Tuesday, November 26, 2019
Christoper Jones essays
Christoper Jones essays Some challenges the English faced in settling Virginia were challenges like disease and death because of the location of the colony, challenges involving leaders because there were no real leaders and there were arguments over trivial things, and challenges involving work being done because none of the settlers had ever done any hard work in their lives. Even though North America was a difficult, dangerous place for both the Spanish and the English, they still wanted to settle there because it offered economic strengthening opportunities, a possible trade post or route, and it provided a safe haven for people escaping religious persecution. (a) New England Colonies four English colonies in the northeastern U.S. that included Massachusetts, New Hampshire, Connecticut, and Rhode Island (b) Puritan person who favored the purification of Englands Anglican Church (c) Persecute to oppress someone because of his or her beliefs (d) Pilgrim one of the group of English separatists who established Plymouth (e) Mayflower Compact agreement in which settlers of Plymouth Colony agreed to obey their governments laws (f) Great Migration migration of English settlers to Massachusetts Bay Colony beginning in the 1630s (g) Religious Tolerance idea that people of different religions should live in peace (h) Salem Witch Trials the prosecution and execution of twenty women and men for witchcraft in Massachusetts in 1692 (i) Sachem a Native American leader (j) Pequot War war between English settlers and Pequot Indians in 1637 (k) King Philips War war, beginning in1675, betwee ...
Friday, November 22, 2019
Simple Dépêcher (to Hurry) Conjugations in French
Simple Dà ©pà ªcher (to Hurry) Conjugations in French How would you say hurry up in French? One way is to use a conjugate of the verb dà ©pà ªcher. For example, you can use dà ©pà ªche toi for a single person and dà ©pà ªchons vous for multiple people. That is just one very simple conjugation of the French verb. There are many others that you will want to know in order to use dà ©pà ªcher beyond a quick command. A short lesson will run you through the most common forms. Conjugating the French Verb Dà ©pà ªcher Dà ©pà ªcher is a regular -ER verb and that makes the conjugations a little easier to remember. This is particularly true if you have already studied similar words like demander (to ask) or dà ©cider (to decide). Thats because they share the same infinitive verb endings. Before you can add an ending to dà ©pà ªcher, we must identify the verb stem: dà ©pà ªch-. To this, the endings are added to match the subject pronoun with the appropriate tense. For example, I am hurrying is je dà ©pà ªche while we will hurry is nous dà ©pà ªcherons. Subject Present Future Imperfect je dpche dpcherai dpchais tu dpches dpcheras dpchais il dpche dpchera dpchait nous dpchons dpcherons dpchions vous dpchez dpcherez dpchiez ils dpchent dpcheront dpchaient The Present Participle of Dà ©pà ªcher Adding -ant to the verb stem of dà ©pà ªcher gives you the present participle dà ©pà ªchant. Its helpful beyond the verb usage and can also be an adjective, gerund, or noun. The Past Participle and Passà © Composà © Another way to express the past tense hurried is with the passà © composà ©. To construct this, attach the past participle dà ©pà ªchà ©Ã‚ to the appropriate conjugate of avoir, the auxiliary verb. As an example, I hurried is jai dà ©pà ªchà © and we hurried is nous avons dà ©pà ªchà ©. Notice how ai and avons are conjugates of avoir and that the past participle remains unchanged. More Simple Dà ©pà ªcher Conjugations to Know When the action of hurrying is in question or uncertain, you might use the subjunctive verb mood. In a similar fashion, the conditional form implies that the hurrying will only happen if something else occurs. The passà © simple is a common literary form of dà ©pà ªcher and its likely you wont use it yourself. The same can be said for the imperfect subjunctive, however being able to recognize these is a good idea. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je dpche dpcherais dpchai dpchasse tu dpches dpcherais dpchas dpchasses il dpche dpcherait dpcha dpcht nous dpchions dpcherions dpchmes dpchassions vous dpchiez dpcheriez dpchtes dpchassiez ils dpchent dpcheraient dpchrent dpchassent The imperative forms of dà ©pà ªcher are those short commands like, Hurry up! When using these, formality is dropped, so you can skip the subject pronoun: use dà ©pà ªchons rather than nous dà ©pà ªchons. Imperative (tu) dpche (nous) dpchons (vous) dpchons
Thursday, November 21, 2019
Discuss the notion of age or generational differences with reference Essay
Discuss the notion of age or generational differences with reference to certain characters in A&P - Essay Example Sammy Sammy, who assumes the role of narrator of A & P, is a thoughtful young lad who has keen interest in the members from opposite gender. He keeps a robust sense of observation. Sammy observes his surroundings and takes notice of the physical appearance of the girls that visit the A & P store. Sammy studies the texture as well as the designs of the bathing outfits of girls along with their suits’ tan lines. His observations are not limited to the surface. Along with the patterns of their outfits, Sammy also makes judgments about the pattern of their everyday life, specially Queenie, who appears to be the leading lady. While examining Queenie’s body, Sammy observes the strap of her bra dangling. This both arises sexual sensation in him as well as gives him clues about the lifestyle of Queenie. Sammy gains an assumed insight into Queenie’s social life through her speech. This further clarifies her image in front of him and defines it in detail. His undue ogling of the girls speaks of Sammy’s own chauvinism, weaknesses and youthful immaturity. His immaturity can be estimated from the fact that lost in the world of lust, Sammy forgets about the ethics of professional life and becomes ignorant towards other customers in comparison to the girls. Sammy calls the other A & P customers as â€Å"houseslaves†and â€Å"sheep†. His immaturity can fundamentally be attributed to the fact that he is a bachelor. His coworkers like Stokesie also take interest in the girls, but their interest is far different than that of Sammy. They have a natural inclination towards and attraction for such an overt expression of sexuality particularly when it comes from the opposite gender. However, unlike Sammy, Stokesie talks about the girls only sarcastically and his attraction for the girls is only apparent. This may be because Stokesie is an aged and married man while Sammy is a young unmarried man. Sammy’s argument with Lengel has no ro le in building his relationship with Queenie and it is rationale to assume that he knows