Love vs. Infatuation

Do you remember the first time you gave any serious thought to the meaning of love? As a youngster you may have carved entwined hearts on a tree or scrawled them on a notebook. For many of you, the words â€Å"I love you† flowed easily during high school dating experiences, but for others the sentiment was unspoken or virtually unknown. We can remember as teenagers talking about love with our peers and wondering how we would know when it happened. At times we felt certain that what we were feeling was love—only to decided, in light of the broken romance, that it was just â€Å"infatuation.† Occasional discussion with adults elicited a series of homilies about not letting the heart rule the head. A married cousin, perhaps speaking from experience, advised, â€Å"Never date anyone you wouldn’t consider marrying.† The point was clear: one might fall in love with someone with whom marriage was inappropriate. Parental words of wisdom ranged from â€Å"It’s as easy to fall in love with a rich person as a poor one† to â€Å"Don’t worry about it. When love hits, you’ll know it.† None of this advice seemed very helpful. Even so, we all knew that whatever love was, it was very serious (Hinkle, 2001). Popular songs, films, and novels were just as confusing. Literature classes exposed us to the peculiarities of love as experienced, for example, by Dante and Beatrice—the love that inspired Dante’s Divine Comedy. As a child, Dante saw Beatrice once and never recovered from the passion he felt. He married someone else and had seven children, but in his poems he mentions only Beatrice. II. Discussion A. What is love and infatuation? How does it differ from each other? Every individual desires to have his/her own partner in life; thus, desires to be loved and to loved. This is the reason why young people and older ones indulge in courtship to seek love and find a potential partner for marriage. This motivates everyone to watch romantic movies and read novels that show two people who are head-over-heels in love with each other. But are they really experiencing the true meaning of love or is it just an infatuation? Many young people thought that it is already love when the time they feel something for the opposite sex but most often, it is just an infatuation. So how can a person know that what he/she feels is love or just an infatuation? Love is basically giving your all in all unselfishly. The best description of love can be found in the Bible on 1st Corinthians 13: 4-8): â€Å"Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   is not rude, it is not self-seeking, it is not easily angered, it keeps no records of   Ã‚  Ã‚  Ã‚   wrongs. Love does not delight in evil but rejoices with the truth. It always   Ã‚  Ã‚  Ã‚  Ã‚   protects, always trusts, always hopes, always perseveres. Love never fails†¦Ã¢â‚¬  This would simply mean that love is not based on feelings but based on decision and commitment. Loving someone who has many flaws is a decision to make. Love is the all-purpose cure, covering all wrongs. It is worth searching for. It should be expressed openly. When you really love someone, you accept him for who he is regardless of his past. You do not only accept him because of his strengths and his personality but as a whole that includes his totality as a person.   Moreover, love is wondrous state, deep, tender and reassuring. Because of its intimate and personal nature it is regarded by some as an improper topic for experimental research (Harlow, 2003). On the other hand, infatuation is the opposite of love. The true concept of love is misinterpreted. This is usually happening to the young ones who are very emotional due to their being young. Young people are mostly motivated by emotions; thus, they make decisions very quickly without logic but by feelings alone. They thought that the excessive passion they feel for the opposite sex is already love but it is not and basically just an infatuation. Infatuation is an excessive passion for the other person. Its ground is how the person feels for the opposite sex basically does not involve logic, decision and commitment because when he discovers some flaws and weaknesses, he immediately get discourage for that person. That is why we sometimes hear the line â€Å"I am falling out of love† for those people who are just infatuated. III. Conclusion Infatuation can be viewed as a temporary, aroused sate that we cognitively labels as love. The strong affection of companionate love, which often emerges as a relationship matures, is enhanced by an equitable relationship and by intimate self-disclosure. True love sustains the marriage. No matter how life difficult is, the two people who are committed and bind with love can survive the storms of their relationship. Moreover, love is based on a decision and commitment. It accepts the flaws of other’s behalf. Love can cover multitudes of wrongs and easily forgives. In establishing a relationship, love is very important and significant because if there is no love, the relationship cannot continue. While infatuation is based on feelings; thus, it fluctuates when it sees mistakes and flaws. It does not endure hardships. You can love the person now and the next day, you may not feel loving him anymore; thus, the special feelings you have for your partner is just based on â€Å"emotions† which is usually called as â€Å"infatuation.† Young individuals must not rush in making decisions in getting married but must think million times. Therefore, infatuation is a counterfeit of love. Reference: Harlow, Harry (2003). â€Å"The nature of Love.† American Psychologist 13:673-685. Hinkle, Dennis E., & Sporakowski Michael J. (2001). Attitudes toward Love: A Reexamination.† Journal of Marriage and the Family 37: 764-767. Love. 1st Corinthians 13: 4-8. The Student Bible. New International Version.       