Find the Right Word for the Job

Find the Right Word for the Job Find the Right Word for the Job Find the Right Word for the Job By Mark Nichol One of the most effective ways to achieve a rich, expressive writing style is to strive to find the ideal words to express yourself. For example, whether you’re writing a report or a novel, always review your writing to make certain you are using vivid descriptions. Nouns Let’s say you want to describe a box. Before you even get to piling adjectives on top of it, tell your reader what type of box it is: Is it a locker, or a locket? Is it a chest, a trunk, or a crate? Does it resemble a jewelry box, a tinderbox, or a snuffbox? (If a character in a story is secreting love letters or other objects he or she wishes to suppress, the box in question could be metaphorically referred to as a coffin.) Adjectives Plenty of handy words exist for helping readers picture something. There are terms for size, shape, mass, color, and other qualities, including how an object affects the five senses. But there are adjectives, and then there are adjectives. Which word conjures a more arresting image: Bad, or malevolent? Big, or monolithic? Black, or a synonym like ebony, obsidian, or sable that also provides a textural clue? Verbs You’re describing someone walking. But there’s more than one way to walk. Is the person ambling, or scrambling? Strolling, or strutting? Mincing, or meandering? Precise verbs can convey a lot of information, signal your tone (serious or whimsical), and help readers visualize action. Adverbs How does something occur? With the right verb, adverbs are less important or even unnecessary (just as an ideal noun can diminish the need for an adjective), but they can come in handy. Is something said mirthfully, or morosely? Confidently, or confidentially? Rightfully, or righteously (or self-righteously)? Illustrative adverbs help verbs just as coordinated colors please the eye. Collecting Words How do you find just the right word for the job? A thesaurus (one type of -saurus that will never go extinct) is a handy tool for enriching written language, but the most effective strategy is to read good books and articles (online or in print). Amassing one’s word-hoard (a magnificent compound stemming from the Old English term wordhord) is best accomplished organically by osmosis. Read so that you can write writing others will read. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:70 Idioms with Heart36 Poetry Terms5 Keys to Better Sentence Flow

Pros and Cons of the Death Penalty

Pros and Cons of the Death Penalty The death penalty, also known as capital punishment, is the lawful imposition of death as punishment for a crime. In 2004 four (China, Iran, Vietnam, and the US) accounted for 97 percent of all global executions. On average, every 9-10 days a government in the United States executes a prisoner. It is the Eighth Amendment, the constitutional clause that prohibits cruel and unusual punishment, that is at the center of the debate about capital punishment in America. Although most Americans support capital punishment under some circumstances, according to Gallup support for capital punishment has dropped dramatically from a high of 80 percent in 1994 to about 60 percent today. Facts and Figures Red state executions per million population are an order of magnitude greater than blue state executions (46.4 v 4.5). Blacks are executed at a rate significantly disproportionate to their share of the overall population. Based on 2000 data, Texas ranked 13th in the country in violent crime and 17th in murders per 100,000 citizens. However, Texas leads the nation in death penalty convictions and executions. Since the 1976 Supreme Court decision that reinstated the death penalty in the United States, the governments of the United States had executed 1,136, as of December 2008. The 1,000th execution, North Carolinas Kenneth Boyd, occurred in December 2005. There were 42 executions in 2007. Death Row More than 3,300 prisoners were serving death-row sentences in the US in December 2008. Nationwide, juries are delivering fewer death sentences: since the late 1990s, they have dropped 50 percent. The violent crime rate has also dropped dramatically since the mid-90s, reaching the lowest level ever recorded in 2005. Latest Developments In 2007, the Death Penalty Information Center released a report, â€Å"A Crisis of Confidence: Americans’ Doubts About the Death Penalty.† The Supreme Court has ruled that the death penalty should reflect the conscience of the community, and that its application should be measured against societys evolving standards of decency. This latest report suggests that 60 percent of Americans do not believe that the death penalty is a deterrent to murder. Moreover, almost 40 percent believe that their moral beliefs would disqualify them from serving on a capital case. And when asked whether they prefer the death penalty or life in prison without parole as punishment for murder, the respondents were split: 47 percent death penalty, 43 percent prison, 10 percent unsure. Interestingly, 75 percent believe that a higher degree of proof is required in a capital case than in a prison as punishment case. (poll margin of error /- ~3%) In addition, since 1973 more than 120 people have had their death row convictions overturned. DNA testing has resulted in 200 non-capital cases to be overturned since 1989. Mistakes like these shake public confidence in the capital punishment system. Perhaps it is not surprising, then, that almost 60 percent of those polled- including almost 60 percent of the southerners- in this study believe that the United States should impose a moratorium on the death penalty. An ad hoc moratorium is almost in place. After the 1,000th execution in December 2005, there were almost no executions in 2006 or the first five months of 2007. History Executions as a form of punishment date to at least the 18th century BC. In America, Captain George Kendall was executed in 1608 in the Jamestown Colony of Virginia; he was accused of being a spy for Spain. In 1612, Virginia death penalty violations included what modern citizens would consider minor violations: stealing grapes, killing chickens and trading with Indians. In the 1800s, abolitionists took up the cause of capital punishment, relying in part on Cesare Beccarias 1767 essay, On Crimes and Punishment. From the 1920s-1940s, criminologists argued that the death penalty was a necessary and preventative social measure. The 1930s, also marked by the Depression, saw more executions than any other decade in our history. From the 1950s-1960s, public sentiment turned against capital punishment, and the number executed plummeted. In 1958, the Supreme Court ruled in Trop v. Dulles that the Eighth Amendment contained an evolving standard of decency that marked the progress of a maturing society. And according to Gallup, public support reached an all-time low of 42 percent in 1966. Two 1968 cases caused the nation to rethink its capital punishment law. In U.S. v. Jackson, the Supreme Court ruled that requiring that the death penalty be imposed only upon recommendation of a jury was unconstitutional because it encouraged defendants to plead guilty to avoid trial. In Witherspoon v. Illinois, the Court ruled on juror selection; having a reservation was insufficient cause for dismissal in a capital case. In June 1972, the Supreme Court (5-4) effectively voided death penalty statutes in 40 states and commuted the sentences of 629 death row inmates. In Furman v. Georgia, the Supreme Court ruled that capital punishment with sentencing discretion was cruel and unusual and thus violated the Eighth Amendment of the U.S. Constitution. In 1976, the Court ruled that capital punishment itself was constitutional while holding that new death penalty laws in Florida, Georgia and Texas- which included sentencing guidelines, bifurcated trials, and automatic appellate review- were constitutional. A ten-year moratorium on executions that had begun with the Jackson and Witherspoon ended on 17 January 1977 with the execution of Gary Gilmore by firing squad in Utah. Deterrence There are two common arguments in support of capital punishment: that of deterrence and that of retribution. According to Gallup, most Americans believe that the death penalty is a deterrent to homicide, which helps them justify their support for capital punishment. Other Gallup research suggests that most Americans would not support capital punishment if it did not deter murder. Does capital punishment deter violent crimes? In other words, will a potential murderer consider the possibility that they might be convicted and face the death penalty before committing murder? The answer appears to be no. Social scientists have mined empirical data searching for the definitive answer on deterrence since the early 20th century. And most deterrence research has found that the death penalty has virtually the same effect as long imprisonment on homicide rates. Studies suggesting otherwise (notably, writings of Isaac Ehrlich from the 1970s) have been, in general, criticized for methodological errors. Ehrlichs work was also criticized by the National Academy of Sciences - but it is still cited as a rationale for deterrence. A 1995 survey of police chiefs and country sheriffs found that most ranked the death penalty last in a list of six options that might deter violent crime. Their top two picks? Reducing drug abuse and fostering an economy that provides more jobs. Data on murder rates  seem to discredit the deterrence theory as well. The region of the county with the greatest number of executions- the South- is the region with the largest murder rates. For 2007, the average murder rate in states with the death penalty was 5.5; the average murder rate of the 14 states without the death penalty was 3.1. Thus deterrence, which is offered as a reason to support capital punishment (pro), doesnt wash. Retribution In Gregg v Georgia, the Supreme Court wrote that [t]he instinct for retribution is part of the nature of man... The theory of retribution rests, in part, on the Old Testament and its call for an eye for an eye. Proponents of retribution argue that the punishment must fit the crime. According to The New American: Punishment- sometimes called retribution- is the main reason for imposing the death penalty. Opponents of retribution theory believe in the sanctity of life and often argue that it is just as wrong for society to kill as it is for an individual to kill. Others argue that what drives American support for capital punishment is the impermanent emotion of outrage. Certainly, emotion not reason seems to be the key behind support for capital punishment. Costs Some supporters of the death penalty also contend it is less expensive than a life sentence. Nevertheless, at least 47 states do have life sentences without the possibility of parole. Of those, at least 18 have no possibility of parole. And according to the ACLU: The most comprehensive death penalty study in the country found that the death penalty costs North Carolina $2.16 million more per execution than a non-death penalty murder case with a sentence of life imprisonment (Duke University, May 1993). In its review of death penalty expenses, the State of Kansas concluded that capital cases are 70% more expensive than comparable non-death penalty cases. Conclusion More than 1000 religious leaders  have written an open letter to America and its leaders: We join with many Americans in questioning the need for the death penalty in our modern society and in challenging the effectiveness of this punishment, which has consistently been shown to be ineffective, unfair, and inaccurate...With the prosecution of even a single capital case costing millions of dollars, the cost of executing 1,000 people has easily risen to billions of dollars. In light of the serious economic challenges that our country faces today, the valuable resources that are expended to carry out death sentences would be better spent investing in programs that work to prevent crime, such as improving education, providing services to those with mental illness, and putting more law enforcement officers on our streets. We should make sure that money is spent to improve life, not destroy it...As people of faith, we take this opportunity to reaffirm our opposition to the death penalty and to express our belief in the sacredness of human life and in the human capacity for chan ge. In 2005, Congress considered the Streamlined Procedures Act (SPA), which would have amended the Anti-Terrorism and Effective Death Penalty Act (AEDPA). AEDPA placed restrictions on the power of federal courts to grant writs of habeas corpus to state prisoners. The SPA would have imposed additional limits on the ability of state inmates to challenge the constitutionality of their imprisonment through habeas corpus.

