Jesus in Islam Essay Example | Topics and Well Written Essays - 750 words

Jesus in Islam - Essay Example This exposition analyzes the Jesus known by the Muslims and what the Christians consider him (Ali, 124) The two Christians and Muslims concur that Jesus was conceived of the Virgin Mary, who was unadulterated a clean on the most fundamental level (Mk 3.16; 7.4 ;). Notwithstanding, Muslims contest that Jesus was not the child of God but rather one of His prophets. In the sacred Quran, God imparts to the individuals that Jesus was a common man simply like Adam both shaped from the dirt through Gods power. Muslims hence hang on that Jesus was not the child of god since he was made simply like Adam who has never been alluded to as the child of God (Al-Imran, 59-60). Christians on the opposite side have a solid accept that Jesus was the child of god who was brought into the world through the intensity of the Holy Spirit without the sexual demonstration among Mary and Joseph, who had sold out her. Ascribing Jesus to the child of God in Islam is in this manner contested since it is an idea that implies that Allah laid down with Mary in order to bring forth Jesus which isn't accurate (Quran, 3 :45-47). Christians states that Jesus was both human and celestial being conceived in type of a man where the virgin Mary imagined over the intensity of the sacred spirit.As such, (Mt 9.34) Christians adore Jesus as the child of God. The holy book depicts Jesus as a godlikeness in the trio; god the child god the dad and Gog the Holy Spirit (Mk 3.16; 7.4; Lk 24.32, 5). In the holy book, God makes reference to that all the three divinities to be similarly both in power quality and heavenliness (Nelson, 532). In contrast to Christians, Muslims, differ on the heavenliness of Jesus. They invert him rather and allude him to one of the Gods courier who had been sent by Allah to speak with the humanity. Muslims accepts that since Jesus was made simply like Adam and different prophets known to him individuals ought not adore him yet rather have confidence in his lessons that he was sent by Allah to impart this individuals as an ambassador (Quran, 3:59). In Muslim religion, Jesus performed wonders yet this doesn't make

William Blake :: English Literature

William Blake William Blake was conceived in London, where he went through a large portion of his time on earth. His father was an effective London hosier and pulled in by the principles of Emmanuel Swedenborg. Blake was first instructed at home, essentially by his mom. His folks urged him to gather prints of the Italian bosses, and in 1767 sent him to Henry Pars' drawing school. From his initial years, he encountered dreams of holy messengers and spooky priests, he saw and talked with the heavenly attendant Gabriel, the Virgin Mary, also, different authentic figures. At 14 years old Blake was apprenticed for a long time to the etcher James Basire. Gothic workmanship and design affected him profoundly. After learns at the Royal Academy School, Blake began to deliver watercolors and etch outlines for magazines. In 1783 he hitched Catherine Boucher, the little girl of a market cultivator. Blake instructed her to draw and paint and she helped him ardently. In 1774 Blake opened with his better half and more youthful sibling Robert a print shop at 27 Broad Street, however the endeavor bombed after the demise of Robert in 1787. Blake's significant social and social contacts included Henry Fuseli, Reverend A.S. Mathew and his better half, John Flaxman (1755-1826), a stone carver and sketcher, Tom Paine, William Godwin, and Mrs Elizabeth Montagu (1720-1800), wedded to the well off grandson of the baron of Sandwich. His initial sonnets Blake composed at 12 years old. Be that as it may, being early apprenticed to a manual occupation, journalistic-social vocation was definitely not open to him. His first book of sonnets, POETICAL SKETCHES, showed up in 1783 and was trailed by SONGS OF INNOCENCE (1789), and SONGS OF EXPERIENCE (1794). His most acclaimed sonnet, 'The Tyger', was a piece of his Melodies of Experience. He endorsed of free love, and identified with the activities of the French progressives yet the Reign of Terror sickened him. In 1790 Blake engraved THE MARRIAGE OF HEAVEN AND HELL, a book of dumbfounding axioms and his primary writing work. Fundamentally he agreed with the Satan in Milton's Paradise Lost and assaulted the traditional strict perspectives in a progression of axioms. Be that as it may, the writer's life in the domains of pictures didn't satisfy his better half who once commented: I have next to no of Mr. Blake's organization. He is continuously in Paradise. Some of Blake's counterparts considered him a innocuous insane person. The Blakes moved south of the Thames to Lambeth in 1790. During this time Blake started to deal with his 'prophetic books', where he communicated his deep rooted worry with the battle of the spirit to free its characteristic energies from reason and sorted out religion. Despite the fact that Blake first acknowledged Swedenborg's thoughts, he in the end dismissed him. He composed THE Dreams OF THE DAUGHTERS OF ALBION (1793), AMERICA: A PROPHESY (1793), William Blake :: English Literature William Blake William Blake was conceived in London, where he went through a large portion of his time on earth. His father was a fruitful London hosier and pulled in by the teachings of Emmanuel Swedenborg. Blake was first taught at home, mainly by his mom. His folks urged him to gather prints of the Italian bosses, and in 1767 sent him to Henry Pars' drawing school. From his initial years, he encountered dreams of heavenly attendants and spooky priests, he saw and chatted with the holy messenger Gabriel, the Virgin Mary, what's more, different recorded figures. At 14 years old Blake was apprenticed for a long time to the etcher James Basire. Gothic craftsmanship and design impacted him profoundly. After learns at the Royal Academy School, Blake began to create watercolors and imprint outlines for magazines. In 1783 he hitched Catherine Boucher, the little girl of a market planter. Blake instructed her to draw and paint and she helped him faithfully. In 1774 Blake opened with his better half and more youthful sibling Robert a print shop at 27 Broad Street, however the endeavor bombed after the passing of Robert in 1787. Blake's significant social and social contacts included Henry Fuseli, Reverend A.S. Mathew and his better half, John Flaxman (1755-1826), a stone carver and artist, Tom Paine, William Godwin, and Mrs Elizabeth Montagu (1720-1800), wedded to the well off grandson of the lord of Sandwich. His initial sonnets Blake composed at 12 years old. In any case, being early apprenticed to a manual occupation, journalistic-social profession was most certainly not open to him. His first book of sonnets, POETICAL SKETCHES, showed up in 1783 and was trailed by SONGS OF INNOCENCE (1789), and SONGS OF EXPERIENCE (1794). His most popular sonnet, 'The Tyger', was a piece of his Tunes of Experience. He affirmed of free love, and felt for the activities of the French progressives however the Reign of Terror sickened him. In 1790 Blake engraved THE MARRIAGE OF HEAVEN AND HELL, a book of incomprehensible adages and his foremost writing work. Profoundly he agreed with the Satan in Milton's Paradise Lost and assaulted the ordinary strict perspectives in a progression of adages. However, the writer's life in the domains of pictures didn't satisfy his better half who once commented: I have next to no of Mr. Blake's organization. He is continuously in Paradise. Some of Blake's peers considered him a innocuous crazy person. The Blakes moved south of the Thames to Lambeth in 1790. During this time Blake started to chip away at his 'prophetic books', where he communicated his deep rooted worry with the battle of the spirit to free its common energies from reason and sorted out religion. In spite of the fact that Blake first acknowledged Swedenborg's thoughts, he inevitably dismissed him. He composed THE Dreams OF THE DAUGHTERS OF ALBION (1793), AMERICA: A PROPHESY (1793),

neighborhoods we move into and come to love.