this as well. Despite that, Sammy takes stand for Queenie to such an extent that he looses his fundamental source of income and for what? Nothing, but lust! Only after he has done the act, Sammy realizes what he has done to his life. Sammy narrates, â€Å"†¦my stomach kind of fell as I felt how hard the world was going to be to me hereafter†(Updike). This clearly speaks of the fact that young girls’ mere expression of sexuality is enough to cause young and immature bachelors to make life changing decisions for no practical reason. Queenie: Queenie is a young girl who knows that her sensual expression impacts boys. She is in a phase of constant experimentation in which she tests the limits to which exposure can be allowed by the opposite gender in public. She has assumed that boys would not mind her showing up in a bathing suit. According to her assumptions, her sensual messag e is too strong and appealing for boys to condemn it. Perhaps, she gains a sense of independence from this. Embarrassment arises from lack of expectation. Queenie essentially does not expect any male to stop her from her expression of sexuality, though in her assumption, she is being ignorant of the fact that all males are not young, and have more important preferences in life than falling prey to the appeal of young
Tuesday, November 19, 2019
Hate Speech Summary Essay Example | Topics and Well Written Essays - 500 words
Hate Speech Summary - Essay Example However, there are those who say that speech should be restricted if it encourages hatred or prejudice against someone of a different race, sex, religious group, or sexual orientation. One example that the article uses is that of the University of Michigan in Ann Arbor from 1987. Racist fliers were distributed that used foul language such as saucer lips, porch monkeys, and jigaboos. Many universities responded to this outrage by banning hate speech through the use of speech codes. The reasoning for this is that hate speech may encourage people to go out and attack certain individuals based on their ethnic or religious background. The article uses statistics to prove that the number of hate groups is on the rise in the U.S. Some of the major groups that it mentions include the Ku Klux Klan, neo-Nazis, and the Nation of Islam. The problem with acting against these hate speech groups is that it would be a violation of their First Amendment rights, which protects them from prosecution fo r any words that they might say about another group of people. In my opinion, banning people from freedom of speech opens up a whole can of worms. This is because once you ban one group from speaking out, it would only seem fair to ban the next one, and the next one, and so on. Also, the matter of who is the authority to decide what type of speech is allowed and what type of speech is not allowed becomes a dividing issue. In fact, cracking down on hate speech could result in an increase of even more hate speech; this is one outcome that those who champion restricting hate speech would not want to see. I agree with the views of David Cole, a law professor at Georgetown University in Washington D.C., who says that the restriction of hate speech would only take away the rights of one particular group only to give even more rights to another. This would be biased because it would be treated
Sunday, November 17, 2019
Tuesdays with Morrie Paper Essay Example for Free
Tuesdays with Morrie Paper Essay Tuesdays with Morrie is a classic piece of literature that depicts an atypical student-teacher relationship. An unusual twist of fate takes the student and this book’s author, Mitch Albom, to once again cross the path of his college professor, whose terminal illness brings both of them to compose their final thesis.            Morrie Schwartz started out as Mitch’s sociology professor back in Brandeis University, Massachusetts. Mitch could be described as the typical college student who hid beneath his tough impression in order to compensate for his being a year younger to be a freshman. Mitch was a good student and in the long run, despite his initial impression of Morrie, took to the professor’s classes and belief that educating was experience over theory. With their classroom and one-on-one discussions coupled with the number of sociology classes that Mitch took under Morrie, the professor finally encouraged Mitch to write an honors thesis, a year-long task which Mitch proudly submitted to is teacher by spring of that year.            Sixteen years after, life has drastically changed for both of them. Mitch became the career-chasing sports journalist, a job he had traded for his dream to become a piano player. Morrie, on the other hand, had been diagnosed with amyotrophic lateral sclerosis (ALS), a brutal illness of the neurological system. It was a typical night in the life of Mitch, as he was changing channels when he heard the once familiar Morrie Schwartz named in one of the popular nighttime shows on television. It featured his old professor, now stricken with the illness, and all their memories back in college came rolling back to him, including the promise he made during graduation that he would keep in touch with his once favored teacher, one that he never fulfilled.            Back on campus, the relationship of Morrie and Mitch’s as professor and student proved promising. One was a very dedicated teacher, the other, a willing student. Their initial acquaintance was concluded with Morrie hoping that one day, Mitch, as many of his friends called him, would also be his friend.            With most of our generation being in school at one time or another, it would be a truthful observation to say that the relationship between Morrie and Mitch is not the typical teacher-student relationship that we know of. In this time and day, students come and go, and seldom do teachers have the steadfast dedication that Morrie maintained to leave a lasting impression on his students. Although their relationship started out in academics, it eventually developed into a friendship where the old professor became a mentor of life to the young student. They sometimes sat together to eat, had lively discussions about human relationships, and through all these Mitch had agreed to become the player of Morrie, whom he started to call â€Å"Coach.†Despite the need to make up for lost time, the time they met once again, and the Tuesdays after that defined a relationship that was unquestionably one that naturally became a continuation of the friendship they once had.  That reunion after 16 years marked a renewed beginning of a deeper relationship between the two. Both had agreed to meet on Tuesdays immediately after making the pact that the remaining days of Morrie would be devoted to the composition of the â€Å"literature of death.