Monday, January 13, 2020
English is used by many people all around the world. Different people use it for different purposes in different settings. The English in the modern times is not considered as a unified and single language because of many factors, one of which is the diverse society that has contributed to the development of the English language. Linguist had developed a number of specialized terms to label the different ways people nowadays use English. The first one is due to the regional variations of the people. People in different regions like the US, Canada, London, Ireland, Australia, India or Asia have different ways in using the English language. These regional variations in different areas differ very much in speaking the English language either on its pronunciation, vocabulary or grammar. (Byrd, 1999)The second is the existing sub-regions within this area. The US has many sub-regions existing; also in England there are considerably many groupings to be considered. The third factor is that all English are different, but all of them are considered and share the common core, the English language. The fourth factor entails that in addition to the regional variations of English, English has sub-groups of speakers which are alike either in education or social status.(Byrd, 1999) There are features of pronunciation and grammar that are used to link people together belonging to a social group and as part of their social identity as members of the group.The fifth factors entails that English can be categorized into subsets belonging to a certain type of communication, say the English language used by engineers, mathematicians, or a group of college students.Ã The sixth factor attributes the variation on how English is written or spoken. This particular factor is quite complex but the general idea is that there are differences attributed from example, a written research paper compare to a research presentation done in public. This area of topic is essential for English teac hers of ESL/EFL for them to be able to sort which type of English to teach, and how they can effectively teach the type of English to use in a communication setting appropriate with the situation and conditions. Finally, linguist often times discuss the varieties of English based on Ã¢â¬Å"styleÃ¢â¬ . Style is often divided into loose sub-groups which label things such as Ã¢â¬Å"formalÃ¢â¬ , Ã¢â¬Å"neutralÃ¢â¬ , and Ã¢â¬Å"informalÃ¢â¬ . (Byrd, 1999)STANDARD AND NON-STANDARD ENGLISHIn the discussion of Standard English, the topic that greatly affects this discussion concerns with the use of terms and differentiation between standard and non-standard English. Both of these terms must be defined clearly before discussing the right approach in teaching Standard English to native English speaking students. Biber et al. (1988) suggest that Ã¢â¬Å"vernacularÃ¢â¬ should be used to define the Standard English rather than the tern Ã¢â¬Å"non-standardÃ¢â¬ because it somehow impl ies a negative connotation to it.For professional teachers of English, they should be very careful with labeling and defining the sub-categories on English. English teachers are faced with issues such as first, with regards to the term Ã¢â¬Å"standardÃ¢â¬ which is a label in accordance with the people who are dominating a population and are likely to label the term to something that implies to having a prescription to use something that is labeled as Ã¢â¬Å"standardÃ¢â¬ .The term standard does not imply it being a Ã¢â¬Å"betterÃ¢â¬ or Ã¢â¬Å"bestÃ¢â¬ form of English, it just is a term governed by the rational process of standardization. Second, terms which describe the variety of English with Ã¢â¬Å"un-Ã¢â¬ or in this case, Ã¢â¬Å"uneducatedÃ¢â¬ should be eliminated because of the negative connotations it brings. Third, there exists the realization that a system is present in contrasting between standard and no-standard. This system gives little help in specifying t he many sub groups of English speaking people based on the vocabulary, grammar or pronunciation. Fourth, it must be understood that any individual must speak more than one version of English because in a diverse society, the skill is needed and can be used appropriately in everyday communication settings.APPROACH IN TEACHING STANDARD ENGLISHIn todayÃ¢â¬â¢s academic curriculum, specifically in grammar, the debate is not really about grammar, but rather language. Standard American English should be taught to students for them to grasp the essential style in communicating the English language. Katz and Stevens (1997) proposes that there should be a curriculum which is based on the model of foreign-language immersion programs that aims to teach students with Standard English to teach them the value and understanding of English whether it may be in writing, speaking, reading or understanding.The authors attributed their proposal based on the observation that the traditional curricula i n most schools through the traditional method has not been effective in reaching the studentÃ¢â¬â¢s reading, writing, speaking, listening and grammar skills. Hatwell (1985) study suggests that even with the study on formal grammar rules; the