neighborhoods we move into and come to love. For anybody too young to have seen my name at the top of the recent entries page before, Im Mollie. I graduated in 2006 with degrees in biology and brain and cognitive sciences, which means that Im going to have my pi reunion this summer. (Yay!) Im currently a third-year PhD student in developmental neurobiology at that other university in Cambridge, and I live with my charming rocket scientist husband Adam 07 and our rabbit (who did not attend MIT) in an apartment just north of Boston. Im here to update you on the breathtaking life of a biology PhD student, which is breathtaking enough to divide into a very small number of categories. Lab and other school things I do less often than lab Since I passed my qualifying exam last January, to my great joy and relief, Im now a PhD candidate in biological and biomedical sciences at Harvard. Functionally, this means that Im basically done taking classes, and Im living in the lab full-time doing research. Eventually Ill finish the projects on which Im working and write my dissertation, which Ill defend in a very long written document as well as orally in front of a group of professors from my program its considered rude to ask a graduate student how much longer until he/she graduates, but you didnt ask, so Ill tell you that I probably have about 3.5 years left. (Hopefully.) My lab studies the development of several different types of neurons in the mammalian brain, and eventually wed like to be able to fix neurodegenerative diseases and neurological injuries using the stem cells native to the brain. Im specifically looking at the role of My Favorite Gene (MFG) in the development of corticospinal motor neurons in the cortex and medium-sized spiny neurons in the striatum we know its important, but we dont know how or why, so my job is to look at the mechanisms of MFG function in the development of these two types of neurons. (If this sounds totally sweet, join my lab we do take MIT UROPs. At the very least, come have $1 ice cream with me in the Mass General cafeteria. Graduate students get lonely.) Things are going well in the lab, although Im breeding a lot of mice right now, and sometimes I feel a little more like a mouse matchmaker than a scientist. I do also get to be a mouse surgeon, which is fun we put pregnant female mice under anesthesia, inject DNA into the embryos using ultrasound guidance, and sew up the females. A few days later, we collect the injected brains and look at the cells that received DNA, which glow green on the microscope. Things I do outside of lab (Graduate students dont really have lives outside of lab, but its fun to pretend.) This year Im at MIT two or three times a week, coaching the cheerleading squad. When I was at MIT, I cheered for four years and was captain for one; this, along with my ability to boss people around and show up on time, qualifies me to coach the squad, at least nominally. Mostly I think I just tell cheerleading stories from the olden days, throw Lulu up in the air (pics or it didnt happen), try to remember forgotten cheers, and get way too emotionally invested in MIT athletic events, but its great to be big and strong again I needed an excuse to get back in the gym. I spend the bulk of my free time hanging out with my curly-haired husband we like to cook together and go to Target (married life! it is exciting!). We also do dorky things for each other; for example, for our one-year wedding anniversary, he designed a mouse brain model in Solidworks and printed it for me on his offices 3D printer (picture, which does not really do justice to the awesomeness). I was thrilled, and everybody in my lab is totally jealous. He went a little more traditional for Christmas, getting me a diamond necklace and a four-foot light-up tinsel giraffe with a Christmas hat on it. (EDIT: For real. I got him a Nintendo DS Lite, a new pocket knife, and a Transformers belt buckle to wear during ski competitions. We think frivolity is a very important aspect of our gift-giving.) I also spend a lot of time on the internets answering questions about MIT and college admissions and life at my internet home, which, contrary to popular opinion, is a good place as long as youre willing to actually contribute instead of just pontificating. (Ahem.) Im busy almost as busy as I was when I was at MIT. Busy is good.

Ethics in Action - 1278 Words

Comparing and Contrasting the Code of Ethics Aquila Mahdi Counseling 501 Liberty University February 26, 2012 Dr. S. Sadik Abstract This paper will attempt to examine the code of ethics from the American Counseling Association (ACA) and the American Association of Christian Counselors (AACC). It will take a look at the differences and similarities shared between the two organizations, respectfully. It will examine confidentiality, dual roles and sexual intimacies. Comparing and Contrasting the Code of Ethics This paper will attempt to examine the code of ethics from the American Counseling Association (ACA) and the American Association of Christian Counselors (AACC). It will take a look at the differences and†¦show more content†¦They are also forbidden from pressuring clients into any questionable social relationships. The American Counseling Association (2004) takes it a step further by forbidding any sexual relationships with clients, family members or current sexual partners. Both ethical codes may differ in approach but in theory they are both consistent with protecting the client and their vulnerabilities as they discuss some of their most intimate details to their therapist. From examining both ethical statutes, therapists can take it one step forward by taking ownership in violating the bond between therapist and client. Years of education, training and personal responsibility should prevent therapist from violating the bond between client and therapist. Clients entrust therapist with intimate details and instill trust in the therapist. This relationship can sometimes cross boundaries and cause the client to view the therapist in a different light. The same can be said of therapists who have gained the admiration and trust of their client. This places them at an unfair disadvantage and gives them the upper hand and a manipulative stance in entering any relationship outside of the proper scope of the therapist-client relationship. Sexuality and confidentiality aren’t the only issues when it comes to dual roles and conflicts of interest in the therapist-patient relationship. Obviously the therapist’s main concern should be inShow MoreRelatedEthics Of Personal Ethics Action Plan2450 Words   |  10 Pages Personal Ethics Action Plan OLS 263 – 11331 : Ethical Decisions in Leadership Matthew Rust Spring 2015 Indiana University – Purdue University at Indianapolis â€Æ' Mission Statement Throughout my life I will dedicate myself to the betterment of my community, my workplace, and the people around me. I will hold the values of fairness, innovation, and productivity key in my duties. All of my actions and thoughts will go through an ethical filter to ensure that I stay in line with myRead MoreThe Ethics Of Human Action1629 Words   |  7 Pagesfree? Determinism, compatibilism, and libertarianism are three different philosophical approaches to answering this question. 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With so many definitions of leadership, the question evolved from â€Å"what is the definition of leadership?† to â€Å"what is good leadership† (CiullaRead MoreNormative Ethics: Society Determines What Moral and Ethical Act or Action is Correct and Acceptable1446 Words   |  6 PagesNormative ethics are those ethical principles and values that are considered morally correct and express principles of good character, actions that are viewed as right rather than wrong and are commonly accepted and reasonable. The prompt in this assignment refers to the requirement of â€Å"the existence of normative† requiri ng the practice of normative ethics in how individuals and society determine what moral and ethical act or action is correct and acceptable. Normative ethics embraces the philosophicalRead MoreMoral Wisdom Seems to Be as Little Connected to Knowledge of Ethical Theory as Playing Good Tennis Is to Knowledge of Physics (Emrys Westacott). to What Extent Should Our Actions Be Guided by Our Theories in Ethics and Elsewhere?1737 Words   |  7 Pages(Emrys Westacott). To what extent should our actions be guided by our theories in ethics and elsewhere? The question is with regards to whether moral reasoning is more accurate compared to the -theory-based knowledge of science. I think that ethical theory should be used for our moral conduct while the sciences should be used in other areas of knowledge instead. Thus, this essay will discuss on to whether our actions should be guided by our theories in ethics. Moral reasoning is expecting people justifyingRead MoreThe Ethics Of Duty Ethics1356 Words   |  6 PagesIntroduction As a society, there are actions that can be considered as rights or duties. This philosophy is referred to as Duty Ethics, or Deontological Ethics. Duty Ethics highlights what is the â€Å"right thing to do instead of what is the good thing to do† (Philosophy, 2016). In addition, the duty ethics philosophy tries to â€Å"justify the duty to behave one way over another† (Philosophy, 2016). The concept of duty ethics can be used to determine right behaviors, as well as to determine what should

Unit 064 Context and Principles for Early Years Provision

Unit 064 CONTEXT AND PRINCIPLES FOR EARLY YEARS PROVISION 064.1.1 Explain the legal status and the principles of the relevant early year’s framework/s, and how national and local guidelines materials are used in settings The statutory framework for the EYFS sets out the legal requirements relating to learning and development and to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006. This Act, which regulates the childcare in England, formalise the important strategic role of local authorities play through a set of duties. These duties require†¦show more content†¦Ã¢â€"  Ã¢â€"   Learning and Development - recognises that children develop and learn in different ways and at different rates, and that all areas of learning and development are equally important and inter-connected. This approach ensures that the EYFS reaches its aim it is every child’s right to grow up safe; healthy; enjoying and achieving; making a positive contribution; and with economic well-being. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by: 1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings. 2. Providing for equality of opportunity andShow MoreRelateddone Unit 064 Context and Principles fo4917 Words   |  20 Pagesï » ¿Unit 064 Context and Principles for Early Years Provision Out come 1 1] Explain the legal status and principles of the relevant early years frameworks, and how national and local guidance materials are used in settings. The government is interested in the care and education of children and it realised its potential impact on children. 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Many thanks to Dr. Diers, whose classes and American references were the ever so wonderful. Some of the most valuable lessons this year occurred outside the confines of Manchester Business School. To my colleagues on the course from around the globe, you were all worth the time in rainy Manchester. It’s been real guys. Thank you to all the friends and family who helped in my dataRead MoreCase Studies67624 Words   |  271 Pagescompanies. Presented within the cases are problems and situations that managers and those with whom they work must analyse and resolve. As you will see, a strategic management case can focus on an entire industry, a single organisation or a business unit of a large, diversified firm. The strategic management issues facing not-for-profit organisations also can be examined using the case analysis method. 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In recent years, stock prices have soared, so management has cleaned up. It is sometimes argued that much of this reward is simply due to rising stock prices in general, not managerial performance. Perhaps in the future, executive compensation will be designed to