Banking Regulation and Risks Coursework Example | Topics and Well Written Essays - 1500 words

Banking Regulation and Risks - Coursework Example The banks are now on a constant quest to out-wind the effects of the global financial crisis and encounter a new business era. The change in the regulatory framework of banks has been observed globally. The practices of the banks of increased regulatory requirement have are hindered the banks from progressing (Ernst & Young, 2011). Hence, this report aims to highlight the effect of the global financial crisis on the regulatory framework of the banks. It will signify the need for the banks to alter the global banking landscape. This has become mandatory so that the system can run smoothly and performance can be optimized while developing capability to sustain any such economic shocks in future. SECURITIZATION The financial engineering based process of pooling certain types of assets so that they can be converted into interest bearing securities is called securitization. The asset in turn derives interest and principal payment for the individual who has purchased the securities (Jobst, 2006). This concept began in 1970’s in the US. The agencies which were backed by the US government pooled the home mortgages. By the 1980’s other assets which were primarily important for pooling were gathered and since then the market of securitization grew dramatically (Jobst, 2006). There was incremental growth in the residential mortgage funding through residential based mortgage securities (RMBS) in UK moved to ?257 billion from ?13billion (Wainwright, 2010). Following trend was observed across the years: (Wainwright, 2010) With the global financial crisis the stability of this concept was also widely impacted. This impact originated from the credibility of securitization conducted for the sub-prime mortgage loans. The poor credit origination, lack of regulatory efficiencies and inadequate methods of valuation proved to hurt the securitization severely. UK suffered as nearly 70% of the RMBS were given to foreigners who reverted to local markets (Wainwright, 2010) The concept of Securitization is also known as financial innovation. The need for securitization was realized to supply the customers with securitized bonds which were backed by sufficient assets. The surety that such bonds will never be subject to bankruptcy was a major factor which attracted the individuals towards it (Davis, 2011). USEFULNESS OF SECURITIZATION AND THE FINANCIAL CRISIS Businesses adopted securitization as source of funding for business on the basis of assets held by them. Banks also allured to the usefulness of securitization as it reduced the pressure of minimum capital requirement imposed as regulation (Jobst, 2006). Securitization was widely used in the US before the financial crisis. At the time of the global financial crisis it was observed that the asset based securities were primarily in the limelight of the investors’ portfolio. The securitization tool was asset backed and so it was widely used as collateral of the sale and repurchase agreements. T he asset based securities were also used for the issuance of the asset backed commercial paper. However, the benefits of securitization were enchased unduly that resulted in the crises. During the financial crisis banks were involved as financial intermediaries. When the banking system collapsed these instruments also collapsed as the banks couldn’t sustain the complex engineering introduced for excessive use of the process. This

Relevancy of Effective Personal Health Care Communication Term Paper

Relevancy of Effective Personal Health Care Communication - Term Paper Example It has been noticed that the cases of patient complaints are likely to be lowered when effective communication activities are maintained between the service providers and the patients. It facilitates them to identify the problems faced by the patients and assists them in solving problems in a better way. Therefore, it can be stated that effective communication enhances the overall quality of care as well as the services provided by the several caregivers to the patients, and improves the satisfaction level of patients (BA & OO, 2012). Healthcare communications have a significant influence on the health outcome of individuals. It facilitates the individuals to get aware of the health hazards that they might face, and also educates them about the preventive measures which should be taken in order to minimize as well as eliminate the chances of health problems to occur. Healthcare communications provide various means for the individuals to be healthy by providing adequate knowledge to the individuals about the nutritional necessity of human body and facilitate them to lead a healthy life. This type of communication activities can also educate the individuals about the adverse effects of consuming alcohol and other such drugs. It aids individuals in minimizing the consumption of alcohol and other similar drugs. Furthermore, healthcare communications aid in improving quality of services rendered to the patient and also ensures safety of the patients (National Business Group on Health, 2012). Ineffective communications have several significant effects on health outcomes. Certain researches carried out during the period 1995 to 2005 have revealed the fact that ineffective communication has been the major cause in almost 66% percent of the medical miscalculations (Institute for Healthcare Communication, 2012). Furthermore, it has also been noticed that ineffective communication acted as a cause for physical and emotional injury to the patients.