†This would discuss what Mitch pertained to as the issues of his generation such as death, fear, aging, greed, marriage, family, society, forgiveness and a meaningful life.            The tape recorded topics of the â€Å"Tuesday people†started with a discussion about the world. Morrie described it as a world where dreams were traded for bigger paychecks, something which Mitch was very guilty of. The culture that the world has generally does not make people feel good about themselves. Morrie suggests that if this is what culture sells you, then you don’t have to buy it. But because of the daily exposure of people to these ads and their promises of beauty, fame, or fortune, they are lured to thinking that being themselves is not enough. As such, each day they fall prey to this very culture that promulgates that what is trendy is equivalent to â€Å"normal.†In the long run, people walk around leading meaningless lives, busy doing things they believe to be important. In their desperation to put meaning in their lives, they chase the wrong things. After chasing these wrong things and end up finding out that they too, are empty, they keep running. And unfortunately this goes on until the day they leave this world.            Each morning that Morrie wakes up and feels sorry for himself, he cries for a few minutes and then moves on, deciding that wallowing in self-pity would not be the way he wanted to live his remaining days. This is what he calls detachment, learning to let go after feeling the moment. Dying is about accepting it as a natural phenomenon in this world. Humans should not be thinking that they are above nature but rather, a part of it. As one of Morrie’s favorite stories said, the wave is not going to crash into the shore and die. Instead, it had to remind itself that it was part of the ocean.            When asked about the regrets he had in life, Morrie simply said that it is about vanity and pride. He regretted losing a friendship because of pride. This is where the topic on forgiveness comes in learning to forgive yourself, and then forgiving others before you die. Most important of all, despite his impending death, Morrie faced it with the acceptance of a child. Instead of letting the terminal illness disintegrate his spirit, he enjoyed his dependency on other people as a baby would on a nurturing mother. Ironically, awaiting his death ultimately served as their biggest lesson about living. As Morrie put it, â€Å"once you learn how to die, you learn how to live.†           Topics in their Tuesday sessions dwelled on the importance of love, spirituality, responsibility and awareness. Morrie pointed out that the most important thing in life is learning how to give out love and letting it come in. Quoting his favorite poet, Auden, Morrie frequently told Mitch, love each other or perish. Over and over throughout the book, Morrie emphasized the importance of love and that it would be the only way for your memory to be alive when you’re gone. If the people you leave will remember that feeling, even if you die, you will never really go away. Although death puts an end to life, it doesn’t end a relationship. The only reason people wished to stay young, as the professor said, was because they never had satisfied and fulfilled lives. It is only when one was able to find meaning in life that they were able to move forward and look forward to their destiny.            What Morrie wanted Mitch to learn was to live a life that was devoted to loving others, the community around you, and being able to create something that gave you meaning and purpose. After loving others, one needs to be able to love the community they live in. Even if every society has its own problems, Morrie proposes that the answer is not about running away but about creating your own culture and embracing your community like your own family. Morrie taught about investing in the human family, in people, by building a community of those you love and those who love you. Showing off to people above you is futile because they will always be looking down on you while showing off to those in the bottom will only cause them to envy you. Status, according to Morrie, gets you nowhere. As the professor once exclaimed, there was nothing wrong with being number two. Who cares?            Other important values during the final days of Morrie were about being compassionate and taking responsibility for each other. He rationalized that the world would be a better place if people had learned these basic lessons in life: regrets, acceptance of death as part of nature, the importance of family, showing emotions, love, and forgiveness. In fact, when Mitch asked Morrie how he wanted to spend his â€Å"last day†on earth, it was neither about being able to experience the exotic nor being a VIP. Surprisingly, it was just about getting in touch with nature, with the people he loved, and enjoying the simple things that truly mattered in life.            Among all the things that Mitch has learned from Morrie during his final days, it is the importance of love that proved very essential for me. Even if one had all the riches in the world, clichà © as it may sound, material satisfaction is never enough. Morrie in his final days, as he was stripped of his independence, had learned to be more alive in giving himself, his ideas, to those who wished to hear him outâ€â€family, meditation teachers, discussion groups, old students, and friends. He had found more meaning in being able to listen to the problems of other people and contributing in whatever way he can to its solution. He had achieved what he had aspired for in life by having his loved ones surround him in death, rather than hearing of praises when he was on the grave. Morrie imparted the basic idea that indeed, death was not the end of a relationship.  Death was just a phenomenon of nature that we had to understand, that life was not about what society dictated. Life was about living in the moment, being happy with the simple things in life. Not running after the next job, or the next big thing. Paycheck was never in Morrie’s equation of living a happy life. A meaningful life was more about being in touch with those you love, and manifesting that love through affection and uninhibited communication.            As life comes to an end, you only cared about the legacy you leave in this world. How far has your influence gone? Have you told people you cared about that you loved them? Do you want to leave with regrets? Seemingly mediocre to many, these are questions that Morrie challenges us with. As we are posed with these questions, Morrie leaves us the inspiration that we ought to deal with life as if we were dancing with it. Dance with all your heart, with all your might, as if nobody’s looking. If Morrie Schwartz only had the chance, he would have danced his life away, until his last step, until his final breath.