Describe and Evaluate Biological Explanations of Depression Free Essays

Describe and evaluate biological explanations of depression There are many different explanations for depression, including biological. Links have been found between biochemical, genetics and hormonal imbalances with depressed people. In the biochemical explanation, a link has been found between neurotransmitter imbalances and depression. We will write a custom essay sample on Describe and Evaluate Biological Explanations of Depression or any similar topic only for you Order Now Serotonin is associated with pleasure and mood. Mann et al found impaired transmission of serotonin in people with depression. However Julian disagrees with this statement and says depression may be due to neuron damage rather than a neurotransmitter reduction. The problem with this approach is that it implies correlation and not causation, there may be a link but something else could be causing both depression and low serotonin. There is the chicken and egg problem – does low serotonin cause depression or does depression cause low serotonin? In other areas of psychology low serotonin has been linked with increased aggression and eating disorders, as well as anxiety. Someone that has low serotonin does not necessarily become depressed. There is also the problem where people are depressed but have normal serotonin levels. This shows that depression is not fully down to biochemical imbalances but other things as well. It is a very simplistic and reductionist model and should only be included as a vulnerability and not the whole answer to depression. Another explanation is a genetic problem. Through many family studies Gershon states there is a clear inheritable component to depression, especially in bipolar disorder. Weisseman et al supports this by saying that for if a child has a parent with depression, the risk of the child having depression is increased by three times compared to the general population. This is a strong finding but as the children share the same environment as their parents, there is a possibility that the child has learnt the behaviour through the social learning theory of imitating and observing and not through genetics. Kendler et al studied over 15000 twins in Sweden and found that if one twin has depression, there is a 38% chance that the other twin will have it too. This has strong methodology and is supported by many twin studies who have found similar results. On the other hand the twins share the same environment and so environmental influences may still be possible. The results were nowhere near 100% showing that depression is not fully down to genes, the people may have a genetic vulnerability but it takes something to trigger, perhaps. It is also unclear as to how exactly genes play a role in depression, without knowing the exact genes involved. Another way to access the significance of genes is through adoption studies. Wender found that a child is seven times more likely to have depression if the biological parents were depressed and the adoption parents were not. They found little evidence of depression being learnt. However Wender got his information about biological relatives just from hospital records and so there could be error of misdiagnosis or short-term depression only. The knowledge of whether a person has a genetic vulnerability to depression can be useful as the person is able to take preventative measures (change in lifestyle, diet to bring positivity to avoid depression), but it could be fatalistic as they understand they are more likely to become depressed – leading to depression. Diathesis-stress model says that depression can be better understood as an interaction between genes and environmental factors. Carroll found that high levels of the hormone cortisol are found in those suffering from depression and techniques known to suppress cortisol secretion have been found to be successful in depressive patients. However cortisol is released when stressed and so the high levels could be due to the high levels of stress the person has when they are depressed. As depression is twice as common in women as men, it could be due to the differences in sex hormones. Post-natal depression could be due to the high levels of oestrogen and progesterone that are released during pregnancy and then rapidly decrease once the baby is born which may account for an imbalance of hormones. Cooper disagrees with this statement as there was very little difference in the number of women suffering from depression after childhood and a control group of non-pregnant women at the same age. If imbalance of hormones was the cause then most mothers should get this type of illness but it is only a small number that get it. Menopausal depression is where oestrogen levels drop and hormone replacement therapy appears to be affective in treating many (but not all) women who suffer from this type of depression. However this could be due to the negative thoughts of getting older rather than the hormonal imbalance. Through the biological approach there are many possibilities. I think it is a mixture of biological vulnerabilities and stressful environments. How to cite Describe and Evaluate Biological Explanations of Depression, Essay examples Describe and Evaluate Biological Explanations of Depression Free Essays Describe and evaluate biological explanations of depression There are many different explanations for depression, including biological. Links have been found between biochemical, genetics and hormonal imbalances with depressed people. In the biochemical explanation, a link has been found between neurotransmitter imbalances and depression. We will write a custom essay sample on Describe and Evaluate Biological Explanations of Depression or any similar topic only for you Order Now Serotonin is associated with pleasure and mood. Mann et al found impaired transmission of serotonin in people with depression. However Julian disagrees with this statement and says depression may be due to neuron damage rather than a neurotransmitter reduction. The problem with this approach is that it implies correlation and not causation, there may be a link but something else could be causing both depression and low serotonin. There is the chicken and egg problem – does low serotonin cause depression or does depression cause low serotonin? In other areas of psychology low serotonin has been linked with increased aggression and eating disorders, as well as anxiety. Someone that has low serotonin does not necessarily become depressed. There is also the problem where people are depressed but have normal serotonin levels. This shows that depression is not fully down to biochemical imbalances but other things as well. It is a very simplistic and reductionist model and should only be included as a vulnerability and not the whole answer to depression. Another explanation is a genetic problem. Through many family studies Gershon states there is a clear inheritable component to depression, especially in bipolar disorder. Weisseman et al supports this by saying that for if a child has a parent with depression, the risk of the child having depression is increased by three times compared to the general population. This is a strong finding but as the children share the same environment as their parents, there is a possibility that the child has learnt the behaviour through the social learning theory of imitating and observing and not through genetics. Kendler et al studied over 15000 twins in Sweden and found that if one twin has depression, there is a 38% chance that the other twin will have it too. This has strong methodology and is supported by many twin studies who have found similar results. On the other hand the twins share the same environment and so environmental influences may still be possible. The results were nowhere near 100% showing that depression is not fully down to genes, the people may have a genetic vulnerability but it takes something to trigger, perhaps. It is also unclear as to how exactly genes play a role in depression, without knowing the exact genes involved. Another way to access the significance of genes is through adoption studies. Wender found that a child is seven times more likely to have depression if the biological parents were depressed and the adoption parents were not. They found little evidence of depression being learnt. However Wender got his information about biological relatives just from hospital records and so there could be error of misdiagnosis or short-term depression only. The knowledge of whether a person has a genetic vulnerability to depression can be useful as the person is able to take preventative measures (change in lifestyle, diet to bring positivity to avoid depression), but it could be fatalistic as they understand they are more likely to become depressed – leading to depression. Diathesis-stress model says that depression can be better understood as an interaction between genes and environmental factors. Carroll found that high levels of the hormone cortisol are found in those suffering from depression and techniques known to suppress cortisol secretion have been found to be successful in depressive patients. However cortisol is released when stressed and so the high levels could be due to the high levels of stress the person has when they are depressed. As depression is twice as common in women as men, it could be due to the differences in sex hormones. Post-natal depression could be due to the high levels of oestrogen and progesterone that are released during pregnancy and then rapidly decrease once the baby is born which may account for an imbalance of hormones. Cooper disagrees with this statement as there was very little difference in the number of women suffering from depression after childhood and a control group of non-pregnant women at the same age. If imbalance of hormones was the cause then most mothers should get this type of illness but it is only a small number that get it. Menopausal depression is where oestrogen levels drop and hormone replacement therapy appears to be affective in treating many (but not all) women who suffer from this type of depression. However this could be due to the negative thoughts of getting older rather than the hormonal imbalance. Through the biological approach there are many possibilities. I think it is a mixture of biological vulnerabilities and stressful environments. How to cite Describe and Evaluate Biological Explanations of Depression, Essays