knowledge acquired by students is not translated into practice. Also explained by Brosnahan and Neuieb (1995) mentions that one of the primary reasons why students are unable to transfer their knowledge into action is because teachers are not teaching the right method.The authors suggest that the best way is to create an environment in which students are comfortable in studying the complexities of grammar. After their study, Brosnahan and Neulied conclude that teachers are likely to effectively teach the medium if they themselves like the topic and this in turn motivates their students to learn. This is called the enthusiastic instruction approach in grammar. Unfortunately, the study does not reflect the improvement on the studentÃ¢â¬â¢s gen eral facility with Standard English.According to Weaver (1979), the isolated grammar instruction could even hinder the language development, this situation because of the idea that the situation entails studentÃ¢â¬â¢s isolation among their peers. Rather than practicing the formal ideas in the isolation instruction program, students are deprived of the time to either read, write and converse among their peers which could significantly help them in understanding Standard English.Krashen (1985) concluded in his study that the most efficient way to acquire a second language is through immersion. Standard English, in other areas in of the world are considered as their second language because basically, they do not use the language in everyday settings and situations. The immersion approach will allow students to learn Standard English in a situation and environment where they can interact with their peers, and use the language in the direct communication process of the program.Only aft er which student learns the faculty of the second language do they learn about the language itself, and this in the end will refine their usage and style. Immersion program will succeed as a method for teaching Standard English to native English speakers because it initiates the process by which children acquires their first language. This is accredited to the fact that children learn language holistically, first, through the immersion at home, and this leads to their understanding and communication ideas about their surroundings and with other people.Through immersion, children are stimulated continuously through their first language. To affectively teach this approach, it should encompass areas in speaking, writing, listening, and reading activities. Also, different activities should constantly be referring to this method for it to be effectively to be proven in a normal classroom setting. The school administrators should also take their role in being committed with this kind of a pproach; they should be the one to facilitate a cross-curricular immersion environment that explicitly uses the Standard English to emphasize its subjects.Teachers of the immersion curriculum should also work in teams to allow the continuum process of learning for both students and teachers. This will entail a positive direction that will keep students motivated and will provide an environment where cooperation is included in every class. It must be noted though that the Immersion approach will not benefit all students, only those students in an environment where Standard American English is used poses as the best environment to which the approach can be adapted.CONCLUSIONThe traditional instruction of English is seen as ineffective and the need for a language curriculum that adapts to the developing needs of the students to become linguistically competitive is realized. Current grammar instruction and traditional methods had failed to deliver the appropriate language and communicat ing skills to the students. This is the problem that the Immersion program wishes to solve. Standard English, considered as a second language, enables students to effectively communicate with other people that comprise the diverse society we live in today. This will help them become competent and confident later on in their lives. Discreet lessons concerning prescriptive grammar is not evidently shown in the studentÃ¢â¬â¢s language composition or their oral communicating skill, thus, the Immersion program aims to bring literacy, composition and communication together for students to master the essential concepts of Standard American English.References:BIBER, D., ET AL. (1988) Variation Across Speech and Writing, Cambridge, Cambridge University Press.BROSNAHAN, I. A. N., J. (1995) Teaching Grammar Affectively: Learning to Like GrammarÃ Porthsmouth, N.Y, Boyton/Cook.BYRD, P. (1999) Standard & Non-Standard English :The Dangers of Ill-defined Concepts.HARTWELL, P. (1985) Grammar, G rammars, and the Teaching of Grammar. College English, 47, 105-127.KRASHEN, S. (1985) Inquiries and Insights: Second Language Teaching, immersion, and Bilingual Education, Hayward, CA, Almany Press.STEVENS, K. A. (1997) Standard English Immersion for Native SpeakersÃ Ã PIPA.WEAVER, C. (1979) Grammar for Teachers, Urbana, IL, NCTE.
Sunday, January 5, 2020
