About the Giant Antaeus in Mythology

About the Giant Antaeus in Mythology Antaeus, son of Gaia and Poseidon, was a Libyan giant whose strength appeared invincible. He challenged all passers-by to a wrestling match that he invariably won. Upon winning, he slaughtered his adversaries. That is until he met Hercules. Antaeus Challenges Hercules Hercules had gone to the garden of the Hesperides for an apple. (The Hesperides, daughters of Night or the Titan Atlas, took care of the garden.) On Hercules way back, the giant Antaeus challenged the hero to a wrestling match. No matter how many times Hercules threw Antaeus off and tossed him to the ground, it did no good. If anything, the giant appeared rejuvenated from the encounter. The Strength of Antaeus From His Mother Gaia Hercules eventually realized that Gaia, the Earth, Antaeus mother, was the source of his strength, so Hercules held the giant aloft until all his power had drained away. After he killed Antaeus, Hercules proceeded safely back to his taskmaster, King Eurystheus. Incidentally, the modern American hero and demigod Percy Jackson, in the eponymous series, written by Rick Riordan, also defeats Antaeus by suspending him above the earth. Ancient Sources for Antaeus   Some ancient writers who mention Antaeus are Pindar, Apollodorus, and Quintus Ancient Sources for Antaeus  Smyrnus.

adoption essays

adoption essays Usually the birth mother is contacted. You can contact the birth mother or natural parents by looking in some newspaper. You can also send letters of your family to such places as a crisis pregnancy center. You may also use sources over the Internet. The agency should help identify a child for you and assist you with all the legal proceedings. They should help you make the process go as smoothly as possible. Some agencies even go as far as providing counseling for all the parties involved. An extension of a private placement adoption is when the natural parents or birth mother find a family looking to adopt get together and go to an agency. A Step Parent adoption is when one spouse in a remarriage adopts the child of the other parent. One of the natural parents relinquishes all their rights to the child. Open adoptions are agreements and commitments between the birth parents and adoptive parents. In an open adoption there are open lines between the birth parents the adoptive parent a nd the child. Arrangements should be made before hand to avoid conflicts later on. An international adoption is when a United States resident adopts a child born and living in a foreign country. This type of adoption is becoming popular. In the March eighth New York Times edition of the paper they say that international adoptions are rising steadily, to 16,396 in 1999 from 7,093 in 1990. International adoption has been one of the most growing trends when adopting. Most people think that when they adopt internationally that all countries follow the same rules for adoption that the U.S. does. Many countries have different rules on allowing people from other countries to adopt their kids. Many think international adoption is too expensive. Dillon's Director Margie Wasielewski says adopting from many countries can cost less than adopting a child in the USA (Harty 4). In comparing Haiti to Hong Kong I have found some similarities and differences. Som...

Security of our nation Essay Example | Topics and Well Written Essays - 1000 words

Security of our nation - Essay Example As a direct result of the fact that an increased level of interconnectedness and communication links diverse communities and individuals the world over, the nature and scope of existing threats to national security it might be posed by elements that would wish to do the United States harm has been drastically increased. Yet, in order to more completely understand the issues relating to domestic and international eavesdropping/spying that has been proven to exist by the leaks of whistleblower Edward Snowden and others, the following analysis will focus upon the key issues, the stakeholders involved within the scope of this espionage, and the technology involved. By regarding these issues and focusing on the political and ethical ramifications that these issues entail, the analysis will be able to pinpoint the way in which this issue is currently defined. Firstly, with regards to the key issues, it can be understood that the right and expectation to privacy is the first and most presci ent of all. Whereas constitutional scholars have argued for decades over whether or not the Constitution in and of itself guarantees or somehow implies a right to privacy, the fact of the matter is that this has come to be something of an expected norm within the American society and the way of life. As such, the revelations concerning the fact that millions upon millions of phone calls, emails, instant messages, social networks, chats, texts, and web searches are stored and analyzed by a litany of different computer algorithms and analysts has rekindled the debate and focused many individuals upon the key issue of privacy and the means through which personal information can or should be intercepted in the name of national security (Hill 19). The second key issue that exists within this particular analysis is whether or not a domestic spy agency is allowed to intercept communications of American citizens if these communications are not taking place between the individual and someone outside the country and/or taking place between American citizen and an individual who is a suspect or person of interest with regards to national security. This is the more ignored aspect of the debate. Ultimately, the intelligence agencies within the United States, the CIA, the DIA, the NSA, and a litany of others, are all bound by a central and constraining rubric. This central rubric concerns the fact that these agencies are not allowed to spy on United States is within the United States. However, the revelations of whistleblower Edward Snowden point to the fact that agency such as the NSA have flagrantly been ignoring this rule for years. In seeking to gain a greater deal of understanding with regards to the stakeholders of this particular issue, the reader can come to a simple understanding; that each and every individual within the United States and throughout the world is impacted by the actions that are being taken by the National Security Agency and other intelligence gro ups are tracking, recording, and monitoring the communications of individuals around the globe. This delineation of â€Å"everyone† as a potential stakeholder in this process is underscored by the fact that recent documentation and revelations by Edward Snowden and others have pointed to the fact that the information of