Rise And Fall Of The Nova Scotia Coal Industry Essays - Coal Mining

Rise And Fall Of The Nova Scotia Coal Industry Introduction Coal mining has always been an important component of Nova Scotia's economy, landscape and culture. Together with cod fishing it was the primary export and employer for the regions population. With both industries now failing, the poor economic climate will no doubt have an effect on the population. This paper attempts to examine the economic conditions, market forces, and political maneuvering that gave rise to the coal industry in Nova Scotia as well as those contributing to its demise. Coal Formation The first stage in the formation of the fossil fuel we know as coal is large accumulations of organic matter, an anoxic environment, and large amounts of time. Dead plant material readily decomposes when exposed to the oxygen rich atmosphere so an oxygen poor environment is required. Common environments meeting these conditions were swamps of the Carboniferous period. As plant life died in these swamps the dead organic matter sank into the oxygen deficient stagnant water where it was partially decomposed by bacteria. This partial decomposition lead to an accumulation of a spongy brown material known as peat. Peat itself can serve as an energy source albeit not a very efficient one. The next stage in coal development involves the burying of the peat accumulations by layers of sediment (Montgomery, 1990). As the peat is buried more and more pressure and heat is exerted upon the peat squeezing out the water and various gasses (volatiles) and increasing the carbon content (Lutgens, Tarbu ck, 1993). With shallow burial one gets lignite, a soft brown coal. Then as more and more sediment is loaded on top of the deposit more water and volatiles are pressed out increasing the carbon content changing lignite to bituminous coal. With even more pressure and heat, like the kind associated with mountain building one gets anthracitic coal. So generally the more pressure and heat that the peat experiences the higher the concentration of carbon and the more efficient the fuel. However, too much heat and pressure may result in the changing of coal to graphite (See Fig. 1). Fig. 1 Graph illustrating the relationship between carbon concentration and fuel efficiency. Note the decline in heating value as more volatiles are removed Source: Montgomery 1990. The coal present in eastern Canada was formed in the Fundy Basin of deposition. This basin developed after the Acadian orogeny . After these mountains were formed they immediately underwent physical and chemical weathering, and sediment washed down their slopes to be deposited in the Fundy Basin. In the Fundy basin sediment was further deposited in various sub basins compacting the peat layers present and forming the coalfields of Nova Scotia. The Riversdale fields were the first to be covered by sediment and therefore the oldest followed by the Cumberland deposits and the youngest and most extensive deposits, the Pictou group (Calder, 1985). Rise of the Coal Industry The first historical mention of coal in Nova Scotia was by then Governor Nicholas Denys in dispatches to France in 1673. In his dispatches he wrote that there was a mountain of good coal four leagues up the Spanish River near Cow Bay, Cape Breton Island. The first mining operation to be set up was by the French Acadians to supply the fortress of Louisbourg with coal for heating and various industrial uses. Mining in Pictou county started in 1807 after the discovery of coal there in 1798 by Reverend James MacGregor. Other entrepreneurs quickly realized the potential for profits and several sank small mines into the area (Calder, 1985). The age of the private locally operated mines would soon come to an end however. The King of England at the time was George the IV whose brother was Frederick, the Duke of York. Through his high living and gambling Frederick had incurred a substantial debt. In August of 1826 the King granted upon Frederick a sixty-year lease on all of the mineral rights of the province of Nova Scotia to assist him in paying his debt. Frederick then transferred the right to the General Mining association in 1827. Many thought it unfair that the GMA have a monopoly on all the coal mining in Nova Scotia and the Nova Scotia Legislature had the monopoly

C Programming Language for Beginners

C Programming Language for Beginners C is a programming language invented in the early 1970s by Dennis Ritchie as a language for writing operating systems. The purpose of C is to precisely define a series of operations that a computer can perform to accomplish a task. Most of these operations involve manipulating numbers and text, but anything that the computer can physically do can be programmed in C. Computers have no intelligence - they have to be told exactly what to do and this is defined by the programming language you use. Once programmed they can repeat the steps as many times as you wish at very high speed. Modern PCs are so fast they can count to a billion in a second or two. What Can a C Program Do? Typical programming tasks include  putting data into a database  or pulling it out, displaying high-speed graphics in a game or video, controlling electronic devices attached to the PC or even playing music and/or sound effects. You can even write software to generate music or help you compose. Is C the Best Programming Language? Some computer languages were written for a specific purpose. Java was originally devised to control toasters, C for programming Operating Systems, and Pascal to teach good programming techniques but C was intended to be more like a high-level assembly language which could be used to port applications to different computer systems. There are some tasks that can be done in C but not very easily, for example designing GUI screens for applications. Other languages like Visual Basic, Delphi and more recently C# have GUI design elements built into them and so are better suited for this type of task. Also, some scripting languages that provide extra programmability to applications like MS Word and even Photoshop tend to be done in variants of Basic, not C. Which Computers Have C? The bigger question is, which computers dont have C? The answer - almost none, as after 30 years of use it is virtually everywhere. It is particularly useful in embedded systems with limited amounts of RAM and ROM. There are C compilers for just about every type of operating system.   How Do I Get Started With C? First, you need a C compiler. There are many commercial and free ones available. The list below has instructions for downloading and installing the compilers. Both are completely free and include an IDE to make life easier for you to edit, compile and debug your applications. Download and Install Microsofts Visual C 2005 Express EditionDownload and Install Open Watcom C/C Compiler The instructions also show you how to enter and compile your first C application. How Do I Begin Writing C Applications? C code is written using a text editor. This can be notepad or an IDE like those supplied with the three compilers listed above. You write a computer program as a series of instructions (called statements) in a notation that looks a little like mathematical formulas. This is saved out in a text file and then compiled and linked to generate machine code which you then can run. Every application you use on a computer will have been written and compiled like this, and many of them will be written in C. You cant usually get hold of the original source code unless it was open source. Is There Plenty of C Open Source? Because it is so widespread, much open source software has been written in C. Unlike commercial applications, where the source code is owned by a business and never made available, open source code can be viewed and used by anyone. Its an excellent way to learn coding techniques.   Could I Get a Programming Job? Fortunately, there are many C jobs out there and an immense body of code exists that will need updating, maintaining and occasionally rewriting. The top three most popular programming languages according to the quarterly Tiobe.com survey, are Java, C, and C. You could write your own games but youll need to be artistic or have an artist friend. Youll also need music and sound effects. Find out more about game development. Games like Quake 2 and 3 were written in C and the code is available free online for you to study and learn from it. Perhaps a professional 9-5 career would suit you better- read about a professional career or perhaps consider entering the world of software engineering writing software to control nuclear reactors, aircraft, space rockets or for other safety-critical areas.

3 Examples of How Semicolons Strengthen a Sentence

3 Examples of How Semicolons Strengthen a Sentence 3 Examples of How Semicolons Strengthen a Sentence 3 Examples of How Semicolons Strengthen a Sentence By Mark Nichol Semicolons help clarify construction of sentences. Using the punctuation mark, employed as either a comma on steroids or a strategically flexible period, is usually just one of two or more possible solutions, but though it has a stuffy reputation and many writers are confused about its applications, it often is the best choice. 1. This issue is not cut and dried, it’s actually fairly complicated. This sentence demonstrates the simplest and perhaps most common error related to the role of the semicolon: the failure to use it when when needed in the weak-period function. This pair of independent clauses must be separated by a semicolon: â€Å"This issue is not cut and dried; it’s actually fairly complicated.† Replacing the comma with a dash or beginning a new sentence with it’s are alternative strategies, though the statement does not include a sharp break in thought (which a dash is intended to signal) and does not constitute two distinct ideas meriting separate sentences, so the semicolon is the most suitable solution. 2. For breakfast, he had eggs the way he liked them, over easy, bacon, locally raised, of course, toast, and coffee, which he always stirred exactly 10 times to blend in the milk. This sentence requires semicolons to clearly organize a rambling list of words and phrases that constitute a menu: â€Å"For breakfast, he had eggs the way he liked them, over easy; bacon, locally raised, of course; toast; and coffee, which he always stirred exactly 10 times to blend in the milk.† However, the preparation details can also be presented enclosed in parentheses, which renders semicolons unnecessary: â€Å"For breakfast, he had eggs the way he liked them (over easy), bacon (locally raised, of course), toast, and coffee (which he always stirred exactly 10 times to blend in the milk).† For consistency and to enhance sentence balance and rhythm, better yet, a corresponding detail about the toast should be inserted. 3. The act offers protection from lawsuits arising from monitoring information systems, including employee email, cyberthreat-related disclosures, and sharing of that information with other companies. This sentence requires semicolons because even though â€Å"including employee email† seems obviously related to the preceding phrase, the sentence can also be read as if employee email, cyberthreats-related disclosures, and sharing of that information with other companies are being offered as examples of information systems. Use the stronger punctuation mark in such sentences so that the sentence organization is unambiguous: â€Å"The act offers protection from lawsuits arising from monitoring information systems, including employee email; cyberthreat-related disclosures; and sharing of that information with other companies.† 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 Punctuation category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point Arc5 Brainstorming Strategies for Writers5 Tips to Understand Hyphenated Words

Liquefied Natural Gas Essay Example | Topics and Well Written Essays - 1750 words

