Scarlet letter :: essays research papers

The Scarlet Letter, composed by Nathaniel Hawthorne, is a novel around three people whose lives are perpetually changed. The story happens in a Puritan town in Boston, in the 1600's. A lady named Hester Prynne has submitted infidelity and is liable to wear a letter "A" on her dress, speaking to adulteress. Her mystery sweetheart, Dimmesdale, doesn't approach, and she doesn't uncover his personality. Hester's significant other, Chillingworth, turns into a debilitated man, living off others' sufferings. The demonstration of infidelity has debilitated each character, and segregated them from the network. The three characters think that its increasingly hard to live every day. Hester Prynne is a solid character, yet she likewise surrenders to shortcoming. She moves to the edges of town since she doesn't need her life to be seen by each town's individual. In spite of the fact that she conducts herself gladly, inside she feels distress for herself and her kid, Pearl. Hester wears the red letter despite the fact that she can take it off and decline to wear it. Hester feels each disconnected from the world, since she is an outsider in the town. Townspeople take a gander at her as an awful model and a terrible individual. Over the long haul, Hester feels like she needs to offer back to the world. She has an inclination that she has harmed the network, and accordingly Hester helps the debilitated and makes dress for the less lucky. Hester attempts to manage her circumstance the best she can. Dimmesdale is the most fragile character in the novel. Dimmesdale keeps his blame and sin within his self, and by doing so it destroys him. He doesn't need the town to know about his transgression, on the grounds that as a priest, he believes he should be gazed upward to. Dimmesdale minds his own business and gradually his wellbeing blurs. He fasts and fasts until he swoons and he whips himself on the back as discipline. He has so much blame developed within him after forever and a day that he concludes he should admit to the town upon the framework. "For thee and Pearl, be it as God will request, and God is forgiving! Let me currently do the will which he hath made plain before my sight. For, Hester I am a withering man. So let me make scramble to take my disgrace upon me!" Dimmesdale is stating that he merits the discipline that God will give him, and he is embarrassed about his wrongdoing.

Good Books to Write Essays On

Good Books to Write Essays OnGood books to write essays on are a dime a dozen. There are literally thousands of them out there, each with different books you can choose from and it can be confusing at times choosing the right one.The best thing you can do is to narrow your options down to what you're learning. Since you're a student, you want to learn how to learn better. Writing the best essays can only come from your experiences and you must understand what it takes to write great essays in order to do so.The first thing you should take into consideration is your writing style. You may want to just pick the books that are on the easier side. But if you're really serious about doing well, you'll want to write the more difficult books first. So begin by picking books that you think you might struggle with.Learn the basics of basic writing tips. A very basic writing tip is that your essay is going to be shorter than your paper is long. In fact, if you use a single sentence, that will serve as the body of your essay.Essays should also be able to utilize a beginning, middle, and ending. You can start on the 'beginning' of the essay and then finish up with a closing.Be sure to do plenty of research before you start writing. Read as many books as you can and look for essays and papers that you admire. Look at some examples of what it is you would like to accomplish with your own essays and you'll have a better idea of what type of essay you need to write.Finally, choose good books to write essays on by finding one that has everything you need. One book may contain everything you need but there may be others that don't. You need to choose a book that fits your needs and that you'll be able to use.Just like any other essay, it's a very effective way to boost your grade. It's a great method for learning to learn and to gain all the skills that are necessary for a successful college or university student.

University of Phoenix Scavenger Hunt free essay sample

Which asset in the Tutorials Guides area of the Center for Writing Excellence offers tips about how to arrange a paper? * PAP organization and Style checker What are the University of Phoenixs proposed assets for scholastic composing arranging and syntax guides? (Insight: This data is situated in the Center for Writing Excellence) * Publication Manual of the American Psychological Association college Library 1. What are the three significant article databases found in the University Library? * Obscenest: Thompson Gale Powerhouses and Protest. Name three particular article databases in the University Library. Restricting Viewpoints Resource Center, Psych Articles, Emerald and tons and huge amounts of others. What connection would you snap to pose an inquiry of the University of Phoenix Librarian? The Ask a Librarian tab in different assets. Course Information 1. From your understudy Web webpage, how would you get to your perusing assignments for this course? From the Materials tab at the highest point of the screen. We will compose a custom article test on College of Phoenix Scavenger Hunt or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page What section from the content Keys to College Studying is a piece of the perusing task for Week Four of this course?Chapter 3. Where on your understudy Web webpage will you have the option to discover your timetable and course reviews for all courses finished to date? From the Grades tab. Learning Teams 1. What six reports are contained in the Toolkit Essentials segment of the Learning Team Toolkit? * Learning Team Handbook, Online Campus Learning Team Handbook, Learning Team Log, Learning Team Evaluation, Learning Team Charter, and Guide to Completing the University of Phoenix Learning Team Charter.According to the Learning Team Toolkit area, Why Learning Teams? what are the four fundamental capacities filled by Learning Teams that are particularly useful to working grown-up students? * It can improve assignments, it is a spot for learning and keeping up new information through different perspectives, it gives a spot to share data and is where individuals can figure out how others are taking care of school and life. Understudy Services 1. What is the telephone number for University of phoenix specialized support?Hint: utilize the Help button in the upper right corner of the page. ) * 1-877-832-4867 Where would you be able to discover data about who to contact for que stions with respect to understudy inabilities? * On the University Edibility Services tab. What three National Testing Programs does the University of Phoenix grant credit for? * DANTE, CLIP and Excelsior Name one type of unfortunate behavior in the Student Code of Conduct. (Clue: The Student Code of Conduct is situated in the Academic Catalog). * Plagiarism in any structure.