Thursday, November 14, 2019
The Vietnamese American 1.5 generation Stories of war, Revolution, Flig
When we talk about the Vietnamese, most people will think them as refugees because of their history. The book â€Å"The Vietnamese American 1.5 generation Stories of war, Revolution, Flight, and New Beginnings†by Sucheng Chan described the history of Vietnam; the Vietnamese refugees’ experiences and sufferings they had gone through while on boat to go out of Vietnam, and their settlements outside of Vietnam. The Vietnamese as refugees who had gone through many hardships while escaping to other countries. Vietnam had to fight for its independence from Japan and French. It made them suffered more when they had to fight against their own people during the Civil War. By trying to declare its independence, Ho Chi Minh started the revolution in the North to fight with invaders, and fought with the South people who was supported by the United States to finally took over the South and make Vietnam a Communist state; this civil war caused many Vietnamese suffered because they h ad to fight with their own people in the war and became the refugees to leave Vietnam to seek for freedoms after the Fall of Saigon. The book is divided into two sections. The first section is about the history of Vietnam and the Vietnamese refugees’ experiences and different reasons they travel to America or other countries. In the early time of the history, Vietnam was influenced by China that the emperor was in control of ruling the dynasties. The French went to Vietnam in 1614 to try to colonize and cultivate the Vietnamese to promote Catholicism. French forced Vietnam to sign The Treaty of Saigon in 1862 to cede Saigon to French. Under French’s control and suppression, the Vietnamese wanted to start the movement of anti-French and declare its independence. To fig... ...ch discriminations in school because China’s power is increasing. Not like Vietnam in 1970s, it has been 30 years after I came here because a lot of things are different nowadays. As refugees in America, Vietnamese experienced many difficulties adopting the American culture. They came from Asia where there is complete different culture from the United States. They had to change their life styles and believe. In order to fit into the American culture, they have to start everything newly again and abundant everything they had in Vietnam. They were still being discriminated at even though they tried to assimilate fully. They did not have to experience this if there were no wars in Vietnam. The war only gave them suffering and nothing else. Especially, when there is a Civil War when people have to fight with their own people. Therefore, peace is important to people.
Tuesday, November 12, 2019
Buddhism Versus Greek Mythology
â€Å"[A human being] experiences himself, his thoughts and feelings as something separated from the rest, a kind of optical delusion of his consciousness, â€Å"said Albert Einstein. â€Å"Our task must be to free ourselves from this prison by widening our compassion to embrace all living creatures and the whole of nature in its beauty†(â€Å"Heart Quotes†). Einstein’s view on nature is similar to that of Indian Buddhists. Life-giving Indian weather inspired the Buddhist cyclic view of rebirth while the rugged terrain of Greece inspired their harsh outlook on nature.Buddhists believe man is one with nature while Greek mythology emphasizes the all-importance of man. Buddhists live in harmony with nature whereas the Greeks show violence towards it and all its creatures. However, as the Greek mindset shifted towards philosophy, so did it shift towards similar reverence towards nature. The defining distinction between these two perspectives on life is that the ou tlook on nature of Buddhists show values from the belief that all is in harmony with Atman, whereas the Greek outlook on nature shows that man is above nature.India is a country of lush plains, striking mountains, beautiful deserts, and dazzling bays. 2, 545 years ago, this incredible scenery served as the backdrop to Buddha’s life and eventual Enlightenment, from which Buddhist teachings would one day grow (Eckel 6). The impact of Buddha’s surroundings on Buddhist thinking is obvious, especially when one takes into consideration India’s dramatic seasonal climate changes. Every summer in India, the monsoons arrive. Every summer in India is monsoon season, a time of torrential downpours raging uninterrupted for months.Before these monsoons, the earth is dried and parched; food and water are scarce. It is, in every way, a season of death. Then, however, the rain arrives, harsh and relentless, but life giving nonetheless. The rain is the amniotic fluid catalyzing t he re-entrance of life unto the barren earth. This annual cycle of death and rebirth presents the native people with a dire ultimatum: they must either obey nature or not survive. If they try to go against nature’s course, they will inevitably fail. Nature controls life. Observing this phenomenon, Buddhists learned from nature and realized that this cycle can be found everywhere.They realized that humans undergo an equivalent cycle called samsara, or reincarnation. â€â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- â€Å"He could no longer distinguish the many voices, the cheerful from the weeping, the children’s from the men’s: they all belonged together. The lament of the knower’s yearning and laughing, the screaming of the angry, the moaning of the dying- everything was one; everything was entwined and entwisted, was interwoven a thousand fold. And all of it together, all v oices, all goals, all yearnings, all sufferings, all pleasures, all good and evil-the world was everything together.Everything together was the river of events, was the music of life. And when Siddhartha listened attentively to this river, listened to this song of a thousand voices, when he did not listen to sorrow or laughter, when he did not bring his soul to any one voice and did not enter them with his ego, but listened to all of them, heard the wholeness, the oneness- then the great song of the thousand voices consisted of a single word, which was ‘om’: perfection†¦belonging to the oneness†(Hesse 118-119). At the core of Buddhism lies an important lesson about maya and Enlightenment. To reach Enlightenment, one must understand all.One of the first steps towards such understanding is to understand maya, or illusion. Everything that one sees, feels, and tastes belongs to the world of maya. Even one does