Reading, Writing, And Walking With God Essays - Fear And Trembling

Perusing, Writing, And Walking With God I love God. With my whole heart I consume for him. As a green bean in secondary school He called me, not with words or anything perceptible, yet by his insignificant nearness; a sacred want inside my soul that needs to adore his kin, and bring them into a sentimental love-relationship with Him. The calling was as a murmur from the outset, only a little desire, just about an impulse, yet now it has developed into a battle cry that seethes in my spirit. Im not certain precisely how writing has influenced that, well mainstream writing; the primary effect on my confidence has unquestionably been the Bible. At the point when I was fourteen my minister said on a Sunday morning, Work out your own salvation with dread and trembling. (Philippians 2:12) Dont trust it since I state it, your folks state it, or your companions state it, GET INTO THE WORD AND WORK IT OUT! So I did. I read the entire thing, every last bit of it, in eighteen months. I took in a ton during that time, and my confidence was extraordinarily affected and my feelings were formed. I know I subliminally and even intentionally selected in my brain the things I for one discovered imperative to clutch. By and by I built up an extraordinary regard for the Bible and all that it says, and I concur with Gallagher and Lundin that the Bible ought to be seen as writing to be best comprehended. Robert Altar and Frank Kermode offer another perspective on the Bible as a work of extra ordinary artistic power and authority. They even case that scholarly examination must start things out before every single other utilization of the Bible. Without earlier scholarly investigation, different methods of utilizing the Bible will be miserably confused, for except if we have a sound comprehension of how the content fits all together work, it won't be of much an incentive in different regards (Gallagher and Lundin, 66) I have consistently delighted in perusing since I am an inventive individual. I will won't watch a film on the off chance that I have just perused the book since I like the manner in which I have it envisioned, and I feel a similar route about our reading material. I favor not to peruse Bedfords remarks after the tales in the content, since I would prefer not listen when another person is mentioning to me what I should think instead of my own creative mind. In spite of the fact that I Keeter 2 do appreciate perusing; I should admit that it's anything but a leisure activity of mine. Indeed, I dont read much by any means, other than for classes. Maybe that is on the grounds that I am too occupied or simply diverted. Ive never considered the possibility of writing according to my confidence until I started this class, yet I trust it is significant, no, imperative in helping us to adore God with sum. I accept that to cherish God with my entire being, soul, and brain, implies that my psyche ought to be available to all information, giving me more to offer to Him, and more for Him to use in accomplishing His work. Be that as it may, not all writing is helpful for all reasons. We can utilize numerous works of writing for various purposes; others may serve just one. A few writings educate, others delight, others give us bliss in the endowments of God. All give different approaches to partake in Gods world. (Gallagher and Lundin, xxvi/presentation) When anything is composed, the creator puts some portion of himself/herself into it. Writing is consequently an impression of life, representing some part of it. What's more, regardless of whether the story is valid, we may even now take in significant exerc ises from it. Perusing writing permits us take in an additional piece of life, and will assist us with living our lives without limit. So when I read, it influences my stroll with God. What I read may not affect my convictions, confidence or feelings, however it will give me getting, gratefulness, and information. This information will improve me into an, all the more balanced individual, and it will furnish me with significantly more to provide for my Father in paradise. One inquiry that drives me into

Feminism and the Importance of Identity Politics Essay Example for Free

Woman's rights and the Importance of Identity Politics Essay â€Å"To be women's activist in any bona fide feeling of the term is to need for all individuals, female and male, freedom from misogynist job examples, mastery, and oppression†. Chime Hooks compactly summarizes being a women's activist, but then when we look to the women's activist development and women's activist guessing today, we see a shockingly extraordinary picture. In a social development established on correspondence for every person, the man centric society and its’ power structures have still had an antagonistic effect in the manner this development is molded and propagated, particularly as far as intersectionality and character governmental issues. Whose voices are heard? What issues are organized? Who is viewed as a â€Å"true† women's activist? At the point when we ask how and for what valid reason issues of character and intersectionality are pertinent to women's activist speculating, the appropriate response is basic. At the point when the valid and complex personalities of people and social gatherings are overlooked, what structures is a restricting and thin view characteristically oppositional to the movement’s establishment and objectives. Basically, overlooking these issues implies sustaining the abuse the development itself is attempting to battle. What follows is a short investigation on three reasons why women's activists should think about personality and people with complex characters: 1) tending to mistreatments in a development committed to wiping out all abuse, 2) distinguishing the pessimistic results of elision of distinction, and 3) perceiving the genuine significance of intersectionality as far as endurance in reality, instead of essentially speculating in scholastics. While the women's activist development is unequivocally committed to battling bigotry and some other kinds of â€Å"isms†, we see that ordinarily minimized gatherings keep on being underestimated inside the development. These gatherings are very much aware of this mistreatment, yet how regularly their voices are heard or even considered are pretty much nothing. In an announcement from Black women's activists part of The Combahee River Collective, it is clarified that there was â€Å"the need to build up a legislative issues that was enemy of supremacist, not at all like those of White ladies, and hostile to misogynist, dissimilar to those of Black and white men† (CRC: 59). As individuals from two abused gatherings in the public eye, Black ladies face the most noteworthy hindrances in their quest for complete freedom, particularly as a result of the predominant story and voices that have regularly laid hold of the political development. As Kimberle Crenshaw indicates, â€Å"the need to part one’s political energies between twoâ sometimes restricting gatherings is an element of intersectional debilitation that men of shading and white ladies sometimes confront† (Crenshaw: 85). The intersectional experience of White ladies have ordinarily overwhelmed the women’s development as White ladies have had greater availability and chance to stand up/estimate scholastically instead of Black ladies. In this way, the encounters of Black ladies †which are noticeably unique in relation to the White woman’s are basically missing from the conversation, an issue that is exceptionally risky as it focuses to bigotry and persecution inside a social equity development (also a restricted point of view). Women's activist scholars and activists must make a point to represent intersectional encounters so as to keep away from this false reverence. In particular, White women's activists and activists must comprehend that their job as authentic activists in the development orders a should be taught and proficient in Black history and culture, something that the Combahee River Collective has expressly called for. As they contend, â€Å"eliminating prejudice in the white women’s development is by definition work for white ladies to do, yet we will keep on addressing and request responsibility on this issue† (CRC: 63). Being a reliable and completely mindful individual from this development includes more than tending to intersectionality and prejudice inside the development. Women's activist scholars need to distinguish the significance of 1) making the individual political, and hence 2) staying away from the destructive and basic elision of contrasts between and inside gatherings. These two thoughts can't occur or be completely accomplished without the other. The initial step requires a lot of genuineness and self-reflection, which may accompany some uneasiness and torment, an explanation that numerous people may keep away from this contemplation. As Mari Matsuda contends in her article, â€Å"by asserting, investigating, and scrutinizing my own personality in an unequivocal manner, I look for truth, and I try to urge my understudies to do the same† (Matsuda: 75). Women's activist scholars must consider the estimation of truth and equity over an uneasiness or individual blame that hinders the way towards complete freedom for all. Similarly as genuineness is critical as far as abuse inside the development, it is additionally key in perceiving benefit. Matsuda bolsters this thought: â€Å"I don't know about some other governmental issues of social change that works other than the one that requests that individuals investigate profoundly their own area on the tomahawks of power† (Matsuda:â 76). When one has a specific measure of mindfulness and perceives their benefit, at exactly that point would they be able to have the option to abstain from disregarding intragroup contrasts. Consequently, the White lady can't completely comprehend the multifaceted nature battle of a Black woman’s involvement with the development on the off chance that she doesn't comprehend her own benefit over the Black lady inside a similar development. While intersectionality is very genuine in the everyday existences of ladies, women's activist hypothesis has commonly classified way of life as a restricting either/or division between â€Å"woman† or â€Å"person of color†, leaving ladies of shading minimized. As far as brutality against ladies, Crenshaw contends that this elision of contrast is unsafe in light of the fact that it is sustaining the viciousness by not completely seeing how numerous elements of woman’s personality add to her experience. For instance, in our general public administered by a bigot/man centric structure and framework, battered ladies of shading face destitution and racially prejudicial business/lodging, hence have an a lot harder time discovering sanctuary and backing. The elision of distinction can likewise be destructive on the grounds that it acts like a danger to solidarity †overlooking intragroup contrasts basically keep on raising strain between these sub gatherings and e ventually hurts the advancement of the development, which expects everybody to remain with each other. In conclusion, women's activist scholars must perceive the significance of intersectionality and way of life as otherworldly issues that go past essentially conjecturing and assume an undeniable job in the lives of ladies consistently. As Crenshaw contends, â€Å"The battle over consolidating these distinctions is definitely not a frivolous or shallow clash about who gets the chance to sit at the leader of the table. With regards to viciousness, it is once in a while a lethal genuine matter of who will endure and who will not† (Crensaw: 89). The normally shared presumption that battering is a minority issue, for instance, embodies the issues with overlooking intersectionality/character. Battering is a human issue, and if a Latina lady can't get cover from a spouse taking steps to kill her on different occasions since she can’t demonstrate she is English-capable, at that point something is exceptionally off-base. These exclusionary arrangements are inalienably oppositional to the objective of human freedom and the women’s development, and on the off chance that women's activist scholars don't address this, at that point not exclusively will genuine change stay missing, yet we will keep on losing the livesâ of ladies around the globe. These are individuals that have the right to live and practice their privileges; that have the right to commend their multi-dimensional character, rather than experience the ill effects of it since women's activist hypothesis and cultural structure are disregarding them. Women's activist scholars, we need you to be straightforward with yourselves and your benefit. We need you to address the multifaceted nature and excellence of each person, help utilize these distinctions to oppose against mistreatment rather than sustain it, and at last saddle and utilize the full intensity of gathering solidarity to really and truly battle for human freedom.