Love vs. Infatuation Do you remember the first time you gave any serious thought to the meaning of love? As a youngster you may have carved entwined hearts on a tree or scrawled them on a notebook. For many of you, the words â€Å"I love you† flowed easily during high school dating experiences, but for others the sentiment was unspoken or virtually unknown. We can remember as teenagers talking about love with our peers and wondering how we would know when it happened. At times we felt certain that what we were feeling was love—only to decided, in light of the broken romance, that it was just â€Å"infatuation.† Occasional discussion with adults elicited a series of homilies about not letting the heart rule the head. A married cousin, perhaps speaking from experience, advised, â€Å"Never date anyone you wouldn’t consider marrying.† The point was clear: one might fall in love with someone with whom marriage was inappropriate. Parental words of wisdom ranged from â€Å"It’s as easy to fall in love with a rich person as a poor one† to â€Å"Don’t worry about it. When love hits, you’ll know it.† None of this advice seemed very helpful. Even so, we all knew that whatever love was, it was very serious (Hinkle, 2001). Popular songs, films, and novels were just as confusing. Literature classes exposed us to the peculiarities of love as experienced, for example, by Dante and Beatrice—the love that inspired Dante’s Divine Comedy. As a child, Dante saw Beatrice once and never recovered from the passion he felt. He married someone else and had seven children, but in his poems he mentions only Beatrice. II. Discussion A. What is love and infatuation? How does it differ from each other? Every individual desires to have his/her own partner in life; thus, desires to be loved and to loved. This is the reason why young people and older ones indulge in courtship to seek love and find a potential partner for marriage. This motivates everyone to watch romantic movies and read novels that show two people who are head-over-heels in love with each other. But are they really experiencing the true meaning of love or is it just an infatuation? Many young people thought that it is already love when the time they feel something for the opposite sex but most often, it is just an infatuation. So how can a person know that what he/she feels is love or just an infatuation? Love is basically giving your all in all unselfishly. The best description of love can be found in the Bible on 1st Corinthians 13: 4-8): â€Å"Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   is not rude, it is not self-seeking, it is not easily angered, it keeps no records of   Ã‚  Ã‚  Ã‚   wrongs. Love does not delight in evil but rejoices with the truth. It always   Ã‚  Ã‚  Ã‚  Ã‚   protects, always trusts, always hopes, always perseveres. Love never fails†¦Ã¢â‚¬  This would simply mean that love is not based on feelings but based on decision and commitment. Loving someone who has many flaws is a decision to make. Love is the all-purpose cure, covering all wrongs. It is worth searching for. It should be expressed openly. When you really love someone, you accept him for who he is regardless of his past. You do not only accept him because of his strengths and his personality but as a whole that includes his totality as a person.   Moreover, love is wondrous state, deep, tender and reassuring. Because of its intimate and personal nature it is regarded by some as an improper topic for experimental research (Harlow, 2003). On the other hand, infatuation is the opposite of love. The true concept of love is misinterpreted. This is usually happening to the young ones who are very emotional due to their being young. Young people are mostly motivated by emotions; thus, they make decisions very quickly without logic but by feelings alone. They thought that the excessive passion they feel for the opposite sex is already love but it is not and basically just an infatuation. Infatuation is an excessive passion for the other person. Its ground is how the person feels for the opposite sex basically does not involve logic, decision and commitment because when he discovers some flaws and weaknesses, he immediately get discourage for that person. That is why we sometimes hear the line â€Å"I am falling out of love† for those people who are just infatuated. III. Conclusion Infatuation can be viewed as a temporary, aroused sate that we cognitively labels as love. The strong affection of companionate love, which often emerges as a relationship matures, is enhanced by an equitable relationship and by intimate self-disclosure. True love sustains the marriage. No matter how life difficult is, the two people who are committed and bind with love can survive the storms of their relationship. Moreover, love is based on a decision and commitment. It accepts the flaws of other’s behalf. Love can cover multitudes of wrongs and easily forgives. In establishing a relationship, love is very important and significant because if there is no love, the relationship cannot continue. While infatuation is based on feelings; thus, it fluctuates when it sees mistakes and flaws. It does not endure hardships. You can love the person now and the next day, you may not feel loving him anymore; thus, the special feelings you have for your partner is just based on â€Å"emotions† which is usually called as â€Å"infatuation.† Young individuals must not rush in making decisions in getting married but must think million times. Therefore, infatuation is a counterfeit of love. Reference: Harlow, Harry (2003). â€Å"The nature of Love.† American Psychologist 13:673-685. Hinkle, Dennis E., & Sporakowski Michael J. (2001). Attitudes toward Love: A Reexamination.† Journal of Marriage and the Family 37: 764-767. Love. 1st Corinthians 13: 4-8. The Student Bible. New International Version.      