not exist but in the world of maya. Thus, if all doe s not exist, then all is equal. One is equal to everything in the surrounding world, especially nature. All are one in Atman, which is the heart of all of Buddhism. Everything is one. All of this separation from nature and from one another is simply maya, or an illusion. Consequently, in Buddhism, any injustice done to nature is an injustice to oneself.To reach Enlightenment, peace and oneness with nature are essential. Man and nature are one. Therefore, everyone and everything, especially nature, should be treated as so. â€Å"[Siddhartha said,] ‘This stone is a stone, it is also an animal, it is also God, it is also the Buddha, I love and honor it not because it would become this or that someday, but because of this because it is a stone, because it appears to me now and today as a stone, it is precisely because of this that I love it and see worth and meaning in each of its veins and pits, in the yellow, in the gray, in the hardness, in the sound it emits when I tap it, n the dryness or dampness of its surface. [T]hat is precisely what I like and what seems wonderful to me and worthy of worship†¦I love the stone and the river and all these things that we contemplate and also a tree or a piece of bark. These are things and things can be loved†(Hesse 126-127). In harmony with the principle of reincarnation, any plant, creature, or other aspect of nature is a part of the cycle of rebirth. Therefore, any of these can one day become a man, for when something in nature dies, it undergoes the cycle of rebirth and can be reborn as anything.One day, it will become a human. Nature holds the ability within itself to be a human and, for that reason, should be considered as an equal. The true magnitude of nature’s presence in Buddhism is truly portrayed by the distinct mentioning of Siddhartha reaching enlightenment under a tree, specifically the Bodhi tree or the Asiatic fig tree (Gach 16). The scriptural account of the Enlightenment of Buddha gives this significance to nature when Buddha sits under the Bodhi tree for seven whole days.After the seven days, the Buddha gets up only to sit down again at an Ajapala banyan-tree for another length of time. He rises once again just to sit down once more at the foot of a Mucalinda tree (â€Å"Bodhi Leaf†). Nature is therefore made clear as one of the most important aspects of Buddhism. As Buddhists have such a deep reverence for nature, they believe in keeping peace with every aspect of nature. This does not just mean plants but also animals and other living creatures. However, that does not mean that all Buddhists must be vegetarians although it is strongly suggested to do so.It is said that the act of eating meat is a form of karma that will lead a person farther from Enlightenment. Therefore, the more meat one eats in one’s various lives, the more times one will have to experience the cycle of death and rebirth. On the other hand, some Buddhists believe in anoth er view of meat eating. One is allowed to eat meat that one receives unless one knows or suspects that the meat in question was killed especially for one (Epstein). As far as sacrificial practices, meat is not sacrificed but instead herbs and incense are given up in prayer.Peace is a very important aspect of treating nature. Peace comes in many forms: peace towards environment, towards creatures, towards man, etc. A Buddhist definition of peace is â€Å"softening what is rigid in our hearts†(Chodron 17). In keeping with their attitude towards nature, Buddhists also believe that a man should not kill another man for any reason. In Buddhism, war is never the answer. In fact, the first few lines of the Dhammapada, a Buddhist scripture, state â€Å"For love is not conquered by hate: hate is conquered by love.This is a law eternal†(Chappell 81). Therefore, instead of fighting hate with hate, Buddhists believe in fighting hate with love. That is the only way to overcome an d to reach Enlightenment. â€Å"’When someone seeks,’ said Siddhartha,’ then it easily happens that his eyes see only the thing that he seeks, and he is able to find nothing, to take in nothing because he always thinks only about the thing he is seeking, because he has one goal, because he is obsessed with his goal. Seeking means: having a goal. But finding means: being free, being open, having no goal.You, Venerable One, may truly be a seeker, for, in striving toward your goal, you fail to see certain things that are right under your nose. †(Hesse, 121-122) As previously stated, to reach Enlightenment, Buddhists believe all that is needed is understanding. The ultimate goal of Buddhists is to attain this understanding, this meaning, this Enlightenment. However, one must be aware that spending a life seeking is not the way to reach Enlightenment. To be a faithful Buddhist, one must understand that the key is not to seek.For, in seeking, as this quote say s, the obvious is not seen. Buddhism then teaches that to reach Enlightenment, one must find not seek. Therefore, Buddhists do not seek to explain nature (Hanh 78). They are content with nature as it is- unexplained, for nature’s explanations can be found without seeking. â€Å"’Is this what you mean: that the river is everywhere at once, at its source and at its mouth, at the waterfall, at the ferry, at the rapids, in the sea ,in the mountains, everywhere at once, and only the present exists for it, and not the shadow of the future? ‘That is it,’ said Siddhartha. ‘And when I learned that, I looked at my life, and it was also a river and the boy Siddhartha was separated from the adult Siddhartha and from the old man Siddhartha only by shadow, not by substance. Nor were Siddhartha’s earlier births the past, and his death and his return to [Atman] are no future. Nothing was, nothing will be; everything is, everything has being and is presentâ⠂¬ (Hesse 94). A final important aspect of Buddhism is the concept that time does not exist. Time is a man-made notion that does nothing but bring about worries.All sufferings in life can be attributed to time. Buddhists believe that once the concept of time is released, life will hold no more problems, worries, or stresses. Only then can Enlightenment be truly reached. When the concept of time is destroyed inside oneself, it allows for a completely new philosophy to surface. Greece is a country lined with hostile, jagged mountains, in which there are very few arable location surrounded by threatening seas. There is no cycle, no preconception, no