Managing Business in Europe Essay Example | Topics and Well Written Essays - 2500 words

Managing Business in Europe - Essay Example Though, there are lot of prominent automobile manufacturers in Europe, majority of the production of automobiles required for the European market is outsourced. The prominent automobile manufacturers in Europe are DaimlerChrysler, Volkswagen (VW), BMW, Ford Europe, General Motors (GM) Europe, Renault, PSA (Peugeot-Citro'n), Fiat and Porsche etc. "The EU is the largest automotive production region in the world and the industry comprises 6.5 % of the manufacturing sector in the Union. Direct employment by the automotive industry stands at about 2.2 million employees, while the total employment effect (direct and indirect) is estimated to be about 12 million" (THE AUTOMOTIVE SECTOR, 2009). This report analyses; Influence of EU's policies on Automotive Industry; Influence of Single European Market or EMU on Automotive Industry; Opportunities and threats for Automotive Industry associated with the enlargement of the European Union; Automotive Industry strategies for Europe etc. The increasingly international setting of business makes it harder and harder to establish the boundaries of a national economy or even to separate the European economy from its global context (Wallace &Young, 1997, p.3) Globalization and liberalization policies have revolutionized the who world and the business strategies were redefined in order to meet the demands of a global world by many of the organizations. Separate co-operative sectors are working in most of the parts of the world in order to exploit the possibilities opened by globalization. EU is one of such co-operation aimed at the integration of the whole European region for the collective growth. The current focus of the EU institutions is on making the EU one of the most competitive markets in the world by 2010 and ensuring stable economic growth. Efforts to this end include investment in human capital, improvements in physical infrastructure and enhancement of available network in the transportation, telecommunications and energy sectors. To counter sluggish economic conditions compounded by uncertainties due to geopolitical tensions and international terrorism, the European Commission has endorsed economic growth initiatives including European Action for Growth (Country Industry Forecast - European Union Automotive Industry, 2004) EU has implemented lot of strategies in order to encourage the automotive industries in the European region and to make the region, the world's highest automobile manufacturing region. At present the Asia-Pacific region holds this position and the EU has taken every possible measure to capture the first position. Environmental legislation and recycling legislation are some of the strategies adopted by EU in order to raise the standards of automobile manufacturing in this area. "The EU emissions standards are compulsory in all EU Member States. The

Hunger in the United States Term Paper Example | Topics and Well Written Essays - 750 words

Hunger in the United States - Term Paper Example Reasons for and Results of Hunger: According to the Inc. Hunger and Homelessness Survey, one of the main grounds of hunger in the United States is poverty and lack of way in to the available resources and the purchasing power. Currently, an estimation of one billion people is living below a dollar per day. A third of the people in countries that are developing such as the United States are said to be poor. Poverty is associated with an income that has not being equally distributed reduced financial performance nationally and a political organization that considers people not having any powers (World Hunger education Service, 2012). This is either in dictatorship or democracy. The other cause of hunger in the United States is the growth of the population. Land, forests fisheries and fresh water are used nowadays beyond capability. In contest for resources available, people considered being hungry and poor are marginalized in the United States than people who are not hungry and poor. In states that landholdings are unbalanced, the families of poor people are moved to cities that have overcrowded. The children are the ones who experience damage due to lack of enough food. Countries such as the United States spend close to $125 annually on the military. Another hunger cause of hunger in the United States is discrimination among various ethnic groups. Results of hunger have led to war, crime and discriminations among people. Both groups discriminating each other use food as one of the main weapon. Discriminations among genders are another hunger cause. The other hunger cause is vulnerability of elderly people and children.

