Duffy Presentation of Love and Romance in Valentine

Carol Anne Duffy presents love and romance in a unique way that differentiates valentine from any other love poem. Throughout this poem carol expresses love though the original metaphor of an onion. This essay analyses how she does this so effectively and how she presents a range of ideas about love and romance. The idea of using an onion to represent your love for someone may be laughed at. However, the onion could metaphorically speaking represent the many layers of love or how love is bitter sweet. Duffy shows how an onion could mean a lot more than invaluable gifts such as ‘a rose or a satin heart’. She shows how these ordinary gifts are just stereotypes or clichà ©s and expresses how she thinks that love should be represented by†¦show more content†¦Ã¢â‚¬ËœIt will make your reflection a wobbling photo of grief.’ This line refers to the idea of the onion skin being shiny and reflective but when you see your reflection on the surface of the onion it appears distorted, unsteady and incomplete. Duffy presents these ideas as a warning against romance. Her approach to romance and love is very direct and honest. This is shown in the lines ‘I am trying to be truthful. Not a cute card or a kissogram. I give you an onion.’ This line compares insignifican t gifts to something more dramatic and powerful. I think that she is trying to show how love should be valued above clichà ©s and that even giving an onion is a more meaningful gesture. The following lines: ‘its fierce kiss will stay on your lips, possessive and faithful as we re, for as long as we are. Take it.’ Duffy suggests that love like an onion, it leaves a bitter after taste that lingers for a long time. It seems that Duffy believes that once you have had a taste of it you will remember it forever because it is that powerful. The ‘kiss’ suggests passion but the ‘fierce’ suggests that is a violent, urgent, desperate, and clinging sensation. She presents this as a metaphor for love in such a way that makes it seem disturbing and an altogether unpleasant experience. The line for as long as we are seems more realistic as it is very honest in the sense that the narrator has accepted that the relationship probably won’t last forever. This also relatesShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesWorkers More Sati sfying Jobs?) †¢ New Case Incident (Crafting a Better Job) †¢ Updated Case Incident (Long Hours, Hundreds of E-Mails, and No Sleep: Does This Sound Like a Satisfying Job?) Chapter 4: Emotions and Moods †¢ Entirely new Opening Vignette (Love at Work: Taboo No More?) †¢ New feature: glOBalization! †¢ New Myth or Science? (â€Å"We Are Better Judges of When Others Are Happy Than When They Are Sad†) †¢ Revised introduction to the topic †¢ Review of research on moods and employee attachment †¢ New section

Effects of Memory and Learning Free Essays

Can we really learn from our mistakes? If so, how does that actually happen? Knowledge and education has helped create connections with everything that we see in society. We call these connections that have formed our memories, both good and bad. Psychologists have researched and gathered information on the creation or formation of memories and learned behaviors. We will write a custom essay sample on Effects of Memory and Learning or any similar topic only for you Order Now Furthermore, psychologists have provided ample information on how memories can affect the education of students or people looking to learn something new. Therefore, it is through the increase attention to the ways the mind is able to obtain memories and information that can essentially help us decrease our mistakes. Richard Atkinson and Richard Shiffrin developed a three-step model that details on how the brain is able to process and develop memories. All memories are created through the fleeting sensory memory before it is encoded into a short-term memory so that it can be continually rehearsed before it is translated into a long-term memory (Meyers, 2011). Basically Atkinson and Shiffrin’s theory is based on the idea that the mind can only retain information that is consciously received; however the modified version offered by Meyers (2011) presents a much different idea. According to Meyers the mind still translates incoming information into a sensory memory (Meyers 2011). The second step to this modified version still claims the encoding of the sensory memory into a working memory. This working memory concentrates on the encoding and active processing of current immediate stimuli (Meyers, 2011). Over time the information is rehearsed and turned into a long-term memory. The great thing about the working memory concept is that it associates new and old information and solves problems so that we are able to handle all situations that we engage in. So what factors and behaviors increase memory retention? To begin most information is encountered and retained through the act of rehearsing, or conscious repetition (Meyers, 2011). Techniques and habits that have been proven to be successful through research has shown that prolonged exposure to the spacing effect, self-assessment, and serial position effect increases the individual’s ability to retain information much better than a person cramming last minute (Meyers, 2011). By providing a proper methodical and organized way to engage in new information a person gives the mind enough time to recall the information consistently for several years. Aside from rehearsing our mids are able to respond to encoding through multiple ways. Practicing the ability to form mental pictures, or imagery, helps build the minds ability to associate pictures and words (Meyers, 2011). A foundational element used from the beginning of time. Young children usually point to items in a home or outside and name the item they see according to what the teachers or parents say. Imagery is used by mnemonic devices in order to develop the retention and recall of memorized information via passages or speeches used by some of the best public platform speakers (Meyers, 2011). Through the use of imagery and mnemonic devices our minds are able to form a meaning to what we are trying to convey and ultimately we are able to organize and catalogue what we have learned within our memory. Understanding what factors and behaviors gives into the creation of our memory we as people and students are able to understand how teachers and psychologists are able to train our minds for further retention and absorption of information. Often at times failure seems to be the very thing that we learn from. It is from our parents and grandparents that we have heard the old trite adage â€Å"We learn from experience. It wasn’t until psychologists and educators came together to propose the testing effect. The â€Å"test effect† is essentially a well-established psychological phenomenon that proves that testing students on previously absorbed information allows for them to increase their retention of material opposed to the continual studying of materials (Roedlger III Finn, 2010). Henry Roedlger III and Bridgid Finn quote several studies from several psychologists in which state, â€Å"students who make an unsuccessful attempt to answer a test question before receiving the correct answers remember the material better than if they simply study the information. (Roedlger III Finn, 2010) This â€Å"testing effect† logic help students retain information in the pretesting stage by making them mentally engage in the attempt to answer the question by increasing the memorization of the information provided. Furthermore, the challenges presented to the students increase their focus, reduce their fear and engage their minds on a deeper level so that retention is at a maximum. Teachers, psychologists, and other professionals have all tried their best to figure out the best methods for learning and retention. By far the best ould be known by the acronym SQ3R, also known as Survey, Question, Read, Rehearse, Review, is the five step plan that is known to increase the learning and retention for all in a controlled manner opposed to short term cramming session. With this method one can easily correct previous damaging studying habits with ones that are positive and more beneficial. By surveying the current study material by scanning headings and make note of how the chapter is organized can organize the way the mind is able to map out the best way to handle the new incoming information (Meyers, 2011). After surveying the information the student must form their own questions to answer based on the heading or preview question this can be as simple as, â€Å"How can I most effectively and efficiently master the information in this book? † (Meyers, 2011) By using a slow and methodical approach to the reading the chapter the student will find the answer to their question and maximize the retention of information. Engaging in active reading means that the student must also take notes and ask additional questions that will help with the learning process (Meyers, 2011). Each step that the student takes increases his or her information flow after the active reading has taken place it is best that the person rehearses the information that they have learned in order to engage the memory (Meyers, 2011). Anything that causes an issue during the rehearsal of information the person must review the information so that they are able to recall at a later time (Meyers, 2011). The final step in the plan is the review all information read and gathered during the first four steps, paying particular attention to the way the chapter is organized (Meyers, 2011). The SQ3R method is particularly adaptable and useful in the pretesting stage. According to research done by Henry L Roedlger III and Bridgid Finn (2010) in the article The Pulses of Getting it Wrong states that students who memorized questions from the test but failed to get the correct answer had a higher chance of passing the same question on the real test. So to increase material retention the student can easily focus on the questions given on the pretest as their guide to the information needed. Once the questions are in hand the student can locate the chapter, read the information, and return to the question and recall the proper information (Roedlger III Finn, 2010). It is suggested that the student should return to the question every few days in order to drum up a recall on the answers, by doing so the student will have learned the material in a methodical and slow manner (Roedlger III Finn, 2010). By practicing a simplified adaptable version of SQ3R the student or person will be able to recall the same information long after the course has ended. Our ability to increase the retention of new materials via SQ3R, testing effect or the varied ways that we naturally gather information infinitely increases our ability to formulate new memories. Educators and psychologists have devised new ways that help students increase their learning potentials both in and out of the classrooms. By setting a firm and steady memory creating foundation, the newly acquired learning retention potentials extends throughout the person’s life. Thus by increasing focus, research and installation of modified or new techniques by psychologists prove that we are able to learn from our mistakes or mistakes of others by creating memories that become a point of reference. All point of references, or memories, that we personally return to in time of inflection or reflection in order to gain information or advice as to why we should learn from the mistakes that we have made. References Finn, H. R. (2010, March/April). The Pluses of Getting it Wrong. Scientific American Mind, pp. 38-41. Meyers, D. (2011). Exploring Psychology. Holland: Worth Publishers. How to cite Effects of Memory and Learning, Essay examples

