Hedwig Glass Beaker Essays

Hedwig Glass Beaker Essays Hedwig Glass Beaker Paper Hedwig Glass Beaker Paper or memorable religious objects. During Medieval Europe, people believed the at relics were important because they were connected to miracles. Since Heeding beaker s miraculously turned Water into wine, her beakers Were carefully cherished and preserved I n church treasuries and princely collections in castles(MacGregor, A World in a 100 Objects). He twig glass beakers were also used as chalices, or precious glassware, to use for import ant ceremonies in churches and royal chapels(MacGregor, A world in a 100 Objects). Now we have a better understanding on how the Heeding Glass beakers were made and used in the context of trade, war, and faith. The Heeding Glass beakers were made and used during the crusades, a war where the Christians launched an armed expedition n to recapture Jerusalem from Muslim control. Despite war and conflict, trade flourished du ring the war where both Christians and Muslims benefited from each other. The Heeding Glass be Akers was traded by the Muslims and commissioned by the King of Hungary since glassware since it was one of the many items that was hard to make in Europe and also an item that was in high h demand. The Heeding Glass Beakers were finally made in the context of faith.

Solar Heating †Converted Energy From the Sun

Solar Heating – Converted Energy From the Sun Free Online Research Papers Solar Heating Converted Energy From the Sun Solar heating is energy from the sun that is converted into either thermal energy or electricity. It is a renewable resource that is environmentally friendly. Unlike fossil fuels, solar energy is available just about everywhere on earth. This type of energy is free, and cannot be raised in price. Solar energy is also one of the major sources of the world’s power. It is used to provide lighting, mechanical power, and electricity in cities all around the world. Energy from the sun in the form of heat can be utilized either passively or actively to replace traditional energy sources in commercial and residential buildings and homes. This type of energy can also be used to keep a person warm and may also assist in the warming up of food. Passive solar energy is one form of solar energy. This kind of energy represents an important strategy for replacing traditional energy sources in buildings. Anyone who has sat by a sunny window on a cold winter day has felt the effects of passive solar energy. All passive techniques use walls, windows, floors and roofs, in addition to exterior building elements and landscaping, to control the heat generated by solar radiation. The term passive means that no extra mechanical equipment is used, other than the normal building elements. Passive solar heating of buildings happens when sunlight passes through a window, hits something, is absorbed by that object and is converted to heat. Once the heat has entered the building, many different methods are used to keep and scatter it. A well-insulated and airtight building helps prevent heat loss and allows solar heat to provide more of the heating needed. Approximately 25 percent of a buildings heating requirement can be gained with passive solar techniques. Active heating of buildings is one of the major uses of the suns energy. In some cases, the cost is almost as high as that of non-renewable energy sources. One way of actively heating a building is by using solar energy to heat water in solar collectors, then transferring the heat to the rest of the house by liquid or air. Another way to actively heat a building is to heat air and send the heated air throughout the rest of the building. In addition to those methods, a building can be heated by using the solar energy found in the environment in the form of heat through heat pumps. The amount of heat that these techniques can generate is dependent on the strength of the sun’s rays. Solar energy can be used to warm up food in numerous ways. The Solar Oven is one way to cook food using solar energy. This product’s energy source is the sun, which is absolutely free. It also provides food without the taste of smoke or gas and does not need to be preheated with charcoal or wood. Solar energy can also be used to keep people and animals warm. Radiant Space Heating is a strategy that conserves a lot of energy and brings warmth to many areas in a house or building. Radiant heating works basically with different kinds of forced air. It controls the heat loss from a person’s body. Heat leaves the body in three ways, through breathing, airflow, and radiation. However, half of all the bodys heat loss occurs through radiation. Therefore, if the air surrounding a person is heated using solar energy then the amount of heat loss through radiation is reduced and the person stays warm longer. Solar energy in the form of heat is the least polluting of all known energy sources. Today, we are just beginning to discover its ultimate potential. While solar energy has been available to mankind since prehistoric times, it has not been as effectively used as other sources of energy. The challenge that today’s society faces is creating a system that provides a reliable energy supply using solar heat. Definitions Solar collectors- any of various devices for the absorption of solar radiation for the heating of water or buildings or the production of electricity. Solar energy- energy obtained from radiation emitted by the Sun. Passive solar heating system- relies on natural methods of collecting and distributing heat from the sun. Active solar heating system- collects heat from the sun and circulates it through a hot water or heating system. Radiant heating- A system to heat and cool buildings that relies primarily on radiation heat transfer. Typically, heated or chilled water is circulated though floor or ceiling panels to condition the space. Non-renewable resource- an energy resource that is not replaced or is replaced only very slowly by natural processes. Primary examples of non-renewable energy resources are the fossil fuels: oil, natural gas, and coal. â€Å"Glossary of Solar Heating†. Graylab 1995. 17 November 2001. . McLaughlin, Charles W., Thompson, Marilyn. Physical Science. New York City: McGraw- Hill Companies, Inc., 1999. 163- 165. â€Å"Solar Heating†. ACRE 1997. 12 November 2001. . â€Å"Solar Heating and You†. Consumer Energy Information 1998. 14 November 2001. ddddd . Sun (astronomy). Microsoft Encarta Online Encyclopedia 2001. 14 November 2001. . Research Papers on Solar Heating - Converted Energy From the SunPETSTEL analysis of IndiaBionic Assembly System: A New Concept of SelfMind TravelThe Spring and AutumnThe Project Managment Office SystemOpen Architechture a white paperGenetic EngineeringQuebec and CanadaMarketing of Lifeboy Soap A Unilever ProductThe Effects of Illegal Immigration

