Friday, September 6, 2019
Internet Censorship Essay Example for Free
Internet Censorship Essay Thà µ capacity of thà µ information supà µrhighway has à µxplodà µd in thà µ rà µcà µnt yà µars. It à µncompassà µs thà µ à µast and thà µ wà µst, thà µ land and thà µ sà µa, and anything our human mind could drà µam of. This is a good thing, right? With thà µ knowlà µdgà µ of thà µ world just on onà µÃ¢â‚¬â„¢s fingà µrtips, it must bà µ good, right? Surà µ, if it is usà µd thà µ right way. A saying goà µs likà µ this, â€Å"Too much of a good thing is bad. †It is truà µ. Thà µ Intà µrnà µt doà µs accommodatà µ a lot of information. In a way, it has too much information. The Internet contains certain information that we DON’T want minors to have access of. Some of these unwanted information might be pornography, gambling, and some sensitive issues like homosexuality. So what do we do about the stuff that we don’t minors to see? Do we just make some law and erase it from our precious Internet? No. First of all, this would be impossible to do because there is just too much unwanted information. Second of all, this would defeat the purpose of the Internet. In the article â€Å"The Online Cooperative Publishing Act,†it called the Internet â€Å"the manifestation of humankind’s quest for limitless two-way interaction with thought†(â€Å"Cooperative†internet). Since there is a vague line of what is appropriate and what isn’t, why should there be a straight-cut line of what things should be banned on the Internet. There should be a loose regulation on the content of the Internet that would encourage more interaction with this wonderful tool. Instead of the government dictating what minors should see, parents and teachers should be the ones stepping up and TEACHING minors what’s right and what’s wrong. To maximize the productivity of the Internet, there must be a balance of restriction and freedom. When that balance is reached, the Internet will fully flourish. â€Å"Why should we protect the Internet? Why should we protect all those pornographic websites? †you might ask. The Internet is a wonderful thing. Even the heads of our nation, the President and Vice President, believe that the Internet is a â€Å"powerful educational tool for our children†(â€Å"Family†internet). It should not be viewed as an evil thing. Its unique ability to link the world’s knowledge together fulfills any researcher’s dream. There is no more need to visit dozens of libraries to find everything one needs. Everything is at one’s fingertips. Without a doubt, little kids wouldn’t need the Internet to do research; they don’t have any research paper due. One mustn’t forget the Internet is not just for research academically. It could be used to research recreationally. One can research on topic of his interest. A teen male can research about cars. A mom can research on recipes. And a little kid can research on his favorite Disney character. Because of the Internet, a kid can do a lot more things kids before didn’t have the privilege of. A kid can know anything and everything around the world, and even out of this world, without leaving the comfort of his home. Anything, anything at all. If the Internet is censored, a large amount of these wonderful knowledge will not be accessible anymore. Although censorship does not mean a complete ban, there is no measure at the present that can effectively restrict access and still not block out good website. According to a study done by Electronic Privacy Information Center, the filtering programs block 95-99 percent of the material available on the Internet that might be of interest to young people (â€Å"Faulty†internet). I am not defending the protection of pornographic websites. Neither am I advocating an easier access to pornography. I just want to point out the fact that websites dedicated to pornography is only a very small percentage of the Internet. If we use the inefficient censorship products out there, we will miss out a lot of the goods that the Internet has to offer. The Supreme Court believes the same. When the Supreme Court struck down the Communication Decency Act in 1996, it found that â€Å"the interest in encouraging freedom of expression in a democratic society outweighs any theoretical but unproven benefit of censorship†(â€Å"Faulty†internet). So, should we sacrifice all the goods that the Internet could offer for those measly pornography websites? The Supreme Court shared the same vision for an uncensored Internet when it struck down the Communications Decency Act, a federal law that outlawed â€Å"indecent†communications online. In the ruling, it declared the Internet a free speech zone.