What is the prevalence of religion among modern student communities in the UK - Free Essay Example

Sample details Pages: 8 Words: 2463 Downloads: 5 Date added: 2017/06/26 Category Religion Essay Type Analytical essay Did you like this example? To what extent can patterns of religiosity in this social context be said to differ from other and previous contexts? Introduction The past half century has seen dramatic social change in which changes in religiosity are only a small part. Modern British society is multi-cultural and multi-ethnic; women routinely work outside the home; education is freely available and most forms of discrimination, including discrimination on religious grounds, have been outlawed. From the 21st century standpoint, it seems incredible that women were once denied the right to a university education,that third-level access was almost exclusively the preserve of the elite or, indeed, that universities ever demanded conformity to the Established Church. Don’t waste time! Our writers will create an original "What is the prevalence of religion among modern student communities in the UK?" essay for you Create order In light of such social development, it is unsurprising that the UKs student community has a markedly different attitude towards religion than its predecessors. This brief essay has a great deal of material vying for space. Consequently, there are inevitable omissions, such as an assessment of religions such as Islam which are bucking the secularisation trend. However, it will examine the function of religion as observed by Durkheim, Parsons and Marx before reflecting on Webers insights to place discussions in a sociological context. The essay will also outline and engage with the concept of community and explore how Tonnies (1887) observations are relevant when considering the motivations and affiliations of a transient student cohort. This essay will seek to establish the facts about religious affiliation and observance as revealed in historical and contemporary studies. Finally, it will assess the extent of changing societal norms on religious observance à ¢Ã¢â€š ¬Ã¢â‚¬Å" not only among students, but also among the wider British community. Religion and Sociology Christians view God as omnipotent, eternal, and assert that God must be worshipped. In contrast, the Dugum Dai of New Guinea believe the spirits of the dead cause sickness and death and must be placated by ritual. The Sioux invoke benevolent powers to make rain fall and crops grow. What is evident from these few examples is that defining religion is challenging. However, sociologists have offered two possible approaches: a functional perspective and a substantive viewpoint (Haralambos and Holborn, 2004). The substantive viewpoint examines what is believed and, as such, is beyond the scope of this essay although it is worth noting that Durkheim (1961) argued that all societies divide the world between the sacred and the profane, and, by attaching mystic symbolism to certain things, set them apart. However, he also took a functionalist standpoint, positing that the shared beliefs and values thus created form the collective conscience which enforces social order, while emphasising the importance of group ritual to enhance societal bonds (Durkheim, 1961). Functionalists, therefore, analyse religion in terms of how it contributes to meeting societal need (Haralambos and Holborn, 2004). Talcott Parsons (1964) also examined religion from a functionalist perspective, arguing that human behaviour is regulated by the norms applicable in that society. In his view, religion not only offered standards against which acceptable human conduct could be measured; it also provided a mechanism for dealing with life-changing events such as bereavement. However, as society developed, Parsons foresaw religion losing many of its functions (Parsons, 1964). The functionalist position is that values which are no longer functional, i.e. no longer fulfil the needs of society, do not survive (Haralambos and Holborn, 2014). Marx also saw religion as functional, but he deemed it an illusion which eases the pain produced by exploitation and oppression (Haralambos and Holborn, 2004:409) Furthermore religion, in Marxs view, helped the ruling class to justify their wealth: The parson has ever gone hand in hand with the landlord (cited in Haralambos and Holborn, 2004:410). Marx believed that religion would lose its function and disappear as a classless society emerged. Insights offered by these scholars suggest that religion helps to maintain the status quo and that change in religious belief is driven by change in the wider society. However, Weber took a different view, arguing that religion had driven societal change. The ascetic Calvinist sect he described believed that those chosen to go to Heaven were selected by God before their birth. They reasoned that only Gods chosen people would be able to lead a good life on earth, a belief which produced people who were focussed on work, as wealth indicated chosen status: In short, religion provides the theodicy of good fortune for those who are fortunate. (Weber, in Gerth and Mills (eds) 1946:271) Coupled with a frug al Protestant lifestyle, this led to the accumulation of capital, investment and reinvestment and ultimately capitalist society itself: Only the methodical way of life of the ascetic sects could legitimate and put a halo around the economic individualist impulses of the modern capitalist ethos. (Weber, in Gerth and Mills (eds) 1946:322) According to Haralambos and Holborn (2004:419) Weber asserted that the pursuit of profit triggered an emphasis on rational calculation. However, Weber distinguished between formal rationality, involving numerical calculations, and substantive rationality, involving action towards specific goals such as justice or equality. Substantive morality, including the morality demanded by religious beliefs, held less significance in capitalist societies. Weber saw rationality as being incompatible with religious faith and Protestant religion as the inevitable precursor of secularisation. (Haralambos and Holborn, 2004). Community The modernisation, rationalisation and secularisation of society also impacted on the concept of community. Tonnies (1887) first drew attention to the contrast between Gemeinschaft, which he saw as the intimate, private community, and Gesellschaft, which more closely equated to the wider society associated with the world of work and public life: In Gemeinschaft (community) with ones family, one lives from birth on bound to it in weal and woe. One goes into Gesellschaft (society) as one goes into a strange country. (Tonnies, 1887, in Worsley (ed) 1978:409) The transition from home to higher education is, indeed, similar to going into a strange country with different rules and expectations. This inevitably leads to the formation of new forms of Gesellschaft as students create associations and make decisions based on substantive rationality in order to achieve personal goals. This is significant because the diminished influence of Gemeinschaft may cause students to reflect on previous ly unquestioned religious beliefs. Religiosity Turning to the available information on religion in the UK, Bruce (1996, 2002), who has written extensively on religion and secularisation, observed a significant decline in religiosity. Whilst it is worth noting that official statistics only date back to the 2001 Census, several major organisations including the British Social Attitudes Survey (BSAS) and British Household Panel Survey (BHPS) have researched religious affiliation since the 1970s. However, the 2011 UK census figures confirm that the number of people stating that they had no religion increased across all age groups since the 2001 census, now forming the second largest grouping after Christianity, and particularly so among the 20-24 and 40-44 age groups (Office for National Statistics [ONS] 2013). The 20-24 age group is significant for this essay as it would contain much of the student population, but comparison with other surveys is problematic. YouGov (2011) working on behalf of the British Humanist Association (BHA ) found that only 9% of people reported having attended a place of worship within the past week. They also found that when asked directly What is your religion? 39% of respondents said they had none. However, when the same sample group was asked, as a follow up question, Are you religious? 