Barriers of Communication Essay

Everyone has experienced, at one time or another frustration of feeling misunderstood and being unable to make us understood by others. Communication should be simple but is often difficult because people tend to create barriers. Barriers often lead to your message becoming unclear and confusing to others. For communication to become more effective one has to overcoming these barriers to send a clear message. Cultural Differences can be a barrier to communication because of the variations between cultures and the different background, beliefs and opinions of others. Some people may think your being racist because of the way you speak to them and if you argue back to them about their opinions and beliefs, they may get offended. Cultural Differences can also be the way people dress, their religions, interests and the kind of food they may eat. Read more:  Identify different reasons why people communicate  essay Also certain hand gestures in America may have different meaning in other countries which could distort your message. A way to overcome this barrier is to respect other people’s opinions and beliefs and to educate yourself. Foreign languages are also barriers to communicate because you might attempt to speak to someone in English but the other person may speak Spanish. You wouldn’t be able to communicate with them due to the language you speak. A way to overcome this barrier would be attempting to use the other individual’s preferred spoken language to communicate or get an interpreter to help you. One barrier of communication can be the surroundings of which the communication is going to take place. The space of which the communication is being held is very important, as it is vital that all people communicating can see one another’s facial expressions. Since we spend more time hitting the letters on a keypad than actually participating in face-to-face communication it is important to try and overcome this barrier when possible. For example when you’re having a conversation with another via text messaging or emails it is very easy for the message to be misinterpreted because emotions are sometimes hardier to decipher. A lot of communication is based on body language when talking face to face. When we communicate things that we care about, we do so mainly using nonverbal signals. Wordless communication, or body language, includes facial expressions, body movement and gestures, eye contact, posture, and the tone of your voice. By texting and emailing this barrier is created and confusion can happen. So, if it is an important conversation or an important message to relay to another person it is best to talk to them face to face. This would lower ones chances of distorting the message or creating more problems because of a distorted message. Identify the barriers that you put up can help you overcome them and communicate better with others. Effective communication helps us better understand a person or situation and enables us to resolve differences. By learning these effective communication skills, you can better connect with your spouse, kids, friends, and coworkers. References MUSCARELLO, P. (2012). Breaking the Communication Barrier. Business Officer, 46(1), 11-13.

