whether humanity evolved from monkeys over time or was created instantly by an almighty God; that has been the debate between creationist and scientist since Charles Darwin came forth with the evolution theory in the late eighteen-fifties. It’s hard to contest against the facts of science. Science tells us that the Earth was created relativelyRead MoreThe Evolution Of Creationism And Evolution1276 Words   |  6 PagesCreationism and Evolution is a heavily discussed topic all over the world, sparking controversy on every turn. Whether humanity evolved from monkeys over time or was created instantly by an almighty God; that has been the debate between creationist and scientist since Charles Darwin came forth with the evolution theory in the late eighteen-fifties. It’s hard to contest against the facts of science. Science tells us that the Earth was created rel atively 4.5 billion years ago and life evolved fromRead MoreReligious Groups Responses On Science Groups1511 Words   |  7 PagesAdegbonmire Leh 355-A03W Prof Telliel 5/26/16 Religion Vs Science Research Topic: Religious groups responses on science group theories on how the world was formed in the modern era. In this essay, we are going to focus on religious group responses to science group theories on how the world was formed in the modern era. We see there has always being a conflict between religion and science groups, because they both believe in different ways on how the world was formed

Weimar Germany †The effects of the Depression Free Essays

A-1) By 1928, the economies of the world had become very interdependent on each other. Through the Dawes and young plan, Germany greatly relied on American loans to keep their economy running smoothly. When the Wall Street crash took place in 1929, it had disastrous effects on Germany as their economy was so dependent on American loans. We will write a custom essay sample on Weimar Germany – The effects of the Depression or any similar topic only for you Order Now This intern also affected Germany politically. The impact on Germany was disastrous. The depression caused major unemployment; jobs were being lost due to all the factories and industries being shutdown. In 1930 there were two million people who were unemployed but day by day the numbers kept increasing, resulting in six million people being unemployed between 1931-1933. Apart from unemployment banks collapsed and were unwilling to give out loans, the Americans wanted their money back. The loans given to Germany by American were short termed and called in quick, quicker than they could manage to repay them. All the economic prosperity in Germany was dying out. The Americans along with asking for their money back withdrew all their investments from Germany, this affected trade and exports. Exports fell from 630 mil pounds to 280 mil pounds causing the economy to falter even further down. The drastic economic affects the depression had on Germany soon began to create wavering in the government of the Weimar. Due to the horrifying rates of unemployment, jobless men were turning towards more extremist political parties like the Nazis and the communists as they had immediate solutions to the problems the current government could not fix. 55% of all working class recruits who joined the Nazi party from 1930-33 were unemployed and there were 1300 Nazi Party demonstrations during 1930, The Nazi Party benefited most from this slump. Ultimately creating substantial revival of extremism. Austere measures taken by Bruning also resulted in the unemployed being driven towards extremist parties as he was focused on removing burdens of reparations and tackled Germany’s domestic problems with orthodox, deflationary economic tactics which reduced social service and unemployment benefits when they were needed the most. This was done to try and get the international community to cancel their debts. Germany’s economy was suffering though the USA introduced the ‘new deal policy’ to sort out the mess they had created but to do so put them selves into economic isolation for a period of time. Other than that, the depression led to dramatic growth of influence for those parties that offered extreme solutions to contemporary problems, while playing a very important role in Hitler becoming chancellor. How to cite Weimar Germany – The effects of the Depression, Papers

