John Paul II Essays - Cardinals Created By Pope Paul VI,

John Paul II Karol Wojtyla was born on May 18, 1920 at Wadowice, Poland. For many years Karol believed God was calling him to the priesthood, and after two near fatal accidents, he responded to God's call. He studied secretely during the German occupation of Poland, and was ordained to the priesthood on November 1, 1946. In these years he came to know and practice the teachings of St. Louis Marie Montfort and St. John of the Cross. He earned a doctorate in theology in 1948 at the Angelicum in Rome, Italy. From 1948 to 1951 he served as a parish priest in the Krakow diocese and then returned to study philosophy at the Jagiellonian Univsersity at Krakow. From 1952 to 1958 Karol Wojtyla taught social ethics at the Krakow Seminary. In 1956 he became also a professor at the University of Lublin. Venerable Pope Pius XII appointed Karol Wojtyla an auxiliary bishop in Krakow on July 4, 1958. Servant of God, Pope Paul VI appointed him Archbishop of Krakow on December 30, 1963. As Archbishop of Krakow, Karol Wojtyla proved himself a noble and trustworthy pastor in the face of Communist persecution. A member of the prepatory commission, he attended all four sessions of Vatican II and is said to have written Gaudium et spes, the document on the Church in the Modern World. He also played a prominent role in the formulation of the Declaration on Religious Freedom. Following the Council, the Servant of God, Pope Paul VI, appointed Karol Wojtyla a Cardinal of the Roman Church on June 26, 1967. In 1960 he published his most famous written work, Love and Responsibility. Pope Paul VI, delighted with its apologetical defense of the traditional catholic teaching of marraige, relied extensively on Archbishop Wojytla's counsel in writing Humanae Vitae. In 1976 he was invited by Pope Paul VI to preach the lenten sermons to the members of the Papal Household. On October 16, 1978, Archbishop Wojtyla became the first non-Italian pope since Hadrian VI (1522-3). He took the name of his predecessors (John, Paul, John Paul) to emphasis his desire to continue the reforms of the Council. Before this week I did not know much about John Paul II. I knew that he was the first non-Italian pope in about 450 years. I had seen the pope a lot on T.V. and knew that he was old and weak. I also knew that he has Parkinson's Disease. This week I found out what John Paul II was like before he got old and weak. I found out that he was instrumental in knocking down communism. In communism it was taught that there was no room for God, so it is an atheist society. This is because there is one leader and he must have all power. The leader does not want the people to be divided between him and the pope. John Paul II had strong beliefs, and stood behind his ideas with actions. I did not even know that he was shot. I learned that the pope traveled a great deal, and is actually the most traveled pope in history. He visited nearly every country in the world that would receive him. I think that John Paul II is a great person. He tries to help everyone and touch everyone. John Paul II is a determined individual. Not only does he have ideas that are for the good of the most people, but he also stands behind his words with actions. He is a smart man who also has a great deal of common sense. I think John Paul II is a great pope. He is the first pope in a long while to have ideas and have the balls to stand up for them. This seems ironic, because when John Paul II was chosen, he was not thought of as a strong, authoritative leader. John Paul II knew he was in a position to knock down communism, and he accomplished his task with persistence, when other people might have quit or not had the guts to take any action. The pope is the leader of the Church as a worldwide community. It is his job to safeguard the teachings of Christ for these 625 million people. He must be a unifying factor, and bring the Church together. John Paul II has accomplished his task, and served well. If I could ask John Paul II one thing, I would ask him why he put in so much effort to being the pope?