65% said they were not. This apparent contradiction suggests that nominal religious affiliations may outlive faith or religious practice. According to the BSAS Report (2014), the percentage of the population claiming to have no religion rose from 31.4% in 1983 to 50.6% in 2013 and among the 15-24 age group the figure rose to almost 70% (BHA, undated). A study of the student population reveals that around one third say they have no religion which is slightly more than the Census indicates but still in line with most other surveys while 27% indicate membership of a faith society in their institution, surely indicating a significant religious commitment. This figure rose to 63% of Jews, 48% of Musl ims and 44% of Sikhs (Weller et al, 2011). However, as this was a self-selecting sample for an online survey, accessed through unspecified gatekeepers, the results should be viewed with caution. Nevertheless, assuming that most students come from a (nominally) Christian background, their need to retain distinct ties to their faith in the college environment appears weaker than that of other religions. It is notable that not all universities are secular or non-denominational, a potentially significant factor in sustaining religious observance. Many institutions are faith-based, such as Blackfriars Hall in Oxford and Roehampton University in London which have a Roman Catholic ethos (Catholic Links, 2015). Non-Christians can also study in culturally-appropriate environments such as that of Cambridge Muslim College (2015). Students in these and similar institutions may be inherently more religious than their counterparts in secular/non-denominational colleges and universities and see religious observance as an important part of their college life. However, it could also be argued that if these students come from families or ethnic groups with a strong religious ethos, then parental preference could have influenced selection of their place of study. Discussion Several early commentators, including Wilson (1966) and Bruce (1996) noted the secularisation process taking place in the UK, with Bruce (2002) asserting that as society fragments into a plethora of cultural and religious groupings, religion becomes a matter of personal choice. In Durkheims view, society and spiritual belief were intrinsically intertwined: Primitive man comes to view society as something sacred because he is utterly dependent on it (Durkheim, 1961, cited in Haralambos and Holborn, 2004:407). MacIver and Page once said that The mark of a community is that ones life may be lived wholly within it (MacIver and Page, 1949, cited in Worsley, (ed) 1978:410). In contrast, students leaving home to enter higher education are distanced from their Gemeinschaft and exposed to new ideas and codes of behaviour, including, one presumes, alternative belief systems or, indeed, agnosticism or atheism. As noted earlier, Weber claimed that, in a modern society, motivating forces were n o longer spiritual or supernatural; they were rational, involving a personal assessment of how to attain specific goals (Weber: in Gerth and Mills, 1948). The students goal is presumably to succeed academically, which may necessitate forming new alliances outside the community of shared religious observance. In todays diverse, multi-cultural, and inclusive student population, patterns of religiosity reflect the wider community in that they differ significantly from previous generations (ONS, 2013). Nevertheless, the available Census statistics suggest that this may be related to age rather than educational status, as many students fall into the 20-24 age group (ONS, 2013). Whilst Bruce (2002) acknowledges that religion can remain an integral part of ones beliefs despite diminished political and social significance, Weller (2011) noted that certain religious groups were more likely to join faith-related student societies. Seeking out the familiarity of a religious community may be related to cultural or ethnic origins, or the religious ethos of the educational institution attended. The discussion, therefore, must consider other factors which could influence student religiosity. With an estimated 22% of students continuing to live with their family while they study (Marsh, 2014:np) almost four out of five young people entering college live independently, probably for the first time. The student community is an excellent example of Gesellschaft, with its own rules and norms, and for that reason membership of college groups or societies could fulfil many of the functions previously filled by the home-town religious community. However, Bruce (2002) noted the persistence of individual religious belief, even when it no longer held political or social significance. While patterns of religiosity may differ and it is entirely credible that even a committed religious students attendance at faith ceremonies may be infrequent that does not prove that they have comp letely abandoned the faith in which they were reared. On reflection, the available data suggests that the student population is not markedly less religious than the wider community and that changes in British religiosity shown in the 2011 Census (ONS, 2013) are mirrored in trends revealed among a predominantly young student population. Certainly, the evidence suggests that secularisation, although advancing steadily, is proceeding at roughly the same pace within and without the student community. This essay has already noted the functionalist argument, applying equally to the Marxist analysis as it does to views expressed by Parsons and Durkheim, which posits that values which cease to serve a function do not survive (Haralambos and Holborn, 2014). Nevertheless, despite the rise of secularism and the secular influences which students face, there is evidence suggesting that they are not consigning religion to history without considerable soul-searching. Early in 2013, noted atheis t Richard Dawkins was the guest of Cambridge Union for a high-profile debate against former Archbishop of Canterbury Rowan Williams, current Master of Magdalene College, Cambridge. The motion This house believes Religion has no place in the 21st Century was defeated by 324 versus 138 votes (Jing, 2013,np). The secularisation debate among the student population is, it seems, not over yet. Bibliography British Humanist Association (undated). Religion and Belief: Some surveys and statistics. Available at https://humanism.org.uk/campaigns/religion-and-belief-some-surveys-and-statistics/ Retrieved 25.8.2015 British Social Attitudes Survey (2014). Report. In British Humanist Association. Available at https://humanism.org.uk/campaigns/religion-and-belief-some-surveys-and-statistics/ Retrieved 25.8.2015 Bruce, S (1996). Religion in the Modern World: From Cathedrals to Cults. Oxford, Oxford University Press. Bruce, S (2002). God is Dead. Oxford, Blackwell. Catholic Links (2015). Roman Catholic Universities, Available at: www.catholiclinks.org/uniextrjengland.htm. Retrieved 25.8.2015 Durkheim, E, (1961). The Elementary Forms of the Religious Life. New York, Collier Books Gerth, H, and Mills, C (eds) 1948. From Max Weber, Essays in Sociology. London, Routledge and Kegan Paul Haralambos, M, and Holborn, M (2004). Sociology, Themes and Perspectives. 6th. Edition. London , HarperCollins Jing, G (ed) 2013. Dawkins Defeated in Cambridge Union Religion Debate. In: The Cambridge Student, 1.2.2013. Available at https://www.tcs.cam.ac.uk/news/0024661-dawkins-defeated-in-cambridge-union-religion-debate.html. Retrieved 23.8.15 MacIver and Page (1961) The Mark of a Community is That Ones Life May be Lived Wholly Within It. In Worsley, P (ed) Modern Sociology: Introductory Readings. 2nd Edition, 1978:410-411. London, Penguin. Marsh, S (2014) Rise of the live-at-home student commuter in The Guardian, 26.8.2014. Available at https://www.theguardian.com/education/2014/aug/26/rise-live-at-home-student-commuter. Retrieved 30.8.2015 Office for National Statistics, 2013. What does the census tell us about religion in 2011? Available at https://www.ons.gov.uk/ons/infographics/what-does-the-census-tell-us-about-religion-in-2011-/index.html. Retrieved 25.8.2015 Parsons, T, (1964). Essays in Sociological Theory. New York, Free Press. Tonnies, F (1887) The Contrast between Gemeinschaft and Gesellschaft Trans. Worsley, P (ed), 1978. Modern Sociology, Introductory Readings. pp 409-410. 2nd edition. Harmondsworth, Penguin. Weller, P, Hooley, T, and Moore, N (2011). Religion and Belief in Higher Education: the experiences of staff and students.[pdf]. Equality Challenge Unit. Available at https://www.ecu.ac.uk/wp-content/uploads/external/religion-and-belief-staff-and-students-in-he-report.pdf. Retrieved 25.8.2015. Wilson, B, (1966). Religion in a Secular Society. London, C.A Watts. Worsley, P (1978) Modern Sociology: Introductory Readings. 2nd Edition. London, Penguin. YouGov (2011) Religion and Belief: Some surveys and statistics. British Humanist Association. Undated. Available at https://humanism.org.uk/campaigns/religion-and-belief-some-surveys-and-statistics/ Accessed 25.8.2015