Cultural Differences and Business

Question: Discuss about theCultural Differences and Business. Answer: Introduction: Nowadays, the term globalization has turned to be a reality. Advancement in the area of information and technology, as well as, liberalization in the investment and trade have increased the speed and ease with which companies are able to manage and carry their global operations (Morling, Kitayama and Miyamoto, 2002). Because of globalization, various companies are now establishing and operating their operations in more than one area and country. The crossing of the limits of geographical boundaries by various companies gave birth to the development of multicultural organization where individuals from different countries are work together (Krishna, Sahay, Walsham, 2004). It may be consistent that these companies are finding the expansion of their work at a global level to be lucrative and attractive but operating, as well as, managing the business globally is normally very tough and difficult in comparison to the management of a local company. There are various factors by which the g lobal business gets affected like differences in socio, cultural, economic, political, and legal environments. Moreover, the global businesses are also vulnerable to a various number of risks such as currency risks, political risks, cross-cultural risks, etc (Zetik and Stuhlmacher, 2002). This review article will include the factors that will help in overcoming the barriers of cultural differences in the businesses. Moreover, this review article will be focused on the analysis of the article based on the Managing changes in globalizing business: how to manage cross-cultural business partners, by Graen et al. The main aim of the article by Graen et al. was presenting an approach, which can be helpful and beneficial in building the partnerships between two different cultures and nationalities. The approach that was being used in this study for the establishment of partnerships between cross-cultural or cultural-national was the development of third cultures and its use as a foundation for developing effective business partnerships. The utilization of the cross-cultural diversity and effective knowledge can help in providing a source of innovative thinking and experience for enhancing the organizations competitive position globally. However, cultural differences and diversity may interfere and hinder the successful completion of the goals of the organization in todays multicultural community of global businesses. Hence, to avoid the origin of these cultural misunderstandings, the managers of the organization should be focused on cultural sensitivity and should promote motivation and creativ ity through flexible leadership (Van Boven and Thompson, 2003). As everyone is familiar that people across different cultures and nations have different beliefs and behavior, managing these differences in different cultures involves knowledge and understanding of how events or objects are defined and described in various cultures. Language, behavior, and institutions are the specific phenomena that are different in every nation and culture and are known to be as nominal differences. While, the other type of differences called the systematic differences consists of various fundamental differences existing in the types of values, philosophy, and beliefs of social regulation, which drives the manifested, observed phenomena in a culture or nation. Hence, to manage these cross-cultural or cross-national partnerships in an effective manner, there should be a well understanding, as well as, management of both systematic and nominal differences existing between the partnerships (Graen Hui, 1996). Historically, the intercultural cooperation was used to be attained by dominating the one culture by the other. However, this approach resulted in various dysfunctional outcomes involving resistance by means of violent and nonviolent methods. In the article published by Graen et al., this approach is addressed by the name of Two cultures. According to Graen et al., two cultures is when the two partners are not willing to accept the cultures of each other and try to enforce their cultures and beliefs on each other. The management of cross-cultural differences by this type come into force when a corporate body impose its whole system on the partners from cross-cultures and do not pay any or slight regard to their systematic or nominal cultural differences. This approach is based on the short-term focus and leads to the confrontation and competition within the organization partnership. In this case, business partners are focused on a win-lose position, where each partner wants his/her g ain in comparison to the other partner. As the two cultures concept was not a reliable method of overcoming the barriers of cultural differences, it failed to achieve the desired outcome of the organizations globally. Hence, a new concept of Third culture was established by which a cross-cultural management could be approached (Graen Hui, 1996). The third culture is focused on transcending and bridging of the two different cultures. In the process of bridging the existing cultural differences, the third cultures consist of different ways to convey compromises between the two distinct cultural practices. Moreover, this approach not only focuses on the nominal differences but also recognizes the systematic differences. Hence, through bridging the existing cultural differences, the partners from the different culture find methods to come up with the management programs and techniques, as well as, organizational practices that are acceptable to both the cultures (Graen Hui, 1996). According to Graen et al., the absence of the third culture can result in the failures very easily in the cross-cultural or cross-national business partnerships, while cultivation and use of a third culture often lead to the success. The evidence for his findings has been supported by a case study of a Japanese company. The Japanese companys venture i n Australia failed due to the failure of developing a cross-cultural partnerships between Australians and Japanese. As they never developed a third culture in their partnership they failed to mature into cross-culture partnerships. However, after few years when they developed a third culture during establishing a new venture in America, it leads to the successful venture. There was a development of a cross-cultural partnerships between the American and Japanese managers, which allowed sharing of "insider" hopes, solutions, and fears. They attained real understanding, knowledge and formed third culture procedures for decision-making. Hence, clearly describing the importance of the third culture in the management of cross-cultural partnerships. Graen et al. described the ways by which a third culture could be established and the requirement of transcultural for establishing the third culture. To become transcultural, the following characteristics are required, which are cultural adven turers, cultural sensitizer, discrepant cultural insider, comparative culture judges, and socializing sensitizers (Graen Hui, 1996). There are various researchers who are in support for the concept of third culture, like according to Wendi et al., third culture is the multi-cultural partners shared schema, which not only consists of knowledge of team and work, but also contains a shared system of values, beliefs, as well as, norms established in the two different cultures of the partnership members and helps in overcoming the cultural differences existing between the cross-cultural partnerships (L. Adair, H. Tinsley, S. Taylor, 2006). Useem et al. defined the third culture to be shared and learned behavior patterns of the individuals from distinct cultures who are communicating with each other. A third culture consists of a shared understanding consisting of work affliated norms, as well as, worldviews, thus helping to understand the cultural differences (Useem, Useem, Donoghue, 1963). According to Earley et al., third culture also called as a hybrid culture, is an simplified and emergent set of norms, rules, ro les, and anticipation that members of the team share and act, thus offering a common approach to identity, which turns to be specific to a team and helps in facilitating the team interaction (Earley Mosakowski, 2000). Casmir (1993), states that third culture includes shared systems of values, frameworks, and communication systems, which evolves when individuals from different culture interacts to share the resources for achieving a common goal (Casmir, 1993). The third culture helps in successful achievement of the task as this approach is and involves information not only about the team knowledge and the task but helps in understanding the cultural values, beliefs, and norms of the two culturally diverse teams (Mannix Brett, 2002). The management of cross-cultural diversity is undoubtedly important and greatly impact the success of global business operations. The research has shown that the management of the international business is inseparable from the concept of cultural differences because culture represents the shared norms, beliefs, symbols, and values that direct life of people of different groups (McIntyre and Foti, 2013). Moreover, the use of traditional two cultures is inadequate of solving the cultural diversities in the period of globalization (Demoulin and de Dreu, 2010). Hence, I also believe that the idea and development of the third culture is beneficial in overcoming the barriers faced by the culturally different environment in the organization and agrees with the authors point of view. As the third culture helps in identification and understanding of the cultures and beliefs of both the partners, it decreases the rise of conflict that can originate from the two different teams having different beliefs and values. Moreover, besides understanding the culture of both the partners it also transcends both the cultures and works for both of them (Earley Mosakowski, 2000). It is not just a concept based on the compromises, but also a new method of thinking and performing tasks in a way that are compatible to both the sides of the partnership and works effectively in accordance with the companys technology. Hence, development of the third culture is very beneficial and effective for the success of the international business work organizations and in overcoming the cultural barriers. References Casmir, F. (1993). Third-Culture Building: A Paradigm Shift for International and Intercultural Communication.Annals of the International Communication Association, 16(1), pp.407-428. Demoulin, S. and de Dreu, C. (2010). Introduction: Negotiation in intergroup conflict.Group Processes Intergroup Relations, 13(6), pp.675-683. Earley, P. and Mosakowski, E. (2000). Creating hybrid team cultures: an empirical test of transnational team functioning.Academy of Management Journal, 43(1), pp.26-49. Graen, G. and Hui, C. (1996). Managing changes in globalizing business: how to manage crossà ¢Ã¢â€š ¬Ã‚ cultural business partners.Journal of OrgChange Mgmt, 9(3), pp.62-72. Krishna, S., Sahay, S. and Walsham, G. (2004). Managing cross-cultural issues in global software outsourcing.Communications of the ACM, 47(4), pp.62-66. Adair,, W., H. Tinsley, C. and S. Taylor, M. (2006). MANAGING THE Intercultural Interface: Third Cultures, Antecedents, And Consequences.Research on Managing Groups and Teams,, 7. Mannix, E. and Brett, J. (2002). Negotiating Globally: How to Negotiate Deals, Resolve Disputes, and Make Decisions across Cultural Boundaries.Industrial and Labor Relations Review, 56(1), p.193. McIntyre, H. and Foti, R. (2013). The impact of shared leadership on teamwork mental models and performance in self-directed teams.Group Processes Intergroup Relations, 16(1), pp.46-57. Morling, B., Kitayama, S. and Miyamoto, Y. (2002). Cultural Practices Emphasize Influence in the United States and Adjustment in Japan.Personality and Social Psychology Bulletin, 28(3), pp.311-323. Useem, J., Useem, R. and Donoghue, J. (1963). Men in the Middle of the Third Culture: The Roles of American and Non-Western People in Cross-Cultural Administration.Human Organization, 22(3), pp.169-179. Van Boven, L. and Thompson, L. (2003). A Look into the Mind of the Negotiator: Mental Models in Negotiation.group proc intergr relat, 6(4), pp.387-404. Zetik, D. and Stuhlmacher, A. (2002). Goal Setting and Negotiation Performance: A Meta-Analysis.Group Processes Intergroup Relations, 5(1), pp.35-52.