Early Literacy Education Essays

Early Literacy Education Essays Early Literacy Education Essay Early Literacy Education Essay There has been a popular phrase that purports that â€Å"music is a universal language†. Even in the past, the relationship between music and language has been addressed by musicians, philosophers, and scholars (Bernstein, 1976). The musicologist Curt Sachs (1943) proposed that â€Å"music began with singing†. Comparisons between music and language are prompted by the strong similarities between the two. Both have an inherent structure and evolve over a temporal continuum, both have a meaning for the listener, and are innate expressions of human capacities. In music and in language there is a phonetic, a syntactic, and a semantic level.When children go to school, their experiences extend and enrich language learning. While some children come to school with an extensive ability to communicate, others need help in developing a rich repertoire of shared meanings. The subjects in school are embedded in the development of many verbal communication skills. When mastered, the children can easily learn concepts through songs as they become an aid to thinking.In this case, we can deem that music and language are both modes of communication, yet they have different goals. Generally speaking, while the primary aim of language is to communicate thought, one of the main goals of music is to heighten emotions and express them aesthetically. Music is born out of the need to express ourselves and to communicate aesthetically through the abstractness and the characteristics of sound (Aiello Sloboda, 1994, p. 42). As young children enjoy listening and talking in natural settings, music can be a useful tool in the learning process of children. The lyrics of familiar songs and nursery rhymes give children the opportunity to repeat familiar words and phrases in a joyful way.The magnanimous impact of music to literacy has been supported by a study by Smith (May 2000). In the article entitled â€Å"Singing and Songwriting Support Early Literacy Instruction†, Smi th provided examples of singing and songwriting activities that can support early literacy instruction in the areas of letter names and sounds, phonemic awareness, print conventions, background knowledge, vocabulary, decoding, and writing. Smith recommended that these methods can aid readers to adapt and expand upon his ideas to create their own singing and songwriting literacy activities.Summary of Smith’s ArticleSmith (2000) obtained previous studies behind the advocacy of using the arts in education. He mentioned that Dean and Gross (1992), Eisner (1992) and Hanna (1992) all agreed that art, music, dance, and drama activities can be used effectively in a variety of academic, social, and personal benefits for students. Smith suggested that meta-analyses of arts education research studies inferred that music activities in particular are â€Å"strongly associated with nonmusical curricular outcomes†. In fact, many studies have proven that music activities can augment à ¢â‚¬Å"students’ academic performance (Miller Coen, 1994), social skills (Surace, 1992), and content learning (Kassell, 1997)†.Across the world, teachers are working to improve the literacy performance of their students. Many teachers have created and implemented innovative approaches to translate current research into classroom practices. Given the explosion of information available about early literacy development, teachers are considering new approaches to their instructional repertoires. For example, we know that a young childs developing literacy skills are exercised when â€Å"emergent readers hear, sing, discuss, play with, and write songs, they are building important background knowledge that they will draw upon during later reading and writing experiences. With each new song, students learn concepts and word meanings that they will encounter in print† (Smith, 2000).Smith revealed that educators have suggested ways to use music to help students learn â₠¬Å"alphabet sounds and letters (Page, 1995), develop phonemic awareness (Ericson ; Juliebo, 1998; Yopp ; Yopp, 1997), and build vocabulary (Jalongo ; Ribblett, 1997). McCracken and McCracken (1998) describe activities for using nursery rhymes and songs to teach print conventions and basic spelling patterns†. In a similar study by Jalongo and Ribblett (1997), they supported that reading teachers have looked upon children’s memorization of a favorite book as unconnected to â€Å"real† reading. This is why, educators now know, based on emergent literacy research, that an important breakthrough in the literacy process occurs when a child knows a few books so well that he or she can tell if any portion of the text has been skipped or altered. Teachers also recognize that the typical young child arrives at school with a repertoire of memorized song lyrics, both contemporary and traditional, and that this oral language, when supported by written texts and musical enjoym ent, can become a valuable resource for reading instruction (Jalongo ; Ribblett, 1997).This is why Smith (2000) identified several literacy instructions (letter names and sounds, phonemic awareness, print conventions, background knowledge, vocabulary, decoding, and writing) where singing and songwriting can suitably be used. Smith (2000) provided salient examples where songs can be an aid in these areas. For example, in letter names and sounds, Smith (2000) identified that â€Å"pointing to the letters on the ABC song chart while singing the song helps my students establish a visual representation for each letter†. He also suggested that â€Å"follow-up activities to further reinforce learning of the letter names include having students chant the letter names as the teacher points to them in random order, and matching activities with alphabet letter cards or plastic magnetic letters. As students become familiar with the letter names, they can use letter cards to reconstruct the ABC song chart on the floor or a tabletop†. Smith (2000) even shared his experience in using â€Å"Twinkle Twinkle Little Star† to help his first-grade beginning readers understand that vowel letters make both long and short sounds. More importantly, Smith (2000) suggested that songwriting activities could assist in reading instruction because it â€Å"complements the joys and learning opportunities associated with singing†. To enable students to create their original lyrics, or even â€Å"re-writing† lyrics to an existing song could be a participative activity for both children and teacher because the teacher can suggest the song’s text and melodic patterns to support students’ songwriting efforts. Thus, â€Å"repetitive and cumulative songs provide extra support for initial songwriting in the same way that pattern and predictable books provide extra support for initial reading†.Critique of Smith’s ArticleSmith (2000) liste d the various ways teachers can enrich their early literacy lessons through songs and songwriting. He enumerated specific areas of literacy (letter names and sounds, phonemic awareness, print conventions, background knowledge, vocabulary, decoding, and writing) where music can assist and how songs can be used in these areas. Smith (2000) backed his suggestions with previous studies and his own experiences to prove the viability of the suggestions. With this, we can laud the author’s success in making his point by suggesting these methods. Smith (2000) made sure that the â€Å"use and interpretation of information† in his article is effective because he provided clear examples and even included the song lyrics used in his examples. Moreover, the author’s logic and the coherence of the article are satisfactory enough to be understood by common people who could find a good use of the methods he suggested.However, nowhere in the article where readers can actually pr ove scientifically that indeed song and songwriting can indeed effectuate learning to students. What Smith did was just list down possible methods, without mentioning the â€Å"measurable† outcome of these methods when applied by actual teachers. Thus, Smith’s article can fall short of just being an enumeration of activities using song and songwriting to early literacy education, without mentioning the rate of effectiveness of these methods. It leaves everything to the teachers to do the trial-and-error work to know which of these lessons can be assured to work as expected.ConclusionIndeed, music can transform into an integral part of instruction for students with special needs because it allows all children to participate in an activity at their ability level and provides a sense of community. In fact, music is one of Gardner’s (1993) multiple intelligences and, as such, combines various modalities to enhance learning (Edwards, 2002). Music is fun. It is joyful , nonjudgmental, noncompetitive, and predicable. This is why Smith (2000) had observed it as a viable tool to aid the literacy education of children. One use of songs in literacy is that songs hook the children into reading and listening comprehension. Children can easily understand the story when they sing and act out the story line, determine sequence of events, analyze characters, and much more. Light (2004) even revealed that songs can even help students tune into directions by singing them. Traditional work songs were written to make jobs more fun. Use traditional tunes with your own words. For example, â€Å"This is the way we wash our clothes † can become â€Å"This is the way we get our coats † (Press, 2006).Despite the observed flaw of Smith’s article due to the fact that it just enumerated methods but did not quantify the efficacy of each method, it can still be considered as a valuable reading for early literacy educators because of the specific areas it identified where songs and songwriting can be useful. It definitely could serve as an effective springboard to future studies in the areas of early literacy education methods and this study could be extended by measuring the effectiveness of each method and used in different scenarios like bilingual early literacy learners.;

