Where did Mummy Come From Professor Ramos Blog

Where did Mummy Come From Sean Sulikowski English 102 8 August 2018 Where Did Mummy Come From?  â â â â â â â â â â Since the mid nineteenth century, individuals from around the globe have been captivated with the beast known as the â€Å"mummy†. Mummies are portrayed as undead animals enclosed by gauzes who ascend from their everlasting sleep from inside their stone caskets to either get their vengeance or take what they will. Genuine mummies, be that as it may, are just saved stays with the standard implication of being from old Egypt. The preservation procedure in old Egypt was long, yet it kept the dead bodies protected for the great beyond. In later history, this training appears to be to some degree untouchable and leads our minds wild as observed by the plenty of mummies in nineteenth century writing from writers, for example, Edgar Allen Poe and Jane Loudon Webb (MacFarlane 8). On account of this ascent sought after for apparition stories just as the developing prevailing fashion for Egyptian style in the Victorian time, mummies were described as th e new beasts of the time. In old Egypt, customs happened to save dead bodies for the person’s venture through the hereafter. The old Egyptians accepted â€Å"theâ body was home to a people Ka (soul), which was required in the afterlife,† (A Mummy’s Tale). Along these lines, the custom of protecting body was made and for the pharaohs, yet nearly everyone. The continually dry climate and the accessibility of salts made protection of bodies workable for the Egyptians. These practices would let the bodies last everlastingly whenever left undisturbed with the goal that they could discover their way to the advanced where archeologists would one day reveal them and their bizarre traditions. At the point when the Victorian time came around and archeologists at long last disclosed the shrouded mummies, Europeans would take these mummies and their design to fuse them into their own general public. Bradley Dean, a creator and Professor with two Alumni Association Awards, asked â€Å"why mummy fiction should make its conceivably gigantic ladies so eligible, why the unfulfilled guarantee of association ought to so tenaciously drive the Victorian dreams of Egypt?† (MacFarlane 6). When Deane poses this inquiry, he brings up the suggestive dreams that those in the Victorian time once had. The mummies were not animals of ghastliness from the outset, but instead delineations of magnificent dream tantamount to the masculinity of a cutting edge logger or the hotness of a current model. These dreams of long dead pharaohs drove ages of individuals to cherish bodies. The consistently developing want for additional mummies to open up and more burial chambers to be struck kept eac h person’s intrigue and interest for a considerable length of time to come. It wasn’t until 1827 when Jane Loudon Webb distributed her book, The Mummy, that the mummy turned into the focal point of an awfulness kind. Not long after that, the mummy turned into a figure of frightfulness for the entire world in spite of its fascination with the protected bodies proceeding. The â€Å"mummy’s curse† even figured out how to join both the sensual dream of antiquated Egyptian mummies with the more current thought of the vindictive, restored mummy in Louisa May Alcott’s short story, Lost in a Pyramid: The Mummys Curse, distributed in 1869 (A Mummy’s Tale). This story delineates a lady and her fiancã © who travel to Egypt just to have her fiancã © reviled into turning into a mummy. The discussion of Egyptian mummies’ curses was just dream among mummy sweethearts all around Europe and was never paid attention to. It was just raised from dream to odd notion in the mid twentieth century. In 1923, the financer for the most recent mummy endeavor in the Valley of the Kings, George Herbert, otherwise called Lord Carnarvon, kicked the bucket only half a month in the wake of King Tutankhamun’s burial place had been opened. Herbert had created erysipelas, a skin ailment ordinarily brought about by microscopic organisms, just to have it cause septicemia, an event of microorganisms entering the circulatory system, and pneumonia (Nelson). This fortuitous event of Herbert kicking the bucket soon after King Tutankhamun’s burial chamber had been disclosed to the world had made global news. Everyone accepted these two occurrences were connected and charged a â€Å"mummy’s curse† as the guilty party. It was now that the mummy’s revile turned into an apparently genuine danger. This dread was possibly expanded when a sum of six individuals out of the twenty four who were available when the burial place was open kicked the bucket by 1934, twelve year s since the first revelation of Tutankhamun’s burial chamber in November of 1922 (Nelson). The sexual dreams of mummies before long halted alongside the appearance of the â€Å"real† mummy’s revile and the maltreatment of these cadavers quit leaving the saved assortment of King Tutankhamun, or King Tut as he is referred to these days, as one of only a handful barely any mummies remaining. With this new perspective on mummies and the first apparition stories from the nineteenth century, we started to consider mummies to be beasts. In spite of the fact that we had excused the mummy’s revile to be organism or microscopic organisms and later discovered malic corrosive on King Tut’s burial chamber dividers which recommended that Aspergillus growth or Arthrobacter or Pseudomonas microorganisms could have been available in the burial chamber (Vasanthakumar 60), individuals despite everything discovered approaches to point their finger straightforwardly at the mummy itself and accuse a revile. Much like a cutting edge sequential executioner, the mummy turned into a beast the second it killed. This backings Cohen’s fifth beast theory, which expresses the beast polices the fringes of the conceivable (Cohen 12). He states, â€Å"the beast remains as a notice against investigation of its dubious demesnes,† (Cohen 12) which consummately portrays the creation of the mummy. The mummy’s revile possibly actuated when men had investigated excessively far into its burial place and reviled the men as a notice to the rest who set out to do likewise. The mummy can likewise be depicted as a beast utilizing Cohen’s fourth beast postulation which expresses that the beast stays at the entryways of contrast (Cohen 7). Cohen portrays the biggest distinction that makes beasts into beasts will in general be â€Å"cultural, political, racial, financial, sexual.† (Cohen 7). This discloses to us that beasts don’t simply appear to be unique, however show various perspectives on each significant part of our lives to the point of foulness or disturb. The mummy was made by a general public very different from our own, a general public which imagines that expulsion and conservation of organs alongside the body itself was something worth being thankful for that helped the individual in the hereafter, though we may find that training untouchable in present day. Hence, we consider mummies to be beasts. A mummy turned into a notable beast with a plenty of books and films to portray its monsterhood just through hundreds of years of unintentional occasions which all by one way or another carried the mummy to its seat of monsterhood. The climate of old Egypt and the accessibility of conservation strategies were essential foundations for embalmment to occur, which thusly was a remote reason for the current situation of mummies in media today. Following a few centuries, Egyptian mummies, who had been embalmed in antiquated Egypt, at long last advanced toward the Victorian period to be loved as the most recent craze just as become material for the expanding interest for phantom stories in the time until the circumstantial passing of George Herbert in 1923 only weeks subsequent to King Tut’s burial chamber had been opened which had turned the possibility of mummies around from sexual dream to subject of eccentric dread. It was then that the mummy was at long last viewed as a beast w ho cast curses on the individuals who challenged enter its burial chamber or revive itself to seek retribution for comparative reasons. Mummies set aside much effort to win their place as advanced beasts through hundreds of years of causality. Clarified Bibliography â€Å"A Mummy’s Tale.† 2006. E2BN. Web. 5 August 2018. This article discusses the inceptions of the mummy and where we came to trust in the mummy’s â€Å"curse†. This article quickly goes into the historical backdrop of the mummy and how embalmment was done in antiquated Egypt. This article demonstrates its believability through its rundown of assets, one of which being the British Museum. This article likewise shows its dependability through the organization that supported this article. E2BN is an organization that helps nearby instruction. I would like to utilize this article to show where mummies originated from. Cohen, Jeffrey Jerome. Beast culture (seven theses). Gothic repulsiveness: A guide for understudies and readersâ (2007): 198-217. This is the seven postulations we got in class to use for beast investigation. It is a companion explored article, ending up being believable. I would like to utilize it to help comprehend mummies as beasts. Macfarlane, Karen E. Mummy Knows Best: Knowledge and the Unknowable thus of the Century Mummy Fiction. Horror Studiesâ 1.1 (2010): 5-24. This article talks about mummies in writing. This is a companion surveyed article. I might want to utilize this article to comprehend where the legend of mummies originated from and the people’s perspectives on mummies. Nelson, Mark R. The mummys revile: authentic associate study. BMJ: British Medical Journalâ 325.7378 (2002): 1482. Nelson considers the overcomers of Tutankhamun’s burial chamber after the occasions of an alleged â€Å"mummy’s curse† during the 1920s when Tutankhamun’s burial place was uncovered. Her examinations bolster that that is no â€Å"mummy’s curse†. This is a friend looked into article. I would like to utilize this source to comprehend the Tutankhamun occurrence more. Vasanthakumar, Archana, et al. Microbiological review for investigation of the earthy colored spots on the dividers of the burial chamber of King Tutankhamun. International Biodeterioration Biodegradationâ 79 (2013): 56-63. This article talks about the microbiological investigation of the burial chamber of Tutank

