The Advantures Of Huck. Fin Essay Example For Students

The Advantures Of Huck. Fin Essay Books are known for teaching lessons. In Huckleberry Finn, Mark Twain satirically presents the situation of how people of different color were treated unjustly, while at the same time amusing his readers. Isnt it ironic that the character that grows on you most is Jim, the black runaway slave, who society looks down upon most during the time period of this book? Jim is treated poorly as a slave and as a person. For one, he is separated from his parents and children amongst different slave owners. On top of this, he is about to be sold for $800 to another owner even more far away from his family, which leads to his escape. Despite these situations, he remains a loyal, loving, father-like figure, and most importantly, he remains a great friend to Huckleberry. We will write a custom essay on The Advantures Of Huck. Fin specifically for you for only $16.38 $13.9/page Order now Society, even today, often puts children down by saying that they do not contain values. Well, Huck closes the door to this statement. Whenever Huck is challenged to make a decision on impact concerning the safety of Jim, such as the incident when the men are looking for blacks, his heart always seems to pilot him to the direction of Jims benefit, even though almost all of the rest of society would object to his decisions during this period of time. You can also see Hucks distress and sorrow for the fact that Jim has to buy his family back in order to see them again. This absolutely breaks Hucks heart. Back in the 1800s, blacks were considered property, and whites were always the superior race. In Huckleberry Finn, Mark Twain purposely makes Jim the best character in the book, in that he is the most compassionate, caring, and most appreciated by Huck, the main character in the book. At the same time he makes Pap, the white dead-beat father of Huck, the most detested, disrespected, low down character of this book. Twain causes his readers to contemplate of how foolish it is that a person can be judged on his outside appearance, rather than who the individual is on the inside. In conclusion, the lesson to be taught by Mark Twain is that people often pre-judge others based on their exterior and not what counts on the interior. He does this satirically by making Jim an irresistibly lovable character because of how deep his feelings are, making the reader feel these insights as well. This is a lesson that can unquestionably be applied in todays world as well.

YMCA by Village People as example of disco Essays

YMCA by Village People as example of disco Essays YMCA by Village People as example of disco Paper YMCA by Village People as example of disco Paper Essay Topic: Casablanca â€Å"YMCA†, released in the fall of 1978, has become one of the great survivors of the disco era not only because it followed to the letter the motto of disco: ‘anyone could dance to this song’, but also because the Village People, looking so vigorously American in their costumes, turned it into a crossover hit. The events that led to this success were varied: sociological, political and cultural. The purpose of this paper is to analyze how the song â€Å"YMCA† reflects the events of the decade that nestled disco music and how it fits into this genre which has opened minds up to a new experience that has remained unimpaired to this day.OverviewIn order to understand the Village People phenomenon we must consider some of the relevant facts of the decade (70’s). Although disco was born to suit marginalized audiences (blacks, latinos and gays), it soon crossed over to the mainstream. The most diverse audiences accepted it and adopted its ideals of comm unal harmony. The Stonewall Riots of June 1969, which started with one more police raid into a Greenwich Village gay bar, developed into a series of violent protests that went on for weeks and finally marked the beginning of the gay rights movement in the United States (Kelly Boyer Sagert 31) As a consequence of the Stonewall Riots, the gay community won, among others, the right to dance and interact in their own bars and clubs away from police harassment. Discotheques became the main site of gay liberation. As Robert Walser points out, the music of the 70’s was, in many ways, an answer to the frustrated ideals of the 60’s. Punk and heavy metal took over the economic slump, the chronic social problems and the political distrust but â€Å"the new gender identities and communal ideals† were taken up by disco (â€Å"The Rock and Roll Era 374)As its primary aim was making people get together and dance, disco became in many ways, the studio-created ‘product of producers’, relegating performers to a state of near anonymity and making dancers the stars. In the case of Village People, this was the job of two French music producers: Jacques Morali and Henri Belolo who fell in love with disco and decided to move to the United States to be part of the great movement. They wrote and co-produced for the female trio The Ritchie Family. By the end of the seventies, Morali’s genius for the business spotted an American Indian who danced in a gay disco down in the Village, as they watched him dance they noticed a cowboy who was waiting for his turn to perform. Both producers had the same idea: mixing together in one disco band the male stereotypes of America that the gay community responded to. They placed an ad and eventually filled the roles of cowboy (Randy Jones), cop (Victor Willis), construction worker (David Hodo), soldier (Alex Briley), leather-clad biker (Glenn Hughes), and Indian (Felipe Rose).Description and analysisJacques M orali came up with the idea of writing a song about the â€Å"YMCA† after visiting Randy Jones who was staying there as he moved to New York in 1975. According to what the members of the Village People said in an interview for SPIN Magazine, Morali wrote the song in fifteen minutes during a lunch break without realizing it was to become a disco anthem (Jeff Pearlman 74)YMCA was the first of the five songs which formed part of the LP Cruisin released by Casablanca Records in 1978. As most disco songs, it was meant for dancing in a club. The song reflects the interaction and identification of the individuals with a community. Some authors suggest that such experiences are essential to the disco music: â€Å"To understand this music it is necessary to understand (and respect, and probably love) the sensation of being one among hundreds of others on a packed dance-floor, dancing because dancing is what we enjoy most, and because dance music (like sex) binds us intimately.† (Watney 9)â€Å"YMCA† is sung almost entirely as a set of recommendations to partners who have just arrived in New York with no money and nowhere to stay. In this song the group vocals can be understood as representing the community and the soloist, the individual. Every line of the song is in a call-and-response format. First all the members of the Village People sing a short word or phrase, then Victor Willis, with his broad-chested lead vocal, adds a longer line.The song consists mainly of six stanzas, each pair followed by the same chorus. The song tunes are closed, self-contained. This is achieved by an almost strict musical structure (AABB) and the word by word stress of the last verse in a stanza, punctuated by synthesizers. There is a modest textural crescendo after the first chorus, but the intensity level pattern remains basically the same throughout the song. All choruses are virtually identical not only lyrically but also in terms of instrumentation. The song star ts with a brass introduction which is immediately followed by the four-four pulse beat of disco as the band begins to sing.   Many different instruments are used: clavinet and electric piano (Nathanial Wilke), drums (Russell Drabney), lead guitar (Jimmy Lee), rhythm guitar (Rodger Lee), synthesizer (Richard Trifan) but brass instruments stand out. Before each of the choruses we can hear five bursts of brass which seem to announce the important message:It’s fun to stay at the YMCAThe rest of the stanzas are there to explain why it is so much fun:They have everything for you men to enjoy,You can hang out with all the boys You can get yourself clean, you can have a good meal,You can do what about you feel Having taken off in gay discotheques, the Village People managed to make their songs’ associations with gay lifestyle obvious but somehow hardly noticeable. They simply chose not to say much about the topic and let everybody believe what they wanted.It was this strateg y, together with their charisma and the right social circumstances which made â€Å"YMCA† sell 12 million internationally and be constantly reissued and repackaged.ConclusionDisco sound was ultra-inclusive. Jazz, classical, calypso, rock, latin, soul, funk were mixed in a perfect recipe within a studio to create an innovative sound. It, in turn, influenced 1990’s and 2000’s rhythms like house, techno and hip-hop proving efficiently that disco is a really dignified link of the chain of music.Although in 1977 it might have been hard to believe, the Village People occupied an extreme place in the history of music. It was a brief, frenzied moment when the cultural principle was ‘if it feels good, then it’s ok’, but with their picturesque looks and their contagious rhythm, they became one of the disco decade most enduring phenomena. There is not a sporting event, wedding reception, biker meeting where â€Å"YMCA† is not played confirming it as one of the disco anthems of all times.As Richard Dryer wrote â€Å"disco can’t change the world or make the revolution† but it did open up experience and changed definitions (â€Å"In Defence of Disco† 151)