South Africa Geography and History

South Africa Geography and History South Africa is the southernmost country on the African continent. It has a long history of conflict and human rights issues but it has always been one of the most economically prosperous nations in southern Africa due to its coastal location and the presence of gold, diamonds and natural resources. Population: 49,052,489 (July 2009 est.)Capital: Pretoria (administrative capital), Bloemfontein (judiciary), and Cape Town (legislative)Area: 470,693 square miles (1,219,090 sq km)Coastline: 1,738 miles (2,798 km)Highest Point: Njesuthi at 11,181 feet (3,408 m) History of South Africa By the 14th century C.E, the region was settled by the Bantu people who migrated from central Africa. South Africa was first inhabited by Europeans in 1488 when the Portuguese arrived at the Cape of Good Hope. However, permanent settlement didnt occur until 1652 when the Dutch East India Company established a small station for provisions on the Cape. In the following years, French, Dutch and German settlers began to arrive in the region. By the late 1700s, European settlements were spread throughout the Cape and by the end of the 18th century the British controlled the entire Cape of Good Hope region. In the early 1800s, in an effort to escape British rule, many native farmers called Boers migrated north, and in 1852 and 1854, the Boers created the independent Republics of the Transvaal and Orange Free State. After the discovery of diamonds and gold in the late 1800s, more European immigrants arrived in South Africa and this eventually led to the Anglo-Boer Wars, which the British won, causing the republics to become part of the British Empire. In May 1910, though, the two republics and Britain formed the Union of South Africa, a self-governing territory of the British Empire, and in 1912, the South African Native National Congress (eventually called the African National Congress or ANC) was founded with the goal of providing blacks in the region with more freedom. Despite the ANC in an election in 1948, the National Party won and began passing laws enforcing a policy of racial separation called apartheid. In the early 1960s, the ANC was banned and Nelson Mandela and other anti-apartheid leaders were convicted of treason and imprisoned. In 1961, South Africa became a republic after it withdrew from the British Commonwealth because of international protests against apartheid and in 1984 a constitution was put into effect. In February 1990, President F.W. de Klerk, unbanned the ANC after years of protest and two weeks later Mandela was released from prison. Four years later on May 10, 1994, Mandela was elected as South Africas first black president and during his time in office he was committed to reforming race-relations in the country and strengthening its economy and place in the world. This has remained the goal of subsequent governmental leaders. Government of South Africa Today, South Africa is a republic with two legislative bodies. Its executive branch is its Chief of State and Head of Government- both of which are filled by the president who is elected for five year terms by the National Assembly. The legislative branch is a bicameral Parliament composed of the National Council of the Provinces and the National Assembly. South Africas judicial branch is made up of its Constitutional Court, the Supreme Court of Appeals, High Courts and Magistrate Courts. South Africas Economy South Africa has a growing market economy with a plethora of natural resources. Gold, platinum and precious stones such as diamonds account for nearly half of South Africas exports. Auto assembly, textiles, iron, steel, chemicals and commercial ship repair also play a role in the countrys economy. In addition agriculture and agricultural exports are significant to South Africa. Geography of South Africa South Africa is divided into three major geographic regions. The first is the African Plateau in the countrys interior. It forms a portion of the Kalahari Basin and is semiarid and sparsely populated. It slopes gradually in the north and west but rises to 6,500 feet (2,000 meters) in the east. The second region is the Great Escarpment. Its terrain varies but its highest peaks are in the Drakensberg Mountains along the border with Lesotho. The third region are the narrow, fertile valleys along the coastal plains. The climate of South Africa is mostly semiarid; but, its eastern coast regions are subtropical with mainly sunny days and cool nights. South Africas west coast is arid because the cold ocean current Benguela, removes moisture from the region which has formed the Namib Desert that extends into Namibia. In addition to its varied topography, South Africa is famous for its biodiversity. South Africa currently has eight wildlife reserves, the most famous of which is Kruger National Park along the border with Mozambique. This park is home to lions, leopards, giraffes, elephants and hippopotamus. The Cape Floristic Region along South Africas west coast is also important as it is considered a world biodiversity hotspot which is home to endemic plants, mammals and amphibians. More Facts about South Africa South Africas population estimates must account for excess mortality due to AIDS and its affect on life expectancy, infant mortality and population growth rates.South Africa divides its governmental power among three capitals. Bloemfontein is the capital of the judiciary, Cape Town is the legislative capital, and Pretoria is the administrative capital. Resources and Further Reading Centrail Intelligence Agency. (2010, April 22). CIA - The World Factbook South Africa. Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/sf.htmlInfoplease.com. (n.d.) South Africa: History, Geography, Government, and Culture - Infoplease.com. Retrieved from: infoplease.com/ipa/A0107983.htmlUnited States Department of State. (2010, February). South Africa (02/10). Retrieved from: state.gov/r/pa/ei/bgn/2898.htm

Sociology and Anthropology Essay Example | Topics and Well Written Essays - 1500 words

