Episcopal Mass essays

Episcopal Mass essays On Sunday, December 3 I attended the Solemn Mass at the Church of the Advent, in the North End. Now, you have to understand that I am religiously challenged, at best. Ive been to my share of weddings and funerals, but growing up I averaged one regular church service every year or two. When I did go, it was either to Hardshell Baptist or Dunkard Bretheren services, with my father or mothers side of the family, respectively. Both these denominations focus heavily on simplicity and egalitarianism. The churches are usually one room, wooden affairs with a simple lectern. The music draws heavily on the English folk tradition, and the service is delivered in a straightforward manner. Imagine my trepidation, then, when I walked into this church, with its high, vaulted ceilings and an enormous, emaciated, and slightly malicious-looking Christ figure suspended thirty feet among my head. As I came through the entrance, the prelude began. It sounded like nothing less than the soundtrack to a horror movie, as the slasher is about to leap out and dice an innocent schoolgirl. The organ wailed in threatening, building minor chords and did nothing to allay my trepidation. I quickly found a seat in the back of the room. Then, what did I behold, but a procession of similarly robed, somber looking men waving banners, crosses, and other crystal and gold implements above their heads. As the leader passed me he began swinging a golden canister about his head, and noxious fumes poured out. My eyes and throat burned, and I thought some sort of crazy cultists had gassed me. The moment passed, however, and I realized that they were the leaders of the church, and it was nothing but incense. After parading in laps around the sanctuary, the procession moved to a raised platform upon which they performed strange rituals before an enormous granite-looking monolith. I later found out that this monolith was the altar, the first of m...

New Zealands History, Government, and Geography

New Zealand's History, Government, and Geography New Zealand is an island country located 1,000 miles (1,600 km) southeast of Australia in Oceania. It consists of several islands, the largest of which are the North, the South, Stewart and Chatham Islands. The country has a liberal political history, gained early prominence in womens rights, and has a good record in ethnic relations, especially with its native Maori. In addition, New Zealand is sometimes called the Green Island because its population has high environmental awareness and its low population density gives the country a large amount of pristine wilderness and a high level of biodiversity. History of New Zealand In 1642, Abel Tasman, a Dutch Explorer, was the first European to discover New Zealand. He was also the first person to attempt mapping the islands with his sketches of the North and South islands. In 1769, Captain James Cook reached the islands and became the first European to land on them. He also began a series of three South Pacific voyages where he extensively studied the areas coastline. In the late 18th and early 19th centuries, Europeans began to officially settle on New Zealand. These settlements consisted of several lumbering, seal hunting, and whaling outposts. The first independent European colony was not established until 1840, when the United Kingdom took over the islands. This led to several wars between the British and the native Maori. On February 6, 1840, both parties signed the Treaty of Waitangi, which promised to protect Maori lands if the tribes recognized British control. Shortly after signing this treaty, though, British encroachment on Maori lands continued and wars between the Maori and British grew stronger during the 1860s with the Maori land wars. Prior to these wars, a constitutional government began to develop during the 1850s. In 1867, the Maori were allowed to reserve seats in the developing parliament. During the late 19th century, the parliamentary government became well established and women were given the right to vote in 1893. The Government of New Zealand Today, New Zealand has a parliamentary governmental structure and is considered an independent part of the Commonwealth of Nations. It has no formal written constitution and was formally declared a dominion in 1907. Branches of Government in New Zealand New Zealand has three branches of government, the first of which is the executive. This branch is headed by Queen Elizabeth II who serves as the chief of state but is represented by a governor general. The prime minister, who serves as the head of government, and the cabinet are also a part of the executive branch. The second branch of government is the legislative branch. It is composed of the parliament. The third is the four-level branch comprised of District Courts, High Courts, the Court of Appeal and the Supreme Court. In addition, New Zealand has specialized courts, one of which is the Maori Land Court. New Zealand is divided into 12 regions and 74 districts, both of which have elected councils, as well as several community boards and special-purpose bodies. New Zealands Industry and Land Use One of the largest industries in New Zealand is that of grazing and agriculture. From 1850 to 1950, much of the North Island was cleared for these purposes and since then, the rich pastures present in the area have allowed for successful sheep grazing. Today, New Zealand is one of the worlds main exporters of wool, cheese, butter, and meat. Additionally, New Zealand is a large producer of several types of fruit, including kiwi, apples, and grapes. In addition, the industry has also grown in New Zealand and the top industries are food processing, wood and paper products, textiles, transportation equipment, banking and insurance, mining and tourism. Geography and Climate of New Zealand New Zealand consists of a number of different islands with varying climates. Most of the country has mild temperatures with high rainfall. The mountains, however, can be extremely cold. The main portions of the country are the North and South islands that are separated by the Cook Strait. The North Island is 44,281 square miles (115,777 square kilometers) and consists of low, volcanic mountains. Because of its volcanic past, the North Island features hot springs and geysers. The South Island is 58,093 sq mi (151,215 sq km) and contains the Southern Alps - a northeast-to-southwest oriented mountain range covered in glaciers. Its highest peak is Mount Cook, also known as Aoraki in the Maori language, at 12,349 feet (3,764 meters) above sea level. To the east of these mountains, the island is dry and made up of the treeless Canterbury Plains. On the southwest, the islands coast is heavily forested and jagged with fjords. This area also features New Zealands largest national park, Fiordland. Biodiversity One of the most important features to note about New Zealand is its high level of biodiversity. Because most of its species are endemic (i.e.- native only on the islands) the country is considered a biodiversity hotspot. This has led to the development of environmental consciousness in the country as well as eco-tourism. New Zealand at a Glance Population:  4.9 million (2018 estimate)Capital:  WellingtonArea:  103,737 square miles (268,680 sq km)Coastline:  9,404 miles (15,134 km)Official Languages:  English and MaoriHighest Point:  Mount Cook (Aoraki) at 12,349 ft (3,764 m) Interesting Facts About New Zealand There are no native snakes in New Zealand76% of New Zealanders live on the North Island15% of New Zealands energy comes from renewable sources32% of New Zealands population lives in Auckland References and Further Reading â€Å"The World Factbook: New Zealand.†Ã‚  Central Intelligence Agency, 22 April 2010.â€Å"New Zealand.†Ã‚  Infoplease.â€Å"New Zealand.†Ã‚  U.S. Department of State, Feb. 2010.