3 Examples of Expletives to Be Expunged

3 Examples of Expletives to Be Expunged 3 Examples of Expletives to Be Expunged 3 Examples of Expletives to Be Expunged By Mark Nichol In each of the following sentences, an expletive (a form of â€Å"there is† or â€Å"it is†) inhibits an active, concise sentence construction, and other wording is passive and/or more verbose than necessary. Discussion after each example explains the problem, and a revision demonstrates the solution. 1. There have been several immediate actions that the agency has taken. To produce a more concise sentence, find the buried subject (â€Å"the agency†) and move it to the head of the sentence, then omit the expletive and the attendant verb or verb phrase (and the now-superfluous that): â€Å"The agency has taken several immediate actions.† 2. For each initiative, there  will be a number of processes that need to change,  as well as new processes that may need to be created. Here, because of the modifying introductory phrase, the expletive is not so obtrusive, and in this case, the syntax is not doubly passive- the subject immediately follows the expletive, rather than being twice removed, as in the previous example. Nevertheless, the sentence is improved by beginning the main clause with the subject rather than the expletive; also, replace one â€Å"need to† or the other with must to avoid repetition: â€Å"For each initiative, a number of processes must change and new processes need to be created.† 3. While each bankruptcy case is unique, there are standard requirements that must be met by all creditors. Again, beginning the main clause with a substantial subject rather than an expletive will render the sentence more concise: â€Å"While each bankruptcy case is unique, standard requirements must be met by all creditors.† Additionally, however, note that passive sentence construction disguises the true subject: â€Å"While each bankruptcy case is unique, all creditors must meet standard requirements.† 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 Grammar category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsComma Before Butâ€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