“GOD” and “DOG” Essay Example for Free

â€Å"GOD† and â€Å"DOG† Essay Growing up, my summers were often spent at my uncles ranch. My mom would drive me up and leave me for about 2 to 3 weeks. Those were the most fruitful and fun-filled summers of my life. At the ranch, I would be far removed from city life and its hectic schedule. Instead, I would spend my mornings in bed, often waking up late to have a very fine breakfast prepared by my aunt. My cousins were very accommodating and my friendship with them remains to be part of my most-treasured memories. We still keep in touch by E-mail, and sometimes see each other when our schedules allow. Idyllic and fun as it was, the most haunting and persistent memory I have of those summers at the ranch is that of Evan. Evan is one of my uncles farm hands son, and although he was only slightly older than we were, he had already started working at the farm since he was eight or nine. His friendship helped shape the way I am now, and made a positive impact in my life. His story and friendship became a personal cause for me, and I am hoping I could lay it down to make it into a more public advocacy. * * * At first I thought his name was Moe, because my cousins called him Slow Moe. He was shy and kept to himself, and never went out of his way to talk to us. Mon, my eldest cousin, had another, and simpler, nickname for him: Stupid. I felt sorry for him. And maybe that was why I tried my best to befriend him. It was not easy at first, but then he cracked a smile and the conversation went smoothly after that. One thing that struck me about Moe was that he was actually intelligent. He knew his work, and was really passionate about the horses he tended to. He knew a lot of things about their nature, how to keep them, and how to pacify them if they were agitated. His knowledge also applied to other animals. We had a great time talking about a lot of other things: about his life, my life, current events, the news, and even the gossip around town. Just about anything and everything was up for discussion. Moreover, he had his own opinions about a lot of issues and I found that really admirable. Sometimes he taught me things like how to ride a horse, or how to jump into the lake without landing so painfully on my stomach. He also taught me about constellations, their names and how to identify them. I also found out his real name was Evan, but he had learned to live with Moe. One night, I ventured asking why he was not in school. Evan just chuckled and said that those kids were evil. I later found out that Evan attended up to the first grade and then refused to go back. His last day at school was an ugly episode wherein some kids in his class called him all kinds of names and beat him almost to death. My cousins initially resented the time I spent with Evan, and even the few times I brought him along with us. He was an outsider, they protested. And they were ashamed to be seen in town with the farm hand with no lights on up there. But Evan eventually won them over, and with my cousins realizing that they have been wrong with the guy, they developed a better relationship with him. Soon, his nickname was rarely mentioned among us, and we started using his real name. Evan is a dyslexic. During that time, however, he was just plain stupid. I doubt if his parents ever knew his condition or cared about it. Evan was taught at home by his mom, who used pictures and drawings to get herself understood. Evan was alright with verbal explanation, but not written ones. I learned about his condition when we ventured into town with my cousins and stopped by a bookstore. He was looking at the sign outside the store and read the sign as bokos. I laughed and he immediately fell silent. I sensed something was wrong, but I kept quiet about it until we reached home. Because we were already close friends by that time, I asked him about it.. He admitted that he couldnt read, and I told him I could not believe that. He seemed to be a smart and intelligent person, there is no way he was illiterate. He shook his head and insisted that he could not read. He explained that when he read, he always read it wrong. Evan explained that to him, E, M, and W all looked alike, as well as G, O and D. So he reads â€Å"GOD† and â€Å"DOG† as â€Å"OOO†. He further said that there are times that he could see the letters, and know what they are, but that they â€Å"danced around†. Like if he sees the word CAT, he can identify the letters C, A and T, but he could not string it together. Sometimes he’d see it as C, A and T, sometimes it’s A, C, and T. * * * Dyslexia is a disability that affects an individual’s reading and writing skills, a condition that is present in 10% of the general population in various forms and degrees (Dyslexia Action, undated, online). Today, an estimated 15% of American students suffer from dyslexia, and up to half of all Americans have some form of undetected learning disabilities. Other studies also report that as many as 2. 9 million school-aged American children have learning disabilities (Edwards, 2006, online. ) Heather Hardie, citing dyslexia expert Sylvia Moody, writes that dyslexia is simply difficulty with writing and reading, which may stem from short-term memory weakness, faulty information processing, and weak perceptual, spatial and motor skills. A dyslexic, therefore, can have problems with poor concentration and poor memory. It may manifest subtly, like when a child is slow in reading certain words, but reads them correctly; or it may be severe and obvious like in Evan’s case. Dr. Moody adds that a dyslexic may exhibit other symptoms and problems like bouts of forgetfulness, difficulties in organization and in keeping time. (Hardie, 2006, p. 26). The overall effects are dramatic. To a child suffering from dyslexia, school work may suffer. Reading is such a basic skill thats required in nearly all school subjects that a dyslexic child is put at a great disadvantage, and often leading to problems with learning. The child usually fails in school. It can also lead to low self-esteem, delinquency, aggression, behavioral problems, and social withdrawal (Mayo Clinic Staff, 2007, online). This was clearly seen in Evans case. He was extremely shy and preferred to work away from us and mostly kept to himself. This was unfortunate, because his friendship made my summers at my uncles farm more memorable. I hate to think how many friendships were not developed because of dyslexia. How many children had wanted to reach out and say hi, but was stumped by the fear of being laughed at. The moniker and label dyslexic is bad enough, but being thought of as stupid is a million times worse. A child with dyslexia needs a supportive environment both at home and at school. A parent should explain to the child that it is not his or her fault, and patiently explain the condition to him or her, this will enable the child to cope and compensate for his or her disability. Parents of dyslexic children should also get in touch with teachers, and it might help if they find support groups that can provide both emotional support and good information (Mayo Clinic Staff, 2007, online). Dyslexic students grow up to be dyslexic adults, and in the workplace, dyslexia is not much kinder to those who suffer from it. In fact, Linda Goldman and Joan Lewis (2007) writes that information processing disorders, like dyslexia and attention deficit hyperactivity disorder, are considered legal disabilities, giving the suffered adequate legal protection against discrimination and requires employers to ensure fairness by making reasonable adjustments in terms of recruiting, training, employing and promoting employees with dyslexia (p. 16). Often a dyslexic worker produces below par work output, manifests poor timekeeping, and often fails to remember instructions. This puts him or her at greater risk to be terminated from work, especially if his or her condition goes undiagnosed and unrecognized (Goldman and Lewis, 2007, p. 16). Even so, most employees with dyslexia need only more time to do their work and to correct problems related to concentration and coordination. This is what reasonable adjustments are all about (Goldman and Lewis, 2007, p. 16). However, I take heart in the stories of a lot of people who have succeeded in spite of having dyslexia. Pamela Coyle (1996) chronicles the travails and successes of three of them: Sylvia Ann Law, David Glass and Jonathan Pazer. All of them are noted dyslexics, yet each one succeeded in their fields. Sylvia Law became a professor of, appropriately, law. She also teaches medicine and psychiatry. She is the author of several books and has served as lecturer, as well as strong influence in the fields of civil rights and poverty law. David Glass and Jonathan Pazer are both practicing lawyers. (pp. 64-67). Heather Hardie (2006, p. 24) adds businessman Richard Branson, comedian Eddie Izzard and architect Richard Rogers to the list. Their lives are shining examples of how dyslexia could be overcome, if only one does not give in to low self-esteem and engage in self-pity. More than that, a child with dyslexia should grow up in a supportive environment that would not only foster his development, but also instill in him or her the confidence needed to grow and live life. * * * The last time I saw Evan was more than two years ago. He had become a handsome and confident young man, and has a steady girlfriend who, along with Evan’s mother, is helping him study for a high school equivalency test. At the time, he was also working at a local fast food chain as a janitor, and at the local school doing odd jobs. But Evan still shies away from contact and conversation with strangers. For my part, I am happy to have met him at a time when I was growing up. He made me think and realize that people have their own problems, and it is difficult to judge them by what we see. Moreover, he made me realize that what’s more important is what we do not see. If I had not scratched below the surface, I would still be one of those kids who continue to call him â€Å"Slow Moe,† and that would have deprived me of a friend who had made my summers at the farm richer and more fulfilling with his stories, tips, and jokes. In a sense, I know I could never thank Evan enough for the impact he had in my life. But I know that I am thanking him with every child, dyslexic or not, that I tutor on reading and writing as a volunteer for our neighborhood pre-school. I am thanking him by not being mean to other people when they show a kind of â€Å"weirdness† or â€Å"stupidity. † I am thanking him by not judging people I meet right away. I wish I could do more. I want to tell Evan the next time I see him all about Sylvia Law and other people whom I think would influence him to do better with his life despite his disability. In fact, I hope to be able to tell people just how wrong they are at labeling dyslexic people stupid. What they need is love and support. They need all the leeway they can get to help them overcome their disability. They have all the potential to succeed in life, if we—friends, teachers, fellow students, employers, colleagues, and parents—only give them the chance. Acknowledgments: First of all, I want to thank (name of teacher) for giving us this assignment. This exercise has given me the opportunity to think about my life and appreciate a person who I never really thought much about before. Alvin John for proofreading all those drafts and giving suggestions that helped shape this paper. And of course, Evan for the friendship and the insights. References 2007. Dyslexia: Complications. Retrieved July 11, 2008, from Mayo Clinic, Web site: http://www. mayoclinic. com/health/dyslexia/DS00224/DSECTION=complications 2007. Dyslexia: Coping and Support. Retrieved July 11, 2008, from Mayo Clinic, Web site: http://www. mayoclinic. com/health/dyslexia/DS00224/DSECTION=coping Coyle, Pamela (1996). What Sylvia Law, Jonathan Pazer and David Glass confront when they read or write. ABA Journal, 82, 64. Retrieved July 10, 2008, from ABI/INFORM Global database. (Document ID: 10121349).