Bigger Thomas as America’s Native Son :: Essays Papers

Greater Thomas as America’s Native Son In the novel the Native Son, the creator Richard Wright investigates prejudice and abuse in American culture. Wright handily consolidates his story voice into Bigger Thomas with the goal that the peruser can likewise feel how the weight and bigotry influences the emotions, contemplations, mental self view, and life of a Negro individual. Greater is a heartbreaking result of American colonialism and misuse in a cutting edge world. Greater epitomizes one of humankind’s most noteworthy disasters of how mass mistreatment penetrates all parts of the lives of the abused and the oppressor, making a universe of misconception, obliviousness, and languishing. The tale is stacked with a plenty of symbolisms of a threatening white world. Wright shows how white bigotry influences the conduct, sentiments, and musings of Bigger. â€Å"Everytime I consider it I feel like somebody’s jabbing a super hot iron down my throat†¦We live here and they live there. We dark and they white. They got things and we ain’t. They get things done and we can’t†¦I feel like I’m outwardly the world peeping in through a bunch gap in the fence†¦Ã¢â‚¬  (20). Bigger’s feeling of choking and of constrainment is entirely substantial to the peruser. Wright additionally utilizes an increasingly expressive voice to precisely portray the severe states of a Negro individual. A mysterious dark cellmate, a college understudy shouts out, †You make us live in such swarmed conditions†¦that one out of each ten of us is insane†¦you dump every single stale food into the Black Belt and sell them for beyond what you can go anyplace else†¦You charge us, yet you wont assemble hospitals†¦the schools are packed to the point that they breed perverts†¦you employ us last and fire us first†¦Ã¢â‚¬  (318). Bigger’s feeling of narrowing by the white world is solid to such an extent that he has most likely that â€Å"something awful’s going to happen to me†¦Ã¢â‚¬  (21). No place in this novel can the peruser see a more noteworthy case of Bigger’s dread and feeling of choking than in the unintentional demise of Mary Dalton. The widely inclusive dread that the white world has reproduced in Bigger assumes control over when he is in Mary’s room and at risk for being found by Mrs. Dalton. This disguised social mistreatment truly powers his hands to hold the cushion over Mary’s face, choking out her. Greater accepts that a white individual would expect that he was in the space to assault the white young lady.

Was it Really independance Essay Example For Students

Was it Really independance Essay The American Revolution was constrained upon the Americans by the crueltreatment from the British. On May 10 of 1775 the Second ContinentalCongress accumulated in Philadelphia, one month after the battling broke out. There, delegates from every one of the 13 settlements would choose freedom. A Declaration of Independence was required to state why the 13 colonieswere isolating from the British Empire. With this, POWs could request tobe treated as detainees rather than deceivers and help coul d be looked for fromBritains foes. The Declaration of Independence comprised of thepreamble, the center segment and a segment proclaiming freedom. Themost significant part, the prelude, legitimizes the privileges of the Americancitizens. It declar es that men are made equalandare enriched bytheir Creator with certain unalienable rights; that among these are life,liberty, and the quest for bliss. That sentence despite everything remains atruth with the Americans today. Jefferson composed the introduction with the helpof John Locke and Rousteu. Inside the prelude Jefferson composes that thepeople, to make sure about these rightswhenever any type of government becomesdestructiveit is the privilege of the individuals to change or nullify it. Itgives the individuals of America the opportun ity to impugn conniving rulers anddictators in the event that they wish to. The opportunity that Thomas Jefferson gave us isstill by and by today. The center segment advocated why the colonistswere rebelling against the Britis h Empire. Here Jefferson composes that theKing of Great Britain is a past filled with rehashed wounds and usurpations.He reminds the peruser that the King has would not permit the Governors topass significant laws important for the open great, obstru cted theadministration and that the lord is sending over enormous armed forces to completethe works of death. The third area authoritatively announces autonomy inwriting. The whole exertion to finish the Declaration of Independence wasdone by Thomas Jefferso n, John Adams, Ben Franklin, Roger Sherman andRobert Livingston. So as to pass the presentation all of therepresentatives needed to cast a ballot yes for freedom. In one of the earlierdrafts an announcement around 175 words gave dark slaves freedom . Thesouth anyway didn't concur and compromised not to pass the statement. We will compose a custom article on Was it Really independance explicitly for you for just $16.38 $13.9/page Request now Realizing that nothing would complete in the event that it was not passed, John Adams gaveup the war to take into consideration that to statement stay in the presentation. Thedeclaration was officiall essentially on July 4, 1776. Book reference:

Cyber Security And Security Of The Users - 1520 Words

Abstract Vehicular networking technology is no more a futuristic concept - it is becoming a reality with the aim of providing services related to traffic safety, traffic efficiency and infotainment [1]. When these kinds of services are introduced, they also bring in the vulnerabilities associated with them, resulting in increased number of security threats and attacks. Hence, it is very important to ensure that these services do not compromise the safety and security of the users [2]. This paper aims to provide a brief overview of cyber security in vehicular networks by analyzing its vulnerabilities, challenges and solutions. I. Introduction Vehicular networks consist of in-vehicle networks and vehicular ad hoc networks (VANETs). The in-vehicle network consists of several Electronic Control Units (ECUs) connected to each other using different communication protocols like Controller Area Network (CAN), Local Interconnect Network (LIN), etc. [3]. The in-vehicle network helps in implementing applications like climate control, engine management, transmission etc. VANETs include vehicle to vehicle (V2V) communication and vehicle to infrastructure (V2I) communication; the combination of which enables in making driving safer and better. Keeping the safety applications in mind, the National Highway Traffic Safety Administration (NHTSA) announced in 2014 that it will start crafting a new rule which would require cars to talk to each other [4]. While this is a major step in makingShow MoreRelatedCyber Defense And Security Issues789 Words   |  4 PagesUnderstanding cyber defense and security issues such as cyber-crime and cyber-attacks ensure efficient functioning of information systems. Cyber-attacks are real, unexpected and increasing in numbers according to Naumovski and Kenkov (2014) cyber defense is emerging as a high priority with the increased use of information technology. Naumovski et al. (2014) noted that understanding cyber defense and security issues would ensure efficient operation of information systems. Naumovski et al. (2014)Read MoreThe Threat Of Cyber Terrorism1093 Words   |  5 PagesSolution Q. No. 2 The possible threat posed by cyber terrorism has motivated considerable alarm. Many security experts have exposed the danger of cyber terrorists hacking into government and remote computer systems and service areas of progressive economies. The possible threat is, indeed, very disturbing. So far, despite all the gloomy pre-dictions, no single example of real cyber terrorism has been recorded. This increases the question: about the threat? Psychological, political, and economicRead MoreThe Plan Of An Insurance Policy1496 Words   |  6 PagesAs mentioned earlier, taking insurance policy is a way to help maintain the risk of cyber attacks at an acceptable level. The plan in figure 2.2 shows an insurance decision plan of action. 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Therefore, personally, financial

Essay about Self-Reflection Writing Composition - 1410 Words

I have always enjoyed writing, and I believed writing was a subject I was naturally good at. I turned in papers that were still rough drafts, I did not evaluate my sources, nor did I ever take the time to fully understand the prompt. It was not until my first semester of college, in my writing composition course, I realized that I had a lot of work ahead of me to be as good a writer as I thought I was. In the writing course, the students were required to compose several essays using different methods to help progress on the course objectives. The work in this portfolio demonstrates that I have used the methods of synthesis and evaluation of sources to advance my critical thinking skills and develop personal responsibility. Though I have†¦show more content†¦I was able to interpret the different type of impact the subjects experienced and then I was able to give a potential reason to why the impact on the subjects was different. In a more recent synthesis essay, called  "Ashputtle and the Rough-Faced Girl†, I wrote â€Å"Ashputtle is given clothes to heal her emotional wounds† (Tharwani 2). In the story, the author does not reveal the symbolic relationship between the clothes and Ashputtle’s emotional wounds; I had to critically think and recognize this symbolic relationship. I feel I have significantly improved my critical thinking skills to a point where I can confidently call it one of my b strengths in writing. However, I improved my critical thinking skills by not only writing synthesis essays, but also by evaluating sources to use in those essays. Another method, evaluation of sources, further progress my critical thinking skills and helped me develop personal responsibility. When writing essays, quotes are a great strategy to prove a point. However, finding the right quotes and as well as deciding if the source of the quote is reliable might be a challenge for some people; this was not the case for me. 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In a first-year composition class, for example, each of the students might compile and reflect on several writings to serve several purposes: †¢ To show how they have improved as writers during a term. †¢ To shows their competence in a variety of genres (such as lab reports, essays, resumes, and research-based arguments);