The objective of the marriage statutes and same sex marriage Essay

The objective of the marriage statutes and same sex marriage - Essay Example tural justice for those responsible for formulating the statutes were expected to have foreseen the problem and adequately address it even before it happened. There is no way the marriage statutes could forbid same sex marriage giving clear definitions of marriage and what society should take it to be in some clause and then intentionally give another contrary idea of what marriage is in its subsequent definitions of marriage without raising any debate (Eskridge, 2001, 853-881). The idea of the marriage licensing laws not prohibiting same sex marriage can be taken as an intention to undermine the inefficiency of grammar in those laws to completely substantiate the object of the encompassing or parent law which is the marriage statute, the object being protection of marriage between people of different sexes for purpose of procreation. This led to existence of a loophole where people of differing opinions could create grounds of making believe the constitutional law is ambiguous in it s intentions thereby creating a constitutional avenue through which same sex marriage thrive (Snyder, 2006, 35). By passing that law the intention of the law was subverted and ordinary and approved use of language principle of interpretation of law was misused to beat the very intention of the law. The intention of the marriage statute is clear; the marriage licensing laws are a mere branch through which the objectives of the marriage act are attained and implemented. The marriage statute does not have a provision to indicate that it might have any other differing opinion based on how it substance is interpreted in its subsequent implementation. The meaning of marriage in the laws of Massachusetts can be taken to be silent and its true intent can only be arrived at when subjected to... This essay analyzes that the court's solution to this case far exceeded its jurisdiction mandated by article 30. It amounted to statutory revision when the court interpreted the gender-specific language as gender neutral which resulted into a statutory revision that replaced the intent of the legislature with that of the court.  This essay analyzes that the court's solution to this case far exceeded its jurisdiction mandated by article 30. It amounted to statutory revision when the court interpreted the gender-specific language as gender neutral which resulted into a statutory revision that replaced the intent of the legislature with that of the court.   It is clear that same-sex marriage has always been forbidden under the marriage statutes and that the court of Massachusetts abrogated the purpose of the substantive due process which is to protect existing rights and not create new ones, to deter government intrusion and not invite it. The Court should not have sanctioned same-s ex marriages giving a rationale that denying such a right would be tantamount to denying other rights such as raising children that are accorded under marriage. The legislature needs to have had some rationale basis to conclude that family structures of such nature have not been sufficiently concluded to be an equivalent of marital family structure that has established itself as a successful one through out history. People have the right to raise children in any manner of family structure as long as they don’t pause any danger to them socially psychologically or otherwise.

Views on Gender Roles Essay Example | Topics and Well Written Essays - 750 words

Views on Gender Roles - Essay Example Much of what we learn about gender occurs during our formative years, and it is largely a product of our culture. Mothers and fathers tend to reinforce gender roles in developing children, such as rewarding a boy for achieving in sports, or praising a girl for helping around the house. Because an individual’s culture, background, and upbringing play such a critical role in the development of views on gender, it comes as no surprise that gender views vary greatly. Each individual’s view on gender is unique, but it is not difficult to see that some general statements can be made about an individual’s view on gender based on the characteristics of that individual. Perhaps this holds true because the individual’s view on gender is largely learned from those around him or her, and the people in an individual’s sphere of influence often tend to have similar characteristics. Based on the cross-tabulation provided with the Starks textbook, I used the 2000 General Social Survey data to compare views on the wife at home, presumably in the traditional â€Å"stay-at-home mom† sense, though the website does not give information as to the specific wording of the survey itself (which could have made a difference in the results). The question of whether the wife should be at home was compared by gender, age group, education, income of the family, political party, region, did the mother work when the respondent was a child, and the religion. The results give us insight into how groups of varying characteristics feel about gender. Surprisingly, and most likely a dramatic change over the last fifty years, when questioned, men and women responded very similarly to the question, with 60.1% of females and 58.1% of males disagreeing with the statement. Only a 2% difference is shown between genders, and this small difference becomes even less significant when taken in