Can Your Marriage Survive Infidelity

Can Your Marriage Survive Infidelity Relationships Spouses & Partners Marital Problems Print Can Your Marriage Survive Infidelity? By Sheri Stritof Sheri Stritof has written about marriage and relationships for 20 years. Shes the co-author of The Everything Great Marriage Book. Learn about our editorial policy Sheri Stritof Medically reviewed by Medically reviewed by Carly Snyder, MD on February 02, 2020 facebook twitter linkedin Carly Snyder, MD is a reproductive and perinatal psychiatrist who combines traditional psychiatry with integrative medicine-based treatments.   Learn about our Medical Review Board Carly Snyder, MD on February 02, 2020 kristian sekulic/E/Getty Images More in Relationships Spouses & Partners Marital Problems LGBTQ Violence and Abuse The topic of infidelity and cheating spouses is everywhere.  We hear about it frequently in the media and have seen the marriages of friends or relatives that have been devastated by affairs. Its no surprise that many couples internally ask the question, How would I cope ? with such a situation if it were to happen to you. Its particularly common to also wonder if your own marriage could survive such a serious betrayal. Popular psychologist and self-help book author, Dr. Harriet Lerner writes about this in a PsychologyToday.com article, Will Your Marriage Survive the Affair? (2013).  She writes,  Keep in mind that an affair is not a terrible aberration that only occurs in unhappy marriages. It’s a myth that the “real reason” behind an affair is a faulty spouse or bad marriage. A sexually and emotionally distant marriage will definitely make an affair more likely, but it’s also true that affairs happen in excellent marriages as well. Affairs have many sources, and opportunity and work context are among the pre-disposing factors. Marriage can survive infidelity, but it is important to remember certain facts: Its not easyIt hurtsThere will probably be anger, tears, and depressionIt will take time to healIt will take a decision to trust againIt will take the cheater taking responsibility and not blaming his/her spouse for the affairIt will take the victim also taking responsibility for underlying problems in the marriageIt will take courageIt will require serious commitment from both of you to save your marriageIt is likely that you will need professional help to process what happened Many professionals have seen marriages not only survive infidelity but become better. It is true that a marriage can survive an extra-marital affair. But, this will only happen if both partners are willing to acquire and use the skills necessary to making their marriage successful.   Developing a new way of interacting requires you both to: have deep and meaningful conversationsexpress underlying vulnerable emotionstemper defensiveness, blame, denialexplore your underlying patterns  or vicious cycles of communicationbe willing to forgive hurtsbe completely honestlook at emotional baggage that may have gotten you to this place Some feelings that are prominent when a couple experiences cheating in their marriage include: ShameGuiltBlameAngerHurtDisappointmentRageEmbarrassmentForgivenessJealousyLustResentmentDenialMis-trust Some Marriages Should Not Be Saved Your marriage can survive this onslaught of feelings. However, some marriages are not meant to be saved. If the infidelity is one of many symptoms of domestic violence and/or emotional abuse in your relationship you will never feel safe enough to work through your problems. These are very entrenched issues that are often not changeable. It is challenging for the betrayed partner to know if he or she can give the spouse a second chance. If the infidelity was a one-time event, this is also quite different than someone with a pattern of ongoing cheating. If your spouse is a serial cheater, it may be time to throw in the towel. There are other positive signs to look for such as the spouse showing remorse and showing clear actions that the affair has ended.   The spouse can also be extremely transparent by supplying account passwords, allowing an app or GPS tracking, taking a lie-detector or be willing to sign a post-nuptial agreement. These suggestions might not work for everyone, but they are worth a consideration in the short-term while trying to work through infidelity. Where to Get Professional Help See out a licensed therapist or psychologist who specializes in working with couples. Be sure to ask about their expertise in helping with infidelity in particular. A place to start if you are still unsure if you want to save the marriage, or the affair is still going on, is a process called Discernment Counseling.  Some people find it better (or easier) to speak with their clergy. This may be a good initial step, but a professional counselor will be needed to help you work through the long-term healing process. Should Your Cheating Spouse Get Another Chance? Article updated by Marni Feuerman

Can Your Marriage Survive Infidelity

Can Your Marriage Survive Infidelity Relationships Spouses & Partners Marital Problems Print Can Your Marriage Survive Infidelity? By Sheri Stritof Sheri Stritof has written about marriage and relationships for 20 years. Shes the co-author of The Everything Great Marriage Book. Learn about our editorial policy Sheri Stritof Medically reviewed by Medically reviewed by Carly Snyder, MD on February 02, 2020 facebook twitter linkedin Carly Snyder, MD is a reproductive and perinatal psychiatrist who combines traditional psychiatry with integrative medicine-based treatments.   Learn about our Medical Review Board Carly Snyder, MD on February 02, 2020 kristian sekulic/E/Getty Images More in Relationships Spouses & Partners Marital Problems LGBTQ Violence and Abuse The topic of infidelity and cheating spouses is everywhere.  We hear about it frequently in the media and have seen the marriages of friends or relatives that have been devastated by affairs. Its no surprise that many couples internally ask the question, How would I cope ? with such a situation if it were to happen to you. Its particularly common to also wonder if your own marriage could survive such a serious betrayal. Popular psychologist and self-help book author, Dr. Harriet Lerner writes about this in a PsychologyToday.com article, Will Your Marriage Survive the Affair? (2013).  She writes,  Keep in mind that an affair is not a terrible aberration that only occurs in unhappy marriages. It’s a myth that the “real reason” behind an affair is a faulty spouse or bad marriage. A sexually and emotionally distant marriage will definitely make an affair more likely, but it’s also true that affairs happen in excellent marriages as well. Affairs have many sources, and opportunity and work context are among the pre-disposing factors. Marriage can survive infidelity, but it is important to remember certain facts: Its not easyIt hurtsThere will probably be anger, tears, and depressionIt will take time to healIt will take a decision to trust againIt will take the cheater taking responsibility and not blaming his/her spouse for the affairIt will take the victim also taking responsibility for underlying problems in the marriageIt will take courageIt will require serious commitment from both of you to save your marriageIt is likely that you will need professional help to process what happened Many professionals have seen marriages not only survive infidelity but become better. It is true that a marriage can survive an extra-marital affair. But, this will only happen if both partners are willing to acquire and use the skills necessary to making their marriage successful.   Developing a new way of interacting requires you both to: have deep and meaningful conversationsexpress underlying vulnerable emotionstemper defensiveness, blame, denialexplore your underlying patterns  or vicious cycles of communicationbe willing to forgive hurtsbe completely honestlook at emotional baggage that may have gotten you to this place Some feelings that are prominent when a couple experiences cheating in their marriage include: ShameGuiltBlameAngerHurtDisappointmentRageEmbarrassmentForgivenessJealousyLustResentmentDenialMis-trust Some Marriages Should Not Be Saved Your marriage can survive this onslaught of feelings. However, some marriages are not meant to be saved. If the infidelity is one of many symptoms of domestic violence and/or emotional abuse in your relationship you will never feel safe enough to work through your problems. These are very entrenched issues that are often not changeable. It is challenging for the betrayed partner to know if he or she can give the spouse a second chance. If the infidelity was a one-time event, this is also quite different than someone with a pattern of ongoing cheating. If your spouse is a serial cheater, it may be time to throw in the towel. There are other positive signs to look for such as the spouse showing remorse and showing clear actions that the affair has ended.   The spouse can also be extremely transparent by supplying account passwords, allowing an app or GPS tracking, taking a lie-detector or be willing to sign a post-nuptial agreement. These suggestions might not work for everyone, but they are worth a consideration in the short-term while trying to work through infidelity. Where to Get Professional Help See out a licensed therapist or psychologist who specializes in working with couples. Be sure to ask about their expertise in helping with infidelity in particular. A place to start if you are still unsure if you want to save the marriage, or the affair is still going on, is a process called Discernment Counseling.  Some people find it better (or easier) to speak with their clergy. This may be a good initial step, but a professional counselor will be needed to help you work through the long-term healing process. Should Your Cheating Spouse Get Another Chance? Article updated by Marni Feuerman