From Valiancy to Vengeance in Shakespeare´s Othello

Hatred, in Shakespeare’s Othello, destroyed the lives of so many innocent people, creating an atmosphere of fear and mayhem. Jealousy turned into a deep hatred, and liberated the beast in man (Blooms major dramatists).This mayhem caused a substantial amount of destruction and led to the demise of many. Hatred in Othello starts with Brabantio, who claims Othello is a noble, respectable man. However, Brabantio hates dark skin and foreign roots, two attributes Othello possesses. Brabantio’s hatred for Othello grows when he marries his daughter, Desdemona, behind his back. Brabantio accuses Othello of witchcraft, which is clear when he argues â€Å"She is abused, stoln from me, and corrupted by spells and medicines bought of mountebanks†Ã¢â‚¬ ¦show more content†¦Iago’s jealousy and hatred prompt him to plot revenge, and dishonor Cassio. A cloud of hatred so thick settles into Iago’s mind, compromising any shred of humanity he has left. This is prov ed when Iago convinces Roderigo to try and assassinate Cassio, by telling him â€Å"none can be so determinate as the removing of Cassio† (4.2.227). Iago’s selfish, need-to-be-dominate nature also stems to his hatred of women. Iago shows no respect or morals toward women, and believes that they are simply just â€Å"property of men† (nikki-nikki87.blogspot.com). Iago proves his hated toward women when he states â€Å"Ere I would say I would drown myself for the love of a guinea hen; I would change my humanity with a baboon† (1.3.310). His hatred for women became indisputable when he killed his wife, Emilia, for the sake of trying to protect his harsh secrets from being released. Not only does Iago hate women, he hates any man who dare love a women himself. Similarly, Emilia has a hatred toward men, although it is not as obvious. She believes all men are pompous and self-absorbed. This becomes obvious when she says, â€Å"They are all but stomachs, and we all but food; / They eat us hungrily, and when they are full / They belch us† (3.4.104-106). It is argued that Emilia’s hatred toward men is derived from years of living with Iago, causing her to see all men as the same (Shakespeare’s Tragedies). One of the most important roles of hatred in Othello was that of

Reflections on AngloSaxon Life Essay Example For Students

Reflections on AngloSaxon Life Essay The Anglo-Saxons set the foundations on which the English nation developed. In spite of continual internal warfare, they built upon those foundations and developed a high degree of civilization. In Beowulf, Burton Raffel portrays many aspects of Anglo-Saxon lifestyle, especially the importance of weaponry, womens role in society, and the significance of Christianity. There was not a single object that mattered to Anglo-Saxons more than their weapons. The Anglo-Saxons delighted in beautiful weapons (Crossley-Holland 19). They associated usefulness with beauty. Anglo-Saxons decorated their swords with ornamental patterning. These warlike people considered the sword to be the king of weapons (Crossley-Holland 20). The gift of a sword was a symbol of the bond between a lord and his follower. Warriors remained prepared behind their high shield (Raffel 35). Shields were the most common forms of defense. They decorated the shields as well, which declared the wealth of its owner. It was an Anglo-Saxon warriors practice to be ready for battle incessantly. Women had a well-defined role in Anglo-Saxon society. A thanes wife had responsibilities that she fulfilled on a daily basis. Her primary chores consisted of looking after the family and supervising the household. Other duties included overseeing the brewing of ale, and managing the weaving and dyeing of clothing for her family. She had a public persona, such as when Welthow went from warrior to warrior, pouring a portion from the jeweled cup for each (Raffel 24). Presumably, a thanes wife was the mistress of ceremonies in the mead halls. Women also had their own rights that were quite independent of their husbands (Crossley-Holland 68). A woman had the right to own land, defend herself in court, to inherit money, and use it at her own discretion. The role of women in that time period was truly extraordinary. Christianity was also an aspect of Anglo-Saxon life along with the old pagan beliefs. Old English literature shows that the glories of Christ are great but fate is the strongest (Crossley-Holland 103). Fate was a key element in their day-to-day lives, but it gradually faded away as they learned about Christianity. Welthow thanked God for answering her prayers, thus demonstrating monotheism (Raffel 24). She believed in one supreme being, rather than in many gods, as the majority of the pagan Anglo-Saxons did. The epic Beowulf portrays Grendel as having been conceived by a pair of those monsters born of Cain (14). This biblical description reflects the assimilation of Christian themes. Christianity appealed to the Anglo-Saxons for one simple reason: it offered hope. Beowulf is the initial piece of literature that depicts a portion of English civilization. Anglo-Saxon culture is not much different from society today. Thanes were punished for being disloyal, just as there are consequences for breaking laws. They also had religion in their lives, which is even more apparent today. Their focus in life was to gain fame from their bravery, just as every young child today wants to be famous. The Anglo-Saxons laid foundations that have been built upon over time and are now edifices. Bibliography:Crossley-Holland, Kevin. Green Blades Rising. New York: The Seabury Press, 1975. Levick, Ben. The Religion of the Pagan Anglo-Saxons. Angelcynn: Anglo-Saxon Living History 400-900AD.25 August, 1997. 24 January, 2000. Raffel, Burton, trans. from Beowulf. Elements of Literature: Literature of Britain. Eds. Robert Anderson, et al. Austin: Holt, 1989. 14-37.