Graphic Organizers in the Classroom Essay Example for Free

Graphic Organizers in the Classroom Essay A graphic organizer is a visual tool the helps students grasp the relationship between facts, terms and other ideas within a specific learning task (Hall Strangman, 2002). Graphic organizers are called by a variety of different names including knowledge maps, concept maps, story maps, cognitive organizers, advance organizers and concept diagrams (Hall Strangman, 2002). However, graphic organizers have a valuable place within classrooms because they have the potential to improve learning outcomes for all students (Hall Strangman, 2002). Graphic organizers are so useful for both students and teachers because they can take many forms and be used in a variety of different ways to meet the needs of each individual student. Graphic organizers can be used in a variety of different educational situations and can be modified to meet the learning objectives of specific lessons (Bellanca, 2007). Teachers can use a graphic organizer to make sense of classroom discussions among students. Students can use graphic organizers to gather information from a single lesson in order to find meaning. Students can also rely on graphic organizers to keep track of an ongoing lesson or theme that lasts throughout the entire school year (Bellanca, 2007). An analysis of graphic organizers is offered as they relate to overall learning achievement in the classroom. Graphic organizers have the potential to improve the learning outcomes of all students because they blend the linguistic mode of learning with the non linguistic mode of learning so that words and phrases work with symbols to form meaningful relationships (Marzano, Pickering Pollock, 2001). The use of graphic organizers is intended to meet six different learning objectives that regularly appear in classroom curriculum: descriptive patterns, time-sequence patterns, process/cause effect patterns, episode patterns, generalization/principle patterns and concept patterns (Marzano, et al, 2001). Descriptive patterns are used to represent facts about people, places, things and events (Marzano, et al, 2001). For example, if students were learning about the Underground Railroad, they could create a graphic organizer centered on the Underground Railroad by branching different facts about this historical event off, including important people, places, things and events associated with the Underground Railroad. Similarly, time-sequence patterns are used to form representations of the chronological sequence of events (Marzano, et al, 2001). This type of graphic organizer could take the form of a student created time line. The remaining four types of graphic organizers deal with more complex processes but are equally as useful for teachers and students. Process/cause effect patterns organize information in such a way that allows it to lead to a specific outcome (Marzano, et al, 2001). Using the Underground Railroad example, this graphic organizer could list all of the different events that led to the creation of the Underground Railroad. Episode patterns are similar in that they organize information about specific events including setting, people, duration, sequence of events and cause and effect (Marzano, et al, 2001). This type of graphic organizer allows students to form a clear and cohesive picture of what they are studying so that all of the necessary information is included in one place. Generalization/Principle patterns allow students to focus on one topic so they are able to collect a variety of different examples that support that topic (Marzano, et al, 2001). This type of graphic organizer is particularly useful in math because it allows students to show a multitude of examples that prove specific math concepts. Finally, concept patterns organize information around a word or phrase that represent people, places, things or events as entire categories (Marzano, et al, 2001). This type of organizer allows students to show many examples about one particular subject. The types of graphic organizers described above are highly useful in the classroom because students in modern society are very visual human beings (Sousa, 2007). Modern students are surrounded by visual technology including computers, television, video games, cellular telephones, movies and DVD players (Sousa, 2007). Graphic organizers build on the reliance that students have on visual technology by capturing their attention in order to provide them with authentic opportunities to improve their understanding, meaning and retention of specific subjects (Sousa, 2007). Teachers who incorporate the use of graphic organizers into the classroom are able to reach all students because they appeal to the highly visual children that make up society today. Further, the use of visual techniques such as graphic organizers have the potential to increase learning outcomes while also ensuring future recall. The national No Child Left Behind Act has increased educational focus onto assessment (Struble, 2007). Graphic organizers have a very valuable place in classrooms both as ongoing and formative assessment measures (Struble, 2007). Graphic organizers are powerful tools for analyzing and assessing the ongoing understanding and performance of students throughout the school year and across a wide range of subject material (Struble, 2007). The use of graphic organizers as part of an ongoing assessment measure allows teachers to modify instruction as necessary while also ensuring that all students are learning what they need to know (Struble, 2007). Further, the use of graphic organizers has been shown to increase overall meaning but also to increase future retention (Nesbit Adescope, 2006). Over the past several years, fifty-five studies have been conducted associated with the use of graphic organizers by 5818 student participants. Results from these studies using post tests measuring recall and transfer after the use of graphic organizers prove that they increase knowledge retention (Nesbit Adescope, 2006). Ultimately, graphic organizers have the potential to capture the interest of students so they are able to form a meaningful relationship between linguistic and non linguistic skills in order to increase the potential for future recall of curriculum material. Bellanca, James A. (2007). A guide to graphic organizers: helping students organize and process content for deeper learning. Thousand Oaks, CA: Sage Publications. Hall, Tracey Strangman, Nicole. (2002). Graphic organizers. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved on April 16, 2009 from http://www. cast. org/publications/ncac/ncac_go. html. Marzano, Robert J. ; Pickering, Debra J. Pollock, Jane E. (2001). Classroom instruction that works: research based strategies for increasing student achievement. Alexandria, VA: Association for Supervision Curriculum Development. Nesbit, John C. Adescope, Olusola O. (2006). Learning with concept and knowledge maps: a meta-analysis. Review of Educational Research, 76 (3): 413 – 448. Sousa, David A. (2007). How the brain learns mathematics. Thousand Oaks, CA: Sage Publications. Struble, Janet. (2007). Using graphic organizers as a formative assessment. Science Scope, January 1.

Free Essays - The Character of Elizabeth Bennet in Pride and Prejudice :: Pride Prejudice Essays

The Character of Elizabeth Bennet in Pride and Prejudice "Pride and Prejudice" the novel by Jane Austin has a main theme of romance, but many other sub themes are present. I intend to demonstrate that Elizabeth Bennet is an interesting character in the book. The man plot of the story revolves around Elizabeth (or Eliza) Bennet, who belongs to a family of five sisters, and her relationship with eligible bachelor Mr Darcy. However, "Pride and Prejudice" is a very complex novel, with many different subplots going on. One of these is the relationship between Eliza's older sister Jane, and Bingley, Darcy's friend. There are many misunderstandings within their courtship which have an important role in the plot. Elizabeth's father and mother play a part, as do her relations, friends and acquaintances. In the story, Eliza hates Darcy at first, thinking him proud, but overcomes her prejudice and comes round to loving him in the end, and the two marry, as do Jane and Bingley. Another marriage is between Lydia, Elizabeth's younger sister, and Wickham, a man who Eliza was initially interested in. However, his true character comes to light, and his marriage proves to be far from uneventful. One reason why Elizabeth proves to be a very interesting character is her close friendship with her older sister Jane. The pair know each other very well, and they both feel a need to confide in one another due to the less that charming personality traits of the rest of their family. They are the only sensible ones if the household. Due to their constant contact, that are able to tell each other's moods with great ease, Eliza especially. When Jane returns from seeing Bingley "Elizabeth instantly read her feelings", so we know that they spend a lot of time in each other's company. Elizabeth obviously cares deeply about Jane, because when the later becomes ill while at Netherfield, Darcy's home, Eliza takes it upon herself to walk three miles through the mud to visit her. This greatly surprises the Netherfield party, but Eliza appears unconcerned. She mostly stays by Jane's bedside during the visit, preferring her company to the superciliousness of Miss Bingley and Hurst.