Exploring the Components Found in the Ideal Classroom

Perfection is often elusive, but good teachers continuously strive to obtain it. The classroom is the epicenter of teaching and learning. Throughout the school year, the four walls of a classroom encapsulate life-changing interactions between the teacher and their students. A classroom typically takes on the  personality of the teacher. Though similarities are prevalent in every classroom, no two classrooms are exactly the same. 35 Components of an Ideal Classroom Every teacher will have a slightly different version of the ideal classroom, but common elements do exist. It is in these commonalities that you often find a true representation of characteristics found in the ideal classroom. The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is student-centered meaning that the teacher is the facilitator of learning built on student interests and abilities. The teacher rarely lectures or uses worksheets, but instead provides students with engaging, authentic learning opportunities.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is a display center for student made learning posters, artwork, and other exemplary work.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is well organized so that teachers and students can utilize the resources in the room quickly and efficiently.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.provides students with a safe zone where they feel comfortable and can temporarily escape any problems they are dealing with at home.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has structure or a specified set of procedures and expectations that everyone follows.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has a teacher who always addresses their students in a positive manner. They treat their s tudents fairly and maintain the dignity of the student when addressing discipline issues.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has an open door policy where parents and community members are encouraged to participate actively in daily activities and lessons.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..embraces technology and regularly integrates aspects of technology into lessons.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.provides regular authentic learning opportunities where active, hands-on learning is a standard classroom practice.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is one where teachable moments are embraced. The teacher realizes that value learning opportunities exist beyond simple rote learning and takes advantage of those opportunities.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.embraces modeling and independent practice as a critical learning tool. The teacher models new skills and then allows students to practice these newly acquired skills independently.The ideal classroo m†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.allows students to work cooperatively on learning projects. Students are taught to create a plan, assign tasks, and then to bring everything together to complete the project.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has a teacher who is not afraid to experiment. They are continuously searching for ideas to boost learning and regularly tweaks previously used lessons to meet the needs of their current students.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.incorporates a variety of proven instructional strategies throughout the school year. The teacher exposes students to a wide range of strategies so that multiple learning styles are addressed on a regular basis.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is one where respect is a core value. Teachers and students understand that respect is a two-way street. Everyone is respectful of others thoughts and feelings.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is amicable. Students and teachers may disagree from time to time, bu t they respect each other’s opinions and listen to the other side without passing judgment.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.embraces accountability. Students are taught self-discipline and hold each other accountable when they make a mistake. The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.embraces individual diversity and differences. Students are not only taught to value differences but that all individuals bring real value to the classroom because they are different.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is not limited to the four walls of the classroom. The same principles applied in the classroom are extended to all areas of the school as well as all school activities.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.encourages all students to participate actively in every learning activity. Each student brings value to the learning process and thus are expected to pull their weight in each and every activity.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is content driven meaning t hat students are minimally taught the concepts and requirements per grade level and subject area.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is data-driven. The teacher pulls data from multiple sources to paint an accurate portrait of individual student needs. The teacher then creates individualized learning opportunities to meet the specific needs of each student in their class.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.provides sequential learning opportunities allowing students to connect new learning experiences to prior learning experiences. It also allows students to begin to look forward to learning that is on the horizon.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.allows students to tap into individual talents and creativity. Students are encouraged to individualize learning projects by putting their own unique or creative spin on them.The ideal classroom............is built on high expectations.   No one is allowed just to get by. The teacher and students expect maximum effort an d participation in every class activity.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is one that students look forward to going to. They anticipate new learning opportunities and look forward to seeing the adventure that each day brings.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is made up of fewer than eighteen students, but more than ten students.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.teaches students more than what is required. Students are taught valuable life lessons and skills. They are encouraged to begin to establish a plan for their future.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.provides students with clear and concise directions in both verbal and written form. Students are given an opportunity to ask questions before, during, and after a task for clarification.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..has an ongoing, collaborative and engaging dialog where students share their expertise and experiences on the topic at hand. Teachers are facilitators who guide the discussion, but who ensure students are engaged throughout the discussion.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has plenty of educational resources including up-to-date textbooks, supplemental learning tools, technology, and a comprehensive classroom library.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.provides every student with one-on-one instruction on a daily basis to meet individualized learning needs.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has a teacher who makes adjustments as needed. The teacher takes the time to re-teach concepts when necessary and recognizes when individual students are struggling and provides them with extra assistance when needed.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is full of students focused on learning. They are goal oriented and refuse to be a distraction for their classmates. They love learning and realize that a good education is a means to an end.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..prepares students for the future. Students not only advance to the next grade level but do so with the tools and abilities to be successful.

The Government s Combat On Copyrights Infringement

Abstract As China rose to become one of the world’s largest trading partners following its accession to the WTO, the country also began to face intense pressure from the international community to abide by standards on intellectual property rights. Specifically, China has strengthened its legal framework and amended its IPR laws and regulations to comply with the WTO Agreement on Trade-Related Intellectual Property Rights (TRIPS). Copyright protection is one area that China has made great progress in especially in the entertainment industry. With China’s economy booming, China is consuming an increasing amount of TV shows. However, China’s TV industry suffers from a critical dilemma-the lack of innovations. This research paper will†¦show more content†¦The firm estimated that China’s online video revenue increased 41.9 percent in 2013, reaching about $2 billion. In contrast, China’s traditional TV industry has suffered a sharp decline. In 2 012 only 30% of households in Beijing watched TV, down from 70% three years earlier (The Economist, 2013). However, the gains from the expanding industry come with high costs. Avoiding licensing costs from foreign production companies, many Chinese Internet video companies had become a haven for illicit American shows and hit South Korean soap operas. The illegal distribution of foreign content on these websites was an undoing to China’s endeavor to ascent to a strong intellectual property country. Amidst criticisms from the right holders in the international community, China has tightened its regulations against copyright infringement on online video streaming websites. Another rationale behind the government’s commitment to fighting copyright piracy is to protect domestic TV stations against the rampant popularity of foreign TV shows online. The Chinese government hopes that through an enforcement of IPR, China’s TV industry will see a reduce in the invasion of foreign TV shows due to high licensing costs and thus an increase in the production of domestic popular on es. Through a careful analysis of the legal framework and measures the Chinese government

The Feminist Movement Of The Twentieth Century - 2026 Words

Women’s rights have evolved over time; beginning with being homemakers and evolving to obtaining professions, acquiring an education, and gaining the right to vote. The movement that created all these revolutionary changes was called the feminist movement. The feminist movement occurred in the twentieth century. Many people are not aware of the purpose of the feminist movement. The movement was political and social and it sought to set up equality for women. Women’s groups in the United States worked together to win women’s suffrage and later to create and support the Equal Rights Amendment. The economic boom between 1917 and the early 1960s brought many American women into the workplace. As women began to join the workplace they became progressively more aware of their unequal economic and social status. Homemakers, many of whom who had previously obtained college educations, began to voice their lack of personal fulfillment. They had an awakening, they realized their lives were not fulfilled and wanted more than what the restraints of society would offer them. Many literary works were born from the feminist movement; each enabling women to achieve more than what society expected of them and to push the societal limits. The Awakening is a prototype of the feminist movement. Kate Chopin’s novel The Awakening follows a common theme in literature. She uses the novel as a way to demonstrate the emancipation of women. Peggy Skaggs believes that Chopin’s lifeShow MoreRelatedThe Feminist Movement Of The Twentieth Century2029 Words   |  9 PagesThe Feminist Awakening Women’s rights have evolved over time; beginning with being homemakers and evolving to obtaining professions, acquiring an education, and gaining the right to vote. The movement that created all these revolutionary changes was called the feminist movement. The feminist movement occurred in the twentieth century. 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Response Strategies on Relationship Quality †MyAssignmenthelp.com