The Importance of Cleanliness Essay Example

The Importance of Cleanliness Paper IMPORTANCE OF CLEANLINESS It is important to maintain a standard of cleanliness in your room at all times. If you don’t keep your room up to standards then you are facing many possible problems. If you leave clothes that are to be worn the next day on the floor then you are getting them more dirty than they already were. This can cause you to get sick from the dead skin cells, dirt, grime, and other things that are on your floor. If the clothing worn is not often washed, and frequently aired, it becomes filthy with impurities which are thrown off from the body by sensible and insensible perspiration. And if the garments worn are not frequently cleansed from these impurities, the pores of the skin absorb again the waste matter thrown off. The impurities of the body, if not allowed to escape, are taken back into the blood, and forced upon the internal organs. This then can lead to fevers and then possibly into harmful diseases. If you don’t follow the standards then you have many negative aspects that can cause more problems in the future. Besides your clothing you should also always wash your hands every time you use the bathroom, before and after meals, and anytime they are dirty. We will write a custom essay sample on The Importance of Cleanliness specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Importance of Cleanliness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Importance of Cleanliness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This will help keep some diseases from your health because your hands are the dirtiest part of your body and if you put them on food that you put into your mouth you could get very sick. Another reason why it’s important to keep your room clean is if you have a dust allergy. Within your room dust mounts up incredibly quickly and that can leave an allergy sufferer in a lot of distress. So you need to clean to get rid of the dust. Another example could be if you didnt clean up your room and bits of food were left everywhere going moldy. It would attract pests into the room which could potentially give you health problems as pests usually are dirty and they can pass various things onto you. Seeing as germs and parasites like to hide in unclean places, cleanliness is very important. So, its important to stay moderately clean to avoid horrible germs, but its also important not to go overboard and scrub yourself to within an inch of your life because that would be just as bad as filth. Thankfully, an easy way of staying clean and healthy is still the simple routine of washing hands thoroughly with soap and water. If you don’t wash your sheets and blankets on a weekly basis you can also get sick, because they hold so much of you dead skin cells and any dirt from your body that rubs off. So keeping a good system of washing your clothes and sheets will help you stay healthy. Also if you keep your room up to standards then you are ensuring that you and any visitors you have stay healthy. So in conclusion it is very important to keep your room, clothes, bedding, and common areas clean so you and your guest don’t become ill.

Ban the Cancer Sticks essays

Ban the Cancer Sticks essays Cancer, emphysema, asthma... death. What are all of those tragic health conditions associated with? No, not merely old age or even sucking on the exhaust pipe of a Buick, though the latters not too far from the truth. The horrific reality is that everyday, everywhere in this country, people are lighting up cancer sticks. Cigarettes, as they are more generally called, are poisoning the nation with every wheeze-filled puff that anyone draws in and exhales. Smoking cigarettes is one of this nations worst evils, yet is more acceptable than many less hazardous substances that are considered illegal. Cigarettes should be banned entirely from the United States because they kill not only the populace that smokes them, but innocent bystanders as well, are more addictive than marijuana or painkillers, and are produced and distributed by an industry that gains profit from millions of their customers deaths. Second-hand smoke warnings swarm all aspects of the media in todays society, and with good reason. Anyone that believes they cannot be affected by smokers habits is tragically mistaken. So maybe a guy standing at a crosswalk doesnt mind the fact that hes poisoning himself, but the mother waiting behind him walking her eight-year-old son to school certainly does. They both are inhaling the toxins spewing from that Marlboro 100, and probably dont like it. Okay smoker, its alright to kill yourself, but not others. Also, anyone with asthma or emphysema can have their illnesses worsened; second-hand smoke is even more perilous to them. People on the street or in the same room may be able to walk away from the smoky clouds, but what about those that cant? Kids, infants, and even unborn children may be getting sick just from second-hand smoke in the next room, causing innumerable health risks. In fact, After the first month of life, infants of parents who smoke have hi...

Frida Kahlo's Artwork Essay Example | Topics and Well Written Essays - 1500 words

Frida Kahlo's Artwork - Essay Example The essay "Frida Kahlo's Artwork" analyzes the artwork of Frida Kahlo. Just as she was regaining her life, though, she was struck by a trolley car and again predicted never to walk again. Again, she defied the odds. Although she was able to overcome the largest of her handicaps, Kahlo suffered with pain from this accident throughout the rest of her life and had to have many surgeries that would confine her to bed or leave her buckled into a ceramic cast. Ever the one to overcome hardships, though, Kahlo turned to art as one of the few things she could do from her bed. Perhaps because of these difficult challenges she was constantly forced to overcome, Kahlo was quite willing to experiment with artistic forms. Her marriage to Diego Rivera, who felt her art was the best in Mexico, facilitated an easy acceptance of her brilliance within international artistic circles, but has only recently come to the attention of the greater general public. Comparing some of her self-portraits, such as â€Å"The Two Fridas† and â€Å"The Broken Column† illustrates some of the ways in which Kahlo broke out of the traditional forms. Frida Kahlo is different from any other painters. As she said, â€Å"I paint myself because I am so often alone and because I am the subject I know best,† by which she means any paintings that she made were part of her life.The imagery and style Kahlo developed through her work betrays a lifelong struggle to find balance, not only on the surface of her paintings, but within her own being as well.