The Laws Of Thermodynamics

The Laws Of Thermodynamics This writing assignment explains some essential ideas about the Laws of Thermodynamics and how oranges exist given the Law of Thermodynamics, along with ideas of entropy. Oranges are considered structured because of the fact that entropy is an expression of the randomness or disorder as well as the energy from high temperature region to low temperature areas. Since orange molecules are not closed system and assuming that their entropy decreases, the energy flowing to the low temperature areas is able to make oranges to exist since the entropy is decreasing for those molecules hence the disorder is decreasing so the molecules can pull together or stay together. Energy is defined as the ability to do work while thermodynamics is bringing about change in the study of energy. Energy exists in many forms, such as heat, light, chemical energy, and electrical energy. Paul Davies, another well-known and popular author gives his views on the Laws of thermodynamics as, The second law of thermodynamics is often phrased by saying that every closed system tends towards a state of total disorder or chaos. One measure of the remorseless rise of chaos uses a quantity called entropy, which is defined to be, roughly speaking, and the degree of disorder in a system. The second law then states that in a closed system the total entropy can never decrease; at best it remains the same. Almost all natural changes tend to increase the entropy, and we see the second law at work all around us in nature. One of the most conspicuous examples is in the way that the sun slowly burns up its nuclear fuel, spewing heat and light irretrievably into the depths of space, and raising the entropy of the cosmos with each liberated photon. Eventually the sun will run out of fuel and cease to shine. The same slow degeneration afflicts all the stars in the universe. In the mid-nine teenth century, this dismal fate came to be known as the cosmic heat death.' [Davies, In About Time p. 34] The First Law of Thermodynamics states that energy can be changed from one form to another, but it cannot be created or destroyed. The total amount of energy and matter in the Universe remains constant, merely changing from one form to another. The First Law of Thermodynamics also called the law of conservation states that energy is always conserved; it cannot be created or destroyed. In essence, energy can be converted from one form into another. The Second Law of Thermodynamics states that in all energy exchanges, if no energy enters or leaves the system, the potential energy of the state will always be less than that of the initial state. This is also commonly referred to as entropy. Once the potential energy locked in carbohydrates is converted into kinetic energy (energy in use or motion), the organism will get no more until energy is input again. In the process of energy transfer, some energy will dissipate as heat. Entropy is a measure of disorder: cells are not disordered and so have low entropy. The flow of energy maintains order and life. Entropy wins when organisms cease to take in energy and die. The third law of thermodynamics, formulated by Walter Nernst and also known as the Nernst heat theorem, states that if one could reach absolute zero, all bodies would have the same entropy. In other words, a body at absolute zero could exist in only one possible state, which would possess a definite energy, called the zero-point energy. This state is defined as having zero entropy. Potential energy, as the name implies, is energy that has not yet been used, thus the term potential. Kinetic energy is energy in use or motion. In the hydrologic cycle, the sun is the ultimate source of energy, evaporating water (in a fashion raising its potential above water in the ocean). When the water falls as rain (or snow) it begins to run downhill toward sea-level. As the water gets closer to sea-level, its potential energy is decreased. Without the sun, the water would eventually still reach sea-level, but never be evaporated to recharge the cycle. Water is an essential need for all living things which include plants to manufacture and processes their food. Chemicals may also be considered from a potential energy or kinetic energy standpoint. One pound of sugar has a certain potential energy. If that pound of sugar is burned the energy is released all at once. The energy released is kinetic energy heat. So much is released that organisms would burn up if all the energy was released at once. Organisms must release the energy a little bit at a time. Similarly, according to Brian Greene he emphasizes on the study of entropy as, First, entropy is a measure of the amount of disorder in a physical system. Second, in physical systems with many constituents there is a natural evolution toward greater disorder, since disorder can be achieved in so many more ways than order. In the language of entropy, this is the statement that physical systems tend to evolve toward states of higher entropy. (Green, In The Fabric of the Cosmos, p. 154) Energy is defined as the ability to do work. Cells convert potential energy, usually in the form of C-C covalent bonds or ATP molecules, into kinetic energy to accomplish cell division, growth, biosynthesis, and active transport, among other things. Therefore, for orange tree to grow to its fullness and be able to produce its fruits, the energy processes would be involved in the development of that plant. Also for it to grow healthy it requires fertilizer which is a chemical energy being converted to potential energy. Energy has often been called the currency of life. It flows through Earths processes creating wind, providing light, and enabling plants to create food from water and air (carbon dioxide). Humans have tapped into this flow to generate electricity, fuel our cars, and heat our homes. The sun provides Earth with most of its energy. It is important for one to recognize and appreciate this source of energy and to explore the transformations that bring the suns light into their home in the form of light, heat, food, and fuel. We are fortunate to have many concentrated sources of energy. Besides the sun, there is chemical energy found in fossil fuels such as coal and oil and in nuclear resources. While the amount of energy in our world remains constant, as we use it (transfer it to one form to another), it becomes spread out and less useful. Energy also gives us the ability to work. Through education and becoming aware of what energy is and how we use it, we can learn (i.e., work) to use our concentrated resources more wisely, and ensure that they will be available for future generations. Work cited Davies P. In About Time. Simon Schuster. 1995. Green B. In the Fabric of the Cosmos: space, time and the texture of reality, A.A. Knopf, 2004.