Instrumental analysis and testing of counterfeit Viagra suspected to Essay

Instrumental analysis and testing of counterfeit Viagra suspected to contain amphetamine - Essay Example phRMA has requested China, Mexico, Indonesia, Lebanon and many countries in the Central America to have a close watch on the drugs used in their countries. They have also warned those countries that the illegal drugs were found to get originated from Czech Republic, Sweden and Switzerland. (Oslen et al., 2002).The Drug manufacturer take many necessary steps to prevent counterfeiting of the drugs but their efforts are getting veined off because of the different methods that they adopt in trade and their distribution systems are very complex for tracing off. The illegal drug manufacturers are very smart enough to steal the name, basic formula, holograms and are able to prepare the counterfeit drug very smartly as the real drug. This has become a head ache for all the drug manufacturers. The only possibility for them is to develop analytical methods that can easily identify the authentic and fake products through simple testing methods. Sildenafil Citrate is a drug that is used to treat the pulmonary arterial hypertension and erectile dysfunction. Its Brand Name is Viagra, developed and marketed by Pfizer.the chemical composition of Sildenafil citrate is 1-( [3- ( 6, 7- dihydromethyl -7- oxo -3- propyl -1H – pyrazolo [4,3 - d] pyrimidin – 5 – yl ) - 4- ethoxy – phenyl ] sulfonyl ])- 4 – methyl piperazine. Viagra is used as a novel oral medicine for penile erectile dysfunction, the inability to keep hard erect penis for satisfactory sexual intercourse. Sildenafil citrate inhibits the cyclic guanosine monophosphate- specific phosphodiesterase present at the penis and making the cGMP to get accumulated at the corpus cavemonsum. This pill when taken inside, starts its effect after the twenty minutes of inhalation and lasts up to three hals lifes ( 18 hours ). Viagra came in to the market by 1998 after the US Food and Drug Administration approved it. Viagra was recommended for Erectile dysfunction as the over the counter drug. By the year 2002, Viagra sales accounted for about 92% of the global market for the pill to treat erectile dysfunction. The safety of this medicine was established in many pre- and post- approval studies. Phosphodiesterase family type five classes.(PDE). The PDE - 5 class receptors are found in corpus cavernoscum, platelets, skeletal muscle, vascular and visceral muscles. Of these at penis there are larger amount of PDE-5 than any other region. PDE-5 breaks down cGMP which causes the contraction of the penile arteries and smooth muscles. As the chemical structure of sildenafil is similar to the cGMP, the binding of sildenafil inhibits the cGMP from binding to the PDE-5 through the competitive inhibition mechanism. (McCullough, 2002). Amphetamine is a phenlyethylamine class drug that acts as a psycho stimulant drug. This drug is generally used as a performance enhancer. Amphetamine is found to increase the energy level, wakefulness and they are able to make the body work even at appetite an d fatigue conditions. Because of these characteristics Amphetamine is chosen as a counterifeit drug for Viagra by the illegal drug manufacturers. In the counterfeit Viagra’s, Sildenafil was present at lower concentration and the other drugs such as amphetamine, methamphetamine and ring substituted analogs. A rapid screening technique is essential for the quick identification of the counterfeit drug from the real ones. Various