Kafka`s Hunger Artist Essays - Fiction, Literature, Asceticism

Kafka`s Hunger Artist I will try to demonstrate what the public's reaction was to the angel in " The very old man with Enormous wings " and Kafka's " Hunger Artist " from what the authors wrote in the stories and the characters point of view. I will also try illustrate how the public has more of a meaning in both stories. In " A very old man with Enormous Wings " the public goes to see the old man because they wanted to see what he was. The owner's of the house where the old man was at, thought that he was a lonely castaway from some foreign ship wrecked by the storm. They thought this because they spoke to him and he answered in a incomprehensible dialect with a strong sailor's voice. The public tossed him things to eat as if he weren't a supernatural creature but a circus animal. When Father Gonzaga went to see the old man there was less frivolous onlookers than those who had arrived earlier. The simplest among them thought that he should be named mayor of the world. Others of sterner mind felt that he should be promoted to the rank of five-star general in order to win all wars. There were other people that hoped he would be put to reproduce, so there would be a race of winged wise man who could take charge of the universe. Father Gonzaga suspected that he was an impostor because he did not understand the language of God and did not know how to greet his minister. He did not think that the old man was an angel, he instead felt that it could of been a trick of the devil. Curious people came from far away because they thought that he could cure them and change their misfortunes. During all this time, the old man was the only one who did not take part in his own act. During those days a carnival attraction arrived with a woman who had been changed to a spider. The old man's reputation was already ruined by this time. After this people stopped going to see the old man. Months had past when the old man got new wings and just flew away. I think that the angel in " The very old man with Enormous wings " might have actually stayed. He left because no one treated him right. They did not believe in him just because he did not give them what they wanted, so they did not have faith in him. The public could of just believe in him and treated him well maybe he would have gotten well and then he would have gaven them what they wanted. In the "hunger Artist ", the artist wanted the public to appreciate his fasting abilities by watching him and giving him fame. We know this by the following passage; " Why stop fasting... ?, ... why should he be cheated of the fame he would get for lasting longer. " Professional fasting had diminished remarkably the last decade. For elders he was often a joke, while for children he was a special treat. There were different kinds of watchers that watched the artist. There were groups of watchers who would huddle to together in a corner to play cards. They intended to give the artist Some space, because they thought he would appreciate to be alone. He did not, instead it made him miserable and made his fast seem unendurable. Then there are the watchers more to his taste. The watchers that would sit close up to the bars because they were not content with the dim night lighting on the hall. The artist would not sleep, he was happy at spending sleepless nights with such watchers. People began to get uninterested in watching the " Hunger Artist " because no one could produce evidence that the fast had really been continuos; only the artist knew that, therefore he was his only satisfied spectator of his own fast. Years past and still no one took his trouble seriously. People felt that his depression was do to the fasting. They also felt that fasting made him react with an outburst of fury; he would shake the bars of his cage like a wild animal. More years past, suddenly the hunger artist found himself deserted by the amusement seekers and by this he died. In the " Hunger Artist " the public could not have just been content in knowing

American Gods - Character essays

American Gods - Character essays The main character of American Gods, Shadow, is first introduced while he is in prison. He is described as a large quiet man of an unknown race. The audience is not given details of his features, or insight into the inner workings of his mind. After he is released from prison, he starts out on a pre-destined path that whisks him across the nation in preparation for a war of the gods. Through all of the unexplainable, he watches and says nothing. He rarely questions the actuality of events he witnesses, and never tries to run from the adventures. There are only a few times the audience is allowed to see that Shadow is somewhat bitter about all that he has seen. Shadow himself admits that he is numb to life after becoming aware his wife was unfaithful, anyway nothings really surprised me since Laura...since I learned she was screwing Robbie...that one hurt...everything else just sits on the surface (344). Neil Gaiman intentionally does not describe Shadow very much. He uses Shadows vagueness to draw the reader in, and help them relate to the main character. When Shadow takes on the character of Mike Ainsel, he expresses his pleasure at being able to put his past behind him for a brief moment, Mike Ainsel had none of the problems that Shadow had...Ainsel had never been married...Mike Ainsel had never been interrogated on a freight train by Mr. Wood and Mr. Stone...televisions did not speak to Mike Ainsel (270). This is one of the only times the audience is made aware that part of Shadow is angry for the problems he has fallen into. For the most part, Shadow appears to be willing to follow along behind Wednesday. It does seem Shadow does not believe all of it at first. The buffalo man comes to Shadow in a dream and asks him if he believes yet, and Shadow says he does not know. Shadow asks the buffalo man if he is real, and the buffalo man has a one word answer, belie...