Question: Discuss about the Response Strategies on Relationship Quality. Answer: Introduction For any organization to operate well with minimal effects from uncalled for risks, there is the need for crisis management process to be well planned for so that in case of a problem the issue is solved within a good time to avoid losses and image damage to the organization. How an institution deals with a crisis determines its image to the outside world and the impact it has on the various stakeholders. To successful diffuse a crisis there is need to understand how it should be handled even before it occurs (Gao et al., 2011b). This explains why Concord college was able to handle the crisis to ensure it did not have adverse effects on the stakeholders especially parents and students as well as ensuring it does not tarnish its image in the general public The institution was able to make use of structural-functional systems theory and diffusion of innovation theory in dealing with the crisis that befell them (Chung, 2011). The structural functional theory was used in the sense that information was provided to the relevant stakeholders and involved departments on time before the issue got out of hand. The institution was able to address the intricacies of the networks of information as well as all the levels of command that make up the organizational communication (Venette, 2007). Various letters and memos were written by officials such as communications officer, media personnel and the parents teachers association all with an aim of offering solutions to the issue. The information flow was therefore a form of networks made up of involved parties. For the diffusion of innovation theory the principal of the school is seen getting the employees and all the stakeholders involved in solving the issue. This provided a lot of transparency in dealing with the crisis ad also an acknowledgement that the institution valued their support and concern (Sweetser and Metzgar, 2007). The use of this theory by the college transformed the heavy burden of the crisis they had into a team effort so as to ensure the problem was fixed within a short period of time. This ensured the institution was re-invigorated even when the situation appeared to be in bad shape (Petru, 2013). The principal therefore kept the morale of every stakeholder high in those tough times by valuing and list ening to everyones inputs and suggestions. Strategies that were successful The most successful strategies was the action taken by communication officers and the IT experts to close down the fake account that was operational and to redirect the stakeholders to an alternative account that was true and could respond to the urgent questions. The letter written to the principal by Mark Disuc was a good advice regarding the right actions that were to be taken (Taneja, 2014). The principal was advised against locking the media out of this issue as it could raise more concerns and mistrust by the public to the institution. The letter written by the PTA official was a good reassurance to teachers and parents that everything was under control and future crisis of this nature will not occur again. If I were among the stakeholders I wouldnt do anything different from what they did. Or even if I were the principal would have taken the same actions as he did such as engaging all the relevant stakeholders to ensure the situation does not get out of hand. Being one of the stakeholders in the institution there are various activities that I got engaged into to ensure the teams efforts bore fruits. These include I offered free guidance at counseling to the students and parents who felt like the institution had failed them in ensuring the security of the students. My role was to ensure the institution wins their trust back by assuring them that such an incidence will never occur again. I also assured the parents that their children will be protected from any form of bullying that may arise from the staff at the institution and that the teacher responsible for the crisis that occurred was to be vindicated for his mistakes. This ensured that the parents and students felt comfortable and were ready to allow their children to continue in the institution (Sabato, 2010). From the crisis it was seen that a fake account was in circulation and wrong information was being channeled out to the public regarding the crisis. My role here was to spread the word that there was the right link to an official school accounts that parents and students could use to air their views and seek guidance regarding the issue at hand (Coombs, 2007). I also managed to talk to the principal to keep calm and handle the whole matter with the intelligence it required so as not to send any negative signals or energy out in the public. I was in the forefront of advising the principal to welcome any suggestions that are of help in solving the matter at hand. This assisted in ensuring the principal is aware of people who care and mean good for the institution and do not hold him entirely responsible about whatever had happened. I also was able to work with all the departments in the college to ensure they do all they can to offer positive support to the principal as he tries to deal with the matter in the most responsible way possible (Ki and Brown, 2013). All these activities enabled me to contribute to the teamwork at the ins titution, timing, tasking and all the outcomes during the crisis period. Reflection on the experiences during the crisis Form the experience at concord college I can ascertain to the fact that preparedness for crisis management is very critical so as to ensure any risk or crisis is dealt with before more damages both physical and image damage are done. Concord College was fully prepared for such crisis. This is because all the involved departments worked in coordination to ensure matters did not get out of control. The principal also embraced the spirit of teamwork and collaboration and he was open to advice from all the concerned parties (Coombs, 2007). This ensured that the image of the institution is not damaged in the public. For instance the communication manager ensured the wrong account was shut down so as to protect the college from malicious competitor who could have taken advantage of the situation to ruin the image of the school. Form this crisis I learnt that team work is very important in any crisis management efforts. This is because were it not for teamwork a lot of things may have gone wrong and the institution could not have managed to protect their image in the public. Parents may have withdrawn their children from the school due to fears and lack of trust but this did not happen because of the collective efforts by all the involved parties. To deal with time pressures imposed on an organization due to a crisis the involved departments have to swing into action first and work collaboratively to solve the crisis just as the way concord college staff did (Cornett, McNutt and Tehranian, 2010). Some of the risks and crisis communication skills that I could suggest to any employer include good listening skills so as to accommodate the opinions of others in solving crises. Clarity and concision by employers should be embraced so as to ensure only what is relevant is said. They should desist from saying too much or too little. Friendliness-this creates a good environment for workers and other stakeholders to work from. This promotes engagement in open and honest communications. Confidence- this ensures the employer gains trust of the people they work with. Confidence can be exuded by maintain eye contact and using a firm friendly tone. Exercise empathy-this ensures there is understanding and respect of other peoples views (Armon, 2010). Being open mindedness to accommodate the ideas of others at the work place is very important. Ensuring there is respect for other peoples ideas and opinions at work so as to create a good working environment. Conclusion Crisis management should be embraced by all institutions so as to curb against damages that may arise from such incidences. No one plans for a crisis but its mostly inevitable and therefore its good to always have plans in place of how to deal with them. For the case of Concord College its evident that the management was prepared for the crisis and this explains why the various departments and stakeholders were able to play their roles timely. This ensured the institution does not ruin its image in the public and thus retaining the trust of the parents in the school. The crisis management at the college was well tailored to the strategies and goals of the school and thus the success in dealing with the issue. Crisis management cannot be of success minus good communication skills related to dealing with any crisis. The principal and his team appeared to have mastered the art and skills of good communication during a crisis and thats why they worked collaboratively without much frictio n among them. References Armon, D., 2010, Ready or Not: Is Your Crisis Communications Plan Anti-Social?, Public Relations Tactics, Volume 17, Number 4, pp. 1011. Chung, I. J., 2011, Social amplification of risk in the Internet environment. Risk Analysis, 31(12), 18831896. Cornett, M.M., McNutt, J.J., Tehranian, H., 2010., The financial crisis, internal corporate governance, and the performance of publicly-traded US bank holding Companies, Working Paper, Boston College. Coombs, W. T., 2011, "Crisis Management and Communications." Institute for Public Relations. N.p., Jan.-Feb. 2011. Web. Coombs,W.T., 2007, Protecting Organization Reputations During a Crisis: The Development and Application of Situational Crisis Communication Theory, Corporate Reputation Review, Volume 10, pp. 163176. Gao, H., Wang, X., Barbier, G., Liu, H., 2011b, Promoting coordination for disaster relief From crowd sourcing to coordination. In J. Salerno, S. J. Yang, D. Nau S.-K. Chai (Eds.), Social computing, behavioural-cultural modelling, and prediction. Lecture Notes in Computer Science 6589 (pp. 197204). Heidelberg: Springer. Ki E, and Brown K., 2013, The Effects of Crisis Response Strategies on Relationship Quality Outcomes. Journal of Business Communication 50(4):403-420. Available from: Business Source Complete, Ipswich, MA. Petru M., 2013, On The Role Of Implementing A Database System In The Risk Communication Process, Young Economists Journal / Revista Tinerilor Economisti 10(20):255-258. Available from: Business Source Complete, Ipswich, MA. Sabato, G., 2010., Financial crisis: where did risk management fail? International Review of Applied Financial Issues and Economics 2, 1218. Sweetser, K.D. and Metzgar, E.,2007, Communicating During a Crisis: Use of Blogs as a Relationship Management Tool, Public Relations Review, Volume 33, pp. 340342. Taneja S, Pryor M, Sewell S, Recuero A., 2014, Strategic Crisis Management, A Basis for Renewal and Crisis Prevention. Journal of Management Policy Practice 15(1):78-85. Available from: Business Source Complete, Ipswich, MA Venette, S.J.,2007, Best Practices in Risk and Crisis Communication: Advice for Food Scientists and Technologists, International Union of Food Science and Technology: Scientific Information Bulletin, Volume 7, pp. 15.