Egocentrism in Young Children - 1649 Words

â€Å"What does psychological research tell us about ‘egocentrism’ in young children?† â€Å"Egocentrism is the tendency of children to cognize their environment only in terms of their own point of view† (Castillo, R.J, 1954). This technical meaning for the term was given by Jean Piaget who suggests that it is a state of mind where the child attempts to understand the world from their own point of view and fails to realise that other people’s points of view are different from theirs. Egocentrism is the unawareness of the child to be able to understand the difference from objective to subjective parts of experiences. In this essay, will be discussing different research studies looking at egocentrism in young children especially Piaget’s†¦show more content†¦Piaget suggests that a child cannot be taught unless they are ready to be and that children go through a series of stages of development intellectually. His research suggests there are four stages; the sensorimotor stage between 0-2years, the preoperational thought stage between 2-7years , the concrete operational thought stage between 7-11years and the formal operational thought stage from 12years and above. After learning one development stage, Piaget says that the child progresses to the next. During the sensorimotor stage, he suggests that cognitive development consists largely of ‘object permanence’, ‘deferred imitation’ and ‘symbolic thinking’. During the preoperational stage, he shows that a child has developed language skills and is able to characterize things symbolically. Piaget also shows us in this stage how a child’s view of the world is different from an adults view of the world. We also learn about how Piaget’s research into children explains egocentrism, which is an important aspect of this particular stage. This is the belief of the child that people see the world in the same way as they do. He conducted a study called the mountains study where children were put in front of a couple of mountain models and asked them to choose from some pictures, the way he, Piaget, would see them. According to Piaget’s results, if a child at this age could take on the perspective ofShow MoreRelatedNaturally Immoral: The Purpose Of Egocentrism In Children.1213 Words   |  5 Pages Naturally Immoral: The Purpose of Egocentrism in Children In our society, people who only think about themselves and their own needs are considered â€Å"egotistical† and morally wrong, but for children this comes naturally. In fact, Piaget believes all children have a deficiency of preoperational thinking that he calls â€Å"egocentrism† (Berk, 2013). But if society frowns upon self-centeredness, why do children still use egocentric thinking? If parents, adults, and other role models do not encourage thisRead MorePsy Human Growth And Development1488 Words   |  6 Pagesability to reason adolescence hypothetically and independently on concrete states of affairs, with the structures represented by the logical combination systems. The rates at which children will progress through the development succession developed by Piaget may vary from one culture to the other; in addition, different children vary in terms of the areas of functioning to which they do apply their formal operation, in line with their aptitudes and profession al specialization. Therefore, this paper aimsRead MorePiaget’S Theory Of Cognitive Development Is A Theory Built987 Words   |  4 Pages Piaget’s Theory of Cognitive Development is a theory built upon stages in the development of children. Each stage in this theory pertains to specific age ranges, and involves cognitive achievements and limitations distinct to that age. The theory attempts to depict how children understand the world throughout their development. Though the theory follows an age range with certain the theory itself should not always be seen as concrete (Bibace, 2013). Piaget’s theory of cognitive development can beRead MoreMiddle Childhood and Adolescence Essay1047 Words   |  5 Pagesgroups. During the elementary years in school, children have to prove to others that they understand and that they are capable of handling the different situations they find themselves in. They must keep a certain criteria in order to have friends. The main concern during these peer groups is to be accepted and most of these concerns are experienced during middle childhood. Researchers have been focusing in the friendship among the children. Friendship is one of the most importantRead MoreJean Piaget And The Contemporary Field Of Child Development1454 Words   |  6 Pagesthe mid-twentieth century† (p.18). Unlike popular opinion during his time, Jean Piaget was a cognitive developmental theorist who believed that â€Å"children act like scientists in creating theories about the physical and social world they are trying to understand† (Kail Zolner, 2014, p. 9). What exactly does this mean? This means that Piaget believed children were active in trying to figure out how the world around them works, Kail and Zolner (2014) further state â€Å"when the world works the way the childRead MorePiaget s Theory Of Cognitive Development Theory1174 Words   |  5 Pagesschemas. For example, the Australian Curriculum Science: Chemical Science ACSSU 046 content descriptor for Year 3 states that children should understand the â€Å"change of state between solid and liquid can be caused by adding or removing heatâ €  (Acara 2017). To teach this, an educator may give a demonstration. This will create disequilibrium as the information known to the children and what they are observing will be different. It will then be the educators job to explain what has happened and give reasoningRead MoreMiddle Childhood Is Very Important Time In A Child’S Life.This1161 Words   |  5 Pagesis a difficult time in a child’s life, the child grows from a young teen into an adolescent, and the change emotionally is sometimes overwhelming. Children of this age start to worry about what people think about them and what they can do to please everyone, even if it’s not the right thing. With all that is going on for the child in these times it sometimes leads to drug use, rebellious acts, depression, and peer pressure. Children at these ages feel the need to please everyone around them andRead MoreTheory of Cognitive Development and Children1466 Words   |  6 Pageshigh school he had already published a number of papers. After marrying in 1923, he had three children, whom he studied from infancy. Piaget is best known for organizing cognitive development into a series of stages- the levels of development corresponding too infancy, childhood, and adolescence. These four stages are labeled the Sensorimotor stage, which occurs from birth to age two, (children experience through their senses), the Preoporational stage, which occurs from ages two to six,Read MoreDevelopmental Theory Essay1726 Words   |  7 Pagessucking to highly complex mental activities. What Piaget noticed from observation was that young children’s answers were qualitatively different to older children. This suggested to him that the younger children were not less knowledgeable but, instead, answered the questions differently than their older peers because they thought differently, so through years of observation he produced an explanation to how children learn. Piaget argued that intelligence stems from actual ‘motor movements, as theRead More Piaget Essay1409 Words   |  6 Pagesfrom high school he had already published a number of papers. After marrying in 1923, he had three children, whom he studied from infancy. Piaget is best known for organizing cognitive development into a series of stages- the levels of development corresponding too infancy, childhood, and adolescence. These four stages are labeled the Sensorimotor stage, which occurs from birth to age two, (children experience through their senses), the Preoporational stage, which occurs from ages two to six, (motor

Little Women - Transcendentalist Analysis free essay sample

Little Women Louisa May Alcott was greatly influenced by the transcendentalists of her time. Transcendentalists believed that humans should pay more attention to their inner beings, rather than dawdle on superficial ways of living. In the novel, Little Women, published in 1868, Alcott uses her characters ordeals to stress that wealth is not the key to happiness. To begin with, it is important to stay genuine and not yearn for material items. Meg, the oldest of four sisters, attends a party where the best lothing that she owns cannot begin to compare with those of her wealthy friends. When her friends offer to doll her up with fancy items, Meg accepts, but ends up having a horrible time. By the end of the night, Meg thinks, l wish Id been sensible, and worn my own things; then I should not have disgusted other people or felt so uncomfortable and ashamed of myself (Alcott p. We will write a custom essay sample on Little Women Transcendentalist Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 96). This shows that Meg had to pay the high price of enjoying the party in order to temporarily own a few pretty clothes. One who is vain will not necessarily be happy. In addition, happiness can exist in a house full of love, family and content, regardless of its assets. Although the March sisters live in a snug-fitting home, it seems so much more welcoming than the enormous European mansions that Amy, the youngest sister, stays in when she travels abroad (Alcott p. 434). This demonstrates that Amy misses her own home because it is richer in livelihood than the empty mansions. When Meg starts a family of her own, her tiny house is frequently visited by many people. Even her wealthy riend, Sallie Moffat, drops by often, looking about her with wistful eyes, as if trying to discover the charm, that she might use it in her great house, full of splendid loneliness; for there were no riotous, sunny-faced babies there, and [her husband] lived in a world of his own, where there was no place for her (Alcott p. 408). This is important because it shows that a wealthier friend is Jealous of Megs home, even though Megs family is poor. A loving family is worth more in happiness than any material item. Nevertheless, money is pleasant to have, as long as one is happy. Although Amy has initially planned to marry Fred Vaughn for his riches, she declines when he finally proposes to her (Alcott p. 434). She realizes that she would rather be poor than to lead a marriage with no mutual love. Mrs. March best sums this up as, Money is a needful and precious thing, † and, when well used, a noble thing, † but I never want you to think it is the first or only prize to strive for. Id rather see you poor mens wives, if you were happy, beloved, contented, than queens on thrones, ithout self-respect and peace (Alcott p. 01). The girls mother has the best wishes in mind for her children, and she emphasizes how wealth is no match for contentment. Riches are only beneficent when individuals are happy. As is evident, wealth is not the focus of happiness. Luxury cannot compare toa loving home or being true to ones self. It can, however, be a wonderful addition to an already pleasant life. Alcott informs readers that happiness, rather than possessions, is the priority of life. Little Women Transcendentalist Analysis By happyapple