Sociology and Anthropology - Essay Example Since most people know that smoking is hazardous to people’s health, just a limited number really understands what other social problems smoking can cause to both the people and the entire society. As stated, smoking results in death. According to the World Health Organization, smoking holds responsibility for every single death in five. Extent of Effects of Smoking as a Social Problem Apart from deaths, smoking extended illnesses such as cancer, respiratory and heart diseases among others. Facts maintain that continuous smoking can lead to cancer, which is a killer in both the contemporary United States and the world. Furthermore, smoking claims a higher percentage of heart diseases and respiratory illnesses in America. Smoking also causes liver cirrhosis, which, in turn, results in death if not treated early enough (McEachern, 2010). As people continue to wonder about the direct effects of smoking, research observations reveal that passive smoking, which is a common phenomen on among most Americans, causes lung cancer. Passive smoking is as endangering as it has links with cot death and asthma in children as well as glue gear (Barrett, 2009). Therefore, it is agreeable to say that smoking does not only affect whoever is smoking but also affects those around him. Additionally, contemporary United States, among other countries, is part of the largest producers of tobacco leafs. Tobacco planting results in deforestation as planters must clear the bushes before they replace them with tobacco trees (Gobo, 2004). This shows that the need for smoking leads to deforestation, which in the end results in lack of land for other agricultural purposes. Consequently, people suffer from poverty and other social problems due to tobacco plating in the contemporary United States. Further, the level of crime is on the increase in contemporary United States (Delamater & Myers, 2010). Criminal investigations record the habit of smoking among the youth as one of the most com mon motives of indulging in crime. This is because smoking among teenagers in contemporary United States goes hand in hand with other substance abuse. As a result, the need for more of these substances and lack of resources to acquire them among this generation accounts for their involvement in criminal activities (Barrett, 2009). Sociological Theory That Explains Smoking Interestingly, sociologists and other great thinkers tend to theorize almost everything. Through theorizing, they believe they can set forth better platforms where people can understand certain phenomena. The theory of structural functionalism explains smoking by aiding in establishing the factors that lead to smoking (McEachern, 2010). Additionally, it tries to expound on matters relevant to ways of stopping the habit of smoking. Sociologists in the criminal department have made the use of structural functionalism as a core element in trying to establish the type and amount of smokes, and the time consumed by smok ers. The theory of structural functionalism tries to provide empirical and modified range of type of cigarette that a particular person has been smoking (Evans, 2009). This symbolic dialect also encompasses the application of the theory of symbolic interactionalism which is a social psychological instrument used by sociologists in establishing the amount of smokes consumed by the subject. Essay Two The Nature-Nurture Debate The nature-nurture controversy has been and still is a

Cartoon violence on televison Research Paper Example | Topics and Well Written Essays - 1250 words

Cartoon violence on televison - Research Paper Example All the children were observed both before and after the program while playing in their classroom. The researchers reported that children who had watched the Power Rangers episode exhibited a greater number of aggressive acts the next day at play than did children who had not been shown the episode. Indeed, children who had watched the episode committed seven times as many actions classed as aggressive as did the other children. (p.104) Because of the TV program’s popularity,it even became a movie. For the last three decades, this seminal study paved way to numerous studies that tried to establish the influence of media on children. The studies conducted were of different varieties: cross-sectional, longitudinal and experimental ( Gentile et.al 5). Sadly, the studies confirmed that there is a strong correlation between mass media and aggressive behavior among children. Foremost among mass media types that have a high influence on children’s behavior are movies. Watching movies is a favorite activity of most people. Movies can educate, entertain, stimulate bonding sessions with friends, and influence people’s thinking. Before, people watch movies on theatres or buy vcds for home viewing which entails expenses. Today, movies can easily be viewed by watching cable television programs. In fact , almost all homes in America have television sets. Aside from this, the television sets are not only found in the living room but in children’s bedroom as well. Situations like these presents moral danger to young children since their parents are unable to supervise the programs they watch in the confines of their room. Most of the time, parents leave their children at home and regard the television as a nanny substitute since it hold the attention of the young viewers. To illustrate this fact, an article published in American Academy of Child and Adolescent Psychiatry claimed that : Children watch approximately 28 hours of

C ivil rights movements Essay Example for Free

C ivil rights movements Essay This is a two-page, APA formatted paper that summarizes the purpose of Leonard Crow Dogs, the purpose of the Ghost Dance and how the U. S. government works to undermine Native American communities. It is based on a true story and is in relation to the novel â€Å"Lakota Woman† by Mary Crow Dogs. The story speaks about the hardship of Mary and the Lakota Indians. Leonard Crow Dog was a very important character in the novel, â€Å"Lakota Woman. † He was Mary’s husband and also a spiritual leader as well as a political leader of the American Indian Movement of 1960s and 70s. His purpose was to help build Mary’s self-esteem. Through Leonard’s support, Mary was able to rebuild her self esteem by performing speeches and by supporting the American Indian Movement. Leonard gave her a way to do her own spiritual rituals which she believed helped strengthen her. Because of Leonard’s leadership participation in the AIM Movement, his son was raised freely in the traditional way of his Indian culture. Leonard was also the one who restarted the Ghost Dance even thought it was previously forbidden. Due to the oppression from the Whites, Indians started a spiritual dance which they believed would deliver them from the oppression of the white men. They called it the Ghost Dance. The Ghost Dance was a way to relieve the American Native Indians from their extreme poverty, suffering and from the other hardships they encountered. They believed that the Ghost Dance would bring a messiah to them that would soon return the lands to the Indians, resurrect their dead ancestors, and restore their former ways of life (Richard P. Muniz 2006). White people feared the Ghost dance traditions believing that the dance was not proper and that the Indians would practice witchcraft on them. Therefore, the Ghost Dance was outlawed. The U. S. Government undermined the Indian communities through reservations. Indians were required to live a segregated life. They were treated as second class citizens and to make them â€Å"perfect† for the American’s way of life, the government forced their beliefs onto them. The government greatly attacked the Native American community way of life through sending the Native American children to an institution to break their ways of beliefs with the intention of molding them into a â€Å"respectful† American citizen of the white class. Using these schools were a great means to fix the Indian’s way of life. The government really believed that the schools were civilizing the Indian children and offering them a great opportunity for them to evolve into the white culture and Christianity. These schools were supposed to help them to become â€Å"first class† citizens instead of â€Å"second class. † However, the government did not understand that this was not the proper way or means to help the Indian children or Indian people at all. They were already oppressed by Indian Reservations and then placed into a school system to strip them of their cultural beliefs and then forced to accept customs that were not known to their forefathers. Mary describes the government as civilizing them with their stick or another way to say this is with discipline. Mary states that, â€Å"children were like the victims of Nazi concentration camps† (pg. 28). The Indian Sun Dance which is another common tradition of the Indian culture and their community was outlawed by the government as well as the Ghost Dance. The Government forced many Indians into slum housing after taking their tribal lands. These slum homes had no electricity, plumbing, or technology. Most of them would have to live in the dark and in small cabins. Their way of living was very limited unlike the White Americans who had electricity and plumbing. They were unable to find employment due to racial restrictions from white people which resulted in high unemployment for the Indian culture. Many Indians were killed due to being accused for murderers they didn’t commit. Mary mentions in the story that many Indian family members were killed. In addition, many Indian families were punished by the government for having civil rights movements with attempts to help their community to become strong. Mary’s husband was also one of the unfortunate one’s who was thrown in jail many times for his radical civil rights movements. References Dog, M. C. (1990). Lakota Woman. New York: New York.