John Donnes Use of Wit Language and Metaphor in Poetry Essay -- essays

John Donnes Use of Wit Language and Metaphor in Poetry As discussed on a previous short essay question, John Donne is considered to be one of the greatest metaphysical poets of our time, even though he published only a small number of poems in his lifetime. The poems he did write were metaphorical and often humorus poems telling the tale of religious love and sex. Being a metaphysical poet he exhibited many characteristics of the metaphysical poets. He wrote with metaphysical wit, metaphysical conceit, metaphors, symbols and paradoxes. If these were some of the things that defined a metaphysical poet, then John Donne is a good example of one. I will use three of his poems, "Holy Sonnet 14", "The Flea", and "Song" to show how Donne uses these aspects in his writing. Metaphysical conceit is a comparison between two things that is so far out in left field and so abstract that no one would ever think of using it. But John Donne isn't no one, and he used metaphysical conceit in many of his poems. In "Holy Sonnet 14" Donne is talking to god and asking for forgiveness for... John Donnes Use of Wit Language and Metaphor in Poetry Essay -- essays John Donnes Use of Wit Language and Metaphor in Poetry As discussed on a previous short essay question, John Donne is considered to be one of the greatest metaphysical poets of our time, even though he published only a small number of poems in his lifetime. The poems he did write were metaphorical and often humorus poems telling the tale of religious love and sex. Being a metaphysical poet he exhibited many characteristics of the metaphysical poets. He wrote with metaphysical wit, metaphysical conceit, metaphors, symbols and paradoxes. If these were some of the things that defined a metaphysical poet, then John Donne is a good example of one. I will use three of his poems, "Holy Sonnet 14", "The Flea", and "Song" to show how Donne uses these aspects in his writing. Metaphysical conceit is a comparison between two things that is so far out in left field and so abstract that no one would ever think of using it. But John Donne isn't no one, and he used metaphysical conceit in many of his poems. In "Holy Sonnet 14" Donne is talking to god and asking for forgiveness for...

