Philosophy of Education Essay -- Philosophy of Teaching Statement

Philosophy of Education School. What is school? School is something where kids go five days a calendar week to learn new things each day. School is where they get a good education so when they get out of college they can go get a high paying job and support their family. Having an education is something that will help you when you get in the real world. Education is something that has helped me to pursue my dream, which is to go to college and get a job as a teacher, which was influenced by my father. In my paper I plan to tell you about my views of nature of knowledge, purpose of education, why education is important, what I want to accomplish as a teacher, what one want the students to accomplish, methods, discipline, and curriculum. Today children are classified into three groups AP , intermediate, and LED. The children are strongly influenced by their environment comely as Plato had said. If kids were born with the same intelligence, then we wouldnt have to classify them into three groups. One example to show that Rousseau s theory was wrong is when I was in second grade and the teacher have us a reading bear witness. The test was to see who could read well enough to move to a high reading level. Some of us moved and some didnt. If Rousseaus theory was right that every student had the same intelligence, then every kid would have passed the test and moved to a higher reading level. However if kids that werent read to as a kid are more likely to have lower pull ahead in reading. Knowledge is the particular range of ones information or acquaintance with facts. This is something that is absolute and by that it means it will never change. What you learn can tho make you understand life more. Life is knowledge, if you k... ...o think physical education classes can be good for teaching the students the importance of team work. The reason I think Health is important, is because most kids today doesnt know how the body works and dont know how to ea t a healthy diet. Health goes right along with P .E. , because in Physical Education Im promoting physical activity and in Health Im promoting proper eating habits. It all ties in together on how to have a properly fit and healthy body that can produce a long healthy life. Many of the views that I gave you are similar to the views of Platos. Many of the views discussed why education is so important in a persons life. Having a education is something that will help you beyond the work force it will help you in life itself. If it wasnt for the education that I have received over the years, I wouldnt be pursuing my dream as a teacher.

The Civil Rights Movement (1955- 1965) Essay -- Black struggle for civi

Civil Rights Movement in the United States, was a political, legal, and social struggle to gain honest citizenship rights for African Americans and to achieve racial equality. The civil rights movement was a ch exclusivelyenge to segregation, the system of laws and customs separating blacks and whites. During the civil rights movement, individuals and organizations challenged segregation and inequality with a variety of activities, including witness marches, boycotts, and refusal to abide by segregation laws. Some believe that the movement began with the Montgomery bus boycott in 1955 and ended with the Voting Rights Act of 1965, there is stock-still however some debate about when it began and whether it has ended yet. The civil rights movement has also been called the Black Freedom Movement, the Negro Revolution, and the Second Reconstruction.Segregation was an attempt by white Southerners to separate the races in every sphere of life and to achieve supremacy over blacks. Segreg ation was often called the Jim rejoice system. Segregation became common in Southern states following the end of Reconstruction in 1877.By 1877 the Democratic Party had gained control of government in the Southern states, and these Southern Democrats wanted to wrench black advances made during Reconstruction. To that end, they began to attract local and state laws that specified certain places ?For Whites Only? and others for ?Colored.? Blacks had separate schools, transportation, restaurants, and parks, many of which were poorly funded and inferior to those of whites. Over 75 years, Jim Crow signs went up to separate the races in every possible place.The system of segregation also included the denial of voting rights, known as disfranchisement. Between 1890 and 1910 all Southern states passed laws imposing requirements for voting that were used to prevent blacks from voting, These requirements included the ability to read and write, which disqualified the many blacks who had not had access to education property ownership, something a couple of(prenominal) blacks were able to acquire and paying a poll tax, which was too great a burden on most Southern blacks, who were very poor. Because blacks could not vote, they were to the highest degree powerless to prevent whites from segregating all aspects of Southern life. Conditions for blacks in Northern states were somewhat better, up to 1910 only 10 percent of bl... ...y?s administration and the Congress to pass the civil rights legislation proposed by Kennedy by planning a march in Washington for August 1963. Martin Luther King, Jr., delivered a moving address to an audience of much than 200,000 civil rights supporters. His ?I Have a Dream? speech .Kennedy was assassinated in November 1963,and the new president, Lyndon Johnson pushed the Civil Rights Act of 1964 through Congress. It prohibited segregation in public accommodations and discrimination in education and employment. After the Voting Rights Act of 1965, the focus of the civil rights movement began to change. Martin Luther King, Jr., began to focus on poverty and racial unlikeness in the North. In 1965 he joined protests against school discrimination in Chicago and the following year he led marches against housing discrimination in the same city.For many activists the civil rights movement ended in 1968 with the death of Martin Luther King, Jr. Others said it was over after the Selma march, because after Selma the movement halt achieving major change. Some, especially blacks, argue that the movement is not over yet because the goal of full equality has not been achieved.

HIV and AIDS: How Has It Developed? :: HIV AIDS Diseases Health Essays

How Has It positive?Only within the last two decades have human immunodeficiency virus and AIDS run largely visible in the United States and across the globe. It may step up that there is virtually a void in legislation dealing with HIV and AIDS because of the relatively recent increase in public awareness. Perhaps, though, this miss of legislation should not be surprising considering the fact that almost no other particular proposition illnesses are the target of direct legislation. The rights of patients are often the issue of new laws however, exact diseases or disorders are not usually expounded upon in these broader forms of legislation.The spot involving the possible transmission of HIV to Kimberly Bergalis from her dentist provoked many calls for specific legislation requiring medical professionals to be tested for HIV. Additionally, some suggest that if a wellness care provider tests HIV positive that he or she should be required to disclose this information to all inv olved patients. Since there is no preexisting legislation on mandated HIV examen for health care professionals, oneness must apply broader, more ambiguous interpretations of the brass in order to get along cases both for and against the implementation of required HIV testing Notre Dame J. of Law. The Amendments of the Constitution that are most applicable to the debate over required HIV testing are the Fifth and Fourteenth Amendments, which contain elements of the right to touch on protection, and the fourth amendment, which contains elements of the right to privacy. The Fifth Amendment involves the fiber of the federal government, as opposed to the Fourteenth Amendment which addresses the role of state governments Notre Dame J. of Law. An excerpt from the Fourteenth Amendment of the Constitution is given to a lower placeNo state shalldeny to any person within its jurisdiction the fitting protection of the laws.(The Constitution of the United States of America can be viewed in its entirety at http//www.publicadministration.net/re ascendents/the-united-states-constitution/ )The Fourteenth Amendment states rather clearly that citizens have the right to equal protection, but the Fifth Amendment does not express this right in such an explicit manner. However, Supreme Court rulings have cited the Fifth Amendment as a source of the right to equal protection through due process in various cases Notre Dame J. of Law. An American citizens fundamental right to privacy is supplied by the twenty-five percent Amendment. This amendment, as stated below, is traditionally known as the Search and gaining control Amendment.The right ofHIV and AIDS How Has It Developed? HIV AIDS Diseases Health EssaysHow Has It Developed?Only within the last two decades have HIV and AIDS become largely visible in the United States and across the globe. It may appear that there is virtually a void in legislation dealing with HIV and AIDS because of the relatively recent increase in public awareness. Perhaps, though, this lack of legislation should not be surprising considering the fact that almost no other specific illnesses are the target of direct legislation. The rights of patients are often the topic of new laws however, exact diseases or disorders are not usually expounded upon in these broader forms of legislation.The situation involving the possible transmission of HIV to Kimberly Bergalis from her dentist provoked many calls for specific legislation requiring medical professionals to be tested for HIV. Additionally, some suggest that if a health care provider tests HIV positive that he or she should be required to disclose this information to all involved patients. Since there is no preexisting legislation on mandated HIV testing for health care professionals, one must apply broader, more ambiguous interpretations of the Constitution in order to mount cases both for and against the implementation of required HIV testing Notre Dame J. of Law. The Amend ments of the Constitution that are most applicable to the debate over required HIV testing are the Fifth and Fourteenth Amendments, which contain elements of the right to equal protection, and the fourth amendment, which contains elements of the right to privacy. The Fifth Amendment involves the role of the federal government, as opposed to the Fourteenth Amendment which addresses the role of state governments Notre Dame J. of Law. An excerpt from the Fourteenth Amendment of the Constitution is given belowNo state shalldeny to any person within its jurisdiction the equal protection of the laws.(The Constitution of the United States of America can be viewed in its entirety at http//www.publicadministration.net/resources/the-united-states-constitution/ )The Fourteenth Amendment states rather clearly that citizens have the right to equal protection, but the Fifth Amendment does not express this right in such an explicit manner. However, Supreme Court rulings have cited the Fifth Amendm ent as a source of the right to equal protection through due process in various cases Notre Dame J. of Law. An American citizens fundamental right to privacy is supplied by the Fourth Amendment. This amendment, as stated below, is traditionally known as the Search and Seizure Amendment.The right of

Journey to the Harlem Renaissance Essay -- Harlem Renaissance African

Journey to the Harlem RenaissanceAs America moves into a more cultural and diversified era, more people are taking the time to learn about the Harlem Renaissance. The Harlem Renaissance was the foremost form of freedom for African Americans. It showed blacks that they were becoming equals in American society. The talents of African Americans soared in art, music, literature and especially poetry. The main writers embodying the Harlem Renaissance were Claude McKay, Langston Hughes and Countee Cullen.Claude was born in Jamaica, in 1898. He got his education from his older brother, who possessed a library of incline novels, poetry and scientific texts. (Callahan, 784) Claude was a little older when he created his first piece of literary work. He published a book called Songs of Jamaica. It was a reputation of his impressions of black life in Jamaica. (Callahan,783) In 1912, he finally got to America, where he wrote Harlem Shadows his most important book of poetry. (Callahan 784 ) While there, he attended the Tuskegee Institute. In 1914 he moved to Harlem, the center of black culture in the U.S. (Anderson, 704) He later published two sonnets, The Harlem Dancer and Invocation, in 1917. He would later spend the same poetic form to record his reactionary views on the injustices of black life in America. (Callahan, 785) In addition to social and political concerns, McKay wrote on a variety of subjects, from his Jamaican homeland to romantic love, with a use of passionate language. (Callahan, 785) During the twenties he developed an interest in Communism, so he visited Russia to twin the architects of Russian Communism, Lenin and Trotsky. He also lived in France. When he came back to the U.S., he moved back ... ...hree for the new millennium?BibliographyWorks CitedAnderson, Robert, et al. Langston Hughes 1902-1967. Elements of Literature Fifth Course. capital of Texas Holt, 1989. 706Callahan, John F. A Long Way From Home The Art and Protest of Cla ude McKay and James Baldwin. Contemporary Literature 34.4 (1993) 783-785.Countee Cullen. 7 Feb. 2002 http//members.aol.com/hynews/cullen.htm.Hampson, Thomas. I Hear America Singing. 7 Feb. 2002 http//www.pbs.org/wnet/ihas/poets/hughes.html.Jackson, Steven. Father of Jazz. 14 Feb. 2002 http//www.redhotjazz.com/hughes.html.Johnson, James Weldon, ed. The Book of American Negro Poetry. New York Harcourt, Brace and Company, 1992 BoondocksNet edition, 2001.Reuben, Paul P. Chapter 9 Harlem Renaissance-Langston Hughes http//www.csustan.edu/english/reuben/pal/chap9/hughes.html

Virginia Woolfs Mrs. Dalloway :: Woolf Mrs. Dalloway Essays

Mrs. Dalloway   Selection How many million times she had seen her face, and always with the same imperceptible contraction She pursed her lips when she looked in the glass. It was to give her face point. That was her self-pointed dartlike definite. That was her self when round effort, some call on her to be her self, drew the parts together, she alone knew how different, how incompatible and composed so for the origination only into one centre, one diamond, one woman who sat in her drawing-room and made a meeting-point, a radiancy no doubt in some dull lives, a refuge for the lonely to come to, perhaps she had helped young people, who were grateful to her had tried to be the same always, never showing a household of all the other sides of her-faults, jealousies, vanities, suspicions, like this of Lady Bruton not asking her to lunch which, she thought (combing her hair finally), is utterly base Now, where was her dress? (37).   Discussion The diamond metaphor in the preceding passage is striking and fresh. A diamond is clear but not transparent it attracts light, yet reflects and refracts it. The diamond possesses many sides but is organic, one all in all thing. When Clarissa is in the world, she draws the parts (of herself) together, she is whole and unified but doesnt show the other sides of her, as though the social side of Clarissa takes precedence all others are part of her creation but the side she presents to the world best represents the whole. Amazingly, she is aware of this process and one gets the feeling that Clarissa feels that this one-pointed unification represents her at her best, her strongest, and her most real. The diamond is a metaphor for a certain type of human consciousness.   The diamond and its qualities of clarity and many-sided wholeness are alluded to in several places in Mrs. Dalloway. Peter Walsh talks of his own keep in terms of holding something in his hand The compensation of growing o ld...is that one has gained...the power of taking hold of experience, of turning it round, slowly, in the light (79) This recite speaks of both satisfaction and detachment.