Sample details Pages: 2 Words: 557 Downloads: 10 Date added: 2019/10/10 Category Statistics Essay Level High school Did you like this example? Foucault defined discourse as the ways of constituting knowledge, attached to the social practices, forms of subjectivity as well as the power relations that exist in the knowledge and relations between them. They circulate the nature of the body, unconscious and conscious mind as well as the emotional life of the subjects. Discourse provides the difference between the words pronounced by a person and the actions portrayed by the person.Ã Discourse translates to the way a person puts his or her ideas into practice and communicates more about the conduct of other people.Ã This paper seeks to discuss the different discourses of rank voiced by Iago/Roderigo and Othello. DonÃ¢â¬â¢t waste time! Our writers will create an original "Discourses of rank in Shakespeares Othello" essay for you Create order It will provide a critical analysis that evaluates the discourses as either good or bad. Throughout the play, Shakespeare demonstrates a discourse of rank using characters like lago and Roderigo. In the opening scene, lago identified Othello as Ã¢â¬Å"the thick-lipsÃ¢â¬ and continue to identify this character as Ã¢â¬Å"the health of black Othello.Ã¢â¬ These and other comments identify Othello as a black African whose origin can be traced in the sub-Saharan region. LagoÃ¢â¬â¢s comment in the first scene of this play is accepted as the actions of racism that exist in the current generation. Despite the failure of England to participate in the slave trade in 1604, Shakespeare developed some knowledge about the people of the African heritage and managed to rank their capabilities through the play. Moreover, Shakespeare used Roderigo to express his discourse of rank through the description of the Moor. Roderigo identified the Moor as Ã¢â¬Å"lasciviousÃ¢â¬ while lago responded as with the comment of the Ã¢â¬Å"devil will make a grandsire of you.Ã¢â¬ Ã Lago intended to arouse BrabantioÃ¢â¬â¢s wrath using the verbal images of his daughter copulating unnaturally with a bestial creature, a demonic figure of vice and depravity. In addition, lago perpetuated the myth of Moors having promiscuous sexual appetites. He identified lago as a black and an old ram that probably seduced Emilia. His description demonstrates the envy of powers that lago imagines to be greater than his powers.Ã These descriptions by the two characters showed hatred to the Moors that translate to the actual deeds of the Lago and Roderigo.Ã The descriptions contradict OthelloÃ¢â¬â¢s argument on the hatred showed on Lago and Roderigo to the Moor. Othello argues eloquently that the hatred is not a g enuine reaction. In the middle of the temptation scene, Othello seems to believe in the words said by lago and Roderigo. He went ahead to express the same kind of hatred to other characters of the scene like the Desdemona. He wanted to put her into messes and tear her to pieces.Ã Therefore, OthelloÃ¢â¬â¢s words appear to contradict the way he interacted with other people showing the discourse of rank in the entire scene. From the above description, one can conclude that Shakespeare developed the capacity to exploit the full complexity of the discourse of rank with an expectation of showing the way the white villain opposed a black man of heroic proportion.Ã Although the predominant typology of white over black is only temporarily subverted in fits and starts in the play, the subversion is itself an incredible artistic triumph. Therefore, the discourse is used to express the confrontation that existed between the black and white that continued to express the current prejudices, fear, and hopes.
Friday, December 27, 2019
Sample details Pages: 6 Words: 1651 Downloads: 5 Date added: 2017/09/22 Category Advertising Essay Type Argumentative essay Tags: Military Essay Did you like this example? Psychoeducation Effectiveness on Military with PTSD ABSTRACT This research paper explores medical professionalÃ¢â¬â¢s use of psychoeducation in the treatment of Post traumatic Stress Disorder (PTSD) with military personnel. Through my research I wanted to find in depth narratives outlining the following questions: Is psycho-education a suitable intervention technique in the treatment of PTSD? If so, when is it correct to use or integrate psychoeducation in the treatment process with military personnel? Also, what have been the results in using psychoeducation as a type of treatment for PTSD with individual military personnel? How do you assess the success of this intervention? Results from exploring the meaning and understanding of psychoeducation, and the effectiveness in the treatment of PTSD revealed subjective results due to timeframe and situation of use with the treatment technique. The data collected from the research suggested the need for more research to be per formed on the effectiveness and best practices of the use of psychoeducation in the treatment of PTSD. Post-traumatic Stress Disorder (PTSD) has captured the minds and imagination of the American public especially during this time of war. With the increased violence due to the war in Iraq and Afghanistan, many Soldiers are affected by the violence and the trauma associated with conflict. Post-traumatic