Liquefied Natural Gas - Essay Example The machines that add most to the capital cost include the pumps, compressors, furnace, heat exchangers, vessels, towers, and trays. All these are required to begin the operation of the plant; therefore, they contributed to the fixed costs of the fall semester. For easier analysis, the capital costs are divided into the various machines that are required. The first division is on the pumps and compressors. The pump purchased was needed to increase the pressure of butane to the specifications of the pipes. The total cost of the pump was $1,165, 217.29. A total of eleven compressors were required, each one having a particular role to perform. The total cost of all the compressors was $159,473,108.70. There was also a turbine needed for power generation from one of the vessels when the pressure is decreased. The cost of the turbine was $600,086.96. The three components had a total cost of $ 161,273,369.57. The other facility that contributes to the capital cost is the furnaces. In total, ten furnaces are necessary to begin the operation of the plant. The total cost of the furnaces was $ 1,003,645.43. The cost of the furnaces in 2017 is also available considering an inflation rate of 3%. The next equipment purchased was the heat exchangers that contributed a total cost of $ 619,589.79. Two heat exchangers were acquired in the fall semester, while the rest of the exchangers, we acquired later. During the semester, thirteen vessels were also obtained. The total cost of all these vessels was $ 865,260.46. Towers and trays were also purchased during the period, contributing a total of $ 714,891.09. Five trays were purchased to begin the operation. There were also some miscellaneous costs for the acquisition of the sulfur plant and the tankers. The sulfur plant costs $ 1,232,960.00, which includes $ 100,000 for the plant plus the operating costs. Four tankers were also required, with each tanker costing $ 185 million.

Should Canada, North America, and Central America form an American Essay

Should Canada, North America, and Central America form an American Empire, or super-state, similar to the European Union - Essay Example ree leaders, President Bush, Canadian Prime Minister Martin, and President Fox of Mexico conferred to deliberate upon bringing the North American countries as one. The leaders had agreed to settle for a condition in which both political and economic policies on security and antiterrorism would be integrated encompassing sectors as immigration, energy, transportation, and customs and to be complied with by the nations involved. Combining regulations to such extent might to some point yield the desired results however, since it would eventually expedite border crossing and facilitate an approach that favors ease in clearance of commodities and people at the continental level, one would not afford but imagine how it would give further allowance to entries beyond good cause. Once boundaries become freely movable, there would be huge probability toward illegal trade of goods as in smuggling, drug trafficking, and prostitution. Additionally, the common security perimeter would most likely induce elements that run counter to preservation of culture unique for each nation (Edwards). Super-state formation, on considering adoption of foreign policy, may entail threat to laws or acts made to protect both human health and environment. Just like the initial step by NAFTA, SPP has also targeted to modify certain regulations that enable corporations or private business firms to file charges against provincial and municipal governments. Later on, this would lessen the chance for environmentalists to express and defend their concerns since the new set of standards regard commercial motives more than environmental impact and would thus limit favor on establishing safety measures on humanitarian aspect. As it turns out, the union inhibits a sense of democracy especially when Amero becomes the new currency upon the mergence (Wells). The associated plan to establish a global transportation system is initially difficult to gauge given the complexity of the transportation