E-learning that is a Reflection on an Online Issue Essay

E-learning that is a Reflection on an Online Issue - Essay Example Swan (2001), made me realize and identify the various course designs that has significance factors in finding out the quantity, quality and nature of instructiveness among my fellow students, in my group in a particular course. Kearsley (2000) struck my attention as I learned the significance of the instructor in being skilled, establishing and managing communication in online courses in the classroom, as this will have a nonstop impact on me and the rest of the students. I also prefer the instructor teaching us new skills and behaviors; that I will employ when in collaboration with the rest of the students in a particular course in the group discussions. The quality of learning experience has a positive effect on me and has linked me in a good position to engage, interact and collaborate with the other learned students (Chen, 2008). I want to gain better collaboration in group discussions and develop vital skills in critical thinking, co-construction of knowledge and self-reflection through the social learning and group learning in the classroom. I have come to learn and appreciate quality that learning environments creates and the opportunity for me and the students to involve ourselves in interactive and collaborative actions. It is through precise knowledge of collaborative learning that I have development the vital part of learning that involves critical thinking skills. I have known how to co- create with other students in groups collaboration, and also learned the art of transformative learning (Pallof and Pratt, 2005). Diverse learning styles and cultures have taught me to learn how to handle more learning issues and topics without difficulty, because effectual collaborative learning has a variety of values to learn from. The instructor suggests that the skills that I have gained through the experience of collaborative learning may be transferred to the team - based work environment; which I may use to teach the other students the value of online learni ng in collaborative groups (Shaw, 2006). Siemens (2005) came to my interest and made me learn that in collaborative learning situation, the knowledge that I personally acquire can be shared and transmitted to the other learners as they strive to work in the same direction of common learning goals. I myself, like the rest of the learners, am trying to perfect processes of knowledge acquisition as I am involved in researches in class assignment, through the period where I exchange opinions with the rest of the students as, I constantly search for information in books, print sources, and the media and also in the World Wide Web. I have improvised my knowledge that I have acquired in co-creating hence sharing it between the ever greedy students who failed to obtain the knowledge from the course material and the instructors. That knowledge has helped me create a bond among my fellow learners as they depend and gain knowledge from me also from the little they have acquired from each other s experience. My order of thinking has been improved through collaborative learning in the e- learning techniques and I have gained richer and healthier knowledge generating from the shared goal and process of meaning and exploration into collaborative lea

Comprehensive classroom management plan Essay Example | Topics and Well Written Essays - 1250 words

Comprehensive classroom management plan - Essay Example Philosophical Statement I believe that an effective classroom management puts into consideration the unique individual capability in need of a safe, supportive, and a motivating environment in which to improve socially, emotionally, and intellectually towards building a successful career. It is my wish as a professional educator to assist my students to reach their full potentials by providing the conducive and supportive environment, which encourage the sharing of various classroom and coursework ideas. I expect the students in my classroom to have diversified levels of learning desires in their preferred areas. I feel that a learning community is in a way that the students, teachers and parents, uncover an environment that encourages a positive student-teacher relationship and effective parent-teacher relations. It is my responsibility to ensure that there is no student isolated from accessing equal education in my classroom. Equally significant to students’ self-esteem and self-empowerment is have an opportunity to contribute towards relevant issues in classroom meetings. Scheduling regular classroom meetings helps identify individual student needs fostering confidence and support among students. Inviting students’ dialogue about what affects them and their contributions on the learning process contributes to learning directed towards the students’ needs and interests. I believe group work is a key to a supportive learning process in a classroom. My profession is engrossed to ensuring that individual students potential are nurtured efficiently and provide an environment that encourages talent growth for students academically, socially, and psychologically. I see my role as an educator as ensuring that course content knowledge is transferred to students. Moreover, I am committed cultivating the students’ critical thoughts capabilities by providing the relevant information and will strive towards instilling curiosity among students, which will create a challenging learning environment. Classroom Arrangement General classroom arrangement is as shown in the classroom map below, designed to ensure minimal distractions and a spacious student seating arrangement for ease of movement. On entering the classroom, the first thing the students see the bulletin placed direct situated directly to the entrance. This sets students mind on what to expect for the day such as lecture topic, assignments, and classroom meetings. On the entrance, a tray containing common commodities such as pencil sharpeners whereby students can pick one in case they left their sharpeners home. The carpet on the floor brings a sense of comfort to the students setting a comfortable learning environment (Fraser, 2012). The bags and other student belongings are packed at the back of the classroom to minimize distractions and ease movement. The desks are spacious and easily accessible to all students including those with physical disabilities (Hallah an et al, 2012). Several resources are strategically arranged in the classroom to facilitate studies and research carried by the students. The computers are placed on close to the walls to