stress disorder is defined in the dictionary as a mental disorder, as battle fatigue, occurring after a traumatic event outside the range of usual human experience, and characterized by symptoms such as reliving the event, reduced involvement with others, and manifestations of autonomic arousal such as hyper-alertness and exaggerated startle response (Posttraumatic stress disorder. Random House Unabridged Dictionary. Soldiers throughout history have had to deal with the mental, physical and emotional stress associated with combat. Many of the returning Soldiers from the Iraq War h ave indicators of combat related stress or are diagnosed with PTSD. In a speech to the U. S. House Committee on Veterans AffairsÃ¢â¬â¢ Health Subcommittee Col. Charles Hoge, M. D. , Chief of Psychiatry and Behavior Services at the Walter Reed Army Institute of Research stated that 19% to 21% of troops who have returned from combat deployments meet criteria for PTSD, depression or anxiety. Of these, 15% to 17% of troops who served in Iraq and 6% of those who served in Afghanistan had PTSD symptoms when surveyed three to 12 months after their deployments. In general, PTSD rates were highest among units that served deployments of 12 months or more and had more exposure to combat (Kaplan, 2006, p. 1). The Department of Defense has initiated numerous resources such as Military OneSource, pre/post health assessments, and has increased the behavioral health services that military personnel, veterans can use for mental health resources (Kaplan, 2006). There are several therapeutic a pproaches used in the treatment of PTSD, which include Psychotherapy, Cognitive Behavioral Treatment, Family Systems theory, group therapy and psychoeducation. However for the current research, I have chosen to focus on the effectiveness of psychoeducation in the treatment of combat related trauma, also known as PTSD, with military families and veterans, because of the limited body of literature and its flexibility of use with individuals, groups and in a variety of treatment. Psychoeducation has proven to be an effective method in the treatment of many mental illnesses including PTSD. The research strongly suggests that psychoeducation can be effective in reducing symptoms, hospitalization and stigma in a personÃ¢â¬â¢s diagnoses with PTSD while providing support and cost efficient treatment. Since the inception of PTSD, several theories of treatment have been introduced focusing on varied aspects of the biological, social and psychological reasons for the development of PTSD. According to the Handbook of Post-Traumatic Therapy, while theories vary, they all had 6 similar assumptions on how trauma affects the individual. Trauma impacts the personÃ¢â¬â¢s Ã¢â¬Å"psychobiological state, changes in learned behavior, changes in cognitive processing, changes in self-structure, changes in interpersonal relationships, and the nature of the stressors experienced within the time-space framework of a culture at a historical momentÃ¢â¬ (Williams, 1987, p. 15). It is important to recognize that each individual has a unique and diverse symptom pattern of PTSD (Wilson, Friedman Lindy, 2001). Therefore, it is necessary to have different treatment theories and interventions available for the clinicianÃ¢â¬â¢s use. Posttraumatic Stress Disorder is considered an anxiety disorder and defined as a Ã¢â¬Å"delayed psychological reaction to experiencing an event that is outside the range of usual human experience events of this type include accidents, natural disast ers, military combat, rape and assaultÃ¢â¬ (Baker, 2003, p. 331). The symptoms of PTSD includes but is not limited to anxiety, and impairment of social and occupational functioning (APA, 2000). PTSD can be a chronic and devastating disorder if treatment is not sought (Creamer Forbes, 2004). Education is designed to Ã¢â¬Å"develop long-term, organized bodies of knowledge and generic problem-solving skills that will help the learner solve personal problems, both in the present and in the futureÃ¢â¬ (Allen 2001). Psychoeducation is the Ã¢â¬Å"process of teaching clients with mental illness and their family members about the nature of the illness, including its etiology, progression, consequences, prognosis, treatment and alternatives (Barker, 2003, p. 347). PsychoeducationÃ¢â¬â¢s goal is to offer education and therapeutic strategies to improve the quality of life for the family while decreasing the possibility of relapse for the patient (Solomon, 1996). It also has been described as a Ã¢â¬Å"systematic didactic-psychotherapeutic intervention, designed to inform patients and their relatives about the disorder and to promote coping (Lincoln, Wilhelm, Nestoriuc, 2007, p. 233). By strengthening the coping skills, communication and problem solving abilities of the family, the well-being and adaptability of the individual and family members are expected to improve. Even with limited empirical evidence suggesting the importance of psychoeducation, practical application and experience has proven its effectiveness (Creamer Forbes, 2004; Lansverk Kane, 1998). During my initial research of psychoeducation in the treatment procedure pertained to