A Synopsis of Amy Tans Book The Joy Luck Club

A Synopsis of Amy Tan's Book The Joy Luck Club â€Å"There are times when even the tiger sleeps.† This Chinese proverb is essential in understanding the character of Lindo Jong, mother of Waverly Jong, in Amy Tan’s The Joy Luck Club. The book, written as a series of interwoven vignettes, delves into the world of Chinese mother-daughter relationships. The Joy Luck Club tells about four Chinese families: the Woos, the Hsus, the Jongs, and the St. Clairs. Waverly Jong’s mother, Lindo, has always been strong and stubborn, criticizing everything around her and not yielding to persuasion. This pugnacity bothers Waverly, who has spent her entire life subconsciously trying to impress her mother, a seemingly impossible task. Waverly has always been plagued by her mother’s criticism, becoming increasingly agonized thinking that she cannot live up to her mother’s lofty standards. After finally deciding to confront her mother about her implacable personality, Waverly realizes that her mother is just a vulne rable old woman despite her inner strength. The Chinese proverb, â€Å"There are times when even the tiger sleeps†, suggests that even the strongest have an Achilles heel. This proverb is particularly relevant to the sleeping scene with Lindo Jong because even though Lindo is strong and combative, she is still a fallible old woman who worries about her daughter. The proverb can be interpreted literally, but it also has a deeper figurative meaning. The tiger, a powerful predator, is seen as an almost faultless warrior in the animal kingdom. Always on its guard, the tiger is a fearsome creature that is not to be meddled with. As with every creature, the tiger needs to sleep, thus making it vulnerable to attack. Viewing tigers as a dominant adversary and viewing sleep as a universally held moment of vulnerability, this ancient Chinese proverb correctly asserts that no creature is without its weaknesses or moments of weakness. Waverly and Lindo’s contrasting personalities highlight both of their personal weaknesses. By the Chinese Zodiac, Waverly was born a Rabbit, making her â€Å"supposedly sensitive, with tendencies toward being thin-skinned and skittery at the first sign of criticism† while her mother Lindo was born a Horse, making her â€Å"obstinate and frank to the point of tactlessness† (183). These two an animal signs do not bode well together, leading to a plethora of conflicts between the two Jongs. Lindo constantly criticizes everything from the food she is eating to the people around her. A good example of Lindo’s hurtful criticism is when she calls Waverly’s expensive fur coat present from her fianc? â€Å"just leftover strips† (186). As stated by Waverly, â€Å"[Lindo] never thinks anybody is good enough for anything† (183). This insatiability infuriates Waverly, who simply wants her mother to accept her surroundings. The proverb’s pertinence to Lindo Jong becomes apparent when Waverly discovers her mother sleeping. Waverly has always been angry at her manipulative mother for her â€Å"scheming ways of making†¦ [Waverly] miserable† (199). Waverly leaves early in the morning to go to her parents’ apartment and yell at her mother. When she finds Lindo, she sees a side of her mother she had never previously observed: The back of her head was resting on a white embroidered doily. Her mouth was slack and all the lines in her face were gone. With her smooth face, she looked like a young girl, frail, guileless, and innocent. One arm hung limply down the side of the sofa. Her chest was still. All her strength was gone. She had no weapons, no demons surrounding her. She looked powerless. Defeated. (199-200) Upon seeing her mother in this state, Waverly’s immediate thought was that her mother was dead; dead while she was thinking terrible things about her mother. Waverly shouts at her mother, tears flowing down her face. Lindo then wakes up, and with a look of motherly worry, says to Waverly, â€Å"Shemma? Meimei-ah? Is that you? Why are you here? Why are you crying? Something has happened!† Lindo had not called Waverly Meimei, her childhood name, in many years. After this, Waverly had realized the true state of mother: she was just a tired, worn old woman who only wanted the best for her daughter. The criticisms and the subtle, sneaky comments were only made so that Waverly would make a better life for herself and analyze the faults of her present environment. This epiphanous moment for Waverly helped her realize the subtle meaning behind the Chinese proverb, â€Å"â€Å"There are times when even the tiger sleeps.† Although it is never explicitly mentioned that Wav erly is familiar with the proverb, she soon learns of its meaning and verisimilitude. Waverly had always viewed her mother as the proverbial queen of the chessboard, â€Å"Able to move in all directions, relentless in her pursuit, able to find my weakest spots† (199). After seeing her tiger-like mother not on her guard, Waverly realizes that even Lindo sleeps. Amy Tan’s The Joy Luck Club is not only a story of Chinese mother-daughter relationships, but it is also an insight into the nature and mannerisms of humanity. Lindo Jong is a feisty, critical woman who is never happy with her circumstances. Despite this, she is still old, caring, and vulnerable. For these reasons, Lindo Jong of The Joy Luck Club truly exemplifies the ancient Chinese proverb â€Å"There are times when even the tiger sleeps.†