Strategic Management Accounting Essay Example | Topics and Well Written Essays - 3000 words - 1

Strategic Management Accounting - Essay Example Success can be measured by ensuring that the output is as per the desired estimation from the pre-decided input and effort (Rathore, 2009; Siddiqui, 2006). In such situation, responsibility accounting signifies classifying the financial information that is related to the areas associated with the organisational activity. After considering these financial aspects the responsibilities are allocated for controlling different areas of operations. These areas are also known as responsibility centres. There are various types of responsibility centres, such as cost centre, profit centre, revenue centre, and investment centre (Rao, 2007). The financial performance in the organisation are measured and monitored by the managers by considering the relative measures of profitability. ROI is also a relative measure of financial performance that can be utilised for comparison with the other investments. It also assists in providing a summary of the post return on the capital employed. The concept of ROI is based on the yield or benefit that investors reap on investments (Megginson and Smart, 2008). ROI = (Revenue – Investment) / Investment * 100 (Jupri, n. ... The focus of ROI is towards profit, and the data required for such calculating is easily available. Apart from this, the size of the divisions does not affect the calculation, and the managers can easily choose the projects with higher ROI. However, ROI ignores various risks, and considers historic measures. In this case the projects which have slow payoff are generally rejected. This also encourages managers to shift their focus towards short-run than long-run (Kimmel, Weygandt and Kieso, 2008). Apart from ROI, EVA is another tool for measuring financial performance that has become popular among the managers. In this case the performance is calculated on the basis of the residual wealth of the organisation that is deducted by the cost of capital from the operating profit. This is also referred as the economic profit. The formula for calculating EAV is stated below EVA = NOPAT (Net Operating Profit after Taxes) – (Capital * Cost of Capital) The organisation having a positive E VA is said to have yielded profit or wealth, while organisation with negative EVA is said to have consumed the capital. The strength of EVA is that it acts as a major indicator of wealth creation and accordingly assists the managers in streamlining the goals of the division or plant with the corporate goals (Ingram, Albright and Ingram, 2006). However, there are certain limitations in this method, especially when it comes to the size of the division or organisation, or financial orientations. Both the methods discussed here suffer from the drawback of tempting managers with short-term profits. EVA is particularly used for aspects like incentive compensation, investor relations, and resource allocation. The premise in this case is