Science Fiction Book Report Essay Example For Students

Science Fiction Book Report Essay In the story ?Frankenstein,? written by the author Mary Shelley, Victor Frankensteindecided that wanted to create a being out of people that were already dead. He believed that he could bring peopleback from the grave. Playing with nature in such a way would make him play the role of God. With Victor Frankensteinfeeling that he had no true friends, the only relief he had of expressing his feeling was through letters to Elizabeth.Elizabeth was not Victors true sister but he loved her very dearly, making sure to always write her whenever he had the chance. Yet, when Victor left something strange came over him. Already being interested in subjectssuch as natural philosophy and chemistry, he fall upon the question of how to bring someone back to life. He becamevery involved in this project and worked on it for days on end. The project had to do with defying the laws ofnature. Victor believe wholeheartedly that he could bring the dead back to life. He felt that the dead were notready to die and they were just resting. Victor became so self absorbed into his project that he seem to forget all thatwas important to him. He even disengaged himself from all the people he loved in his life. People like his father,Elizabeth, and other loved ones. Victor began to write less and less. Yet, it was not until Elizabeth got a discouragedletter from Victor, did his love ones start to wary about him. Though, the letter was full of words, it gave no relief toElizabeth, because the words meant nothing to her. However, they meant a lot to Victor, because he felt theproject in which he was working on was so important to him, in his own delirious world. He felt that with bringpeople back to life he would not only better man kind, but also establish a name for himself. With this type of attitude,he did not even take into consideration that he might make the world a worse place. This part in the story shows theirony. The irony being that Victor Frankenstein feels he is doing something good for the world, but we later findout just how bad this creation could be. Though Elizabeth wanted to pull Victor away from his project, he wasunwilling to leave until it is complete. After Victor found how to bring his creation to life, he also found out just howevil his invention could be. His creation was strong and evil. With the escape of the monster, Victor Frankenstein hadto come to realization of what his creation might do and the consequences that Frankenstein, himself would have todeal with. With the murder of his brother weighing the guilt on his shoulders, Frankenstein know he had to dosomething. So he went looking for the monster. Upon their meeting each other, the monster confessed that whenhe found out that William as Victors brother he killed him. He then proceeded to tell him that he killed his brotherdue to the fact that he was trying to get back at his creator for bringing him to life and allowing him to be an out castin society. This killing prove to Victor that the monster did not know right from wrong or how to cope with hisanger. This aggression made Frankensteins creation violent. While talking with the monster, the monsterdemanded from Frankenstein to create a partner that he could be able to live with away for society. At first, agreeing to thedemand, but later realized that if his first creation came out to be a killer so could the second one. With thisin mind Frankenstein revoked his agreement and decided against creating another monster. .uc0f70ea9d0085adc0488828a88b3ccb2 , .uc0f70ea9d0085adc0488828a88b3ccb2 .postImageUrl , .uc0f70ea9d0085adc0488828a88b3ccb2 .centered-text-area { min-height: 80px; position: relative; } .uc0f70ea9d0085adc0488828a88b3ccb2 , .uc0f70ea9d0085adc0488828a88b3ccb2:hover , .uc0f70ea9d0085adc0488828a88b3ccb2:visited , .uc0f70ea9d0085adc0488828a88b3ccb2:active { border:0!important; } .uc0f70ea9d0085adc0488828a88b3ccb2 .clearfix:after { content: ""; display: table; clear: both; } .uc0f70ea9d0085adc0488828a88b3ccb2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc0f70ea9d0085adc0488828a88b3ccb2:active , .uc0f70ea9d0085adc0488828a88b3ccb2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc0f70ea9d0085adc0488828a88b3ccb2 .centered-text-area { width: 100%; position: relative ; } .uc0f70ea9d0085adc0488828a88b3ccb2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc0f70ea9d0085adc0488828a88b3ccb2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc0f70ea9d0085adc0488828a88b3ccb2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc0f70ea9d0085adc0488828a88b3ccb2:hover .ctaButton { background-color: #34495E!important; } .uc0f70ea9d0085adc0488828a88b3ccb2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc0f70ea9d0085adc0488828a88b3ccb2 .uc0f70ea9d0085adc0488828a88b3ccb2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc0f70ea9d0085adc0488828a88b3ccb2:after { content: ""; display: block; clear: both; } READ: Martin Luther King Jr. Essay Though, knowingthat this decision could be dangerous to him and his loved ones. Yet, he had to think of what was truly best for mankind. Bringing the dead to life or saving the lives of the living. Another peace of irony in this story is, just like VictorFrankenstein who had no friends and was different from the rest of society so was the monster. Also, whenFrankenstein decided to play God and bring the dead to life, his creation took on the same role when he decided to takeaway some ones life. All in all, both Frankenstein and his creation had some of the same behaviors and both weregoing to die themselves and be lonely meanwhile.

Women in Mathematics Essay Example Essay Example

Women in Mathematics Essay Example Paper Women in Mathematics Essay Introduction Women in Mathematics Every human is created with a gift of some sort. Whether it is an athletic ability, a wonderful singing voice, or an ability to relate to other individuals, every one has a special gifting. For many women in history, their ability was deciphering and understanding the intricacies of math. Although various cultures discouraged women mathematicians, these women were able to re-define the standards for women in this field of study. Hypatia of Alexandria was born in Roman Egypt and was the daughter of a teacher of mathematics, Theon of Alexandria. Hypatia studied with her father as well as with many other mathematicians. When she was older, she taught at the Neoplatonist school of philosophy. She wrote on mathematics, philosophy, as well as anatomy. Her studies covered the motion of the planets, conic sections, and number theory, which is â€Å"one of the oldest branches of pure mathematics, and one of the largest. It concerns questions about numbers, typically mean ing whole numbers as well as rational numbers. Although little information about Hypatia survives, it has been discovered that she was a very popular lecturer that drew students from various locations. Women in Mathematics Essay Body Paragraphs She is known for her invention of the plane astrolabe, which is an elaborate inclinometer with the ability to locate and predict the locations of the sun, moon, planets, and stars and the graduated brass hydrometer which was used to determine the relative density or specific gravity of liquids. Hypatia’s teachings were not accepted by the Christian bishop, Cyril due to her pagan beliefs. His public dislike towards her is said to have been the cause of the attack by a mob that lead to her death. Most of her work was destroyed when the library of Alexandria was burned by the Arab conquerors, however, her studies have been discovered through the work of others who quoted her as well as through letters. I believe Hypatia was one of the first inspirational women mathematicians. Despite the danger she knew she was facing, she chose to do what she enjoyed. Elena Cornaro Piscopia was born in 1646 in Venice into the family of a public official. Her father provided the means of educatio n to his children. Elena was recognized as a child prodigy when she was seven years old by a parish priest. She then began to study theology, mathematics, Latin, Greek, and music. Clerics, royals, and scientists came to Venice to speak with her due to the widespread attraction of her achievements. As she grew older, Elena was the first woman to apply in theology at a university in Italy. She was also the first woman to earn a doctoral degree. After receiving her master’s and doctorate degrees in philosophy, she went on to become a lecturer in mathematics at the University of Padua until her death in 1684. Although she is not famous for discovering any particular math problem, she was very influential in her time and inspired many other women to pursue mathematics. Maria Agnesi was born in Italy in 1718 and was the daughter of Pietro Agnesi, a wealthy nobleman and professor of mathematics. Maria, like Elena, was recognized as a child prodigy and was taught five languages. Her father invited his colleagues over for Maria to present speeches to. By the age of 13 Maria was able to debate in French, Spanish, and Latin. Although Maria did not enjoy giving the speeches, she continued until the age of twenty. That year, Maria made a compilation of the speeches she had given over the years and published them in Latin. The title of the compilations in English is â€Å"Philosophical Propositions. † The topics included celestial mechanics, which refers to the branch of astronomy that deals with the motions of celestial objects and applies to the field of physics, Isaac Newton’s Gravitation Theory that states that any two objects in the universe exert gravitational attraction on each other, and elasticity. Maria’s father married twice after the death of her mother, causing her to be the eldest of 21 children. She was required to provide education to her siblings. Maria wrote a mathematics textbook over the course of ten years which was titledâ⠂¬  Instituzioni Analitiche† which was published in 1748 in two volumes. The first volume contained information on algebra, arithmetic, trigonometry, analytic geometry, and calculus. The second covered infinite series and differential equations. Due to her ability to understand many languages, Maria was able to bring together various ideas from mathematicians of all cultures. The name â€Å"witch of Agnesi† refers to a mathematical problem of finding the equation for a certain bell-shaped curve which was named after her by English mathematician John Colson. When Maria’s father passed in 1752, Maria discontinued the education she had been providing to her siblings and devoted her life to helping the less fortunate. I found Maria’s story to be very admirable due to the extreme selflessness she possessed. Although she desired to further her mathematical studies, she spent a large portion of her life educating her younger siblings, and spent the remaining tim e devoted to the poor. Sophie Germain was born in France in 1776 and was the daughter of Ambroise-Francois Germain, who was a wealthy middle class silk merchant and a French politician. During Sophie’s childhood, the French Revolution was occurring, so Sophie was kept isolated from the chaos by staying in her home with her two sisters. She chose to pass the time by reading through the books in her father’s extended library. Sophie was particularly fond of the story of Archimedes of Syracuse who was killed while reading geometry. To see a man so captivated by a subject influenced her to pursue math. Sophie taught mathematics to herself in her native language as well as in Latin and Greek so as to be able to gain understanding from a wider range of mathematic books. Her family was not particularly fond of her studying, but she was so enthralled by mathematics that she studied at night until her family accepted what she loved. In eighteenth century France, women were not normally accepted into universities, however, Sophie was able to borrow the notes from mathematic professors and was able to send comments about the work to the professors by hiding behind the pseudonym of a male, â€Å"M. e Blanc. † Sophie Germain studied number theory and Chladni figures, which is a technique that shows the various modes of vibration of a rigid surface. Her study of these figures was the foundation to the mathematics used today when constructing skyscrapers. Her study of number theory lead to partial progress on Fermat’s Last Theorem, which states that if x, y, z, and n are integers then xn + yn = zn cannot be solved for any n greater than 2. Sophie was able to show that for prime exponents less than 100, there could be no solutions relatively prime to the exponent of that number. After this work, she was accepted into sessions at the Institut de France and became the first woman with this privilege. She died in 1831 of breast cancer. I believe Sophi e is inspirational due to her extreme intelligence by finding an addition to Fermat’s two-century’s old theorem. Had she not been diligent in pursuing mathematics although it was inconvenient, she would have never been presented the opportunity to impart such knowledge into history. Sonya Kovalevskaya was drawn to mathematics in a rather peculiar way. As a young child, born in 1850 in Russia, Sonya was mesmerized by the lecture notes of Mikhail Ostrogradsky on differential and integral calculus that made up the wallpaper of her family’s estate. Sonya’s father did not allow her to study mathematics abroad, and Russia did not allow women to attend the universities, thus Sonya was forced to find an alternative means of furthering her education. She entered into a marriage of convenience with Vladimir Kovalensky, and left Russia with him and her sister. Sonya went on to Heidelberg where she was granted permission to study at the university. Two years later, s he went on to study mathematics with Karl Weierstrass who assisted her in pursuing a degree in mathematics. Sonya’s dissertation on partial differential equations, which refers to an equation that contains unknown multivariable functions and their partial derivatives, resulted in receiving a doctorate without having attended any class at the university and is today called the Cauch-Kovelevskaya Theorem. Sonya was also awarded with the Prix Bordin from the French Academie Royale des Sciences for her research over how Saturn’s rings rotated, now referred to as the Kovelevskaya top. She also was appointed to a chair at the Swedish Academy of Sciences- making her the first woman to receive this title. I believe her story is especially inspirational due to her ground-breaking achievements including titles and positions that had never been awarded to women before. All of these women pioneers of mathematics teach a very valuable lesson. The culture during the time of these fi ve particular women did not accept the studies that these mathematicians longed to be educated in. Their extreme ability, or gifting, of solving problems and assembling theorems was not only widely unaccepted, it was also widely unappreciated. Even after the accomplishments of these women, their work is often undermined. In the midst of opposing forces telling them they should not, or even could not go into the field of mathematics, they believed in their ability enough to pursue it whole-heartedly and in return, they have left a legacy and have inspired women to fight what is culturally accepted to follow what is in your heart, and the things for which you have a particular talent in. Citations Lewis, Jone J. â€Å"Women in MathematicsHistory. † About. com Women’s History. N. p. , n. d. Web. 10 Mar. 2013. Lewis, Jone J. â€Å"Hypatia Of Alexandria. † About. com Women’s History. N. p. , n. d. Web. 11 Mar. 2013. â€Å"11: Number Theory. † 11: Number Theory. Ed. Dave Rusin. N. p. , 02 July 2006. Web. 12 Mar. 2013. Swift, Amanda. â€Å"Sophie Germain. † Sophie Germain. N. p. , Apr. 1995. Web. 12 Mar. 2013. â€Å"Partial Differential Equation. † Wikipedia. Wikimedia Foundation, 14 Mar. 2013. Web. 12 Mar. 2013. We will write a custom essay sample on Women in Mathematics Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Women in Mathematics Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Women in Mathematics Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