Virginia Woolfs Mrs. Dalloway :: Woolf Mrs. Dalloway Essays

Mrs. D each(prenominal)oway   Selection How many million times she had seen her face, and always with the same imperceptible contraction She pursed her lips when she looked in the glass. It was to adjudge her face point. That was her self-pointed dartlike definite. That was her self when some effort, some call on her to be her self, drew the split together, she alone knew how different, how incompatible and composed so for the world moreover into one centre, one diamond, one woman who sat in her drawing-room and made a meeting-point, a radiancy no doubt in some obtuse lives, a refuge for the lonely to come to, perhaps she had helped young people, who were grateful to her had tried to be the same always, never showing a sign of all the other sides of her-faults, jealousies, vanities, suspicions, like this of Lady Bruton not asking her to lunch which, she thought (combing her hair finally), is utterly base Now, where was her dress? (37).   Discussion The diamo nd metaphor in the precede passage is striking and fresh. A diamond is clear unless not transparent it attracts light, yet reflects and refracts it. The diamond possesses many sides but is organic, one whole thing. When Clarissa is in the world, she draws the parts (of herself) together, she is whole and unified but doesnt show the other sides of her, as though the social side of Clarissa takes precedence all others are part of her being but the side she presents to the world best represents the whole. Amazingly, she is aware of this process and one gets the feeling that Clarissa feels that this one-pointed unification represents her at her best, her strongest, and her most real. The diamond is a metaphor for a authentic type of human consciousness.   The diamond and its qualities of clarity and many-sided wholeness are alluded to in several places in Mrs. Dalloway. Peter Walsh talks of his own life in terms of holding something in his hand The compensation of gro wing old...is that one has gained...the power of taking hold of experience, of turning it round, slowly, in the light (79) This quote speaks of some(prenominal) satisfaction and detachment.

Back to school event Essay

Back to school eventEducation is grand for everyone in the society. Education ensures the future for young and old, and in addition the future society. The talk about education is also very relevant on the politically agenda, not only in America, but also in Denmark. Education is n earlyish al miens a priority on the agenda. And Obama keeps making lecturinges about the importance of energiseting and education. But does the clear American attitude adjustment the message in Obamas speech? In the southern state Virginia in a t accept called Arlington the president of the United States, Barack Obama, held a speech in the category of 2009, on the 8th September. In the speech he stressed the importance of education and learning. It was broadcasted to educatees all over the country of all ages in order to get his word out If you quit on school youre not just quitting on yourself, youre quitting on your country. This sentence really sets the agenda for Barack Obamas speech.By reading this people thinks that the entire future of the country is dep terminate on them and their involvement. And of course this is the reaction that Obama is expecting. The feeling of importance will hopeful motivates students to work harder for a b reclaimer future. The composition is not difficult to understand. The speech has a transparent structure, which starts with a short introduction succeeded by the main message of his speech. He is supporting it by using different arguments and form of appeal. He is mixing a great deal of stories about himself and his life as a young student. In the ending there is a short summery of everything that has been mentioned so far. As I have mentioned in the above, the speech is directed towards students of all ages. Therefore is the language simple and understandable for both young and old students. He keeps it formal with a twist of casual. In the beginning of the speech Barack Obama chooses to start out with hows everybody doing nowa twenty-fo ur hourss? Here he sets the scene and confirms that he is just not a very powerful man but also that he is equal.By choosing to point of reference directly to the students and mention almost every grade and giving a sense of familiarity, he does not talk down to the audience, and it shows a kind of compassion. It captures the students attention. In this sentence there arises attention from Obama to all the students And for those of you in kindergarten, or starting middle or high school, its your first day in a new school, (). I imagine there are rough seniors out there who are feelingpretty good right now, () Obama is also using some quotes, which appeals to the young readers. By telling the story of him when he was a boy and did not want to get up early to be homeschooled by his mother he elucidate that he is not an ordinary man. Once he was like all ordinary students. Such as referring to the Xbox shows that Barack Obama is within the same pagan frame of reference as the young students. The three appeal forms are all used in the speech poignance, boy and ethos. Barack Obama uses the pathos to connect with the young students, so he can explain to them how he experiences the important of education. Especial he uses the pathos, when he is talking about some of the students who are having a hard time taking an education. When he tells some of his own stories, he also appeals to the readers pathos. By saying that he had a hard time too, the students realize or imagine that it can be possible to obtain something big in their lives. In this sentence the pathos is obviously We need every single one of you () Obama also uses logos in his speech he uses it to appeal to the students logic.He says in his speech, that a good education is important for having a good personal credit line. At least he uses ethos by stressing how important an education is for the people, but also for the country. The future(a) sentence shows the use of the appeals, especial pathos and e thos The story of America isnt about people who quit when things got tough. Its a people who kept going, who tried harder, who loved their country too much to do anything less than their best. The arguments in the speech are reliable, because he does his duty. He tries to convince people about the important of education, and he is doing a good job. He uses examples from real life, and like I have mentioned before, he convinces the students of that they get to be as Jazmin, Andoni and Shantell, because it is that worth. The message in the speech is very clear and apparent Work hard Get a good education An education is the key to getting a good job and good jobs ensure a future for the individual and the country. To conclude he states that he is aware of how difficult and harsh life sometimes can be and that he has had troubles himself but that it is possible to break the negative social heritage. He admits that someone over other have it worse because of their social, cultural or fi nancial capitals but as Obama declare Thats no excuse for not trying. And if we look on the political part of it, this is a typical American value. As a matter of fact Barack Obama even talks about theAmerican dream, which is based on the saying everyone is the architect of his own fortune. Yes, the speech has a very American attitude and view on life, but as we all the truth is that knowledge shall show the world the way to greatness.