Learning Coaching Supporting Young people Essay Example for Free

Learning Coaching Supporting Young people Essay 1. Understand and implement the mentoring process My experience as a Learning Coach has led my sessions to move on from one to one with each student and can now include Group sessions. Group sessions involving a small group can be as effective when compared to one to one interaction. Before the group is brought together I can decide on which students might interact better with each other, for example a group I have worked with included 2 boys and 2 girls who didn’t know each other well in the school but were all studying the same subject, I considered if any prejudgement would prevent the group from bonding so chose this setup. The first session involved planning the steps that would be involved and purpose for having them in a group environment. I set goal deadline to meet within the group so they were aware of how long the time period would be, in this case 4 sessions over 4 weeks. The goal I had set was to discuss revision techniques and different Learning styles with, by the fourth week I hoped to have achieved an understanding for how they can motivate each other while learning from each other. As a group they had all been properly introduced to one another and indentified key areas they were struggling in with the particular subject they had in common. I used a group exercise where they created two spider diagrams labelling the parts they like and didn’t like in the subject, they were quick to indentify similar areas they were either stronger or weaker in as a group. Following the previous session I had each member of the group complete a VAK (Visual Auditory Kinesthetic) Questionnaire to indentify their own Learning Style. They all came out stronger in the Visual/Auditory side of learning and I showed them techniques such as using diagrams and bright colours, discussing topics as a group and making short notes that can be revisited. Each member of the group seemed keen to get involved and contribute their own ideas as we went along. To keep motivation high I always used positive comments as they worked, having the understanding and deadline established at the beginning helped them reach the goal and work together As the group reached the final session we reviewed the work involved and how they had achieved the understanding of what was set out. I asked them to explain by each of them writing 3 key points they had learned that could involve either what they had learnt about Learning styles or about the subject they had applied them in. Although each member had remembered a different point they realised the potential in working as a group. 2. Be able to organise and initiate mentoring support in group settings For a group to come together efficiently you have to consider how they will function as a whole. Will the members of the group bond immediately or will it take some time to reach a normality. You can help this process come together by developing techniques such as creating a Poster or Spider Diagram together about something in common. This will help ease any tension and allow you to see the more dominant members in the group and who might sit back during the process. Bruce Tuckman developed a model that looks at the stages of group development (Web Ref 1) 1. Forming: The group comes together and gets to initially know one other and form as a group. Can be a very important stage as it allows the group to see who is more dominant and how they will work together. 2. Storming: A chaotic Vying for leadership and trialling of group processes This can lead to confrontation in the group if somebody is seen not to get along with the others. Problems in this area would arise from individuals giving a different opinion or idea on how to do the task set before them. 3. Norming: Eventually agreement is reached on how the group operates (norming) Possibly a leader in the group is set out who takes charge. The group might have specific tasks that each of them are focusing on. 4. Performing: The group practices its craft and becomes effective in meeting its objectives. Now that the group can work together they focus on the tasks and perform what they grouped together to achieve. 5. Adjourning: The process of â€Å"unforming† the group, that is, letting go of the group structure and moving on. As it was important for each of them to get together and understand it’s important to leave the process effectively. They each need to recognise what they have done and hopefully be proud of their achievements. Coming away from a group badly can affect future group processes. (Web Ref 1) This model of how a group evolves with each other briefly describes how they operate from the beginning to the end of the group process. Being the Learning Coach allows you to have a unique position in the group allowing you to take on any position you see suitable. It’s advisable to set ground rules for them to follow, these could be to be open and honest, keeping confidentiality within the group, not letting each other down or just respecting each other. With these sort of ground rules in place you can take a position of just watching the group or be a member of the group, if you feel they need some guidance raise the issue they are concerned with and put them on the right path. It is important to consider what differences might be there for the group, so with the ground rules and having them focus on themselves as a whole and trust and respect each other can be a main focus. With some students coming from different backgrounds and diversity’s or having issues they might not want to talk about in a group environment can put a block on the groups progress. Don’t pressure them into these kind of topics and let the group flow naturally. 3. Analyse the mentoring skills, experience and qualities you used in this group setting. When I deal with any students I always try to be friendly and make them feel comfortable to talk in front of me while being professional. I understand that the students will often look to me for guidance so I make sure not to be judgemental towards any of the group members and give everyone a fair chance. Hopefully this will promote them in doing the same to each other. While my role in the group was more observational I did question them from time to time, making sure they were on the right path and understood what they had said. While talking with them I did try and avoid using questions that lead to a yes or no answer, asking them to explain, once they explained it to me I would try and relate to them personally. My observation in the group kept them disciplined and focused more on the task. I didn’t have to be talking for them to know I was there. I didn’t want to be intimidating them either, I would occasionally agree and give my opinion on something they said to see if I was following correctly and more importantly they knew I wasn’t ignoring them. At the beginning of the time together we set out a goal that they all had in common. Something they all felt they could benefit from. I picked them all for this group originally because of that reason. The goal deadline was set out from the start for them to know when it would definitely be coming to an end. I hoped that from the sessions they would have learned everything they needed to and not need to come back to me. I have always said I keep an open door policy and if they needed to see me individually I would open it up as a new session time and new goal, this way they can understand that it’s not being dragged on from the previous time. 4. Be able to review the outcomes of the mentoring process With my Learning Coach group sessions what went well was discussing the matters with them and being a guide to keep them on the right track. The discipline was always fair and I never had to take any real precautions just focus them on the goal in sight. With future groups I will try to focus more on achieving a greater goal. I possibly set the goal to easily for them to achieve but this is hard to see when you don’t know how the group will work with each other. I would also try and give some kind of reward incentive to give them more of a morale boost throughout the sessions. I didn’t present them with anything that could give them real pride in what they did other than knowing themselves what they achieved. I will consider giving them achievement points on the school system to acknowledge how well they have done. My overall support I felt was just the right amount. I didn’t want to take total control of the group so I focused more on guidance to push them in the right direction. I may possibly in the future take more control of a group if I feel they are not going to achieve their goal within the deadline or not focusing on the task in hand. I would like to involve a different group activity for them to start with. The activity I have given them may not appeal to everyone. I would like to arrange a few activity’s they could pick from. I asked the group afterwards how they felt the process went. They were generally happy with the result but were not sure if they would bother to use it when not in these group sessions. One individual was not happy with not being listened to and felt she would have directed her time in a different area to what the group decided on. I might consider making the groups smaller so that others get a chance to say something rather then just listening to others.