Community Theatre Essay Example for Free
Community Theatre Essay Theatre is often regarded as a very effective medium in which to portray the challenges and triumphs of a community. Through stories, such as Marmalade Gumdrops, the importance of certain areas of life can be addressed, and by using both physical and visual representations, a community can both create and visualise how challenges can be triumphed. Throughout history, communities have banded together to create what is now known as community theatre. By using people from the community to create a play for the community, messages and contexts are clear to see. In the case of Marmalade Gumdrops, the play was not created by our community, but it was created for it. Having the importance of keeping your imagination laid out in a simplistic form such as in a child’s bedroom, people of all ages are able to bond and connect with it. Marmalade Gumdrops, is a play that carries a simple message, in a simple way. Using an open space with minimal props of bright primary colours, and having characters such as desks or a lamps, creates a known atmosphere; a comfortable place that the viewers all relate to. Using simple and sparse props, audiences can see the message that has been created for them. Showing the relationships that children create between themselves and the sanctuaries they live in, a bedroom, creates a vulnerable, malleable feel to the atmosphere as an audience watches this play. In the community that Mount Isa has, keeping imagination alive is a key issue, because of the way things work. With parents working long hours at the mines, and with not much to do, both kids and adults have to learn to use what we have. Marmalade Gumdrops uses realistic settings mixed with very unrealistic, extraordinary circumstances and events to broaden and awaken the minds of those who watch it. The relationship between a child and his books, is a rather important one to include within this play. The days of children getting lost in a good book are gone, but by having this connection to his bookcase (envisioning knowledge), this child has now created a world of his own. By having a chair that takes this child’s anger away, and a lamp that isn’t as bright as you would think, the audience can see that the child in the play is learning to teach with stories, and learning to control feelings, all by learning to imagine and let go. In community theatre, language is a key point when considering a story. Every word and every context given to the audience in Marmalade Gumdrops is easily understood by a child, and yet the subtext of some actions, such as the lamp blowing bubbles every time a new idea was formed, would be something that the adults would notice more than the children. The idea that â€Å"Imagination is like a marmalade gumdrop; once youve tasted it, youll never settle for just plain. â€Å"is such a simple and imaginative thing, and yet it is something that communities, particularly adults, forget. Whether it be because it’s just how things work, or because of influences, people forget what it is to be a kid, or just what it is to have an imagination. As the play progresses, audiences are subconsciously prompted to use their own imagination. As each new prop emerges or as a new scenario starts, the viewers start seeing things that could happen, or things that they themselves would do with what is shown on the stage. They start to want to bring everything to life the way that the characters do in the play. When the child, Walter, picks up an object out of the box, the entire cast on stage (the desk, the bed, the lamp etc) all lean in, and are excited to see what happens next. This in turn gets the viewers excited, and creates a longing to be imaginative. This in itself proves the fact that community theatre is an effective way to not only view, but create, triumphs. Every time Clair (the lamp) blows â€Å"thought†bubbles, and Winthrop (the chair) takes of his hat, audiences are awaiting a new adventure, and a new taste of something long forgotten. For the children in the audience, a sense of fun and excitement bubbles up. This play is a way of showing the children that having an imagination is ok. Having fun is not only ok, but that to have fun, you don’t even need much. With today’s society full of â€Å"I need†and â€Å"I want†when it comes to new fashions and toys, the natural response to imagination has become â€Å"that’s stupid†. Marmalade Gumdrops not only shows, but proves, that simple things in life count, and that things are never the same once you know how to imagine. By creating this play, Marmalade Gumdrops, Carol Lauck has shown the true meaning of imagination. The telling of so many stories all within one big story is such an effective way of grasping an audience’s attention. This is exactly what community theatre is all about. Using characterisation and relatable scenes, Carol has created an ideal way to show this community a message. It has shown us a challenge, and it has taught us how to beat it.