The Reasons for the Civil War in China Between the KMT and CCP Essay

The Reasons for the Civil War in China Between the KMT and CCP (1945-49) and why the CCP Won - Essay Example Although the Communists got permission to be part of the KMT in small numbers, Chiang started a purge of communists since he abhorred the Soviet interfering in Chinese political affairs. This eventually led to the Chinese civil war (Eastman 11). Following the collapse of the Qing Dynasty in 1911, which was the final ruling Chinese dynasty, China fell into the control of a number of significant, as well as lesser warlords within the era of the Warlords. Therefore in order to trounce these warlords, who succeeded in seizing control of the greater part of Northern China, it was necessary for the anti-monarchist, together with the national unificationist Kuomintang party, along with Sun Yat-sen, who was its leader, to seek the assistance of foreign powers. The efforts of Sun Yat-sen in obtaining assistance from the Western democracies bore no fruits these led to him seeking help from the Soviet Union in 1921. In favour of political convenience, the Soviet leadership instigated a dual pol icy for supporting for both Sun, as well as the newly founded Communist Party of China that subsequently instituted the People's Republic of China. This resulted in the struggle for power within China between the KMT, along with the CPC (Eastman 25). ... in the reorganization, in addition to the consolidation of, the KMT alongside the Communist Party of Soviet Union, leading to the CPC uniting the KMT, thereby developing into the First United Front. This is the same year that saw Sun Yat-sen sending Chiang Kai-shek, who happened to be one of his lieutenants to Moscow for some months' military, as well as political study. By 1924, Chiang got promoted to head Whampoa Military Academy, then later rising to fame as Sun's successor, thereby heading the KMT. The Soviets offered the majority of the studying items, organization, in addition to the equipment comprising, of munitions for the academy. Apart from that, the Soviets also offered education in various methods for mass mobilization. This assisted Sun Yat-sen in raising a number of devoted troops, with the intention of defeating the warlords militarily. On the other hand, CPC members also got the opportunity of joining the academy with the majority of them becoming instructors. Howeve r, the communist members got the opportunity of uniting the KMT on the basis of an individual. At that time, the CPC was still exceedingly small, having only 300 members in 1922, and in 19925, only 1,500 members while the KMT had 50,000 members in 1923 (Eastman 54). The split of KMT and CPC In the beginning of 1927, there was rivalry between KMT and CPC leading to a split within the revolutionary positions. The CPC, along with left wing of KMTmade a decision of moving the KMT government’s seat to Wuhan from Guangzhou, where the influence of communist was strong. However, Chiang, together with Li Zongren, whose armies conquered warlord Sun Chuanfang, progressed eastward towards Jiangxi. As a result of the leftists rebuffing Chiang's demand, Chiang condemned the leftists for going against

Gummy Bear Lab Essay Example for Free

Gummy Bear Lab Essay Question- If the percent of the concentration of a solution varies, will the amount of water gained or lost vary in a linear fashion? Hypothesis- If the concentration of a solution varies, then the amount of water lost or gain will not vary in a linear fashion Prediction- I think that the amount of water lost will not vary in a linear fashion. I think the water will vary like one gummy bear would lose 4 grams while another would lose 6 grams while another would lose 3. 56 grams. Just numbers all over the place. Experiment- 1. Materials needed: a. 5 gummy bears b. 5 beakers c. A scale d. Distilled water e. Salt f. A cover for each beaker g. A paper to put on the scale h. Tweezers The independent variable is the salt in the water. The dependent variable is whether the amount of water lost or gained in the gummy bears varies in a linear fashion. The constants are the type of gummy bear used in this experiment, the type of salt, the type of beaker, the type of scale, the cover, amount of water, and the amount of time the gummy bears have. The control is the beaker without the salt in it; Beaker A. Safety procedures  include washing your hands before and after the experiment. Day 1: Get 5 beakers and 5 gummy bears. Put a paper on the scale and find the weight of the gummy bears. Then put the gummy bears in each beaker and label the beakers A-E. Put 100 ml of water in each beaker. Pick a solution you want each beaker to have. For this experiment the solutions were: Beaker A- 0%; Beaker B- 5%; Beaker C- 10%; Beaker D- 15%, and Beaker E- 20%. So to put the solutions into the beaker, first take salt and find the weight of it. It you want a 5% solution; the salt’s weight has to be 5 grams or close to 5 grams. Do the same for the other beakers. Of course, Beaker A will have no salt in it because it doesn’t have a solution with salt. Cover each beaker with the same kind of cover and wait for 24 hours to see what happens. Day 2: Take the beakers out of the place they were in. Spill all the liquid out of all the beakers. Make sure to identify which gummy bear is which. It is best to do this one at a time. Take the gummy bear out of the beaker with tweezers. Put a paper on the scale and weigh each gummy bear. Record the weight. When you are done weighing each, throw the gummy bears and all waste away and wash your hands. Analysis: Observations were that all the gummy bears lost their pale yellow color and turned into a clear color. Some gummy bears had salt sticking to it. Another gummy bear lost its shape completely and it looked like glob. Some gummy bears looked like it gained weight and some looked like it lost weight. Errors were that a little bit of salt was added into the control group; Beaker A. Results from Alexis’s group were that all the gummy bears gained weight and Justin told me that all his gummy bear’s also gained weight although I don’t know what their solution were for each beaker or the difference from the final weight to the initial weight. Their results didn’t vary in a linear fashion. Mathematical calculations were to subtract the final weight of the gummy bear with the initial weight of the gummy bear. Conclusion The results of the experiment were that the water lost or gained didn’t vary in a linear fashion. It went from one number to another. Even though the amount of solute varied in a linear fashion, the differences did not. They vary at a nonlinear rate. These results matched the hypothesis and proved it correct. Errors that happened in this experiment were that some salt was added to the control group; Beaker A. This could have affected the dependent variable by gummy bear losing a little bit of weight because of the salt. The results from the other groups were that their results didn’t vary in a linear fashion. This is consistent with my results because the difference in grams also didn’t vary in a linear fashion. This means that my lab was done correctly. Other experiments that can be done are by taking a jar and filling it with water. Then secure the paper towel on the jar with a rubber band. Make a water filled chamber to put food coloring drops it in and see what happens. The paper towel is the cell membrane and the food coloring is the water molecules crossing the cell membrane. Another experiment is by filling two beakers of water, making them  ¾ full and labeling them. Then add salt to one beaker and mix it into the water until no more salt can dissolve. Put a carrot, celery, and 3 raisins in each beaker and see what happens in 24 hours.