structure. To the Ancient Greeks, it seemed that nature was not kind; nature was no friend to them.Therefore, their logic decided that they should be no friend to nature. Such was the physical and mental location of this people, and the beginning of many differences between Greek thought and Buddhism. Greeks living about six hundred years ere the birth of Christ were very religious, as well as very diverse spiritually. All the answers to their questions were found in different religions. Ancient Greeks passed down their religious traditions orally through myths. A myth is â€Å"a story about the gods which sets out to explain why life is as it is†(Gaarder, 22).Greek mythology was an integral part of Greek culture. The ‘miracle of Greece’ is a phrase that describes the awakening of Greek culture and its effects on the rest of the world. One way the Greeks accomplished this was through their focus on man’s importance. They put mankind at the center of their world so that man was all-important. The Greeks even created the gods in their own image, complete with very human qualities. This was the first time in history that a god was made into a recognizable, tangible form. Erstwhile, gods had no lucidity about them. Greek artists and poets realized how splendid a man could be, straight and swi ft and strong. He was the fulfillment of their search for beauty. They had no wish to create some fantasy shaped in their own minds†(Hamilton, 9). Man was put on a pedestal and made the most prominent being in the world, so that he was made into a deity. Any human could be the son of a god, thereby half-divine, an idea unheard of before this time. This idea of man being the ultimate authority is in complete contradiction to Buddhism, where man was equal to nature, not above it. And soon as the men had prayed and flung the barley, first they lifted back the heads of the victims, slit their throats, skinned them and carved away the meat from the thighbones and wrapped them in fat, a double fold sliced clean and topped with strips of flesh. And the old man burned these over dried split wood and over the quarters poured out glistening wine while young men at his side held five-pronged forks. Once they had burned the bones and tasted the organs they cut the rest into pieces, pierc ed them with spits, roasted them to a turn and pulled them off the fire†(Homer 93)Myths were also used for other purposes than learning. â€Å"But a myth was not only an explanation. People also carried out religious ceremonies related to the myths†(Gaarder, 25). Like most other religions at the time, the Ancient Greeks’ religions consisted of brutal rituals and rites that contrasted greatly to the thoughts of Buddhism (Connolly 87). Buddhism teaches of kindness to animals whereas Greek religion utilized animal cruelty as part of their holy worship to the gods. The gods of Olympus, who were created in the ultimate image of the Greek people, used the forms of innocent animals to manipulate and get what they wanted.In many instances, Zeus used the guise of animals when he wanted to capture a woman and gain her trust. â€Å"[T]hat very instant [Zeus] fell madly in love with Europa [†¦ H]e thought it well to be cautious, and before appearing to Europa he chan ged himself into a bull†(Hamilton 101). However, rather than setting an example to revere animals, this teaches people to use animals in any way possible to reach the desired end. Even more opposed to Buddhism was the fact that a Greek hero was someone who had extreme strength or other physical features that he could use against animals.Hercules is one of the best examples of this notion. He is considered the greatest Greek hero ever to live. Through a tragic sequence of events, he killed his sons and wife, but was doomed to live on in order to undergo a series of trials to redeem himself. His first predicament was to â€Å"kill the lion of Nemea. Hercules solved [that] by choking the life out of [the lion]†(Hamilton 231). Hercules also had to drive out the â€Å"Stymphalian birds, which were a plague to the people of Stymphalus because of their enormous numbers†(Hamilton 232).This shows that, unlike Buddhists, Greeks could not live in peace with nature, but i nstead hated nature. Ancient Greeks did not want anything to do with nature, let alone be a part of it. Hercules also had to capture many animals in these trials such as the â€Å"stag with horns of gold†, â€Å"a great boar which had its lair on Mount Erymanthus†, â€Å"the savage bull that Poseidon had given Minos†, â€Å"the man-eating mares of King Diomedes of Thrace†, the cattle of Geryon†, and â€Å"Cerberus the three-headed dog†(Hamilton 232-233).Hercules inspired the Greeks not by staying in peace with nature but instead by forcing it to conform to his will in a harsh, cruel way. Hercules made sure he was above nature, a predicament the Buddhists avoided and even condemned. In summary, Greeks wanted to overcome nature whereas Buddhists wanted to be one with nature. â€Å"So by the beaked ships the Argives formed for battle, arming round you, Achilles –Achilles starved for war-and faced the Trojan ranks along the plain’ s high ground[†¦T]he Achaeans kept on gaining glory- great Achilles who held back from the brutal fighting so long had just come blazing forth.Chilling tremors shook the Trojans’ knees, down to the last man, terrified at the sight: the headlong runner coming, gleaming in all his gear, afire like man-destroying Ares†(Homer 503, 505). As previously stated, Buddhists lived by the doctrine to fight hate with love. If Ancient Greeks had a concise doctrine about war, it would have been to fight hate with more hate. Ancient Greek civilization centralized around their love of carnage. The majority of Ancient Greek myths revolved around war or other forms of fighting.The Iliad is a 537-page myth about one war and it glorifies all aspects of war. The heroes of The Iliad are not monks or The Buddha like in Buddhism. Instead, the heroes of The Iliad are Achilles and Hector, two soldiers magnificent in warfare and bloodthirsty through and through. In addition, Achilles is most illustrious in The Iliad when he is the most sanguinary. â€Å"[Diomedes] went whirling into the slaughter now, hacking left and right and hideous groans broke from the drying Thracians slashed by the sword-the ground ran red with blood. †¦]Tydeus’ son went tearing into that Thracian camp until he’d butchered twelve. [†¦]But now the son of Tydeus came upon the king, the thirteenth man, and ripped away his life. [†¦]Patroclus