Do police crack downs reduce drug related violence Essay

Do police crack downs reduce drug related violence - Essay Example Violence results from individual and group use in drug markets and drug producing areas as the drug gangs strive to maintain and control a share of the lucrative illicit market of drugs is considered as one of the origin of murder cases experienced (Shepherd, 2005).. Cases of individual drug users committing murder is also common like violence resulting from drug induced psychosis. As the authorities strive to curb the problem of drug trade, the rate of violence increase significantly as this increased militarization of the criminal elements and law enforcers means both parties are easily accessed to lethal weaponry as they fight to outdo the other. Recent scientific evidence suggests that the prohibition of drug is the likely contributor of drug market violence and the increased homicide rates (Martin, 2009). Basing on these findings, we might conclude that increasingly sophisticated methods of dealing with drug distribution networks hikes the level of drug-related violence. The removal of the drug loads from the lucrative illegal drug market by law enforcers may have adverse effects as other individuals will strive to fill the vacuum by entering the market. The rise in murder cases might also be attributed to the enormous profits generated from the selling of drugs which is used to destabilize governments and creation of heavily armed rebel groups, for example, the U.N. estimated gains from illicit drugs to be approximately US$320 annually which is entirely outside the government controls and likely to fuel crime, corruption, and violence in urban areas (Blumstein, 1995). Recent reviews show that interventions of drug law enforcement may reduce the rate of drug related violence. However, the existing scientific evidence has strong suggestions that prohibition of drugs may likely cause violence and more homicide in the drug market. Contrary, conventional wisdom believes that drug law enforcement is likely to reduce this violence. Therefore, the association

Math Essay Example | Topics and Well Written Essays - 500 words - 3

Math - Essay Example Sensitive Periods are durations of time during which the intensity of interest in specific objects in the environment is at its peak. The sensitivity and responsiveness to a particular stimuli declines with time. These periods indicate the opening of increased developmental opportunity. Arithmetic is the knowledge of numbers and associated processes such as addition and subtraction, which is intuitively learned at early stages of childhood and developed gradually, through repetitive exercises, observation and experience. It helps the mind to distinguish and relate objects by means of symbols and ideas such as shape, space, identity, difference and quantity. For example, a child learns gradation in numbers, such as 1,2,3,4, and recognizes them as distinctive entities by adding or subtracting identical units. In contrast to the older teaching systems, The Teacher describes a new method or system of teaching, which values teacher as a guide or connecting link between objects and the student. This system does not rely on objects as a help to teacher, but as a help to student himself with assistance of the teacher. The role of teacher has been modified from an active corrector of mistakes to a more rigorous but patient guide, who acquaints herself with knowledge of objects and then guides students in using those objects on their own, while prefecting learning and maintaining order in the environment. The teacher should be prudent enough to facilitate needs of both the more and less developed minds at the same time. Development of Mind describes the psychological self-construction in children while interacting with their environment. It is a continuous process which begins when new sensitivities appear and gradually fade until new ones emerge, and helps in orderly intellectual development through time. For example, the ability to of mind to choose without conscious intent indicates development. Normalization

Support Literacy and Numeracy Activities Essay Example for Free

Support Literacy and Numeracy Activities Essay Support literacy and numeracy activities K8 the strategies and resources used at your school for developing pupils: a reading skills b writing skills c speaking/talking and listening skills d mathematical knowledge, understanding and skills The classes in my school are of mixed ability and key stage 1 year 1 and 2 contain pupils from two adjacent year groups. Throughout the school, we use a variety of teaching styles including whole class, group and individual teaching, depending upon the task and needs of the pupils. In line with government requirements, the school lays particular emphasis upon the teaching of basic skills of reading, writing and numeracy. All children in the main school have an hour of numeracy and an hour of literacy each day but these periods are frequently supplemented by further activities leading to the development of these vital, basic skills. Strategies and resources for developing reading skills Teachers, parents and teaching assistants should all be working together to encourage pupils to enjoy and benefit from reading. The main focus of development will be through the Literacy lesson, although reading will be promoted through all areas and curriculum subjects. Shared reading This takes place in the classroom and everyone looks at a text together. The texts include various types, such as plays, fiction, non-fiction and are on a range of different subjects and themes. Guided/group reading This takes place in small groups within the class while other pupils are working independently. Individual reading This usually involves pupils quietly reading books from the classroom or library, or those used during guided reading, which pupils can read without adult support. I hear individual pupils read as much as possible as it is an important way of developing their reading skills. For those pupils who need extra help, they are taken out of the class by an assistant and have one to one time to encourage and help them with their reading. When supporting pupils reading, I use a range of strategies and check with the teacher whether any pupils have specific targets. However, it is important to involve all pupils if I am working with a group and to be aware if I have pupils who are reluctant to talk about what they are reading. I ensure I give them plenty of praise and encouragement to build up their confidence and reassure them when putting their ideas forward. Careful questioning also helps me find out about pupils understanding of texts so they can tell me what they are reading about. Strategies and resources for developing writing skills As pupils develop writing skills, they need support both in English/Literacy lessons and in other subject areas as they form basic words. I therefore need to help them with the technical aspects of writing, including spelling, grammar and handwriting. Strategies for developing writing skills can be done by carrying out shared writing activities. Using pictures and key words or phrases. Using workbooks to encourage writing skills. Strategies and resources for developing speaking/talking and listening skills Pupils who are not confident when speaking need to be aware that I value what they have to say. I can show them that I am interested by- Giving them eye-contact when they are talking to me Smiling or encouraging them to continue while they are talking Repeating back what they have told me Asking them open-ended questions to encourage them to answer in more detail I can also support pupils by allowing them time to think about and formulate ideas before they give their answers. Some pupils find it very difficult to sit quietly and listen to what others are saying. Young pupils find activities such as â€Å"carpet time† where they need to spend a long time listening to others, quite difficult or easier in a smaller group. Pupils who lack confidence in speaking and listening situations in class, for whatever reason, are given opportunities to develop these skills in smaller groups, which they find less threatening. We can develop speaking and listening skills in many different situations, not necessarily as planned events. Literacy resources I am able to identify the location of literacy resources within individual classes. These support basic writing with younger pupils for example lists of words or sound cards or may be books such as dictionaries. The school also has a range of technical resources such as computer programs and software to support literacy activities. Strategies and resources for developing mathematical knowledge, understanding and skills When working with pupils on Maths tasks, I will use different strategies to support the development of their skills. It is likely that I will adapt how I do this depending on the needs of the pupil, so I need to know about individual pupils targets for Maths. I might use some of the following strategies. Helping pupils to interpret and follow instructions Some pupils find it hard to recall instructions or follow a series of points given by the teacher. I may need to help them follow what is required. Reminding pupils of teaching points made by the teacher Some pupils may find a task challenging because of their individual learning needs or ability to focus on it. I may need to remind them about specific teaching points to enable them to continue. Questioning and prompting pupils It is likely that I will use this strategy regularly with all pupils, as they often need to be refocused or have specific questioning to redirect their hinking. Helping pupils to select and use appropriate mathematical resources I may need to prompt or encourage pupils to think about resources available to them when working on Maths activities. Explaining and reinforcing the correct use of mathematical vocabulary – to reinforce vocabulary used by the teacher, extend pupil vocabulary and check pupil s understanding of the terms used. Introducing follow-on tasks to reinforce and extend learning The teacher may have given additional tasks for pupils to work on if they have finished the initial activity. More able pupils may be asked to develop concepts and find their own objectives, but it is likely that I will still need to check these with them. Numeracy resources I know how to use any resources that I need and where they are kept. All pupils are given the opportunity to look at and explore resources before starting to use them, and some pupils may need help if they are unfamiliar with particular resources. Resources for Maths may range from measuring apparatus for length and weight to number equipment, such as number lines, cards or cubes and games to develop different Maths skills. There is also numeracy software on our computers.