The Host Chapter 50: Sacrificed

The Seeker scrutinized my face while Mel and I fought. No, Wanda, no! Don't be stupid, Mel. You of all people should see the potential of this choice. Isn't this what you want? But even as I tried to look at the happy ending, I couldn't escape the horror of this choice. This was the secret I should die to protect. The information I'd been desperate to keep safe no matter what hideous torture I was put through. This was not the kind of torture I'd expected: a personal crisis of conscience, confused and complicated by love for my human family. Very painful, nevertheless. I could not claim to be an expatriate if I did this. No, I would be purely a traitor. Not for her, Wanda! Not for her! Mel howled. Should I wait? Wait until they catch another soul? An innocent soul whom I have no reason to hate? I'll have to make the decision sometime. Not now! Wait! Think about this! My stomach rolled again, and I had to hunch my body forward and take a deep breath. I just managed not to gag. â€Å"Wanda?† Jeb called in concern. I could do it, Mel. I could justify letting her die if she was one of those innocent souls. I could let them kill her then. I could trust myself to make an objective decision. But she's horrible, Wanda! We hate her! Exactly. And I can't trust myself. Look at how I almost didn't see the answer†¦ â€Å"Wanda, you all right?† The Seeker glared past me, toward Jeb's voice. â€Å"Fine, Jeb,† I gasped. My voice was breathy, strained. I was surprised at how bad it sounded. The Seeker's dark eyes flickered between us, unsure. Then she recoiled from me, cringing into the wall. I recognized the pose-remembered exactly how it felt to hold it. A gentle hand came down on my shoulder and spun me around. â€Å"What's going on with you, hon?† Jeb asked. â€Å"I need a minute,† I told him breathlessly. I looked straight into his faded-denim eyes and told him something that was most definitely not a lie. â€Å"I have one more question. But I really need a minute to myself. Can you†¦ wait for me?† â€Å"Sure, we can wait a little while more. Take a breather.† I nodded and walked as quickly as I could from the prison. My legs were stiff with terror at first, but I found my stride as I moved. By the time I passed Aaron and Brandt, I was almost running. â€Å"What happened?† I heard Aaron whisper to Brandt, his voice bewildered. I wasn't sure where to hide while I thought. My feet, like a shuttle on automatic pilot, took me through the corridors toward my sleeping room. I could only hope that it would be empty. It was dark, barely any light from the stars trickling down through the cracked ceiling. I didn't see Lily till I tripped over her in the darkness. I almost didn't recognize her tear-swollen face. She was curled into a tight, tiny ball on the floor in the middle of the passageway. Her eyes were wide, not quite comprehending who I was. â€Å"Why?† she asked me. I stared at her wordlessly. â€Å"I said that life and love go on. But why do they? They shouldn't. Not anymore. What's the point?† â€Å"I don't know, Lily. I'm not sure what the point is.† â€Å"Why?† she asked again, not speaking to me anymore. Her glassy eyes looked right through me. I stepped carefully past her and hurried to my room. I had my own question that had to be answered. To my great relief, the room was empty. I threw myself facedown on the mattress where Jamie and I slept. When I'd told Jeb I had one more question, that was the truth. But the question was not for the Seeker. The question was for me. The question was would I-not could I-do it? I could save the Seeker's life. I knew how. It would not endanger any of the lives here. Except my own. I would have to trade that. No. Melanie tried to be firm through her panic. Please let me think. No. This is the thing, Mel. It's inevitable anyway. I can see that now. I should have seen it long ago. It's so obvious. No, it isn't. I remembered our conversation when Jamie was ill. When we were making up. I'd told her that I wouldn't erase her and that I was sorry that I couldn't give her more than that. It wasn't so much a lie as it was an unfinished sentence. I couldn't give her more than that-and stay alive myself. The actual lie had been given to Jared. I'd told him, just seconds later, that I didn't know how to make myself not exist. In the context of our discussion, it was true. I didn't know how to fade away, here inside Melanie. But I was surprised I hadn't heard the obvious lie right then, hadn't seen in that moment what I was seeing now. Of course I knew how to make myself not exist. It was just that I had never considered that option viable, ultimate betrayal that it was to every soul on this planet. Once the humans knew that I had this answer, the one they had murdered for over and over again, it would cost me. No, Wanda! Don't you want to be free? A long pause. I wouldn't ask you for this, she finally said. And I wouldn't do it for you. And I sure as hell wouldn't do it for the Seeker! You don't have to ask. I think I might have volunteered†¦ eventually. Why do you think that? she demanded, her tone close to a sob. It touched me. I expected her to be elated. In part because of them. Jared and Jamie. I can give them the whole world, everything they want. I can give them you. I probably would have realized that†¦ someday. Who knows? Maybe Jared would have asked. You know I wouldn't have said no. Ian's right. You're too self-sacrificing. You don't have any limits. You need limits, Wanda! Ah, Ian, I moaned. A new pain twisted through me, surprisingly close to my heart. You'll take the whole world away from him. Everything he wants. It would never work with Ian. Not in this body, even though he loves it. It doesn't love him. Wanda, I†¦ Melanie struggled for words. Still, the joy I expected from her did not come. Again, this touched me. I don't think I can let you do this. You're more important than that. In the bigger picture, you are of much more value to them than I am. You can help them; you can save them. I can't do any of that. You have to stay. I can't see any other way, Mel. I wonder how I didn't see it sooner. It seems so completely obvious. Of course I have to go. Of course I have to give you yourself back. I already knew we souls were wrong to come here. So I don't have any choice now but to do the right thing, and leave. You all survived without me before; you'll do it again. You've learned so much about the souls from me-you'll help them. Can't you see? This is the happy ending. It's the way they all need the story to finish. I can give them hope. I can give them†¦ not a future. Maybe not that. But as much as I can. Everything I can. No, Wanda, no. She was crying, becoming incoherent. Her sorrow brought tears to my eyes. I'd no idea that she cared so much for me. Almost as much as I cared for her. I hadn't realized that we loved each other. Even if Jared had never asked me for this, even if Jared did not exist†¦ Once this path had occurred to me, I would have had to proceed down it. I loved her that much. No wonder the success rate for resistant hosts was so low here on Earth. Once we learned to love our human host, what hope did we souls have? We could not exist at the expense of one we loved. Not a soul. A soul could not live that way. I rolled myself over and, in the starlight, I looked at my body. My hands were dirty and scratched, but under the surface blemishes, they were beautiful. The skin was a pretty sun-browned color; even bleached in the pale light, it was pretty. The nails were chewed short but still healthy and smooth, with little half moons of white at the bases. I fluttered my fingers, watching the muscles pull the bones in graceful patterns. I let them dance above me, where they became black fluid shapes against the stars. I ran them through my hair. It was almost to my shoulders now. Mel would like that. After a few weeks of shampoo in hotel showers and Health vitamins, it was glossy and soft again. I stretched my arms out as far as they would go, tugging against the tendons until some of my joints cracked. My arms felt strong. They could pull me up a mountainside, they could carry a heavy load, they could plow a field. But they were also soft. They could hold a child, they could comfort a friend, they could love†¦ but that was not for me. I took a deep breath, and tears welled out of the corners of my eyes and rolled down my temples into my hair. I tensed the muscles in my legs, felt their ready strength and speed. I wanted to run, to have an open field that I could race across just to see how fast I could go. I wanted to do this barefoot, so I could feel the earth beneath my feet. I wanted to feel the wind fly through my hair. I wanted it to rain, so that I could smell it in the air as I ran. My feet flexed and pointed slowly, to the rhythm of my breathing. In and out. Flex and point. It felt nice. I traced my face with my fingertips. They were warm on my skin, skin that was smooth and pretty. I was glad I was giving Melanie her face back the way it had been. I closed my eyes and stroked my eyelids. I'd lived in so many bodies, but never one I loved like this. Never one that I craved in this way. Of course, this would be the one I'd have to give up. The irony made me laugh, and I concentrated on the feel of the air that popped in little bubbles from my chest and up through my throat. Laughter was like a fresh breeze-it cleaned its way through the body, making everything feel good. Did other species have such a simple healer? I couldn't remember one. I touched my lips and remembered how it felt to kiss Jared, and how it felt to kiss Ian. Not everyone got to kiss so many other beautiful bodies. I'd had more than some, even in this short time. It was just so short! Maybe a year now, I wasn't completely sure. Just one quick revolution of a blue green planet around an unexceptional yellow star. The shortest life of any I'd ever lived. The shortest, the most important, the most heartbreaking of lives. The life that would forever define me. The life that had finally tied me to one star, to one planet, to one small family of strangers. A little more time†¦ would that be so wrong? No, Mel whispered. Just take a little more time. You never know how much time you'll have, I whispered back. But I did. I knew exactly how much time I had. I couldn't take any more time. My time was up. I was going anyway. I had to do the right thing, be my true self, with what time I had left. With a sigh that seemed to come all the way from the soles of my feet and the palms of my hands, I got up. Aaron and Brandt wouldn't wait forever. And now I had a few more questions that I needed answered. This time, the questions were for Doc. The caves were full of sad, cast-down eyes. It was easy enough to slip unobtrusively past them all. No one cared what I was doing right now, except maybe Jeb, Brandt, and Aaron, and they weren't here. I didn't have an open, rainy field, but at least I had the long south tunnel. It was too dark to run flat out the way I wanted, but I kept up a steady jog. It felt good as my muscles warmed. I expected I would find Doc already there, but I'd wait if I had to. He would be alone. Poor Doc, that was usually the case now. Doc had been sleeping alone in his hospital since the night we'd saved Jamie's life. Sharon had taken her things from their room and moved them to her mother's, and Doc wouldn't sleep in the empty room. Such a great hatred. Sharon would rather kill her own happiness, and Doc's, too, than forgive him for helping me heal Jamie. Sharon and Maggie were barely a presence in the caves anymore. They looked past everyone now, the way they used to look past only me. I wondered if that would change when I was gone, or if they were both so rigid in their grudge that it would be too late for them to change. What an extraordinarily stupid way to waste time. For the first time ever, the south tunnel felt short. Before I thought I'd gone halfway, I could see Doc's light glowing dimly from the rough arch ahead. He was home. I slowed myself to a walk before I interrupted him. I didn't want to scare him, to make him think there was an emergency. He was still startled when I appeared, a little breathless, in the stone doorway. He jumped up from behind his desk. The book he was reading fell out of his hands. â€Å"Wanda? Is something wrong?† â€Å"No, Doc,† I reassured him. â€Å"Everything's fine.† â€Å"Does someone need me?† â€Å"Just me.† I gave him a weak smile. He walked around his desk to meet me, his eyes wide with curiosity. He paused half a step away and raised one eyebrow. His long face was gentle, the opposite of alarming. It was hard to remember how he'd looked like a monster to me before. â€Å"You are a man of your word,† I began. He nodded and opened his mouth to speak, but I held one hand up. â€Å"No one will ever test that more than I will test it now,† I warned him. He waited, eyes confused and wary. I took a deep breath, felt it expand my lungs. â€Å"I know how to do what you've been ending so many lives to discover. I know how to take the souls from your bodies without harm to either. Of course I know that. We all have to, in case of an emergency. I even performed the emergency procedure once, when I was a Bear.† I stared at him, waiting for his response. It took him a long moment, and his eyes grew wilder every second. â€Å"Why are you telling me this?† he finally gasped. â€Å"Because I†¦ I am going to give you the knowledge you need.† I held up my hand again. â€Å"But only if you will give me what I want in return. I'm warning you right now, it won't be any easier for you to give me what I want than it will be for me to give you what you want.† His face was fiercer than I'd ever seen it. â€Å"Name your terms.† â€Å"You can't kill them-the souls you remove. You must give me your word-your promise, your oath, your vow-that you will give them safe conduct on to another life. This means some danger; you will have to have cryotanks, and you will have to get those souls onto shuttles off-planet. You have to send them to another world to live. But they won't be able to hurt you. By the time they reach their next planet, your grandchildren will be dead.† Would my conditions mitigate my guilt in this? Only if Doc could be trusted. He was thinking very hard as I explained. I watched his face to see what he would make of my demand. He didn't look angry, but his eyes were still wild. â€Å"You don't want us to kill the Seeker?† he guessed. I didn't answer his question because he wouldn't understand the answer; I did want them to kill her. That was the whole problem. Instead, I explained further. â€Å"She'll be the first, the test. I want to make sure, while I'm still here, that you're going to follow through. I will do the separation myself. When she is safe, I'll teach you how it's done.† â€Å"On who?† â€Å"Kidnapped souls. The same as before. I can't guarantee you that the human minds will come back. I don't know if the erased can return. We'll see with the Seeker.† Doc blinked, processing something. â€Å"What do you mean, while you are still here? Are you leaving?† I stared at him, waiting for the realization to hit. He stared back, uncomprehending. â€Å"Don't you realize what I'm giving you?† I whispered. Finally, comprehension slammed home in his expression. I spoke quickly, before he could. â€Å"There's something else I'm going to ask you for, Doc. I don't want to†¦ I won't be shipped off to another planet. This is my planet, it truly is. And yet, there's really no place for me here. So†¦ I know it might†¦ offend some of the others. Don't tell them if you think they won't allow it. Lie if you have to. But I'd like to be buried by Walt and Wes. Can you do that for me? I won't take up much space.† I smiled weakly again. No! Melanie was howling. No, no, no, no†¦ â€Å"No, Wanda,† Doc objected, too, with a shocked expression. â€Å"Please, Doc,† I whispered, wincing against the protest in my head, which was getting louder. â€Å"I don't think Wes or Walt will mind.† â€Å"That's not what I meant! I can't kill you, Wanda. Ugh! I'm so sick of death, so sick of killing my friends.† Doc's voice caught in a sob. I put my hand on his thin arm, rubbed it. â€Å"People die here. It happens.† Kyle had said something to that effect. Funny that I should quote Kyle of all people twice in one night. â€Å"What about Jared and Jamie?† Doc asked in a choked voice. â€Å"They'll have Melanie. They'll be fine.† â€Å"Ian?† Through my teeth. â€Å"Better off without me.† Doc shook his head, wiping at his eyes. â€Å"I need to think about this, Wanda.† â€Å"We don't have long. They won't wait forever before they kill the Seeker.† â€Å"I don't mean about that part. I agree to those terms. But I don't think I can kill you.† â€Å"It's all or none, Doc. You have to decide right now. And†¦Ã¢â‚¬  I realized I had one more demand. â€Å"And you can't tell anyone else about the last part of our agreement. No one. Those are my terms, take them or leave them. Do you want to know how to remove a soul from a human body?† Doc shook his head again. â€Å"Let me think.† â€Å"You already know the answer, Doc. This is what you've been searching for.† He just kept shaking his head slowly back and forth. I ignored that symbol of denial because we both knew his choice was made. â€Å"I'll get Jared,† I said. â€Å"We'll make a quick raid for cryotanks. Hold off the others. Tell them†¦ tell them the truth. Tell them I'm going to help you get the Seeker out of that body.†