How to Calculate Backgammon Probabilities

How to Calculate Backgammon Probabilities Backgammon is a game that employs the use of two standard dice.   The dice used in this game are six-sided cubes, and the faces of a die have one, two, three, four, five or six pips. During a turn in backgammon a player may move his or her checkers or draughts according to the numbers shown on the dice. The numbers rolled can be split between two checkers, or they can be totaled and used for a single checker. For example, when a 4 and a 5 are rolled, a player has two options: he may move one checker four spaces and another one five spaces, or one checker can be moved a total of nine spaces. To formulate strategies in backgammon it is helpful to know some basic probabilities. Since a player can use one or two dice to move a particular checker, any calculation of probabilities will keep this in mind. For our backgammon probabilities, we will answer the question, â€Å"When we roll two dice, what is the probability of rolling the number n as either a sum of two dice, or on at least one of the two dice?† Calculation of the Probabilities For a single die that is not loaded, each side is equally likely to land face up. A single die forms a uniform sample space. There are a total of six outcomes, corresponding to each of the integers from 1 to 6. Thus each number has a probability of 1/6 of occurring. When we roll two dice, each die is independent of the other. If we keep track of the order of what number occurs on each of the dice, then there are a total of 6 x 6 36 equally likely outcomes. Thus 36 is the denominator for all of our probabilities and any particular outcome of two dice has a probability of 1/36. Rolling At Least One of a Number The probability of rolling two dice and getting at least one of a number from 1 to 6 is straightforward to calculate. If we wish to determine the probability of rolling at least one 2 with two dice, we need to know how many of the 36 possible outcomes include at least one 2. The ways of doing this are: (1, 2), (2, 2), (3, 2), (4, 2), (5, 2), (6, 2), (2, 1), (2, 3), (2, 4), (2, 5), (2, 6) Thus there are 11 ways to roll at least one 2 with two dice, and the probability of rolling at least one 2 with two dice is 11/36. There is nothing special about 2 in the preceding discussion. For any given number n from 1 to 6: There are five ways to roll exactly one of that number on the first die.There are five ways to roll exactly one of that number on the second die.There is one way to roll that number on both dice. Therefore there are 11 ways to roll at least one n from 1 to 6 using two dice. The probability of this occurring is 11/36. Rolling a Particular Sum Any number from two to 12 can be obtained as the sum of two dice. The probabilities for two dice are slightly more difficult to calculate. Since there are different ways to reach these sums, they do not form a uniform sample space. For instance, there are three ways to roll a sum of four: (1, 3), (2, 2), (3, 1), but only two ways to roll a sum of 11: (5, 6), (6, 5). The probability of rolling a sum of a particular number is as follows: The probability of rolling a sum of two is 1/36.The probability of rolling a sum of three is 2/36.The probability of rolling a sum of four is 3/36.The probability of rolling a sum of five is 4/36.The probability of rolling a sum of six is 5/36.The probability of rolling a sum of seven is 6/36.The probability of rolling a sum of eight is 5/36.The probability of rolling a sum of nine is 4/36.The probability of rolling a sum of ten is 3/36.The probability of rolling a sum of eleven is 2/36.The probability of rolling a sum of twelve is 1/36. Backgammon Probabilities At long last we have everything we need to calculate probabilities for backgammon. Rolling at least one of a number is mutually exclusive from rolling this number as a sum of two dice. Thus we can use the addition rule to add the probabilities together for obtaining any number from 2 to 6. For example, the probability of rolling at least one 6 out of two dice is 11/36. Rolling a 6 as a sum of two dice is 5/36. The probability of rolling at least one 6 or rolling a six as a sum of two dice is 11/36 5/36 16/36. Other probabilities can be calculated in a similar manner.

4th Grade Lesson Plan for Expanded Notation

4th Grade Lesson Plan for Expanded Notation Students will create, read, and decompose large numbers. Class 4th Grade Duration One or two class periods, 45 minutes each Materials: paper or large note cards numbered 0 - 10 (enough for the whole class)chalkboard, whiteboard, or overhead projector Key Vocabulary place value, ones, tens, hundreds, thousands, ten thousands, hundred thousands, expanded notation (or expanded form) Objectives Students will demonstrate their understanding of place value to create and read large numbers. Standards Met 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Lesson Introduction Ask a few volunteer students to come to the board and write down the largest number that they can think of and read aloud. Many students will want to put endless numerals on the board, but being able to read the number aloud is a more difficult task! Step-by Step Procedure: Give each student a sheet of paper or large note card with a numeral between 0 - 10.Call two students up to the front of the class. Any two students will work as long as they are not both holding a 0 card.Have them show their numerals to the class. For example, one student is holding a 1 and the other is holding a 7. Ask the class, â€Å"What number do they make when they stand next to each other?† Depending on where they are standing, the new number is 17 or 71. Have students tell you what the numbers mean. For example, with 17, the 7 means 7 ones, and the 1 is really 10.Repeat this process with several other students until you are confident that at least half of the class has mastered the two-digit numbers.Move on to three digit numbers by inviting three students to come to the front of the class. Let’s say that their number is 429. As in the above examples, ask the following questions:What does the 9 mean?What does the 2 mean?What does the 4 mean?As students answer t hese questions, write the numbers down: 9 20 400 429. Tell them that this is called â€Å"expanded notation† or expanded form. The term â€Å"expanded† should make sense to many students because we are taking a number and expanding it into its parts. After doing a few examples at the front of the class, have the students begin writing the expanded notation down as you invite students up to the board. With enough examples on their paper, when it comes to more complex problems, they will be able to use their notes as a reference.Continue adding students to the front of the class until you are working on four-digit numbers, then five-digit, then six. As you move into the thousands, you may want to become the comma that separates thousands and the hundreds, or you can assign the comma to a student. (The student that is always wanting to participate is a good one to assign this to - the comma will be called upon often!) Homework/Assessment You can give your students a choice of assignments  - both are equally long and equally difficult, though in different ways: Have students write 987,654 in expanded notation OR the largest number that they are able to.Have them write 20,006 in expanded notation (Be sure to go over this one in class the next day.) Evaluation Write the following numbers on the board and have students write them in expanded notation:1,78630,551516