No Child Left Behind Act Of 2001 ( Nclb ) And It Mandates

Introduction What is No Child Left behind? This author discusses the No Child Left Behind Act of 2001(NCLB) and it mandates that every student in K-12 public schools will reach basic proficiency in math and reading by 2014. The goals of the accountability component of NCLB place emphasis on closing the achievement gap for all public school students, regardless of their socioeconomic status, ethnicity, or disabilities. The Federal Government mandates annual testing of all students in grades three through eight on challenging state standards for mathematics and reading (Beisser 2014). The author noted that the federal mandate didn’t intend on leaving any students behind, but after the law was passed it became evident that the United States has provided more, time, attention, resources and policies in the direction of students who scored below achievement level in reading and mathematics. How did the No Child Left Behind Act Neglect Gifted Students? There are several factors that can cause a lack of focus on gifted students. The author noted that in order to avoid governmental sanctions which could impact school funding and parental choices of schools. The NCLB act four pillars will result in stronger teacher accountability, more freedom for states and communities, proven educational methods, and more choices for parents. Stronger accountability Many educators feel that teachers aren’t trained to teach gifted students. Teaching accountability has teachers focus more onShow MoreRelatedEffectiveness Of The No Child Left Behind Act Of 2001 ( Nclb )1613 Words   |  7 PagesThis study will focus on the effectiveness of the No Child Left Behind Act of 2001 (NCLB). The NCLB Act of 2001 was a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) (www.newamerica.org). The Elementary and Secondary Education Act of 1965 was a Great Society program that allocated federal funds for education and looked to hold schools accountable (www2.ed.gov). The NCLB Act of 2001 was passed through Congress in 2001 with bipartisan support and greatly increased the FederalRead MoreThe No Child Left Behind Act1670 Words   |  7 PagesStudent Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of its passage, NCLB was the most dramaticRead MoreEducation Is A Central Need Of All People Around Over The World1543 Words   |  7 Pageswe will find some development projects. However, some of these succeed while others failed in achieving their goals. â€Å"The federal government instituted a number of other reforms, including a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), to little or no avail† (Ginsburg Jill, 2013). Furthermore, policymakers do not take a rest from struggles to develop the education system. They continue to argument and make main education reforms such as new acade mic standards, newRead MoreEducation Is A Central Need Of All People Around Over The World1543 Words   |  7 Pageswe will find some development projects. However, some of these succeed while others failed in achieving their goals. â€Å"The federal government instituted a number of other reforms, including a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), to little or no avail† (Ginsburg Jill, 2013). Furthermore, policymakers do not take a rest from struggles to develop the education system. They continue to argument and make main education reforms such as new academic standards, newRead MoreThe Effects Of Federal Mandates On Virginia2659 Words   |  11 PagesFederal Mandates on Virginia: Americans with Disabilities Act And the No Child Left Behind Act Because of the Supremacy Clause, when the National government makes a new law or mandate, states and local governments must comply Federal mandates are requirements that the national government imposes on state and local governments. Following these requirements are often a condition for the state or local governments to receive grants and financial support for various programs. Many of these mandates comeRead MoreNo Child Left Behind ( Nclb )761 Words   |  4 PagesNo Child Left Behind (NCLB); at the state level for example in Texas it is the Texas Essential Knowledge and Skills (TEKS). Due to poor school performance once again, the United States Educational Policy is in the midst of an education reform. No Child Left Behind (NCLB) is currently the educational policy in the United States. Prior to NCLB, the educational policies in effect were â€Å"A Nation at Risk, in 1987 America 2000, and a few years later with Goals 2000† (Eisner, 2001, p.21). No Child LeftRead MoreThe No Child Left Behind Act Of 20011403 Words   |  6 Pagesnumber of interesting topics in this Political Science 2 class session of the Fall 2016 semester. A few that stood out to me, personally, were the topics of laissez-faire economics, separate-but-equal issues, and the viewpoints of the No Child Left Behind Act of 2001. From the tenth edition of the course book We the People, Texas Ed. by Benjamin Ginsberg and Unit 2 of the lecture; a policy developed by the efforts of the late philosopher and economist, Adam Smith, laissez-faire economics essentiallyRead MoreLeft Behind Effects1578 Words   |  7 PagesImpact of No Child Left Behind The No Child Left Behind Act of 2001 was â€Å"a United States Act of Congress that reauthorized the Elementary and Secondary Education Act. This act was created to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.