Educational psychology Essay

1. Understand the principles and requirements of assessment. 1. 1. Explain the function of assessment in learning and development. Lambert and Lines (2000) define assessment as â€Å"the process of gathering, interpreting, recording, and using information about pupils’ responses to educational tasks. † While this is an acceptable definition of assessment (as regards an educational definition), Graham Butt (Into Teaching: Part 2) expands on this definition by proposing that assessment has four main roles within teaching and learning. Firstly, it provides feedback to teachers and students about each child’s progress in order to shape their future learning (a formative role). This is very similar to the diagnostic role of assessment in pin-pointing the precise cause of a child’s difficulty. The second role of assessment is that it provides information about the level of students’ achievements at a particular point, for example at the end of a school year or at the end of a Key Stage (a summative role). The third role of assessment is as a tool by which selection by qualification can be achieved (a certification role). Finally, assessment helps people to judge the effectiveness of the education system as a while (an evaluation role). Prior to the work of Black and Wiliam (1998) very little was known about the formative role of assessment within teaching and learning, and it was clear that by 1997 the assessment emphasis within England and Wales was clearly focused on the function of assessment in learning and development is primarily to provide a measurable barometer for the students’ progress. see more:explain the importance of gaining consent when providing care or support The key to effective practice is to be able to work out what a child’s specific needs are at one time, and to find ways of creating opportunities for them to succeed (Moyles and Robinson, 2002:281). Assessment is carried out through formative (checks throughout the course), impassive (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. Its purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria. For example, assessment provides clear measurement and recording of achievement during a course that provides identification of individual achievement or learners’ needs. I have found that by creating quizzes on socrative. com and/ or google forms that I can capture formative evidence of learners understanding of a task prior to the assessment deadline so I can intervene to give extra help. It is widely recognized that the form and content of student assessment strongly influence students’ attitudes to study and quality of learning (Ramsden, 1997; Shepard, 2000). The learner’s development is typically measured using formative or summative assessment that meets criteria in a fit-for-purpose Assignment and consequently reflects the required standards and performance/ assessment criteria in any given course. The purpose is to monitor development via evidence that can be quantified and used as performance review/ targets/ benchmarking throughout a course. From an Assessors point of view it is essential to ensure that assessment decisions are consistently reviewed and internally/externally verified where possible so as to contribute to the awarding institutions quality assurance and on-going development of best practice. 1. 2. Define the key concepts and principles of assessment. Principles are rules and functions of assessment which are based upon the concepts. (Gravells A. 2011, Principles and practice of assessment in Life Long Learning Sector). The key concepts and principles of assessments include: Continuing professional development – At all times maintaining currency of knowledge and competency to ensure assessment practice is up to date. Equality and Diversity- all assessment activities embrace equality, inclusivity, and diversity and respect all aspects of society. Ethics: ensuring the assessment process is honest and moral, and takes into account confidentiality and integrity. Fairness –activities should be fit for purpose, and planning, decisions and feedback justifiable. Health & Safety- ensuring these are taken into account throughout the full assessment process, carrying out risk assessments as necessary. Assessment methods must be suitable for the candidate’s needs. For example, a learner must have an option for an alternative whereby a mental or physical threat to their well-being could be presented by the assessment. Motivation- encouraging and supporting my learners to reach their full potential at an appropriate level. Quality assurance- this is an integrated process ensuring assessment decisions meet the qualification standards, and assessors are carrying out their role correctly. Record Keeping- ensures accurate records are maintained throughout the learning and assessment process, communicating with others for example and awarding organisation. SMART- ensuring all assessment activities are specific, measurable, achievable, time bound and realistic Standardisation- ensuring the assessment requirements are interpreted accurately and that all assessors are making comparable and consistent decisions. Reliability – The assessment decisions must be by an assessor with competence in the discipline the work relates to so as to ensure a judgment that is informed by a professional perspective. Risk assessments of locations my media student’s film in serve both to extend the learners understanding of health and safety whilst helping them help me make our learning space everyone’s responsibility. VACSR- is another important principle ensuring all assessed work is Valid: all the work is relevant to the assessment criteria. Decisions must be justified with clear referencing of assessment criteria stated by the examining body. Another Lecturer should be able to award the same grade for the piece of work as the same standardisation method is the barometer NOT the opinion of the assessor. Authentic: the work has been produced solely by the learner. Current: the work is still relevant at the time of assessment. Sufficient: the work covers all the assessment criteria. Reliable: the work is consistent across all learners, over time and at the required level. (Gravells A. 2011, Principles and practice of assessment in Life Long Learning Sector). All the subjects (theory or practical) the assessment is carried on the basis of assessment cycle. http://www. gillpayne. com/2014/01/guide-understanding-the-training-cycle/ Purpose. The aim, reason, and purpose of assessment is to help the learner track their progress, provide feedback, and inspire them to achieve. The trainer gains evidence of learning from assessment which can in turn be measured clearly against a criteria. This continuous assessment learning/ training cycle is designed to recognise prior learning and improve it with each assessment. The assessor grades the work so the trainer (if someone different from the assessor) can see the distance travelled on the course when compared to grades throughout the programme. The