Lysistrata

C/LT 320I: Notes on Greek Comedy and Lysistrata Waters/Fall 2011 this play acts as prophecy- war will destroy Pretext for Aristophanes’ Lysistrata (411 BCE)Homeric Epics- the bible for the greeks, the Iliad (more concerned with the war-translates as a catastrophe) and the odyssey, everybody looses type of thing, 1200bce, trojan war didn't happen, 1870 AD, Phallic Rituals- create something tall and worship it, masculine virility, ritual celebration, center of orgies and animal sacrifice, every woman has to get pregnant if they can, Dithyramb- chorus, both people and song, groups of farmers and shepards and practice and compete with song and dance, friendly competition, chorus never interacts with the main action- too busy bickering amongst their selves, Satyr Plays- satire- short comic skits done as popular entertainment, variations of themes, goatmen playing songs, structured like a bugs bunny cartoon, seduction songs ( forbidden fruit), satrys always get what they want, mood pieces ( gets people in the â€Å"mood†) Dionysus- story in spring, athens is greatest city at the time, god to celebrate, god of wine and feasting- the party god, is part human, the god most like us, he is constantly at war with himself, circular, father zeus + mother nymph, comic split- pulled between two worlds, always over does it Peloponnesian War (Athens v. Sparta) 15 years, spartans won, quagmire, end 6 years later with athens losing, alternative to self destruction, Characteristics of Greek Old ComedyAgon- means the problem, WAR, agonY, active and passive, explicit and inplicit, agon is active in lysistrata, comedy acts as a prophecy, Parabasis- seculusion of the dithyramb, â€Å"next to or simile† something like a doctor, basis foundation, parallel basis for pushing it forward, exaggeration variation of the agon of the play, is a point in the play when all of the actors leave the stage and thechorus is left to address the audience directly. The chorus partiall y or completely abandons its dramatic role to talk to the audience on a topic completely irrelevant to the subject of the play. Episodes- shorter punchier scenes at the end, pays off of initial investment, content gives way to pure form archetype: alazon is the baggard male, macho figure who needs to be brought down by clever servant miles gloriosus- † braggart solider† – boastful soldier, a posturing and self- deceiving boaster or bully igon- clever servant trong woman,Alazon- baggard male, macho figure who needs to be brought down by the clever servant Eiron-The modern term irony is derived from the eiron of the classical Greek theatre. Irony is the difference between the actual meaning of a something and the apparent meaning. [4] The eiron would frequently triumph over the alazon by making himself appear less than he actually is. ( the clever servant), Eiron usually succeeds in bringing his braggart opponenet ( alazon) down by making himself seem like less than he actually was Techne/Skene- stage, balconies, things high and above, tall massive backdrop, Orchestra- † pit† dancing place, social dance, costumes, megaphones, refer to paper Comic Effect in LysistrataScatology- humor based on bodily functions, gags that makes us go ew Reification- stereotyping, breaking down human beings into a cartoon, archetypes-caricatures, reification is always negatives, break down to appearance, attitude, things that make people vulnerable, think of lampido, the woman at the end as an object Anachronism- something that breaks us out of time, nobody is reading it in its time it is set, look for the ways translater takes the jokes that applies it to the current audience Anthropomorphism- attribution of human characteristics to non-human things, Early Comic Theory Aristotle, Poetics (ca. 350 BCE): Mimesis- name of the goddess of revenge, â€Å"to give what is due† Catharsis- purification or purgation of emotions that brings about spiritual renewal or release from tensionHubris- extreme pride or arrogance, indicates a loss of contact with reality and an overestimation of one's own competence and abilities ( especially when the person is in power) ; arrogance before the gods, defiance of authority after pelponesian war, aristotle- important greek philosopher, poetics- how to tell a story, how to make the relate to life itself, dramatic narrative ( most important, most like us) not narrative or visual, mimesis- imitates life, how does the story imitate experience, we are attracted to the spectacular imitation of life, imitation of the spiritual, how does the play make us think about ourselves, aspiration validation, catharsis- emotional release, taking away the lesson, hubris- defiance of the gods, defying any type of authority, comedy gives us a false sense of liberty,