Health Literacy Essay Example for Free

Health Literacy Essay I. Background Child health is an essential indicator of the quality of life in developing countries. Mothers’ literacy is often positively associated with improved child health and nutritional status (Glewwe, 1999). The possession of literacy increases the ability of a mother or a family to acquire more knowledge. Improvements in child health are considered as the consequences of enhanced of mother’s knowledge. In short, literacy affects health, and health affects educational achievement (Grosse, 1989). Because the correlation between literacy, health, wealth and well-being is becoming increasingly important, it is crucial to include health literacy as skills required for an adult ‘to function’ in a community (Kickbusch, 2001). Health literacy has been recognized as a key outcome measure of health promotion interventions (Nutbeam, 1996). It can be categorized as basic/functional health literacy, communicative/interactive health literacy and critical literacy. Each level has different ‘autonomy and personal empowerment’. Individual attention is focused on developing the skills and confidence to make choices that enhance individual health outcomes (Nutbeam, 2000). As the highest level, critical literacy ideally will be achieved in which people have this capability to search for information, assess the reliability of that information and use that information to have a better control over their health determinants (Nutbeam and Renkert, 2001). Following this health literacy concept, Nutbeam and Renkert (2001) define mother’s health literacy as ‘the cognitive and social skills which determine the motivation and ability of women to gain access to, understand and use the information in ways that promote and maintain their health and that of their children’. In terms of literacy, Indonesia has a relatively high of literacy rate of 90% (UNICEF, 2007). However, people with adequate literacy for dealing with  familiar concepts and practices, such as household management can discover a considerable difficulty to understand unfamiliar issues, such as health care information (Kalichman and Rompa, 2000). For mothers, health literacy skills are important factors in predicting child health outcomes. Indonesia as a developing country still faces many child health problems. Infant, neonatal and under-5 mortality rate was relatively high (26, 17 and 34 per 1000 live births, respectively) in 2006. Child immunization coverage is still considerably low with measles coverage of 66. 2%, MCV (80%), DPT (75%) and hepatitis (74%) among one-year-olds (WHO, 2009). Many studies show that low literacy is related with several adverse health outcomes (DeWalt, 2004). One of the ways to improve child health is likely by improving mother’s health literacy. Many recent studies have examined the impact of mother’s health literacy on child health (Sandiford, 1995). However, there are few studies focused on the barriers to mother’s health literacy. This study will investigate barriers are there to improve mother’s health literacy on child health and find solutions might overcome the barriers. II. Objectives 1. To investigate the level of mother’s health literacy in province of Aceh (functional, interactive or critical health literacy of mothers toward child health care, participation in child care programme in villages or sub districts, health seeking behaviours, efforts to gain access to health services). 2. To explore what barriers are there to improve mother’s health literacy on child health 3. To evaluate solutions that might overcome the barriers in order to enhance mother’s health literacy. 4. To create a model of intervention to improve maternal health literacy III. Methodology This research will be conducted in quantitative and qualitative methods. The quantitative methods will investigate the data about the mothers’ functional, interactive and critical health literacy toward the child health care, the utilisation of primary health care by mothers in terms of health seeking behaviour, child immunization coverage and monitoring of children’s nutritional status. The data will be collected by using structured questionnaires. The functional literacy will use the structured questionnaires of Test of Functional Health Literacy in Adults (TOFHLA) (Baker, 1999) and Rapid Estimate of Adult Literacy in Medicine (REALM) (Bass, 2003) while the interactive and critical health literacy questionnaires will be designed by modifying the existing researches that study of maternal health literacy. Then, the results will be categorized by scoring into Inadequate, Marginal and Adequate health literacy. Before the questionnaire is used for the investigation, the validity and reliability tests will be performed. In the qualitative stage, I will conduct personal interviews and focus group discussions to find out the barriers and solutions to improve maternal health literacy. Semi-structured personal interviews will be used for mothers and health care staff (physicians, nurses and midwifes) from villages and sub-district health services. Respondents will be interviewed individually and privacy will be maintained during the interview. For focus group discussions, they will be purposively selected to ensure the maximum variation to ensure a diversity of views about barriers to improve mothers’ health literacy within the sample. For each group, initial contact will be made by a gatekeeper such as co-ordinator of village mother’s association, wife of head of village and village midwife. All groups will be facilitated by the researcher, recorded with the participants’ permission and will be fully transcribed. Sampling strategy Participant will be recruited from women who have children (younger or older children) in disparate geographical areas (social/cultural/ethnic mix) to look for contextual difference and from different level of education (no education, basic, advanced and higher education). The sample will be recruited purposively from the population data of department of health in Aceh. Women who are willing to participate, speak either Indonesia or Acehnese, and are articulate will be purposively selected for the qualitative study. For the quantitative study, respondents will be selected using the multi-stage random sampling method. All respondent selected will be assured that participation is voluntary. Data analysis The recorded interviews will be transcribed word for word into the language of the interview (Bahasa Indonesia, but Acehnese will be used as many people in rural areas cannot speak bahasa) and then translated into English. Categories for analysis of data will be identified at the beginning. The transcripts will be analyzed and allocated from each subject to various categories. Data will then be analyzed according to these categories. The quantitative data will be analized using SPSS statistical software version 19. 0 (SPSS, Inc, Chicago, Ill). IV. Significance Indonesia is a developing country with a population of nearly 250 million. Low literacy and high fertility coupled with poor economy translates into high morbidity and mortality. Women and children are the most vulnerable segments in terms of health. It is important to improve maternal health literacy and other factors related to health services in order to increase child health care. It is a multi sector program that involves many stake holders including health department, medical education and community. It is important for medical education institution to educate their graduations of health promotion and health education against the current trend of medical education that is more likely to be a curative and specialist view. V. Others USA is a developed country and well known for its reputable universities especially for public health subjects. Health system in the US is different from Indonesia that will allow me to learn more about health education especially maternal health literacy in the US health system. The project will be conducted in three years. The detail of timeline can be found in the table below. Table 1. The timeline of research No| Years| Year 1| Year 2| | MonthsTasks| 1| 2| 3| 4| 5| 6| 7| 8| 9| 10| 11| 12| 1| 2| 3| 4| 5| 6| 7| 8| 9| 10| 11| 12| 1| Refine research question| | | | | | | | | | | | | | | | | | | | | | | | | 2| Preparation of proposal| | | | | | | | | | | | | | | | | | | | | | | | | 3| Literature review and process the local and university ethical issues| | | | | | | | | | | | | | | | | | | | | | | | | 4| Produce the questioners | | | | | | | | | | | | | | | | | | | | | | | | | 5| Data collection| | | | | | | | | | | | | | | | | | | | | | | | | 6| Data analysis| | | | | | | | | | | | | | | | | | | | | | | | |. No| Years| Year 3| | MonthsTasks| 1| 2| 3| 4| 5| 6| 7| 8| 9| 10| 11| 12| 6| Data analysis (continued)| | | | | | | | | | | | | 8| Writing initial draft| | | | | | | | | | | | | 9| Proof reading | | | | | | | | | | | | | 10| Revision and hand in| | | | | | | | | | | | | References Baker DW, Williams MV, Parker RM, Gazmararian JA, Nurss J. Development of a brief test to measure functional health literacy. Patient Education and Counseling. 1999, 38:33-42. Bass PF, Wilson JF, and Griffith CH. A Shortened Instrument for Literacy Screening. Journal of General Internal Medicine. 2003,18:1036-1038. Glewwe. P. Why does mother’s schooling raise child health in developing countries? evidence from Morocco. The Journal of Human Resources. 1999; 34 (1): 124 – 159. Grosse R. N. Literacy and health status in developing counties. Annual Review Public Health. 1989; 34: 281 – 97. Kickbusch I. S. Health literacy: addressing the health and education divide. Health Promotion International. 2001; 16 (3): 289 – 97. Nutbeam D. Achieving ‘best practice’ in health promotion: improving the fit between research and practice. Health Education Research. 1996; 11 (3): 317 – 26. Nutbeam D. Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International. 2000; 15 (3): 259 – 67. Nutbeam D and Renkert S. Opportunities to improve maternal health literacy through antenatal education: an exploratory study. Health Promotion International. 2001; 16 (4): 38 – 88. Kalichman S. C and Rompa D. Functional health literacy is associated with health status and health-related knowledge in people living with HIV-AIDS. Journal of Acquired Immune Deficiency Syndromes. 2000; 25: 337 – 44. The World Health Organization (WHO). WHO Statistical Information System (WHOSIS) for Indonesia. 2009. Retrieved on Jan 7, 2009. Available from: http://www. who. int/whosis/data/Search. jsp? indicators=[Indicator]. Members DeWalt D. A et. al. Literacy and health outcomes. Journal of General Internal Medicine. 2004; 19: 1228 – 39. Sandiford P, Cassel J, Montenegro M and Sanchez G. The impact of women’s literacy on child health and its interaction with access to health services. Population Investigation Committee. 1995; 49 (1): 5 – 17. Health Canada. Toward a Healthy Future: Second Report on the Health of Canadians. 1999. Retrieved Jan 7, 2009. Available from: http://www. phac-aspc. gc. ca/ph-sp/report-rapport/toward/pdf/toward_a_healthy_english. PDF Provincial health office Aceh province. Health profile of Aceh province in 2007. Banda Aceh-Indonesia. 2007. Rahmad Y. 2008, menurunkan angka kematian ibu dan bayi. The Globe Journal Banda Aceh. 2008. Retrieved Jan 8, 2009. Available from: http://www. theglobejournal. com/detilberita. php? id=1586 Serambi news, Di aceh masih banyak perempuan buta huruf. Serambi Indonesia. 2/12/2008. Retrieved Jan 8, 2009. Available from: http://www. serambinews. com/old/index. php? aksi=bacaberitaberitaid=59771rubrik=1topik=13 The United Nation Children’s Fund (UNICEF). Statistics Basic Indicator for Indonesia. 2007. Retrieved on Jan 7, 2009. Available from: http://www. unicef. org/infobycountry/indonesia_statistics. html.