The Kite Runner Essay There is no way better than Essays

The Kite Runner Essay There is no way better than sacrificing yourself to show your honest love and loyalty to the loved ones. In Khaled Hosseini ' s The Kite Runner, there is a Hazara boy named, Hassan. He is Amir ' s loyal playmate and servant who frequently sacrifices himself for Amir and Amir ' s father just to make them happy, comfortable, and proud. Amir is the son of a wealthy Kabul merchant, a member of the ruling caste of Pashtuns. Amir always treats Hassan poorly because he has jealousy towards Hassan when Baba, Amir ' s father, compares them to each other and Hassan is always the one who makes Baba proud. In TheKite Runner novel, Hassan ' s characteristics are the exact opposite of Amir ' s. Hassan would always obey, respect, and love Amir even though he sees Amir doesn ' t consider him as a friend. Amir gets ashamed to say Hassan and him are friends and he makes fun of Hassan despite the fact that Amir always feels guilty and reg rets by doing that because he knows how they feel connected to each other just like brothers but he still treats Hassan poorly. Hassan is a type of innocent and sweet character that would put himself into danger and difficulties instead of Amir just to make sure his friend, Amir gets what he wants. The love and loyalty that Hassan has towards Amir in the novel are very fathomless and whatever decision he makes is the proves of his loyalty and honour towards everyone specifically Amir. No matter how poorly Amir treats Hassan, he is always sacrificing himself for Amir. When Amir won the kite fighting tournament he asked Hassan to go get the blue kite and come back with it and Hassan replied with " For you a thousand times over! " When Hassan finds the blue kite he gets trapped by Assef and his friends. Assef gave Hassan two choices: the first one was that Assef will forgive him if he gave them the blue kite and the second choice was to get punished and they would le t him keep the kite. Hassan told them that the kite is Amir ' s and he would never give it to them because the kite was very important to Amir and the reason was that Amir could make his father proud with kite. Hassan sacrifices himself for Amir and gets raped by Assef. Hassan stayed loyal and kept his promise even though it was very bad and painful for him. Hassan with a big soul would always take the blame instead of his friend as long as he knows his friend, Amir, is happy. The second and last sacrifices that Hassan does for Amir takes place by Amir. Amir saw Hassan getting raped and didn ' t do anything about it and ran away. He could not handle the guilt and regret of how selfish he was not to help Hassan and ignored him instead. The scene of Hassan getting raped was reminded to Amir every single time he looked at Hassan ' s face so he made a plan to make Hassan and his father move away. Therefore, he lies to baba that Hassan stole his watch. Hassan knew A mir set this up against Haasan and they both knew Hassan didn ' t do such a thing but he didn ' t say a word but to accept that he stole the watch because he knew that ' s what Amir wants. When baba asked Hassan, " Did you steal that watch, Hassan? " Hassan lied to baba and was willing to give up his home, a place to live, just because he wanted Amir to be happy and comfortable even though if they had to move away so Hassan ' s replies with " Yes " . Throughout the novel, Amir was a weak and selfish man that has never sacrificed anything for anyone and he would always get jealous of Hassan and whatever he did for him wasn ' t from the kindness of his heart. Amir grows up with the memory up Hassan getting raped and he always felt guilty

15 Quotes for a Best Man Wedding Toast

15 Quotes for a Best Man Wedding Toast If you have been asked to be the best man at a wedding, you have a wide variety of responsibilities. Some of them (like planning and attending a bachelor party)Â  are a lot of fun; others (like handling the rings) can be tricky. Perhaps the most intimidating of all your tasks will be the ritual of raising a best man wedding toast to the couple. It is said that fortune favors the brave. So instead of thinking up creative excuses to give the legendary best man wedding toast a slip, why not use a few of the following quotes to let the best man win? 15 Fun, Funny, and Sincere Quotes to Use in Your Best Man Wedding Toast As you choose quotes, be sure they really reflect your relationship with the happy couple and their personalities. Will they enjoy fun or funny quotes? Or are they more likely to appreciate a sincere and caring message? The quote you choose can set the tone for your toast. AnonymousIts not as great a day for the bride as she thinks. Shes not marrying the best man. Robert FrostIts a funny thing that when a man hasnt anything on earth to worry about, he goes off and gets married. Allan K. ChalmersThe grand essentials of happiness are: something to do, something to love, and something to hope for. Diane SolleeAny fool can have a trophy wife. It takes a real man to have a trophy marriage. Timothy Titcomb, J. G. HollandThe most precious possession that ever comes to a man in this world is a womans heart. David LevesqueYou know you are in love when you see the world in her eyes, and her eyes everywhere in the world. Rabindranath TagoreHe who wants to do good, knocks at the gate: he who loves finds the door open. Michel de MontaigneMarriage is like a cage; one sees the birds outside desperate to get in, and those inside equally desperate to get out. Brendan FrancisA man is already halfway in love with any woman who listens to him. Mark TwainAfter all these years, I see that I was mistaken about Eve in the beginning; it is better to live outside the Garden with her than inside it without her. Ronald ReaganThere is no greater happiness for a man than approaching a door at the end of a day, knowing someone on the other side of that door is waiting for the sound of his footsteps. Saint AugustineInsomuch as love grows in you, so beauty grows. For love is the beauty of the soul. Antoine de Saint-ExuperyLove does not consist in gazing at each other, but in looking outward together in the same direction. SophoclesOne word frees us of all the weight and pain of life: That word is love. Emily BronteWhatever our souls are made of, his and mine are the same.

Third Party Logistics (3PL) Research Paper Example | Topics and Well Written Essays - 1250 words

Third Party Logistics (3PL) - Research Paper Example It refers to outsourcing the service from another organization. The service is rendered on their behalf this has been effective in a way that all the company saves on cost. They are all provided under the supply chain management and they defer in services provided. The practice has been adapted by many organizations and business with the aim of saving on cost. Introduction Determining how outsourcing logistic service is more effective in the supply chain is the main aim of the study. How it’s created the issue of completion and effectiveness (Wisner, 2011). The process of evaluating the best in logistic service provider will be studied and evaluated. Procedures and criteria of the selection process will be laid and stated upon. A study was carried with the aim of providing a process and suggesting on the method of selecting the best in the industry. Evaluation was done on firms that have engaged on the practice. Methods used in the study and ways forward will be discussed. The study will try and discuss the merits and demerits of the company under research (Blanchard, 2010). The third party logistic will also be put in under scrutiny on how it operates and eventually propose a way forward. Best channels will be laid on how to conduct third party logistic economically laid. Determination of key players in the logistic industry will be laid down and their role in ensuring smooth service delivery studied as well (Gibson & Novack, 2008).Different roles of the logistic in service delivery will be investigated. The process of selection and how effective it is will be discussed. Abbreviation 3LP refer to the study refer to third party logistic. Literature review The concept of third party logistic is a new trend supply chain management and has been adapted by the many in the business sector. They include the activities of the warehouse which include packaging, value addition and storage. Transport and handling of goods is also a function of logistic. It expands beyond this and lay emphasis on it being a management function. It entails many phases which are determined by the policies laid upon by the given firm (Shah, 2009). They usually include logistic as a specialization, it being a coordinated function, it being a process and as a function in supply management. Of which they are interested in material flow and distinctly. The new trend in logistic is the third party logistic which entails outsourcing. it entails seeking for the services of a different organization to aid in the functions of supply chain management. This enables the company focus on the external environment which includes the competitors and the other services performed by the outsourced organization. It usually comes with its success and down f all as well, it may either affect the brand loyalty or promote it depending the rights given by the outsourced company in service delivery (Wisner, 2011). Data and methodology In an effect to determine the effectiveness of the t hird