tore [Pronous’s] chest left bare by the shield-rim, loosed his knees and the man went crashing down. [†¦ Then Patroclus] stabbed [Thestor’s] right jawbone, ramming the spearhead square between his teeth so hard he hooked him by that spearhead over the chariot-rail, hoisted, dragged the Trojan out. [†¦Patroclus then] gaffed him off his car [†¦] and flipped him down face first, dead as he fell.Next [†¦] he flung a rock and it struck between [Erylaus’s] eyes and the man’s whole skull spl it in his heavy helmet. [Patroclus] crowded corpse on corpse on the earth. †(Homer, 292, 426-427) Even more horrific to the eyes of Buddhists would be the battle scenes in The Iliad that truly show the awe and glory the ancient Greeks saw in war. The Iliad was a myth that served more as entertainment than anything else. This shows that Ancient Greeks were amused by this kind of literature. Buddhists believe in not seeking to explain nature. By contrast, Ancient Greeks did precisely this with their myths. [A myth] is an explanation of something in nature; how, for instance, any and everything in the universe came into existence: men, animals, this of that tree or flower, the sun, the moon, the stars, storms, eruptions, earthquakes, all that is and all that happens†(Hamilton 12). Ancient Greeks wanted to know how everything happened around them so they could manipulate their environment more easily. This is a central division between Ancient Greeks and Buddhism. Whereas Buddhists believe that time does not exist, Ancient Greeks were engrossed by time.All throughout The Iliad, Homer stresses how long the war has been going on and how it worries and distresses everyone involved. Unlike Buddhists, the Greeks do not disown the belief of time. They stay true to the traditional man-made vision of time instead of throwing out their problems by abandoning the idea of time. â€Å"[The natural philosopher] Heraclitus (c. 540-480 B. C. )[†¦] was from Ephesus in Asia Minor. He thought that constant change, or glow, was in fact the most basic characteristic of nature. [†¦ ]‘Everything flows,’ said Heraclitus.Everything is in constant flux and movement, nothing is abiding. Therefore we ‘cannot step twice into the same river. When I step into the river for the second time, neither I nor the river are the same’†(Gaarder 34). Slowly, Greek culture started to move away from religion and more towards philosophy. It evolved from a â€Å"mythological mode of thought to one based on experience and reason†(Gaarder 27). People could make ideas for themselves and create new beliefs instead of going back to the myths. The world started a shift from relying on religion to analyzing the world with science and philosophy.Surprisingly, this is where similarities between Greek and Buddhist culture were born. At first, the two religions of the ancient Greeks and the Buddhists clashed greatly. However, through the move away from mythical religion the Greek beliefs were brought closer towards the religion of Buddhism. Heraclitus here used the same metaphor for his philosophy as Siddhartha used for his. Although the passages were said in different situations and with different words, both quotes have the same general philosophy that time does not truly exist. A river is usually a sign of separation; a river acts as a divider in most cases.However, this river brings two very different cultures together in a ve ry powerful way that is clear to all. Nature is everything outside and inside a man or a woman or a child. Nature is every breath taken, every step forward, every glance made, every wind blown, and every flower planted. The two cultures of Greece and Buddhism showed great contrasts in the beginning but one resounding similarity was found in something as simple as a river. India shows a cyclic weather that inspired the thought of rebirth while Greece shows a harsh terrain that inspired animosity between man and nature.As a consequence, Buddhists thought that nature and man are one while Greeks were taught to be above nature and manipulate it in any way possible. Buddhists lived in ultimate peace while the ancient Greeks lived in love of carnage. The Buddhist outlook on nature is derived from the belief that man is one with nature whereas the original Greek outlook is derived from the thought that man is above nature. Nature is the essence of the world, the aura of everything around p eople. These two cultures, although vastly different, impacted human belief and intellect forever.
Saturday, November 9, 2019
Psychology Principles in the Breakfast Club Essay
A â€Å"quintessential 80’s movie,†The Breakfast Club is a film rich with psychological principles. This movie is about a group of high school teenagers filled with personal angst who spend a Saturday serving their detention sentences in the school library. Each teenager from a different clique, they didn’t expect to relate as much to each other as they thought. As they begin to get to know each other, the vengeful assistant principal Vernon starts to single out Bender, the rebel of the group of teenagers. Initially, none of the other teenagers help Bender. This demonstrates the bystander effect because they don’t help Bender; this effect can be explained by the absence of group membership and cohesiveness because the 5 strangers don’t really know each other yet. But when assistant principal Vernon locks Bender in a closet, the group has already established trustworthy relationships among its members, so they decide to help Bender escape. Also, assistant principal Vernon debatably exhibited deindividuation when he proceeded to threaten Bender and to lock him inside a closet. Normally, an assistant principal of a high school wouldn’t speak cruelly or do such things to a student, but because of the situation (their history together and how Bender always seemed to have won), Vernon acts this way. Finally, each teenager demonstrated conformity in his/her own way. Bender covered up his scars from the abuse he received from his dad so that he wouldn’t be judged as weak for them; Andy, the jock, covered up his hatred for his father because he didn’t want to be seen as abnormal; Brian, the geek, contemplated suicide but never told anyone because he didn’t want to be perceived as depressed; Allison, the outcast, lies compulsively because she has to keep up a reputation she has created; and Claire, the popular girl, hides the fact that she is still a virgin because all of her friends are not virgins and she doesn’t want to be considered strange.