organisation can use this quantitative data to track a class, department, and/ or, entire organisations performance in relation to peer organisations so employers can often assess their own staff’s performance. COGNITIVE The cognitive domain relates to the more traditionalist assumptions of academic/ intellectual learning. In this domain Bandler and Grinder counted ‘knowledge, comprehension/ understanding’ as well as ‘application, analysis, synthesis and evaluation’. Cognitive assessment should focus on the application, analysis, synthesis, and evaluation rather than towards only the acquisition of knowledge and understanding. To this end any theory in lectures must be made applicable in a video/ practical task that puts in to practice the idea/ terminology/ argument we have discussed – which in turn serves to consolidate and validate the learning. This domain relates to objectives concerned with knowledge and intellectual skills and there are six categories which can be used in lecturers: Knowledge: Asking learners to recall specific and general items of information (e. g. media terminology) and also information about methods (‘how do you add this effect? ’), processes and patterns (using software such as Photoshop). Comprehension: Encouraging recognition of items of information settings similar to but different from those in which they were first encountered e. g. relating theories and debates to contemporary issues such as Laura Mulvey’s Feminist theory of female objectification in mainstream cinema. Application: I actively build my learners understanding of our culture so they can explain previously unseen data or events by applying knowledge from other situations e. g. using simile, analogy, and metaphor in my verbal explanation/ articulation of concepts during lectures so they will do the same in their work. Analysis: Learners are presented with problems to break down the blocks of information into elements for the purpose of clarification. This can be in the form of a provocative discussion, essay question that asks them to show comprehension of ideas in a structured essay with a clear conclusion. Synthesis: Learners are constantly asked to combine elements to form coherent units of information in their responses whether it be a Vlog, Podcast, or Written piece for Assessment. Evaluation: Throughout Assessments the learners are asked to make judgements about the value of information, materials, or methods for given purposes. This is a common feature of each Edexcel Units as it demands reflection and growth on the part of the learner. AFFECTIVE The affective domain for Bandler and Grinder includes objectives which describe changes in interest, attitudes and values, and the development of appreciations. There are different levels of understanding: According to the theory the lowest level is where the learner is merely aware of the fact that other people have particular attitudes and values. As a learner progresses on our courses it is essential to develop this through their personal experience so they slowly develop affective ideas which are uniquely their own. While some values are indoctrinated – respect for others’ rights, honesty, media law, understanding of morals/ ethics, the key is to enable the learner to come to this plane of understanding through a process of development and clarification in lectures. The Affective domain for Bandler and Grinder relates to objectives concerned with interest, attitudes, and values. The five levels of the affective domain from the simplest to the most complex are as follows: Receiving: Sensitivity to certain stimuli and a willingness to receive or attend to them e. g.students receiving information from Lecturers about Media issues. Responding: Involvement in a subject or activity or event to the extent of seeking it out, working with it or engaging in it eg Twitter debates about contemporary issues such as engaging in discussion about the Woolwich attacks in 2013 using the hashtag #bcotterror Valuing: Commitment to or conviction in certain goals, ideas, or beliefs e. g. constructing and arguing a point in an Assignment such as an essay in which the learner shows the pros and cons of existing theorists’ approaches to their Assignment subject. Organisation: Organisation of values into a system, awareness of relevance of and relations between appropriate values and the establishment of dominant personal values e. g. constructing an essay that demonstrates structure and engaging with complex levels of conjecture, statement, and fact with objective, rigorous, scholarly approaches to balance in their argument beyond opinion. Characterisation by a Value Complex: Integration of beliefs, ideas, and attitudes into a total philosophy of world view e. g.  a learner composing a project based on their own interests/ perspective informed by values acquired on course. PSYCHOMOTOR This is largely defined as Physical and Motor skills. We work to develop key social and employability skills through what Bandler and Grinder categorise in to define as 6 categories: ‘Reflex Movements’ are developed with the use of equipment such as cameras and complex editing software to develop the involuntary motor responses to stimuli which in turn form the basis for all behaviour involving any movement. ‘Basic Fundamental Movements’ are developed by doing this as movements of using lighting, microphones, cameras etc. involve movement patterns which help the learner become more ambulatory. ‘Perceptual Abilities’ are tied in to this as they help learners to interpret stimuli so that they can develop their perception of visual and auditory risks, hazards, logistics to adjust to their environment and demonstrate coordinated abilities of eye and hand, eye and foot. Similarly the ‘Physical abilities’ of the learner are utilised and developed in our practical tasks as they are essential to efficient motor activity. Due to the nature of a Creative Media professional the vigour of the person is tested by activities designed to measure the individual and how they meet the demands placed upon him or her in and by the environment. ‘Skilled Movements’ are a necessity in terms of storyboarding, engaging with complex editing software, and other tasks which ask the learner to efficiently perform complex movements. The learning targets are negotiated after gathering diagnostic information from the learner to gauge the potential/ possibility e. g.  all skilled movement activities are based upon some adaptation of the inherent patterns of movement described in the ‘Physical Abilities’ demonstrated by the learner. ‘Non-Discursive Communication’ manifests itself relatively organically in our subject through interviews, debates, video-logs, discussions, podcasts, and any other form of media that captures a range of evidence of the developing communication skills from facial expressions to highly sophisticated choreography/ directing/ blocking of entire sets. [Source: Planning for Pre-Service Primary Teachers Prof Experience Unit, face of Education, QUT, Qld, 1998 (pp11-13)].