Century Prose : Short Stories Essay

Choose cardinal of the pre-20th century short stories that you have studied. comparability and contrast the moods in which they make use of character, plot and language to create focus.The two chosen short stories to be comp atomic number 18d and contrasted in such a way as to examine the tightness created are Hop-Frog - some otherwise known as The Eight Chained Ourang-Outangs- and The Tell-Tale Heart, both written by the same creator Edgar Allan Poe. Poe was con perspectivered as the best known American writer of the nineteenth century, mostly writing stories that could be found under headings such as Horror or Supernatural. Taking a look at his endureground, oneness can note that his childhood was a very troubled one, and the tension in t divulge ensemble his stories is perchance due to this significant fact. Young Edgar Poes unsettled childhood initiated with the death of his mother when he was just 2 grades old, and not eagle-eyed after he was interpreted in by anoth er family, the Allan family, hence his two surnames.His teenage years were no better, for after enrolling at the University of Virginia, he was speedily expelled for drunkenness and debt. He soon joined the Army, taking a teaching post at the West Point military academy, only to have it taken away from him again after being court martialled in 1832 for gambling and, again, drunkenness. This scandal pursued him during the rest of his life sentence, until in 1836 when he married Virginia the 13 year old daughter of his favourite aunt. When she died in suspicious circumstances el still years later, Poe undertook a series of semi-public love affairs until his early death in 1829.We will first consider the way in which the characters in the two stories create tension, and we can observe that in both, the way they are presented is very important. It whitethorn be a coincidence, tho it is unnerving to note that both are disabled. In Hop-Frog, the main character is described in great det ail, and we find out that he is physically disabled, being a cripple and a nanus, and this in itself brings about tension for Hop-Frog is someone clearly conscious, but troubled by his disabilities, for since he is a jester in court he is constantly made fun of about his physical appearance, and we learn he is a very close-fitting character, who keeps his feelings to himself, and seems to have some(prenominal) inner bitterness and rebellion, though he does not show it. He in like manner has troubles walking -hence his name Hop-Frog- and can only behave by a sort of interjectional gait which is not very reassuring. The reviewer is left quite unsettled as we wonder what is going on in the dominates mind behind his funny walk and his mask of fake placidity.The dwarf laughed and displayed a set of large, powerful, and very repulsive teethWe to a fault learn the dwarf has a certain liability to mild insanity upon drinking alcohol, and when forced to drink alcohol before the kings banquet, the tension is high, and it leaves us distressed and fearful of what will come of this act.He placed the goblet flyawayly on the table, and looked upon the company with a half-insane stareIn The Tell-Tale Heart the main character, who is also the narrator, is mentally disabled, but hardly at all portrayed physically. We only know of his ill state of mind, which he tries with much vigour to deny blush with the first few lines of the text where the narrator begins by assuring us that he is not mad and then, through the story he relates, he convinces us beyond any shadow of a doubt that he is as mad as a hatter.Why WILL you say that I am mad? How then am I mad?And being very persistent he sets out to prove his sanity by explaining to us how he planed and executed the perfect murder. Although the narrator seems to be blatantly insane, and thinks he has freedom from unrighteousness, the feeling of guilt over the murder is too overwhelming to bear. His nervousness and guilt eventually lead him to the take holdtance of the murder he accomplished. This story shows Poes underlying desires to kill, his true madness, and thoughts of revenge.The plot of is essential to the build up of any story, and to the two studied, to the build up of tension. The plot of The Tell-Tale Heart is a story of conflict. There is a mental conflict within the narrator himself, and through obvious clues and statements, Poe alerts the reader to the mental state of the narrator, and to his obsessions. The insanity itself is described as an obsession with the old mans eye, which in turn leads to loss of control and eventually results in violence, ultimately, with the death of the old man. With the appearance of the police, the narrator, who in the head start attempts to prove his fake innocence, cannot tolerate the guilt any longer and eventually confesses to his perfect crime.Villains I admit the deed Tear up the planksWe feel the tension mount throughout the story as we learn what happens, and since it is written in first person, we discover the plot line as the narrator tells it, it is written as a confession, as if the narrator was trying to find a way to pardon his sins. There is clear tension in the way the story is narrated. Though our main protagonist attempts to tell his story in a calm manner, as he describes various part he begins to rant with a great deal of passion and enthusiasm, occasionally getting caught up in his own words.And they (the officers) had been deputed to search the premisesWe also honour that he pays particular attention to emphasize specific parts of his story, for example, he is authentic to highlight the fact that he is simply nervous, that he could not possibly be mad because as he says, the disease had sharpened my senses referring to his madness, earlier than the disease, it only allows him to hear much clearly the sounds of his imagination, to see what his mind wanted him to see, rather than see the truthEven at the beginning of the story, we are prepared for a tragic ending. As we learn of the plot, more tension builds up close to how the narrator prepares, in an insanely obsessive way, the murder he wishes to commit. We sense right from the commencement a sense of tension behind the speakers words, and as he narrates the story, his agitation rises, and visibly reaches a peak at the arrival of the officers in the room where he hid the body.In Hop-Frog the tension doesnt offset at the beginning. The initial description is of life in a normal medieval court. With the benefit of hindsight due to the text being written in third person, the narrator gets hints of tension by clues such as the emphasis placed on charades and the subtle information that this court is not like any other court for its king has a special likeness for practical and verbal jokes.I never knew any one so keenly alive to a joke as the king was.This intrigues the reader though it doesnt create a lot of apparent tension. Tension starts to build up at the end, when the dwarf starts to drink wine and chains the king and his ministers. At that moment the reader feels that trouble is brewing, the tension is clearly visible as Hop-Frog notifys his plans, and as the end approaches on that point is transparent madness in the air. In this story the duration of the tension is shorter, but stronger than in The Tell-Tale Heart for it is unexpected and more powerful. The killing the king and his ministers is much more abrupt and shocking, while in the The Tell-Tale Heart, the reader is being prepared throughout the whole story for an unexpected end.I made up my mind to take the life of the old man, and thus rid myself of the eye foreverThe ending of hop frog is surprising for the nave reader. At the beginning of the short story we arent prepared for a dramatic end, there is nothing unusual in the way the story starts. The reader is aware that life mustnt be very pleasant for the dwarf but his is like that of any other jester of any other king. Though there are numerous indices throughout the text, the reader only becomes truly aware of the extent of the jesters hatred towards the king and his ministers only at the end, during his last speech communication and act.Apart from the plot and the description of character, the author also uses language to create tension in the two stories. In The Tell-Tale Heart the story is written in first person, therefore the reader feels closer to the character and shares the narrators thoughts and emotions as he himself experiences them.The story thus seems to evolve in its own time, as the narrator adds information in the order he remembers them in. The result of this is a rather jumbled mixture of feelings, actual happenings and insane ramblings. The abundance of punctuation also plays a big part in the creation of tension. though we notice no abuse of punctuation in the beginning of the tale, it initiates very well structured, but as the story unfol ds and the narrator gets more and more excited and nervous, we feel the tension mounting as paragraphs get shorter, punctuation becomes frenzied, and use of capitals becomes much more plentiful.No doubt I grew VERY pale Yet the sound increased It was a LOW, DULL, QUICK SOUND-MUCH SUCH A SOUND AS A WATCH MAKES WHEN ENVELLOPED IN COTTON.The use of words in The Tell-Tale Heart clearly indicate the tale was written as a speech, which shows s the spontaneous side behind the writing, how the narrator gets carried away in his own emotions and story telling, proven by the use of words such as oh, Ha, no, no? or Almighty God.The repetition of certain words is used frequently as the tale develops and the tension mounts, for it is used to emphasise the nervousness and instability of the narrator, for example the word mad is repeated many times throughout the text, but also other repetitions such asnervous, very, very dreadfully nervous, list louder louder louder LOUDERIt grew quicker and qui cker and louder and louder, every instant.The phrases are often short and sharp, with a certain pulsing rhythm to mimic the quickened beating of a nervous or anticipating heart. We also note, especially in the last paragraph of the text where the narrators tension overbears him, a certain 3 word repetition, a confirmation of his agitation and anxiety, his unwillingness to give himself up as a criminal, but as his insanity and inner guilt overpower him he is forced him to confess.I foamed I raved I sworeThey heard They suspected They KNEWIt grew louder Louder -louderIn contrast, the author of Hop-Frog uses a much more Gothic style of writing, which gives a mysterious, secretive thought to the story. The language in this short story is less charged with emotions for it is from an external neutral point of view. Poe uses the third person to narrate the story, and the role of an observer is given up to the reader, and we learn about the plot as it evolves chronologically, though not once do we delve into Hop-Frogs thoughts. The vacancy of such emotion leaves us unsealed of how the story will end, and we find out at the same time as an observer would the drastic end of the tale. The abundance of punctuation in Hop-Frog is only visible in dialogues. A characteristic of this style is the emphasis of words in italic.It was passed about the waist of the kind, and tiedA low harsh and protracted grating soundThis story also has apparent repetition at the beginning of mocking words, words such as jokes and countenancea joke, the joke, for joking, as jokers, inimitable jokers, by joking, a lean joker, practical jokes, their fools, his fool, was not only a fool, as fools.The repetition of these words have a very strong effect upon the reader, who realizes these words must be important, and though we are not sure of the significance of this clear repetition at the beginning, it still brings about uneasiness and tension.In The Tell-Tale Heart the author uses many m etaphors and similies all through the story, for example when he writes about the eye he refers to the vulture eye or the Evil Eye, and when he writes about the heart beat he compared it to the sound that a watch makes when enveloped in cotton.These enrich the text thus emphasizing the impression of tension that the author wants to create. In Hop-Frog there are fewer metaphors and similies, one being the word monster used to describe the king, though there are many more descriptions of Hop-Frog, usually referring to animals. He is said to resembleA squirrel, or a small monkey, rather than a frog.And his gait is to be called something between a leap and a wiggle which also brings us back to the animal connotations, and a bizarre way of describing the jester.In conclusion, we can clearly see that both stories effectively use tension, though in different ways. The tension in Hop-Frog the tension is much more subtle and the end much more unexpected, while the 3rd person point of view do esnt reveal much about the storyline and the ending, and the reader has to read into the discreet clues that the author gives about the emotional state of the characters. In opposition, the blatant tension of The Tell-Tale Heart that is shown even in the first two lines of the tale.TRUE Nervous, very, very dreadfully nervous I had been and amThe tension Poe faced in his life clearly reflects upon the way he writes and the way tension is shown in his prose, through the use of punctuation, language, plot, character description, all indicating tension in his stories.

Simulation Reflective Journal

Simulation Reflective Journal Look back We were four in our group and we were given a scenario of a patient who was having an anaphylactic response from bee sting venom. The group agreed that I will be the primary nurse. As the primary nurse, I knew that I had to lead and supervised our group in responding to the emergency situation at hand. Having played the role of a primary nurse in this simulation, I have gained meaningful experience, which I can enjoyment in my future nursing rule. ElaborateBeing the primary nurse, I assigned each of my group members to a specific task. I assigned wholeness colleague to assess the merry signs of the patient. In the scenario there were two medications that should be administered to the patient, the epinephrine and another anti-histamine drug, so I assigned two persons to prepare it. in that location was a delay in the administration of epinephrine since there were two epinephrine pre-filled automatic encloseions in the medication box. The person I assigned to it was befuddled which of the two will be used, so she asked me which one will be used.Im not really sure what to answer, so I that told her to select the latest one and inject it immediately. Unfortunately the person who will administer the epinephrine did not know how to use the pre-filled automatic injection and neither did I. It took us sometimes to figure appear how to inject it. As for the other medication, it was not stated in the scenario when to inject it. The person in-charge of preparing the medication also asked me when to inject it and again Im not sure what to answer. I told her to wait for a few minutes before injecting it.I belatedly remember that in case of doubts, this matter should be referred to the situate. Analyze The simulation has made me realized how crucial the role of the primary nurse during emergency situation. One must be thoroughly trained and must possess overcritical thinking skill before becoming a primary nurse since being the leader, members of the team campaign to seek guidance to promote efficient nursing care. As a primary nurse in this simulation my colleagues addressed questions to me about the medications that are critical to the patients survival.My answers were not decisive which reflect my weak critical thinking skill. For example, when it comes to medication administration, in instances where things are not clear, it should always be referred to the doctor which in this case I belatedly remembered. Nurses should also make sure that they knew how to use all the equipment that is used in the nursing care. In a medical checkup emergency situation, every second counts. In the simulation, epinephrine administration was delayed since the nurse did not know how to use the automatic injection.Over-all the simulation had a world-shattering impact to my learning process. Revise For the next simulation, I am hoping that I have improved my critical thinking skills in nursing to effectively commit whatever role I will have. Moreover, since simulations are tangible situations in real life clinical settings that are being played out by the students, I will research on applicable evidenced based nursing intervention and applied it during the simulation.Applying this type of intervention during the simulation will reinforce my knowledge of effective nursing intervention and will enable me to acquire a more meaningful experience that could be applied in actual clinical setting. I will also try my very best to find out what possible equipment will be used in carrying out nursing care for a given clinical setting that will be simulated aside from the equipment being used in assessing routine vital signs so that I could learn in advance how to use it. New TrialExperience gained from this simulation is very useful in my clinical practice and future nursing practice. It was instilled in my mind that appropriate nursing training and critical thinking skill is a must in any clinical set ting in order to deliver efficient nursing care. In this regard I will honed my nursing skills through readings and diligent practice and hand it in actual clinical setting, I will discuss with the instructor, relevant observations in clinical practice to acquire thorough understanding of the patients situation in order to identify and apply evidenced based nursing intervention.

Research material Essay

Our stimulus was the photograph of The Falling Man and from this we began to think our ideas. After approaching up with our starting point, the fall of the economy and society, we then started to distribute topics to explore amongst the group. The first point to target was economic disasters from this we decided to look at breeding about the credit crunch and the Wall Street crash to provide the starting point of our search.There were certain bits of our enquiry that had to be gathered during the solve of devising for recitation in the Prostitute icon we had to gather information on mythological creatures such as sirens and harpies. A lot of our look on this subject ended up being the starting point for almost all of the chorus characters for this scene. Also in the war scene we drew our research from comic TV shows such as Black Adder and Monty Python, again this research went straight into our scenes and provided us with stepping stones to experiment and explore all the content that could be created using their unique senses of style and humour.Our resources were mostly Internet for our research on the Wall Street Crash, mainly websites like Wikipedia and the BBC website, but we made true to research the information we had found again from different sources so as to make sure that the information it provided was correct. I had also found a guide to economic science and found some references from it that we used in the process, to stimulating or integrating with our ideas, we used some of these during the devising process.However none of these references made it through to staying in the final performance, we decided this as a group agreeing that the addition of the economic jargon would make it too convoluted. For the research on mythological creatures we used research from the Internet and various books, one being a Dorling Kindersley guide, we also took a look at books like His Dark Materials for representation of mythological creatures such as daemons, angels and harpies, the latter was to aid the content of the prostitute scene however this research was not used as harpies werent what we were thinking as a seductress.We then explored sirens in a book I had and decided that that was a far more realistic way to go to represent our seductresses. As for the War scene we gathered research on the style we valued to emulate by watched videos of Monty Pythons Flying Circus and Black Adder Goes Forth. The gathering of our research literal was co-ordinated by individuals doing there own research and, where relevant, discussing it with the group to see if certain finds were appropriate to incorporate into a particular scene and making sure the information was strong enough to underpin or add to the scene and, ultimately, our plot.When collecting research material we found that the group were looking up the alike(p) things, doubling up on various topics, and finding the same information. This was due to everybody using the same research source, the Internet. We overcame this by making sure everyone knew what they were supposed to research and encouraged people going to the library and finding external sources rather than looking everything up on the Internet, which has liabilities.Our research formed the basis to create the stemma scene of the play, after researching the economy and finding a poem based on a nuclear attack one of the members of the group combined these twain sources. This created a brilliant introduction to our piece that took the form of an emergency service announcement (replicating the poem) but re-written as if it were announcing the fall of the economy. After gathering this we then began to brainstorm ideas for action, lighting, sounds etc. to create a scene representing emergency and panic but without using actors to portray it.This steered us, inevitably, towards flashing police lights and sirens, the obvious choice being a humanness War II air raid siren. A lot of our research w as disregarded, especially at the beginning of the process during brainstorming, this was when we were trying to find the deeper convey through the image of The Falling Man but, to do this, we kept coming back to research on 9/11 which, we knew when we started, wasnt the direction we wanted to take. But after our final take on the stimulus was decided we began focussing on our economic and social research.Explorations, into mythological creatures especially, created fresh ideas during rehearsal time, for example in the prostitute scene. Thinking about the prostitute scene we kept coming back to the idea of sirens and harpies following on from this, after our research material had been collated and discussed, numerous members of the group began having clearer and clearer ideas for the actual behaviour of these creatures we were creating. From our workshops we deduced that we needed creatures that were a cross between seductresses and monsters to lure the protagonist of his path and then put his life in danger once theyd done so.In our final performance the prostitutes waited until the protagonist fell asleep the manipulated his body to move him then, as he woke up, began shot and caressing him slowly getting more aggressive, agitated and hideous. This was the research material that we collected later. I also decided to research some more World War II propaganda as, at this point I didnt know what our set was going to look like for the Battle scene and thought that we could perk up a screen behind us donning WWII propaganda, postcards, pictures etc. this research was also disregarded, as we didnt end up with a screen behind us at all.The research I did for my character was mainly through hot seating, I tried to draw from former experiences of bullying, peer pressure and losing a love one then collating it all and exaggerating each individual experience to imagine being taken away from an entire family and being plunged into cannibalistic tribe of siren-esque women. Our social unit play desired an awful lot of research just to make the characters seem real enough. For my character I thought that this research into various line of business would create a fuller more believable character.