† NCLB â€Å"is a federal law that mandates a number of programs aimed at improving U.S. education in elementary, middle, and high schools by increasing accountability standards† (White). This act was an act that mostlyRead MoreThe Nclb Act Is The Largest Intervention By The Federal Government1366 Words   |  6 PagesThe NCLB Act has become the largest intervention by the federal government. This act promises to improve student learning and to close the achievement gap between the white students and students of color. The law is aimed at having standardized test to measure student performance and quality of teacher. The Standardized exams are fully focused on reading and mathematics. This law characteriz es an unequalled extension of the federal role into the realm of local educational accountability. High schoolRead MoreThe Elementary And Secondary Education Act And The No Child Left Behind Act1335 Words   |  6 PagesThe Every Student Succeeds Act (ESSA) was enacted into law on December 10, 2015 by former President Barack Obama. This law replaced the No Child Left Behind Act of 2001 that President George W. Bush passed into law during his presidency. The No Child Left Behind Act (NCLB) replaced the Elementary and Secondary Education Act of 1965 which was passed by Lyndon Johnson. The ESSA â€Å"reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s national education law and longstanding

Gunpowder Facts, History and Description

Gunpowder or black powder is of great historical importance in chemistry. Although it can explode, its principal use is as a propellant. Gunpowder was invented by Chinese alchemists in the 9th century. Originally, it was made by mixing elemental sulfur, charcoal, and saltpeter (potassium nitrate). The charcoal traditionally came from the willow tree, but grapevine, hazel, elder, laurel, and pine cones have all been used. Charcoal is not the only fuel that can be used. Sugar is used instead in many pyrotechnic applications. When the ingredients were carefully ground together, the end result was a powder that was called serpentine. The ingredients tended to require remixing prior to use, so making gunpowder was very dangerous. People who made gunpowder would sometimes add water, wine, or another liquid to reduce this hazard since a single spark could result in a smoky fire. Once the serpentine was mixed with a liquid, it could be pushed through a screen to make small pellets, which were then allowed to dry. How Gunpowder Works To summarize, black powder consists of a fuel (charcoal or sugar) and an oxidizer (saltpeter or niter), and sulfur, to allow for a stable reaction. The carbon from the charcoal plus oxygen forms carbon dioxide and energy. The reaction would be slow, like a wood fire, except for the oxidizing agent. Carbon in a fire must draw oxygen from the air. Saltpeter provides extra oxygen. Potassium nitrate, sulfur, and carbon react together to form nitrogen and carbon dioxide gases and potassium sulfide. The expanding gases, nitrogen and carbon dioxide, provide the propelling action. Gunpowder tends to produce a lot of smoke, which can impair vision on a battlefield or reduce the visibility of fireworks. Changing the ratio of the ingredients affects the rate at which the gunpowder burns and the amount of smoke that is produced. Difference Between Gunpowder and Black Powder While black powder and traditional gunpowder may both be used in firearms, the term black powder was introduced in the late 19th century in the United States to distinguish newer formulations from traditional gunpowder. Black powder produces less smoke than the original gunpowder formula. Its worth noting early black powder was actually off-white or tan in color, not black! Charcoal Versus Carbon in Gunpowder Pure amorphous carbon is not used in black powder. Charcoal, while it contains carbon, also contains cellulose from incomplete combustion of wood. This gives charcoal a relatively low ignition temperature. Black powder made from pure carbon would barely burn. Gunpowder Composition There is no single recipe for gunpowder. This is because varying the ratio of the ingredients produces different effects. Powder used in firearms needs to burn at a fast rate to quickly accelerate a projectile. A formulation used as a rocket propellant, on the other hand, needs to burn more slowly because it accelerates a body over a long period of time. Cannon, like rockets, use a powder with a slower burn rate. In 1879, the French prepared gunpowder using 75% saltpeter, 12.5% sulfur, and 12.5% charcoal. The same year, the English used gunpowder made from 75% saltpeter, 15% charcoal, and 10% sulfur. One rocket formula consisted of 62.4% saltpeter, 23.2% charcoal, and 14.4% sulfur. Gunpowder Invention Historians believe gunpowder originated in China. Originally, it was used as an incendiary. Later, it found use as a propellant and explosive. It remains unclear when, exactly, gunpowder made its way to Europe. Basically, this is because records describing the use of gunpowder are difficult to interpret. A weapon that produced smoke might have used gunpowder or could have used some other formulation. The formulas that came into use in Europe closely matched those used in China, suggesting the technology was introduced after it had already been developed. Sources Agrawal, Jai Prakash (2010). High Energy Materials: Propellants, Explosives and Pyrotechnics. Wiley-VCH.Andrade, Tonio (2016). The Gunpowder Age: China, Military Innovation, and the Rise of the West in World History. Princeton University Press. ISBN 978-0-691-13597-7.Ashford, Bob (2016). A New Interpretation of the Historical Data on the Gunpowder Industry in Devon and Cornwall.  J. Trevithick Soc.  43: 65–73.Partington, J.R. (1999). A History of Greek Fire and Gunpowder. Baltimore: Johns Hopkins University Press. ISBN 978-0-8018-5954-0.Urbanski, Tadeusz (1967),  Chemistry and Technology of Explosives,  III. New York: Pergamon Press.