Creationism In Public Schools Religion Essay Example

Creationism In Public Schools Religion Essay Example Creationism In Public Schools Religion Essay Creationism In Public Schools Religion Essay The First amendment in the American Bill Of rights clearly provinces, Congress shall do no jurisprudence esteeming an constitution of faith, or forbiding the free exercising thereof ; ( Amendment 1 Bill of rights ) but since the authorship of the measure of writes people have disagreed on what it specifically means. Many spiritual people look to the Establishment clause, stating it merely prohibits the constitution of an official province church. While others point to the Free Exercise clause, reasoning that the first amendment prohibits any commixture of faith in authorities tally edifices. Furthermore, public instruction should be secular and focus merely on academic subjects to forestall unequal intervention of any faith and that spiritual instruction belongs at place and in churches instead than in America s public schools. America has chosen to disregard much of the first amendment rights that this state s establishing male parents worked so difficult to set up. Those citizens who are non of the Christian religion are discriminated against and forced into spiritual activities in public authorities edifices, doing things hard in many facets of their lives. The establishing male parents did non take the fundamental law lightly. These amendments were put in topographic point to vouch these rights to the people and protect them from authorities invasion. Today many Christian parents want instructors in public schools to educate pupils in creationism along with development in scientific discipline categories and many go every bit far as reading bible transitions every forenoon along with a supplication. Because of the first amendment rights guaranteed to every citizen and creationisms clear deficiency of scientific discipline, today s public schools should non learn creationism in scientific discipline categories. If creationism is traveling to be taught in public schools it should be taught in faith categories along with every other spiritual philosophy. Believing with you that faith is a affair which lies entirely between Man A ; his God, that he owes history to none other for his religion or his worship, that the legitimate powers of authorities range actions merely, A ; non sentiments, I contemplate with autonomous fear that act of the whole American people which declared that their legislative assembly should do no jurisprudence esteeming an constitution of faith, or forbiding the free exercising thereof, therefore constructing a wall of separation between Church A ; State. Adhering to this look of the supreme will of the state in behalf of the rights of scruples, I shall see with sincere satisfaction the advancement of those sentiments which tend to reconstruct to adult male all his natural rights, convinced he has no natural right in resistance to his societal responsibilities. Jefferson, feeling future problem with the first amendment, intended to further set up and clear up their purposes by composing the first amendment. Notice he besides states, aˆÂ ¦That faith is a affair which lies entirely between Man A ; his God. This shows that the authorities should non seek to enforce or state otherwise of anyone s spiritual beliefs. This missive has been referenced many times as being about an extension to the first amendment. In today s public schools many place room categories and before school activities are asked to take part in supplications, chiefly the Lord s Prayer, which is a Christian supplication. This has non merely discriminated against other religions, it has disrespected what the first amendment bases for. In the past the public school system was unconstitutionally run by Christian beliefs. However, in the latter half of the 19th century that changed chiefly due to the addition of Catholic immigrants geting to the United States ( Head, faith and instruction ) . However Christmas and Easter, both Christian vacations, are the lone nationally recognized vacations giving pupils and instructors clip off. This non merely is a clear misdemeanor of the first amendment but basically set uping an official province faith. Students do non hold to worry about doing up work or seeking to play catch up when they come back to school from the vacation. On the other manus, those kids whose spiritual beliefs a re non included in the clip off for pupils or instructors have much work to do up and hold to catch up from what they have missed. How is this just if we are sacredly free state? Students who leave for a spiritual vacation should non hold to worry approximately do up work or catching up when they return to school merely as their Christian opposite numbers ( Head, faith and instruction ) . Today in public school many controversial statements have been brought up refering the instruction and moral moralss kids are having. One of those issues are Christian parents and instructors who do non believe in development which is a scientific theory demand to besides learn creationism which is based on the first book of generation in the old testament if the Christian Bible ( The Holy Bible ) . Public schools are funded by the United States Government and hence are capable to follow the first amendment rights. However it is different when refering private schools. Private schools are funded by the proprietors and/or givers and are erstwhile bases on spiritual beliefs. This gives them the right to enforce beliefs on pupils because the pupil and the parents of the pupil are taking to be at that place alternatively of a public school. Should instructors and parents who want to hold creationism taught merely take to hold the kid attend a private school where this belief is welcome? Yes they should either direct their kids to private schools or merely learn their spiritual beliefs at place or at church. However many tribunal instances have ruled otherwise, even in instances where instructors have decided to learn development and creationism to delight both sides of the statement. Many parents and school territory functionaries have fought to either learn creationism or none at all. This was the instance in Rodney LeVake v Independent School District 656, et Al. Mr Levake merely chose to learn both sides to his categories in order to avoid favoritism. However many of his higher-ups and the parents of the pupils taught by him were offended and the tribunal ruled in favour of the school. It is a sad twenty-four hours in America when instructors fear learning what is on the course of study so they will non pique any pupils or parents spiritual beliefs. Another tribunal instance Selman et Al. v. Cobb County School District et al. , ruled in favour of a parent who be lieved in creationism saying the book the school was utilizing was learning the theory of development and development is a theory non a fact and hence if taught demands to be taught with more of an unfastened head ( National centre for scientific discipline instruction ) . The field of scientific discipline filled with theories that scientists are seeking to work out. Majority of these theories are taught in schools without any inquiry or ridicule. The field of scientific discipline is a field where theories are invariably revised, and bulk of our scientific cognition is mere theories. If you look at all the scientific theories taught in public books such as the theory of relativity, quantum theory, electrical theory, the periodic tabular array of elements, and the much debated theory of gravitation. But many parents do non take to aim these every bit good as development. This is because these theories are either non understood to the full or make non conflict as much with the spi ritual beliefs these parents, instructors, and pupils believe in. These are called theories because they are the best our scientific community is able to turn out with current engineering and idea. School books non merely learn the theory, but besides the construct behind them, how they came to be, and what trials and experiments were used to assist farther turn out them. For case the theory of relativity and quantum theory are two theories along with development that are taught in schools. How, lawfully, In the tribunal instance of Selman et Al. v. Cobb County School District et Al. did the justice regulation in favour of the selman a parent who complained about the instruction of development in school because development is a theory and non an existent fact ( National centre for scientific discipline instruction ) ? And why are quantum theory and relativity non challenged in schools? Chiefly because these theories do non conflict with personal beliefs and are non, for some uneve n ground, seen as opposing spiritual beliefs to the grade the theory of development seems to. In Alabama in the tribunal instance of Edwards v. Aguillard ( 1987 ) , for illustration, the Supreme Court struck down a Louisiana jurisprudence that required that creationism be taught if development was being taught in public schools. As such, learning creative activity scientific discipline would amount to backing religion-a misdemeanor of the First Amendment s Establishment Clause ( Head, faith and instruction ) . Another oppugning statement about learning creationism in schools is the thought of learning it along with development in scientific discipline categories. Science is a topic that consists of Biological, physical and chemical inquiries of the universe that surrounds us. Creationism contains none of the things listed supra. So why should it be taught in scientific discipline categories? It merely should non be. Classs that are required to learn creationism should merely be the schools that are in private owned and operated. Not by the public authorities that is supposed to observe and back up the cultural and spiritual differences of all kids non merely those who are of the Christian religion. Schools around America are continuing Christian beliefs and values while disregarding the constitutional rights of every citizen. This is unjust to those who believe otherwise or lack belief wholly. If America is a free state more attempt should take topographic point to give regard and equality to all faiths, non merely Christianity. Religion should non be taught in public schools and Christian instructors, parents and pupils should esteem that. The establishing male parents were so largely Christian but they had adequate regard themselves to do certain all civilizations and faiths are welcome and free of persecution in the United States. Schools today are bombarded with Christian trusters about how to do certain their beliefs are invoked on today s coevals, in simpler footings doctrinarian. However this is unconstitutional and is seting to dishonor the founding male parents and the Torahs they worked so difficult to set into topographic point. If America is so inexorable on traditi onal values so maintain the tradition the establishing male parents worked hard to put in and esteem and welcome everyone because America is their state every bit good.