Effects of Maternal Employment on Infant Development Essay

The topic of this paper is the debate of whether or not maternal employment has any effect on infant development. Research on this described topic has recently become popular due to the rise of working mothers over the past several decades. Their increasing numbers in the workplace and decreasing numbers as stay at home moms are creating a number of different issues to be studied. The effects of maternal employment are determined by a number of factors that include, the mother’s job satisfaction and drive, amount of work, and the mother’s opinion of quality versus quantity time with children. The main concept at hand here is the importance of an attachment in the first few years as being vital to a child’s later development. One side of the argument backs up this fact saying that it is important for a child to have their mother home with them during this period of development. The other side argues that they are finding that it may be more beneficial for the child to be placed in some form of nontraditional care environment. This paper will examine these different effects on infant development whether they are positive or negative. There are two sides to this argument as expected for any issue in debate. I will discuss these two sides by using the arguments of researchers that have studied this topic and written articles on their opposing feelings on maternal employment. I will summarize separately these two researchers’ different views along with their findings. After I have summarized some of their findings I will be presenting my own personal view on this topic. The authors arguing the yes side of this debate are, Jay Belsky and David Eggebeen. Their purpose in writing on this issue was to touch upon some of the issues involved in what has become known as the infant day care controversy. They reviewed previous studies of maternal employment and of the infants involved receiving various types of non-parental care and found that the children that received the type of non-parental care available in the United States for 20 or more hours a week during their first year of life are at a higher risk of developing insecure attachments to their mothers and have been known to misbehave with adults and act more aggressively toward their peers as 3 to 8 year olds. It was also found that the children that had received care for 20 or more hours per week during their first year and this care continued through their preschool years did poorly academically and socially than the children that had not received full-time care until sometime later. Sometime later referring to at least after the child’s second year of life; this is due to research that has also shown that children that began full-time care for 30 hours a week in their second year functioned just as poorly as these children whose care was initiated in their first year of life. These studies have been examined by many researchers, each of them varying and being put together a little better than the last after taking in to mind the criticism for each. After Belsky’s research was criticized another similar study was done but also took into account the background information of the child, mother and the family. The National Longitudinal Survey of Youth was used for these studies which also lead to there being a more representative sample of children. Their research broke up the children, 4, 5 and 6 year olds, into three separate groups so they could be compared on the emotional and social functioning being studied. There were two groups differing by when their non-parental care started, either the first or second year of life, and a third for those children that had mothers that were employed less than 10 hours per week or not at all employed. The results were similar but they did distinguish that a shy child would be more likely to be affected by non-parental care, having trouble coping with their mothers away from them. Research has also been able to connect aggression toward peers with extensive and early maternal employment. In comparison to this, children whose mothers did not work during their first three years of life markedly more compliant than their peers whose mothers were employed full-time. The opposing side to this debate, written by K. Alison Clarke-Stewart, also brings up a good argument. It is obvious in our changing society that mothers bringing home their families’ only income or second income has become more common so that every year the number of their children being placed in different kinds of â€Å"nontraditional† child care atmospheres is constantly increasing. In doing her research she is looking for the marked advantages and disadvantages that these various child care environments for the involved children’s social and cognitive development. She seems to have only found advantages after coming to the conclusion, and her article’s title, that, â€Å"a home is not a school†. The research used studies involving 150 children that were 2 and 3 years old. These children belonged to one of six different child care situations, these being, care by parents, care by a sitter at home, day care, part-time nursery school, full time nursery or care in a center full-time and part-time by a sitter. It was found in these studies that children that were placed in the different day care centers and preschool programs are more likely to be socially skilled and intellectually advanced than children that stayed at home with their parents or sitters. This research also gave evidence that these children in the care of a center displayed more positive social qualities such as self-confidence, self-assurance, independence, etc. Research has shown that when the children were compared on different types of intellectual abilities, those that had been in center care scored better in eye-hand coordination, creative use of materials, memory, problem solving and reasoning, and basic knowledge about the physical world. These children also had better advanced language, showing that differences favor these children in both verbal and nonverbal skills. These differences are correlated with more physical stimulation, the amount of adult attention they receive and the opportunity for the children to interact with peers all available at these care centers. Many of the care givers in these centers have had education and training for their positions which makes them apt to be more helpful and explain things to the children. Another difference between homes and care centers is the authoritarian discipline that is usually present at home. This difference has been linked to children’s lower intellectual and social competence. All of these aspects lead to the care-center resembling a school-like environment that encourages intellectual and social development at an earlier age. As for my own personal view, this is a very tough issue as is any with convincing evidence on each side, but I have a more traditional view on mothering and feel that it is important for a child’s development to have that bond with and nurturing from their mother. This has of course become an issue because of our constantly increasing price of living; it seems that some kind of second income is now needed for most families. This issue makes it a tough call but I still feel the same. I do not think that it is easy to develop this kind of bond if the child is immediately placed into the care of someone else. My own personal experience was that my mother did not go back to work until her youngest child had started elementary school and even then she was sure that she only worked while we were in school and was usually home around the same time as us. I don’t think I could have established the bond that I have with my mother now if she had done anything different with us. I feel that it is important that a mother and father are financially ready enough to have a child without the mother having to work again right away. I do agree with setting up your child in some kind of pre-school program to help them to develop social skills and an interaction with their peer group is also important. I obviously used some of my own personal experience and feelings to make my decision. After reading the articles my mind was not changed on this debate, they just gave me more support for my position. In the articles, each side discusses how these children do academically; one side placing its emphasis on better adjustment to school and the other on more advanced skills when in school. It has been discussed that children that were not placed in non-traditional care and stayed at home with their mothers for their first three years do not take long to catch up academically with the kids that had been placed in different care environments. Children that have been able to stay at home with their mothers have also been found to be more compliance and less behavioral problems when placed into school. I think that the one-on-one relationship that they got to have with their mother right from the beginning help a great deal in creating these types of good behaviors. The children who have been placed in the care of others all their lives would not know this feeling because they have always been surrounded by other children receiving care from the same few center workers. I really feel that the best thing a mother can do for her children to ensure good development and a happy childhood is be a loving mother at home for at least the first three years of life. Once they have had this experience, and they are closer to 4 years old they will probably be ready for some kind of pre-school program.