Personal Narrative My Life Of Lean - 1087 Words

Stephen Sanders Dr. Jahan Muhammad AMS 394 Lean Manufacturing My Life of Lean I come from a long line of craftsman’s and only being 31 years of age, I have been really fortunate to stay working and not just working with one job either. Various trades, customizing, production, back braking, you name it I have done. My name is Stephen Sanders II and at 16 years old I practically begged my father to show me the ways of building a custom set of stairs, trim, put crown molding up and base down. Needless to say that my father owned his own custom trim carpentry business. My father had and still has a reputation producing high quality, forever lasting works-of-art. No house was the same but the guarantee was. Now I was part of the pack. Learning the in’s and out’s to carpentry is very valuable and my father would pick up different jobs when he wasn’t covered up with trim work. The jobs would range from weed eating the yard to complete ground-breaking--start to finish on residential and commercial buildings. Learning the necessary carpentry skills comes with its ups and downs. Usually at the beginning of every year through fall. Construction would stay afloat and we usually were covered up with work. When old man winter came, work slowed, sometimes completely come to a stop. Having 5-6 years of training under my belt and now at the ripe age of 23, I know that I couldn’t keep working this way. I couldn’t spread my wings and fly. I wanted a place of my own. I wanted my ownShow MoreRelatedThe Movie Bruce Almighty 906 Words   |  4 Pages† From a personal point of view, the characters are symbolic and bear theological significance. The movie is didactic in quality and carries some tinge of comedy with apparent glimpses of domestic and familial environment. It reflects personality and character issues and parallels historic and biblical narratives that point toward a theological understanding of who the characters are and, why they exist. The scenes chiefly lean toward the auteur’s understanding of a character’s personal ideals andRead MoreThe Path to Aboliton 1312 Words   |  5 PagesAmericans striving to influence the participation of the abolition movement. One of the many strategies used by American abolitionists was the use of slave narratives. This moral persuasion was a very useful tactic. The creation of these narratives helped white northerners identify with the mindset of an African American slave in the south. The narratives illustrated the experiences slaves overcame to find freedom. Another major strategy that was useful to the slavery movement was the involvement of womenRead MoreA Narrative Of The Captivity And Restoration999 Words   |  4 Pagesresembles their own real life situations and try to carry on similar as they did. This is called typology and is reoccurring theme in the narrative, â€Å"A Narrative of the Captivity and Restoration,† written by Mary Rowlandson. Rowlandson was taken captive by Indians in 1675, she documented those eleven weeks in this narrative (Rowlandson ,256). It is a tragic tale that starts with seeing her family and friends drowning in their own blood, all the while seeing her old life go up in smoke. Mary is aRead MoreEssay on Louis de Bernie ress Captain Corelli’s Mandolin1053 Words   |  5 Pagesof war so powerfully in his book. These techniques are the powerful narrative, strong pictorial language, and black humour. Above all, the message is conveyed in the narrative, especially when Louis De Bernieres graphically describes the war’s impact on the soldiers who are fighting for their country. At first, the soldiers are united in their fight against the enemy â€Å"you are all young and strong, overflowing with life, and you are all in this shit together† – page 38. The mood at the beginningRead MoreBiblical Discourse : The Peaceable Kingdom By Stanley Hauerwas936 Words   |  4 Pagesthe fragments that remain, that nothing be lost (Bible Hub).† It was Jesus’ desire that the fragments of the meal be collected and not wasted. Jesus wants the same for his children in all areas of life, especially in the area of ethics. He wants nothing squandered or lost, but that the pieces of life be gathered and held together revealing a picture of Jesus holding the world in His hands. This week’s assignment is to write a review of the ideas discussed and inferences drawn by the author in ChaptersRead More Personal Narrative- A Lesson in Culture Shock Essay1081 Words   |  5 PagesPersonal Narrative- A Lesson in Culture Shock â€Å" You want to be the same as American girls on the outside.