Analysis of Rochesters A Satyr Against Mankind Essay -- Satyr Against

Analysis of Rochester's A Satyr Against Mankind Although John Wilmot, better known as the Earl of Rochester, wrote "A Satyr Against Mankind" in 1679, his ideas are still relevant over three centuries later. His foresight in satirizing humankind's use of reason reinforces the intrinsic role of rationality in the human condition. But implicit in his condemnation of rationality is an intentional fallacy—the speaker of the poem uses reason in the same manner as those that he claims to abhor. In doing this, Rochester widens the perimeter of his criticism to encompass the speaker as well as those he admonishes, a movement that magnifies the satire. Considering this, the anti-reason cadences of the poem become exaggerated so greatly that the speaker's words must be taken lightly. Accordingly, Rochester's intent in "A Satyr Against Mankind" is to persuade readers to use their gift of reason humbly, a sentiment expressed by making the poem's narrator one of the "unreasonably reasonable" people of whom he speaks. In the first line of the poem, the narrator immediately interjects a handicap that accounts for his potential poetic ineptness: he is a man. He establishes the poem's prevailing attitude that man is a "strange, prodigious creature" (Wilmot 2), monstrous because of his vainglorious rationality. Rochester is careful not to detach the narrator from the humans he criticizes, but let him glow with a misleading aura of objectivity, as if by acknowledging that he is a man with unjust pride of reason he is partially exempt from the criticisms he bestows upon his .. ... rational observations and conclusions. A great thread of irony lashes together the speaker's arguments in "A Satyr Against Mankind"—his use of reason undermines his disapproval of it. As he deplores rational thinking as kindling for interpersonal discord and fuel for useless pursuits of truthful resolve, he places himself in the same position of those he criticizes. Rochester manipulates the narrator with this paradox to heighten the satire, which ultimately exaggerates the human tendency of proudly flouting rational aptitudes to praise those who use reason with sensible restraint. Work Cited Wilmot, John. "A Satyr Against Mankind." Eighteenth-Century English Literature. Ed. Geoffrey Tillotson. Fort Worth: Harcourt Brace Jovanovich College Publishers, 1969. 33–36.

Where is Croydon’s CBD?