The Humanization of Achilles Essay -- essays research papers

Homer illustrates that it is a difficult task to travel down the road of compassion and to overcome rage, but in The Iliad, Achilles achieved it. The ?swift runner? expresses his fury throughout the epic poem. The initial insensitivity and stubborn temper of Achilles in the first books lead to the eventual humanization of Achilles. Achilles was given a gift, the gift of being the best warrior there was, and being the son of a goddess didn?t hurt his confidence either. Achilles had more than confidence he was cocky and thought that the world revolved around him. In his mind nobody, including the Achaean army could survive without him. When an argument occurs between him and Agamemnon, king of Mycenae and leader of the Achaean army, Achilles leaves the army and goes crying to his mother, ...

On the Road Essay

â€Å"On the Road† is not merely a tale of adventure. It is a story of a journey of life. As the characters travel back and forth between places, they move from one phase of their life to the next. It is a story of friendship, realization, and growth. The story’s ending highlights the end of a journey for Sal. Furthermore, it shows his metamorphosis as a human and his growth in terms of maturity. Also, the last part of the novel shows how he transformed in term s of how he viewed life and the people around him, most especially Dean. Most important of all, the latter part of the novel shows a much needed transition and change in Sal’s life. As he journeys alone, it serves as a symbol and a metaphor of his growth and independence from Dean. His decision to venture out on his own without calling on Dean to join him is a metaphor. As was seen in the beginning of the novel, Sal was mesmerized with Dean’s outlook of the world. He was at awe with how Dean lived his life. He wanted the same life which was the reason he joined Dean in travelling around the country. However, as the novel came to an end, so did Sal’s enchantment with Dean and the life he was living. His decision to go out on his own is evidence that he changed his view of the world. It showed how he outgrew their old ways and moved on to more important and valuable things in life. No longer was he interested in simple fun and the happy-go-lucky life. He aspired for more significance and meaning. He craved for a more meaningful life. The ending of the novel shows how Sal transformed as an individual. It showed how he moved on to a better life. Sadly, this meant disassociation with Dean and the life he chose to live.