Philosophy of Education :: Philosophy of Education Teaching Essays

Philosophy of Education Educating children profoundly affects their lives and influences the life of anyone who comes into contact with those children. Education provides a foundation for a child to base the rest of his or her life on. Without a solid education, it becomes impossible for an individual to provide for themselves and their family. Also, well-educated people can make decisions that benefit both their own interests and the interests of society as a whole. In this paper, I will address my personal opinions and philosophy about education. First, I will address the nature of the student. Next, I will examine the nature of knowledge, followed by the purpose of public education, and method. Finally, my paper will conclude with a discussion of the curriculum areas that are most important in elementary school. Additionally, I will relate my views to pragmatism and progressivism, and to Plato?s teaching, three valuable theories regarding education. No two students are exactly alike. Nevertheless, they do share one fundamental characteristic -- every student has the ability to learn. The ancient Greek philosopher Plato believed that a student?s learning ability is determined entirely by genetics. According to Plato, people are either golds, silvers, or bronzes. The golds are the smartest and the bronzes are the slower learners. I don?t really agree with this philosophy. Yes, some children are naturally intelligent and others are not. But natural ability is not the only factor to consider. Students differ on their level of motivation regarding learning. Some students will settle for a ?C? while others push themselves to get an ?A.? Others are perfectly happy with failing grades. Motivation, or lack of it, can be blamed on one of two causes: environment and genetics. Some feel that a child?s desire to learn is most influenced by their home environment. Genes have also been blamed for a child?s longing to l earn. I feel that both factors play a role in how a child approaches education. In a home where education is strongly emphasized, a child is probably going to want to learn. However, this is not always true.

Outline and comment on the two schools Essay

â€Å"Outline and comment on the two schools of thought involved in the study of the nature-nurture debate in development. Explain, using examples, why this debate gives rise to so much controversy†.  The debate concerning the two schools of thought involved in the study of the â€Å"nature versus nurture† is one of the most controversial and long-lasting debates in psychology. Psychologists disagree whether a particular part of behaviour had taken place through genetic and heredity factors or through experience in their environment and learning. Psychologists are trying to answer, â€Å"What makes us who we are?† and consider two main influences. Firstly nature which is involved in genes and heredity, and their influences on our development, and secondly nurture which is involved in external influences on our development such as the environment and nurturing. Psychologists were divided into two schools of thought, firstly the nativists, who are concerned with the nature side of the debate. In 1943 Gesell argued that genes and chromosomes that are inherited are the main influence in child development (Hayes and Orrell 1996, pg 2). For example: Gesell found that the development of physical coordination in a baby seemed to follow an orderly sequence, beginning with its head, and gradually moved down the body. Gesell regarded these sequences of development as being fixed and genetically determined (Hayes N 1993, pg 31). See more: what is essay format Genes are lengths of DNA, which carry instructions that control everything that happens inside a cell. They are passed onto the next generation in order to avoid extinction. Each body cell contains two sets of 23 chromosomes and each chromosome contains up to 4000 genes. (Barber M et al 2000, pg 480). Every newborn baby has around 60,000 genes; they have two copies of each gene and inherit one set from the mother and one set from the father. (Barber M et al 2000,pg 504). We portray some of these genes in our similarities in appearance to our parents or other members of our immediate family, or when generations have been skipped. For example our eye and hair colour is similar or our height, build and weight is similar to our parents. Genes can be recessive or dominant. For example: The gene that gives the colour in brown eyes is a dominant gene and the blue gene that results in blue eyes is a recessive gene. A child will have brown eyes if one of its parents had brown eyes even if the other parent had blue eyes. That child will still have the blue-eyed gene and may pass it on to the next generation (Hayes and Orrell 1996, pg 5). Some diseases are inherited mainly because of faulty genes. For example: Huntingdon disease is caused by a faulty gene and causes premature degeneration of the brain (Barber M et al 2000,pg 504). Down’s syndrome is another example of a genetic disorder, which has resulted from the presence of an extra chromosome and causes physical and mental handicaps to different degrees of severity (Hayes and Orrell 1996, pg 4).  As well as inherited characteristics and features there is also evidence of inherited behaviour. This was shown in 1938 in Lorenz and Tinbergens 4 characteristics in animal behaviour: Stereotyped – this behaviour happens the same way every time.  Species specific – this behaviour is specific to a certain type of animal.  Isolation – this behaviour is the same as others of their species, even if they have been isolated.  No practice – this behaviour appears as a complete unit even if the animal has had no chance to practice it. (Hayes and Orrell 1996 pg 9 & Class notes)  Imprinting is a type of behaviour that can form rapid attachments and is also believed to be genetically influenced. For example: Ducklings had become imprinted on a human being. Lorenz found that ducklings would adopt him if he were the first moving thing they saw. He believed this would only take place in the critical period, up to 25 hours after hatching. This was questioned by, (W Slucking in 1964.) After his own study of the same experiment, he found the period was extended if the ducklings were isolated from one another, and hadn’t been able to imprint on each other (Hayes N 1993, pg 39). Behaviours we inherit don’t show up all at once. Certain forms of behaviour emerge when the individual is mature enough. This is known as maturation, for example, the physiological changes that take place in puberty (Hayes & Orrell 1996 pg 7). There are disagreements between the nativists and behaviourists about whether or not maturation is purely genetic. (Hayes N 1993, pg 32).  This brings the debate to the other side of the disagreement and behaviourists also known, as empiricists, believe nurture is the main influence in development. In 1913, J.B. Watson attempted to make psychology `Scientific`. Previously psychology had concentrated on the study of the mind, Watson argued that the mind was not suitable for valid scientific research, so instead he studied behaviour (Hayes N 1995, pg 3). Watson was a total empiricist believing the environment was the only important factor in an individual’s development. He considered that a child was born as tabula rasa – a blank slate, which experience would write upon to produce the person (Hayes & Orrell 1996, pg 2.