The Meaninglessness of Samuel Becketts Waiting for Godot :: Waiting for Godot Essays

The Meaninglessness of Samuel Beckett's Waiting for Godot  Ã‚  Ã‚  Ã‚  Ã‚   In Waiting for Godot, Samuel Beckett produces a truly cryptic work. On first analyzing the play, one is not sure of what, if anything, happens or of the title character's significance. In attempting to unravel the themes of the play, interpreters have extracted a wide variety symbolism from the Godot's name. Some, taking an obvious hint, have proposed that Godot represents God and that the play is centered on religious symbolism. Others have taken the name as deriving from the French word for a boot, godillot. Still, others have suggested a connection between Godot and Godeau, a character who never appears in Honore de Balzac's Mercadet; Ou, le faiseur. Through all these efforts, there is still no definitive answer as to whom or what Godot represents, and the writer has denied that Godot represents a specific thing, despite a certain ambiguity in the name. Upon study, however, one realizes that this ambiguity in meaning is the exact meaning of Godot. Though he seems to create greater symbolism and significance in the name Godot, Beckett actually rejects the notion of truth in language through the insignificance of the title character's name. By creating a false impression of religious symbolism in the name Godot Beckett leads the interpreter to a dead end. For one to make an association between God and the title character's name is completely logical. In fact, in producing the completely obvious allusion, Beckett beckons the interpreter to follow a path of religious symbolism. Throughout the play, references to Christianity are so often mentioned that one can scarcely identify a religious undercurrent; the presence of religion is not really below the surface. In the opening moments of the play, Vladimir asks "Hope deferred make something sick, who said that?" (8A). The real quotation, "Hope deferred maketh the heart sick," comes from Proverbs 13:12 of the Bible. Shortly after, Vladimir asks if Estragon has ever read the Bible and continues on a discussion of the Gospels, the "Saviour," and the two thieves surrounding Christ during the crucifixion (8B-9B). By inserting religious discussions in the first few moments play, the playwright encourages the interpreter to assume the play's themes are greatly connected with religion. Then, when the discussion turns to Godot, Estragon associates their request from Godot with "A kind of prayer" (13A). The connection between God and Godot is seemingly firmly established, leaving room for a variety of interpretations. The Meaninglessness of Samuel Beckett's Waiting for Godot :: Waiting for Godot Essays The Meaninglessness of Samuel Beckett's Waiting for Godot  Ã‚  Ã‚  Ã‚  Ã‚   In Waiting for Godot, Samuel Beckett produces a truly cryptic work. On first analyzing the play, one is not sure of what, if anything, happens or of the title character's significance. In attempting to unravel the themes of the play, interpreters have extracted a wide variety symbolism from the Godot's name. Some, taking an obvious hint, have proposed that Godot represents God and that the play is centered on religious symbolism. Others have taken the name as deriving from the French word for a boot, godillot. Still, others have suggested a connection between Godot and Godeau, a character who never appears in Honore de Balzac's Mercadet; Ou, le faiseur. Through all these efforts, there is still no definitive answer as to whom or what Godot represents, and the writer has denied that Godot represents a specific thing, despite a certain ambiguity in the name. Upon study, however, one realizes that this ambiguity in meaning is the exact meaning of Godot. Though he seems to create greater symbolism and significance in the name Godot, Beckett actually rejects the notion of truth in language through the insignificance of the title character's name. By creating a false impression of religious symbolism in the name Godot Beckett leads the interpreter to a dead end. For one to make an association between God and the title character's name is completely logical. In fact, in producing the completely obvious allusion, Beckett beckons the interpreter to follow a path of religious symbolism. Throughout the play, references to Christianity are so often mentioned that one can scarcely identify a religious undercurrent; the presence of religion is not really below the surface. In the opening moments of the play, Vladimir asks "Hope deferred make something sick, who said that?" (8A). The real quotation, "Hope deferred maketh the heart sick," comes from Proverbs 13:12 of the Bible. Shortly after, Vladimir asks if Estragon has ever read the Bible and continues on a discussion of the Gospels, the "Saviour," and the two thieves surrounding Christ during the crucifixion (8B-9B). By inserting religious discussions in the first few moments play, the playwright encourages the interpreter to assume the play's themes are greatly connected with religion. Then, when the discussion turns to Godot, Estragon associates their request from Godot with "A kind of prayer" (13A). The connection between God and Godot is seemingly firmly established, leaving room for a variety of interpretations.