A CBD is a central business district of a town/city. This is near to where the city first developed. The obvious characteristics of a CBD are many buildings grouped together. There will be many shops, restaurants and offices. Also there will be some pubs other high rise buildings and entertainment of some description (Cinemas, arcades etc). There will be a wide range of transportation that takes you into of very close to a CBD, in Croydon, trams, trains and buses all come into the CBD. There are also car parks in the CBD to allow access to cars. I expect the following things to be in or near Croydon CBD: * Offices * High rise buildings * Shops * Main roads * Tran stations/bus stations * Old houses * Factories I have shown where I expect Croydon's CBD to be on the base map. I have also chosen categories these categories are: * Retail outlets * Banks and financial services * Restaurants and fast food outlets * Public buildings/ offices * Recreational I have seen that the people driving cars are mostly from the south of Croydon and people coming by public transport are mostly from the north. Businessmen prefer to use their cars or a faster method of transport such as train to commute to work with. The poorer people from the north are mostly using public transport. Unit 2 The services around Croydon are unevenly spread throughout. There are three main shopping retail areas where many people come; these are, The WhitGift Centre, Drummond Centre, and North end/ High Street. I have shown on the map where these places are. Many people would agree that the WhitGift centre / North end are the centre of Croydon. The restaurants and food establishments are situated throughout the centre but the bigger restaurants are located in the south of Croydon. Other restaurants are along George Street and Surrey Street. Both have access via the car but only in the evenings. They also have reasonable access to public transport. Most offices are situated east of Wellesley Road. This is because most access from the south is more accessible on Wellesley road and the wealthy people will be coming from the south to work in the offices. The bigger eating restaurants are located towards the south of Croydon as well because the wealthier people want to eat out. The poorer people would cook their own food. The transport methods into Croydon are: Cars – they can park in the big car parks located towards the south. These car parks can be more easily access from the south because of the roads. If cars where to come from the North they would have to drive all the way down, past the car parks, onto the main road and then drive back up to the car parks. People from the south drive straight in. Train – Fairly even access for all areas. Buses – There are many bus routes to Croydon from the North. There aren't many from the South though only 1 comes to Croydon from Sandstead and 2 from Selsdon etc. there is a poor service of buses from the South. Unequal provision. Trams – Trams come from the areas which lack other modes of transport. New Addington and Wimbledon are good examples. The transport differs for a good reason. Cars come mostly from the wealthier people who can afford more who live in the south. Bus routes from the south are poor because of this. Wealthy people wouldn't want to come on the bus with other people so they would just drive into Croydon. The car parks are located to the south of Croydon and have easy access from roads coming from the south. This makes it easier for the wealthy people coming from the south to get into Croydon. The buses vary a lot because more people would come from the North because generally they are less wealthy and would need to use public transport they do not own cars. There are many more bus services running from the North so they can accommodate the people coming from the North. Overall the large number of bus services for some areas cancels out the lack of tram services in the same place. Thornton heath has 9 bus routes that will take you into Croydon but does not have any tram routes taking you to Croydon. Unit 3 The bigger retail outlets such as the WhitGift Centre and the Drummond centre have easy and fair access to all because it is in the centre of Croydon. However places where you can eat (restaurants and fast food shops) are spread unevenly throughout Croydon. Fast food shops are mostly found in the centre of Croydon and to the North. Main expensive restaurants and places where you can drink are located to the south of Croydon off the main roads. This allows for the richer south to drive straight in and eat food. The location of these restaurants also link in to the whereabouts of banks and building society's which are also located to the south, off of the main road. This is so that the wealthier south can drive in at night, park the car quickly just outside the bank, withdraw cash and spend it in the restaurant. The smaller fast food shops have been located in the middle of Croydon and towards the north because many shoppers will come into the shop and get food quickly because they haven't got the time and money to eat in a restaurant. In conclusion the retail shops are mostly situated evenly in the middle of the CBD. Restaurants are located more to the South of Croydon Banks and financial buildings are located off of main route ways and roads Offices are mainly located in the east of Croydon on Dingwall Road. I have also made maps to show routes of abled and disabled people to compare them to see if they are equal. The hypothesis does say that that it has equal access to all groups of people. Unit 4 The hypothesis says that Croydon has equal access to services from all groups of people. This means that all people can get to wherever they desire in Croydon as such. This means that it wouldn't matter if they are disabled or not, they can still get to the same place as an abled person. If you look back into unit 3 where I constructed the maps to show abled and disabled people's routes. My conclusion is that all people can get around Croydon pretty easily. Disabled people can get to the same destination but it might take a little bit longer. When you look at my work in unit 2 it shows that the provision of transport is unequal but the population of Croydon is also unequal. What we see in Croydon is an answer to that inequality because the different areas have allowed for different methods of transport.

My Philosophy of Education Summary

In most of today’s classrooms we the students are seated in rows of desks. We are forced to sit and listen to the teacher, be it in biology, math, English, and memorize line after line of information. We are â€Å"receptacles† to be â€Å"filled† by the teachers. We have attained â€Å"knowledge† as an absolute if we complete the course with a %100. As society is seeing today, students being given the stamp of approval aren’t really ready to enter today’s world. If you’re going to school to be a biologist, it isn’t just enough to know that water enters and exits the cell through a process called osmosis. You need to know why! You need to be able to see all of this information on a much broader scope than it has been presented to you. Students need to be taught to absorb this knowledge rather than to memorize it. The main problem of today’s educational system is that it most of the times does not teach how to think critica lly. I propose a system of education in which teachers are not just depositing information in students, in which students are not just passive observers in an active world and in which knowledge is not just an absolute. The first thing that needs to be done to achieve my system (philosophy) of education is to change the way teachers are teaching all together. How many times do students talking amongst themselves outside the classroom about how good their teachers are. They go to class and interact with one teacher, and are taught everything from that one teacher’s perspective. In order to give the students a much broader perspective, two or maybe even three teachers, depending on the subject, should be placed in a class room. Each teacher would then present the information to the class. The students would then have a much broader spectrum of information to learn from. I am not implying that these teachers should tag-team forcing information down the student’s throat, but take different approaches in helping them absorb the information through problem posing. The teachers are not placed in this system to stand high up on their pedestals throwing assignments at the students, but are to b e working hand in hand with them. They would be learning from the students almost as much as they would be teaching them. In an educational environment such as this one, the students should be able to stand in the teachers place and teach the teachers and their fellow students as well. The students are active participants here. They should be learning as much from their peers as their teachers, if not more. This system could create a lot more â€Å"work† for the students, but not as much of the â€Å"busy work† we receive, and tire of, today. For example, students could be asked to do reflective writings, in which they would share what they have learned in the lessons. Student lead discussions would also take up a large portion of the time in these classroom environments. What better test of one’s knowledge than being put in a position where you are required to teach your fellow student? After each session both the student and the teach will go home feeling not stuffed with information, but a new view on some things that they would ponder as they head out into the rest of their dail y routines. The basis of this system isn’t what the teachers are teaching, or what the students are learning. It is how we perceive this thing we call knowledge. In this world knowledge isn’t something tangible. It is not viewed as an absolute. Knowledge is an ongoing process that will never have a climax or an end. It is something that will continue to grow and change through the timeline of our people. Knowledge is not what the students are learning, or what the teachers are teaching. It is the process of self-discovery. A teacher could tell a student that when you mix chemical A and chemical B they make chemical C. That isn’t the knowledge. The student can then actually mix chemical A and chemical B and watch them make chemical C. That isn’t knowledge. Knowledge is that individual’s learning of how those to things interact and why when they mix they form chemical C. Knowledge is the process of education through self-discovery. This system I have shown you would change the way education is viewed in this world. If we had teachers that actually â€Å"taught†, and students that questioned the answers they were given, we’d be much better off as a whole. If we keep going the way we’re going†¦ where are all the creative minds going to be coming from in the next few years? If students continue saying that A + B = C, what are we going to do when the world poses us more complex problems that require ingenuity, creativity and drive to solve? We just need to understand that knowledge is not just some gold star, or trophy each of us can achieve, but a method of learning and understanding that our society needs t