Raymond’s Run Essay

Raymonds Run Essay This is a story by the writer Toni Cade Bambara who describes the events that take place in the life of a scrawny girl named Hazel Elizabeth Deborah Parker, a little African-American girl with a squeaky voice that has passion to run. However the tale begins describing the members of her family, the author writes more active Hazel and her brother Raymond. Raymond is not quite right apparently he suffers a metal disease. Hes bigger and older than Hazel, but a lot of people call him Hazels little brother because he needs to be looking after. Squeaky often takes strolls down Broadway so she can hold her breathing exercises while she keeps an eye on her brother all the time. She makes Raymond walk on the inside because he always makes fantasies so he starts thinking hes a circus performer and that the curb is a tightrope strung high in the air. Hazel is known as Mercury because she is the swiftest thing in the neighborhood, only her fetch can beat her to Amsterdam A venue with Hazel having a two hydrant head start and him running with his hands in his pockets and whistling.Hazel is incorruptible to her brother, always ready to protect him. Shes a person, who doesnt tolerate standing and listening talks from somebody else, she manages to get right over things quickly. She doesnt worry much a girl named Gretchen and her friends Mary Louise Williams from Baltimore and Rosie because Gretchens a potential rival for the fifty-yard dash. She believes shes tough, not a strawberry or someone who enjoys spring on her toes, she likes to run and this passion had made her to win many trophies, ribbons and its because of her velocity.Every time just before she takes off in a race, she feels like she is in a dream, the kind you have when youve fever and feel hot and weightless. She usually dreams she flies over a sandy beach in the first morning sun, touching the leaves of the trees. She also perceives the smell of apples just like in the country when sh e used to think she was a choo-choo train. Near the end Hazel competes against Gretchen P. Lewis at the May Day races, she wins and Gretchen comes in second.This result makes her realize that she is not the only working person who tries hard to get things done, so she started to look her rival in a very different way with a big smile of respect between them. So there she was, thinking about all the prices shes have got and that she could retire by the time, it occurred to her that she could train her brother to become a champion as the tradition of the family is. Other characters * Her family The mother, father and George. * Cynthia Procter * Mr. Pearson (Jack the Beanstalk)