New British Empire

Interview a senior citizen Tonya Williams PSYCH/500 March 25, 2013 Tanya Semcesen A face to face interview was held with Mr. C. Mr. C. is an 82 year old African American male. Physically looking at interviewee he does not look that age at all he looks like he is in his early sixties. Part I: Questions & Answers Q-How old are you? A-I am 82 years old. Q-When will you be 83? A-I will be 83 in mid-July Q-Are you married? A-I am a widow and have been for almost 53 years. Q-Do you have children, grandchildren, and great grandchildren?A-Yes I do. I had three children, eight grandchildren, and nine great grandchildren. Q-Do you live alone? A-No I do not, my youngest son lives with me. Q-Tell me a little about your background? A-I was born in the south and raised in the north by an aunt. Both of my parents died when they were fairly young. My mother at 56 and my father at 42. They were both ill the reason for their passing’s. I graduated high school at age 17. I am a retired restauran t worker for 21 years now. Q-What are no most memorable experiences that you have had?A-The most memorable experiences that I have had are a few good ones. My marriage is one, the birth of my children and grandchildren, and buying my own home. Q-What are the most significant life’s events for you? A-The death of my wife the mother of my three children, the death of my oldest son, my parents, and the death of my domestic partner was another significant stressful event for me. Q-If you had the opportunity to change anything would you and what would that be? A-Of course I would change the passing of my family members besides that it would be the type of job that I choose and when.I would have choose one that gave me better financial security and job happiness. Part II: Senior Citizen Developmental History There is a saying that says â€Å"once a child twice a man†. There a many stages in the development of the human lifespan. In middle and late adulthood people tend to lo ok at things in quite a different prospective as they reflect back on the journey of life. This paper and reflective interview will address the many developmental histories of a senior citizen. Mr. C. is an 82 year old African American who lives along with his adult son.Mr. C. is a widow whom had fathered three children one of which is deceased. Mr. C is the oldest of five children whom are all males. He was born in Virginia and raised in New York since he was age 13 with his aunt. He has been living in New York since then. He was educated in New York’s city public school system where he graduated high school at the age of 17. Married at age 27 and widowed at age 30. Mr. C. ’s father died at age 42 making Mr. C 15 years of age and at the passing of his mother he was 36 years old his mother was 56.Mr. C. never remarried he really never got over the death of his wife and children’s mother. Mr. C. lost his oldest son when the son was 27 years old. Mr. C. was in a d omestic partnership many years after the death of his wife. After multiple years in the domestic partnership yet again he was faced with another death, the death of her. Chronologically Mr. C is 82 and is an imperfect indicator of his functional age. Mr. C looks like he is in his sixties. People age biologically at different rates Mr. C. eems younger than he really is (Sutin, Wethington, et al. , 2010). Mr. C was so gracious to disclose his medical status with me. He is a survivor of prostate cancer, his cancer has been in remission on and off for 12 years. He suffers from congestive heart failure which he developed a few years ago. Not an indication of heart disease at all genetics and environment play a big role in the aging process and disease (Beck, 2010). During the duration of the interview when speaking about the deaths of his family members Mr. C. ecame a little emotional and seem to drift back into time a moment of reminiscence is what I think he was doing, trying to relive those moments in time. I asked him how he felt about their deaths. He responded by saying that he came to terms with it and that he was powerless over what had happened and that everyone has an appointment with God and his faith is what sustains him to carry on every day. According to ((Sutin, Wethington, et al. , 2010) the events that individuals define as stressful and how they cope with these events change across the lifespan (  Aldwin, Sutton, et al. , 1996).Starting in late adolescence, the ability to reconstrue negative experiences as positive develops, but it is not until young adulthood that this experienced wisdom is translated into a touchstone for coping with future situations (  Bluck & Gluck, 2004). The most surprisingly response in the interview process was the interviewee’s ability to remain powerless and come to terms about death. He spoke about what he wanted his son and daughter to do when the time came when he passed on in this life, He accepts death a nd knows that it is inevitable that it cannot be avoided no matter who you are.He keeps his faith in God to help deal with the end of life situations. Religious affiliations and psychological aids are helpful in handling depression and may improve the quality of life of aging individuals (Butler, Fujii, et al. , 2011). The birth of his children and grandchildren played a major part in the interviewee’s life. While interviewing he always said family first. I gathered the impression that he is a very family orientated person. In the bedrooms, living room, and hallway of the interviewee’s apartment is pictures of all family members, recent and the throw backs that is what the younger generation calls old pictures.A different demeanor hovers over the interviewee when he shows me family pictures and speaks about his family. I sense it brings him back to his more youthful days, days where he was the ruler of full independence. I asked Mr. C. did he belong to any senior citiz ens centers and his reply was no and he further elaborated for me. He wanted to be around younger people not people his age that constantly reminded him of what reality was indeed about but to feel vivacious for if only a moment when youth was on his side.He stated that is why he loved for his daughter to bring her youngest grandchild over. He loved the sound of the baby especially when he heard it cry it reminded him of youthfulness and independence. Aging is inevitable; becoming wiser with age is not. Researchers, theorists, and clinicians have noted that older adults approach their lives in one of two ways: Either they draw on their strengths and live life to the fullest, or they magnify their weaknesses and restrict their lives to succumb to life's inevitable end  (Gilbin, 2011). From listening to stories about when Mr. C. as much younger and able to take full control of his independence that making the transition from young adult and middle adult to the latter being late adul thood was the hardest to come to terms with and except fully. Hot cocoa was made for me and coffee was made for him by none other but Mr. C. I offered but that was not an option he insisted upon doing so. He maneuvered around his home with no assistance from anyone and when I attempted to do so he refused. I see that he is like a person with a special need and you opt to do it or help they respond by simply saying they can do it.He spoke about being able to do chores around his home that he no longer could do, his failing eye sight and the need for a therapeutic bed, he has difficulty getting up from lying flat. No longer being able to reach items that are on his top shelf in the kitchen cabinets was a hindrance at one time Mr. C. uses ingenious items to help around his home with activities of daily living. Self-efficacy allows one to develop and carry out a plan of action, allowing for a sense of competency (Butler, Fujii, et al. , 2011).His cognitive skills are on point and sharp and he held on to the conversation that he and I shared foe quite some time for a senior citizen his age. The second premise of successful aging is maximizing high physical and cognitive functioning, with these two factors partnering to optimize overall functioning. Physical function is maintained with moderate exercise and a network of support from family and friends. Cognitive function can be sustained with mental exercises and active engagement through conversation (Butler, Fujii, et al. , 2011).The most valuable information that I received from this interview  is to make sure that I take care of myself health wise, choose a career that I get satisfaction from, and live life like it is golden. Do what I want to do like life is a bucket list. At the end when life is almost near the end you hold no regrets. . References Berk, L. E. (2010). Development through the lifespan (5th ed. ). Boston, MA: Allyn ; Bacon. Butler, J. P. , Fujii, M. , ; Sasaki, H. (2011, January). Balanced agi ng, or successful aging?. Geriatrics ; Gerontology International. pp. 1-2. doi:10. 1111/j. 1447-0594. 010. 00661. x. Giblin, J. C. (2011). Successful aging. Journal of Psychosocial Nursing ; Mental Health Services,  49(3), 23-26. doi: http://dx. doi. org/10. 3928/02793695-20110208-01 Rowe, J. W. , ; Kahn, R. L. (1997). Successful aging. The Gerontologist,  37(4), 433-40. Retrieved from http://search. proquest. com/docview/210948228? accountid=35812 Sutin, A. R. , Costa, P. r. , Wethington, E. , ; Eaton, W. (2010). Turning points and lessons learned: Stressful life events and personality trait development across middle adulthood. Psychology And Aging,  25(3), 524-533. doi:10. 1037/a0018751