Businees Essay Example | Topics and Well Written Essays - 1000 words

Businees - Essay Example By selecting an individual from this way we will be able to understand this particular topic more clearly. If you cannot think of an firm, individual or industry according to the need, the we can go to Auraria Library and review the Denver Business Journal: Book of Lists, which is annual publication that provides contact information for top ranking companies in Denver, across a range of discipline. But it must be keep in mind that while selecting the data regarding this that the individual who will be choose for the interview must be the founder , co-founder or member of the original management team that started the company. The company must also still be in existence today. The choice of company or sector is completely upon the interviewer. It may be a high wealth company, a small company, a small lifestyle business, or a company that started small but is now experiencing significant growth. 1. First step regarding this is to one has to contact with the desired company or interviewee as soon as possible. Entrepreneurs are busy person. So to get an appointment from a busy person can be a bit difficult job. If positive results are not coming in the first approach then have to try again and again. 3. Now a convenient meeting time and place have to be fixed for both the interviewer and the interviewee. The time must be set in such a way so that the interviewer can get time to prepare the question what is going to be asked in the interview. 2) A recording can be done of the interview with the permission of the entrepreneur. This is so because lots of information can come within half an hour. So if any point is missed by the interviewer he/ she can get it through the recording. The outcome of the interview is iTriage is a consumer health care company founded in 2008 by two emergency medicine physicians. Over 9 million health care consumers

Christopher Columbus Essay Example | Topics and Well Written Essays - 3750 words

Christopher Columbus - Essay Example The western colonization was on its way and Europeans were keen to discover new land and to take maximum advantage of the resources they offer. His first voyage was in 1492 but he couldn’t reach America during that and his third voyage lead him to the new world in 1498. He never thought to discover America; it was India which he was searching. And neither was he the only and the earliest European explorer to find America. The people already living there are refers as Indians and the reason is that Columbus thought he reached India and that’s why he referred them as Indian. Columbus’ discovery played an important part in the growing economy and imperialism of European powers at that time, the economic competition was growing between the European countries and all of them were in search of new colonies and trade routes. So his discovery was a break through in the economic competition. Americans and Spanish celebrate Columbus Day every year in the anniversary of the great discovery by Christopher Columbus. It is believed that he was born in Republic of Genoa which is located in the Italy, 1 and married to a Portuguese woman. His father was a middle class wool weaver and he got two brothers and a sister. Due to the poor financial conditions of his family, he did not take any proper education and start working at sea. According to his writing, he first went to the sea at the age of ten. His first voyage was in a service to Rene I of Anjou; Columbus was assisting him in his quest to conquer the Kingdom of Naples. Since then he started his career and went to different voyages in different areas. Though there is no existing portrait of Columbus present in this world but still there are few on which we usually rely. Though an official portrait was drawn by Alejo Fernandez and the title of that was Virgeon de los Navengates. 2 From different writings we can get the idea that the Columbus was a red

American History Essay Example for Free

American History Essay â€Å"The sad truth is that most evil is done by people who never make up their minds to be good or evil† was a wise phase once uttered by Hannah Arendt. I love this quote because is perfectly describes the two boys from â€Å"American History X,† Danny and Derek. These two boys have seen and done it all when it comes to hate groups, as both were members of a neo-nazi hate group. Neo- Nazi hate groups use authoritarian, scapegoat, normative, and exploitation theories to justify their hate, discrimination, and torture of anyone who isnt a part of the â€Å"supreme race,† or white. Boy Danny and Derek end up in this life from an early age. Parents are one of the biggest, if not the biggest influence on a childs life. When Danny and Derek were both relatively young they looked up to their father, thought of him as the â€Å"ideal† man. However their father was a racist, influencing almost every thought the boys had. At family dinner when talking about about a black school teacher their father said, â€Å"Its nigger bullshit,† and warned Derek not to buy into the equality teachings. Because Danny and Derek both looked up to their dad so much, this would be and example of the exploitation theory. Exploitation theory is when one societal group, in this case whites, use hostility to keep their position and power intact. This really come into play after Danny and Dereks father was murdered and Derek believes it was a race related killing. Right after their father died, Derek joined a neo-nazi hate group known as the DOC(Disciples of Christ). Being extreme believers in the white supremacy movement, the DOC acted out with violence and extreme hatred toward any other race, especially blacks. Derek, being a high ranking member, murdered 2 black men for the cause. He served three years for the murders, which impacted his whole family tremendously. At the beginning of Dereks sentence he did not want any visitors, claiming it would be to hard to see his family. He made friends with other neo-nazi members in prison, but soon started realizing that they were not serious about the cause like he was. He also started becoming friends with his black work partner who said, â€Å"I aint the nigger in here, you are† Derek started realizing that white supremacy what basically just a scapegoat. Meaning that the followers of the movement were just trying to find someone to blame for their problems, which in this case happened to be  the blacks. After befriending his black work mate he realized that blacks are human too. Once he could recognize blacks as human he finally felt guilt for killing to people, not niggers, people. Derek was determined to help his brother and family by getting them out of the gangs and hate. One of the biggest influences on Derek while in jail was his principal from high school. He was a black man with experience in dealing with â€Å"troubled youth.† He gave Derek the push he needed by saying, â€Å"Has anything youve done made your life better?†. Later Derek told Danny, â€Å"Its just because I was pissed off†. I think this was Dereks way of responding to his principal, he really didnt believe in the cause it was more of just an outlet for his anger that his father would have approved of. While Derek is locked up.

Internet Essay -- essays research papers

How to use Internet as a management resource? Introduction: Internet is a global network, connecting thousands of host servers worldwide. The United States Department of Defense established it in the beginning of the 1960 ¡Ã‚ ¯s. Today, there are now 10 to 20 million people using an Internet comprised of more than 30,000 networks spread out over 78 nations all over the world. Now the Internet has become a great electronic gateway that provides instant access to global news and information. The databases, documents, files, and programs that are  ¡Ã‚ °sitting ¡Ã‚ ± on Internet computers contain a tremendous amount of information. You can search for and find up-to-the-minute stock market activity, weather reports, music, recipe; you can make free long distance call; you can purchase goods; you can chat and see your friends. It seems you can do any thing you want. In order to cope with increasing competition, the managers have always effort to gain a competitive advantage throughout the implementation of Internet. So the fundamental purpose of our report is to outline the effective ways associated with the implementation of Internet that can help managers to improve their performance. Our report would like to discuss the effective ways for managers to use Internet in three aspects. The first is how managers can compete in the business world through searching and monitoring external information by using Internet. The second aspect is how managers can approach specific kno...