Collection of Film Review Examples

Collection of Film Review Examples Shane Meadows is known to make movies about his own experiences. This is England is no exception. The idea for the movie came from the director s childhood, and it is the most personal film Shane Meadows has made so far, as he said himself. In an interview at the British Film Institutes Southbank theatre in April, Meadows talked about his upbringing. Yeah, every moment of joy in my life usually stunk of sadness. Every time I was just about to get somewhere someone stuck a dart up my arse. Thats how I remember growing up in Uttoxeter. When things were at their shittest, people seemed to be at their best and when things were at their best, people seemed to be at their worst The film starts with a sequence of clips, introducing the viewer to England in 1983. When watching the intro, I got the feeling I am about to see some kind of documentary, due to the footage being shown. The mise en scene is outstanding in this piece C to be perfectly honest, I was silly enough to believe it was actually shot in 1983 in the beginning, which makes me extremely embarrassed. The careful casting, costumes, sets and props makes it hard to believe the film was actually shot in 2006, which makes the story much more believable and easier to get into. The piece is put together extremely well and the soundtrack comprises of the hits from the eighties, which sets the mood perfectly. The main character is alone in the beginning C he doesnt really have friends, he is being bullied at school, he gets in a fight with a boy, who makes fun of his dead father. Although the movie talks about some really serious issues like gang culture and racism, lack of jobs and immigration, it still manages to make you smile, like the bit when Shaun comes back home to his mother and complains about his trousers. This way not only are you amused and it takes off the depressing mood in the movie, but it also feels more real, less movie-like. The movie is a typical coming-of-age sort of piece, where the main protagonist changes and matures as the story unfolds. His story basically starts when he crosses paths with skinheads and discovers belonging to a group makes things easier. They go out hunting together, and this comes from a real story of the director s childhood. The group he joins is relatively harmless C compared to what lies ahead. The good days don t last long C soon enough, Combo comes back from prison and steps up as the leader of the group. There is a feeling of tension building and although we see Shaun developing attachment to Combo, who is now like the father figure the boy never had, there is a strong feeling something will go seriously wrong. Soon everything goes from a group of youngsters, fooling around, to Shaun attending a National Front meeting. For me, a person, who isn t too political, this movie is also educating C seeing what life and politics were like in 1983. In the movie we see Shaun becoming a man in a very short period of time. A very important scene in This is England is when Shaun gets his cross tattoo. The director, Shane Meadows, has the exact same tattoo on the same finger. This marks Shaun, as a worthy member of the Skinheads, who agrees to stay in the group for the rest of his life. Although Shaun is now Combos protegee   and receives his undivided attention, we see that his relationship is starting to become dangerous and Combo is a bad influence on the young boy. Silly hunting games that Shaun used to play with the previous skinhead group turn into real acts of violence in Combo s. It must be noted that the performance by Stephen Graham, who plays Combo, is simply astonishing C when the group robs the shop, the intimidation and hatred he created were so real and believable, for one moment there I got into the action so much, I was scared for the shop owner s life, only to realize it s just an actor. In my opinion, Combo is just as important as Shaun, because the complexity of Combo s character is what drives the story. One second he is talking to Milky with respect and treating him like a brother, the other, he bursts out and beats him to death, which shows Shaun the real face of his beloved idol, when the latter unleashes his fury even upon his close friends. The piece ends with a reference to 400 blows , which is another coming-of-age film. The main character Shaun runs to the sea, which is considered to be a symbol of freedom and throws the England flag into the water, freeing himself and making clear that he is not coming back to the group. The last shot, exactly like in 400 blows , is him, looking up at the camera, making a connection with a viewer. After all, this is exactly what Shane Meadows intended to do in the first place. Pierrot Le Fou by Jean-Luc Godard Jean-Luc Godard Jean-Luc Godard always said that he doesn t really plan his movies too carefully, and he does not intentionally leave any secret messages in them. It is all up to the viewer, to make what he or she wants of it. After watching it I think Pierrot Le Fou is one of those films that you either hate or love and it is definitely not for everyone C the plot here can be confusing sometimes and the main characters hard to understand. Also, there are references to Vietnam War, which I didn t even notice and thought it was another random element of the main characters fooling around. The movie is about Ferdinand and Marianne, a complicated couple who decide to run away together. They find each other, two misfits, and realize they want to isolate themselves from the fake reality they live in. This is really well portrayed in the beginning of the movie. We see Ferdinand in a party, which looks a lot like a parody for TV commercials. The guests are talking about different products in such manner you would expect to find in a commercial. The effect of it all being fake and distant to Ferdinand is also strengthened with experimental lighting. I think one of the most brilliant scenes in the movie is at the same party, when Ferdinand meets a movie director and talks about cinema with him. This is obviously self-referential, but it was also brilliant to observe the misconnection between the two of them, because of the language barrier. The funny thing is, when Ferdinand asks the American director what is cinema, although the woman translates the sentence completely wrong, asking about his movie, not cinema in general, his answer, in my opinion, is exactly right. It is a battleground. It is love. Hate. Action. Violence and death. One word C emotions. This conversation, that might not leave a big impression on the others, left me in awe of the script-writing for Pierrot Le Fou . Another thing that I realized is the lighting changing, when he moves on from the TV-ad conversation to the American director. It goes from red, which is usually considered a colour of danger, alarm, awareness to green, which is soothing, nature-like. It is another way of the director showing that Ferdinand is very interested and comfortable talking about the arts. The colour scheme in Pierrot le Fou is very important; I would say that at some points the colours even tell the story better than the action. I noticed two leading colours, which represent the main characters C red and blue. Blue is Ferdinand s colour C he is often shot next to the blue sky, or the sea, he drives a blue car and even paints his face blue, before committing suicide. I think the blue also represents his character, quite calm, relaxed, and even cold sometimes. Red, on the other hand, is the complete opposite and it is the colour of Marianne C she drives a red car, wears red clothes, and is simply a vivid, energetic character. Another important colour in the film is yellow, which is represents jealousy and betrayal. Toward the end of the movie, we see the exchange of the colours C Ferdinand s head, wrapped in a red scarf, when being tortured; symbolizing the fact that it s all happening because of his relationship with Marianne. Also, the couple exchanging cars and Ferdinand starting to wear a bright red shirt. When Ferdinand and Marianne separate, after Marianne taking the briefcase with her, we notice yellow flowers in the background. When Ferdinand approaches the dock, where Marianne is leaving on a boat, with her new lover, on his way there, red and yellow are dominating in the background. Ferdinand reaches the dock, where a single yellow barrel is standing, as he watches the woman he loves running away with another man. The next shot of him is approaching a man sitting the ground, singing. We now see yellow taking over, as it is seen, as Ferdinand walks with his head down. When he is on the boat, in the front there is a big yellow box, as if it was telling us that jealousy is driving him to the island. Ferdinand is walking through a field and singing Do you love me at the same time as he passes yellow flowers. The yellow starts to dominate again, as he approaches and shoots Marianne. The climax of this is Ferdinand s suicide, when he is wearing the red shirt, painting his face blue, and wrapping himself with red and yellow dynamite, which represents Marianne s betrayal. Pierrot Le Fou is definitely now one of my favourite films of all time, and has so many different sides to it, that to decode the whole piece would take me an eternity, but I guess that is one of the reasons why I fell in love with it. Meshes of the Afternoon by Maya Deren Although I am not a big fan of surrealism, Maya Deren s film had much more meaning to me, than Dali s and Bunuel s work. Meshes of the Afternoon , in my opinion, was less random, more carefully set and the symbols carefully picked to convey a message. It s a movie about a woman s state of mind, her dream world and her reality mixing together in the end. This film, just like many surrealism films, is an experience C you cannot watch it like you would watch a drama or a comedy. You could call it brain exercise, if you wish. Throughout the film there are a lot of symbols and the randomness at first might seem pointless, but the production is made really carefully. The film starts with a flower, put in the middle of the road by a long female hand. We instantly realize this is not going to be an ordinary movie C both time and space are distorted C the hand comes from nowhere, and suddenly disappears. The flower, of course, symbolizes beauty, love and femininity. Soon after this we see a woman picking up the flower, which indicates it is a piece about her and her place, as a woman. The fact we do not see the main character s face, creates tension and curiosity about her intentions. As she tries to open the door, she loses the key and it falls all the way down the stairs. To me the key probably symbolizes answers, freedom and solutions. She enters the house and sees things scattered all over the place C newspapers, a knife and a telephone. Once again, I can only interpret it in my own way C a knife is an obvious danger, also a possible symbol of a phallus. A telephone is probably a representation of the main character s connection, in this case C with herself. When she goes upstairs, she sees a window open, which also can be interpreted as a symbol of freedom and escape. She notices a record player working, but not making any noise. I cannot really explain why, but to me the record player symbolizes her own life C it is playing, but there is no music, no purpose, so she turns it off. Maya Deren keeps jumping from one place to another C just like it would be in a dream. As we see the world through her eyes, she turns her head and finds herself in a whole different room. This is all done to disrupt any feeling of order and continuity. When she falls asleep, in her dreams, we see the cloaked figure for the first time. After seeing the whole movie I can only interpret it as the symbol of death, the Grim Reaper. This creature has a mirror for a face and it makes me wonder whether the main character is following it, because she is desperate to look at the mirror and see her true self. The cloaked figure is moving really slowly and the main character is