Basic Writing - Definition and Examples in Composition Studies

Basic Writing s in Composition Studies Basic writing is a pedagogical term for the writing of high risk students who are perceived to be unprepared for conventional college courses in freshman composition. The term basic writing was  introduced in the 1970s as an alternative to  remedial  or  developmental writing. In her ground-breaking book Errors and Expectations (1977), Mina Shaughnessy says that basic writing tends to be represented by small numbers of words with large numbers of errors. In contrast, David Bartholomae argues that a  basic writer  is not necessarily a writer who makes a lot of  mistakes (Inventing the University, 1985).  Elsewhere he observes that the distinguishing mark of the basic writer is that he works  outside the conceptual structures that  his more literate counterparts work within (Writing on the Margins, 2005). In the article Who Are Basic Writers? (1990), Andrea Lunsford and Patricia A. Sullivan conclude that the population of basic writers continues to resist our best attempts at description and definition. Observations Mina Shaughnessy had much to do with encouraging the acceptance of basic writing as a distinct area of teaching and research. She named the field and founded in 1975 the Journal of Basic Writing, which continues as one of the most important vehicles for the dissemination of research articles. In 1977, she published one of the most important scholarly books on the subject, Errors and Expectations, a book that remains the most important single study of basic writers and their prose... [O]ne of the values of her book is that she showed teachers how they could, by viewing errors as linguistic misconceptions, determine the causes of writing problems that on the surface might appear confusing and unconnected.(Michael G. Moran and Martin J. Jacobi, Introduction. Research in Basic Writing: A Bibliographic Sourcebook. Greenwood Press, 1990) Speaking (and Writing) the Language of the University Every time a student sits down to write for us, he has to invent the university for the occasioninvent the university, that is, or a branch of it, like History or Anthropology or Economics or English. He has to learn to speak our language, to speak as we do, to try on the peculiar ways of knowing, selecting, evaluating, reporting, concluding, and arguing that defines the discourse of our community...One response to the problems of basic writers, then, would be to determine just what the communitys conventions are, so that those conventions can be written out, demystified, and taught in our classrooms, Teachers, as a result, could be more precise and helpful when they ask students to think, argue, describe, or define. Another response would be to examine the essays written by basic writerstheir approximations of academic discourseto determine more clearly where the problems lie. If we look at their writing, and if we look at it in the context of other student writing, we can better se e the points of discord when students try to write their way into the university.  (David Bartholmae, Inventing the University. When a Writer Can’t Write: Studies in Writer’s Block and Other Composing-Process Problems, ed. by Mike Rose. Guilford Press, 1985) [T]he real challenge for us as teachers of basic writing lies in helping our students become more proficient at abstracting and conceptualizing and hence at producing acceptable academic discourse, without losing the directness many of them now possess.  (Andrea Lunsford, quoted by Patricia Bizzell in Academic Discourse and Critical Consciousness. University of Pittsburgh Press, 1992) Where Do Basic Writers Come From? [T]he research does not support the view that basic writers come from any single social class or discourse community... Their backgrounds are too complex and rich to support simple generalizations about class and psychology to be particularly useful in helping to understand these students.(Michael G. Moran and Martin J. Jacobi, Research in Basic Writing. Greenwood, 1990) The Problem With the Growth Metaphor Many early studies of basic writing in the 1970s and 80s drew on the metaphor of growth in order to talk about the difficulties faced by basic writers, encouraging teachers to view such students as inexperienced or immature users of language and defining their task as one of helping students develop their nascent skills in writing... The growth model pulled attention away from the forms of academic discourse and towards what students could or could not do with language. It also encouraged teachers to respect and work with the skills students brought to the classroom. Implicit in this view, though, was the notion that many students, and especially less successful or basic writers, were somehow stuck in an early stage of language development, their growth as language users stalled...Yet this conclusion, pretty much forced by the metaphor of growth, ran counter to what many teachers felt they knew about their studentsmany of whom were returning to school after years of work, most of who m were voluble and bright in conversation, and almost all of whom seemed at least as adept as their teachers in dealing with the ordinary vicissitudes of life... What if the trouble that they were having with writing at college was less a sign of some general failing in their thought or language than evidence of their unfamiliarity with the workings of a specific sort of (academic) discourse?(Joseph Harris, Negotiating the Contact Zone. Journal of Basic Writing, 1995. Reprinted in Landmark Essays on Basic Writing, ed. by Kay Halasek and Nels P. Highberg. Lawrence Erlbaum, 2001)

Solomon Northup - Twelve Years a Slave essays

Solomon Northup - Twelve Years a Slave essays Solomon Northups Twelve Years a Slave, provides readers with a different outlook on slavery. Northup discusses his days as a slave and the different obstacles he went through. Among the three owners he had, all of them had a different way of treating their slaves. Religion is one of the main factors contributing to how Northup is treated. This book portrays how the adoption of religion played a major role in the treatment of the slaves. During the late 18th century, about the same time as Northups expiernces as a slave, many Southerners were greatly influenced by religion. In particular, during the evangelical reform movement, religion became the new model of behavior. Instead of ones worth being evaluated by their power and wealth, a persons moral purity determined rank (Text-460). The main evangelical reform project was the Mission to the Slaves. This mission aimed to better the physical treatment of the slaves. Any who did not abide by this mission were threatened with church or social sanctions (Text-461). There are many instances throughout Twelve Years a Slave that incorporate these religious reform movements. Solomons first owner, William Ford, demonstrated how the evangelical reform movement effected the way he treated his slaves. Solomon describes Ford as being a noble Christian man. He states, He never doubted the moral right of one man holding another in subjection, he was a model master, walking uprightly, according to the light of his understanding, and fortunate was the slave who came to his possession. Were all men such as he, Slavery would be deprived of more then half its bitterness (Northup-39). Solomon highly respected Ford. Ford provided the slaves with the same respect he gave to the white community. Ford allowed the slaves to take breaks and rests whenever they were needed and provided them with plenty of food and shelter. While many slaves...

The Nazi books burnings , or Changes in American family during World Essay

The Nazi books burnings , or Changes in American family during World war 2 - Essay Example It also stresses on totalitarianism. Montag is the centre of the story and thus plays a critical role in the novel’s thematic setting. The book helps students built effective reading approaches. Montag is remotely a perfect hero in terms of his relationship with the other characters in the novel. Montag interacts with various individuals with his primary aim being to learn on the ways of life of these individuals. Most people he interacts with beginning with his wife seem to be committed and busy, unlike before World War II when women had no other roles other than taking care of their families. This is because of the destruction of the society by the emerging technology. The novel explores the separated spirit of Montag towards the awareness of the loss of human feeling in the society. The setting of this novel is portrayed as a dystopian social setting where civilisation is yet to be experienced. Montag is yearning for civilisation success; therefore, he strongly takes dimpsy and misguided to achieve this (Bradbury 35). Montag’s passion and faith on his profession in this society deteriorates gradually. He is often confused, disappointed and frustrated about the kind of society he was brought up in. The relationship between Montag and his wife Mildred is a bit complicated. The wife enjoys watching television more than giving his husband attention, something that Montag is furious with. This relationship seems to be like a juggle. Montag is not quite sure on how to relate with the wife as the wife is always moody. Montag is impulsive and emotionally unstable. This character resonates to that of his wife who is also on a suicidal watch (Bloom 14). Montag’s relationship with the wife also shows the caring nature of Montag when he made up with the wife during the suicidal ordeal (Fenton 2). On the other hand, Montag seems to be fairing on well and finally they start printing books together. This is through the struggle he made to make sure win over the belief of the ways of the society for Montag’s life. Faber’s control over Montag may not have been as fully complete as Beatty’s. He manipulates Montag into believing in everything he tells Montag is the best for him. This strong belief Montag had in Faber finally gave him the opportunity to be part of the nationwide network of book lovers who have acknowledged many great books of literary and philosophical works. Clarisse, though died in the beginning, was well knowledgeable and against the technology in the contemporary society which as well changed Montag. Montag is strongly touched by every world Clarisse utter to him. This 17-year-old woman finally manages to open montages third eye due to the relationship they had built on the importance of love for nature and people (Bradbury 50). Clarisse viewed a dystopian society as a society full of destruction by the technology. She, therefore, believed that the only way this society could be reformed and c ivilised was through respect for nature and people as a whole. Montag somehow felt the weight of this statement towards civilisation as one the individuals who used to burn books in the futuristic American city. Montag tells Faber, â€Å"I want you teach me books† (Bradbury 59). This somehow changed montages perspective on how he viewed the societal ways of life. Beatty was the Montag’