Sonnet’s from the Portugese Analysis of all poems

Elizabeth Barrett Br befuddleing Sonnet 1 Theme unexpectedness of roll in the hay falling in respect with Robert and his returning of her chicane came as a great surprise to Elizabeth, considering past her hazard. Analysis Reworks the traditional sonnet sequence by transforming grammatical sex roles. She utilities the female voice instead of the traditional male voice. She assumes the role of epic hero. She adopts the patrician sonnet style. The octets strict rhyming pattern reflects how she feels her life has been static so far.The sextets alternating near rhymes modulate from move to strove to bash reflecting gradual horny and spiritual pavement as a result of disc e precisew hereing this unexpected love. The distortion of iambic pentameter reflects the distorted and enharmonic patterns of her own life. B social occasions past stress generate how contentment escapes her- once cheerg. The brevity of once suggests that this kind of love Is fleeting. Once to a fault has fairytale associations once upon a time which suggests that love for her Is a myth.She utilities the immaculate Greek reference (allusion) to Theocratic whose verse suggested that every year of life brought new happiness with it. This allusion evokes the original pastoral tradition from Sicily and implicitly allows a field of perfect Italian paganism (and potential sexuality) Into the world of Victorian poetry. Creates a salient effect by using enjambment to set off a phrase at the beginning of the sestets. Volta, (Italian turn) the turn in curtilageght in a sonnet that is often indicated by such(prenominal) initial talking to as But, Yet, or And yet. The Volta occurs between the octet and sestets in a Patriarchal sonnet.Here the judgment continues from musical note 8 to 9. This suggests that the melancholy blends itself across all aspects of her life. That she remembers the poem as being sung (past tense) as well as suggests that armory and sweetness have non been a part of her lifes journey. Listing the sweet years, the dear and wished for years The sweet ,sad years, the melancholy years. This again emphasizes how frequently Joy and beauty she has missed let on on and how much she has suffered veteran tongue classical adjectival reference, could suggest these designs are foreign to her Just as an antique language is or that this happiness could only be found in the past. Lung powerful and Jarring verb. browning feels that fate has powerfully shadow she is outright an figure of her former self overdue to the illness, offering and oppression she has been through OR darkness has spread, there is no light of hope in her life. mystic Shape capitalizes-shape is personified. recondite meansspiritually allegorical, pertaining to mysteries of faith, pertaining to occult practices or ancient religions So This shape is foreign to her shape creation, form, destiny, from root of shape (v. )). heart contours of the body is attested from late ICC. Mean ing condition, state is for the first time recorded 1865, Aimer. Eng.In M. E. , the word likewise had a sense of a muliebritys private parts. hair An allusion to Homers Iliad. Epic which begins with Athena pulling Achilles by the hair. Divine interjection by the Gods. diminish could see Borrowings love for her as divine intervention. Her allusion to Homers epic subtly suggests that there is something heroic and brave well-nigh this romanticistic engagement. The gender propulsive of this allusion should not be overlooked. At the opening of the Iliad Achilles and A bouncymnon are contending over who will get to keep a captive female in his tent-an odd and raise allusion for the beginning of feminine love sonnets.In Barrett Brownings revision of this scene, the desiring female speaker assumes the position of epic hero. Pulled away from destructive, seductive thoughts of demise, she engages with the emotional risks of love when the conditions search to glorify her as much as her beloved thus the speaker is both the subject and object of love, revising without entirely reversing the Perchance tradition in which the woman is a silent object of admiration. This allusion to homers epic, as well as the heroic sonnet form, subtly suggests that there is something brave and heroic a rung this romantic engagement.Fate is symbolized as a woman constantly turning. Her hair had to be grabbed while he was facing you. Allusion to a A childrens game. The sestets is based on a childrens game of the time in which one child would creep up behind another, grab her hair and ask Guess who it is? The poet compares falling in love to this game. She suggests than when the unknown feeling (of love) metaphorically drew me backwards by the hair, she assumed that it was death that was seizing her (her pessimistic expectation). Mystic Shape (line 10) suggests something mysterious and possibly sinister. In line 12 A voice said in mastery while I strove suggests the power of her new linings and her attempts to resist them because she feared them. Silver answer-color imagery-love has found her scarcely isnt quite gold yet. She foundation while she is Joyful to find love she is wary of it. Silver to a fault represents purity, so perhaps the answer of love is pure and straightforward as further witnessed through the use of monosyllables non Death but Love Rang-connotative of wedding bells or announcements.Loud volume. Has it awoken her from her melancholy and sadness? Rang is also in present tense to show her awakening to love and Joy, as opposed to the past tense sung Wished Sung, Voice,Rang -the experience is auditory. Why? Sirens call? Has she subverted this? She is like the men lead to their death? The dangers of love? Perhaps she only understands love when she hears it from someone else, she herself cannot articulate it because of her isolated existence. Bells are commonly representative of Joy and freedom.The shape of the bell is closely connect to the vault of HEAVEN. A bells pendulous motion can represent the extremes of good and evil death and immortality. Its sound is a symbol of creative power, but can also be a call to arms. Is also phallic in some senses, a bell and handle = a vulva and a phallus. Embodiment of virginity, undivided women adorn themselves with bells. The use of direct speech in lines 13 & 14 dramatists her surprise. The ellipsis in line 14 creates suspense in advance the final antithesis of Not Death, but Love. Which highlights the great transmute in her outlook on life from the second quatrain. Volta Browning plays with the Patriarchal form because shes more intent on center rather than staying with form. Goes into 9th line in sestets. Provides a Volta in line 13 after the caesura but there. Ellipsis. The function of these is to show that she is reserved and reticent about comprehend love due to her societal constraints which include patriarchal power structure, history of illness and tragedy, feel s unworthy and mistrusts herself.Sense of Self-she is aware of her limitations and cleverly questions and challenges those through her poetry. Classical Elements in poesy Modern Elements of Poem Patriarchal Rhyme Scheme Theocratic Antique tongue Hair-allusion to Homers Iliad epic The drama of death and love evokes classical drama and mythology, figures such as Orpheus and Eurydice and the fugue of fate. Can read her poems as a version of the silent, suffering powerless womanUsurps manful conventions-shes no yener silent but smooth Uses her structure to infer movement from stasis to an opening up of emotions Cleverly invokes sexuality and desire in a strict patriarchal society Transforms ritual of identity-sonnet is about (values debate about identity within context of conformity) She is aware of her limitations and cleverly challenges them throughout her poetry She is reserved and reticent about embracing love due to her societal constraints patriarchal power Elizabeth Barrett B rowning Sonnet 13 Theme The dominant idea and tone of this sonnet seems to be uncertainty uncertainty bout whether the poet/persona can trust her lover and whether she can control the intensity of her own feelings. This poem is about EBB being unable to speak or need her love to Robert Browning, however, she paradoxically creates a work of art to declares her love. She declares herself as a poet maker which will then be her gift to Robert. She isnt ready to admit love yet. She will declare it when she is ready. The female voice instead of the traditional male voice.Unlike the traditional depiction of a woman in Patriarchs poetry-she is not silent. She poses and answers the heterocyclic ring question, And wilt though have me fashion into speech/the love I bear thee, finding words enough She adopts the Patrician sonnet style. She has control over her own silence, questioning the validity of words and hence the sonnet form itself. Paradox-this poem is about her not being able to co mmunicate yet she communicates with Robert Browning through this poem. She does not introduce a Volta in lines 8 or 9 which shows her determination to express her uncertainty about revealing her feelings to Robber Browning. The sonnet.This is contemplative of the conversational style of the letters and also emends the reader that the sonnet is part of a sequence of ideas. *The use of the archaic forms and wilt suggests that the question may be a device, as used in the sonnets of Shakespeare and the Metaphysical poets, to introduce her ideas dramatically, rather than a response to a real request from Robert. Hold the torch out where the words are rough/ between our faces, to cast a light on each?.. The torch and light here can symbolism illumination, picture show or disclo sure enough and hence the revelation of their love to others, which EBB is afraid of as it will allow them to be criticized by others. In these lines EBB is also creating a drama of epic significance. The flaming torches allude to classical drama.She is also the one in control as she is the torch bearer, which again subverts the traditional notion of the submissive woman in Patriarchal poetry. The metaphor where the words are rough suggests the external forces that make it difficult to her express her love publicly, possibly a reference to her fathers opposition. I drop it at thy feet. Cleverly denounces her previous image of power and control by submitting humbly to him. The use of the verb drop suggests her inability to efficaciously be a torchbearer and consequently she reveals to him that she in unable to effectively communicate her love to him in her writing, l cannot teach my hand to hold my spirit so far off/From myself.. Me. The high modality reflects her inability to do so. Nay, -let the silence of my womanhood/Commend my woman-love to thy belief- Cleverly adopts the role of a virtuous Victorian woman who until the point of marriage will not talk and must remain a mystery. The fi rst word of the sestets Nay (No) does not introduce a Volta (turn) in this case. sort of it emphasizes her determination not to declare her love, reinforcing the second quatrain. And that I stand union, however wooed. There is a lovely play on contrasting words here with the W sound which emphasizes the paradoxical nature of her situation. She is in love but cannot admit it, however, cleverly explores and conveys her emotions of uncertainty to Robert through her poetry.She urges her lover to assume that she is following the conventions of polite love (suggested by the phrase woman-love and the archaic word wooed), in which the woman was expected to pretend disinterest as a sign of modesty and a way to encourage her lover to more extravagant protestation of his love. (This links to the archaic forms in the first quatrain. ) Here, the verb rending is powerful and sexual. Her outward unresponsiveness conceals profoundly felt passion. The image of being ravished is suggested in the m etaphor of her life as a garment being torn apart. The superlative most coupled with the rhyming and long sounding dauntless, voiceless reveals the amount of mental and emotional strength needed by EBB to guard her feelings.She again creates the classical image of woman. She is heroic and strong in grief. Lest one touch of this heart convey its grief. The singular One touch conveys the powerful brevity of tenderness and instantaneous consequent vulnerability of revealing her love. Should she reveal her love, she will be open to grief, the grief that comes with love and happiness. It may also be personal grief due to the loss of her brother as well as the social grief that comes as a result of the restrictions placed on women during her time. Revealing her love will make her vulnerable in m any(prenominal) shipway and will open up a plethora of emotions for her. Admitting love.The pronouns change from male thou and thee to female to I and myself. Me to neutral this. This could revea l the answer in which she constructs a crossbreed gender for herself which allows her to escape patriarchal constraints and usurp masculine conventions (see below). The drama is that this is a woman speaking as a lover to a lover, about the nature of love poetry. The emphasis is on the nature of Woman-love and the paradox is that her traditional silence has become powerful eloquence. Part of the challenge is that EBB works with cross dressing and paradoxes about hybrid gender , as in her poems o George Sand, that large-brained woman and large-hearted man.While she usurps masculine conventions, authority and eloquence she also insists that she retains a tragic identity as the constantly union and enduring woman, the lover who cannot admit love, and in that way suffers love that in turn leads to sadness. Intellectualism and paradox are certainly part of her strategy and essential to the emotional power of the sonnet. Elizabeth Barrett Browning Sonnet 14 In this poem EBB has accepte d her suitors love, but now makes demands regarding the nature of that love. She urges her lover to love her not for any particular reason, but simply because he loves her for loves sake only. She argues that if there is a particular reason for loving someone, then a change in circumstances can remove the reason and destroy the love.One interesting exposition is that she is cleverly This could be validated with the fact that love is repeated nine times in the poem. If thou must love me, let it be for enough/Except for loves sake only. The opening line is very dramatic and is addressed directly to the lover in the archaic second person (thou). She tells him If you must love me, let it be for nothing. The high modality of the auxiliary verb must may be playfully suggesting that she does not really want him to love her or that she cannot believe that he would actually want to (a sign of her sense of inferiority). Like Sonnet 13 she also begins with the conjunction if which creates a conversational tone. The idea of loving her for nothing seems strange until we read line 2. (I. E. He power of the idea is created by the enjambment, creating a interruption before the qualifying condition except). Do not say/ I love her for her smile.. Re look.. Her way Of speaking gently.. for a trick of thought/ That falls in well with mine, and Cortes brought/ A sense of pleasant ease on such as day- EBB uses the imperative voice and listing of received attributes that are admired in women to warn Robert not to love her for these superficial qualities as they are subject to change. Ellipsis is used in these lines to suggest alternates that he might say. (Cortes certainly) For these things in themselves beloved, may/Be changed, or change for thee,.. ND love so wrought,/May be inwrought so. Here, EBB explains why she does not want IM to love her in these ways because these things may change, destroying the love. In using the contrast of opposites Wrought/inwrought EBB highl ights how easily love may come unstuck when it is based on transient qualities, as easily and simply as adding a small prefix to a word that resonates with work and effort. The word beloved in line 7 shows that she really loves him, dispelling any doubt that may have been created by line 1 . She has not used this word before to address him in previous poems for study. Neither love me for /Thing own dear pity wiping my cheeks dry For one might well forget to weep, who aegir/Thy comfort long, and lose love thereby- The idea in lines 9 12 is that he should not love her because he pities her unhappiness, because his love would make her happy, so he could no longer pity her, and therefore, no longer love her. The exclamatory shows that she is horrified of being pitied. But love me for loves sake, that evermore/ Thou Mays love on through loves eternity. The poem ends with a clear and direct use of the imperative mood to emphasis her main idea love me for loves sake. She repeats the w ords of line 2, avian explained why she made the opening statement. Not be affected by changing circumstances, further reinforcing the poets main idea.In terms of the sonnet form, EBB has now moved away from the half rhymes in her sestets to full rhyme for, bore evermore and dry, thereby. However, she utilities half rhyme in ending with eternity. This serves to emphasis the uniqueness of the word and the longevity of their love (made up of four syllables and the longest sounding word in the poem) and hence the uniqueness of their love if it isnt based on approaching her and loving her as a conventional woman. F a woman in Patriarchal poetry-she is not silent. She is in control and makes demands of Robert Borrowing love. Elizabeth Barrett Browning Sonnet 21 The tone of this sonnet is dramatically different from the three previous ones set for study.It is more exuberant (excited, high-spirited), clearly shown by the number of exclamations. This might suggest that her doubts about the genuineness of Robbers love are decreasing and she is beginning to enjoy their relationship. (One study guide refers to her pleasure, another to her thrill. ) An alternative reading might be that there is a sense of desperation in her excitement that she is urging him to keep telling her that he loves her so she can overcome her doubts. There is evidence in the poem to Justify either approach, so you must make your own Judgment. In lines 1 -6 she urges her beloved to keep telling her that he loves her.There is a typical dramatic opening, addressing her lover directly Beloved and using repetition again and yet again. The repeated use of exclamatory in line 6 and 7 line create a sense of exuberance. The foregrounding of the adjectival Beloved may reveal an acceptance of her feelings towards Robert Browning, as she has now placed the term f endearment at the start of the poem (in contrast to Sonnet 14). Mores it relegates him to the object of the poem and thus EBB again subverts the t raditional Patriarchal sonnet which had the woman as the object. EBB also subverts the form by taking control through the use of the imperative tone. She compares his repeated declarations of his love to the song of the cuckoo (cuckoo-song & cuckoo-strain).This bird is heard very frequently in spring in England, and many people get sick of its monotonous calling. She suggests that while people might get sick of perceive the cuckoo, it should be welcomed because spring Anton come without it. In the same way, she cannot experience love without him Remember, never to the hill and plain/ Valley & wood, without her cuckoo-strain. Hills were the first manifestation of the creation of the world, stand up high enough to be set away from primeval chaos, but lacking the majestic size of mountains. Biblical allusion Isaiah 404 Every valley shall be raised, and every mountain and hill made low, the rough ground shall become level, the rugged places a plain.This suggests how everything will be complete and perfect when he repeats his love for her. Plains-symbol of space and boundless earth. Horizontal and opposed to the vertical hill. Valley-symbolic complement of a mountain. Egg yin (valley) and yang (Mountain). Commonly a symbol of fertility and life. Valley is also a Biblical allusion to Psalm 23 regular(a) though I walk through the valley of the shadow of death, I will fear no evil, for you are with me your rod and your staff, they comfort me (lots of sexual connotations here ) Wood- Symbolizes superhuman wisdom and knowledge. The carpenter uses tools symbolic of the divine power of bringing order out of chaos.Through the use of these natural and Biblical symbols. EBB suggests that they will not find perfection, complementing unity or order in their love without him repeating he loves her. Note the avatar of sweet Spring in all her green completed to herald a fresh start/rebirth/growth. Green is also the color of the Goddess of love Aphrodite who was innate(p) fro m a green sea-so mythological allusion. In lines 7 9 she admits to doubts about his love. darkness, doubtful spirit, doubts pain and Cry have powerful negative connotations, suggesting that the process of deciding whether he really loves her has been very painful. Are these doubts in the past or the present? The use of ellipsis in line 9 suggests hesitation, make the use of the imperative (Cry .. Speak seem a little desperate. In lines 9- 11 the rhetorical question suggests renewed authority. She argues that just as you cannot have too many stars or too many flowers, so you cannot say l love you too often. This continues the association of his love with positive aspects of nature begun in line 6. Stars are symbols of divinity and constancy much like their love. Flowers in contrast are transitory (they dont live forever). EBB again uses humbly to show how their love whilst mortal, can remain eternal. In lines 12 13 she again uses the imperative mood, combined with repetition to u rge him to continue to say he loves her. chime metaphorically compares declaring his love to ringing a bell and silver utterance has positive connotations. (Note that she used silver answer in Sonnet 1) We discussed silver as being less precious than gold and therefore their love whilst still precious is more real rather than ideal. The bell is a symbol of Joy and freedom and in some senses is also phallic- so there are sexual connotations here again. In line 13 the dash introduces a change of idea, and a change to a more serious tone. While she enjoys hearing him say that he loves her, she also wants him to love her in deep and lasting love. In terms of the sonnet form, this is the first sonnet for study that does not employ half rhyme in the sestets.Thus the full rhyme could signify her growing confidence in their love. Elizabeth Barrett Browning Sonnet 22 The tone of this sonnet is very different to that of Sonnet nineteen. It is extremely serious but also confident, suggesting that the poet is absolutely sure of the truth of what she is saying. EBB suggests that their love can take them into a spiritual realm away from earthly concerns, but then rejects this. She prefers them to remain earthly lovers, even though she recognizes that physical love is not permanent because it cannot overcome death. She argues that nothing in life can harm them because they love each other. There is also a sense of equality in this poem. There is no masculine or feminine aspect.Shes become a man/woman voice (note the allusions to masculine mythological figures. Angels are gender neutral). In this sonnet the poet uses the first person plural (we / us / our). This is a velveteen from the previous ones set for study, in which she used the first and second person singular. The change reflects her growing certainty that they truly love each other. In the octave she imagines their souls facing each other in silence, acquire closer together until their lengthening wings break into fire. This image seems to refer to their deaths, when their physical bodies will be destroyed and their souls will escape to heaven together. This interpretation is supported by the reference to angels.It links to the wish expressed in Sonnet XIV to be loved through loves eternity. and in Sonnet XIX to be loved with his soul. The image also has overtones of the mythical phoenix, a bird that burns itself to ashes and comes forth with new life (it is a symbol of resurrection) suggesting the intensity of the love has destroyed her old self and renewed her. Until their lengthening wings break into fire. Here we have the use of classical/ mythological allusion to Circus who flew to close to the sun and had his wings melt. Could this suggest that their love is so passionate it could be dangerous? Fire is also a symbol for knowledge and wisdom and again refers to the classical story of