4-Mat Review System: Integrative Approaches to Psychology and Christianity

4-MAT Review System: Integrative Approaches to Psychology and Christianity Keyanna Hawkins Liberty University A 4-MAT Review System: Integrative Approaches to Psychology and Christianity Summary In the book Integrative Approaches to Psychology and Christianity, David N. Entwistle explores the relationship between theology and psychology. Throughout time, intellectuals have supported or dismissed the idea of integrating both perspectives. In his book, Entwistle states that during the past century, the relationship of faith and science has been a topic of intense debate (Entwistle, 2010, p8).He references to Athens and Jerusalem to help the reader to grasp the theme of the book. Athens represents knowledge through human reason and Jerusalem represents faith. The idea of secular thinking and Christian thinking by Harry Blamers are also examined (Entwistle, 2010). The text defines secular thinking as restricted limits within earth; however Christian thinking is an eternal perspective. En twistle states that â€Å"all truth is God’s truth† and no matter how the truth is discovered the author is God (Entwistle, 2010, pp13). Entwistle noted that it is important to understand the history of Christianity and science.Galileo made great scientific discoveries, however he was heavily criticized for his findings. The Roman Catholic Church had a hard time understanding scientific method. Overall the Roman Catholic Church deserted the fact Christianity had a part in the development of scientific understanding. Our worldview or life perspective affects how we understand and relate to our experiences and the world (Entwistle, pp56). The experience that a person has impacts their life and the way that perceive truth. Entwistle also discusses questions that where posed by Walsh and Middleton these include, what does mean to be human? What is the nature of the world? , What’s wrong with world, why do things go wrong? and how what can is wrong with my life, be f ixed? These questions answer life’s most fundamental questions. Every worldview frames how one understands the world and how one acts in the world (Entwistle, pp61). The author also addresses four themes to help the reader gain an understanding of the Christian world view which include creation, fall, redemption and consummation. Creation addresses the understanding of who humans are and how it relates to the world that we live in.The fall deals rebellion against God in the garden. Redemption speaks about the forgiveness of our sins that came through the savior of Jesus Christ. Finally Consummation pulls all three previous topics together and is the start of the integration at its core. The pursuit of truth: Epistemology provides understanding for the reader to gain insight to the way that humans process and react to truth. Epistemology is the pursuit of intellectual virtue. It wants to provide an evidentiary basis for belief, rather than one of just opinion. Entwistle then b rings up another important topic which is Metaphysics.Metaphysics can be defined as the philosophical investigation of the nature, constitution and stature of reality. Philosophical anthropology attempts to validate assumptions made by theologians and psychologists about human nature and behavior (Entwistle, pp119). The author provides five models for relating to psychology and theology. These models seek to provide the reader with a clear understanding of the various perspectives about book of God’s word, which reveals the will of God and the book of God’s works which is his expressed power that was first described by Francis Bacon (Entwistle, pp136).The first model is enemies, which is a commitment to a worldview that disregards either religious belief or the insight of human reason. Secondly he speaks, about spies within this model pragmatic desire to use any means help a person’s wellbeing and also those apart of this model have very little connection to any religious views. The next model is the colonialists whose main allegiance is to a religious system. The neutral parties have gained knowledge from various perspectives. Lastly the allies model states that people find their purpose when they see there selves in right relationship to God.As Entwistle concludes his work he helps the reader find the road to integration. He also states in order to integrate psychology and Christianity it is necessary to define the contours of psychology and the contours of Christian orthodoxy (Entwistle, pp136). Finally the reader is given insight to the road ahead as it relates to psychology and Christianity. Concrete Response During the reading of this book a story that kept playing in my head was being back in my grandmother’s church in Louisiana.I can remember being in church and the pastor would often preach that as Christians we should never add or take away anything from the word of God. He would often state that when we do that, we are si nning against God. I remember being in church for what felt like was all day. I would fall asleep and mother or grandmother would pinch me so that I would wake up. The pain was so extreme and I often would think that God was mad at me because I was falling asleep in church. Another memory that comes to mind is whenever the members of my grandmother’s church did not understand something it would often be deemed as the devil.For example when I was reading the story of what happened to Galileo, could see the members at my grandmother’s church condemning him, because they did not understand the theories that he discovered. My mother told me when she became pregnant with me at age 18; the leaders at church asked her to sit the back of the church because of her sin. Growing as a child I thought we say in the back because the was my mother favorite sit in church. I am so blessed that my mother moved away from Louisianan and we longer attended my grandmother’s church.If I would have still attended my grandmother’s church it would have impacted my worldview negatively. This memory helped me to gain a better understanding about the impact that our worldview has on life and the ways in we relate to God. Reflection While reading Integrative Approaches to Psychology and Christianity, many questions arose for this author. I understand that the book was written to help professionals use the Christian faith and psychology while at the same to help their clients overcome the barriers they face in life. However whether iris okay to add faith into the counseling session in the secular worldview?A question I have for the author is how to help counseling professionals know how, and when to integrate with clients. What I enjoyed most about the book is the way Entwistle takes his reader on a journey to discover their feelings and thoughts about integration. While reading this book I was encouraged to think outside of my perspectives. Most importantly I le arned that we must allow ourselves the room to grow and change as we receive new knowledge. A strength that the book has was the ability to challenge me personally. Many times while reading the book I found myself questioning many of my thought patterns and beliefs.I would like to know if there will ever be a common agreement between psychologists and topologists. Action As result of reading this book I am going to implement the Allies model to my career. I would like to help my clients see themselves in proper relationship to God. I will use the model to integrate psychology and theology to gain a more holistic view of my clients. I am also going to keep in mind that a person’s worldview affects how he or she receives and processes truth. Therefore while working with my clients I am going to make an effort to understand their worldview so that I can help them to overcome their trials.Overall as result of reading this book I would like to be an example of love and grace to my clients. When working with other professionals I am going help them to develop and understand why seeing the clients a holistic perspective is important. I will also stress to my colleagues that when we fail to see our clients from a holistic point of view, we miss out on an opportunity to provide them with tools for success. Reference Entwistle, D. (2010). Integrative approaches to psychology and Christianity: An introduction to worldview issues, philosophical foundations and models of integration. Eugene, OR: Cascade Books.