Thursday, September 5, 2019
Complications of Endoscopic Sinus Surgery
Complications of Endoscopic Sinus Surgery INTRODUCTION: Endoscopic sinus surgery, a widely used method in the treatment of chronic sinus disease can lead to major (0-1,5 %) and minor (1,1-20,8% ) complications. These complications are still important nowadays. Central nervous system (CNS) fistula, hemorrhage, meningitis, orbital injury and even death are major pathologies. These are usually the result of injury of fovea ethmoidalis or orbital structures [1-4]. If the skull base anatomy and its possible variations are well known these risks will be minimized. ‘Fovea ethmoidalis’ which seperates ethmoid cells from anterior cranial fossa forms the roof of ethmoidal labrynth [5, 6]. Fovea ethmoidalis adheres to lateral lamella of cribriform plate which is a medially located very thin bone [7]. Keros [8] classified the depth of olfactory fossa as the height of lateral lamella in 1962. According to his classification if the height of lateral lamella MATERIAL-METHOD Two hundred paranasal sinus computed tomographies performed for various reasons as a total of 400 hemisides of paranasal region were analyzed retrospectively. Patients under 18 years of age, with a history of prior surgery, trauma which led to massive destruction of bones and patients with congenital anomalies were excluded from the study. A hundred of the patients were female (18-77 years old, mean age: 36,91) and 100 male (18-76 years old, mean age:34,25), respectively. MDCT scanner (Siemens Medical Solutions, Enlargen, Germany) with consecutive 1mm thick sections were obtained and coronal multiplanar reconstructions were performed. Bone algorithm was used. In our study , we measured that the depths of olfactory fossa, identifying Keros types, the distances of the ethmoidal roof from hard palate, the distances between upper and lower limits of the orbita bilateraly. The height of ethmoid roof was calculated by measuring the distance between ethmoid roof and the upper limit of orbit a. Measurements in coronal sections were performed at the level of the optic nerve just posterior to the orbital globe. Also the shapes of the bone from the confluence of ethmoidal fovea with lateral lamella are called type 1 if its shape looks like a broken arrow (broken wing) and type 2 if its shape is flat (flattening) and forms of the asymmetry were investigated. Keros typing, ethmoid roof height and asymmetric shape of the fovea were investigated in both sexes whether there is a relationship between them. NCSS statistical analysis (Number Cruncher Statistical System) 2007 Statistical Software (Utah, USA) was performed with the package program. Data were evaluated by descriptive statistical methods (mean, standard deviation), as well as comparisons between groups one-way analysis of variance, in the sub-group comparisons Tukeys multiple comparison test, in the binary comparisons of groups and independent t test, in the qualitative comparisons of data chi-square and weighted kapp a compatibility test was used. Results significances were evaluated at p RESULTS: According to the classification of Keros, 3.75% of the patients Keros type I (n = 15), 59.5% Keros type II (n = 238), 36.75% Keros type III (n = 147). Keros type III is more common in males (n=86, 43%) than females (n=61, 30.5%) (p = 0.017). The shapes of fovea ethmoidalis in 97.25% (n = 389) of the patients were the broken arrows (type 1), while 2.75% (n = 11) of the shapes were flat (type 2) . In 54 cases (13.5%) an olfactory fossa Keros type asymmetry, in 11 cases (2.75%) foveal shape asymmetry was found. In seven patients (3.5%) as well as the foveal shape asymmetry also Keros olfactory fossa type asymmetry was seen . Keros type I patients’ orbital maximal height average were measured 33.07  ± 1.24 mm, Keros type II patients 32.57  ± 1.97 mm, Keros Type III patients 33.31  ± 2.11 mm respectively. In the male patients , the average