Family Involvement Model in Early Childhood Education Essay

Family Involvement Model in Early Childhood Education - Essay Example The primary teachers of children are the parents or guardians, and the primary school is the home. Education starts at home. The home is the foundation of learning. Even when the children are going to school, the family continues to support learning at home. Learning does not begin and end at school. It is just where formal learning takes place and is just one of the venues for educating children. The family is a part of the community. Support of the community in the Learning Programs of children makes education more effective. An active community working hand in hand with families creates an enriching learning environment and a continuing learning venue from school for the children. Let us first define the period of early childhood. It begins from birth or infancy to age five. This is the period when major transformations take place: physical, social, intellectual, emotional and mental. It is the time when basic skills are learned which forms part of the learning foundation for use in later years. Basic skills include learning how to count, distinguishing letters, maintaining attention and remembering experiences. This is the phase when children develop their self-concept, which is influenced in great part by what they see and experience at home. They also develop their self-esteem and start to make friends at this period. ... The very basic theory deals with the basic needs of children and how these are met. Where does learning come into the hierarchy of needs and what are the prerequisite needs to make the process of education more effective are questions addressed by this theory. These theories espouse the importance of social interaction in the development of children. The theories stress the effects of experiences from these social interactions as major factors in the habits, attitudes, views and the eventual learning success or failure of children. Maslow's Hierarchy of Needs is the most basic theory in a child's development. This is important so we may understand the priorities of children and the possible distractions they may have to learning. In psychology, it is a motivational theory where needs of people are placed in a hierarchy starting with the most basic needs at the base (Maslow's Hierarchy of Needs). Abraham Maslow introduced the idea that the actions of people are determined by specific goals that they want to attain. A behavior is directed toward the satisfaction of a need. Maslow's Hierarchy of Needs is often represented by a pyramid with five levels. The first four levels are concerned with physiological needs and the topmost remaining level is concerned with growth needs. The premise is that the needs at the bottom or at the base have to be satisfied first before meeting the topmost need. Physiological needs like food, water, air, sleep and sex are at the bottom followed by Safety needs like health, property, e mployment and environmental security. The third level is Belongingness which includes family, friendship and love. Esteem including respect, self-esteem, accomplishments and confidence comprise the fourth level.

Language as a Powerful Mind Control Weapon Essay Example for Free

Language as a Powerful Mind Control Weapon Essay Nineteen Eighty-Four (1949) is a classic dystopian novel by English author George Orwell. Akin to the latter’s earlier work, Animal Farm (1945), Nineteen Eighty-Four is a cautionary tale about the dangers of totalitarianism. The novel’s main character, Winston Smith, is a civil servant tasked with disseminating government propaganda through the forging of records and political literature. Disillusioned with such a mechanistic existence, Smith begins an uprising against the regime – a move which later resulted in his incarceration and torture. The esteem of Nineteen Eighty-Four can be attributed mainly to its frank and vivid portrayal of the perpetuation of the status quo at the expense of individual rights (Gearon 65). Many of the novel’s terminologies and ideas, such as â€Å"doublethink,† â€Å"Orwellian,† â€Å"Newspeak† and â€Å"Big Brother,† eventually acquired secure places in the English language (Trahair 289). At present, some thinkers even use these expressions and concepts to criticize repressive government policies. The term â€Å"Orwellian,† for instance, is currently an idiom that refers to any form of normalcy that closely resembles the Party (Cameron 151). One of Orwell’s major arguments in the novel is that language is the totalitarian government’s most powerful weapon of mind control. Through the usage of deceptive language and propaganda, as well as the modification of language, the Party was able to manipulate the thoughts and beliefs of the citizens of Oceania. Newspeak was the Party’s primary means of misleading the citizens of Oceania (Thomas, Singh, Peccei, Jones and Wareing 39). It was a corrupted form of Standard English (known in the novel as Oldspeak) that reflected the principles of Ingsoc. â€Å"Undesirable† words were eliminated from the lingua franca, while those that were retained were stripped of â€Å"unorthodox† denotations (Ji 1). Consequently, it became impossible to develop other modes of thought in Newspeak (Orwell 144). Newspeak was more than just a language – it was the â€Å"(embodiment) of the totalitarian (mindset) of the Party members† (Gerovitch 12). To accommodate alternate views would increase the possibility of encountering â€Å"heretical† thoughts (Gerovitch 13). It is no longer surprising, therefore, if the Party required all inhabitants of Oceania to use Newspeak – doing so was a very convenient way of indoctrinating them with Ingsoc beliefs. The immense power of language to control the mind is not a fictional phenomenon. The Sapir-Whorf Hypothesis (n. d. ) argued that language determined how human beings perceived their environment (Thomas, Singh, Peccei, Jones and Wareing 39). This assumption is composed of two parts – linguistic relativity and linguistic determinism. Linguistic relativity theorized that the languages of different cultures do not necessarily have equivalent systems of representation. Linguistic determinism, meanwhile, asserted that a language not only reflected certain aspects of reality but also influenced the speaker’s thought process (Thomas, Singh, Peccei, Jones and Wareing 25). It would be fair to say that the premise behind the development and usage of Newspeak was based on the Sapir-Whorf Hypothesis. In the novel’s appendix, it is revealed that Ingsoc was originally known as English Socialism (Orwell 143). But during the time of English Socialism, people spoke Standard English. Consequently, they were exposed to radical ideas that inspired them to turn against the Party (Ji 1). In retaliation, the Party silenced them through punishment and terror (Ji 1). The Party eventually viewed the period of English Socialism as one that was characterized with violence and lawlessness. Standard English, meanwhile, was regarded as a relic of an anarchic past that must be discarded at all costs. The Party even set a year in which they expected Standard English to be already nonexistent – 2050 (Orwell 143). In the appendix of the novel, Orwell wrote the Party’s ultimate dream – a society wherein everyone accepted the official ideology even without the threat of punishment and terror (Ji 1). This was only possible, however, if they had no access to subversive ideas. It must be noted that in the context of the novel, Standard English was regarded as the source of dissident concepts. The Party therefore realized that Standard English must be replaced with a singular and specially contrived language – Newspeak. When people spoke, heard, read and wrote only in Newspeak, they could be kept under control even without outright state persecution (Ji 1). Newspeak was the official language of Oceania and had been devised to meet the ideological needs of Ingsoc, or English Socialism. In the year 1984 there was not as yet anyone who used Newspeak as his sole means of communication, either in speech or writing. The leading articles in The Times were written in it, but this was a tour de force which could only be carried out by a specialist. It was expected that Newspeak would have finally superseded Oldspeak (or Standard English, as we should call it) by about the year 2050. (143) The purpose of Newspeak was not only to provide a medium of expression for the (worldview) and mental habits proper to the devotees of Ingsoc, but to make all other modes of thought impossible. It was intended that when Newspeak had been adopted once and for all and Oldspeak forgotten, a heretical thought – that is, a thought diverging from the principles of Ingsoc – should be literally unthinkable, at least so far as thought is dependent on words. Its vocabulary was so constructed as to give exact and often very subtle expression to every meaning that a Party member could properly wish to express, while excluding all other meanings and also the possibility of arriving at them by indirect methods. This was done partly by the invention of new words, but chiefly by eliminating undesirable words and by stripping such words as remained of unorthodox meanings, and so far as possible of all secondary meanings whatever. To give a single example. The word free still existed in Newspeak, but it could only be used in such statements as â€Å"This dog is free from lice† or â€Å"This field is free from weeds. † It could not be used in its old sense of â€Å"politically free† or â€Å"intellectually free† since political and intellectual freedom no longer existed even as concepts, and were therefore of necessity nameless. (144) A person growing up with Newspeak as his sole language would no more know that equal had once had the secondary meaning of â€Å"politically equal,† or that free had once meant â€Å"intellectually free,† than for instance, a person who had never heard of chess would be aware of the secondary meanings attaching to queen and rook. There would be many crimes and errors which it would be beyond his power to commit, simply because they were nameless and therefore unimaginable. (148-149) This ambition, however, was not without serious consequences. The individual rights of the people of Oceania were severely violated. They constantly lived in fear of government reprisal – landscapes across London were bombarded with posters of â€Å"Big Brother† with the caption â€Å"Big Brother is Watching You† (Orwell 1). Two-way television sets – telescreens – were installed in all homes and public establishments in order to monitor the populace for any sign of subversive activity (thoughtcrime). Worse, the Party encouraged everyone to spy on one another. Even children were ordered to report their parents to the authorities (Thought Police) if they caught them committing a thoughtcrime. Winston Smith was among those who paid the ultimate price. Upon his arrest, he was taken to the Ministry of Love, where he was subjected to electroshock torture. Winston was afterwards taken to the infamous Room 101, where a prisoner was tortured by being exposed to his or her greatest fear. Winston’s primal fear was rats – he was therefore tortured by having a wire cage full of starving rats brought near to his face. Petrified, Winston finally accepts Party ideology and was later released as a brainwashed individual. Sadly, it is obvious that Orwell’s warning in Nineteen Eighty-Four went unheeded. At present, there are still so many societies wherein people are stripped of their basic rights and liberties. What is more saddening is that some of the parties who are guilty of this wrongdoing are actually claiming that they are staunch advocates of freedom, justice and equality. They use elaborate propaganda to proclaim their â€Å"advocacy† while acting in a completely opposite manner. The Party used language in order to keep the people of Oceania silent, ignorant and oppressed. In doing so, the former proved that evil prospers where good is silent. Orwell, on the other hand, used words in order to expose and fight this atrocity. In doing so, he proved that the pen is mightier than the sword. Works Cited Cameron, Deborah. Verbal Hygiene. New York: Routledge, 1995. Gearon, Liam. Freedom of Expression and Human Rights: Historical, Literary and Political Contexts. Eastbourne: Sussex Academic Press, 2006. Gerovitch, Slava. From Newspeak to Cyberspeak: A History of Soviet Cybernetics. Cambridge: MIT Press, 2004. Ji, Fengyuan. Linguistic Engineering: Language and Politics in Mao’s China. Honolulu: University of Hawaii Press, 2004. Orwell, George. Nineteen Eighty-Four. n. p. : n. d. Thomas, Linda, Ishtla Singh, Jean Stilwell Peccei, Jason Jones, and Shan Wareing. Language, Society and Power: An Introduction. 2nd ed. New York: Routledge, 2004. Trahair, R. C. S. Utopia and Utopians: A Historical Dictionary. Santa Barbara: Greenwood Publishing Group, 1999.