Mariano Azuela’s novel “Los de Abajo” Essay

Mariano Azuela’s novel â€Å"Los de Abajo†, titled â€Å"The Underdogs† by Enrique Munguà ­a Jr., in his English translation, has been hailed as the novel of the Mexican revolution. In this novel Azuela creates characters representative of the two factions that are at variance, the revolutionaries and the federalists. The novel is divided into three parts and each part subdivided into chapters, the first part being the longest and the third being the shortest. Enrique Munguà ­a’s translation is about 140 pages in length and many have noted that this novel is one of Azuela’s shortest. The novel is, however, quite entertaining and it maintains the readers’ attention throughout. For anyone interested in a serious study of Mexican history, this is an essential novel to read as it gives a perspective into the social aspects of the revolution that few textbooks can capture. The book has historical significance because it gives a description of the Mexican revolution from the perspective of people who were directly affected by and involved in the revolutionary process. Literally the title of the novel in Spanish â€Å"Los de Abajo† translates to mean those from or at the bottom. This I believe is a very appropriate title and in itself captures Azuela’s primary argument that he maintains throughout the novel. The revolutionaries and the federalists are constantly juxtaposed against each other in the novel but Azuela, through the eyes of Luis Cervantes, allows the reader to see that the two groups are not that dissimilar. Both factions display distrust, treachery, moral decadence and kill so mercilessly that it is no wonder that the words of the title â€Å"Los de Abajo† is used in the novel to refer to both the rebels and the federalists. Early in Part I chapter three when Demetrio led his men into the first ambush of the government troops he instructs his men to â€Å"Get those coming up from under! Los de Abajo! Get the underdogs!† be screamed. Later on in chapter 6 the narrator reflects of Luis Cervantes, on the first night of his joining the revolutionaries, that â€Å"Did not the sufferings of the underdogs, of the disinherited masses, move him to the core?†¦ the subjugated, the beaten and baffled.† The events in the novel mirror the Mexican revolution of 1910. The main plot of the story is that of a peasant farmer, Demetrio Macias who, after having suffered at the hands of the federalists, decides to join Pancho Villa’s revolutionary army. A defector of the government army, Luis Cervantes – elite and educated, joins Demetrio’s troop because of his support of the ideals he believed the revolutionaries espoused. Azuela, however, uses this character as his mouthpiece and, in his disillusionment that the revolutionaries were not fighting based on ideologies; the reader gets an understanding of Azuela’s perspective. He, like Cervantes, abandoned the struggle and migrated to the United States after having worked along with Pancho Villa as a military doctor believing his ideals to have been betrayed. One of the main lessons that Azuela delivers here is relevant in so many areas of life. His major argument in presenting his novel is that without purpose, focus, planning and proper management, even the most worthwhile efforts will prove to be futile. The most positive aspect of Azuela’s novel is that it was written while the struggles in the revolution were still going on. Beginning in 1914 the novel began to be published as a series in a Texas newspaper in installments though it was not until 1925 that it began to gain worldwide attention. This novel details the battles in the Mexican revolution from the perspective of the author who himself was a witness of these very events. Prior to moving to Texas, Azuela supported the revolutionary movement by offering his medical services to Pancho Villa’s army. In such a position he was exposed to the ills of the revolutionary battle, more so from the perspective of the revolutionaries. Azuela was therefore in a fitting position to discuss the Mexican revolution because he too had been very intimately involved in the process. However, while this novel bears relevance to the themes that were facing the Mexicans at the time when they were most involved in the revolution, it fails to give a complete picture of the revolutionary process. The problem with the novel is precisely because it was written so close to the actual events. This prevents the reader from having a total picture of the ‘before’, the ‘during’ and the ‘after’ of the revolution. In the same way that Demetrio’s eyes remain ‘leveled in an eternal glance’ at the end of the novel, so does the battle between the revolutionaries and the federalists give the impression that it will last eternally without resolution or victory for either side. The tone of Azuela’s novel therefore comes off as being very pessimistic. Failure and doom is the only outcome of the revolutionary struggle and no one seems to be winning. Azuela’s conclusion here seems to be rather generalized. Authors who have written about the revolution subsequent to Azuela have had the benefit of seeing the long-term results of the struggle which revealed much more positive effects than what were immediately obvious while the struggles were still going on. REFERENCES Azuela, Mariano (1963). The Underdogs (Enrique Munguà ­a Jr. Trans.). The U.S.A.: Penguin Group. (Original work published 1916).