Group Progression in Society Essay

The pressures of rules of order force humans into groups, whether to change something, unite, or to feel a sense of belonging. Nonetheless, it cease be difficult to find what groups you may outburst into and these groups can change as you transform into a more critical thinker. Studs Terkel tells the story a of Ku Klux Klan member contorted school board displaceivist, C.P. Ellis, in his essay, C.P. Ellis. Ellis struggles and realizations locate what critical thinking and self-examination can do. microphone Roses essay, I Just Wanna Be Average also displays the importance of growing through and through groups and how changing mental habits can help transform one into a more efficient critical thinker, therefore allowing one to surpass the heathenish myths dictated upon them. Gary Colombo enlightens readers by defining and giving advice on how to transform oneself into a critical thinker in his essay, Thinking Critically, Challenging cultural Myths. Colombo argues that by thin king critically and challenging the norms of our mixer club we can fight to be the people we truly want to be. Humans form into groups subconsciously as salubrious as consciously.Consequently, these groups we cast ourselves into are the very things that can impart us back from becoming avowedly individuals. By reexamining old ways and becoming expeditious critical thinkers, members of party can participate in groups in a manner which will allow them to grow intellectually and outlast the cultural myths that is society has placed upon them. Groups have a large impact on society since they are constructed to allow humans to do more than they would be able to as mere individuals. However, groups can often hinder the thought process of individuals and may cause people to dress outtle for less than what they are actually capable of. The cultural myth of belonging in society can cause individuals to become immersed in a groups ideas wholly instead of blending them with their rece ive beliefs. Ellis recalls when his former Klansmen called him after he started working for integration on the school board with Ann Atwater, African American women.My old friends would call me at night C.P, what the sinning is wrong with you? Youre selling out the white race. This begin to make me have guilt feelins. . . . My mind was beginnin to open up. I was beginnin to see what was right and what was wrong. I dont want the kids to fight forever (405). Had Ellis remained a narrow-minded member of the Ku Klux Klan his judgments and perceptions would have continued to be overly influenced by the Klans revolutionary beliefs. By expanding his mind Ellis was able to work on non-Klan related issues and overcome his racist tendencies thus transforming him into a more independent thinker.Critical thinking such as this is essential in being able to think independently opposed to being over powered by a groups point of view and opinions. Colombo defines critical thinking as a matter of dialogue and debate discovering relationships between apparently unrelated ideas, finding parallels between your own experiences and the ideas you read about, exploring points of agreement and conflict between yourself and other people (9). By applying these skills Ellis talked through the issues on the school board and reexamined his relationship with Ms. Atwater which in turn matured his critical thinking abilities. These critical mental skills will enable one to choose which groups they truly belong to instead of merely becoming a drone in order to fulfill their own senses of belonging.However, not all group enrollment and involvement is by the choice of its members. Some are pieced unneurotic by members whose superiors have placed them in said groups. In some cases, placement into these groups can impede on the development of critical and independent thinking. Mike Roses unjust placement into his schools vocational is a prime example of this forced-group hindrance. Colombo st ates that cultural myths become so closely identify with our personal beliefs that rereading them means rereading ourselves, rethinking the way we see the world. Questioning long-held assumptions can be an exhilarating experience, but it can be distressing too (8).By rethinking the groups society places us in we can gain a better understanding of ourselves as well as a better perception of the cultural myths that hold our true identities down. Rose tells about that the defenses mechanisms that he and his classmates built up to deal with the below average, self-image that the vocational track gave them, they to twist the knife in their own colorize matter in order to stand up to the mental wear-and-tear of the vocational schooling process. Rose delves further into this process Youll have to shut down, have to egest intellectual stimuli or diffuse them with sarcasm, have to cultivate stupidity, have to convert boredom from a malady into a way of confronting the world. Keep your voca bulary simple, act stoned when youre not or act more stoned than you are, flaunt ignorance, materialize your dreams. It is a powerful and effective defense it neutralizes the insult and the thwarting of being a vocational kid. (Rose 162)Defenses like the ones used in Roses essay cause individuals to do the bare minimum and do not allow individuals to grow within the group but rather the opposite it stunts their identities and makes them complacent rather than questioning the world around causing a omit of internal expansion.By questioning the cultural myths of society and expanding the mind to think more critically individuals will be able to broaden their intellectual and social horizons. Ellis reminiscences at the end of the essay about his person growth by saying that our troubles are over with. They say the older you get, the harder it is for you to change. Since I changed, Ive set down and listened to tapes of Martin Luther King. I listen to it and tears come to my eyes caus e I know what hes sayin now. I know whats happenin (408). By progressing through groups (the Ku Klux Klan and school board) Ellis was able to become a critical thinker and overcome the many cultural myths of his life.Similarly, Rose progressed to become a critical thinker. By going from vocational track to college prep, Rose was forced to reassess his self in order to become the type of student and person he treasured to be upon entering college prep. Id been mediocre for too long and enjoyed a public redefinition. And I suppose the inner workings of my mind, such as they were, had been private for too long says Rose on regards to his switch and achievement in college prep (166). Both of these experiences show that by reevaluating the cultural myths in society and growing through different groups individuals can become critical thinkers and redefine themselves as the people they want to be.Society is filled with cultural myths and pre-assigned groups for its members. Only by overco ming these myths and growing intellectually can individuals become who they want to be rather than what society decrees them to. The experiences of Rose and Terkel show what critical thinking and group progression can do to ones true self. Since Colombo defines critical thinking in his essay, the two experiences of Rose and Terkel allow the idea to be brought to life and be sick his work into context. Upon building critical thinking skills and experiencing group progression throughout life, individuals will be able to gain a multifaceted understanding of their true selves. This understanding will allow individuals to delve into the critical thinking and lead them to constantly challenge the world and groups around them.Works CitiedColombo, Gary. Thinking Challenging Critically, cultural Myths. Rereading America Cultural Contexts for Critical Thinking and Writing. Eds. Colombo, G., Cullen, R., and Lisle, B. Boston Bedfortd/St. Martins, 2010. 1-15. Print. Rose, Mike. I Just Wanna Be Average. Rereading America Cultural Contexts for Critical Thinking and Writing. Eds. Colombo, G., Cullen, R., and Lisle, B. Boston Bedfortd/St. Martins, 2010. 157-169. Print. Terkel, Studs. C.P. Ellis.. Rereading America Cultural Contexts for Critical Thinking and Writing. Eds. Colombo, G., Cullen, R., and Lisle, B. Boston Bedfortd/St. Martins,

Contrast Between Night by Elie Weisel and Sarah’s Key

Night by Elie Wiesel Part 3 By Susan Aguilar My book Night by Elie Wiesel is just about a boy name Elie whose family and community is taken to a concentration camp by German soldiers. The story goes on about how Elie lives in those camp, how he suffers and sees many people die right in front of him. His own father dying right before his eyes and he not world to do anything because he just couldnt. In the book he tells his story about what fearful things and how horrible it was to live in a concentration trap. He talks about how his faith went up and piling and how much pain he had to suffer.He except of losing a leg and almost dying. He tells that there no one would help each other it was every man for himself. He never sees his mother or little sister ever again. His horrible, tragic, sad story about Elie touches me very much and reminds me of a plastic film I once watched called Sarahs Key. The film starts out about this girl name Sarah who is startled by French policeman nock ing at her door on July 16, 1942. Sarah knows who it is and tried to save her little 4 course of study old brother. Sarah locks him in a closet and based on what saw, the closet was the familys secret concealment place.Julia Jarmond is an Ameri merchantman married to a French man living in Paris 2002. She is a diarist who is given the opportunity to write about the Vel d Hiv for the 60 year remembrance of this tragic event. The story then continues about how Sarah and her family got sent to be in a camp and then was unaffectionate from her dad. Later then the movies shows how Sarah goes through so much smother trying to escape so she can return to her little brother and save him. She then unlike Night by Elie Wiesel finds a companion who helps her escape and goes back to her home. Sadly thought her friend dies after they escape and she goes through all this trouble

Chapter 10 is a chapter that attempts to discus

Chapter 10 is a chapter that attempts to discus the seemingly ambiguous concept of equality. It contains a countersign of how equality is realized in law, public policy, and society in general. Furthermore, the raillery focuses on the three different conceptualizations of equality. These are equality beneath the law, equality of opportunity, and equality of material wellbeing. The briny argument of this chapter is that equality of material well-being has emerged as the dominating factor in the formulation of policies.In order to prove his point, the author discusses each of the conceptualizations and how they are related to each opposite. The chapter contains a lengthy discussion of equality under the law. It discusses how the laws of a society must disregard various categorizations and consider people as individuals. Basically, this is the backbone of equality as perceived by many. It is with this conceptualization that the evil of inequality such as racism, sexism, homophobia and others are commonly argued with.Furthermore, the author discusses how equality under the law or the lack of it has been demonstrated in U.S history. The author recounts the discrimination that different groups imbibe received and he identifies the presumably dominant group as being white, male, and predominantly Protestant. He argues that it is such group that has used the law in order to go on its dominance and keep other groups subordinated.The author further argued that equality of opportunity and equality of material well-being are inseparable and restricted on each other. It is because opportunities to rise in the ranks of social mobility are dependent on the resources that one has.The author paralle guide the evolution of the conceptualization of equality to the various stages that the civil rights movement has undergone. In its earliest days, the focus of the movement was on eradication of laws that subordinated African-Americans. In other words, this referred to atta cks on denials of equality under the law. In the second stage, the civil rights movement focused on fighting for equal access to value and facilities that are supposed to be available to the general public. This constituted their employment for equality of opportunity. Now, the movement is in its third stage, the battle for proportional equality or equality of material well-being.To demonstrate how the focus shifted to proportional equality, the author recounted the laws that were deemed to be in support of the achievement of equality such as the ordinal amendment and the complaisant Rights Act of 1964. These laws were used to generate policies that meant to end inequality on various fronts specifically education and employment. For instance, the fourteenth amendment led to the end of segregation in public schools. On the other hand, the Civil Rights Act of 1964 led to the creation of EEOC which pressed for ending discrimination in terms of employment opportunities.Having read th e chapter, it is my view that equality, in all of its three conceptualizations, is all one and the same. Having one means having the others. The achievement of such cannot be the repair responsibility of the government or the law. It requires the concerted effort of the whole society. I agree with the author that today, the battle for equality has shifted to the battle for proportional equality. The achievement of such indeed reflects the fulfillment and acknowledgement of the two other conceptualizations.Equality must not only be reflected in the law. It does not only favor those who have long been discriminated. Equality is the right of everyone. Thus, every member of society must make an effort towards the realization of it.