Comparing Relationships in Susan Glaspells Trifles and Cherrie Moraga

Female Relationships in Susan Glaspell's Trifles and Cherrie Moraga's Giving Up the Ghost The plays Trifles, by Susan Glaspell, and Giving Up the Ghost, by Cherrie Moraga, focus on women's interaction in various contexts. Despite the seventy-eight years between their performance dates and the drastic difference in settings and narrative content, the main female characters are comparable, as Mrs. Hale, in Trifles, points out, "We all go through the same things -- it's just a different kind of the same thing" (Norton Anthology of Literature by Women, 1359). These plays show the varying degrees of closeness women can have in female relationships, and the role circumstances play. When Trifles opens, Mrs. Hale and Mrs. Peters do not know each other, and Mrs. Peters does not know Mrs. Wright; initially establishing the women's familiarity is important as they are essentially strangers. Mrs. Hale and Mrs. Peters are immediately grouped together by the men in the play, who subtly consider them and their concerns insignificant; Mr. Hale notes, "Women are used to worrying over trifles" (Glaspell 1353). The irony of the women finding what the men can not, Mrs. Wright's motive, emphasizes their importance in the play; the men failing to recognize this also creates dramatic irony. Mrs. Hale having known Mrs. Wright before she was married and having not visited her in over a year is significant as she illustrates Mrs. Wright's transition from a social to an isolated woman as a result of her marriage to John Wright. As she has children, Mrs. Hale can understand the importance of Mrs. Wright's canary, which served as the role of her child; similarly, Mrs. Peters can rela te to Mrs. Wright, whose only company in her quiet, empty house was ... ...en. Probably the most striking commonality is how women relate through those by which they are haunted: just as Marisa recalls her cousin Norma who was committed to a mental hospital, Alejandro's death seriously impacts Amalia; Mrs. Peters recalls her dead baby in an effort to relate to Mrs. Wright, and Mrs. Hale remembers the woman Mrs. Wright was before her marriage. Both Glaspell and Moraga explore the universal theme of isolation and how relationships can create, in the case of Mrs. Wright, or diminish it, as with Marisa and Amalia. Works Cited Gilbert, Sandra M. and Teresa Sullivan. The Norton Anthology of Literature by Women. New York: Norton, 1985. Glaspell, Susan. Trifles. The Norton Anthology of Literature by Women. New York: Norton, 1985. Moraga, Cherrie. Giving Up the Ghost. The Norton Anthology of Literature by Women. New York: Norton, 1985.

Frederick Douglass vs. Martin Luther King Jr. Essay

MLK Jr and Frederick Douglass both have the same thoughts on how African Americans should be treated different. The main difference between there thoughts are how they feel about how African Americans get treated by white people. Frederick Douglass was a slave who escaped form slavery but while in it he was treated horrible. Since he was treated so bad his point of view and perspective on white people is that there all evil no matter whom they are. But from MLK’s perspective he just wants African Americans to have equal rights just like they should. Frederick Douglass was born a slave and has been around slavery all his life. During slavery the slaveholders never held back and never showed mercy when they punished slaves. Frederick Douglass was punished so much and to him slaveholders and white people are evil. So since Frederick Douglass has only really seen white people when there mad and when they harm him, that is why his point of view on them is so different then MLK’s. That is also why Frederick Douglass’s speech is different from MLK’s letter they both have two different perspectives on white people. Martin Luther King on the other hand is totally different. He really just wants peace for his people and the same rights. He believes that all humans are the same and created from the same person so why don’t African Americans have equal rights as everyone else. He knows the nicer white people and he also knows the white people who don’t care at all about what he wants. So unlike Frederick Douglass who didn’t know any nice white people MLK knew people who were on his side and the people who were totally out to get him. That is why MLK’s letter is different than Frederick Douglass’s speech. They both do have there similarities though. They both want the same for there people and that’s peace and to be equal. MLK enforced it a lot more than Frederick Douglass but in the end they both wanted the same thing for there people. They both suffered a lot from wanting equal rights but they made it. MLK got put into jail for awhile and was humiliated and Frederick Douglass was nearly beat to death everyday and was humiliated so much  everyday but in the end it was all worth it because now African Americans are equal and have there rights. In the end these two men got what they worked so hard for, there rights for there people and equality. They both had a goal and achieved it they never gave up no matter how hard it got or no matter how much trouble they got into they strived for there goal and achieved it. These two men are inspirations to most people because of what they have don’t to help there people and themselves.