Book report James half brother of Jesus Essays

Book report James half brother of Jesus Essays Book report James half brother of Jesus Essay Book report James half brother of Jesus Essay Essay Topic: History O Brother Where James is seen to be the most practical and interesting books of the New Testament. My previous book report on Romans, Pauls message expounded salvation by faith, where James expresses this faith in the way the Christian should live his life. To the Reformers of the Reformation, they saw this as coming dangerously close to a works-based salvation, (Richards 1994:573). But be ye doers of the Word, and not hearers only (James 1:22, KJV). Author. Nelson accepts the view of most scholars that James the half brother of Jesus is the author, as the epistle is somewhat similar to a speech in Acts 15 by James the half brother of Jesus, (Nelsons 1996:453). Richards also subscribes the authorship to James the half brother of Jesus. He goes on to say that James was a prominent leader of the Jerusalem church, a position confirmed by the Apostle Paul in Gal 2:9. He earnt the nickname of the just by the early church, (Richards 1994:573). Hayford states that the author identifies himself as simply James, however, the name was very common in its day, and that there are at least five of them identified in the New Testament, two being disciples. Tradition ascribes the author to Jesus half brother and hence there has been no reason to question this view. (Hayford 1992:437). Elwell points out that the only other contender for authorship was James the son of Zebedee, however, his early martyrdom (A.D. 44; cf. Acts 12:2) probably removes him fro m consideration. Still others think that the good, almost literary Greek of the letter, along with the way the author handles the topic of justification (2:14-26), makes it likely that someone toward the end of the first century wrote the letter and ascribed it to James. But this theory is unnecessary and calls into question the honesty of the writer. There is every reason to accept the widespread opinion of the early church that James, the brother of the Lord, wrote this letter, (Elwell 1989 CDROM). Carson has some interesting contradictions, stating that it was written by an anonymous James, as the James of our Lord, would have mentioned his special relationship. Also, could a Galilean Jew, who never left Palestine, with concepts derived from Greek philosophy and religion, compose Greek with such sophisticated allusions? Many say no, (Carson 1992:411). However, I agree with Elwell as with tradition. I would tend to give much weight to the traditionally accepted views, as they are not given lightly. Date. Elwell concludes that the book was written in the early A.D. 40s, making it possibly the earliest New Testament book to be written. He goes on to say that the time frame is backed up by references in his writing, ie. the reference to the synagogue as the place of meeting (2:2), and the fact that the sharp debates over the place of the Law in Christianity, so prevalent from the latter 40s on, are not reflected in the letter, (Elwell 1989 CDROM). Hayford gives a broader estimate, between A.D. 48 and A.D. 62. This is based on the time of the church council (Acts 15), and the year he was stoned to death, respectively, (Hayford 1995:437). Nelson also believes it to be among the earliest writings of the New Testament, (A.D. 46-49), based on a number of factors; 1). No mention of Gentile believers. 2). Little verbal agreement with the Synoptic, therefore written before them. 3). He uses the word synagogue for the term church, patterned after the Jewish synagogues. 4). Lastly, James does not mention the issues involved in the Jerusalem council of Acts 15, A.D. 49, (Nelsons 1996:455). I would agree with Nelsons view, as it is based on sound reason and backed up by good evidences from the writings in light of what was happening historically. Theme. The characteristics of true faith. James directs his readers toward Godly living, through fifty-four exhortations over 108 verses. What results is a strong statement of Christian ethics, (Hayford 1995:437). James insistence that genuine Christian faith must become evident in works. He opposes strongly the all too common tendency among Christians to rest content, with a half hearted, compromising faith that seeks to have the best of this world and the next, (Carson 1992:418). Faith without works is dead, and faith without works cannot be called faith and is worse than having no faith at all. It must have good fruit as its by-product, (Nelson 1996:453). James new very well, like Paul did that true faith was expressed in obedience. That they are to lead lives that gives justice and credibility to the statement that Jesus is Lord, (Richards 1992:517). If Paul saw Christ in the heavens establishing our righteousness, James saw Him on earth telling us to be perfect, even as His Father in h eaven is perfect. Paul was saying, take the Gospel in, James is saying take it out, (Mears 1998:604). Structure. I. Address and Greeting (1:1) II. Trials and Temptation (1:2-18) III. Putting the Word into Practice (1:19-2:26) IV. Worldliness in the Church (3:1-4:12) V. Looking at Life from a Christian Perspective (4:13-5:11) VI. Concluding Exhortations (5:12-20) Application. James emphasises two areas of Christian life, personal growth in the spiritual life and sensitivity in personal relationships. He contends that any faith that does not contend with both these attitudes is a dead faith. It challenges those who tend to talk rather than walk their way to heaven, (Hayford 1995:437). James has concerns with libertines, has emphasised a justification before men by works, faith as a genuine fruitful product, thereby being justified in daily proof by behaving like Christ, (Nelson 1996:457). There is great concern that James and Paul are contradicting each other in regards to how a person is justified before God. This is not the case as there is an important difference in which Paul and James can be appropriately harmonised. James is using the verb dikaioo vindicate before people; therefore Paul is talking of the declaration of our righteousness and James the demonstration of our righteousness, (Carson 1992:419). James is much like proverbs. He gives many short pithy exhortations, touching on a variety of important subjects to the Christian life. A wonderful book in teaching our people how to live for the Lord, (Richards 1992:517). Ergo (work) relates to the doings of human beings in everyday life, which demonstrates itself to be obedient fulfillment of the divine will, of the law. It applies to every part of the believers life, ie. at work or acts of love, (Brown 1976:1148). Distinctive Pentecostal Beliefs. God continues to provide good gifts for His children. As James points out, He is unchanging, unlike the sun, moon, stars and planets who continually change their appearance. As an outstanding example of Gods good gifts, James cites the new, spiritual birth that Christians have experienced (v. 18). This new birth, or regeneration, is motivated solely by the will of God; accomplished through the instrument of the word of truth, the gospel (cf. 2 Cor. 6:7; Eph. 1:13; Col. 1:5; 2 Tim. 2:15), it has as its purpose the bringing into being of firstfruits, the first harvest of the fruits produced by Gods eternal plan of redemption, (Elwell 1989 CDROM). James calls himself a bondservant to the Lord Jesus or more to the point slave. This applies to all Christians who acknowledge Jesus as Lord of their lives. Jesus is the object of their faith (2:1), of whose name and by whose power we minister in (4:14-15). He is the divine glory, the presence of God on earth, (Hayford 1995:436). God makes our trials the instrument of blessing (1:3). Many times our trials bring impatience, but God will give grace so that all things work for His real purpose. Time is nothing with God, so we must remember that patience is more necessary than anything else in our faith life. Christs purpose for us is that we shall be perfect and entire, wanting nothing, (Mears 1998:606). There are three main uses of works in the bible. Works of God, works of Christ, and works of man as pertaining to faith. The believer demonstrates the divine character of Christ within him by his good works (Mt 5:16). Good works is therefore the evidence of living faith and appeals to those who think they are saved by faith alone without works, (Douglas 1988:1261).