The Poetry of “Cosmic Love”

Elle McHugh English L202 Paper 2 – Analysis October 15, 2012 The Poetry of â€Å"Cosmic Love† Emerging in the summer of 2009, Florence and the Machine, a British indie-rock band, has a style of a mix between soul and rock. Nonetheless, their sound is best described by their lead singer Florence Welch as, â€Å"something overwhelming and all-encompassing that fills you up . . . † That said, their music contains an ethereal intensity with poetic elements that set them apart from other music. Such a song by Florence and the Machine that exemplifies poetic components is â€Å"Cosmic Love. This particular tune tells the story of girl who falls in love with a boy and becomes consumed by it. However, she fears that he may not feel the same, and becomes entirely absorbed by this anxiety. But, later, she comes to the realization that she was mistaken. In order to express this tale, Florence and the Machine employ poetic mechanisms to better explain the plot of this story . Thus, because of form and extended metaphor the song â€Å"Cosmic Love† by Florence and the Machine can be equated as a poem. The most evident of these poetic devices that are commissioned is form. Cosmic Love† is comprised of seven four-line stanzas or quatrains, which alternate between verse and chorus. As described by Kennedy, the use of quatrains, â€Å"is the most common stanza form used in the English-language [of] poetry,† (Kennedy, 531). Accordingly, this consistency gives the song a distinct configuration, which greatly aligns it with common arrangements of poetry. Along with its physical appearance, because â€Å"Cosmic Love† conveys a story, it has the textual appearance of a ballad. Thus from these two elements, â€Å"Cosmic Love† produces a parallel between song and poetry.Another facet of form that appears within this song is repetition. The chorus of â€Å"The stars, the moon, they have all been blown out/ You left me in the dark/ No dawn, no day, I’m always in this twilight/ Of the shadow of your heart,† (5-8) is repeated four times throughout. Due to such reiteration, the chorus is hugely emphasized. Accordingly, the importance of the girl’s feelings of blindness by the love she is experiencing is exhibited. Also, because this recurs so frequently, her inability to escape these emotions is articulated. It is as if she is constantly ambushed by these feelings.Therefore, from this recurrence of emotions, this song exudes poetic form, again. Another key poetic component represented within â€Å"Cosmic Love† is an extended metaphor. This tool is exercised to further the understanding of the story told. As can be seen throughout the song, this metaphor may refer to the laws that control the universe, as represented by the word â€Å"cosmic† in the title. For example, she explains in the first stanza that, â€Å"A falling star fell from your heart/ And landed in my eyes/ I screa med aloud, as it tore through them/ And now it’s left me blind,† (1-4).Though this may seem to be described as an actual occurrence, it does not mean that a star literally fell from the sky and landed in this poor girl’s eye, as that would be quite a painful ordeal. However, it may explain that she began to fall for this particular boy, and it has left her unaware of the rest of the world or of the happenings in it. Moreover, this reference to being blinded by a star may even be metaphorical allusion to the term of being starry-eyed. As defined by the Oxford-English dictionary, starry-eyed means to be, â€Å"full of emotion, hopes or dreams about someone or something. And, in this sense, it greatly relates to the sentiments that are being voiced, and breeds a connection to metaphors that are used in poetry. Such figurative language continues on through the chorus. Perhaps, the lyrics; â€Å"The stars, the moon, they have all been blown out,†(5), explain t hat the world as she knew it has been extinguished like a candle. She may have become oblivious to the constants that govern our universe. Furthermore, when the song states, â€Å"No dawn, no day, I’m always in this twilight/ In the shadow of your love,† (7-8), it may be describing that she is trapped in a vague unawareness of the outside world because of her love or this boy. Along with this, the cosmic metaphor persists into the second verse. And, as indicated by the lyrics, â€Å"And in the dark, I can hear your heartbeat/ I tried to find the sound/ But it stopped and I was in the darkness/ So darkness I became,† (9-12), just as everyday the earth dissolves into night, she too may have drifted into a similar darkness. She is possibly so terrified that this boy may not share her feelings that she has become like darkness of the night. And, again, the use of this metaphor continues to offer to connect poetry and this song.Finally, in the third and last verse, t his metaphor persists. This stanza possibly explains that she resolved to release herself from her blind and starry-eyed state by â€Å" . . . [taking] the stars from my eyes . . . † (17), and find a way out of the darkness as indicated by the lyrics, â€Å" . . . and then I made a map/ And knew somehow I would find my way back,† (17-18). But, soon realizes that she was not alone in her fears of unshared feelings because, â€Å"[he was] in the darkness too,† (19). Or, that he was lost in a similar night like darkness as she was. Then, because of this, she, â€Å" . . stay[s] in the darkness with [him]† (20). Thus, this metaphor to the cosmos deepens the supremacy of love they have for one another. And, in comparing their love to the laws within the universe, the description of their feelings for one another seem to be otherworldly and almost supernatural. Once again, this extended metaphor that was cleverly fashioned maintains to engender a likeness betwe en this song and poetry. Throughout â€Å"Cosmic Love,† Florence and the Machine uses poetic devices to exhibit, support, and further explain the story within the song.Their insightful ability to make use of form and an extended metaphor creates a respectable poem. Therefore, in applying popular poetic form and crafting an extended metaphor to describe this love-struck journey, this song is truly an artfully illustrated poem. Work Cited 1. â€Å"Cosmic Love. † Moshi Moshi Entertainment. 2009. Web. 11 Oct. 2012. www. florenceandthemachine. net 2. Kennedy, X. J. , and Dana Gioia. â€Å"Chapter 17: Closed Form. † Backpack Literature. Fourth ed. Upper Saddle River, New Jersey: Pearson Education, 2012. 512-31. Print.