Hitlers Foreign Policy - 2683 Words

History – Hitler’s Foreign Policy The Revival of Germany January 1933 – Hitler becomes Chancellor Hitler’s Foreign Policy Aims 1. Destroy Treaty of Versailles (Versailles had limited Germany’s armed forces, taken away her colonies, forced Germany to give land to her neighbours which meant there were Germans under foreign rule) and impose German control in Europe. This involved rearmament the destruction of French alliance system. 2. Union of German-Speaking people → Hitler was an Austrian, he longed for Union 3. Getting â€Å"living Space† from â€Å"sub-human† Slavs USSR (according to Mein Kampf Hitler’s real enemy not the West) Poland. He argued Germans were the master race who needed living space as Germany was†¦show more content†¦Agreement: German limited to 35% of the tonnage of British fleet 100% submarines. Results: o British approval of Germany’s right to rearm (disapproval of Versailles) → France and Italy were angered o Stresa front broken Reoccupation of Rhineland 1936 While the League was busy dealing with the Ethiopian affair, German troops reoccupied Rhineland defying Locarno treaties treaty of Versailles Hitler tried to reassure France Belgium with offers to sign peace pacts Gamble: German army was still weak → Enemies could have easily defeated them Generals were nervous ready to withdraw at first sign of trouble Humiliating for Hitler and generals → coup d’etat Reaction: Britain France distracted by Ethiopia Britain: sympathetic (believed Germans were only moving back to their own back garden → appeasement, they were impressed by Hitler’s 25-year peace offer. France: Didn’t mobilise. France wasn’t willing to take action without British support. France was divided, there had been riots. The French as the British were ready to see how Hitler would behave in the future. Results: Hitler was encouraged to take further gambles → he underestimated allies Hitler was popular → almost impossible to move against him Secure strategic position in any future war against France→ Germany started building â€Å"Siegfried line†Show MoreRelatedEssay on Hitlers Foreign Policy3193 Words   |  13 Pages_THE PATH TO DESTRUCTION: HITLER S FOREIGN POLICY_ _ï ¿ ½_ _It is not truth that matters, but victory._ Adolf Hitler No one was aware at the time of the impending tragedy with an international system busy recovering from the previous war. A League of Nations established at the Treaty of Versailles was halfheartedly trying to keep international peace in tact. However, it failed to do so. Not only did the Treaty of Versailles leave countries in economic despair but it also brought resentment toRead MoreHitlers Foreign Policy and the Treaty of Versailles1052 Words   |  5 PagesHitler s Foreign Policy and the Treaty of Versailles Treaty of Versailles, signed with Germany in 1919 had one main purpose – to protect the planet from another world war. Germany, the country guilty for the World War One had to accept a number of unfavorable conditions: 1. Enormous reparations (6,6 billion pounds) were implied 2. The army was limited to 100  000 soldiers 3. Tanks, fleet and aircraft were banned However, the main ideas concerned the foreign policy: 1. PoznanRead MoreAssess How Hitlers Ideology Affected Nazi Foreign Policy Between 1933-391528 Words   |  7 Pagesas the catalyst for Hitler’s foreign policy. A.J.P. Taylor even goes on to argue that Hitler was not only continuing a policy of previous German governments but he also believes Hitler can not be directly implemented in the events which unleashed WW2. However, to attribute Hitler’s foreign policy purely to his opportunistic characteristics would be to ignore his personal motivations and both racist and expansionist ideology. This facile explanation also fails to look at Hitler’s intentions echoed fearlesslyRead MoreActors of Foreign Policy1857 Words   |  7 Pagesthan type of government, the situations at hand in every state, the foreign policies that each state considers and the political culture of a particular state, there is also one very important aspect of foreign policy ,the actors. Political leaders and especially the heads of states such as a President, Prime Minister or King/ queen are fundamental actors in foreign policy and their ideals also reflect on how their foreign policies are structured and implemented in their states. This is mainly becauseRead MoreThe Holocaust and Nazi Germany1477 Words   |  6 Pageslink can be made between Nazi racial ideologies and Hitler’s foreign policy. Firstly, Nazi ideologies were a fundamental facet to the Holocaust, as it included the philosophies of who constituted as a Jew, and the consequent treatment of those diagnosed as Jews. Secondly, Hitler’s foreign policies were another significant aspect of the holocaust, as it was a fundamental part in the construction of Hitler’s ultimate goal. Thirdly, the foreign policy and racial ideologies are revealed to be inextricablyRead MoreHitler Essay1204 Words   |  5 Pagesregards to Hitler’s foreign policy. In September 1938, during the Czechoslovakian crisis, the appeasers appeased to Hitler’s taking of the Sudetenland due to the threat of war. On October first 1938 in the Daily Herald Newspaper, the headline stated that Mr. Chamberlain declared that â€Å"It is peace for our timeâ₠¬ . Some people say that the appeasers, such as Neville Chamberlain, were the indirect cause of World War two. b) The main point that Mein Kampf reveals about Hitler’s foreign policy in the 1920’sRead MoreEssay On Hitlers Responsibility For War870 Words   |  4 Pagesproof of Hitler’s responsibility for War in Europe. It is true to say, with hindsight that the Memorandum was used at the Nuremberg trials to . It has, however, limited credibility as the minutes were drawn up many days after the event, therefore he was recalling from his memory, and not by his secretary directly at the meeting, as was usually done. On the other hand, it still give a rare glimpse into the order of procession for no minutes of this meeting were meant to be taken as Hitler’s closestRead MoreSignificance of the Nazi Soviet Non Aggression Pact1124 Words   |  5 Pagessignificant in regards to the outbreak of war in Europe in 1939, however there were several other factors that also led to the outbreak of WWII. These factors include; the allied policy of appeasement, the failure the Leag ue of Nations and Collective Security and the aggressive nature of Nazi and Italian foreign policy. The signing of the 1939 Nazi-Soviet Non-Aggression Pact was extremely significant in regards to the outbreak of war in Europe. Both Germany and Russia possessed considerable motivesRead MoreWorld War Two Was the Result of the Aggression and Ambition of Adolf Hitler and the Nazi Party991 Words   |  4 Pagesseizure of Power, Hitler gave his first speech on foreign policy. He admitted that Germany had reason to be dissatisfied with the Versailles Peace Treaty, but did not mention the Possibility of war. Hitler claimed that his government stood for stability and peace in Europe and he denied any territorial ambitions. As we all know this did not happen. It is essential in Nazi foreign policy not to lose sight in the key elements of Hitlers ideas, which were based on his belief ofRead MoreHitlers Domestic Policies and Their Popularity Essay953 Words   |  4 PagesHitlers Domestic Policies and Their Popularity Hitlers domestic policies enjoyed differing levels of support. Policies such as the economy and anti-semitism may have been popular and increased Nazi support. Alteratively, they may have been unpopular and repressive. When Hitler first came to power in 1933, the Nazi Party did not have majority support. Hitler aimed to strengthen their position further and increase support. When The Reichstag erupted into flames in