I have been asked to investigate how the temperature of an experiment E

I have been asked to investigate how the temperature of an experiment affects the rate of reaction. In the experiment I will do it as the temperature of the hydrochloric acid. How Does the Temperature Affect the Rate of Reaction? Introduction I have been asked to investigate how the temperature of an experiment affects the rate of reaction. In the experiment I will do it as the temperature of the hydrochloric acid. Reaction rates can be explained by the Collision Theory. The rate of reaction depends on how often and how hard the reacting particles collide with each other. Basically the particles have to collide in order to react. If the temperature is increased, the particles will have more energy and so will move quicker. If they're moving quicker, they will have more collisions. Planning ======== Variables --------- The variables that may affect my investigation are:  · The temperature  · The size of the pieces of marble chips  · How much hydrochloric acid you use in the flask The variable that I am going to investigate is the temperature. This is because there is more of an advantage due to the fact that there is more of a range of temperature than there is in the size of marble chips you use or the amount of hydrochloric acid you use. Prediction I predict that when I increase the temperature of the experiment, the reaction will take place faster. This is because when the temperature increases, the particles will all mov...

Christian Education Essay

I. The Definition of Education 1. We affirm that in its most basic meaning, education is the triune God teaching His truth to mankind. (Genesis 1:27-31; Psalms 19:1-9; 94:8,9; John 1:1-9). We deny that education is solely mental or physical activity associated with learning the thoughts and experiences of other human beings. (Psalm 119:99). 2. We affirm that education is the action or process by which a person comes to know and use God’s truth, and the education is learning to think God’s thoughts after Him and to see things as He sees them. (Isaiah 55:8,9; John 5:19,20). We deny that education is merely the action or process by which a person acquires knowledge or skills. 3. We affirm that education is lifelong and that it incorporates every thought, experience, and activity of man. (Deuteronomy 6:7-12; 11:18-20; Isaiah 29:24; Matthew 9:13; 24:32; Mark 13:28; 1 Corinthians 4:6; 14:31). We deny that education is confined to formal schooling in traditional classroom settings or to tutorial relationshi ps. (Matthew 5:1-48; 6:1-34; 7:1-29; 11:29) II. The Purpose of Education 4. We affirm that the purpose of education is both to reveal God and to bring students into conformity with His revealed will. (Luke 24:27; John 7:17; 14:21, 23,24). We deny that the sole purpose of education is to accomplish human perfection and understanding of the material world. 5. We affirm that the ultimate goal of education should be to orient human beings Biblically toward the knowledge of God, humanity, and the rest of God’s creation, in order to prepare them to take their places in family, Church, and society to the glory of God and in the service of Christ’s Kingdom and their fellowman. (2 Kings 22:8-23:26; Malachi 4:4-6; Matthew 20:26-28; Acts 16:30-34). We deny that the ultimate purpose of education should be human self-development and self-fulfillment. (Acts 2:37-47). III. The Nature and Role of God in Education 6. We affirm that God is the Creator and Sustainer of all things and is the Source of all truth. (Genesis 1:1-27; Psalm 55:22; 119:151; 121:1-8). We deny that human beings, society, or the external world are sources of truth in and of themselves. (Psalm 14:1). 7. We affirm that God created, sustains, and will consummate all things through His Son, the Lord Jesus Christ. Therefore, education must focus on the Person of Jesus Christ. (Hebrews 1:3; Colossians 1:15-17). We deny that â€Å"education† that omits reference to Jesus’ role in this world is education at all. (John 14:6). 8. We affirm that the Holy Spirit of God teaches and enlightens every believer in Jesus Christ and leads that person into all truth. (John 14:26; 15:26; 16:13).We deny that human beings can find or understand all truth through human effort alone. (Romans 3:11,12) 9. We affirm that the existing personal God has communicated truth to all mankind through personal revelation of Himself in Jesus Christ and through propositional, verbalized revelation of Himself in the Old and New Testaments of the Bible. (Genesis 15:1; 17:1; Exodus 3:2-15; Isaiah 6:1-8; Mark 9:7; Luke 3:22; 24:27; John 1:1,2; 12:28; Acts 9:4,5; Hebrews 1:2,3). We deny that the individual person is capable of learning all truth from within himself or from human teachers and secular learning materials. (John 7:15,16; 1 Timothy 6:3-5) IV. The Nature of Truth and Reality in Education 10. We affirm that truth is what is known to God about Himself and all of His creation, and that it is absolute, eternal, and objective. (Deuteronomy 32:4; Psalms 25:10; 57:3; 119:142,151). We deny that truth is solely what is known to one or more individuals or to mankind collectively, and that is relative, temporal, or subjective. (Romans 1:25; 3:3,4; 2 Thessalonians 2:9-12) 11. We affirm that the existing, personal-infinite God has chosen to reveal truth to us both through special revelation, which is communicated to us by means of the Bible and God’s Son, Jesus Christ, and through general revelation, which is communicated to us by means of His rational and nonrational creation; and that education should entail the pursuit of learning, which is derived from all of these sources of revelation. (Genesis 1:28; 2:19,20; Daniel 4:37; John 1:14,17; 14:6; 2 Timothy 3:16,17; Hebrews 1:1,2). We deny that truth is found only in human beings, in nature, or in a combination of the two, and that a person’s sole purpose in education should be to attain learning apart from God’s revelation. (I Kings 17:24; 1 John 2:27). 12. We affirm that in God’s design all of the particular elements of the universe are united into a meaningful whole; that it is one purpose of education to help learners to find relationships among these elements and, thus, to find their meaning; and that Biblical revelation is the ultimate criterion for this meaning. (Genesis 1:1-31; Psalm 19:1). We deny that the particular elements of the universe exist without rationality, order, and meaningful relationships derived from the Supreme God. (Genesis 3:1-24) 13. We affirm that true reality originates with God and is spiritual and eternal, as well as material and temporal, and that the content of education is complete when it includes all true reality. We deny that true reality originates with mankind; that it is limited to what is material and temporal; and that the content of education is complete when it is limited to the study of material reality. (I John 2:27). V. The Content of Education 14. We affirm that freedom of inquiry is central to man’s innate desire for truth, and that all truth is God’s truth. Therefore, we encourage inquiry into all fields of knowledge not forbidden in the Bible. (John 8:31,32; 2 Corinthians 3:17). We deny that public and private schools ought to restrict freedom of investigation into religion by teachers and students so long as that investigation does not interfere with the legitimate duties of teaching and learning. 15. We affirm that freedom of inquiry and academic freedom have a legitimate place in the pursuit of truth and in the framework of the learning and teaching process. (John 8:32,36). We deny that academic freedom implies the right to disobey or contradict the Scriptures as the embodiment of God’s truth in this world, or to violate a contractural agreement with an employer. (James 3:14; 5:19) 16. We affirm that all curriculum content must be integrated with and interpreted by God’s truth as revealed in the Bible. (John1:9; Romans 1:20; 2 Timothy 3:15-17). We deny that there is any real separation between secular and sacred truth, and that secular learning should be treated in isolation from God’s revealed truth. (Philippians 4:8,9). 17. We affirm that scientific investigation is a valid and necessary means of studying the universe and of discovering its orderly operation. (Genesis 1:14; Psalms 19:1,2,4,6,7,8; 104:19; Daniel 2:21; Matthew 16:2,3; Luke 21:25,26). We deny that scientific investigation is incompatible with any truth revealed in the Bible, and that science education may rightly reject or ignore all non-empirical sources of truth. (Romans 1:19,20) 18. We affirm that God is the Author of all true ethics; that true ethics is based on absolute truth and unchanging principles of right and wrong, as revealed in the Bible; that there are ethical absolutes that apply equally to all people everywhere; and that one purpose of education should be to help students to discover these unchanging Biblical standards of right and wrong and to reflect on the logical consequences of departing from these standards. (Exodus 20:1-17; Deuteronomy 7:7-11; Matthew 5:17,18; Romans 1:19,20). We deny that students should be taught that neutrality with regard to ethics is either possible or desirable in any sphere of human activity; that people can choose what is right behavior for themselves without regard to the absolute standards of moral behavior revealed in the Bible; that ethics is situational; and that ethics can properly be based on the assumption that truth and morality are relative and changing. (Deuteronomy 28:14,15; 30:8-10; Matthew 5:19,20; Romans 1:25-32; 2 Thessalonians 2:4, 10-12; 2 Timothy 3:2,70 4:3,4). VI. The Nature and Role of the Learner 19. We affirm that a human being has worth because he has been created in the image of God. (Genesis 1:27; Romans 8:29,30). We deny that a person has worth merely because he exists or because he says it is so. (Psalm 33:16; 53:1-3; Proverbs 12:15; 14:9). 20. We affirm that every human being is created in the image of God and is, therefore, in need of development in the spiritual areas of existence as well as in the intellectual and physical areas, and that true education of the whole person must include attention to all three aspects of human life. (Genesis 1:26). We deny that human beings are merely higher animals without soul or spirit, and that any education that addresses only the intellect and body, while ignoring the spiritual aspect of human beings, is appropriate to their nature. 21. We affirm that, though we are created in the image of God, because of the fall of Adam we are born sinful and need to experience salvation through the redeeming work of Jesus Christ in order to r each our full potential. (Romans 5:8,10). We deny that we are born perfect and uncorrupted, and that we are inherently good by nature and in need of education alone to achieve our highest potential and to attain a state of fulfillment. (Romans 3:10-12,23). 