Paradise Lost by John Milton Essay

1 – ‘Language has the ability to make sin look attractive’ Tis Pity was published by John Ford in 1633 and is set in Italy, the heart of the Renassiance. John Milton published Paradise Lost in 1667, relatively soon after John Ford, and was the first epic poem to be written in blank verse. Both writers push the boundaries of literature by exploring untouched, taboo subjects: incest and The Fall of Man. During this period of time, soon after the Renassiance period, many artists and writers were challenging society by introducing a range of different styles and genres. This meant that Ford and Milton both intended to tempt controversy through their pieces of literature; yet, the seductive choice of language has instead caused an attractiveness to both texts. It is this attraction to the language, and utter skill behind these writer’s intentions, that has enabled both texts to withstand the test of time. In Book Nine of Paradise Lost, Milton begins to introduce Satan as the Serpent; however, he manages to draw the audience away from Satan’s intentions by presenting his physical beauty. As the Serpent ‘Addressed his way’ towards Eve, with the desire to cause corruption, he moves ‘not with intended wave’. Instead, he towers ‘fould above fould a surging Maze’, with the colours of ‘Verdant Gold’. By giving the Serpent distinct characteristics, he is separating him from the other creatures in the Garden of Eden, therefore drawing Eve’s attention to his uniqueness. The repetition of ‘fould above fould’ gives the sense of an illusion, something which Eve’s eyesight is unable to comprehend; which is then reinforced by ‘surging Maze’, giving this illusion speed and power, causing a greater confusion on Eve’s behalf. The vivid description of ‘verdant Gold’ gives the Serpent a very rich colouring, thus reiterating his importance in the Garden. When Satan finally decides to confront Eve, he becomes ‘erect’, giving himself a sense of empowerment. This is when Milton’s narration confirms the beauty of his language, as he mentions how ‘pleasing was his shape / and lovely’. For an audience, this outside interpretation almost gives a sense of comfort, as they too are lost in his physical beauty. Finally, as the Serpent begins to speak, his ability to compliment and seduce enables him to make his way ‘into the heart of Eve’. There are clear similarites between Satan in Paradise Lost and Vasques in Tis Pity: both have a masterful use of rhetoric. As Vasque attempts to gather information from Putana, he mentions how her – by proving themselves  to be devoted to these women, they are appealing to their naivity and giving a false sense of trust. Their seductive use of language causes them to become ‘impassioned’, as they begin to realise their ability to attract these women. The absence and withdrawal of language in both texts is equally as attractive to an audience. In Paradise Lost Book Nine, the pivotal point when Eve eats the Forbidden Fruit is simply expressed in four words, ‘she plucked, she eat’. The use of these monosyllables reinforces how emphasis can be achieved through simplicity. Extending on this further, Milton’s constant elaboration and care to detail is deliberately dismissed here to send an even greater message to his audience: mankind cannot blame Eve for causing the Fall as she simply ‘ate’ the fruit. By refusing to focus on Eve’s decision to eat the Fruit, he is daringly challenging conventional views that women are the only cause of sin. John Ford in Tis Pity has a similar intention through his portrayal of Hippolyta; her refusal to be silenced goes against the view of women’s inferiority. This is achieved in Act Two Scene two, as she powerfully enters with ‘Tis I;’. These two words are separate from the rest of her speech in order to hold suspense and give her a greater presence on stage. Ford’s intention is for the audience to immediately be drawn to her in preparation for her criticism towards Soranzo. As both Ford and Milton are so skilled in writing ‘attractively’ and deliberately trying to engage an audience, it is even more effective when they suddenly withdraw; the audience become responsible in using their own imagination, in attempt to understand the message these writers intend to express. In Tis Pity, the most effective use of language is through convincing an audience that Giovanni and Annabella have a natural, loving relationship. In Act One Scene Two, when Giovanni admits his love for Annabella and she responds evenly, he ends the scene with ‘After so many tears as we have wept, let’s learn to court in smiles , to kiss and sleep’. Finally Giovanni is no longer impassioned, ‘I have too long suppressed the hidden flames’, and is instead able to appreciate the natural rawness of their love. Not only that, but by referring to their ability to ‘weep, smile, kiss and sleep’, he is expressing emotions which audiences are able to relate to; proving that their relationship isn’t as unnatural as first assumed. During this particular moment, the audience become so engaged in the text that they forget about the theme of incest and instead support the  purity of their relationship. John Milton’s depiction of Satan creates a similar sense of curiosity into the ability to sympathise with him. This is highlighted when he observes Eve for the first time and becomes ‘of enmitie disarm’d/ of guile, of hate, of envie, of revenge’. The repetition of ‘guile, hate, envie, revenge’ proves how Satan is gradually striped of his emotions associated with evil, and is instead left vulnerable through his admiration. The power of Eve’s beauty forces him to become ‘abstracted’ from his own evil, thus demonstrating the ability to respond humanely. During this moment, Milton is allowing the audience the opportunity to make their own viewpoint of Satan; isolated from the conventional, one-dimensial presentation of him. The beauty of both texts is not caused by convincing the audience that sin is ‘attractive’, but instead pushing them into sympathising, admiring and simply enjoying pieces of literature beyond expectation.