heights of the orbits of Keros III group were significantly higher than Keros group II (p = 0.034). The olfactory fossa depth was measured at an average 6.45  ± 2.16 mm on the right , 6.39  ± 2.21 mm on the left. The average depth of the olfactory fossa in males (6.7  ± 2.45 mm) was higher than in females (6.13  ± 1.84 mm) (p = 0.01). There was no significant difference between the olfactory fossa depth between type 1 or type 2 foveal shape. Right and left olfactory fossa depth which were used for detection of Keros typing was compared. In 93 patients (46.5%) from the total of 200 patients asymmetry was detected. In 55 patients > 1 mm (27.5%), in 38 patients had > 2 mm (19%) difference was found. Forty-eight of them female and 45 were male. In seven of the same patients showed foveal shape asymmetry also. Average right ethmoid roof height 7.59  ± 2.25 mm ,average left ethmoid roof height was measured 7.75  ± 2.38 mm. In men with type 2 foveal shape the groups average height of the ethmoid roof (9.59  ± 2.77 mm) was higher than the foveal shape of type 1 group (7.66  ± 2.36 mm) (p = 0.042). In women, the average height of the ethmoid roof of type 2 group (8.75  ± 1.76 mm) was higher than type 1 group (7.34  ± 2.11 mm) (p = 0.03). There was no statistically significant difference was observed between the averages of heights of ethmoid roofs in Keros type I, II and III patients. Right and left ethmoid roof heigh ts were compared in total of 200 patients. There was an asymetry between left and right sides in 93 patients (46.5%) . In 55 patients > 1 mm difference (27.5%), in 38 patients had > 2 mm difference (19%) was found. Forty-nine of them were female, 44 of them were male. Five of the same patients showed asymmetry in the shape of the fovea also. In 54 patients (27%), asymmetry was observed in both ethmoid roof height and olfactory fossa depth . Twenty-nine of them were female, twenty-five of them were male. In the same group; the foveal shape in four patients showed asymmetry also. For the Keros type I patients both sides of the olfactory fossa depth asymmetry ratio was found to be more (53,3%) than the other types. For the same measurement, the ratios were found 40,8% and 29,4 % with Keros type II and type III respectively. Kerosian ethmoid roof height of both sides in patients with type I, asymmetry ratio was found to be greater (40.0%). For the same measurement, the results were 33.3% and 29.4% in Keros type III and type II respectively. In the Keros type I patients foveal shape asymmetry was found to be greater (20.0%) than the other types . The foveal shape asymetry for Keros type II was 4.2% and 4.08% for Keros type III respectively. DISCUSSION: The ethmoid sinuses have special importance especially in patients undergoing sinus surgery . Because these sinuses are close to vital organs such as the anterior cranial fossa, dura, orbita, optic nerve and anterior ethmoid artery [12, 13]. During endoscopic sinus surgery, the maximum likelihood of injury of the skull base is in Keros type III cases in which olfactory fossa are deep [9]. In 1962, in Keros’ study with 450 patients, type II patients at a rate of 70.16% (which was the most common type in that study), type III 18.25% and type I 11.59% of the patients [8]. In our study 3.75% of the patients were Keros type I (Figure 1), 59.5% of the patients were Keros type II (Figure 2), 36.75% of the patients were Keros type III (Figure 3) . After the point of the junction of fovea ethmoidalis with cribriform plate as well as the depth; the shape and symmetry of these structures are also important . In our study, in 93 patients (46.5%), olfactory fossa height asymmetry was detected and in another 93 patients (46.5%) foveal shape asymmetry was found. In 54 cases with height asymmetry there was also shape asymmetry (27%). In a study made by Basak et al. [14] in Turkey on 64 children with Keros type I, type II and type III incidences were explained in the