Philosophy of Christian Education

Anthony Stockton Dr. Hayes CED 2020 21 Oct. 2012 Toward a Philosophy of Christian Education Christian education is one of the most important things an individual can participate in throughout their lifetime. It is a lifelong process, beginning when we reach an age of awareness and ability to learn, and does not end until we reach our physical deaths. This is an ever-evolving progression that changes over the course of a person’s life.People have the capability to constantly grow in spiritual maturity, and it is imperative as teachers and educators to aid students in perceiving, accepting, and fulfilling the Gospel. Jesus provided the Great Commission to make disciples until the day of his return. This is something we must consider carefully and intentionally. As Christian educators, we have the responsibility of first making disciples of Christ, and secondly to prepare them for their participation in our culture and society with God’s word at the center of all they do.E ducators should have a desire for others to be transformed into the likeness of Christ. People must learn how they can know God and follow him in their daily lives. â€Å"We . . . need to be clear on our purpose and creative in our design of educational strategies and use of methods that promote the knowledge of God and a growing relationship with Him† (Anthony 25). Every faucet of the purposes and goals of Christian education should be Christ-centered and biblical.According to Michael Anthony’s book, Christian Education, â€Å"the philosophical foundations of Christian education are derived from systematic theology, which in turn emerges from biblical theology† (26). A correct observation and high view of the Bible, as well as thinking and teaching according to Christ’s view of Scripture, is the Christian educator’s ultimate frame of reference. There has to be an awareness of the indispensable theological keystone of the faith for this education t o be successful. In the Bible, Jesus says, â€Å"Sanctify them by the truth; your word is truth† (John 17. 7). Therefore, teaching with the groundwork of God’s word is teaching the truth; the Bible tells Christians how to live in this world and gives His people morals to stand by and believe. An educational philosophy that is biblically informed provides stability in the midst of the never-ending changes in our society. â€Å"The only constants in our world are God and Scripture. The Lord of the church is the Lord of theology and philosophy† (Anthony 34). Educators need to use theology and the Bible as the foundation for moving toward any philosophy in their Christian education.The purpose of my first education program is to lead people in worship of our Lord and Savior through music, which evokes their feelings and emotions as they celebrate His greatness, unconditional love, and presence in their lives. The goals for worship are for individuals to feel free to express their love of Christ and thankfulness for His mercy, grace, and eternal salvation during Sunday morning services. They will learn the powerful words to these songs, and will then be able to feel the truthfulness in them, through the indwelling of the Holy Spirit.When people worship and celebrate God, those feelings are released, which then leads to them wanting to grow even closer in their relationship with Him; one goal from this experience is for them to bring others to church, becoming witnesses and bringing people who don’t know Christ to services, thus fulfilling the Great Commission. By singing songs with words that come from the Bible, they will become familiar with verses that are God-breathed, making it a strong foundation for Christian education.The purpose of my second education program, leading small group meetings for adults, is to create a safe environment and atmosphere, where students are surrounded by not only their peers, but friends, which allows f or a positive setting to learn. The goals are to educate people regarding the Bible and God, so they will know Him more intimately; they will feel the acceptance of others, and in this emotional climate, be able to openly ask questions they have regarding Christianity that they might not feel comfortable doing in a larger group, or among people outside their age range.They will be able to both know and feel the non-judgmental attitude of the group itself, as they get to know one another more as well. Also, just as with Worship, they will want to bring others to these meetings to experience it and become more involved. Through the use of biblical materials, this program and philosophy also has a solid foundation for education. To best educate people and implement these purposes and goals I have stated, it is vital to understand how individuals learn and grow in Christian faith. At the foundation of Christian education is iblical studies and theology, but it also seeks to integrate th em with knowledge that is gleaned from the social sciences of education, sociology, and psychology (Anthony 13). By utilizing various teaching strategies that encompass learning theory systems, such as cognitive, humanistic, and behavioral, teaching objectives can be created. These explain what the educator wants the students themselves to think, to feel, and to do; however, there needs to be a personal relationship with God, as the Holy Spirit helps one to grow in the image of Christ.When studying the social sciences of education, there is an emphasis on development; humans grow, mature, and develop in varying ways throughout their life spans. In an excerpt from Anthony’s book, â€Å"cognitive development refers to the orderly changes that occur in the way people understand and cope with their world. Cognitive theorists are concerned with how we know, that is, with how we obtain, process, and use information† (68).Jean Piaget first proposed the design of this type of growth, and maintained that there are four major periods, each age-related, of cognitive development: sensorimotor stage, preoperational stage, concrete operations, and formal operations. By knowing these stages in cognitive development, one can apply the concepts in teaching. The educator must focus on what the person at each stage can do, as well as avoid what they can’t understand. They need to be intentional and effective in comprehending and meeting learners’ needs. Moral development is also an important issue that Christian educators need to understand.Bonnidell Clouse noted four general approaches to this type of development: psychoanalytical, learning/conditioning, cognitive/moral reasoning, and moral potential (Anthony 73). The psychoanalytical approach was advocated by Sigmund Freud, and describes development that occurs due to psychological conflict between the ego, superego, and id, where morality results from conflict; B. F. Skinner supported the approach of conditioning, where development occurs due to the individual being exposed to external stimuli and subsequently conditioned with a behavioral response to a given situation, and morality results from action.The cognitive/moral reasoning approach that Jean Piaget proposed is a process that accompanies cognitive/intellectual development, where â€Å"higher† levels of authority make moral decisions, concluding that morality results from knowledge; the fourth and last approach of moral potential was campaigned by Carl Rogers, where development of morals is innate to humanity and is progressed through the process of self-actualization as needs, basic and advanced, are fulfilled, and morality results from potential. These four approaches to moral development are based on the scientific perspective.Though Christian educators have both praised and ridiculed these theories, one of the basic criticisms is that the definition of morality is simple, narrow, and solitary. â€Å"Christi an educators have often turned to Scripture and theology to supply the foundation for understanding moral development. Dennis Dirks notes the development framework presented in the metaphor of moral growth throughout the New Testament, as well as the concepts of internalization of values and moral transformation† (Anthony 78).Donald Joy describes moral development’s path as a pilgrimage, and believes it must have insights from theology, not just the social sciences, in order to provide a comprehensive view of the process. Since Christian educators have incorporated both the theorists’ approaches, as well as the theological ideals, their concept of moral development is more comprehensive. â€Å"It must include reasons, actions, and characters that require knowledge, behavior, virtues, and principles† (Anthony 81). Faith development is another issue for Christian educators to take into consideration.James W. Fowler is the founder of this theory, devoting his time to studying the nature of faith and its development. In order to understand his theory, it is necessary to realize that his primary conceptualization of faith is generic; he assumes that all human beings have some form of faith that proceeds through a rather predictable process of development (Anthony 83). According to Michael Anthony, â€Å"in faith development, a distinction is made between beliefs and faith. Beliefs are significant means by which faith is expressed.But faith is much deeper and includes both conscious and unconscious motivations† (83). Fowler defines faith in terms of loyalty and trust, such as devotion to ideas or persons that have worth to us (â€Å"centers of value†), loyalty to power centers in life that give a sense of security, and devotion to a â€Å"master story† that gives direction and hope in life (84). The calling of God upon believers is emphasized in relating the development of faith to Christianity, where vocation is the r esponse a person makes.The image of God is placed within each person, and the stages of faith symbolize one way in which the potential of that image unfolds. Conversion and transformation are two aspects of faith growth that correlate with New Testament teachings. These insights contribute to the process of Christian education, but one must also be aware of its weaknesses and limitations. â€Å"God’s perspective as given in Scripture must be the ultimate and most important benchmark by which faith development is measured† (Anthony 89).However, this theory does imply that the faith of adults has the potential to continue to develop throughout adulthood; this is a valid reason to include adult ministries, such as small group meetings, to the educational ministry of the church. As mentioned previously, there are multiple learning theory styles which are used to help teach the student and attain the goals and objectives in a curriculum, three significant ones being cogniti ve, humanistic, and behavioral theories. These describe ways in which people learn and grow, and should be utilized by Christian educators. While specific theories of learning do not translate directly into principles of teaching, they provide maps and compasses to aid the inexperienced teacher-traveler in charting the course to learning success† (Anthony 101). Educating is more than expressing subject matter and demonstrating the knowledge of the teacher; it is facilitating the convergence of the needs of the learner, as well as subject substance. These two aspects fall into three fundamental areas of life: what we think (meaningful understanding), what we value (personal convictions), and what we do (skilled behavior).There needs to be from any learner/student a deeper understanding, the development of appropriate values, and the sharpening of skills (101). The first primary area of life, what we think, involves the cognitive theory of learning. These focus on the internal m ental processes people use in their effort to make sense of the world. Cognitive theorists view learning as a reorganization of perceptions. Michael Anthony describes perception as â€Å"the meaning we attach to information we receive from the world around us. Perceptual reorganization allows learners to develop a clear understanding of the subject† (104).Jean Piaget is one advocate and leading thinker in this area, and describes the process through the use of terms, such as organization (the natural tendency to make sense of experiences by incorporating them into logically related cognitive structures), schemes (the cognitive structures produced as a result of this development process), equilibration (the natural tendency to maintain a balance between what one already knows and what one experiences in the world), and adaptation (the natural process of adjusting our thinking or environment so that balance exists between what we know and what we experience).Assimilation and ac commodation are two parts of adaptation; assimilation interprets experiences so they fit what we already know, and accommodation adjusts schemes so they fit what we experience (105). Another advocate in cognitive learning theory is Jerome Bruner, and â€Å"he believes the goal of teaching is to promote the general understanding of a subject and that the facts and relationships children discover through their own explorations are more usable and tend to be better retained than material they have merely committed to memory† (Anthony 105).In his research, he proposed that this discovery type of learning increases and creates improved problem-solving skills and a higher degree of confidence in the capability to learn as they â€Å"learn how to learn. † He proposed the structuring of subjects, allowing them to be arranged in a way to aid in student’s learning; this structure is facilitated by the three components of presentation, economy, and power. Discovery learnin g highlights student’s activity, initiative, and solutions. Later, Bruner’s theory was adjusted to include more teacher intervention and direction, called directed discovery.The second learning style incorporates what we value, and is called the humanistic theory. â€Å"Educational humanism, or affective education, emphasizes the affective domain of learning: receiving (personal openness), responding (personal response), valuing (personal conviction), organizing (personal value system), and characterizing (personal lifestyle)† (Anthony 107). In this theory, true human learning involves attitudes, emotions, and values, stressing the uniqueness of each learner. Three leading psychologists who influenced humanistic methods of education are Abraham Maslow, Carl Rogers, and Arthur Combs.Maslow focused his efforts on those who were mentally healthy (self-actualized), and believed that children make wise choices for their own learning when given the opportunity; teache rs assemble meaningful learning