Commission of the European Communities v. Italian Republic Essay

Commission of the European Communities v. Italian Republic - Essay Example However, the Italian government responded by their letter of 08 July 1997 and denied that it was necessary to amend their national legislation and free movement in all Member States was guaranteed only for the products which complied with Article 30. The European Commission disagreed with the response of the Italian government and sent the Italy a formal notice on 22 December 1997asking it to comply with its obligation under Article 30 of the EC Treaty within two months. However, the Italian government stood its ground and refused to oblige. The legal issue is that chocolate products containing vegetable fats other than cocoa butter up to a maximum of 5% of the total weight of the product is manufactured as chocolate in Member States such as Denmark, Ireland, Portugal, Sweden, Finland and the United Kingdom, and it is accepted under this name in all the Member States except Spain and Italy. The Commission also takes the view that the obligation under the Italian legislation to market cocoa and chocolate products containing vegetable fats other than cocoa butter under the name chocolate substitute significantly obstructs their access to the Italian market. The court's answer to the issue is based on the principle of law.

Leadership Styles Of Jesus Christ And Paul Religion Essay

Leadership Styles Of Jesus Christ And Paul Religion Essay This essay will examine the theoretical concepts of leadership, showing their strengths and weaknesses. The leadership styles of Jesus Christ and Apostle Paul will be discussed followed by the leadership qualities expected from the church as illustrated by the five-fold ministry found in Pauls epistle to the Ephesians Chapter 4. The leadership qualities expected in change management, communicating vision and handling or dealing with oppositions shall be examined. Nevertheless, most people believe that leadership means to occupy an exalted position that commands authority over others. Typical is the request by the mother of Zebedees children to Jesus Christ in Matthew Chapter 20 verses 20 and 21. Salome sought that Jesus will grant that her two sons take positions; one on the left and the other on the right hand of Jesus in His kingdom. Jesus confirmed that this is the manner of leadership found in the world, where the princes of the gentiles exercise dominion over them and they exercise great authority upon them. But it shall not be so among you.  [1]  Wright inferred that with this concept of leadership, only the few people occupying positions of authority and responsibility could be referred to as leaders and not every Christian.  [2]   Jesus advocated that leaders should serve rather than being served  [3]  . This concept focuses on what we do; as in service to God and to others as opposed to merely occupying positions. Paul, when writing to the Galatians instructs us that, by love serve one another  [4]  . Gods intention demonstrated by the blessing of Genesis Chapter 1 verse 28 shows that all humans have the right to lead and we need not occupy any position to do that. Wright again explained that if by leader we mean a person who enters into a relationship with another person to influence their behaviour, values or attitudes, then I would suggest that all Christians should be leaders.  [5]   Damazio in his book reveals the danger the church faces today as scriptural principles laid in Gods word are being replaced with business principles thus making the church to run as business corporations rather than as New Testament organisations. Members hardly comprehend the truth of the word of God. Biblical prerequisite into leadership position demanding holiness, Holy Ghost in-filling, integrity and godly wisdom have gradually been replaced with academic scholarship hence robbing the church of its spiritual life and vitality  [6]  . The church is gradually going the way Paul describes as having a form of godliness, but denying the power thereof.  [7]   LEADERSHIP STYLEs OF JESUS CHRIST and APOSTLE paul COMPARED AND CONTRASTED Jesus communicated His mission saying, For the son of Man came not to be ministered unto, but to minister and to give his life as ransom for many. This statement depicts service and sacrifice. Similarly, Paul in his Epistles revealed that his leadership is derived from being a servant of Jesus Christ. Some translations of the Bible even allude to him as a bondservant of Jesus. Pauls leadership is by example reflected in his statement, be followers of me as I am of Christ  [8]  , similar to Jesus, I do whatever I see the Father do  [9]  . This emanated from the law of reproduction of kinds every organism produces after its kind  [10]  ; which actually has its root in Genesis at creation. It is popularly said, that success without a successor is failure. As Jesus therefore commanded his disciples to teach all nations, so Paul instructed Timothy that the things which you have heard from me in the presence of many witnesses, these entrust to faithful men, who will be able to teach others also, thus the continuity of the leadership chain guaranteed. The mentorship style of both Jesus and Paul is also here emphasised. According to Ascough, Pauls style of leadership referenced in 1st Thessalonians 5:12-13 is, to respect those who work hard among you, who are over you in the Lord and who admonish you. Hold them in highest regard because of their work  [11]  . Since these are unnamed people, the term who are over you, implies they are leaders whose obligation is due to the work they do rather than their position. This tally with Jesus view that leadership is not about the office but the duties. While exercising authority in administrative offices, they are not to slack in their daily tasks of their work; for which they are to be respected  [12]  . Accordingly, Agostos Jesus leadership challenged the political and spiritual leadership of His time. He identified with the masses that were overtaxed and oppressed by the Jewish domination helped by Roman authorities. He confronted the injustice, challenging the oppressors right into the temple; where He overthrew tables of money changers  [13]  . His weapon remained the Word of God, referring His critics to the Old Testament book of Jeremiah 7: 11 which says that the house of God has become den of robbers.  [14]   The difference between Jesus and Pauls leadership style is obvious the way Jesus ministered to a local audience in the regions of Galilee and Jerusalem and ministered in Jewish temple and synagogues, Paul embarked on missionary journeys establishing churches in urban centres throughout the Roman Empire. Paul wrote to his followers while Jesus did not keep any writing except witnesses account written after his death. This makes Paul presentation more comprehensible to us today than Jesus  [15]  . The gospel writers may not have written without elements of their personal agenda. THE FIVE FOLD LEADERSHIP MINISTRY In Ephesians chapter 4, the five-fold leaders template was identified and Paul explained the purpose of the gifts. According to verse 12, the purpose of the gifts is not to boast but as tools to work with, that is: The perfecting of the saints providing leadership for other believers The work of the ministry The edifying of the body of Christ APOSTLES The word apostle is from the Greek word apostollos meaning to send. That is called to represent Christ as a missionary, preaching the gospel and establishing churches.  [16]  Jesus was called an Apostle sent by God (Hebrews 3:1).  [17]  Stamps believe that apart from the signs of an Apostle mentioned in 2 Corinthians 12:12, the apostles commissioned to write scriptures belonged to a different class to church leaders that succeed them. PROPHETS The Old Testament prophets always appeal to the conscience of Gods people to remain faithful and telling of future events. Today they warn, rebuke exhort, comfort and pronounce judgement  [18]  . Their prophecies however are to be authenticated by the word of God. EVANGELISTS From the Greek root word evangel meaning good news, evangelists have the tasks of spreading the gospel of Christ. Jesus commanded His disciples to go into the world and preach the gospel to all creatures. Mark 16:15. Every believer is expected to do this. But there are some specially gifted of the Holy Spirit to evangelise and win many souls by preaching, miracles and deliverance  [19]  . Philip is a classical NT example (Acts 21:8). PASTORS Pastors are shepherds to tend and oversee the flock of God in a local assembly. They are to feed the members with the undiluted word of God; to ensure spiritual growth and provide leadership for the congregation in a local church. Apostle Paul was very clear in expressing the qualifications of bishop, Pastor or overseers; which are not political but spiritual qualities (1 Timothy 3: 1-7). TEACHERS Teachers lead Gods people providing sound doctrine and acting as the custodians of the truthfulness of the Word of God. They check and balance the ministry of prophets to prevent heresies  [20]  . They are also responsible for raising other teachers. The five-fold ministry are interrelated and interdependent. Individuals within the body of Christ can possibly manifest more than one of these gifts. Apostles are said to function in all five. LEADERSHIP WITH DEFINED AND PROJECTED VISION TO FOLLOWERSHIP. According to Carson Pue, Leaders met in the past two decades and concur in the realisation of the full advantages of communicating their vision clearly and with such a feeling that people were able to follow. With numerous books on visionary leadership, Leaders wanting to achieve their target for various ministries or organisation will still need to cope with the modern requirement for the creation and communicating their visions. He made mention from John Cotters extensive research that Superior Leadership stems from power to translate a vision into reality and sustain it. Carson sums it all by the absolute need to take adequate time, involve enough people so as to successfully disseminate the vision. It will in turn be captured at all levels of workers in the organisation (boosting motivation) hence assist in progression of goals for the Ministry.  [21]  A biblical example is the sequence with which the Lord did the commissioning of the disciples after resurrection as recorded in Acts 1:8 where the disciples were instructed to wait for Holy Ghost baptism to acquire the power required for evangelism.  [22]   MANAGEMENT OF CHANGES IN LEADERSHIP. According to Michael W Foss book A servants manual, Dr Zipper symbolises the process or challenge of Change to a burning platform with a multiple attitudinal response form leadership. With the burning platform taken as the very circumstances that necessitates the required change, its management then translates to ability to call the attention of those whom the change will affect to it. While Persistence, patience and purpose are three key factors through a successful change, there are conservative leaders that will assert that the platform is not really on fire. This is an expression of denial immediately followed with the attitude that, we had fires in the past this one is no different we will soon put it out! This foregoing attitude was linked to gradual decline in church attendance research at various congregations despite sustained evangelism. The big question to consider is if the platform is burning hot enough to absorb the obvious loss. Management of Change welcomes such loss as long as focus is brought from the past to the present for the sake of good future. Leaders are enjoined to make use of only vocabulary that will influence those who will receive the changes. Leaders are to stay connected to followers as followers prefer leaders who are with them rather than the one always in front of them.  [23]   MANAGEMENT OF OPPOSITIONS IN LEADERSHIP Oppositions will come up from within the leadership scope and outside the scope itself, hence according to Bill Hulls book, the disciple making church, he used the example of Paul and Barnabas who saw opposition as normal and a clear projection of their success. With full recognition of Acts 14:22 where it is expected that evangelism through tribulation are the pathway to Kingdom of God. Hull says that oppositions could be gotten from the resulting friction from the implementation of Gods agenda or from being passive and allowing the Church to be moribund with a resulting clamour against poor leadership skills. He further said that in evaluating approaches to opposition, it is good to bear in mind that the enemies of the ministry should only be in the categories of the opponents of the gospel. It is essential to let the opposition count rather than being ignored. Apostle Paul in a Challenging time was encouraged by God who made it clear to him to continue the evangelism as there are many people in the city for God ( Acts 18:9-10), when he was abused by Corinthians Jews as he left them to continue preaching to the gentiles.  [24]   Conclusively, I am in support of Leadership that is ready to Change, manage changes as earlier mentioned by Michael Foss rather than the passive leadership that only reacts to the aftermath of challenges rather than being pro-active or be mindful of overall disposition in the scope of leadership in the areas of needful changes and apparent opposition. This in line with warning from Hosea 4:6 which God warned that his people are perishing due to lack of Knowledge. This can also be likened to indifference and overly conservative attitude of some Modern day leaders.  [25]  