The Bible Among Myths

sometime(a) Testa manpowert entree July 6, 2014 Introduction The author, a research professor at Wesley Biblical Seminary by the name of John N. Oswald, attempts to explain the similarities and differences of the beatified Scripture and its t dielyings from that of the beside Ancient Near East sentiments.More over, he attempts to answer the question of how studious opinions of the disagreements sham between Genesis and Babylonian accounts of the origins of the initiation. He points out how the modern-day scholars argon now comparing the ledger to other religious catalogues and considering it as yet a nonher romanceical belief. Oswald credits this world-view change to a subject atomic number 18a of similarities between the account book and like Near Eastern writings rather than before when perhaps more than interest was placed on viewing the differences.These studies be explained in the first half of this publication and sub-titled The script and fiction. Within the second part of the book sub-titled The record and write up, he solicits the reader to ask questions about the genuineness of the older lead, or is it even meaning(a) that the intelligence be historic each(prenominal)y sinless? Even if those inaccuracies ar proven, does it hold each signifi abidece in the theological beliefs presented within? To summarize the books over wholly theme, Oswald desires that his reader gives any evidence of accuracy the credit it is due.Not to be s bearinged by unsubstantiated conjectures that might go down the focus of what is fundamentally squargon(a). His is non a request for us to look by the inaccuracies or to bump off a spatial relation that if the parole says its so then thats all on that point is to it. Mr.. Oswald asks the reader to allow the possibility f harmonistic and non Jump to any conclusions without allowing for the accuracy to expose itself in the scripture. Part I The password and romance Chapter mavin The Bi ble In Its World In the opening chapter, Oswald looks into the diverse views of world earth and being.He comp ars and contrasts how Grecian school of thought influenced the monotheistic gloss of the Israelites which ultimately contri exactlyed to the Western world beliefs we know today. Early Greek philosophers reas superstar(a)d that at that place is solely one universe with a sole point of unification and not a powers with covariant sources of inception. They taught that everything could be reasoned and that something could be so and not so at the said(prenominal) time. This belief conflicted with that of the world view of the Ancient Near East (ANNE).The world view supposed that mankind on background was the core of many unseen forces in the realm of the invisible. App atomic number 18ntly the Greek philosophers proposing this message didnt win over the acceptance of that culture and they found themselves forced out and into hiding, some ta top executive their own li ves thus cease the age of Greek philosophical thought. This struggle was displayed in he play Beach by the Greek playwright Euripides wherein the conflict is played out between the rational homosexual-nature component acted out by men who were pitted a workst the women that played the part of the irrational side of Human existence.The men were killed by the women depicting the 2 opposing views could not coexist and the polymers of many deities would dominate cultural thought. At about the same time, it seems that the Israelites were experiencing a similar battle of faith. The Hebrew believed that there was a sole Creator that rewarded and disciplined based on faithfulness to divinitys will. This view was quite the opposite from that of the polymers thinkers and a fall uponst the beliefs of the Ancient Near Eastern cultures that trusted in the replicate invisible world.Even them, the Hebrew held to their conviction of a monotheistic graven image and the prophets ability to pre dict the exile and blow over of the Israelites strengthened that resolve. Christianity was to be the compilation of Greek thought and Hebrew belief. The Greek logic provided cause and execution for the Hebrew creation theory of paragon. Finally acknowledgment that god is not the world and the world is not matinee idol. Logic and science working together. Oswald writes here that an important conclusion is derived in that science and logic are not self-evident, neither able to stand alone.Together, the ashes provided value to the individual(a) and the enormousness of invoice and wherefore things are as they are. Closing out Chapter one Oswald laments the apparent modern reliance on rationalism and less on our paragon. History and the slew are becoming less relevant and there is more emphasis placed on comfort, pleasure and self-preservation. Assaults hope is that the younger readers will realize this direction and reckon the turn away from God and toward the enemy. Chap ter Two The Bible And Myth Oswald lays out the root for Biblical reality.He questions how the Bible can be included with the Ancient Near Eastern arguments as a romance when it is so radically different. The true question being the actual description of a myth. Oswald allows that this question fully depends on the definition of the term. It is to a fault important to grasp wherefore there is a desire to place it in the mythological category to take out with. Here Oswald compares the many definitions of a myth. He assembles all the similarities possessed by each to redefine a true myth. Oswald provides allegory reasoning to establish that a definition besides broad will upshot in a loss of validity.He explains that merely to broaden the scope of the definition to suit (or include) the Bible does nothing to add credit to the validity of the importation. Oswald ends this chapter with a compilation of definitions and has primarily assort them into twain categories. Within thi s the first, we find etymological, sociological and the literary. Primarily, Oswald wants the reader to know that to appropriately define a myth, you essential have narrowed down the definition. In this category, the definition is narrowed down to hat of Just property rather than function or quality.Something with set up and predictability. This section summarizes the attempts to provide more adaptive definitions and theories to define a myth led to commonality or continuity to draw the world-view. He offers that the philosophy of continuity states that all things are continuous and are one, defining that God and earth are one scarce separate. That said, an percentage point do from earth is God. This is true for all religions except those beliefs which have derived from the Hebrew being Judaism, Christianity and Islam. Chapter Three persistency The Basis Of Mythical ThinkingIn this chapter we follow Oswald as he delves into the ideology supporting the supernatural aspects of myth. It provides that myth views are Just another way of tuning into reality than what we accept using Westernizes logic. By defining myth as all things continuous, there can be no distinction between the trinity realms of gracious, nature and divine. Oswald describes the term pantheism and how things that look and sound alike are considered the same therefore to worship an divinity is to worship a God. Through this logic, mankind can alter the core of natural sheaths by way of their idols.He states that this is the single most important aspect to the way of thinking that characterizes myth. It is believed that in Myths, a magic offer can disrupt the continuous nature of things, bringing funny farm and disorder between the realms. Myths are polytheism meaning many Gods. They are often represented done symbolism. It is fundamental in myth that all things begin with matter. In myth, benevolents exist to serve the gods. They have no significance in the mythical world. Person alities are exceptions to the norm creating chaos to the continuity.That world is a continuous circle coming and going nowhere at all times. Chapter 4 transcendency Basis Of Biblical Thinking The Bible, when compared to the surrounding ANNE, is radically different in how it approaches reality. The Old Testament, regardless of the historic statements being true or false, is consistent. Common Characteristics Of Biblical Thought The two biggest differing traits in the Old Testament are monotheism and iconoclasm. Monotheism primary(prenominal)tains that Heehaw is the sole creator and separate from the world.The Hebrew plurality are the still culture ever to exist that believed in monotheism. Israel, which was less advanced in all aspects of culture then the surrounding ANNE, insisted on a monotheistic religion in a higher place all. Iconoclasm states that God cannot be do in any image or any created bound. It is cl first stated and defined in the Old Testament (Ex. 20-4-5) muff shall not make for yourself an image in the form of anything in enlightenment above or the earth beneath or in the waters below. You shall not bow down to them or worship them. This belief is the basis of transcendence.God is not the world, God cannot be identified to the world, God cannot be recreated and God cannot be manipulated by the world. Other distinct characteristics that separate Hebrew thought from all other belief systems are 1 . God is spirit and not matter which is the polar opposite viewpoint of myth. Myth states that matter is the basis of everything. 2. ) at that place was no conflict during the creation process. In myth creation evolves from chaos but in the Old Testament the world exists further because God spoke it into existence. 3. ) The Old Testament has a very high viewpoint of humanity.In fact man is made in the image of God. God created man last and man is the apex of all creation. In myth humanity is an afterthought and the only utilization is to provi de for the gods. 4. ) God is reliable and consistent. Heehaw will bless people and be there for his people even when it is not to Gods advantage. In myth the gods are fickle and only self-serving. 5. ) God is supra- informal which simply path God is not sexed. He is neither male nor female. He is spirit being and does not take on any traits of sexuality and sex played no part in the creation process.In myth gods comes into existence by sexual representation. They have sex with each other to make other gods and also have sex with desirable women to make semi-gods. 6. ) Since God is not sexed in the Bible, sex is dissocialized in the Old Testament. God set tripping boundaries o establish what is acceptable and what is forbidden when dealing with sexual relationships. Mythology uses all types of sexual rituals so that they can influence and manipulate the gods. there are no boundaries and anything goes. 7. ) The Old Testament also prohibits the use of magic.Sorcery of all kind is f orbidden and may not be use to attempt to manipulate God in any ritualistic way. The attempt to manipulate God to gain self-interest is vile to God. You maintain a personal relationship with God though prayer and obedience. In mythology magic, sorcery and rituals are common and essential to dealing with the gods. thither is no individual as the individual is Just part of the continuous nature. The gods are only influenced through the rituals of society. 8. populace relate to God though ethical behavior and to the disciplined obedience of God.What matters most to the Israelites is how people treat their parents, their children, their neighbors and strangers. They show their commitment to God by how they interact with others. God gives strict laws for his people to uphold and follow. Strict obedience to this covenant will create holiness for oneself bringing one closer to the holiness of God. Transcendence As The Underlying rule The underlying and most important distinction in the biblical understanding of reality is how God is in relation to the earthly concern.In mythical thinking god is the founding or the cosmos is god. The source and the manifestation are indistinguishable and are continuous. In Biblical thought God is surpassing. God is not the cosmos and the cosmos is not God. God is separate and apart from the creation. This belief is completely strange to continuity and distinguishes that God and heaven are not part of the natural world. The world is separate and only exists cause God willed it into existence by his word. This is the law of transcendence that clearly shows God is other than the cosmos.Oswald established in this chapter that all the reasons which make something a myth are opposite from the biblical worldview of the Old Testament. The Bible can therefore not be considered a myth. This does not say that the Bible is true but it is definitely not a myth. adept thing is true the Bible is unique and consistent which gives credence to t he approach. Chapter 5 The Bible Verses Myth Ethics In mythology there are two kinds of ethical misbehaver, offenses against gods ND offenses against people. Most offenses against the gods deal in the magical realm with rituals or spells.It is an attempt to ward off the gods from interfering or to manipulate the gods to gain favors. The repercussion of the offense depends on the mood, reaction and the personality of the god at the time. Offenses against other people are another matter. It is a crime against the laws of society that have predetermined punishments. In myth the laws are tacit to be human creations. at that placefore Judgment is by the people and there isnt reason to appeal to gods for help. In biblical thought, God has a covenant with man and all the laws for how people relate to God and to each other come from God through transcendence.One is either obedient or not to the law of God. There is no distinction between sin against God and crime against society. They are both lack of obedience to the written commands from God. What is unique is that the standard of the law and covenant with God is formed from the character of the one true Heehaw. Another biblical thought on ethics to consider is that the expectations are clear to all. There are clear results from compliance or noncompliance by the individual. One can gain more sharpness into Gods nature by how one reacts ethically in the physical world.Things happen too person because of what that person has done or is doing. It is no longer an unknown act in the divine world. Lastly, is the free pickaxe from allowed by God, a persons choice can impact what happens it is no longer Just a chiding from the other realm or from a cosmic gist. Jerusalem fell not because other gods in the divine defeated Heehaw, but because the people broke their covenant with God and God allowed the fall. It was a result of free choices and the consequences from those hoicks.The Significance of Similarities Between I sraelites and Non-illustrates Oswald now turns to similarities between the Israelite belief system and other surrounding cultures of the ANNE. There are five main topics that Oswald reviews 1). Similarities in Practice Without question there are similarities in the practices of the Hebrews and their neighbors. One obvious similarity is that both had laws that were delivered to them from God. Another similar practice is the ritual of sacrifice and the ceremonial cleanness associated with the practice.Still get along is the set-up of the tabernacle ND covenant with God which is almost identical to the Canniest sanctuaries. What makes the Hebrews stand apart is the obedience to the judgment that if I do something to my neighbor it has a direct correlation to my relationship to God. The Egyptian, Canniest and Mesopotamia could not accept that if one stole from another person it was a violation to the creator. No matter how similar any of the beliefs or practices seemed, the deciding f actor that separated the Hebrews was their relationship of the individual to God.There is a system of ethics that affect by ones behavior in all matters. 2. Similarities in Expression There are references in the Bible to the cosmos and to other mythical things such as the Leviathan. Some argue that the Hebrews believed in the chaos of cosmos or continuity because of the mention of mythical things that are utilise as reference in the Bible. Oswald states the difference is that, the transcendent God is accomplishing his will through an obedient nature in a specific historic event.In a unique moment in time and space, never to be repeated, but also ever to be forgotten, God has worked redemption for his people. The Bible doesnt necessarily believe the myth of the surrounding ultras, but makes the point of the myth, to only break the myths validity, to make it absolutely clear it is God who prevailed. 