Sophies World essays

Sophie's World essays Sophie's World presents the history of philosophy in the form of a novel. A young girl learns about life and philosophy. One day a few weeks before her fifteenth birthday Norwegian schoolgirl Sophie Amundsen looks inside her mailbox and finds a mysterious letter addressed to her. Opening it, she discovers a single piece of paper with two questions written on it: Who are you? And where does the world come from? Sophie is surprised and intrigued and begins to ponder these questions, first with frustration at their apparent childishness and then with a growing interest. Soon the first letter is followed by more communication from this mysterious correspondent, this time in the form of a whole chapter from a book on introductory philosophy. Strangest of all, the book seems to be written specifically to her. Soon Sophie finds herself taking a complete course in philosophy from an anonymous philosopher. Then, Sophie and the philosopher finally meet and he reveals his Secret Purpose to her. Suddenly, Sophie's whole world is turned upside-down and the fun really begins. The teenage girl, Sophie leans so much from the philosophy that is given about each philosopher from long ago with each of the lessons that she is given from her teacher/philosopher, Alberto. Sophie learns about medieval philosophy while being lectured by a monk in an ancient church, and she learns about Jean-Paul Sartre and Simone de Beauvoir in a French cafe. It all begins with a quotation from Goethe: "He who cannot draw on three thousand years is living from hand to mouth." Could the world have come from nothing? It all seemed so illogical until Democritus invented the most ingenious toy in the world. Next we see Socrates standing in front of a market stall packed with various goods. "What a wonderful number of things I have no use for." We learn about Plato and his theories about the existence of an ideal world of which we see only the dim reflection. ...

medea as tragic hero essays

medea as tragic hero essays According to Aristotle, a tragic hero is either an aristocrat or someone of royalty that cannot be evil. The hero has a flaw that causes a mistake in his judgement and leads to the downfall of himself or those around him. Also, the character must recognize his guilt. The Greek play Medea is the tale of a sorceress, Medea, and a fleet commander, Jason, and the conflicts that arise among them. Medea abandons her home and flees to Corinth after foolishly falling in love with Jason. There, two sons are born to them. Jason and Medea remain happy until Jason finds a new love, the King of Corinth's daughter. Filled with rage and overcome with jealousy, her two flaws, Medea sends her rival a poisoned robe, her mistake. Because she fears the king will attempt to avenge the death of his daughter by harming her sons, Medea kills them. By realizing that she will feel the lifelong agony of her sons' deaths, Medea is the tragic hero. The first requirement of being a tragic hero is the character must be either noble or royal. As the daughter of Aeetes, King of Colchis, Medea is royal. However, because she kills her brother and deceives her father, they exile Medea from her home of Colchis. But because Medea is a "sorceress," she possesses magical powers. Therefore, Medea qualifies for being aristocratic or royal. A second characteristic of a tragic hero is he or she cannot be evil. It may seem Medea is evil because she is a "sorceress," but she has a conscience. In act two when Medea says "O women, I cannot do it! . . . Farewell to all my plans! ," she shows that she is considering allowing her children to live. Although Medea kills her sons in the end, having a conscience shows she is not evil. Jealousy and rage are Medea's flaws. When she discovers Jason's new marriage, she becomes furious. Her first reaction is to kill the princess, which is her mistake. After killing the princess, she fears someone will har ...