leukemia1 essays

leukemia1 essays According to the Cancer Book from the American Cancer Society, Leukemia is a cancer of the blood. It was first identified as a new disease in around 1830 in Germany. The scientific term, "leukemia," comes from the Greek words that mean "white blood." The disease is described as a cancerous disorder not just of the blood itself, but also of the organs that produce the blood cells in the body. The organs are mainly the bone marrow and the lymph system, where normal red and white cells, lymph cells, and platelets grow before entering the bloodstream. Normal cells usually go through the same process but with differences in rate, number, and function ability. With the disease, the bone marrow will not be able to produce the sufficient levels of red blood cells and platelets, while the white blood cells will produce so rapidly that the cells will not become mature enough to fight off infections. As the disease progresses, the whole blood system will become useless due to the vast a mount of immature cells produced. If a person with the disease is not treated, there will be excessive bleeding and infections until the body reaches the point where it becomes defenseless. The body will make minor injury or infection very serious. Leukemia itself does not always kill people. Instead, people die from infections such as small virus or bacteria because there are not enough normal white blood cells in the body. Also, people could die form internal bleeding, which could have been prevented by the platelets. Leukemia appears more commonly in adults then children. A survey in 1989 stated that approximately 25,000 new cases of the disease are diagnosed annually in the United States, 22,500 of them are adults and only 2,500 are children. It also shows that men are affected by leukemia 30 percent more frequently than women. Ten years ago, about 17,000 people die from the disease each year. Many of the advanced industrial nations have in...

An Overview of the Non-Violent Direct Action, Liberty or Harm Principle, and Civil Disobedience