following way; 9%, 53% and 38% . Anderhub et al. [15] researched 272 cases of German children for the analysis of cases of ethmoid roof . The results of their study were as follows: 14.2% of the patients Keros type 1, 70.6% of the patients Keros type II, 15.2% of the patients Keros type III . In Jang and his collegues study [16], on 205 adult patients, type II was the most common (69,5%). In Alazzaw and his collegues study [17] on 150 patients with 3 separate ethnic group type I 80%, type II 20% and type III 0% of the patients were detected. In a study made by Elwany and et al. [18] on 300 Egyptian 42,5% of type I, 56,8% type II and 1,4% type III were found respectively. In this study, the type II olfactory fossa was the commonest type in men (66.7%), while the type I fossa was commonest in women (53%). In a study made by Souza et al. [19] on 200 Brazilian with type I 26,3%, type II 73,3% and type III, 0,5% of reported cases. Solares et al. [20] in United States examined 50 cases, 83% of the cases type I, 15% type II and %2 type III respectively. In a study in Turkey Erdem et al. [21] showed 8,1% in 136 patients with type 1, 59,6% type II, 32,3% type III; Sahin et al. [22] in 100 cases detected 10% of the patients type I, 61% type II, 29% type III. Dr. Satish Nair [23], found that 77,2% of type II in the study, 17,2% of type I and 5,6%. of type III 5,6% respectively. As seen in the studies, differences are observed between different countries. In a study by Lebowitz et al. [24] 200 paranasal tomographies were interpreted. In 86 of the cases, olfactory fossa shapes were symmetric and their heights were the same. Ninety-six cases had shape asymmetry, 19 cases had height asymmetry in olfactory fossa, one case had both shape and height asymmetry. In a study made by Dessi et al. [11] on 150 Italian patients, 10% identified asymmetry of the height of the olfactory fossa. In Fan and et al. [25] studies’ on 160 Chinese patients, 15,6% of cases showed olfactory fossa height asymmetry, 38,75% of cases had foveal shape asymmetry. Souza et al. [19] showed ethmoid roof height asymmetry in 12% of the cases, contour asymmetry in 48,5% of the cases. Michael Reiss et al. [26] studied 644 patients, of which 31 % was detected height asymmetry. Kizilkaya et al. [2] reported that in 37,95% patients was detected height asymmetry. Dr. Satish Nair [23] identified height asymmetry in 11,7% of the cases. In the same study, ethmoid roof heigh t and contour asymmetry was found in patients at the highest rate with type I (67,8%); than 32,3% and 40% with type II and type III followed. In a study made by Kaplanoglu et al. [27] on 500 patients ; in 80% of cases was found height asymmetry, the foveal shape asymmetry was detected in 35% of the patients in the same study. Our current study in patients with Keros type I both olfactory fossa depth and height of the ethmoid roof asymmetries had greater percentage. But in our population Keros type I is less seen. However, most of the skull base injuries were seen in Keros type III cases at a prevalance of 36,75% in our study in which olfactory fossa depth and height of the ethmoid roof asymmetry rates were quite high (respectively 40,8%, 33,3%). Preoperative computed tomography must be interpreted in detail. Especially Keros typing must be done and all the variations should be evaluated carefully. CONCLUSION In patients undergoing endoscopic sinus surgery; knowledge of anatomic details and average lengths of skull base and their neighbouring structures and the possible variations of anatomical structures are very important for the prevention of complications that may occur during the operation. Therefore, the preoperative evaluation of paranasal sinus CT by considering the various possibilities is necessary and inevitable. REFERENCES 1. Hemmerdinger SA, Jacobs JB, Lebowitz RA. Accuracy and cost analysis of image-guided sinà ¼s surgery. Otolaryngol Clin North Am. 2005; 38:453–60. 