conditions, and students select from those they find personally valuable. Rogers created person-centered methods in his counseling as a psychotherapist, which revolves around the client, standing against directive therapy, which revolves around the counselor. â€Å"He focused more on phenomenology (the world as it is perceived by individuals) than reality (the world as it may actually be).In his view, teachers should trust students to do their work to the best of their ability and provide opportunities for learning† (Anthony 107). According to Rogers, students will then take responsibility for their own learning. Combs, in his specific beliefs on humanistic learning theory, accentuated and advocated that teachers should serve as catalysts for learning, facilitating the experience for students. His research is similar to Bruner’s, but Combs placed more emphasis on sharing personal views and less on objective problem solving. For Combs, me aning is not inherent in the subject matter; it is the individual who instills subject matter with its meaning. His dilemma was not how to present subject matter but how to help students derive personal meaning† (Anthony 107). All three of these specific theorists, Bruner, Rogers, and Combs, explored and researched certain ideals that encompass, in the broader view, humanistic principles of learning. The third and final fundamental area of life, what we do, involves the behavioral theory of learning. Ivan Pavlov (Classical Conditioning), E. L.Thorndike (Connectionism), and B. F. Skinner (Operant Conditioning) are three of the most prominent theorists of behavioral learning. Pavlov is the founder of classical conditioning, discovering through experimenting with dogs a connection between food, the stimulus, and salivation, the response; this connection is called a stimulus-response bond. â€Å"This link provided the foundation for behavior modification – behavior shaping as well as brainwashing . . . classical conditioning in classrooms focuses on involuntary behaviors that are outside conscious control† (Anthony 102).Thorndike, the second theorist, is known as the father of educational psychology. He demonstrated the mechanism by which new responses are formed, whereas the work of Pavlov emphasized only simple reflex actions; Thorndike showed that stimuli occurring after a behavior had an influence on future behaviors. He postulated three laws of learning: The Law of Readiness (stating that learning proceeds best when learners are prepared to respond), The Law of Exercise (stating that repetition strengthens the timulus-response bonds), and The Law of Effect (stating that any response followed by pleasure or reward is strengthened, whereas any response followed by pain is weakened). Skinner created the Operant Conditioning theory of behavioral learning, and it was an expansion of Thorndike’s Law of Effect. â€Å"In classical conditio ning, responses are involuntary and elicited by specific stimuli. Operant conditioning emphasizes the acquisition of new behaviors as organisms operate on their environment in order to reach goals. The responses are voluntary and emitted by people or animals† (Anthony 103).Skinner used pigeons in his research, placing them in observation cages; when they behaved desirably, he reinforced that behavior with food, and was able to teach them through providing reinforcing stimuli for the desirable behavior. This educational application is seen best in programmed instruction. Learning programs begin with a desired competency, and then breaks this competency into small steps of learning. â€Å"Programmed instruction maximizes learner reinforcement (reward) and also the amount of interaction between learner and information† (Anthony 103).These systems are used today, found in textbooks as well as some forms of Christian school curriculum (the Accelerated Christian Education). P avlov, Thorndike, and Skinner all used behavioral theories of learning, expounding on certain principles and ideas that are useful in teaching for educators. In terms of my own leading and teaching of Christian education, my focus will be through the use of Christ-centered music as I direct the worship and praise team for my church congregation; I will also teach and lead a more specific group of people, adults, in small group meetings.For the contemporary service, Sunday mornings at my church will begin and end in worship, with the people singing and praising God. There will be more modern and upbeat Christian music, with a live band that I intend to lead, and this genre of music is tailored toward the younger generations who attend this service; there will still be the formal church service, where hymns are sung, creating a more somber atmosphere for the elder generation who grew up and are accustomed with this type of music.I believe through the use of songs that are more recogni zable to the individuals, such as singing the music that many of the attendees (youth, teenagers, and young adults) love to sing with and listen to on Christian radio stations, they (the students, in this setting) will be inspired and feel the calling to lift their voices and hearts to the Lord in praise of His Glory. This is something our Heavenly Father has asked us to do, and pleases Him as a part of ministry. In 1 Chronicles 25, this entire chapter is devoted to listing â€Å"The Singers†, and was called a service. All these men were under the supervision of their fathers for the music of the temple of the Lord, with cymbals, lyres, and harps, for the ministry at the house of God† (1 Chr. 25. 6). As many of the verses of these songs come directly from scripture in the Bible, they will be singing out His words and the teachings from the Master Teacher, Jesus Christ; for people who don’t recognize the songs, the musicality and melodies themselves being current and upbeat will allow them to have a more enjoyable experience, while praising God through worship, as well as learning the powerful words.Music is something most everyone cares for, to varying degrees, and has the ability to evoke strong emotions and feelings. By leading this band, I will also be able to teach the members who are involved in this service to the church and its congregation, incorporating their ideas and musical talents into the worship each week. When I think upon social science’s influence concerning different learning theories for teaching, such as cognitive, humanistic, and behavioral learning as mentioned previously, I seem to be drawn more toward the humanistic view of how people learn.John Dewey is considered the father of progressive education, though the foundation had been laid for a new approach toward the teacher-learner process prior to him by people like Luther, Melanchthon, and Sturn, all of whom had advocated the importance placed upon students to have a firm understanding regarding education. Humanistic theories of learning are more personal, accenting the significance and role of feelings and emotions, which I find imperative for both the teacher and student in learning and teaching. Arthur Combs was one of the most prominent promoters of this theory. Effective facilitators, according to Combs, are well-informed, sensitive, believe in their students’ abilities to learn, have a positive self-concept, and use many methods to engage students in the learning process† (Anthony 107). The tendency is a desire to create an environment for learning that is free from fear, punishment, harsh discipline, and manipulative methods. In my opinion, these are all concepts that Jesus Himself used in his own teachings, and I will use this technique in my own teachings, and in leading worship for my church.I will also teach individuals attending small group meetings each week, leading them with the use of, and emphasis on, God ’s word. This will include a more particular set of people, as these meetings will be for young adults; the ages will range anywhere from 18 to 40’s, though most will be in their 20’s and 30’s, as there are small group meetings already created specifically for both the much younger adults, as well as for the older ones. However, anyone over the age of 18 will be welcomed.These meetings will be a much smaller target area in my teaching and leading, unlike worship, which includes the entire congregation – children, teens, young adults, as well as older adults who might choose to attend the contemporary service. This smaller setting will allow for individuals to be able to participate in discussions more easily than if it were a larger group; it will permit for one-on-one talks between myself and them (the students), as well as fellowship among themselves.Also, biblical material will be used, such as videos pertaining to themes that will be set up (la sting anywhere between four and eight weeks each); by utilizing courses created by other pastors and teachers, there will be the added benefit of learning important issues and studies through others, and I will lead the group in any discussion questions that arise. At these meetings, we will begin by â€Å"breaking bread† through eating together. Each individual will contribute, if able, to the meal every week; this will allow for great fellowship and people becoming more familiar and friendly with one another.As this will help to make everyone more comfortable prior to the lesson, I believe this will aid in the students being more open, feeling an acceptance from the group and encouraging them to ask questions and become involved in the studies. In the Gospel of Luke, The Last Supper is described, with Jesus speaking to his apostles. â€Å"And he took bread, gave thanks and broke it, and gave it to them, saying, ‘This is my body given for you; do this in remembrance o f me. ’ In the same way, after the supper he took the cup, saying, ‘This cup is the new covenant in my blood, which is poured out for you. † (Luke 22. 19-20). In the same way that Jesus shared meals, especially his last meal – which we observe during church services as Communion – we will share meals together as a group. My teaching strategies for these small group meetings will be more intense than for leading worship, as there will be studies and further available learning material. With this in mind, I believe that the cognitive theory of learning will be helpful, as I intend to aid my students in thinking through issues and discussions that will be presented.As mentioned, both Jean Piaget and Jerome Bruner shaped this learning theory system, and many fundamental perspectives come from them. Piaget believed that intelligence is not something given to people, and that understanding is structured by them; Bruner also proposed subjects are to be orga nized and structured, determining the primary principles and their relation to one another. Cognitive learning was also found in Gestalt psychology, which is the view that learning takes place best when people see the relationship or pattern of one element to another. Gestalt psychology stressed the significance of relationships in the learning experience. Three early German gestalt psychologists were Ernst Mach, Max Wertheimer, and Wolfgang Kohler† (Anthony 104). Ernest Mach held that human learning was determined by interaction between the world and our perception of it, not by mechanical bonds, like behaviorist John Watson believed. Max Wertheimer proposed that focusing on the smallest parts of learning was pointless, instead embracing that the whole gave meaning to the individual parts.Wolfgang Kohler, through his experiments with chimpanzees, demonstrated learning by insight, while behaviorist E. L. Thorndike had emphasized trial and error learning instead. â€Å"These d ifferences underscore the vast divide between behavioral and cognitive learning theories† (Anthony 104). Through reading about the various learning theories, I have found that, in my opinion, there is truth and insight to be gained from each; the cognitive, humanistic, and behavioral theorists’ opinions, research, and viewpoints all have the ability to aid in teaching.I want to take into account all I have myself learned, and use it in my small group meetings. I feel there is no need to limit myself to one specific theory or belief, but to acknowledge the various ideas that have been put forward by these prominent thinkers, and use them in my own teaching; people are different, and therefore learn in different ways, so having a firm grasp of these techniques is an asset in leading.While I intend to use the social sciences and psychological theories of learning in my teaching, I know that the ultimate teacher is Jesus Christ. He taught us to love one another, give forgiv eness to our enemies, to teach through gentleness and understanding, as well as giving us the Fruits of the Spirit; â€Å"But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control† (Gal. 5. 