Theme Of A Dolls House Essay -- essays research papers

Henrik Ibsen's, A Doll's House is definitely a unique story written by a very intelligent, complicated writer. I believe he intentionally wrote the play in a manner which would lead every reader to draw his own conclusions. He forces us to find our own interpretation of the play in context with our personal lives and experiences with the opposite sex. The theme may be interpreted by many as a study of the moral laws that men and women are required to follow by nature. I believe it is primarily based on the gender stereotypes that determine the role of women in society. During the time in which the play took place, society frowned upon women asserting themselves. Women were expected to play a role in which they supported their husbands, took care of their children, and made sure the house was in perfect order. In Act I, there are many clues that hint at the kind of marriage Nora and Torvald have. It seems that Nora is like a doll controlled by Torvald. She relies on him for everything, from her movements to thoughts, much like a puppet who is dependent on its puppet master for all of its actions. In the beginning of the play, Nora did enact the stereotypical role, which she felt she was required to do. In once instance, Torvald feels that he must reteach Nora how to dance the tarantella. Nora of course pretends that she needs him to teach her every move in order to relearn the dance. In truth, this is an act and proves her submissiveness to her husband. Once he is finished te...

Art and Craft

Art has had a great number of different functions throughout its history, making its purpose difficult to abstract or quantify to any single concept. This does not imply that the purpose of Art is â€Å"vague†, but that it has had many unique, different reasons for being created. Some of these functions of Art are provided in the following outline. The different purposes of art may be grouped according to those that are non-motivated, and those that are motivated (Levi-Strauss). Non-motivated functions of art The non-motivated purposes of art are those that are integral to being human, transcend the individual, or do not fulfill a specific external purpose. Aristotle said, â€Å"Imitation, then, is one instinct of our nature. † [16] In this sense, Art, as creativity, is something humans must do by their very nature (i. e. , no other species creates art), and is therefore beyond utility. Basic human instinct for harmony, balance, rhythm. Art at this level is not an action or an object, but an internal appreciation of balance and harmony (beauty), and therefore an aspect of being human beyond utility. â€Å"Imitation, then, is one instinct of our nature. Next, there is the instinct for ‘harmony' and rhythm, meters being manifestly sections of rhythm. Persons, therefore, starting with this natural gift developed by degrees their special aptitudes, till their rude improvisations gave birth to Poetry. -Aristotle [17] Experience of the mysterious. Art provides a way to experience one's self in relation to the universe. This experience may often come unmotivated, as one appreciates art, music or poetry. â€Å"The most beautiful thing we can experience is the mysterious. It is the source of all true art and science. † -Albert Einstein [18] Expression of the imagination. Art provide a means to express the imagination in non-grammatic ways that are not tied to the formality of spoken or written language. Unlike words, which come in sequences and each of which have a definite meaning, art provides a range of forms, symbols and ideas with meanings that are maleable. â€Å"Jupiter's eagle [as an example of art] is not, like logical (aesthetic) attributes of an object, the concept of the sublimity and majesty of creation, but rather something else – something that gives the imagination an incentive to spread its flight over a whole host of kindred representations that provoke more thought than admits of expression in a concept determined by words. They furnish an aesthetic idea, which serves the above rational idea as a substitute for logical presentation, but with the proper function, however, of animating the mind by opening out for it a prospect into a field of kindred representations stretching beyond its ken. † -Immanuel Kant[19] Universal communication. Art allows the individual to express things toward the world as a whole. [according to whom? ] Earth artists often create art in remote locations that will never be experienced by another person. The practice of placing a cairn, or pile of stones at the top of a mountain, is an example. (Note: This need not suggest a particular view of God, or religion. ) Art created in this way is a form of communication between the individual and the world as a whole. [citation needed] Ritualistic and symbolic functions. In many cultures, art is used in rituals, performances and dances as a decoration or symbol. While these often have no specific utilitarian (motivated) purpose, anthropologists know that they often serve a purpose at the level of meaning within a particular culture. This meaning is not furnished by any one individual, but is often the result of many generations of change, and of a cosmological relationship within the culture. â€Å"Most scholars who deal with rock paintings or objects recovered from prehistoric contexts that cannot be explained in utilitarian terms and are thus categorized as decorative, ritual or symbolic, are aware of the trap posed by the term ‘art'. † -Silva Tomaskova[20] Motivated functions of art Motivated purposes of art refer to intentional, conscious actions on the part of the artists or creator. These may be to bring about political change, to comment on an aspect of society, to convey a specific emotion or mood, to address personal psychology, to illustrate another discipline, to (with commercial arts) to sell a product, or simply as a form of communication. Communication. Art, at its simplest, is a form of communication. As most forms of communication have an intent or goal directed toward another individual, this is a motivated purpose. Illustrative arts, such as scientific illustration, are a form of art as communication. Maps are another example. However, the content need not be scientific. Emotions, moods and feelings are also communicated through art. â€Å"[Art is a set of] artefacts or images with symbolic meanings as a means of communication. † -Steve Mithen[21] Art as entertainment. Art may seek to bring about a particular emotion or mood, for the purpose of relaxing or entertaining the viewer. This is often the function of the art industries of Motion Pictures and Video Games. The Avante-Garde. Art for political change. One of the defining functions of early twentieth century art has been to use visual images to bring about political change. Art movements that had this goal—Dadaism, Surrealism, Russian Constructivism, and Abstract Expressionism, among others—are collectively referred to as the avante-garde arts. â€Å"By contrast, the realistic attitude, inspired by positivism, from Saint Thomas Aquinas to Anatole France, clearly seems to me to be hostile to any intellectual or moral advancement. I loathe it, for it is made up of mediocrity, hate, and dull conceit. It is this attitude which today gives birth to these ridiculous books, these insulting plays. It constantly feeds on and derives strength from the newspapers and stultifies both science and art by assiduously flattering the lowest of tastes; clarity bordering on stupidity, a dog's life. † -Andre Breton (Surrealism)[22] Art for psychological and healing purposes. Art is also used by art therapists, psychotherapists and clinical psychologists as art therapy. The Diagnostic Drawing Series, for example, is used to determine the personality and emotional functioning of a patient. The end product is not the principal goal in this case, but rather a process of healing, through creative acts, is sought. The resultant piece of artwork may also offer insight into the troubles experienced by the subject and may suggest suitable approaches to be used in more conventional forms of psychiatric therapy. Art for social inquiry, subversion and/or anarchy. While similar to art for political change, subversive or deconstructivist art may seek to question aspects of society without any specific political goal. In this case, the function of art may be simply to criticize some aspect of society.