† (Tan, Amy) Like Tan in her narrative â€Å"Fish Cheeks†, everyone has had a time in their lives when they wanted to fit in at school or home. Sometimes it is hard to try to blend into the surroundings. Moving from Boston to Tallahassee has taught me a lot about such things like honor, pride, and self-reliance. Such is related to us in Wilfred Owens’s â€Å"Dulce et Decorum est† which is about his experienceRead MoreMy Life Seven Years Backwards919 Words   |  4 PagesRewind my life seven years backwards. I was the youngest member in my department at work. A number of us were not happy with the way things were being handled with the union that I was a member. I honestly can not remember the actual reason that we were unhappy about. I just remember that we were attending meetings that the union holds to show that we were unhappy. Looking back, I was suckered into being the departments à ¢â‚¬Å"mole† into the inner workings of this union. That was just a start, andRead MoreThe Things They Carried By Jonathan Culler1683 Words   |  7 Pageswartime events are often altered to convey the emotional significance they possess. It is through these two works, Culler’s analysis of performative language and O’Brien’s notion of story truth, that the necessity of fictionalization to convey a personal truth to its fullest extent and effect is revealed. For Culler, performative language is the metaphysical pathway for expression. When analyzing the key differences between constative and performative language, Culler explains that â€Å"[c]onstativeRead MoreMalcolm C. Macpherson s World War I And World Heavyweight Championship1253 Words   |  6 Pagesenvironments to develop more accurate descriptions of history. At one point he moved to tree house in Kenya to get a better understanding of the Nazis impact on the region. Along with this he tried to write about a variety of topics such as a real life man in colorado who adopts an elephant, he also wrote an article for Time Iraq. His variety of writing experiences helped him establish a stronger sense of foreign affairs. Scientific research essentially works on competition. This is because competitionRead MoreFirstly, Antidiva Is An Autobiography, By Carole Pope1406 Words   |  6 Pagesbiography and an autobiography is that, in an autobiography, the author is telling a story about themselves, their own life. As opposed to a biography, where someone write an account of another’s life. Being aware this book is an autobiography is incredibly important if you consider the concepts of â€Å"truth† and reliable narrators. Antidiva is Pope’s account, memories, and research of her own life as she sees it and sees fit to tell (or is allowed to tell). Censorship, rights, lack of knowledge or simply not

King Midas vs. Medusa Essay Example For Students

King Midas vs. Medusa Essay The Battle of the MythsAt first glance all myths might dish out fair punishment to everyone, but whenyou take a closer look at some of the myths you see that some of the gods are sexist. When King Midas offended Apollo the god made it so that everything he touched turnedto gold, but in the end he was forgiven. Medusa was changed from a beautiful youwomen to a hideous one that turned people to stone just by looking at them all becauseshe offended Athena. When comparing these two myths we see the obvious sexisttreatments showed toward Medusa. In the myths, women were treated unjustly, but menlike Midas were forgiven for their wrongdoings. King Midas offend Apollo and then the god made him pay. At first, King Midasthought it as a gift when he found out that everything he touched turned to gold. ThenKing Midas begged for forgiveness and Apollo forgave King Midas him donkey ears. Then when his hairdresser told everyone he had donkey ears King Midas showed mercyApollo forgave him for a second time. Apollo forgave King Midas twice, but Medusawould not be so lucky. When Athena turned Medusa into a horrid beast, she did not forgive her. Medusaoffended Athena by being with Poseidon in her temple and she was turned into creaturethat turns people into stone, which shows how Medusa never received any forgivenessfrom Athena. Then since gods decide fate they had Theseus kill her. Then by having herhead roll along the bottom off the ocean for eternity, which does not show anyforgiveness but more punishment? Medusa was shown no forgiveness for her small deed,and the punishment is no only worse but it is also sexist, which can be seen when they arecompared. Sexism an idea not usually put together with myths is very evident whencomparing King Midas to Medusa. King Midas and Medusa both committed minorcrimes, but Medusa received a much harsher punishment. In the story of King Midas, hewas forgiven not once but twice while Medusa was not forgiven at all. This is a blatantshow of sexism by the gods to Medusa, the women. Unfair treatment toward women isobvious when looking at these stories, but when comparing it to now it has not changedmuch. Since myths help explain what goes on it can be seen that even in ancient timeswomen were treated unjustly. In todays world it is hard to get a fair shot at a job oranything because of the sexist world we liven. These stories display poor values, whichare handed down when they are read to young people. The stories make women seem haslesser people, who deserved to be punished more severely, which is no true. It isimportant to remember that when reading these two stories that even though gods backthen treated women unjustly does not give you the right to now.