22-23).I want to be led by the Holy Spirit, walking the path that God has set for me, and allowing Him to work through me as I teach His word and promises to others. I will continue in my prayers, striving everyday for a closer relationship with Jesus, and ask Him to give me the wisdom to teach and lead; as I dig deeper into the Bible, I myself will increase in spiritual maturity. There must be attentiveness to this indispensable and crucial theological keystone of the faith for my Christian education program to be successful.In conclusion, my philosophy toward a Christian education through the medium of leading worship with Christ-centered music for my church congregation, as well as in teaching small group meetings for adult s, has been discussed throughout this paper. By creating my purposes and goals for students in these areas of teaching and leading, and by having a solid foundation in biblical principles, I address how I want my students to perceive, accept, and fulfill the gospel; that is, to think, to feel, and to do.These teaching and learning strategies encourage students to think (cognitive theory) about God, His word, and the promises He made to His children, to feel (humanistic theory) His presence in their lives and be on fire for the Lord, and to fulfill (behavioral theory) the Great Commission through going out into the community and spreading the good word, The Holy Bible, as well as developing a closer relationship with Jesus and allowing the Holy Spirit to guide them in their life decisions.These goals use the multiple social sciences’ theories on learning, and how people grow in their Christian faith; my beliefs and opinions on how to lead and teach in Christian education are a lso expressed, as I state the need to incorporate all information available to educators for the best outcome in teaching students.The most important aspect is to have a Christ-centered learning experience, utilizing biblical material and God’s word; this will have the most impact, as the Lord will lead me in leading and teaching others. Works Cited Anthony, Michael J. Introducing Christian Education: Foundations for the Twenty-first Century. Grand Rapids, MI: Baker Academic, 2001. Print. The Holy Bible. Intl. Bible Society. Grand Rapids: Zondervan, 1984. Print. New Intl. Vers. Philosophy of Christian Education My Philosophy of Christian Education Isaiah 54:13 â€Å"all your children shall be taught by the LORD, and great shall be the peace of your children. † Introduction: Upon examination of Jesus’ life and ministry here on earth, I find it to be very fascinating that He successfully engaged in a plethora of professional fields; including that of teaching. In fact, He holds the title of Master Teacher. He was indeed a highly sought after teacher whose passionate and holistic approach to the vocation of education is the basis of my philosophy of Christian Education.The Ohio Department of Education, Center for the Teaching Profession describes the Master Teacher as one who, respects students’ diversity, is knowledgeable in the content area, practices effective assessment, effects plans, communicates with all stake holders, promotes a learner friendly environment and assumes responsibility for his/her professional growth and development. Christ the master teacher exhibit ed all these qualities and as a Christian Educator we all should too. It is on this foundation that I will seek to base my philosophy of Christian Education.According to Guillemin and Beck (1998), a Christian philosophy of education is, â€Å"one that is determined by scriptures and bordered by the parameters, educational purpose, educational provider, the learner, curriculum or content and teaching,† giving rise to four specific tenets. These four tenets to the Christian Education process consist of; the learner, the teacher, the curriculum and the teaching process. Therefore in formulating my Philosophy of Christian Education, I will use scriptural references to support the four aforementioned tenets of the Christian Education process. The Body The LearnerThe Learner in the Christian Education process may either be a child in the home, a student in the formal classroom setting, or an adult member of a congregation. Sociologists have described the family as the first agent o f socialization and therefore parents are the first educators. God has given parents the mandate to, â€Å"Train up the child in the way he should go and when he is old he will not depart from it,† (Proverbs 22:6) also in Deuteronomy 6: 6-7 the Lord gave clear directions regarding the commandments; â€Å"These commandments given today are to be upon your hearts. Impress them upon your children.Talk about them when you sit at home and when you walk along the road. When you lie down and when you get up. †(NIV) The word parents can be extended to include other persons in the society who are responsible for guiding and facilitating learning. This includes teachers and so we too have this mandate in relation to the child in the formal classroom. The Christian teacher even more so, as we must not only facilitate the contents of the secular curriculum but also be able to integrate Biblical principles effectively so children can come to realize their purpose in God’s wo nderful plan.In college I was taught to do everything to avoid teaching ‘Christ’ in the classroom. This was frowned upon as being indoctrination and so, in the schools I have worked before, all that is done to fulfill the mandate is devotional exercise and even then, children are not mandated to attend. Some of these children demonstrated total lack of respect for persons in authority, lying, stealing, cheating among other despicable acts and when there is no intervention some ended up being juvenile delinquents. It was never intended by God for children to behave, nor end up in such a manner.After all, Jesus said, â€Å"Suffer the little children to come unto me: forbid them not, for of such is the kingdom of heaven. † (Matthew 19: 14). Teaching about Christ definitely should be the job of all teachers. It is for each learner too, to study to show himself approved to God. (2 Timothy 2:15). As leaders we are commanded by God to feed his sheep. (John 21:17). The G reat Commission is found in Mathew 28:19, Jesus gave His disciples direct instructions to go and teach all nations, make disciples, teach them to obey all the commandments that were given unto them.Therefore due to the reciprocal nature of the teaching learning process, I am of the view that both learners and teachers do have a very critical and equally important role to play, to guarantee success and the fulfillment of God’s plan. The Teacher Consequently, the teacher is accountable to God for the quality service that is offered to those in his/her care. In James 3:1, 2 it is stated, â€Å"Not many of you should presume to be teachers, my brothers, because we know that we who teach will be judged more strictly†¦. As teachers of Christian education we should seek to emulate Christ as we facilitate learning. He is the Master Teacher who exhibited consistent leadership. Jesus sought to his listeners’ wellbeing showing how much He cared; for example in the feeding o f the multitude. (Mathew 4:13-21). Jesus as teacher also aided his students in their decision making process. In Proverbs 11: 14, He clearly establishes the importance of guided decision making. â€Å"Where there is no guidance, a people falls, but in an abundance of counselors there is safety. He also in His many uses of parables made his teachings very applicable to real life situations, therefore understandable. He was a very innovative teacher who sought to influence, transform and empower people. His infinite knowledge made Him experienced in teaching. As Christian educators we too must have some experience of the power of the Holy Spirit in order to be able to communicate fully, to the learners, the importance of, and the difference having Jesus Christ in their lives can make. Therefore it is my conviction that, Christian Education is best taught by Christian Educators.Paul in first Corinthians one lived as a teacher in Christ and therefore was able to tell his charges, †Å"Be ye followers of me, even as I am also of Christ. † Therefore we should model Christ’s teachings as well as teaching them. Dr. Paul Cates, in his article entitled Transforming Teachers- Christian Philosophy of Education, postulated that, â€Å"The teacher is the communicator of truth, he must therefore be openly and boldly a Christian. † Teachers must be aware that teaching is a call to ministry. Teaching is one of the foremost gifts of the Holy Spirit. 1 Corinthians 12:28.It is to be used for the edification of the church or, in this case the learner. The Curriculum Additionally, it is my belief that the Bible forms the very core of the Christian Education curriculum. Guillemin and Beck (1998) argue that; â€Å"the content or curriculum of Christian Education is simply truth. Unless we know God we cannot know anything correctly. God is best understood through the revelation of Himself in scripture. Christian Education which is truly genuine begins, proceeds and ends with the concept of divine revelation. All other truths must be scrutinized by it. Author, Craig Rose uses the passage of scripture found in 1 Colossians 17 â€Å"In Him all things consists† as the premise on which his book titled â€Å"All Things Consists in Him: Teaching Christianity Using Biblical Integration† is based. Rose purports that; â€Å"we as Christian educators, should not relax within our safe environments, but should be diligent to utilize the opportunities provided to train up Spirit-filled students who know how God can use them in each of their respective fields of study-from athletics to acting, from law to literature and from math to ministry.Each field of study needs Christians who really believe they are to be identified with Christ first and their profession second-such as a Christian engineer, a Christian football player, and a Christian playwright. † This is similar to how we are recognized by both our first and last names. This will entrench in their minds and in the minds of their peers and colleagues that they are different, set aside, being built as a spiritual house, a holy priesthood, to offer spiritual sacrifices acceptable, to God through Jesus Christ. (I Peter 2:5). He further argues that the Bible is both the foundation upon which ideas are presented and the filter through which they are explored. For every topic in every subject a principle from the Bible can be had. It therefore stands to reason to say God supports the knowledge that we pass on to our charges. In Social Studies for example; there are principles to support every strand, and every topic within each strand. In the History strand we see where God wants us to develop a positive attitude towards historical events.We must learn about and pass on knowledge of these. Deuteronomy 31:19, 21, 22 shows God instructing Moses to, â€Å"write down this song for yourselves, and teach it to the children of Israel; put it in their mouths, that t his song may be a witness for me against the children of Israel. † There’s no doubt that God believes in the teaching of History, after all He was the one who inspired men to write the Bible which is to date, the greatest History book ever written.Similarly there are scriptures to support the other strands of Social Studies; geographical principle proves that God is responsible for the contours of the earth†¦Job 26:10, â€Å"He drew a circular horizon on the face of the waters, at the boundary of light and darkness. † For economics in dealing with money and possessions He reminded us in James 1:17, â€Å"Every good gift and every perfect gift is from above, and comes down from the father of lights†¦. † For the strand Government, we see where nations, governments and authorities were created by God and maintained by Him for His ultimate purposes.Job 12:23, â€Å"He increases the nations, and destroys them: He enlarges them and then straightens th em again†¦Ã¢â‚¬  In Language Arts there are Biblical principles and scriptures to also support each strand namely, Reading, writing, listening and speaking. God spoke the world into being and that is a miraculous use of language. The Bible totally supports the curriculum within the school and therefore it is for us as Christian educators to infuse our lessons with these principles thereby facilitating the plan of God that young men and women will come to serve Him in their youth. The Teaching ProcessGuillemin and Beck (1998), identified three principles in the teaching process. â€Å"Firstly, the objective content of truth directs us to the objective methods of teaching. Secondly, the fact those students are persons, demands personal approaches to teaching. Thirdly, the purpose of conforming to Christ’s image focuses the process of teaching on evaluation† As educators we are challenged to present objectivity in a relatively subjective world. While we train studen ts to reason and confront their biases, it is also important that they are made to understand that there is objective truth to be learned.Deuteronomy 6:25 provides a Biblical response to the question of subjectivity. In his book â€Å"Reclaiming the Future of Christian Education,† Greene (2003) declares, â€Å"Knowing God in and through the creation is what is important, and students must be helped to explore the creation along the lines of their own gifts. † Greene stresses, that it is important to reawaken to the biblical view of life and reality, we dare not fail to train our children, whether in Christian schools or in Christian home schools, in a transformed, biblical consciousness. † In other words, we must return to a biblical worldview.I firmly believe that it is imperative for Christian educators to model the desired behavior of the student in his/her care. Teachers must first live transformed lives if they desire to positively impact young lives. It is important for them not to send mixed signals to the students, as this will only contribute to chaos and confusion. And will negatively impact the teaching/ learning process. According to Dr. Cates, The Bible being the foundation of the school reveals the threefold features of Christian Education as, a purpose, method and result. The purpose is to put the believer into right relationship with God, man, self and his surroundings. † The method is the spirit’s support with the adoption of Biblical truth to the believer’s life resulting in a mature believer who is able to live a life in accordance with the teaching of God’s word. He postulates that; â€Å"Christian education is a process of guided learning where the teacher and the Holy Spirit combine efforts to help the learner, to spiritually grow and mature, to more and more conform to the image of Christ. † ConclusionIn conclusion, I wish to reiterate that a philosophy of Christian education must be based on a revelation of God through His word, His creation and His Son Jesus Christ. It includes the learner, the teacher, the curriculum and the teaching process. I deem it pertinent to also superimpose the Master teacher characteristics of Jesus; to be patterned by today’s Christian Educators. As we continue to impact lives and facilitate transformation, growth and development. It is of paramount importance to practice consistent leadership, focused in collaboration and a distinguished teaching.Finally it is important to always remember that we touch the future because we teach. Therefore, â€Å"all our children shall be taught by the LORD,† Through us, â€Å"and great shall be the peace of our children. † References Edlin, R. (2003). Core beliefs and values of a Christian philosophy of education. In J. Braley. , J. Layman. , & R. White. (Eds. ), Foundations of Christian school education (pp. 69-81). Colorado Springs, Colorado: Purposeful Design Publications. Greene, E. (2003). Reclaiming the future of Christian education.Colorado Springs, Colorado: Purposeful Design Publications. Guillermin, P. , & Beck, D. (1998). Christian philosophy of education. In P. Kienel. , O. Gibbs. & S. Berry. (Eds. ), Philosophy of Christian school education (pp. 105-129). Colorado Springs, Colorado: Association of Christian Schools International. Rose, Craig D. ( nd. ). In Him All Things Consist, Teaching Christianly using Biblical Integration Websites http://www. aiias. edu/ict/vol_21/21cc_377-394. htm http://www. transformingteachers. org/index. php? option=com_content&task=view&id=37