schizophrenia. Several of the studies conducted on schizophrenia found that patients benefited from psychoeducation, producing a reduction of relapses, better social performance, positive effects on well being, and a better perception and attitudes of family members regarding the illness (Merinder, 2002; Rotondi et al. 2005). A joint effort between the Department of Veterans Affairs (VA) and Department of Defense (DOD), referred to as the Joint Clinical Practice Guidelines for PTSD (JCPG-PTSD), publicized its support of the use of cognitive therapies in the treatment of trauma victims (Russell, Silver, Rogers, and Darnell, 2007). Existing data also states that psychological services are beneficial to military personnel and their family members. There is a wide array of information on CBT due to its popularity in empirical studies (Creamer and Forbes, 2004) and its proven effectiveness (Monson, Rodriguez Warner, 2005). CBT is focused on cognition and the use of positive consequences (Cooper Lesser, 2005). Incorporating CBT and psychoeducation in individual therapy involves questions and discussion, note taking and a summary of key points discussed in the session. Educating clients also is a common and essential practice in many therapeutic relations (Allen, 2001). Through conversation w ith fellow soldiers who had been to Iraq/Afghanistan and were diagnose with PTSD, it was stated that no one type of program or therapy was more effective than another, or that they used a variety of treatment options. For the soldiers that experience psychoeducaton the consensus was that integrating psychoeducation in their treatment was an effective intervention method and felt that psychoeducation or education after an incident or diagnosis was useful. In conclusion psychoeducation seems to be a worthwhile method of intervention to be used in the treatment of PTSD and that its treatment has positive outcomes on the patient understanding of the disorder. The data gathered from my small scale research could be built upon for a study or a even more larger scale research. It is important to do further research on which treatment modalities are more or less effective with psychoeducation. As more and more of our military members and Soldiers return from war diagnosed with or suff ering from PTSD like symptoms, it would be beneficial, financial and educational, to train clinicians on the best practices for the treatment of PTSD. References Allen, Jon. (2001). Traumatic Relationships and Serious Mental Disorders. New Jersey: John Wiley Sons, Ltd. Barker, Robert L. (2003). The Social Work Dictionary. Washington D. C. : NASW Press. Cooper, M. Lesser J. (2005). Clinical Social Work Practice: An Integrated Approach, Boston: Pearson Education Creamer, M. , Forbes, D. (2004). Treatment of posttraumatic stress disorder in military and veteran populations. Psychotherapy: Theory, Research, Practice, Training, 41(4), 388-398. Kaplan, Arline. (Jan 1, 2006). Hidden Combat Wounds: Extensive, Deadly, Costly. In Psychiatric Times, p1. Retrieved July 02, 2007, from Academic OneFile via Thomson Gale: https://find. galegroup. com/itx/infomark. do? contentSet=IAC-Documentstype=retrievetabID=T002prodId=AONEdocId=A141590763source=galeuserGroupName=mlin_w_smithcolversion=1 . 0 Lincoln, T. M. ; Wilhelm, K. ; Nestoriuc, Y. (2007). Effectiveness of Psychoeducation for Relapse, Symptoms, Knowledge, Adherence and Functioning in Psychotic Disorders: A Meta-Analysis. Schizophrenia Research, 96 (1-3), p 232-245. Merinder P. (2002) Psychoeducation for Schizophrenia (Review). Cochrane Database of Systematic Reviews 2002, Issue 2. Retrieved June 26, 2007 from: https://www. mrw. interscience. wiley. com/cochrane/clsysrev/articles/CD002831/frame. html Monson, C. , Rodriguez, B. , Warner, R. (2005). Cognitive-Behavioral Therapy for PTSD in the Real World: Do Interpersonal Relationships Make a Real Difference? Journal Of Clinical Psychology 61(6), 751Ã¢â¬â761. Posttraumatic stress disorder. Random House Unabridged Dictionary. Ã © 1997 by Random House, Inc. , on Infoplease. Ã © 2000Ã¢â¬â2007 Pearson Education, publishing as Infoplease. 24 Jul. 2010Ã https://www. infoplease. com/ipd/A0515599. html. Russell, M. , Silver S. Rodgers, S. , Darnell J. (2007 ). Responding to an Identified Need: A Joint Department of Defense/Department of Veterans Affairs Training Program in Eye Movement Desensitization and Reprocessing (EMDR) for Clinicians Providing Trauma Services. International Journal of Stress Management 14 (1), p 61-71. Solomon, Phyllis. (1996). Moving from psychoeducation for families of adults with serious mental illness. Psychiatric Services 47 (12), 1364-70. Williams, Tom. (1987). Post-Traumatic Stress Disorders: A Handbook for Clinicians. Cincinnati: Disabled American Veterans. Wilson, J, Friedman, M. Lindy J. (2001). Treatment Goals for PTSD. In Wilson, J, Friedman, M. Lindy J. (Eds) Treating Psychological Trauma and PTSD (pp. 3-27). New York: Guilford Press. DonÃ¢â¬â¢t waste time! Our writers will create an original "Psychoeducation Effectiveness on Military" essay for you Create order
Thursday, December 19, 2019