running, but she cannot get even close to catching up with it. This represents her conflicted persona and the difficult state her mind is in. When she comes back to the house once again, the knife is now on the stairway, in her way, indicating that it is unavoidable that she uses it. After this we have a sequence of shots, which adds to the feeling of a dream C slow motion of her footsteps, tilted camera angles as she climbs up the stairs. Once again, the feeling of continuity is disrupted, as she enters the room through the window. The main character discovers the telephone and the knife on the bed, which creates a feeling of unavoidable danger. She goes back to the window and it seems like there is no gravity, a quite common dream that probably most of us have. The main character now looks down and sees herself sleeping in the armchair, with the record player by her side and turns it off again. The circle begins again, as she approaches the window and sees herself running. This creates a feeling of her being trapped in a vicious circle, with no chance to change it. She then opens her mouth and takes out the key, which to me symbolizes coming up with a solution to her suffering. The cloaked figure is now in the house and we get the feeling that death is coming for the main character. When the cloaked figure disappears, the main character finds the knife again, but this time she doesn t look scared at all C she looks like is now at peace with the fact she is about to die. The key appears in her mouth again and transforms into a knife, which clearly symbolizes that death in the answer. The three representations of the main character now gather around a table and play a bizarre surrealistic game, where they find out who will have to be the killer. The chosen one is now wearing strange glasses, which to me feels like a symbol of her, not seeing clearly. I found it quite fascinating, when the killer walks towards the sleeping woman and the surroundings change with each step C it starts out with a beach, then she steps on grass, then sidewalk and then finally C onto the carpet in the house. This, I think, represents the journey you have to make, when deciding to kill yourself. It is probably the hardest thing you could ever do and the steps represent exactly that. As the main character wakes up, the killer in the dream turns into her lover in reality, but we see the symbols from the dream around the room and the two start to mix together. The main character s lover is acting exactly like the cloaked figure and we realize the main character is blaming all her problems on him. As she breaks the mirror that appears to be her lover s face, we see the sea behind it, which is widely interpreted as a symbol of freedom. When her lover enters the house, we see the main character covered in mirror shards, dead. The mirror represents finally breaking free. All about my mother by Pedro Almodovar To Bette Davis, Gena Rowlands, Romy Schneider to all actresses who have played actresses, to all women who act, to all men who act and become women, to all the people who want to be mothers. To my mother. Dedication, All About My Mother, 1999 Pedro Almodovar is one of the most successful and well known Spanish directors of all time. He is famous for his movies, where he tries to explore the nature of being a woman. His movies, although quite complicated, almost always have a big international success and are being shown in cinemas all over the world. You could say this one is a chick-flick for the more intellectual woman. All about my mother is another film about women suffering, with many characters and different stories, intertwining and showing different sides of womanhood. It is also worth mentioning that almost all the cast is female in this piece. This particular film declares that to be a woman you do not have to be born one, so we get characters like Lola and Agrado, who are transvestites. Almodovar always liked complicated stories and although he tries to make it as real as possible, the lives of the characters sometimes seem so dark, it made me question whether there is actually too much drama involved. The film begins with mother and a son, Esteban and Manuela. I got the impression in the beginning that the story will revolve around Esteban, his wish to become a writer and the story he began to write about his mother. This illusion was soon shattered, when Esteban died after being hit by a car. The shot of him, lying on the ground for me was probably the most impressive shot in the film C the camera takes Esteban s POV and spins around, before falling to the ground. We see his mother approaching Esteban is slow motion, her coat red, the colour of blood and taking the camera, Esteban s head, into her palms. As she screams and lets go, the camera slowly moves back to the ground. This way of showing the tragedy that happened adds to the drama so much more than a normal two-shot ever would. Manuela, who works as a transplant coordinator, is the one who has to give the consent to donor her boy s heart this time. Searching for some kind of closure, she secretly follows the recipient after the operation. This crushes her completely and she decides to go to Barcelona, where she used to live with the boy s father, who is a mystery to the viewer so far. The focus from then on turns to the main character s relationships with other women she meets, her road to self-discovery and opening up once again. The different characters is what makes this movie interesting to watch. Although for the most part, it focuses on Manuela, we get a good glimpse at the lives of other women that surround her. This film, although so complicated and melodramatic, resembles real life as well C it makes us cry and laugh with the women who are in it. Manuela, who loses her son, discovers she can deal with her grief helping others C she becomes a personal assistant to actress Huma, who is going through an emotional crisis, rescues Agrado from an enraged client and helps pregnant nun Rosa through her pregnancy. Film references are very important in this piece as well C it begins with the mother and son watching All about Eve , which resembles the film s name and gives Esteban the idea how to call his work. Another significant film that is constantly brought up is A streetcar named desire . The main character, Manuela once played Stella in a drama group, when she was younger and this piece holds a special meaning to her, since she also met Esteban s father there, who played Kowalski. After so many years, due to the original actress not being able to perform, Manuela has to play Stella s part once again. This, for me, is a key point in the story, when the main character lets go and releases her pain. I found it interesting, because by acting, and pretending to be somebody else, she could finally be herself and cry out loud. The colour scheme in the movie is quite controversial and has been criticized numerous times for overshadowing the actual story. Just like in Pierrot Le Fou we see red, blue and yellow dominating, but the two movies are so different, it makes you wonder whether the colour scheme is appropriate in All about my mother . In my opinion, the colours are completely suitable and well thought out, because in a way they represent the colourful life and characters of the women in the film and by losing the colours the film would lose a bit of it s soul as well. Overall, I enjoyed watching All about my mother C Pedro Almodovar is one of the directors who really tries to understand women and what it s like to be one. I found the film really emotional and touching, Almodovar knows how to create a bond between a character and a viewer, so you end up really involved with the story and the destinies that these women have as well as getting to know individuals like Agrado and Lola who to some viewers might be a mystery and really hard to understand. The 400 Blows by Francois Truffaut The 400 Blows is a very important film, which started the French New Wave. It introduced another level of cinematic experience through cinematography, acting and much more naturalistic look and feel to the movie, which, for today s viewer, might be really hard to imagine. The camera in The 400 Blows moves around much more freely and more smoothly, and besides recording, starts to tell the story with it s movement as well. Different angles and camera positions are introduced. Antoine Doinel seems like an ordinary boy, who seems to get in trouble wherever he goes, his teacher constantly punishes him for the slightest mischief, his mother disregards him as simply being a waste of space and the beginning of his teenage years is proving to be a real hassle for young Antoine. He soon finds out his mother is having an affair, but we can see the boy is not bothered at all C he is much more concerned whether he ll get in trouble for skipping school. Later that day when his father comes back home and announces that the mother won t be joining them for dinner, it seems that Antoine is hoping that she will never come back, when he asks the father if she has left for good. This establishes the fact that the relationship between Antoine and his mother is less than perfect. For myself, it was hard to watch how the adults treat Antoine; it seems there is nobody at all, when it comes to adults, who understand him. He sleeps on his tiny bed, lonely, disposable, like the trash he has to take out every night. Although Antoine is disregarded as hopeless and simply ungifted he, as many children of his age, is simply starting to question the system and the fact he does not perform well in class certainly does not mean he is not capable. This film serves parents who find it hard to understand their children, because we get a glimpse of how hard it sometimes is to be a teenager C parents seem to forget it. It is much like a documentary in a sense that we observe Antoine, an ordinary boy and his transformation to a young man, as well as the work of camera being hand-held. For a short time in the movie, seems like the family has come back together and Antoine does not feel isolated anymore, but after failing yet another paper in class, he runs away once again and stays with his friend. I think one of the most important scenes in the film, since it represents French New Wave, is the scene where small children are watching Little Red Riding Hood . Their expressions, reactions to the play are so genuine and lack that over the top acting, that the viewers who sat in the cinema theatre, watching the movie in 1959 should have been fascinated. And they were, since the cinema was never the same again. The main actor s Jean-Pierre Leaud s performance in the scene where Antoine is being questioned by the psychologist once again brings me back to think of this film as a documentary C the acting is extremely believable and it is hard to tell yourself that it is a character, not a real person in front of you. The most famous scene of the film, of course, is the scene where Antoine runs away from the Juvenile Detention Centre. There are two extremely long tracking shots, that break the conventions of cinema and stay with the subject for much longer than usual, but this is exactly what fascinates the viewer. His run symbolizes his long and constant search for freedom, and his desperate wish to be acknowledged. His last look at the camera to me looked like he was thinking And what do I do now..? This last shot has been widely interpreted, but to me it feels like he has reached the sea, but he cannot escape from himself. When watching this film, I thought about how lucky I was to have a childhood, and that many kids grow up all too soon. My mother used to say that you can tell if a person was loved, when they were little. This all applies to Antoine C he grows up too soon, due to the time he lives in, his parents not caring enough, the educating system failing to acknowledge his efforts to study and him wanting to be noticed, even if it s for misbehaving. Even to this day, The 400 Blows is a remarkable film, which has and still is influencing many directors.