Jacksonian Democracy Dbq

Kathy Dai M. Galvin AP USH Period 1 Jacksonian Democracy DBQ The Jacksonian democracy of the 1820s-1830s is often associated with an expansion of the political influence, economic opportunities, and social equality available to â€Å"the common man,† a concept of the masses which President Andrew Jackson and his newly founded Democratic party came to represent. The new administration certainly saw gains for the majority; namely, public participation in government increased to unprecedented levels, and several economic decisions were made to favor the people over monopolies.Beginning with their exaggerated portrayal of the â€Å"corrupt† 1824 election however, the Jacksonian democrats also left a legacy of substantial miscalculations in policies and acts of hypocrisy that conflicted with their claimed intents to promote and protect popular democracy. In particular, the dangerous implications of various political and economic policies, along with the deliberate disregard of social inequality, are aspects of the Jacksonian age that most clearly demonstrate discrepancies between Jacksonian ideals and realities.The political field saw the first advances accredited to the Jacksonian democracy in the forms of extended suffrage and increased government participation, but it also involved many questionable federal acts that conflicted with the vision of political democracy. With Andrew Jackson’s election in 1828 introducing the first president from West of the Appalachians, the common men that Jackson championed naturally arose to the political stage as well.States all across the country adopted universal suffrage for white males on their own in the 1820s, but Jackson indeed bolstered the democratic trend through influence in newspapers, popular campaigning, and even a huge inauguration party at the White House open to the masses. In terms of campaigning however, the election of 1828 was the first in which the political parties directly attacked eac h other’s candidates through the press.The increase in voter participation led to a negative pattern of smear campaigning that aimed more to sway the masses than convey the truth that a healthy democracy needs. Furthermore, Jackson’s presidency was characterized by use of the spoils system and the systematic rotation of officeholders. These stipulated that federal jobs were strictly given to loyal Democrats and that federal offices could be held for only one term. While these practices were meant to emphasize equal political opportunities and build party loyalty, they inherently promoted government corruption.In fact, the power that Jackson wielded by trading federal positions for party loyalty both overextended his executive power and practiced the same corrupt bargaining of office that the Democrats accused John Quincy Adams of in the election of 1824. Thus, the Jacksonian democrats dealt clear detriments and hypocrisies to the system of popular democracy that they s o strongly advocated, despite their encouragement of universal white male suffrage and participation in office.Similarly, the Jacksonian age affected the economy both in accordance with the Jacksonian ideal of equal economic opportunity and against it; an executive branch act and a judicial branch decision were made with the intent of favoring the people, but substantial opposition highlighted the negative side effects that undermined the Jacksonian goal. President Jackson represented the executive branch with his bold move of vetoing a bill which proposed a rechartering of the Second Bank of the United States.As conveyed by Jackson’s dramatic veto message on July 10, 1832 the democrats maintained that the national bank’s monopoly on trade catered too frequently to foreign and wealthy stockowners, thus posing a threat to the ideal of equal economic opportunity that they claimed to protect (B). The Jacksonians stuck with their vision of themselves in this sense, but opp osing reactions to the veto pointed out that the attack on the bank was unnecessary and dangerous.Daniel Webster’s reply to the veto correctly asserted that by raising the alarm about an encroachment of economic freedoms, the Democrats were really harming the stability of the economy needlessly (C). Webster’s analysis was proven accurate by the Panic of 1837, during which a bubble of inflation caused by the end of the national bank was abruptly burst, and several years of depression followed. The recession and unemployment caused indirectly by Jackson’s cancelation of the national bank did more harm to public economic opportunities than good, despite the Jacksonians’ passionate belief in the threat that the Bank posed.Also in 1837 however, Chief Justice Roger Taney’s Supreme Court decision of Charles River Bridge v. Warren Bridge was a decisive victory for the Jacksonian ideal of equal economic opportunity. Taney interpreted a 1785 charter for a br idge on the Charles River loosely so that a new bridge could be erected across the same river, thus dispelling a monopoly and financially benefitting the people (H).The Jacksonians evidently believed in their roles as the protectors of economic equality, but the results of the changes their administration made were again varied in agreement with their ideals. Finally, the Jacksonians most clearly drifted from their claimed ideals in the social sphere, as they actively neglected to guard the individual liberties of minority groups and women. The Jacksonian’s rosy call for extended suffrage only applied to white males, and the issue of slavery was deliberately avoided to prevent unwanted conflicts between the states.In fact, the Jacksonian administration even put in place a â€Å"gag rule† in 1836 that allowed Congressmen to file away abolition petitions without discussion because the Acts and Resolutions of South Carolina threatened independent state action if SC did no t receive national and sectional support in controlling its slaves (F). The slaves quickly lost any support from the proclaimed Jacksonian ideal of individual liberty when pitted against the preservation of the Union.Likewise, the administration did not hesitate to pass the Indian Removal Act of 1830, which revealed that grandiose Jacksonian ideals yielded to the American desire for new land as well. The Act forced thousands of Native Americans to resettle in the West, with no regard for their personal liberties either. Even President Jackson outright denied to protect the ideal when he refused to enforce the Supreme Court’s decision on Worcester v. Georgia in 1832; John Marshall had ruled that the Cherokee had a right to their land, but Jackson would not stop the army from pushing the Cherokee out of Georgia regardless.The only evidence of any agreement with the Jacksonians’ vision of guarding liberties is a romanticized painting of the Cherokee migration. The painted Cherokees appear comfortable, unified, and still dignified, implying that the painter must have either imagined this as the reality of the situation or painted an ideal version of the scene (G). The painting actually contrasts sharply with the chaos and tragedy of the Cherokees’ â€Å"trail of tears,† but it is important that the Jacksonian intent is present. Although the mixtures of realized and neglected Jacksonian ideals in the political and economic ields were more even, the Jacksonians’ goal to preserve individual liberty was not entirely lost in the social issues of the age. In conclusion, the Jacksonian democrats certainly believed in their roles as guardians of political democracy, equality of economic opportunity, and individual liberty, but their intentions were often misguided or secondary in the face of greater challenges. The few clear strides made by the Jacksonian age were interspersed with instances of failure in realizing its democratic ideals, particularly in the social sphere.

An Inconvenient Truth Summary 7 Essay Example

An Inconvenient Truth Summary 7 Essay Example An Inconvenient Truth Summary 7 Essay An Inconvenient Truth Summary 7 Essay An Inconvenient Truth is not a political film; not really, it is rather trying to get people to do something about global warming. When watching the film people do not need to like Gore, or trust him, or even believe him to at least once see something that will scare the hell out of them. An Inconvenient Truth is not really meant to be about Gore, except accidentally it is portrayed that way. The evidence is undeniable by the end of An Inconvenient Truth; there is no disputing the fact of it. Gore and hundreds of researchers have sounded the alarm bells and the only question is, â€Å"What are we going to do about it and how fast can we change our ways? † In a power-point presentation put on by Gore, stunning images are shown. Some images shown were a sky-scraping graph of CO2 emissions, before-and-after photos of a balding Mount Kilimanjaro and receding glaciers, a shrunken Aral Sea, and computer projections of Calcutta and Beijing under water leading to millions of environmental refugees. Gore announced how vanishing ice caps meant that the World Trade Center memorial site, if it were ever built, would not exist once sea levels rise. The video does suggest some examples of how the society can cut back on power wastage and pollutants during the end credits. However, leaving office lights on to over packaged products avoids attacking corporate waste. â€Å"Gore argues that we do not have to pit the economy against the environment, but that does not mean we should leave the worst offenders off the hook. What about consumer boycotts? What jobs do we create in a less fossil fuel-reliant society? † (Gibson) If An Inconvenient Truth has a flaw, it is that it can tend to be somewhat self-important. The director combines bits of Gore’s biography that are relevant to his longtime interest in environmentalism, which seems to play a bit too much like political hagiography. Yet, some of this background information works to the films strengths. Such as, Gore’s son’s near death experience and his sister death from lung cancer. Gore admits that his family farm in Tennessee produced tobacco, even after the 1964 Surgeon Generals warning came out. It is almost as if Gore is confessing that he himself is a part of the major problem, which makes his beliefs about global warming and our moral imperative to do something about it all the more convincing. Gibson, Brian. â€Å"Inconvenient Truth will make you warm, not fuzzy. † VUE Weekly. Week of June 15, 2006, Issue #556.