22. We affirm that education must include the consideration of sin as a fact of human behavior. (Acts 2:38; Romans 1:28-32; 3:23-25; 6:23). We deny that textbooks and curricula should ignore the fact of sin or rebellion against God in human behavior. (Luke 3:7,8; Romans 6:12) 23. We affirm that people who are restored to a proper relationship with God must receive instruction from the Word of God—the Bible—concerning the rights and responsibilities of this privileged position, and that providing such instruction is one of the most important responsibilities of education. (Proverbs 9:9). We deny that people can learn the rights and responsibilities of the Christian life without studying the revelation of God’s truth in the Bible. (2 Timothy 3:14,15) 24. We affirm that students have the responsibility to attend to and to apply effort to a learning task. (Proverbs 23:12; Colossians 3:23; 2 Timothy 2:15). We deny that students are absolved from cooperating with a teacher and from exercising personal effort to learn. (Proverbs 5:12,13; 6:4-11; 13:4; 20:4) VII. What Education Should Produce in Learners 25. We affirm that education ought to cultivate in students the four basic skills of cognition, communication, imagination, and valuation. (2 Corinthians 10:5; Ephesians 4:29; Philippians 4:8,9). We deny that complete education can occur without attention to these four skills. (2 Timothy 2:15,16; 3:13; 4:3,4). 26. We affirm that education ought to promote development of the learner in at least three areas, viz., spiritual and moral growth, academic growth, and personal and social development. Examples of specific results in each area follow: 26.1 In spiritual and moral growth, learners should: (Psalm 143:10; Romans 10:9; 1 Corinthians 2:16; Colossians 3:23; 1 Thessalonians 4:7; 2 Timothy 3:16) 26.1.1. consider the Bible God’s inspired Word and develop attitudes of love and respect toward it. 26.1.2. know the basic doctrines of the Bible. 26.1.3. have a desire to know and obey the will of God as revealed in the Scriptures. 26.1.4. make a decision to receive Jesus Christ as Savior and Lord. 26.1.5. develop an understanding of a Christian’s role in the Church. 26.1.6. develop the mind of Christ toward right and wrong conduct. 26.1.7. develop self-discipline and responsibility bases on submission to God and all other authority. 26.1.8. develop a Christian world view. 26.2 In academic growth, learners should: (Philippians 4:8,9; Colossians 2:23; 3:16; 2 Timothy 2:15, 3:16,17) .26.2.1. reach their full academic potential. 26.2.2. gain a thorough command of the fundamental processes used in communicating with others, such as reading, writing, speaking, and listening. 26.2.3. develop a thorough comprehension and command of science and mathematics. 26.2.4. develop an appreciation for and understanding of the humanities. 26.2.5. develop the use of good study habits. 26.2.6. pursue independent study and perform independent research. 26.2.7. be able to reason logically. 26.2.8. use critical thinking and Biblical criteria for evaluation. 26.2.9. develop good citizenship through understanding and appreciating the Christian basis of freedom, human dignity, and acceptance of authority. 26.2.10. develop understanding of and appreciation for God’s world and man’s responsibility to use and preserve it properly. 26.2.11. develop an appreciation of the fine arts through study and personal expression. 26.2.12. develop physical skill and coordination through participation in physical education and athletic activities 26.3. In personal and social development, learners should: (Isaiah 54:13,14; Matthew 6:19-21; 19:4-6; John 13:34, 35; Romans 8:14-17,31,32; 1 Corinthians 6:13,15,19,20; 7:10-16; 9:27; Ephesians 1:3-6; 5:15,16,22-33; 6:1-4; Colossians 2:10; 1 Thessalonians 4:8-12; 2 Thessalonians 3:10-13; 1 Timothy 6:10,17; Hebrews 13:5) 26.3.1. develop a healthy personality based on properly understanding and accepting themselves as unique individuals created in the image of God. 26.3.2. learn to respect others because they are also made in God’s image. 26.3.3. become contributing members of society, realizing the interdependence of one person on another. 26.3.4. appreciate time as a God-given commodity and the individual’s responsibility for using it effectively. 26.3.5. develop a Biblical view of work and the prerequisite attitudes and skills for success in employment. 26.3.6. develop Biblical attitudes toward marriage and the family. 26.3.7. develop physical fitness, good health habi ts, and wise use of the body as the temple of God.26.3.8. develop a Biblical attitude toward material things. VII. The Nature and Role of the Teacher 27. We affirm that a teacher is a presenter of God’s truth and a guide to its discovery by students through the ministry of God’s Holy Spirit. (Isaiah 30:20,21; Jeremiah 3:15; 1 Corinthians 12:4-11,28-31; Colossians 1:28,29). We deny that any teacher can, without the cooperation of the Holy Spirit, guide others adequately to an understanding of God’s truth. 28. We affirm that a teacher who is a good example in the spiritual realm must consciously and deliberately have accepted Jesus Christ as personal Savior and Lord. (1 Timothy 4:11,12). We deny that a teacher who denies Jesus Christ as personal Savior and Lord can be a suitable example in spiritual matters. (2 Timothy 3:5-7). 29. We affirm that a teacher is one who models the learning process by being a seeker of God’s truth as revealed in the Bible and by applying that truth to his own life. (Ezra 7:10; Jeremiah 29:13; Luke 6:40). We deny that a teacher should avoid seeking God’s truth or should seek the truth solely in ways others than through the Bible and a personal relationship with Jesus Christ and God the Father. 30. We affirm that teachers must know the content or subject matter to be taught. (Luke 4:4,8,12,16-22; 1 Timothy 6:2-5). We deny that it is possible to teach adequately without a thorough knowledge of the subject matter to be learned by students. (1 Timothy 1:7; 2 Timothy 2:1,2). 31. We affirm that teachers must create conditions that result in learners’ desire to learn. (Luke 2:46,47,49,52). We deny that it is possible to produce adequate learning in students who are not motivated to learn. (Proverbs 5:12,13,22,23) 32. We affirm that verbal communication used by teachers must be understood by and have the same meaning for both teachers and learners. (Ephesians 4:29; 2 Timothy 1:13). We deny that it is possible for teachers to produce adequate learning in students when they use language or ideas outside students’ daily life and language. (Ephesians 4:29) 33. We affirm that teachers must teach what is unknown through what is already known by learners. (Mark 11:12-14,20-24). We deny that it is possible for learners to learn adequately that which is not based on previous learning or experien ce. (Matthew 6:26-31). 34. We affirm that teachers should give students the opportunity to produce in their own minds the ideas or truths, and to become skillful at performing for themselves the acts or skills, to be learned. (Luke 9:1,2,6; 10:1,9,17). We deny that teachers should require students to acquire knowledge or skills without encouraging original thinking and applications of what they learn to other situations. 35. We affirm that teachers should confirm and test learning by review, repetition, and practical application, where necessary. (Luke 24:44; John 21:15-17). We deny that learning is adequately established generally by having students go once through a learning experience and then be tested for a mark or grade. (Matthew 14:15-21; 15:32-34). IX. Methodology of Education 36. We affirm that there is a variety of teaching and learning methods that may be appropriate for specific curriculum content with a particular learner or group of learners. A limited list of examples follows: 36.1. Demonstration (Matthew 6:9-15: Mark 6:41) 36.2. Involvement of students in learning (Mark 6:7-12) 36.3. Discipline and correction (Mark 11:15-17; 2 Timothy 3:15) 36.4. Discovery (Mark 14:66-72)36.5. Familiar Illustrations (Luke 6:4) 36.6. Individualized instruction (John 3:2-21; 4:5-26; Luke 19:1-8) 36.7. Lecture, formal teaching (Luke 6:20-49; 1 Timothy 4:13) 36.8. Memorization (2 Timothy 3:15) 36.9. Practice (Matthew 10; Luke chs. 9,10; 1 Timothy 5:4) 36.10. Questions and answers (Matthew 16:13-18; Luke 6:39) 36.11. Repetition (Matthew 16:21; 17:22,23; 20:18,19; 26:1) 36.12. Review (Luke 24:44) 36.13. Small group activity (Matthew 17:1-9; Mark 6:7-12; Luke 10:1-11) 36:14. Visual aids (Matthew 22:19-21; Luke 13:19) We deny that there is one teaching method that should be used consistently to the exclusion of others. 37. We affirm that learning is most effective for all learners when more than one instructional modality is used, such as visual, auditory, and kinesthetic modalities. (Matthew 14:27-33). We deny that learning is effective for all learners when one instructional modality is used exclusively. X. Responsibility for Education ROLE OF PARENTS 38. We affirm that God entrusts children to their parents for their nurture and education; that parents have both a right and a duty to raise their children in a manner consistent with Biblical standards of responsible moral conduct; and that parents have the right, therefore, to educate their own children at home or to delegate the task to schools. (Deuteronomy 4:9; 6,7; 11:19; Proverbs 6:20,21; Ephesians 6:4) We deny that civil government or any other entity has legitimate authority to supersede parents in the nurture and education of their children, and that governing agencies have legitimate authority to compel students to attend public schools. (1 Timothy 5:4)39. We affirm that parents have both a right an a duty to teach their children about biological reproduction and sexual health and morality. (Genesis 35:22; 49:4; Leviticus 20:10-21; Deuteronomy 6:6,7; 22:22-30; 23:17; Proverbs 6:20-29) We deny that civil government on any level has legitimate authority to usurp parents’ responsibility to teach children about sexuality and reproduction or to establish mandatory sex education classes for children. ROLE OF SCHOOLS 40. We affirm that it is a schools’ responsibility to assist and to cooperate closely with parents in every aspect of a student’s education. (Mark 9:17-27). We deny that schools have no responsibility to assist and to cooperate with parents in the education of their children. 41. We affirm that it is the responsibility of the schools to be sensitive to the wishes and values of parents with respect to the content and methodology of their childrens’ education. (Philippians 3:5,6). We deny that it is the right of schools to decide arbitrarily and unilaterally what values system shall be the basis for the content and methodology of their students’ education. 42. We affirm that a school is an extension of the home, existing to supplement parent’s primary responsibility to educate their children. (Ephesians 6:1-4; 1 Timothy 3:4,5). We deny that schools have the right to supplant parents’ primary responsibility to educate their children.