AniSci Lesson Plan 1 Essays - Learning, Behavior Modification

AniSci Lesson Plan 1 Essays - Learning, Behavior Modification Chloe Kern Final Creative Work Animal Science 04/28/19 For this creative work, I have decided to make three lesson plans. These plans are geared toward an audience of Kindergarten-Second graders with little to no experience or knowledge about these topics. As an early childhood education major, I firmly believe that children should learn about animals and the connections that they have in their life from a very young age. This is something that I hope to incorporate into my future classroom so that students have an understanding, even if it begins as basic, of the world and all the animals around them. This lesson plan will focus on three main content areas: animal products, nutrition, and behavior. They will be put together in a way that will allow the educator to separate and expand on each content area or to teach these sections all at one time. In order to create a deeper level of understanding for each section, I feel that separating each specific lesson may be the most effective way to engage students. Each content area will hav e its own creative activity to enhance student understanding, but if there are time constraints these objectives can be reached without the creative activity. The central theme of these lessons focuses on helping students to understand the similarities and the connections that they have to animals. Lesson Plan #1 Age: K-2 Subject: Animal Science Topic: Animal Products Eggs and Fiber Time + Pacing Central Focus of Lesson: At the end of the lesson, students should feel comfortable recognizing that they most likely use and see animal products in their daily lives Part 2: Content Objectives SWBAT name at least one animal product that they have seen/used in their daily lives (meat, eggs, fibers) SWBAT name the 4 main different parts of an egg (shell, membrane, egg white, yolk) SWBAT name at least one type of fiber and where it comes from Key Vocabulary Shell Membrane Egg White Yolk Fiber Wool Cashmere Prior Academic Learning and Prerequisite Skills: Students have very little prior knowledge of this subject and these topics Students should also have a prior knowledge of how to use art supplies Students should be aware of typical classroom procedures Materials Needed Piece of Wool Piece of Cashmere White "Easter Eggs" Saran Wrap Small Yellow Pom Poms White Tissue Paper Board Projector Part 3: Lesson Introduction Gather the children in a group and explain that they are going to be learning about the things they use or see that comes from animals Ask students if they have any examples of things that they have used or seen that come from animals When suggestions are given, write them on the board and discuss with the group. If incorrect suggestions are given, write them on the board, discuss, and correct misconceptions before erasing incorrect information. After they are out of suggestions, explain that today they are going to be focusing on 2 types of products: eggs and fiber 5-10 min Introduction of New Information Begin with discussing Fibers: "Does anyone know what fibers are?" Give time for several students to answer, and if correct answer is not given then tell students that fibers come from the hair of animals, and they can sometimes be used to make cloth. Pull out the two examples of fiber that are included in materials Wool and Cashmere Let the student feel these two types of fiber "How are these two different?" After some discussion of the difference of the way these two types of fiber feel, call groups attention to the projector "These two types of material come from two different animals" The Wool (it may be helpful to hold up this piece so students can reference it): comes from sheep (project a picture of sheep). It is thicker than the other type of fiber we are talking about today. On sheep, it is the kind of fiber under a coat of hair. There are different types of wool that come from different types of sheep. The Cashmere (it may be helpful to hold up this piece so students can reference it): comes from goats (project a picture of goat), It is thinner/finer than the other type of fiber we are talking about today, and it grows under other hair like wool. Next, begin the discussion of Eggs: "How many of you like to eat eggs?" Give students time to raise hands "Does anyone know where the eggs we normally eat