Worldview is how someone would view the world around them. In a personÃ¢â¬â¢s world view it controls how their lives is lived out in the world, and how they would respond to certain things that goes on around them in the world. A personÃ¢â¬â¢s worldview is important to them, because it plays a big part in their lives, and they make ethical and moral decisions based on what their worldview is. A ChristianÃ¢â¬â¢s worldview is described in how a person follows the teaching of Jesus in the bible, and he or she is committed to following Jesus teachings. According to John 14 verse 6 Ã¢â¬Å"Jesus answered, I am the way and the truth and the life.Ã¢â¬ (The NIV Rainbow Study Bible, 2017). Christians believe in God the father, God the son, and God the Holy Spirit, three inÃ¢â¬ ¦show more contentÃ¢â¬ ¦Everything on earth is dependent on God. Humanity Our human nature is what makes us human, in which we are clearly different from animals. God gave us the ability to talk, smell, hear, touch, see, feel, and think. Ã¢â¬Å"The creation of humanity in the image of God shows the special relationship between God and humans. While God created all things, humans are the only creatures that God created in his image and that God breathed the breath of life into (Genesis 2:7).Ã¢â¬ (Diffey, 2017). Humans also possess some of GodÃ¢â¬â¢s attributes, such as loving, caring, patience, faithfulness, and compassionate. Ã¢â¬Å"God s purpose for humanityÃ¢â¬âto reconcile people to himself through rescue, redemption, and renewal.Ã¢â¬ (Lecture 5, 2017). Humans have many purposes, but the most important purpose is having a close relationship with their creator God. Humans were created to worship, obey, have dominion on earth, serve and keep the garden (Diffey, 2017). Humanity now has problems in the world today, because of Adam and EveÃ¢â¬â¢ s disobedient to God and did not listen to his commands, and fell for SatanÃ¢â¬â¢s lies. They ate from the tree of the knowledge of good and evil, the one tree that God forbid them not to eat from. The fall of Adam and Eve, is the root cause of all the problems that humans are going through now in the world. Humans now have a sinful nature, because the fall introduced sin into the world. In the world, weShow MoreRelatedDifferent Philosophies That People Believe1634 Words Ã |Ã 7 PagesThere are several different worldviews that people believe in. Those might ask what exactly is a worldview? Here is the definition: Ã¢â¬Å"A worldview is the framework of basic beliefs that we hold, whether we realize it or not, that shapes our view of and for the world. Everyone has a worldview. The question is not whether one has a worldview but which one has.Ã¢â¬ 1 Here is the definition of a biblical worldview rather than just a worldview: Ã¢â¬Å"A biblical worldview is based on the infallible word ofRead MoreFinding Scripture: Humanity and Ethics Worksheet and Journal #41108 Words Ã |Ã 5 PagesStudent Success Center. Please type your answer directly beneath each question so the instructor can see the question and your answer in the same place. 1. Write 2-3 sentences explaining why the creation account is so significant to the Christian worldview. What difference does it make to someoneÃ¢â¬â¢s thought and practice to believe that humans are created in the image of God versus being the result of random processes acting blindly on matter? Being created in Gods image is so significant to theRead MoreEssay on Biblical Foundations1389 Words Ã |Ã 6 Pagesplan of what a school is going to teach during a school year. The time frame of the curriculum can vary from a quarter to a semester to even being taught the entire school year. Wayne (2010) suggests that each individualÃ¢â¬â¢s personal biblical worldview impacts each person in their beliefs and opinions about curriculum development differently. The stance taken by this individual is that of trying to see things in the manner that God would want. God is all knowing and being all knowing, He knowsRead MoreCritical Thinking : Islam Worldview / Christian Worldview 21086 Words Ã |Ã 5 PagesCRITICAL THINKING: ISLAM WORLDVIEW/CHRISTIAN WORLDVIEW 2 The Question of Origin Islam Worldview The beginning of life according to Islam was facilitated by the prophet Muhammad. But, Islam began long before Muhammad. Muhammad dictated to the Quran, which is the holy book of Islam. The followers of the Islam religion call themselves Muslims. Ã¢â¬Å"There is approximately 1.8 billion people that follow the Islam religion. It is the second largest religion in the worldÃ¢â¬ (Lipka, 2017). FollowersRead More What is Worldview? Essay example1024 Words Ã |Ã 5 Pages After reading the fourth chapter heading of Consider, the first definition of worldview that came to my mind was Ã¢â¬Å"view of the worldÃ¢â¬ just from a literary perspective. The co-authors defined worldview as Ã¢â¬Å"a framework a person brings to decision-makingÃ¢â¬ (Weider Gutierrez, 2011, p.51). Everyone has a worldview with main characteristics that are ever changing. Different sources influence this framework such as parenting, friendship, telecommunication or internet media, educational and religiousRead MoreReview of Integrative Approach to Psychology and Christianity by David Entwistle994 Words Ã |Ã 4 PagesChristianity: an introduction to worldview issues, philosophical foundations and models of integration, by David N. Entwistle. As the title states, this book discusses how to integrate psychology and theology. It also dives into to why it is so important to be able to integrate the two. Entwistle explains that just because the two are different does not mean they should be separated and that we have to use both our worldviews. Ã¢â¬Å"Weaving together perspectives from psychology and Christian theology can help usRead MoreChristian Philosophy Versus Christian Worldview1294 Words Ã |Ã 6 PagesIntroduction Human perspective differs and leads to diverse worldviews. Several factors contribute to the creation of worldviews; the environment, experiences and most importantly the education that a human is exposed to. The question is often asked if there is such a thing as a write or wrong worldview, since it can consist of religious beliefs, political connections, and subjective opinions on life, love, family and friendship. These worldviews create philosophical questions regarding how society trulyRead MoreChristian World View1397 Words Ã |Ã 6 PagesEveryone has a worldview. This may be something we do not think about on the regular, but we all have one. A worldview is our set of beliefs used to understand the world. It shapes our thoughts on how we interpret reality, and forms our moral opinions. Our regular worldview is formed by almost anything secular, jobs, money, family even education. Then there is a ChristianÃ¢â¬â¢s Worldview which would be our sacred doings. The Christian or Biblical worldview is based on the word of God. When the word ofRead MoreEssay Personal Worldview642 Words Ã |Ã 3 PagesPersonal Worldview Grand Canyon University HLT 310 Personal worldview Spirituality is defined in several ways as it pertains to different worldviews. Today we will look at the worldview as it relates to Pluralism, Scientism and Postmodernism. Pluralism is a worldview in which the society members structure their culture based on acceptance and diversity. These common traits all strive for the common good of all andRead MoreBiblical Worldview : The Natural World861 Words Ã |Ã 4 PagesBiblical Worldview Essay Ã¢â¬ ¢ Introduction To understand what Paul message is to its readers in Romans 1-8, one must understand the definition of what is a Ã¢â¬Ëbiblical worldview.Ã¢â¬ A biblical Worldview is defines as an overarching view of the world based on GodÃ¢â¬â¢s revealed truth, the bible, which directs our life in the world (Cascade Christian School P.1). Once the reader understand such biblical worldview then the passage of Romans 1-8 come to life by teaching us in the areas of Natural World, Human
Wednesday, December 11, 2019
Did the New Deal Prolong the Great Depression? Yes: Burton W. Folsom, Jr. * The Cabinet head had personal connections with the President. Made him bias towards FDRÃ¢â¬â¢s ideas * Unemployment was higher in 1939 than in 1931 after hoover left office * Govt went from running a surplus to a deficit * Seven Years of trade deficits cursed American GDP over the span of the New Deal * Welfare and Social Security kept lazy people lazy and made hard working people take pay cuts * The economy is self regulating and self healing; it would have fixed itself in time(not 12 years though) * IT was Ã¢â¬Å"Constraints SchoolÃ¢â¬ The US economy was in a nose-dive for the first 6 years of FDRÃ¢â¬â¢s presidency, but he kept the Ether up and promised progress * Roosevelt Raised taxes across the boardÃ¢â¬ ¦ Sounds familiar to what is going on nowÃ¢â¬ ¦ damn Obama * If the war did not come about, FDR would not have lasted the 4 terms. We will write a custom essay sample on Did the New Deal Prolong the Great Depression? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page NO: Roger Biles * FDR believed Taking a method and trying it until it worked or didnÃ¢â¬â¢t. It it did, then keep doing it; if it didnÃ¢â¬â¢t admit that defeat and try something else. He used the Federal GovÃ¢â¬â¢t to Ã¢â¬Å"helpÃ¢â¬ regulate the economy(kind of like genetically engineering which also doesnÃ¢â¬â¢t work 100% of the time) * Unemployment decreased over the first 5 years of FDRÃ¢â¬â¢s presidency * The FDIC insured everyoneÃ¢â¬â¢s money that is in the bank which is something that the US needed in 1929 * FDR created hope for everyone with Social Security, Welfare and Section 8 housing * He created the US postal service, rural electrification act, and rural mail act * Roosevelt changed the form of GovÃ¢â¬â¢t in a short 12 years * He created Ã¢â¬Å"Wealth TaxÃ¢â¬ (sounds familiar AGAIN! which Ã¢â¬Å"affected Very few taxpayersÃ¢â¬ * He then Repealed the Ã¢â¬Å"Wealth TaxÃ¢â¬ because it didnÃ¢â¬â¢t work FDRÃ¢â¬â¢s new deal was a great idea in theory(so is Marxism) , but wasnÃ¢â¬â¢t the best idea for the time. What he did is kind of what we are going through today: Promising change but not saying when, Increasing taxes and hoping it will help your deficit, and tried to intervene with the self regulating economy. The New Deal DID work, but only because WWII brought the need for production back to America; without that, the New Deal would have taked much much longer to work.