Seneca Falls Resolutions 1848 Womens Rights Demands

At the 1848 Seneca Falls Womens Rights Convention, the body considered both a Declaration of Sentiments, modeled on the 1776 Declaration of Independence, and a series of resolutions. On the first day of the convention, July 19, only women were invited; the men who attended were asked to observe and not participate. The women decided to accept the votes of men for both the Declaration and Resolutions, so final adoption was part of the business of the second day of the convention. All of the resolutions were adopted, with few changes from the originals written by Elizabeth Cady Stanton and Lucretia Mott before the convention. In the History of Womans Suffrage, vol. 1, Elizabeth Cady Stanton reports that the resolutions were all adopted unanimously, except the resolution on women voting, which was more contentious. On the first day, Elizabeth Cady Stanton spoke strongly for including the right to vote among the rights called for. Frederick Douglass spoke on the second day of the convention in support of womens suffrage, and that is often credited with swinging the final vote to endorse that resolution. One final resolution was introduced by Lucretia Mott on the evening of the second day, and it was adopted: Resolved, That the speedy success of our cause depends upon the zealous and untiring efforts of both men and women, for the overthrow of the monopoly of the pulpit, and for the securing to woman an equal participation with men in the various trades, professions and commerce. Note: the numbers are not in the original, but are included here to make discussion of the document easier. Resolutions Whereas, the great precept of nature is conceded to be, that man shall pursue his own true and substantial happiness, Blackstone, in his Commentaries, remarks, that this law of Nature being coeval with mankind, and dictated by God himself, is of course superior in obligation to any other. It is binding over all the globe, in all countries, and at all times; no human laws are of any validity if contrary to this, and such of them as are valid, derive all their force, and all their validity, and all their authority, mediately and immediately, from this original; Therefore, Resolved, That such laws as conflict, in any way, with the true and substantial happiness of woman, are contrary to the great precept of nature, and of no validity; for this is superior in obligation to any other. Resolved, That all laws which prevent woman from occupying such a station in society as her conscience shall dictate, or which place her in a position inferior to that of man, are contrary to the great precept of nature, and therefore of no force or authority. Resolved, That woman is mans equal -- was intended to be so by the Creator, and the highest good of the race demands that she should be recognized as such. Resolved, That the women of this country ought to be enlightened in regard to the laws under which they live, that they may no longer publish their degradation, by declaring themselves satisfied with their present position, nor their ignorance, by asserting that they have all the rights they want. Resolved, That inasmuch as man, while claiming for himself intellec tual superiority, does accord to woman moral superiority, it is pre-eminently his duty to encourage her to speak, and teach, as she has an opportunity, in all religious assemblies. Resolved, That the same amount of virtue, delicacy, and refinement of behavior, that is required of woman in the social state, should also be required of man, and the same transgressions should be visited with equal severity on both man and woman. Resolved, That the objection of indelicacy and impropriety, which is so often brought against woman when she addresses a public audience, comes with a very ill grace from those who encourage, by their attendance, her appearance on the stage, in the concert, or in the feats of the circus. Resolved, That woman has too long rested satisfied in the circumscribed limits which corrupt customs and a perverted application of the Scriptures have marked out for her, and that it is time she should move in the enlarged sphere which her great Creator has assigned her. Resolv ed, That it is the duty of the women of this country to secure to themselves their sacred right to the elective franchise. Resolved, That the equality of human rights results necessarily from the fact of the identity of the race in capabilities and responsibilities. Resolved, therefore, That, being invested by the Creator with the same capabilities, and the same consciousness of responsibility for their exercise, it is demonstrably the right and duty of woman, equally with man, to promote every righteous cause, by every righteous means; and especially in regard to the great subjects of morals and religion, it is self-evidently her right to participate with her brother in teaching them, both in private and in public, by writing and by speaking, by any instrumentalities proper to be used, and in any assemblies proper to be held; and this being a self-evident truth, growing out of the divinely implanted principles of human nature, any custom or authority adverse to it, whether modern o r wearing the hoary sanction of antiquity, is to be regarded as self-evident falsehood, and at war with the interests of mankind. Some notes on the words chosen: Resolutions 1 and 2 are adapted from Blackstones Commentaries, with some text taken verbatum. Specifically: Of the Nature of Laws in General, William Blackstone, Commentaries on the Laws of England in Four Books (New York, 1841), 1:27-28.2) (See also: Blackstone Commentaries) The text of resolution 8 also appears in a resolution written by Angelina Grime, and introduced at the female antislavery convention of 1837. More: Seneca Falls Womens Rights Convention | Declaration of Sentiments | Seneca Falls Resolutions | Elizabeth Cady Stanton Speech We Now Demand Our Right to Vote | 1848: Context of the First Womans Rights Convention