Aspirations

For as long as I can recall I had always been afraid of aspiring for more than I had the ability to attain. This summer I met my future wife, I Just didnt know it yet. Although that Is another story that was written on its own, but once we were in love and both accepted each other, we came to find that others did not agree with our decision. We thought our bond could overcome anything Including their reproach, but, sooner than later, it began to come between us. Soon my life became a struggle to keep our love a secret from society.We didnt want different treatment, because we were both till the same people we met and the same girls everyone else knew. I was afraid of losing her to the world. I began to consider my options. Let my love go and let society separate us or follow my Intuition and Just live my life the best way I knew how, I chose to live and love even though It was hard from the start. I began to love my girlfriend fearlessly. I began to fight for us and overcame my fear of the unknown and the contempt others may harbor towards us. Even though we had challenges to overcome and people to confront we both held fast to the opportunities that lay ahead.The glares and sly whispers from others only provided a reason to prove them wrong thus I grew more determined to be happy no matter what the circumstance. She gave me the confidence to not only pursue my goals but actually fulfill my potential academically and set ideals for my life. She allowed me to be whoever I wanted to be, without letting go of how I got there. She was the kind that let me embrace those internal contradictions that made up an entire oxymoron, complex and complete human being.

Profile, incorporate, and compare the health information Essay

Profile, incorporate, and compare the health information - Essay Example It allows the electronic sharing of health information between different health information systems while maintaining the integrity of the information being passed across. HIEs connect healthcare providers such as hospitals, pharmacies, labs, ER physicians to access patient information in a resourceful manner to improve the quality of care. HIE also refers to those organizations that facilitate the electronic sharing of health information across systems and organizations. HIE organizations manage and provide support for the commercial and legal issues that can arise during the exchange of information. These organizations come in several forms and may be private, national or state firms; information can thus be shared only with a single hospital network, across many hospitals in one region or across the state. Another difference between the different HIE organizations is seen in what information is shared e.g. some may share only lab results, or only emergency room records. HIE organi zations are key to facilitating the implementation of health information technology to provide quality patient care. In the United States, a number of such organizations exist that perform several important functions. In this discourse, we will examine the Indiana Health Information Exchange. By exploring the profile of this HIE organization; the author aims to show the core capabilities of this technology, the importance of electronic information systems and the necessity of understanding that technology. Indiana HIE The Indiana Health Information Exchange (IHIE) is one of the largest HIE in the United States, and also the oldest. It is a non-for-profit organization that connects more than 80 hospitals and over 19,000 doctors in Indiana, including long-term care facilities and rehabilitation centres to share health information on more than 10 million patients as and when needed (Finn, 2011; Biever, 2013). The organization administrates the Indiana Network for Patient Care (INPC), w hich is a protected network that shares electronic health records to involved physicians and other healthcare providers. Launched by the Regenstrief Institute (which specializes in medical informatics research), local hospitals and other partners, IHIE provides useful health information technologies and tools to patients in Indiana as it aims to mitigate the high costs of quality healthcare. For instance, if a patient is admitted to a hospital, the INPC presents a clinical abstract of the patient’s medical history-provided the patient had ever visited a networked hospital- even if the patient has never received treatment from that hospital before. This saves time in treatment and avoids duplicate testing thus saving costs. The INPC contains records of more than 80% instances of medical care provided within participating hospitals. Additionally, it also holds radiology images, discharge summaries, operative notes, pathology reports and medication records. This wide range of in formation enables doctors to make informed and accurate medical decisions, especially during critical times. Figures 1.1 and 1.2 below show how IHIE improved information flow. Figure 1.1: Former system which fragmented patient information and created redundant, inefficient efforts Source: Indiana Health Information Exchange Figure 1.2: HIE system that consolidates information