Wednesday, December 4, 2019
Major Battle Of American Revolution The American Revolution began on April 19, 1775, when British soldiers and American patriots clashed at Lexington, Massachusetts, and at nearby Concord. The war lasted eight years. It ended on September 3, 1783, when Britain signed the Treaty of Paris, which gave independence to the United States. The Battle of Bunker Hill was fought in June of 1775. In the Battle of Bunker Hill the patriots were successful in holding their ground, Redcoats sent three attack waves, the first to were successfully defended by the patriots buy the third was successful in driving the patriots off the hill. The main reason of the patriots retreat was because of lack of ammunition. Officially the victory was given to the Redcoats but the Patriots had the real victory, for they had proved themselves against professional soldiers and took a great many British soldiers in the battle. In the Battle of Long Island General Howe easily outflanked and defeated Washingtons army. Howe could have ended the war at this point but he hesitated. The reason for his hesitation was because he could not make up his mind whether to be a peacemaker or a conqueror. Howe could have ended the war at that time but he allowed the patriots to escape. In the Battle of Saratoga Horatio Gates along with Benedict Arnold defeated John Burgoyne. Arnold and Gates erected formidable defenses immediately South of Stillwater and then forced the British Army to surrender. This defeat revealed the failure of British strategy. This victory also helped convince France that it could safely enter the war on the American side. The Battle of Camden marked the point for the patriots in the American Revolution. The armies of Horatio Gates and George Cornwallis. The patriots received heavy casualties which forced them to withdraw. The out come of this battle was a severe defeat to the patriots. The defeat of the British at the Battle of Yorktown by the patriots and the French signified the end of the war. French ships and patriots trapped Cornwallis and his troops. Cornwallis surrendered and the British were defeated. Then the Treaty of Paris was drawn up because of the defeat of the British. These major battles had a great impact on the events in the war. Many of the outcomes of these battles decided what events would happen next such as the Battle of Saratoga convinced France that it was safe to enter the war. The Battle of Long Island could have a much bigger impact than it did. That battle could have ended the war. The French victory in the American Revolution ultimately led to the death of the French monarchy. This refers to how the French victory in the American Revolution was a very costly victory. The French involvement in the war had put a great strain on their economic situation. Because of this economic situation the French Revolution occurred which would eventually end monarchy in France. History Essays
Wednesday, November 27, 2019
Beethoven Essays (1583 words) - Age Of Enlightenment, Free Essays Beethoven There resounds a proverbial question, If a tree falls in the woods and no one is there to hear, does it make a sound as it falls? Capricious as this query may appear I have had occasion to entertain just such a notion when, as a youth, I found an exploratory journey down a deep woods path abruptly halted by the greeting of an enormous fallen tree. The colossal obstacle lay across my path and presented itself a motionless, silent guardian that protected that which lay beyond from my further intrusion. What a monumental disturbance must have been witnessed by the forest as this giant came crashing down! I wondered how the tree came to be there in the first place or what of the countless forms of life that had sprang forth from its protective purview over the decades of the trees history. I wondered what might have led to the demise of the strong anchoring system that had so obviously sustained the uprightness of this tower for so long. Not to mention what a scurry for life itself must have taken place by the multitude of creatures that were no doubt within the danger zone as tons of falling wood rushed earthward. Notwithstanding the magnitude of this event and the obvious lasting effects that resulted, I still wondered if the falling tree had made a sound? When the life of Ludwig van Beethoven first encroached upon my path, much the same sensation was experienced. No doubt I had heard of the composers name, but then so had I foreknowledge of trees, both fallen as well as standing ones. However, what of this particular composer. Had I ever entertained conversation with him? Had I known of his particular work, achievements, or failures? What difference had been made by this long extinguished life, at least where I was concerned? So here I stood. Yet another fallen giant before me in an apparently posture of complete silence leaving me to contemplate what, if any, true sound had been made as it fell. Every inquiry has its beginnings and Beethovens began in Bonn, Germany on December 16, 1770 (Cross 45). Though he had somewhat of a musical heritage with both his father and grandfather being performers themselves, it appears to have been that the emotion of greed more probably served as the conduit for molding of the youth. Johaan Beethoven, Ludwigs drunkard father, had become aware that his son possessed musical talent. Though apparently not particularly moved to enrich the young childs life, Johaan saw Ludwig as a potential Mozart style child prodigy of which could be capitalized on for financial gain. It is ironic that the same greed over Mozarts success inspired the creation of one genius, Ludwig Beethoven, yet aided in the demise of another, Wolfgang A. Mozart himself. It was this greed that enticed a drunken Johaan to pull young Ludwig from his bed in the middle of the night and then force hours of practice on the violin with abusive beatings being the corrective measure for mistakes the exhausted child might make (Cross 46). Johaan felt that if Mozart could be so successful at such a young age, then so could Ludwig. Consequently, it was precisely this same envy over Mozarts ability that motivated adversaries of the likes of Salieri to continually undermine the potential advancement of Mozarts work, and thus, contributing to his poverty and ultimate premature poppers funeral (Cross 522-23). Johaans greed took the form of envy while Salieris took that of fear. However, both were greed in its purest form and most likely had equal effect on Beethoven. Johaans greed resulted in abu sive, yet not unproductive, practice. The final product of this was technical ability as well as much emotion, both of which furthered Beethovens compositions. On the other hand, Salieris greed contributed to Mozarts early death. In his later years Beethoven greatly feared that he too would face a premature death as his idle, Mozart, had done. This pushed productivity out as Beethoven constantly felt a sense of urgency to make his destined contribution to the musical world. Beethoven had made his concert debut at the age of eight and had already tenured as a performer in the Electorate