Harlem Renaissance Essays

Harlem Renaissance Essays Harlem Renaissance Essay Harlem Renaissance Essay There’s plenty men dat takes a wif lak dey do a joint uh sugarcane. It’s round, juicy an’ sweet when dey gets it. But dey squeeze an grind, squeeze an’ grind an’ wring tell dey wring every drop uh pleasure dat’s in em out. When dey’s satisfied dat dey is wrung dry, dey treats em jes lak dey do a cane-chew. Dey throws em away. Dey knows whut dey is doin while dey is at it, an’ hates themselves fuh it but they keeps on hanging after huh tell she’s empty. Den dey hates huh fuh bein’ a cane-chew an’ in de way ( Hurston 131).Unfortunately, this treatment from her husband was worse than what she endured from the white people in the story. She actually referred to the white people as protection. At the point of no return, Delia directed a threat to her husband saying, Ah’m goin tuh de white folks bout you, mah young man, de very nex’ time you lay yo han’s on me. Mah cup is done run ovah ( Hurston 200). The fear she once held for her husband dissipated and the beginning of her strength emerged from that declaration. Desiring to avert the many barriers set for African American’s in the South,people eventually began to leave to settle in Northern cities in hopes of better Page 4 opportunities. Hurston became one of the writers that found themselves in the North during this migration that produced a new sense of independence in the black community and contributed to the vibrant Black culture seen dur ing the Harlem Renaissance (Katzman 1996). This explosion of independence in the Black literary community is definitely seen in her character Delia. At the end of the story, Sykes tries to kill her with a snake. Consequently, because of his evil efforts, the snake ended up killing him instead.Delia is then vindicated for all the hurt and pain that he caused her in the past. In addition to her racial struggle, Delia’s failed marriage was a direct result of the struggling relationship that she held with her husband. Her home, a place that should have been a place of peaceful solitude was full of violent behavior and negativity. When Sykes dies as a result of the poisonous snakebite, she is no longer bonded by the restrictions of a man. Like the many African Americans that struggled for individuality and independence in the past, her battle for freedom was won.In this story, it is clear that Zora Neale Hurston exemplified African American strength through not only her work Sweat , but also throughout her life.Epstein, Mark. The Price I Paid for Civilization. Zora Neale Hurston on Blacks, Blacks, Brown and the American Nation State. 2004. Hurston, Zora. Sweat. The Hudson Book of Fiction: 30 Stories Worth Reading. Ed. Sarah Touborg. New York: McGraw Hill, 2002. 128-137. Katzman, David. Black Migration. The Reader’s Companion to American History. Houghton Mifflin Co. , 1996. :