The Last King of Scotland Essays - Films, The Last King Of Scotland

The Last King of Scotland We have watched the movie T he Last King of Scotland , which I am now going to analyze . I will focus on the directors' work of light-composition, the use of perspective and the way the music is chosen to cooperate with the tones of the scenes. The Last King of Scotland , directed by Kevin Macdonald, is an action filled movie about the corresponding relationship between Idi Amin, the Ugandan dictator, and Nicholas Garrigan, a Scottish doctor. The whole story begins with Garrigan as he moves to Uganda as a result of him starting to work for a missionary clinic. After a while, Garrigan and Amin run into each other's and begin to develop a relationship. As time goes by, the ir liaison begins to form into a friendship and Amin start to heavily trust on Garrigan. After many conversations and discussions about the state issues, Garrigan begins to see that Amin's government is the true definition to "political corruption". Even though Amin always manage to put forth hi s most charming sides, Garrigan in the course of time finally see through his artifice and get to see the ruthless dictator that Amin really is. As a consequence , Garrigan start s to interweave in the politics of Ugan da. Furthermore , the movie also leads us through Garraigan's romances with Sara Me rit and Kay Amin. The Last King of Scotland was an intense movie to watch witch many moments that made my heart wrench a bit. The movie was made with scenes that used amazing film techniques to draw the attention of the viewer. The techniques were so good that you as a viewer, felt that you were in Uganda and dealt with the same problems as Dr. Garrigan. However, in this movie , darkness is widespread and the faces in dialogues are often wrapped in shadow . As a result of many scenes being dominated by darkness, the music plays an important role in the way the viewer perceives the tone of the scene. The most commonly music is in the genre African popular music, though in this genre, different type of tones. As an example of this, when the music plays an important role, is in the end of the movie in the scene when Garrigan is fleeing Uganda. Because in the moment we see Garrigan escape Uganda we are also being informed that Amin have been deposed as president. At this moment, in this scene , the director w ants the audience to experience relief. He succeeds very well by letting an ataractic guitar playing ove r the scenes of dancing people i n the streets. Another example i s in those scenes when Garrigan is troubled and when the audience are to feel distr essin g , the tones in the music are instead sharp. In this way, the tones of the scenes are enhan ced by the music. This is one of those as aforementioned really good techniques Macdonald is using. Furthermore, a n important message in the movie I would say , is the development of political corruption I Uganda during the time Amin ruled . The director uses several really good techniques in the matter of relaying this message of the movie. The use of perspective is probably the most apparent technique to achieve this. By letting the audience follow the observant Garrigan allows us to become aware of the corruption in Uganda in the same moment as Garrigan himself. The surreptitious corruption in Uganda is therefore revealed through the method of perspective. Another technique that contributes to relay the central message of the film is the portrait of Amin. Amin is a happy and friendly person when he speaks to his people, but unofficially, he is a brutal man. This reflects the dishonesty inside the state as it the individuals living in Uganda are totally oblivious to. Furthermore, the director also uses the "lightn ing t echnique" as mentioned before, to communicate the message s to the viewers. He does this by darken the conversations that are , as to say "forbidden". This technique makes the contrast between the official outer and truth very clear. Moreover, the