Overseas Trade, Slavery, War, And Taxation in the 18th Century Britain Essay

Overseas Trade, Slavery, War, And Taxation in the 18th Century Britain - Essay Example The availability of revenue allowed for Britain to maintain naval dockyards and barracks, pay wages, and supply food and munitions, through Effective action by armies and fleets. The interconnectedness of overseas trade, slavery, war, and taxation shall be addressed by this paper. It is important to note however, that British colonialism had an influential role in the linkage among the four factors. Alongside a renewed pressure with the unprecedented demands of war with revolutionary and Napoleonic France between 1793 and 1815 was the fiscal-military state of eighteenth-century Britain, in which taxation reached 20 percent of the national income of England.3 Taxes were normally between 8 and 10 percent throughout the 18th century. Along with the growing influence of Britain was a desire to protect strategic goods, encourage colonial trade or preserve domestic employment from foreign competition, which became issues of national, security and imperial preference. It was likewise import ant for Britain to establish its political life and to provide links between civil society and the state, which became the subject of the complex process of brokerage with trade interests.4 However, success in Britain's point of view did not only mean the availability of an increased flow of revenue but warfare as well, whereby large amounts were spent in a short period of time which far exceeded income. It may be inferred that Britain's goal to pursue warfare specifically with its long-term rival France and the corresponding pursuit to sustain taxation were towards the attainment of a more heightened objective, which was colonialism. Such trail towards colonialism is seen in Britain's concentration on taxing policies witnessed in the fiscal system becoming more dependent on excise duties, with tariffs and stamp of wealth declining an importance.6 Land tax was considered the most important direct tax in this period, which was seen to rise in line with rents, profits, and salaries.7 The restoration of the land tax to the real level of the 1690s was seen to solve all fiscal problems as argued by a radical pressure group in 1860, the Financial Reform Association. A range of assessed taxes supplemented the land, aiming to tap the income of the rich by taxing signs of conspicuous wealth and display such as male servants, carriages, and pleasure horses. However, an increasing reliance on indirect taxes ensued when land and assessed taxes declined and these indirect taxes took the form of excise duties on a limited range of goods as well as duties on exports and imports. 8 At the time Britain relied on indirect taxes, there was an expansion of a more effective 'handle' on the economy for trade. Likewise, a means of extracting revenue from expanding sectors of the economy was offered through imports of raw materials such as cotton. This scenario shows the interconnectivity between trade and taxation, complementing one with the other in sustaining a mercantile economy. Warfare contributed to the rising power of Britain towards acquiring more territories for its expansion and objectives of colonialism.

Economics Essay Example | Topics and Well Written Essays - 1250 words - 4

Economics - Essay Example He displayed both mathematical dexterity and wide literary grace. As a good economist, Keynes took keen interest in statistical methods of solving economic problems and maintained strong vigilance on the activities that took place in the economy. He mastered the way of observing the particular details that occurred in an economy and then used these details to develop general economic theories. As a person, Keynes demonstrated a dazzling intellect and an arrogance which, to some appeared to be the result of dismissive elitism of the Victorian era. Three elements guided the thoughts and writings of Keynes. These three elements were his presumptuous egotism, his strong identification with the elite class to which he was born and his despise for the values held by the bourgeoisie class (Rothbard, â€Å"Keynes, the Man†). Keynes overweening egotism allowed him to get the confidence that he was capable of handling the intellectual problems that arose during the contemporary period a nd solving them with precision. He scorned at the general principles that went against his ego. This man strongly believed that he was destined to become the leader of the ruling elite class of Great Britain. Keynes dealt with the issues that arose in Britain with a sense of perceived self confidence. He occupied a â€Å"position of power and dominance† (Rothbard, â€Å"Keynes, the Man†). Besides, the deep hatred of the values held in the bourgeoisie way of leading life made Keynes rebel against the institutions and establishments of family life, that supported the notions of savings and prudence. He led the life that was characterized by â€Å"social intellectual rebellion† (Rothbard, â€Å"Keynes, the Man†), the life of an aesthete and a bohemian. Major contributions in the field of economics Keynes’s elucidated the causes of rampant unemployment that affected major economies around the world. In most of the countries, unemployment rates soared h igh and all efforts to reduce inflation rate failed to bring the desired result. Keynes was able to realize the looming shadow of depression that was going to envelop the world economy and argued that monetary policies would not be sufficient enough to combat the effects of depression (Snowdon and Vane 34). He suggested the policy measures, which would help in increasing the aggregate demand and reduce unemployment. Despite the optimism of the time during his youth, Keynes intellectual career started with his thoughts about recession that was about to hit the world economy after a period of economic boom. The Great Depression actually arrived in the mid 1930s, towards the end of Keynes life span. During his life, Keynes had made significant efforts â€Å"to make sense of the disruptions and crises that began with the First World War and continued through the Great Depression† (â€Å"John Maynard Keynes†). His theories made profound impact in the macroeconomic field of study. Microeconomics Micro economics deals with the theories of demand and supply in the market at the firm level. According to most economic thoughts, there is a departure between micro and macro points of view of the world and the market. There is a distinction between the way in which the