Thursday, November 7, 2019
child protection essays
child protection essays Discuss the impact of the media, cultural issues and commonly held beliefs on victims/survivors of child abuse and their families. 1000 words. In this paper I have examined the impact of the media, cultural issues and commonly held beliefs on victims/survivors of child abuse and their families. I have achieved this through examining current events in Australia; the published research of writers on the topic; and interviews with both victims and health professional in the child abuse area. Through examining this material I have drawn the conclusion that the impact is both negative and positive - and all places in between. Child abuse and neglect occur across all socioeconomic, religions and ethnic groups. No one single source can be identified (Finkelhor However, because many occurrences of child abuse and neglect go unreported or undetected, official figures do not necessarily state the true incidence. They tend to reflect on what State government agencies are doing. ( James, M. (1994) Child Abuse and Neglect: Incidence and Prevention.) Talk radio/television and magazine articles have found a bold new frontier, impacting on victims by allowing victims and survivors the legitimacy to broach the once unbroachable. The medias motives may not always have been altruistic, however publicity and campaigns have brought many cases into the open and many offenders to punishment. For example, the media long ran stories on abuses in the Catholic Church, resulting in investigation and improved monitoring by the church. Media attention could also be responsible for the emergence of agencies and self-help organisations to assist victims/survivors and their families and Governments are now more involved than they ever were. Prosecuting agencies worldwide now make the gathering of evidence less onerous on children. Closed circuit television has made victim statements a less frightening ordeal than b...
Tuesday, November 5, 2019
Celebrating Dr. Seusss Birthday with Your Classroom
Celebrating Dr. Seusss Birthday with Your Classroom On March 2nd, schools across the United States observe the birthday of one of the most beloved childrens authors of our time, Dr. Seuss. Children celebrate and honor his birthday by participating in fun activities, playing games, and reading his much-adored books. Here are a few activities and ideas to help you celebrate this best-selling authors birthday with your students. Create a Pen Name The world knows him as Dr. Seuss, but what people may not know is that was only his pseudonym, or pen name. His birth name was Theodor Seuss Geisel. He also used the pen names Theo LeSieg (his last name Geisel spelled backward) and Rosetta Stone. He used these names because he was forced to resign from his post as editor-in-chief of his colleges humor magazine, and the only way he could continue writing for it was by using a pen name. ​​ For this activity, have your students come up with their own pen names. Remind students that a pen name is a false name that authors use so people will not find out their real identities. Then, have students write Dr. Seuss-inspired short stories and sign their works with their pen names. Hang the stories in your classroom and encourage the students to try and guess who wrote which story. Oh! The Places You'll Go! Oh! The Places Youll Go! is a delightful and imaginative story from Dr. Seuss that focuses on the many places you will journey to as your life unfolds. A fun activity for students of all ages is to plan out what they will do in their lives. Write the following story starters on the board, and encourage students to write a few sentences after each writing prompt. By the end of this month, I hope to...By the end of the school year, I hope to...When I am 18 I hope to...When I am 40 I hope to...When I am 80 I hope to...My goal in life is to... For younger students, you can tailor the questions and have them focus on small goals like doing better in school and getting onto a sports team. Older students can write about their life goals and what they would like to accomplish in the future. Using Math for "One Fish, Two Fish" One Fish, Two Fish, Red Fish, Blue Fish is a Dr. Seuss classic. It is also a great book to use to incorporate math. You can use Goldfish crackers to teach younger students how to make and use a graph. For older students, you can have them create their own word problems using the imaginative rhymes of the story. Examples might include, How much could a Yink drink in 5 minutes if he had 2 eight-ounce glasses of water? or How much would 10 Zeds cost? Host a Dr. Seuss Party Whats the best way to celebrate a birthday? With a party, of course! Here are a few creative ideas to help you incorporate Dr. Seuss characters and rhymes into your party: Hang kites from the classroom ceiling (Great Day for Up!)Have students wear non-matching or silly socks to the party (Fox in Sox)Place red and blue Goldfish crackers on the party tables and have students go fishing for fake fish (One Fish, Two Fish, Red Fish, Blue Fish)Decorate the classroom with stars (Sneetches)Add green food dye to eggs and serve Green Eggs and Ham
Sunday, November 3, 2019
Read-Aloud Project Coursework Example | Topics and Well Written Essays - 750 words
Read-Aloud Project - Coursework Example I know this because I have observed how they read when we read in dyads before. I chose to read Peggy Parish’s (1971) Come Back, Amelia Bedelia. I selected to read only one book because it is long enough for the reading session to last for fifteen to thirty minutes, depending on the questions and comments of the kids on it. From this read-aloud experience, I learned that selecting stories is not easy because of their different interests, communication styles, and literacy skills, but some generalizations can be made through using age-appropriate criteria. I also understood that children like humorous characters and plots; they want a reader who knows how to change voices, facial expressions, and gestures; they respond openly to the reader and their peers when encouraged; and they also want characters with gender and races/ethnicities that they can relate to. In choosing the text, I used common criteria to text selection that include reader and audience characteristics. This approach considers the interests and needs of both readers and the audience in the book. The criteria are the following: (1) I chose a book that I enjoy reading; (2) The book is something that the children have not read yet to increase their interest in it; (3) The book has a large text font that children can read even when they are a foot or two from me; (4) The book has pictures where characters have perceptible facial expressions and do a wide range of actions, and the settings have details and things that can be sources of discussions too; (5) The language is simple enough for kids to understand, while there are some challenging words that will help them learn new ones; (6) The plot can be something that these children can relate to; and (7) The story has lessons on work ethics, family bonding, and differences between idioms and literal
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