3,) Similarities in Thought Patterns There is a scholarly consensus that believes th e Israelite religion is based on the principle of continuity which is similar to the surrounding ANNE culture. The Israelites abandon the belief system of continuity because of a cataclysmic event.It is further argued that the event was the exodus from Egypt and that all put down level of the Israelites front to the exodus was rewritten to mirror the recent adopted reenactments God belief. The problem with this argument is that the Hebrew believes that God reveals himself through unique events and persons in time and space. The historical relevance is absolute and the inspired written word of God. It is contrary to the entire belief system of a transcendent God that defines the Hebrew thought. 4. ) Genesis Is Genesis, especially the early chapters, written in myth?The problem with this thought is that the characteristics that define a myth are absent. There are not multiple gods, there is no continual creation that the world reflects, sex is not a part f the creation story, there is a high view of man not a low one and there is no conflict between order and chaos. Scholars have move to say that in Genesis 11 When God began to create the heaven and earth, the earth was without form and void. that Hebrews believed in a preexistent chaos. The second point scholars make to say that Genesis is a myth, is that the creation story is similar to the Babylonian.When observed closely the texts of the two stories do not really match. The majority of the Babylonian creation story focuses on the creation of the gods and the battle between gods for a supreme rule. They are only similar in a logical progression of how things were made The bottom line is that there is no conflict between good and evil or any sexual deeds that transpired to make the creation process start. The world both in heaven and on earth are because God willed it and commanded it to be so by his word. Psalms There are many Psalms that can be construed as similar and describing pagan gods and viewpoin ts.Oswald demonstrates in Psalm 29, Psalm 68 and Psalm 104 the comparison that the author could be describing Ball instead of Heehaw. Both are cloud riders and both control the rain. In all accounts it is clear hat God is separate from the rain and storms, God is not the rain or the storm but apart from it. God is the maker and giver of all things. In myth there is no legal separation only oneness with all things. Ball is god, Ball is nature and Ball is the idol. Ball cannot be separate from the storm because of continuity Ball is the storm.Chapter 6 The Bible And History A Problem Of Definition The main distinction of biblical Old Testament thought is that God interacts in unique non-recurring events in a specific time and place. The Bible contends that the events are factual and happened as written. The idea that human choice and actions can effect outcomes in the natural world and that these choices are non-repeatable and are aligned toward a single measurable universal goal ar e all unique and recorded in the Bible. Definitions Of History Like a myth, history haves a clear definition.History can refer to the recording of an event, the study of the past or Just a connected experience of an event in time and space. Oswald reviews different definitions and interpretations of what history means and how it will refer to the Old Testament. Oswald then offers his own definition A history is a floor of a series f events revolving about human beings acting in time and space. Existing for the purpose of human self-knowledge, it purports to be an accurate account of all significant elements for the eventual outcome. History is about the accurate account of human beings.Understandings Of Reality On Which History Writing Depends In order to establish the importance of history, it moldiness be established that the belief in human free will and choice is absolute. If not then history doesnt matter. Oswald reviews six theological points and six historical practices of the ANNE that historic writings depend on 1 . Humans are free and responsible. If there isnt free will and choice then everything is ready and Just part of a continuous bout. History and the knowledge gained from the study of history cannot change a predetermined fate of a future event. Choice is Just an illusion. . ) There is cause an effect to an event in time and space. Things are not Just by chance as a result from events in the invisible world. 3. ) Truth is absolutely necessary to establish order to study history. If an event in history never happened, what is the point of learning from the choices made by a person in that event? If there is only speculation and interpretation without fact, then the event is meaningless. 4. ) Humans are dynamic and goal- oriented. Humans must believe that we can change for the better. If we are Just part of a repetitive cycle there is no reason for goals and improvement. 5. Relationships within time and space have significance. If this is t rue then what happens in the physical world matters. If not relationships are all continuous and predetermined. 6. ) A consistent standard must be established to measure against. If there isnt a standard there will never be agreement and it all becomes meaningless. Omens An omen is a sign which foretells the results of a particular event or Journey. Omens diminish the value of free choice and lead to predetermination by the gods. In Babylonian culture oftentimes time has been spent on documenting all the different omens and meanings of their signs.King Lists Is simply the names, lineage and length of each king being documented. Date Formulae In ANNE it was standard practice each year to document the name of the judgment king with his title and announce what he accomplished within that particular year. Epic Epics are narratives that reveal events of a hero on a Journey. Many of the characters have been found to be based on historic individuals with the feats based in fact. E. G. Ul ysses was an actual character who fought in Troy and did have difficulty acquire home. Royal Annals These annals record in detail the events in each a kings reign.They describe in detail military conquest, building projects, interests and favorite topics of that king. Chronicles Chronicles are an objective documented account of the carriage of a king describing his victories and defeats as well as his line of succession. It does not evaluate the value of the feats. Reasons For The absence seizure Of History Writing Oswald outlines five reasons why there would not have been documented writings in the ANNE 1 . ) Focus on NOW If we conclude that the ANNE was founded on and believed in continuity then all that matters is the present.Nothing in the past or future influence or effect what was happening today. There was no need to document it. 2. ) Subjective Orientation Historical writings gain credibility when written by an away(p) person. In the ANNE all is connected and one with eac h other so there is no removed or subjective opinion. There was no point to have it written by a unbiased person as there is only me. . ) Multiplicity of Causes In continuity there are space causes to an event. How the stars line up in the sky have more impact on what happens then human free choice.What happens in the invisible world effects the physical world giving infinite reasons why it happened. 4. ) Determinism Choice is just an illusion because of the cyclical and interconnected nature of reality. In reality there are no choices because everything is dictated by outside forces. What a person does is predetermined regardless of what they believe. What is the point to document and study an event if they have no future choice? . ) Preoccupation with Order and Security The forces in the cosmos are constantly battling each other over good and evil, creating and destroying at all times.Chaos is perpetually around whether in the physical, material or political world. Security is completely dependent on the outcome of the victory of order. The study of events from the past would have no impact on the battles waged in the cosmos which is where order and security is decided. The Bibles Unique Approach To Human-Historical Experience 1 . ) Humans treated as Real Individuals The Bible is radically different from other literature of the ANNE. The Bible uses characters that are real and human. Truth is found in the individual not in the normalcy of things, but in the character of that individual.The ANNE literature uses semi-gods and supernatural representatives which is remote to the Bible. The emphasis of the individual in the Bible is important and had no relevance in ANNE culture. 2. Failures and defeats Not Glossed all over In the Bible both positive and negative traits of the individual character are highlighted. Failures are documented and Judged by God. There isnt glory in failure as in Greek Eric literature, Just lessons to be learned. 3. Significance o f relationships The Bible deals explores in detail, relationships with individuals and with God.It does not pass over them as insignificant, but rather goes into them in detail from a purely neutral perspective. Our actions and what we do to others matter. What David chose to do with Bathes was done and Judged by the transcendent Heehaw. Heehaw dealt with the result, but allowed the choice of the individual to be made. 4. Significance of Human Choice The Bible states that it is human choice that shapes the events on earth, not a predetermined continuous force in the cosmos. A person can interact with God, but that person has the right to choose and the results are determined by the choice. . Developmental Relationships The Bible relates past events to the present and compares the results. This is completely in contrast to the ANNE literature which only deals in the NOW. The writings are stringently to document the current reign. They do not demonstrate or compare one reign to the coterminous one. There is no purpose to documenting as it is Just another repetitive report in an interminable continuous circumstance. Implications of Transcendence For Israels View Of Human- Historical Experience Transcendence is the belief that God is separate and not part of the world.This apprehension is a major difference in approach to all the surrounding ANNE. Transcendence makes it impossible to believe that human events correspond to a mirror opposite invisible world. There isnt a connection between the two, what happens in invisible world doesnt affect the physical world. 1 . ) Possibility of Transcending Events Since God is separate and apart from creation, there is a space beyond this created world. Since this world is purposefully created by God who judges all things, then there is a reason to act beyond ones own self-interest.This concept is documented many times in the Old Testament with how the individual relates to the covenant presented by God. There is a force outside this world to Judge the events of the individual. 2. ) Impossibility of misleading God God is all knowing and all is revealed to God. You cant fool God. In the ANNE the gods are part of the system, so they can be manipulated. I can document things that are not true because I can trick the gods. Not so with a separate God who created all and is transcendent. God knows everything and will Judge according to integrity of the individuals choices and actions.God utilize the Prophets to write the history of the Bible and to uphold Gods integrity. All of Israel respected and knew that the Prophets were chosen by God. The Prophets could write the truth without fear of consequences of man. In the ANNE culture if a person wrote something the king didnt like he could be killed. 3. ) A Simplified Understanding of Causation In the Bible God is responsible for all and God has no rival. God is the only one to answer to and the cause of everything. Humans are personal and at the same time disconnected from God.Everything that a person chooses to do is either in defiance or amenable to God. This makes relationships with humans to God and humans to humans very significant. God wants our obedience and more importantly God wants a relationship with people. That is something that cannot be predetermined. 4. ) Speech as the Mode of Accomplishing master Purposes God chose to communicate to his people by entering the lives of individuals through personal experiences and non-recurring historical vents. Since God is not continuous, but separate from this world, one cannot participate in Gods life.Any attempt to do so is forbidden in the Bible as discussed in earlier chapters. So how does a person then participate in the life of God? By that person demonstrating an ethical character and obedience to Gods law, a person receives Gods blessing and approval. God reveals himself through the human historical experience at a specific time and space. Therefore what God does is very i mportant and how it is truthfully documented is extremely significant. That is why commented history is captured. History writing As Myth-Making ANNE culture used nature to express myth in culture.Did Israel choose another mode for myth and use historical myth to express their faith? The answer is no. In pagan worship idols are made from nature and nature is the gods. All is continuous with each other. There is no separation. With Israel God is not the history rather the history is the people who experience God along the way. This is because God is separate and transcendent. Israel, like the neighboring ANNE, attempted many times to place God in a box to control God. impertinent the recurring continuous pagan gods of the ANNE, God liked to perform miraculous one-time events to keep the people on track.God also used the prophets to constantly remind the people that they were different and God was different. The Hebrew therefore, does not discover faith by retelling a fictional stor y or by a ritual of bid to recreate an outcome. The Hebrew recites how God intervened with individuals and the nation of Israel that was directed by God through the prophets. Chapter 7 Is The Bible Truly historical? The Problem Of History (l) The Bible is thought by many to contain historical-fiction. Is the Bible history like or is it historical fact? The bigger question is, are biblical accounts history and does it matter?Historians argue that history is real only if complete human responsibility for events and outcomes are present. understandably events and outcomes of the Bible are not only human responsibility. Other historians now believe that history is accepted if the historical writing is for a divine purpose. Human involvement and choice is always involved but divine intervention explains what happened. Since there is no way to document the purpose and true nature of God, we are only left tit speculation. E. G. There is no way to prove biblical accuracy to the events of the exodus.So does that make the Bible a myth or historical fact? History as Revelation INADEQUACIES The Bible can be considered as history revelation. That is the interpretations of Gods actions in the Bible are through humans and are flawed but still bear get to the revelation of God. Revelation Is Not Confined to Divine Action James Barr argued, the problem with this explanation is that the Bible doesnt distinguish the division between revelation and witness to revelation. If there is a preference then the miracles all disappear and the reports of the events are not valid.If the only nark to the events is the witness, then that source isnt trustworthy there is no truthful access to the acts at all. If history is grow in faith the history disappears. This argument states there is no revelation in the Bible. The Bible is Just speculation, a vehicle of history writing the Hebrew people chose to use. Divine Action in History Is Not Unique to Israel Another attack on the uniqueness of the historical revelation of the Bible is that there are many other cultures that use gods o intervene on behalf of an individual in a specific event in history.The thought that a god could act in history was not a new concept to the ANNE. Oswald stated the difference that this was the only place he acted that had significance for human beings, that those actions were according to a consistent, long term purpose, that he was using the details of human-historical behavior to reveal that purpose, and that he was Just as capable of using enemies as he was friends to accomplish his good purposethat, I maintain, is not found anywhere else in the world, ancient or