The Art of Receiving - Guest Post by Ann Murgatroyd-Soe

The Art of Receiving - Guest Post by Ann Murgatroyd-Soe A few weeks ago, I went to my spinal care practitioner and asked her to check some pain I’ve been having in my wrist. After completing some physical adjustments to my arm, she said, â€Å"Remember to receive. You don’t need to push all the time. Just receive.† Receiving is not something I’ve historically been great at, but I’m inspired to do more of it. That’s why I was particularly inspired by the following article by a woman leader in my community. I think you’ll be inspired too by her vulnerability and willingness to receive, when she has always been the â€Å"strong† one. When the Helper Needs Help Christie and I talk and teach often about The Art of Receiving. Most of us tend to be great givers, but we struggle with receiving.  Christie and I had just decided this would be the playshop we would be holding for our travel tribe on this trip-little did we both know how we would personally be in the need to receive on this trip! We were coming off an amazing, deeply spiritual sunrise ceremony on the sacred Ganges River.  I was in an open, loving, peaceful state as we entered the streets of Varanasi, where my senses were overtaken by the sheer magnitude of people, sounds, uncontrolled traffic speeding within inches of us, the unrelenting pace and push of the street vendors and people seemingly in need at such a level that I had never witnessed before.  We had been advised not to bring out money and had been â€Å"prepped† for what we would see and experience, but I was still completely overwhelmed in both heart and mind. My love and I were approached by a woman with a baby that appeared lethargic in her arms.  She cried and pleaded with us over and over for money for food. I tried to keep moving and look ahead for safety as we were instructed to do.  The sound of her pleading and of Joel having to say over and over he was sorry but couldn’t stop or help was just more than my heart could take. In my thoughts there was no acceptable answer or action.  If it was the truth, she and her baby were in such need and we wanted to help.  If it was that she was being exploited by men who would then collect all the money or objects she was given it was a terrible abuse and we would be enabling if we reached out. There was no way in that moment we could help.  The helper in me was devastated.  The thoughts hit me so hard I was literally stunned. I had a completely unexpected, shake me to my core, break my heart open, can’t process fast enough, can’t breathe, can’t, can’t, can’t moment on the streets of Varanasi.  I could feel the breath leaving my body and the sights and sounds begin to dim around me. I called out to Joel as we got separated and my arm got lightly clipped by a passing motorcycle. He thought I was just asking him to walk with me so he stayed his helpful course.  It was the last straw and I burst into tears calling out to him loudly that I couldn’t make it, that I wasn’t okay. Here I was, the helper, the facilitator, the leader, in such a state of vulnerability and overload that I couldn’t get my breath or my bearings. I was quickly wrapped in the safety of Joel’s arms and in the love of several of my travel companions who approached gently from behind and let me know they were right there with me. I let myself be held and protected for the res t of that long walk back to our bus. As I was crying and trying to catch my breath a young man came up likely to sell to us but he saw my pain and didn’t.  He asked Joel several times, â€Å"Why is your wife sad, why is she crying?† Joel’s reply as he held me tight and kept walking was â€Å"She is just a little sad, a little overwhelmed.† I will never forget what that young man said next and it was what quite literally brought my breath back and helped me regain my strength.  Ã¢â‚¬Å"You are a very lucky man, your wife has the most beautiful, loving heart.†Ã‚  This is the core of love in the people that we saw and experienced over and over on our journey through India. Back at our hotel, I was feeling embarrassed. I thought I had let others down. I found myself starting to apologize but was quickly met with another opportunity to receive. This is just a bit of what I heard:  Ã¢â‚¬Å"No need for sorry.  You were just in complete compassion in that moment.†Ã‚  Ã¢â‚¬Å"It was beautiful how much your heart felt.†Ã‚  Ã¢â‚¬Å"No need to apologize, you were just the one to express and release what all of us were feeling in that street today.† This was a life-changing lesson in the Art of Receiving for me and this Helper has learned on an even deeper level how to open herself to help. Ann Murgatroyd-Soe, Hot Pink University When’s the last time you found yourself apologizing for having your feelings or showing your weakness? To me, the ability to show this level of vulnerability is a true strength. As you venture further into the year 2016, I encourage you to find your own opportunities to receive. I think you’ll find that the people around you are more than willing to give. Category:Life and LeadershipBy Brenda BernsteinJanuary 25, 2016

Fifth Amendment to the Constitution of the United States Essay

Fifth Amendment to the Constitution of the United States - Essay Example As the report declares the Appellants filed their suit on the grounds that there had been an abuse of the Fourteenth Amendment, since their property had been seized without â€Å"due process of law† and this case has become a landmark case of sorts in ensuring that an opportunity is provided to the person whose property is being seized to appear before the Court and plead his case. This paper stresses that due process of law involves giving the affected party the right to a hearing before the property is seized. But a hearing is not always constituted to be a necessary requirement of execution of the due process clause. There are certain cases where an ex parte complaint may be sufficient procedural notice to justify seizure of property. In Fuentes v Shevin, these were identified as being necessary to secure important Government interest there is a special need for prompt seizure and there is some overriding circumstance that justifies such an action. Justice Powell stated that procedural due process could also be satisfied on the â€Å"factual basis of the need to resort to a remedy.† This is an extremely important aspect to be considered, because all too often, criminals have invoked the Fifth Amendment as a means to avoid answering for their crimes. Under the tough criminal atmosphere that prevails today, the question of the individual liberty to rema in silent under incriminating circumstances or to have the right to demand due process such as a hearing before legal action can be taken, is subject to debate.