Vygotsky’s Views On Cognitive Development Complements Piaget’s

Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky. Both have contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. This essay will discuss how rather than being an alternative, Vygotsky’s views on cognitive development complements Piaget’s. Initially, the term cognitive will be defined before having a look at Piaget’s stages of cognitive development and subsequently analyzing how Vygotsky’s views complement Piaget’s.Flanagan (1996:72) states that, ‘Cognitive development is the acquisition of mental process involved in thinking and mental activity, such as attention, memory and problem solving. ’ It is therefore a totality of mental processes. Piaget and Vygotsky were both influential in forming a more scientific approach to analyzing the cognitive development process of the child active construction of knowledge . While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner.Both Piaget and Vygotsky agreed that children's cognitive development took place in stages. (Jarvis, Chandler 2001 P. 149). However they were distinguished by different styles of thinking. Piaget was the first to reveal that children reason and think differently at different periods in their lives. He believed that all children progress through four different and very distinct stages of cognitive development. This theory is known as Piaget’s Stage Theory because it deals with four stages of development, which are sensori-motor, preoperational, concrete operational and formal operational (Ginsburg, Opper,1979:26).In the first stage sensori-motor, which occurs from birth to the age of two is the time in an infant’s life when the child basically deals with what is presented to him. They learn about physical objects and are concerned with motor skills and the consequences of some of their actions (Thomson and Meggit, 1997:107). During this stage children will learn the concept of object permanence. This is where an object will continue to exist even if it is out of sight. (Ginsburg, Opper 1979 P. 48) For instance if the toy fell off the bed, the child will begin to look for it because he understands it continues to exist.The preoperational stage last from two to seven years. In this stage it becomes possible to carry on a conversation with a child and they also learn to count and use the concept of numbers. This stage is divided into the preoperational phase and the intuitive phase. Children in the preoperational phase are preoccupied with verbal skills and try to make sense of the world but have a much less sophisticated mode of thought than adults. In the intuitive phase the child moves away from drawing conclusions based upon concrete experiences wi th objects.One problem, which identifies children in this stage, is the inability to cognitively conserve relevant spatial information. This is when, when a material is manipulated and no longer matches the cognitive image that a child has made, that child believes the amount of material has been altered instead of just its shape. (Jarvis and Chandler,2001:135) During the Concrete Operational stage from ages seven to ten, children of this age are in school and they begin to deal with abstract concepts such as numbers, relationships and how to reason.They can now group certain things into categories, and put objects into size order, number order, and any other types of systematic ordering. There is a form of logical reasoning and thinking. Using logic, the child is capable of reversibility and conservation, which is the understanding of that mental operations and physical operations, can be reversed. They are now beginning to understand other people’s perspectives and views an d are capable of concentrating on more than one thing at a time.In this stage a person can do mental operations but only with real concrete objects, events or situations (Jarvis and Chandler, 2001:139). Finally, in the formal operational stage, age twelve to fifteen, the child has become more adult-like in their thought structures and processes. They begin to reason logically, systematically and hypothetically. (Jarvis, Chandler 2001 P. 139). In other words, they can imagine things that do not exist or that they have never experienced.This stage is generally like the preceding stage but at a more advanced level. The formal operational person is capable of meta-cognition, that is, thinking about thinking. Piaget also theorized on Adaptation, and Development. The adaptation theory (also known as the Constructivist theory) involved three fundamental processes, which contributed to the child’s cognitive development. These are assimilation, accommodation, and equilibrium. Assimila tion involved the incorporation of new events into pre-existing cognitive structures.Accommodation is the adjustment involved in the formation of new mental structures needed to accommodate new information. Equilibration involved the person striking a balance between him and the environment, between assimilation and accommodation. When a child experienced a new event, disequilibrium set in until he was able to assimilate and accommodate the new information and thus attain equilibrium. There were many different types of equilibrium between assimilation and accommodation, which varied with the levels of development and the problems, which needed to be solved.  (Thomson and Meggit 1997:105)This dual process, assimilation-accommodation, enabled the child to form schema, and with each stage there came new methods for organizing knowledge together with the acquisition of new schema. Schemas are â€Å" Form action plans which guide us in understanding what is going on around us† ( Hayes b. P. 15) These are similar to responses but imply more cognitive processes. A schema includes ideas, information, actions and plans. People can learn by adopting new schemes or combine smaller already present schemes to create new larger ones.  (Hayes a. 1999 P. 98)In contrast of Piaget, Vygotsky, a Russian psychologist and philosopher in the 1930’s, is most often associated with the social constructivist theory and came into three general claims; Culture – which is that higher mental functioning in the individual emerged out of social processes. Secondly Language – which human social and psychological processes are fundamentally shaped by cultural tools. Lastly the developmental method Zone of Proximal Development (ZPD) which is the concept that the potential of the child is limited to a specific time span.  (Jarvis, Chandler 2001 P. 149-150).Vygotsky believed that it was adults and the Childs peers, which had the responsibility in sharing their grea ter collective knowledge with the younger generations. (Jarvis, Chandler 2001:149-150). This type of learning supports a discovery model of learning and places the teacher in an active role while the students’ mental abilities develop naturally through various paths of discovery. Vygotsky argued that through social activities children learnt cultural ‘tools’ and social inventions.These included language, rules, counting systems, writing, art, and music. Language for Vygotsky was a system of symbolic representation, which had been perfected over many previous generations and allowed the child to â€Å"abstract† the world. It provides the symbols for the child's equations concerning the world; Language came into three separate categories, which were Social, Egocentric, and Inner. For Vygotsky language was what made thinking even a possibility. Language is the difference between thinking on an elementary level and on a higher level.According to Vygotsky's the ory ‘ZPD’ had to do with a child’s current and potential abilities to do something (Flanagan 1999 P. 72). He believed that problem-solving tasks could be placed into three categories, which were as follows: (a) those performed independently by the student â€Å"independent performance† (b) those that could not be performed even with help; and (c) those that fall between the two, the tasks that can be performed with help from others â€Å"assisted performance† (Santrock, 1994).Vygotsky believed the concept of ‘ZPD’ recommended a better move towards to education and allowed a better understanding of the learning process. (Flanagan 1999 P. 73) Bruner built on Vygotsky's idea of the ZPD, by introducing what he described as scaffolding. Scaffolding is the help, which is given to a child that supports the child's learning. Scaffolding is similar to scaffolding around a building; it can be taken away after the need for it has ended. When a chi ld is shown how to do something he can now accomplish this task on its own.  (Jarvis and Chandler 2001 P. 154).Vygotsky believed that the history of the child and the history of the child’s culture needed to be understood because it overrides the cognitive schema process that Piaget described (Santrock, 1994). Piaget believed that the sequence of how children experience the stages was universal, but acknowledged the rate at which each child moved through these stages was flexible and relative upon factors such as maturity, social influences, and other factors.Because of the difference in the skills needed for each level, Piaget believed that children should not be forced into learning the knowledge of the next stage until the child was cognitively ready. (Flanagan 1999:105) However, Vygotsky believed that instruction came before development and that instruction lead the learner into ZPD. Piaget and Vygotsky had many contrasting views which included Piaget believing that cog nitive changes precede linguistic advances, unlike Vygotsky who proposed that language allowed the child a far greater freedom of thought and lead to further cognitive development.  (Flanagan 1999 P. 59)Piaget believed in the development of thinking and that language moved from individual too social (Ginsburg, Opper 1979 P. 84). However, Vygotsky believed that language moved from the social to the individual. (Jarvis and Chandler,2001:150). Vygotsky, like Piaget, believed the relationship between the individual and the social as being a necessary relational. However, Vygotsky believed that it was adults and the Childs peers, which had the responsibility in sharing their greater collective knowledge with the younger generations.He did not believe it was possible for a child to learn and to grow individually and the culture and the environment around the child played a big part in their Cognitive Development. (Flanagan 2001 P. 72). He also believed a child was unable to develop the way he or she had without learning from others in the environment in which they were raised. In contrast, Piaget maintained that children were naturally inquisitive about their own abilities and about their environment (Jarvis, Chandler 2001 P. 129) and that children advanced their knowledge because of biologically regulated cognitive changes.(Flanagan 2001 P. 57). Whereas, Piaget believed that a child was only possible of learning the processes in each stage at any time (Flanagan 1999 P. 60) and overlooked the role of the child's activity with relation to thought processes. For Piaget, children construct knowledge through their actions on the world. By contrast, Vygotsky’s stages, unlike Piaget’s, were that of a smooth and gradual process. That understanding is social in origin. For Vygotsky the cultural and social aspects took on a special importance which is much less symmetrical than Piagets theories.Vygotsky was critical of Piaget's assumption that developmental g rowth was independent of experience and based on a universal characteristic of stages. Vygotsky believed that characteristics did not cease at a certain point as Piaget did. When one thing was learned, it was used from then on. It did not stop just because a child entered another stage of development. Everything was progressive. Vygotsky also disagreed with Piaget's assumption that development could not be impeded or accelerated through instruction.  (Flanagan 1999 P. 57)Vygotsky believed that intellectual development was continually evolving without an end point and not completed in stages as Piaget theorized. Piaget’s stages only approach up to, and end with, approximately age fifteen. This theory does not seem to have any major factors after approximately age fifteen. Due to experiences Piaget had over the years he changed the way he thought and modified his techniques of research to include a greater emphasis of the role of the child's activity.Vygotsky although critica l of Piaget, realized the importance of the information that Piaget had gathered and in spite of his criticisms, Vygotsky built his educational theories on the strengths of Piaget's theories. After examining Piaget’s and Vygotsky's theories on how they complement each other cognitive development there is still more which we can continue to learn and build on with both Piaget’s and Vygotsky's ideas and theories, especially when applied in education construction. Piaget proposed many applicable educational strategies, such as discovery learning with an emphasis on activity and play.However, Vygotsky incorporated the importance of social interactions and a co-constructed knowledge base to the theory of cognitive development. In conclusion, a teacher's focus should be to provide assistance to students in need, and provide cultural tools as educational resources. Teachers should provide for group and peer learning, in order for students to support each other through the dis covery process. Especially in today's diverse classroom, the teacher needs to be sensitive to her student's cultural background and language, and be an active participant in his knowledge.

Persuasive Conflict Essay - 981 Words

Maya Angelou once said, â€Å"I’ve learned that you shouldn’t go through life with a catcher’s mitt on both hands; you need to be able to throw something back.† Like Maya Angelou, we must fight back against conflict with a war of words. When we are faced with adversity, we need to respond forcefully with nonviolent approaches and be confident when answering the call. Rather than be physically aggressive towards the opposing group, people need to remain united through their purpose to truly accomplish and solve the problem. The best way for people to respond to conflict is to react peacefully. Many characters try to solve conflicts by using violence. This form of retaliation does not solve the problem, but makes it worse and causes the people†¦show more content†¦While responding to conflicts, we need to remain hopeful that we will be victorious. According to a graph by the Washington Post, nonviolent campaigns had a 50% greater chance of succeedi ng when compared to violent protests. Likewise, when resolving conflict, there is a greater rate of success when using a peaceful method, rather than violence. When we are faced with an issue, we need to take a peaceful route when trying to solve it, because it is more likely that you would be victorious when being peaceful, instead of violent. Throughout history, it has been proven many times of war and conflict, that when violent actions are taken towards the opposing groups, the loss of life and emotional trauma lasts longer than the small victories. Thirteen.org states â€Å"conflict is inevitable among people, aggression or violence need not be. While people have learned to respond to conflict with aggression, they can just as well be taught to respond to constructive methods of problem solving and negotiation.† This is relevant because even though we know that we can’t avoid conflict when we do face a problem, we need to be peaceful and fight with words. We need to learn to respond to conflict peacefully. Throughout history, a repeating theme seems to be that when using heartless and violent methods, we solve our issues. This is not true. Violence causes many losses and grief towards the terrible situations, resulting in our nation being torn apart becauseShow MoreRelatedThis paper is about the Palestinian-Israeli Conflict and favors the side of Israel. Basically a persuasive essay and argues for Israel.2639 Words   |  11 PagesSince the establishment of Israel in 1948, there has been constant fighting between Israelis and Arabs. The Israelis have the right to live peacefully in Israel, but there is a conflict because the Palestinians feel that Israel is their land. During recent years the conflict in the Middle East had been exploded on to our television screens. Day after day images of violence and suffering have dominated the news. 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