Euripides’ play “Medea” Essay

The characters of Euripides’ play Medea require to be viewed from a variety of perspectives. To say that the only characters that deserve the audience’s sympathy are the children is not totally correct. As far as the plot is concerned the children are no doubt the innocent victims of this conflict between Medea and Jason, however there are other characters that also deserve our sympathy. Also to vaguely state that ‘everyone else gets what they deserve’ requires further analysis of the extent to which their ultimate fate is justified. Some critics say that Medea is a mad woman driven by her lack of control of her emotions. Throughout the play this description of her had proven to be true, however this does not mean we do not feel at all sympathetic towards her. If the audience can look at the world through her perspective, then it would not be surprising to see why she is so uncontrollably driven by her fury and passion. As a foreign princess, a wife, a mother and a woman, the humiliation and pain that had been bought upon her is all too overwhelming. ‘She will not eat; she lies collapsed in agony, dissolving the long hours in tears.’ The pain and suffering that Medea experienced deserve the audience’s sympathy. Another source of sympathy that we should feel for Medea comes from her role as a mother. As she decides to kill her own children, her mind becomes torn apart by inner conflict as a mother and as the emotion driven beast. There are many evidence throughout the play that shows her sense of maternal devotion. ‘That you once loved them, that of your body they were born. For one short day forget your children; afterwards weep: though you kill them, they were your beloved sons. Life has been cruel to me.’ From the above quote, the audience is able to see that Medea is not completely cold blooded. Her love towards her children and the inevitable pain of killing them with her bare hands is somewhat tragic and in deserving of sympathy. At the conclusion of the play I would disagree that all the characters deserved the ending they were given. Firstly one has to define and clarify the meaning of justice and justify the extent to which justice was served out to each character. King Creon and his daughter Glauce have committed no  crime and yet they die the most horrendous deaths. It can be concluded that we may not only feel sympathetic towards the children, but also towards Medea for all the misfortunes and tragic events that happen to her. We should also feel sympathetic towards her because of her role as a loving mother. We are shown that justice is not served out to those who most deserve it, and that harsh ends come to those who are innocent, hence the world of Medea and her rampage of revenge. References: Euripides, Medea

Palamon accuses Arcite Essay Example

Palamon accuses Arcite Essay Example Palamon accuses Arcite Essay Palamon accuses Arcite Essay Saturn (the planet that rules chaos), says Arcite, must have given them this misfortune. This is a rational attitude regarding fortune, but it quickly changes when Arcite sees Emelye and falls in love with her himself. Suddenly he is willing to forego his oldest bond of knighthoodhis bond with Palamonfor the sake of a lady he has not even met. They start to quarrel, and Palamon accuses Arcite of breaking their sworn oath. Like a child, Palamon claims that Emelye is his because he saw her first.Arcite notes that theres a difference in each ones love: Palamon loves her in holinesse, not even knowing whether shes a woman; while Arcite loves her as a fellow creature (lines 300-301), that is, as a woman. It may be that Arcite is right, but he uses the argument to prove that alls fair in love, which justifies breaking his vow. Does it? Well have to see which vowlove or bloodis the more lasting. When Arcites fortune changes through the love of Perotheus and the mercy of Theseus, hes unable to see that its really Gods purveyaunce (providence) (line 394) thats setting him free.Instead, he can see only as far as the physical things of nature, and moans that not erthe, water, fyr, ne air/Ne creature (lines 388-389) can help him. (He also uses a classical image of man being drunk, meaning that his brain is muddled by seeing only lower things and not spiritual heights. But Arcite cannot see that he is doing exactly that. ) Palamons prison, he complains, is really Paradise, and fortune has thrown him good dice (line 380). Meanwhile Palamon is saying the same things about Arcite.While Arcite wonders why people cant just accept Gods will and fortune (which he himself cant), Palamon asks what governaunce (justice or reason) there is in Gods foreknowledge (line 455). Each knight refuses to accept his fate and is torn between what he wants and what he has, between passion and duty. One is in prison and can see his lady; one is exiled and cut off from his beloved. Which of them, the Knight asks us with a sly grin, is the worse off? Arcite, pale and ill from love, has a dream in which Mercury, messenger of the gods, tells him, To Attenes shaltou wende [go],Ther is thee shapen of thy wo an ende [there the end of your woe is arranged]. (lines 533-534) Believing this means he will win Emelye, he risks death by returning to Athens. What he doesnt know is that his ende means his death. (In Christian imagery, Mercury often stands for the Devil. ) Fortune takes over from the time that Arcite, al alone, returns to Athens in disguise. NOTE: The idea of aloneness versus company, the ideal of the common good, appears throughout the tale. Theseus, the good ruler, consults his parliament and travels with others.Aloneness, some readers believe, means the way to death. In a circular pattern, we are back in May, and Were it by aventure or destinee (As, when a thing is shapen, it shal be) (lines 607-608) Palamon escapes just in time to see Arcite reveal his identity in the grove. Palamon threatens to kill him for breaking their knights code and his promise to Theseus not to return. Again, we are meant to see which promises are the more important. As we see later, Palamon considers the knights honor (which is tied to Venus) to be more important than winning a battle.Arcite believes the battle the most important thing. They agree to fight to the death the next day. Destiny is so strong that it determines what happens, in this instance and also in all situationsAll is this ruled by the sight above (line 814), i. e. , Gods knowledge. According to the divine plan, Theseus, Hippolyta, and Emelye arrive in the middle of the battle. Here is where Palamon shows honor by confessing the whole mess and asking for death. Theseus is angry that they are fighting withouten judge or other officer (line 854), in other words, outside the order imposed by law and reason.He agrees to spare their lives when the women plead for mercy and he sees that the fight is over love. He is still angry in his heart, Yet in his reason he them both excused (line 908). Theseus decides to settle the problem in an ordered game of battle where no one will be killed. This battle will determine whether love or might triumphs. Part III opens with a lavish description of Theseus building of the joust arena and the altars prepared for the gods of the main characters: Venus for Palamon, Mars for Arcite, Diana for Emelye.Each god is depicted in the cruelest termsVenus as the goddess of lovers broken sleeps and cold sighs (line 1062); Mars as the war god that brings death and destruction; Diana, goddess of chastity, as a cruel huntress. Each knight prays for victory and gets a sign that he interprets as meaning that hell be victorious. At the same time, the gods argue it out in the heavens, with Saturn, the god and planet of death, promising Venus that her man Palamon will win eventually. But she and Mars must keep peace between them for awhile, since their opposition creates swich divisioun (line 1618).Even though Saturn is a mean spirit, his main purpose here is to create harmony among the gods and the mortals below. Life cant exist without harmony or without pain, Saturn is saying; the suggestion is that this is the reason behind fortunes ups and down. The final section takes us onto the battlefield where Arcites knights fight for Mars (and Emelye) and Palamons for Venus (and Emelye). The rhetorical description of the battle, which some say represents sexual struggle, embodies human conflict the way cowboy films do; knights fall off horses and the crowd cheers or boos.Finally Mars knight Arcite wins the contest. When Arcites short-lived victory is literally overturned by his pitching horse, were told that the expulsive, animal, or natural virtues couldnt help him. NOTE: Three virtues, the vital, natural, and animal, were believed to control the body. In Arcite, the animal virtue, connected with the brain, cant expel the poison from the natural virtue, connected with the liver. Nature loses her hold on his life. He dies Allone, withouten any company, without having gained the desire of his dreams.The only consolation for Arcites death comes from Theseus old father Egeus, who knows the worlds transmutation and has seen it change both up and down (lines 1981-1982). This reminds us of love as well as life, for weve been told before that lovers go now up, now down, like a bucket in a well (line 675). The world always changes according to fortune, Egeus says, and he reminds us of the wider context of the tale when he says This world is just a thoroughfare of woe, And we are pilgrims, passing to and fro.(lines 1989-1990) There is even some humor in the orderly telling of Arcites funeral, which the Knight describes by saying what he wont describe. But after this ritual of death and honor, life begins again with Theseus explaining the point of the tale, that lifes order is a natural one, of fortune, love, life, and death. Everything is part of a perfect whole established by the First Mover (God), but lives its allotted time before the next generation succeeds. Then it is wisdom, as it seems to me,To make a virtue of necessity. (lines 2183-2184) In other words, Theseus makes the best of the nature we are given. Pain and death are inevitable, but lets enjoy it all to get the most out of life. What Palamon and Arcite couldnt settle between themthe problems of passion, duty, and fortuneare resolved by Theseus in this wise speech. The marriage of Palamon and Emelye is the outcome of this philosophy, and also shows how, within the wheel of fortune, happiness can exist along with, even because of, sadness and suffering.