Action Paper Research

Action Paper Research Action Paper Research Action Paper Research: Active Team-work! If you have got an assignment to write an action research paper, you should pay special attention to this task. The matter is that the action paper research is rather different from other kinds of the academic research. So, to cope with your task you should understand what exactly you should do. This article will help you make head or tail of what the action paper research should include and in what way it should be made. Action paper research What is this? The purpose of the action paper research becomes clear from the very definition of this kind of research. It is to find the appropriate solution of the problem in question by taking certain actions. That means that you should not just study some informational materials on the issue and make your conclusions but make different observations, conduct interviews or work out some questionnaires in order to get necessary data. This is one of the peculiar features of the action paper research that distinguishes it from other kinds of the academic research. Besides, another characteristic of the action paper research should be mentioned. It is the team work. You do not make your research by yourself but work in team. All your actions should be concerted in order to make the thorough research. What stages should the action paper research writing follow?Brainstorming. Think over the problem you would like to investigate. Planning. Plan your research. What actions will you take? Collecting of data. Collect the information necessary for your research. Analyzing of information. Study the problem relying on the obtained results. Making conclusions. Make your conclusions. Writing an action research paper from scratch After your action paper research is completed it should be presented properly. In what way should an action research paper be written? As a rule, it has the same constituent parts as any other research paper:Title page; Table of contents; Abstract; Introduction; Main body (that presents the methods of research, the details of the issue, the results of the study and the discussion); Conclusion; Reference list. As usual, an action research paper should be written in accordance with the APA format requirements. So, this is the main information about in what way the action paper research should be made and how it should be presented. If you face any difficulties, do not hesitate to contact us! We are always ready to help you!

Recent Trends In the Historiography of Soviet Russia since 2004 Research Paper

Recent Trends In the Historiography of Soviet Russia since 2004 - Research Paper Example This led to the acceptance of the more extensive anti-soviet traditional western account by a majority of the Russian scholars2. Andrei Sakharov indicates that, currently, the russian historical science is vibrant, dynamic and discussive, and is closely associated with global historiography3. These claims seem to be echoed by Kritika in whose pages several informative articles that have, in the recent past, been published to map the evolving ideological constellation of russian histological publications. Mironov argues that, the wall between historical research done in the cities and that done in provinces is diminishing, and so is the wall between Western and Russian historiograhy. Consequently, a community of Russianists is coming into being. In a brief review of the demographics and communication pathway of these lines of thought, Benedict Anderson writes extensively of the school â€Å"pilgrimages,† which encompass the pathways in education that were pursued by â€Å"nati ves† and â€Å"creoles† during the colonial period that gave rise to the notion of a nation in sites4. It is arguable that Russia has become a colony of the west. However, this is optimised by Minorov’s assertion of a progressively more integrated community. In terms of demographics, there are some advancements in the Russian information systems. However, in the post –Soviet era, the prone networks including the science academies and their branches have been eroded and remained only shells. A majority, in the academies, have taken refuge in tertiary institutions, in which they partake in multiple teaching workloads, as a means of survival. Many individuals, in the academic world, are too busy with multi-tasking thus cannot find time to write academic materials. It is evident that many academic institutions are staffed with scientists of a retiring age. Moreover, not many young people find jobs in the academic field to be alluring. Consequently, many scient ists are reported to be leaving for better jobs abroad. Another crucial topic is the mode of teaching of history in learning institutions. A critical examination indicates that a social history can have a significant effect, basing on its approach and debates as presented to the lay community, in schools through textbooks and may corrupt the public memory5. Catherine Marridale notes a significant lack of interest for historological studies, majorly among the younger generation and continual widening of the gap between lay and scholarly lines of specialization. She, at the same time, argues on the persistence of a discursive field in which Russian tropes maintain dominance. For schools and textbooks, during the perestroika era, there was a great interest in history. This is accompanied by a sharp decline, as people are immersed in a struggle to survive and deal with the woes resulting from drastic impoverishment. However, Prime Minister Mikhail Kasianov rekindled the public interest in 2001, on the mode of teaching of history, through his concern about the quality of the Russian history books6. As a result, the government indulged in a competition aimed at finding the top three text books to be used in schools. Consequently, the new standardized school

The Issues of Terrorism and Culture Assignment Example | Topics and Well Written Essays - 500 words

The Issues of Terrorism and Culture - Assignment Example To support this, the spate of terrorists’ activities that have taken place in countries such as Libya, this was under Muammar Gaddafi, and other Middle East countries act as evidence. Terrorism has also been integrated into cases of religious barriers as seen in most Middle East countries, which are divided between Christianity and Islamic grounds. Therefore, terrorism is widely used in conflicts between countries such as America and Iraq, or conflicts based on religious grounds such as Christianity and Islam. Terrorism is a tool used in bringing about political change in nations both domestically and internationally (Whittaker, 2007). The term terrorism finds its roots in the French revolution in the 16th century and governments that aimed at bringing sanity and political stabilization to their native citizens. The divisions in defining terrorism base their origin on religious differences as well as conflicts between nations. In international conflict, terrorism is a tool of political violence against the enemy of the state. For example, the war between the Americans and the Israelites, the Americans used terror attacks against the Israelites to instil fear so that Americans could have solid ground to attack the Israelites. In a civil war, terrorism can also be used to explain the acts of violence carried out in the conflict. The other aspect of terrorism is viewed from outside the western viewpoint of terrorism. It is a weapon of alarm for public concern such as in university demonstrations and seminars, witchcraft among others. There is another view of terrorism, and that is terrorism from below, which is in three phases. The first phase that occurred in the 18th century included assassinations and bombing. The second phase occurred in the 19th century and involved acts of violence in most of the European countries. The third phase occurred in the 20th century and included actions from nationalist movements, religious movements and the secular group.