Machiavellian Advice from The Prince - 1097 Words

Niccolo Machiavelli was a middle-class and humanist-educated Florentine diplomat, philosopher, and writer who lived during the Renaissance in the late 15th and early 16th centuries. Although bestowed with the title of the father of modern political theory, Machiavelli has been, and continues to be widely misunderstood and misinterpreted (Kreis). The term â€Å"Machiavellian,† and it is in the dictionary, is defined as subtle or unscrupulous cunning, deception, expediency, or dishonesty (Dictionary). In acknowledgment of the enduring impact of Machiavelli on society, psychologists have identified a distinct personality style that is characterized by manipulativeness, cynicism about human nature, and shrewdness in interpersonal behavior, and†¦show more content†¦In essence, this advice makes sense, be good when you can and bad when you need to be. After all, a ruler must defend not only himself, but also those who look to and depend upon him for protection. The emo tion and logic of strategy, defense, and retaliation prevails throughout Machiavelli’s treatise. However, he gets his authoritative ducks in a row with the referencing of past and current rulers who knew or did not know how to walk that fine line that would ensure the success, or precipitate the demise of their domain. Hannibal, Machiavelli recounts, commanded an immense army which included men of many different races and nations, and which he led to battle in distant countries, he never allowed them to fight among themselves or to rise against him, whether his fortune was good or bad. The reason for this was his inhumane cruelty, along with his other countless other talents, made him a subject of awe and terror to his soldiers: and without the cruelty, his other qualities would never have sufficed (Kirszner). Machiavelli’s education and erudition serve well to emphasize that he has done extensive research. Machiavelli employs the words and actions of religious leaders, kings, queens, emperors, princes, warriors, soldiers, statesmen, and mythic heroes to drive home the fact that throughout history, successful leaders were those who knew how to recognize and utilize virtue and vice. Machiavelli even calls uponShow MoreRelatedMachiavellian Macbeth ? Essay1609 Words   |  7 Pages   Ã‚  While Macbeth exhibits certain Machiavellian characteristics, he does not heed Machiavellis advice regarding rulers who desire to obtain their principalities through crime, and through either the ignorance of, or disregard for, this advice, Macbeth cannot be considered Machiavellian. Hence it should be noted that in taking hold of a state, he who seizes it should examine all the offenses necessary for him to commit, and do them all at a stroke....For injuries must be done all togetherRead MoreMachiavellian Rulers Are Focused on War in Machiavelli’s The Prince1077 Words   |  5 PagesMachiavelli’s â€Å"The Prince† brought up some controversial characteristics on what a Machiavellian ruler is. The characteristic that was most stressed was that â€Å"A prince must have no other objective, no other thought, nor take up any profession but that of war.†(Machiavelli 37). With a main focus on the art of war a ruler can protect the state he governs from attacks against him and his state. Machiavelli offers us an analogy to prove the importance of war. He speaks of two men: one armed and one unarmedRead MoreSocrates And Machiavelli : A Political Philosopher1666 Words   |  7 PagesSocrates was a moral philosopher whose goal was to search fo r truth and knowledge, Machiavelli was a political philosopher whose goal was to create a lasting society with a Prince that could hold power. Because of their clashing ideals, it is unlikely that Socrates would be supportive of a Machiavellian political system or Prince, though there are specific aspects of the society that Socrates would find appealing. One thing that both Socrates and Machiavelli would agree on is that people have limitationsRead MoreNiccolo Machiavellis The Prince and Shakespeares Julius Caesar958 Words   |  4 Pagesleaders. Machiavelli wrote his book, The Prince, to show the ruling Meddici family that the world is not a fairy tale. Prior to Machiavelli writing The Prince, the majority of books depicted people as virtuous and ethical. However, The Prince is not the only work of literature that manifests Machiavellian techniques. William Shakespeare’s Julius Caesar utilizes similar methods. As shown in Julius Caesar and The Prince, a leader who follows Machiavelli’s advice will accomplish their goals; if the leaderRead MoreSimilarities Between Machiavelli And Socrates1534 Words   |  7 Pagesnot wish to live without his search for truth. Socrates would see a Machiavellian Prince as self-centered, and void of morals. A Machiavellian prince would not appreciate the way Socrates carried himself an d would see him as a challenge to his authority. Socrates would not support a Machiavellian society because most likely he would not be free to philosophize as he wished to and would not approve of the methods used by the prince. The discussion that follows is of the ideals of Machiavelli and SocratesRead MoreMachiavellian Prince Analysis1688 Words   |  7 Pagesgoodness and wisdom above all else, and would find Machiavelli’s concept of a prince to be a leader void of these qualities. Socrates would be critical of a Machiavellian prince’s character and actions for failing to meet his morally absolute standard of goodness, and of the Machiavellian prince’s notion of wisdom for conflicting with his own. Socrates would not be supportive of the political system formed under a Machiavellian prince, the perpetuation of which inherently clashes with his stringent moralRead MoreMachiavelli and Gandhi Essay858 Words   |  4 Pagesmeans to an end and therefore, ultima tely rejected Machiavellis advice on the qualities a prince must possess to retain his title. Machiavelli advises that the leaders have military experience and, â€Å"In peace time he must train himself more than in times of war. This can be done in two ways: one by action, the other by the mind† (Jacobus 40). Ghandi does not have military experience and Ahimsa, loosely translated, means abstinence from violence either by thought, word, or deed. Ahimsa requires a harmlessRead MoreMachiavellian Leadership : The Prince1285 Words   |  6 PagesMachiavellian Leadership: Are These Principles Morally Correct to Use Today? For centuries, the political principles brought forth through Nicolà ² Machiavelli in his writing, The Prince, have been quite controversial both on the political forefront and the mainstream of leadership training. Though most people do not know that they are fighting battles over the principles brought about in the writing of Machiavelli. The Prince was written in the years following Machiavelli’s time in the politicalRead MoreMachiavelli And William Shakespeares View Of The King1073 Words   |  5 Pagesthis story, that ultimately led to Richard II’s demise. In this play, he is matched against Henry Bolingbroke, a man who had a rightful claim on Richards life, a man who can only be described as a true Machiavellian. In The Prince, a set of instructions and guidelines for an effective Machiavellian rule, not to be mistaken as a villainous Machiavel, is idealized, and put into action in Richard II. Niccoli Machiavelli sets a strict rule that is ruthless and malicious , to get an agenda satisfied andRead MoreEssay on Machiavellis Advice to Republics570 Words   |  3 PagesMachiavellis Advice to Republics In secular democracies, power is necessarily derived from the will of the governed. That power is then entrusted to a leader, who Machiavelli would understand to be a prince. Inherently, his book, The Prince, has been close at hand for most politicians for centuries, as it provides general, historically proven advice for principalities and republics on how to govern and maintain relations with their most important resource and the very core of their power