Personal Goals Statement Example | Topics and Well Written Essays - 500 words

Goals - Personal Statement Example of work, I need to be able to understand people and their diseases and the best background to this information is having knowledge of their surroundings. This Master’s degree is my ticket to be able to interact more with people in the health care field and connect with them on a different level by first understanding where they come from, the pressures they face and in the end find effective short and long term solutions. The program will put me in a leadership position as well and especially with both theoretical and practical aspect by understanding health care administrations. The knowledge will give me the insight knowledge into the health care field from a leadership position. This information and knowledge I hope will put me in a position of connecting with not only the patients but the employees and my colleagues on a deeper level as I will be able to relate with them. All of this matters because it has always been my dream to be people’s person and in an administrative position for that matter but still hold the element of care and concern. I have always wanted to help people without any prejudice and the health field was the best opportunity. Having to fulfil this dream by gaining a Master’s degree where there are chances that I can be an administrator will be one of my greatest life’s achievements. I will be able to help the patients through good interaction, communication and motivation of the health care staff being an administrator. When the needs of the employees are taken care of, then they can in turn assist the patients and a large number of them without any worries or reservations (Martin, Charlesworth and Henderson, 2010). The Master’s programs will also enable me understand the existing health care policies and why they were formulated and to what extent they are helping or not helping the people and especially the target audience. I will not only be able to understand these policies but also be able to change them or at least be

The ethics of abortion Essay Example | Topics and Well Written Essays - 250 words

The ethics of abortion - Essay Example It can also refer to motivation based on the ideas of right and wrong. Therefore, for the purpose of this essay, this paper will discuss circumstances that abortion should be allowed so that it is in line with the moral values of the society.  It can also refer to motivation based on the ideas of right and wrong. Therefore, for the purpose of this essay, this paper will discuss circumstances that abortion should be allowed so that it is in line with the moral values of the society.   For some time the topic of abortion has acquired admirers and haters in equal measures. There are proponents who are of the school of thought that abortion should be permitted and excused in certain instances. On the other hand critics fail to agree with this school of thought and in turn, advance the idea that abortion is termination of innocent life which should be equated to murder. It is justifiable to commit murder in the rare circumstance of self-defense.   This includes times of war or in th e case of a criminal intruder. A practical example in our case would entail those time when the life of the mother is in danger. In this case, she will be forced to abort in order to save her life and avoid risking both her life and that of the child. Better lose one and save another life than losing all of them. Other instances where abortion can be permitted is when the mother has been raped and is tortured psychologically. When such a pregnancy is allowed to term then it risks both the lives of the baby and the mother.