An Overview of the Non-Violent Direct Action, Liberty or Harm Principle, and Civil Disobedience Non-Violent Direct Action (King) Non- violent direct action according to Martin Luther King is to create a tension using the four steps listed below in the community so people cannot ignore the injustice that is happening. King lists four steps to non-violent direct action: 1. Collect facts determine if injustice exists and to what extent does it exist, 2. Negotiation: give the people who are doing evil to solve the injustice without any violence, 3. Self purification: don’t stoop low enough and do things like they are doing by justifying your action as being needed for change, 4: Direct action. The importance of non- violent direct action is to break or fix the unjust law that is placed on the minority by the majority. Also another importance of this is to create a civil disobedience without violence. King believes that people should break the unjust law in public to protest the injustice, which is to break the law openly and break the law lovingly, and to accept the consequence willingly. He says that show them that you are out there to fix the unjust law and not just breaking laws, and are out there to prove that your ideas are better without the use of violence. Liberty/Harm Principle (Mill) Mills definition of Liberty or harm principle is that people should be able to do whatever they want as long as their action is not harming others. Mill’s harm principle states â€Å"The only purpose for which power can be rightfully exercised over any member of a civilized community, against his will, is to prevent harm to others† if the individual is not harming others then the government should not be able to stop him from doing what he wants (Dimock, P.376). The only time that a government or the majority has power an individual is if that individual is harming others, as long as that is not the case then the individuals knows what is good for him and should be able to do what he is beneficial to him. The importance of the harm principle or liberty is to limit the power of the government or majority over the individual. Mill believes that individuals should be autonomous and free of the governments opinion as long as their action is not harming others in the process. The purpose of the harm principle is to ensure that the government is not controlling the liberty of an individual by means of physical force by using legal penalties, or by moral coercion or the public’s opinion. Mill believes that people should be the one to decide what is good or bad for them even if the decision they are making is not the right one as long as it cause no harm to others. So the majority should not have a say on what is good for the individual because the individual knows what is best for him. Civil Disobedience (Rawls) According to Rawl civil disobedience is a public, nonviolent, conscientious yet political act contrary to law usually done with the aim of changing the law in a nearly just society. Civil disobedience is associated with conscientious refusal that is noncompliance with a more or less direct legal order. Rawl believes that civil disobedience is justified if the normal appeal to the majority have failed, and if it is believed to be that there has been made a serious violations of the first principle of justice of the second part of the second principle of justice and there can not be so many groups engaged in civil disobedience that society breaks down. Rawl address that civil disobedience is political act because it address the people who hold the power as well as by the principle of justice. The importance of civil obedience is that it is used to bring or strength just institutions and treat everyone equally and just. It is also important because it prevents just institutions from becoming unjust institutions as well as to let the majority know that the â€Å"condition of free cooperation are being violated. We are appealing to others to reconsider, to put themselves in our position, and recognize that they cannot expect us to acquiesce indefinitely in the terms they imposed upon us†. Just Punishment Punishment involves purposefully inflicting pain on a potential or actual offender for an offense like moral or legal wrongdoings. Punishment is morally and legally justified because of the pain that it inflicts on the perpetrator of a crime that is inflicted on his victim. Since punishment is justifiable, philosophers give different justification of punishment depending on what their philosophical belief is. Retributivists approach to punishment is justified by linking it to the moral wrongdoing, because retributivist believe that punishment is justified because it gives people who have committed an offense what they deserve. Retributivist’s focus on the moral duties on individual has. For a person to behave morally the individual must be following moral duties, and if not then the individual is behaving immorally. Utilitarian attempt to justify punishment by showing the good over evil that is produced. Utilitarian’s believe on the consequence of the action produced. S o if the action of doing something inflicts pain for the majority then punishment is justifiable. Both retributivist and utilitarian believe that punishment is evil so there must be a reasonable justification for it. These theories have different approach to justification. Utilitarian’s believe justification is punishment is acceptable if it maximizes the benefit for more people while decreasing pain inflicted. Retributivists believe justification of punishment is acceptable it is done out of duty and rule. Jeremy Bentham as the consequentialist utilitarian theorist believes that the moral appropriateness of an action depends on the consequence; on the other hand Kant as deontological theorist believes the moral appropriateness of an action depends on the obedience to the rule or duty no matter of the consequences. Utilitarianism is a consequentialist theory. An action is wrong because the consequence that is produced by that action harms others, â€Å"Utilitarian’s believe that the morally right thing to do is whatever will produce the best consequences for all those affected by your action† (Dimock, 529). Jeremy Bentham as a consequentialist utilitarian theorist believes an action to be just if it accomplishes to generate the most happiness and least pain for most people that are being affected by that action. Utilitarianism use consequences of an action to judge if the action is right or wrong and the pain and happiness it produces to the majority. An example of this is demonstrated on page 529 about lying and telling the truth. Utilitarian’s believe if lying is the right thing to do for the good of the others then the lying is justified, even though it is morally wrong to lie. Then utilitarian approach to punishment is based on the benefit it produces to the community. The main point of the theory of punishment is to deter people from committing a crime and produce maximum pleasure for the community. The aim of punishment for utilitarian is to stop crime from happening again, convince offenders to choose a less costly offense, convince offenders to do a little harm as possible, and prevent offenses as cheap as possible because these actions produce the most benefit to the public as a whole. In order to prevent crime from happening again the value of punishment must not be less than what is sufficient to outweigh the profit of the offense. Punishment outweighs the profit of the offense then people will be less likely to commit crimes. Unlike Bentham and his belief in utilitarianism, Kant believes that our actions are ruled only by duty and not by consequence since we are not able to control the consequence of an action. His theory is that an action is just or unjust regardless of the consequence and is only determined by the obligation to one’s duty. â€Å"Good will is good quite independently of any consequences it does or is expected to have† people do good will because that is their duty and as citizens we should do our duty (Dimock, 541). Since we are individuals with brains and we know what is right and wrong and if we violate the rule or fail to do our duty then we deserve the punishment that is given to us. While utilitarianism believe that punishment should be used to deter future crime and rehabilitate the individual, Retributions believe that punishment should be used because the offender deserves to be punished for his action. Retributions have the idea of an eye for an eye. They believe t hat the purpose of punishment is to ensure the equality of citizens, and to publicly disapprove an act. From the perspective of morality or justice Bentham’s system of utilitarianism would be acceptable in some situations while not others and the same goes for Kant’s theory as well. For example: There is a situation where two people are in a fight and one person is very angry and wants to harm the other individual and he asks you if you know where the person is. In this situations Kant’s theory would say that we should tell where the person is hiding regardless of the harm because lying is morally wrong. Bentham in the other hand would say we should not tell where the person is because we are lying for the greater good. Another example is a situation killing one person could save ten or more people. Bentham would say that we should kill that one person in order to save the majority that is the benefit of the majority is more important than of that one individual. Kant would say no we should not because morally we do not have that power. If looking at it from the pe rspective of justice then it would be for the killing of one individual even though it is morally wrong. Both Utilitarian and retributivist believe that punishment is evil and that there should be a justification for it. And each use different methods of justification for punishment. Utilitarian’s believe that punishment is justified because it prevents future crimes. Since utilitarian’s believe that the consequences of an action is important in determining or justifying punishment, then punishment should be used to produced maximum happiness to majority. Retributivist believes punishment should be justified based on the rightness or wrongness of the act.

How God Created the Universe Term Paper Example | Topics and Well Written Essays - 750 words - 2

How God Created the Universe - Term Paper Example This paper analyzes the two stories using a comparative approach based on critical thinking, objective, reasoning, and reflective self-knowledge. Genesis chapter 1 gives a detailed account of how God created the universe â€Å"out of nothing† (John 36). I believe that the primary objective of the first account was to portray God as the most powerful being on earth as He had the potential to make wonderful things out of nothing. The Lord then arranged and made the universe habitable. On the first day, night, day, light, Earth and heavens were created. The sky was created on the second day while on the third day, God created plants, vegetation, and dry land. On the fourth day, God created heavenly bodies such as the stars and the moon. On the fifth day, God created birds and sea creatures while land creatures and man were created on the sixth day. On the seventh day, God took a rest (John 36). One questionable aspect of this creation account concerns the reasons why God decided to create things for six days; since He had the power of nature, He would have done all in one day. Deloria, however, argues that God wanted to r eveal is organized nature to the universe (34). The cycle is quite different and specific days are not mentioned in Genesis chapter 2. In the second creation story, heaven and earth were first created. Human beings were then created and a garden was set for man to tender and take care of. I think God wanted to create a garden that would provide a place for human existence. The garden is known as Eden and man was instructed not to eat from a tree that was at the center of the garden. The man was lonely, however, and God created birds and animals, which man was to name. God, however, noticed that man was still lonely and made him fall asleep and from his rib, He created a woman (John 37). The story of how sin came into following from the second creation story.