Mexican Revolution Battle of Veracruz

Mexican Revolution Battle of Veracruz Occupation of Veracruz - Conflict Dates: The Occupation of Veracruz lasted from April 21 to November 23, 1914, and occurred during the Mexican Revolution. Forces Commanders Americans Rear Admiral Frank Friday Fletcher757 rising to 3,948 men (during the fighting) Mexicans General Gustavo MaassCommodore Manuel Azuetaunknown Occupation of Veracruz -  The Tampico Affair: Early 1914 found Mexico in the midst of civil war as rebel forces led by Venustiano Carranza and Pancho Villa battled to overthrow usurper General Victoriano Huerta. Unwilling to recognized Huertas regime, US President Woodrow Wilson recalled the American ambassador from Mexico City. Not wishing to directly intervene in the fighting, Wilson instructed American warships to concentrate off the ports of Tampico and Veracruz to protect US interests and property. On April 9, 1914, an unarmed whaleboat from the gunboat USS Dolphin landed at Tampico to pick up drummed gasoline from a German merchant. Coming ashore, the American sailors were detained by Huertas federalist troops and taken to the military headquarters. The local commander, Colonel Ramon Hinojosa recognized his mens error and had the Americans returned to their boat. The military governor, General Ignacio Zaragoza contacted the American consul and apologized for the incident and asked that his regrets be conveyed to Rear Admiral Henry T. Mayo offshore. Learning of the incident, Mayo demanded an official apology and that the American flag be raised and saluted in the city. Occupation of Veracruz -  Moving to Military Action: Lacking the authority to grant Mayos demands, Zaragoza forwarded them to Huerta. While he was willing to issue the apology, he refused to raise and salute the American flag as Wilson had not recognized his government. Declaring that the salute will be fired, Wilson gave Huerta until 6:00 PM on April 19 to comply and began moving additional naval units to the Mexican coast. With the passage of the deadline, Wilson addressed Congress on April 20 and detailed a series of incidents that demonstrated the Mexican governments contempt for the United States. In speaking to Congress, he asked for permission to use military action if necessary and stated that in any action there be no thought of aggression or selfish aggrandizement only efforts to maintain the dignity and authority of the United States. While a joint resolution quickly passed in the House, it stalled in the Senate where some senators called for harsher measures. While debate continued, the US State Department was tracking the Hamburg-American liner SS Ypiranga which was steaming towards Veracruz with a cargo of small arms for Huertas army. Occupation of Veracruz  -Taking Veracruz: Desiring to prevent the arms from reaching Huerta, the decision was made to occupy the port of Veracruz. As not to antagonize the German Empire, US forces would not land until the cargo had been off-loaded from Ypiranga. Though Wilson wished have the Senates approval, an urgent cable from US Consul William Canada at Veracruz early on April 21 which informed him of the liners imminent arrival. With this news, Wilson instructed Secretary of the Navy Josephus Daniels to take Veracruz at once. This message was relayed to Rear Admiral Frank Friday Fletcher who commanded the squadron off the port. Possessing the battleships USS and USS  Utah and the transport USS Prairie which carried 350 Marines, Fletcher received his orders at 8:00 AM on April 21. Due to weather considerations, he immediately moved forward and asked Canada to inform the local Mexican commander, General Gustavo Maass, that his men would be taking control of the waterfront. Canada complied and asked Maass not to resist. Under orders not to surrender, Maass began mobilizing the 600 men of the 18th and 19th Infantry Battalions, as well as the midshipmen at the Mexican Naval Academy. He also began arming civilian volunteers. Around 10:50 AM, the Americans began landing under the command of Captain William Rush of Florida. The initial force consisted of around 500 Marines and 300 sailors from the battleships landing parties. Meeting no resistance, the Americans landed at Pier 4 and moved towards their objectives. The bluejackets advanced to take the customs house, post and telegraph offices, and railroad terminal while the Marines were to capture the rail yard, the cable office, and the powerplant. Establishing his headquarters in the Terminal Hotel, Rush sent a semaphore unit to the room to open communications with Fletcher. While Maass began advancing his men towards the waterfront, the midshipmen at the Naval Academy worked to fortify the building. Fighting began when a local policeman, Aurelio Monffort, fired on the Americans. Killed by return fire, Monfforts action led to widespread, disorganized fighting. Believing that a large force was in the city, Rush signaled for reinforcements and Utahs landing party and Marines were sent ashore. Wishing to avoid further bloodshed, Fletcher asked Canada to arrange a ceasefire with the Mexican authorities. This effort failed when no Mexican leaders could be found. Concerned about sustaining additional casualties by advancing into the city, Fletcher ordered Rush to hold his position and remain on the defensive through the night. During the night of April 21/22 additional American warships arrived bringing reinforcements. It was also during this time, that Fletcher concluded that the entire city would need to be occupied. Additional Marines and sailors began landing around 4:00 AM, and at 8:30 AM Rush resumed his advance with ships in the harbor providing gunfire support. Attacking near the Avenue Independencia, the Marines methodically worked from building to building eliminating Mexican resistance. On their left, the 2nd Seaman Regiment, led by USS New Hampshires Captain E.A. Anderson, pressed up the Calle Francisco Canal. Told that his line of advance had been cleared of snipers, Anderson did not send out scouts and marched his men in parade ground formation. Encountering heavy Mexican fire, Andersons men took losses and were forced to fall back. Supported by the fleets guns, Anderson resumed his attack and took the Naval Academy and Artillery Barracks. Additional American forces arrived through the morning and by noon much of the city had been taken. Occupation of Veracruz - Holding the City: In the fighting, 19 Americans were killed 72 wounded. Mexican losses were around 152-172 killed and 195-250 wounded. Minor sniping incidents continued until April 24 when, after the local authorities refused to cooperate, Fletcher declared martial law. On April 30, the US Army 5th Reinforced Brigade under Brigadier General Frederick Funston arrived and took over the occupation of the city. While many of the Marines remained, the naval units returned to their ships. While some in the United States called for a full invasion of Mexico, Wilson limited American involvement to the occupation Veracruz. Battling rebel forces, Huerta was not able to oppose it militarily. Following Huertas downfall in July, discussions began with the new Carranza government. American forces remained in Veracruz for seven months and finally departed on November 23 after the ABC Powers Conference mediated many of the issues between the two nations. Selected Sources National Archives: The United States Armed Forces and the Mexican Punitive ExpeditionDavis, Thomas (2007). With No Thought of Aggression Military History Quarterly. 20(1), 34-43.

Competitive Balance Policy Essay Example | Topics and Well Written Essays - 1500 words

Competitive Balance Policy - Essay Example The essay "Competitive Balance Policy" presents a critical evaluation of the approaches and policies to achieve competitive balance in North American sports and European sports. One of the most used principles of football is "the good of the game and the interest of the fans, is enhanced when all clubs have a reasonable opportunity to compete for championships at least periodically†¦ the game is not enhanced when controlled by a few wealthy clubs". The above statement suggests that there has to be a fair ground for all clubs to compete in football, with the experience of football to the fans enhanced when there lack a few clubs that dominate the game over others. In case the chasm between the rich and the poor clubs becomes greater, there would be a negative effect on sporting competition, which would affect the quality balance making football a preserve of a few clubs. To prevent such unfair balance, clubs in European football, as well as North African, have undertaken to imple ment a number of policies. European football leagues employ collective selling of broadcasting rights to media houses to ensure quality balance among all the clubs. Today, the value of broadcasting rights has increased tremendously in European football league. For instance, in the 2011-2012 league sessions, the European premier league received more than 1.1 billion pounds as revenues from the sale of rights to media houses to broadcast matches from the European clubs, one of the most successful collective bargain systems

Fairytale Essay Example | Topics and Well Written Essays - 500 words

Fairytale - Essay Example Trapped in a magical cave and left to die while trying to retrieve a magic lamp for the magician, Aladdin perchance rubs a ring loaned to him by the magician himself. Upon rubbing the ring, a djinni (female djinn) appears and takes him home to his mother. His mother takes the lamp still clutched in his hand off of him and tries to clean it. Immediately, a powerful djinn or genie appears, bound to do the bidding of the lamp wielder. The genie transforms the once-impoverished Aladdin’s life and eventually helps him to marry the king’s daughter, princess Badroulbadour. Aladdin starts living in a huge palace built for him by the genie of the lamp. Soon, however, the evil magician comes to know of this. He returns and tries to steal the lamp by trickery. He succeeds by fooling Aladdin’s wife, the princess Badroulbadour into exchanging the grubby old lamp for a shinier, newer one. Once the lamp is in his possession, he orders the genie to move Aladin’s palace to where the magician lives. Not being able to interfere in the magic of the genie, the djinni of the ring helps Aladdin get to the place where the magician has ordered Aladdin’s palace to be taken.