2. E. Kizilkaya, M. Kantarci, C. C. Basekim et al., â€Å"Asymmetry of the height of the ethmoid roof in relationship to handedness,†Laterality, vol. 11, no. 4, pp. 297–303, 2006. 3. May M, Levine HL, Mester SJ, Schaitkin B (1994) Complications of endoscopic sinus surgery: Analysis of 2108 patients incidence and prevention. Laryngoscope 104: 1080-1083. 4. Ulualp SO. Complications of endoscopic sinus surgery: appropriate management of complications. Curr Opin Otolaryngol Head Neck Surg 2008; 16: 252-9. 5. Stammberger HR, Kennedy DW; Anatomic Terminology Group. Paranasal sinuses: anatomic terminology and nomenclature. Ann Otol Rhinol Laryngol Suppl 1995; 167: 7-16. 6. Stammberger H (1993) Endoscopic anatomy of lateral wall and ethmoidal sinuses. St. Louis Mosby-Year Book 13-42. 7. Terrier F, Weber W, Ruefenacht D, Porcellini B. Anatomy of the ethmoid: CT, endoscopic and macroscopic. AJR Am J Roentgenol 1995; 144: 493-500. 8. Keros P. On the practical value of differences in the level of the lamina cribrosa of the ethmoid. Z Laryngol Rhinol Otol. 1962; 41:809–813. 9. Ohnishi T, Yanagisawa E. Lateral lamella of the cribriform plate – an important high-risk area in endoscopic sinus surgery. Ear Nose Throat J. 1995;74:688–90. 10. Lee JC, Song YJ, Chung YS, Lee BJ, Jang YJ, et al. (2007) Height and shape of the skull base as risk factors for skull base penetration during endoscopic sinus surgery. Ann Otol Rhinol Laryngol 116: 199-205. 11. Dessi P, Moulin G, Triglia JM, et al. Difference in the height of the right and left ethmoidal roofs: a possible risk factor for ethmoidal surgery. Prospective study of 150 CT scans. J Laryngol Otol. 1994;108:261–2. 12. Zacharek MA, Han JK, Allen R, Weissman JL, Hwang PH. (2005)Sagittal and coronal dimensions of the ethmoid roof: a radioanatomic study. Am J Rhinol 19: 348-52. 13. Ohnishi T, Tachibana T, Kaneko Y, Esaki S (1993)High-risk areas in endoscopic sinus surgery and prevention of complications. Laryngoscope 103:1181-1185. 14. Basak S, Akdilli A, Karaman CZ, et al. Assessment of some important anatomical variations and dangerous areas of the paranasal sinuses by computed tomography in children. Int J Pediatr Otorhinolaryngol. 2000;55:81–9. 15. Anderhuber W, Walch C, Fock C. Configuration of ethmoid roof in children 0-14 years of age. Laryngorhinootologie. 2001;80:509–11. 16. Jang YJ, Park HM, Kim HG. The radiographic incidence of bony defects in the lateral lamella of the cribriform plate. Clin Otolaryngol Allied Sci. 1999;24:440–2. 17. Alazzawi S, Omar R, Rahmat K, Alli K. Radiological analysis of the ethmoid roof in the Malaysian population. Auris Nasus Larynx 2012; 39: 393-6. 18. Elwany S, Medanni A, Eid M, Aly A, El-Daly A, Ammar SR. Radiological observations on the olfactory fossa and ethmoid roof. J Laryngol Otol 2010; 124: 1251-6. 19. Souza SA, Souza MMA, Idagawa M, Wolosker AMB, Ajzen SA. Computed tomography assessment of the ethmoid roof: a relevant region at risk in endoscopic sinus surgery. Radiol Bras 2008; 4: 143-7. 20. Solares CA, Lee WT, Batra PS, Citardi MJ. Lateral Lamella of the cribriform plate. Software-enabled computed tomographic analysis and its clinical relevance in skull base surgery. Arch Otolaryngol Head Neck Surg 2008; 134: 285-9. 21. Erdem G, Erdem T, Miman MC, Ozturan O. A radiological anatomic study of the cribriform plate compared with constant structures. Rhinology 2004; 42: 225-9. 22. Ã…Å ¾ahin C, YÄ ±lmaz YF, Titiz A, Ozcan M, Ozlugedik S, Unal A. Analysis of Ethmoid Roof and Cranial Base in Turkish Population. KBB ve BBC Dergisi 2007; 15: 1-6. 23. Nair S (2012) Importance of Ethmoidal Roof in Endoscopic Sinus Surgery. Open Access Scientific Reports; 1: 251. 24. Lebowitz RA, Terk A, Jacobs JB, et al. Asymmetry of the ethmoid roof: analysis using coronal computed tomography. Laryngoscope. 2001;111: 2122–4. 25. Fan J, Wu J, Wang H, Lang J, Lin S. Imaging analysis of the ethmoid roof. Ling Chuang Er Bi Yan Hou Ke Za Zai 2005; 69-71. 26. Reis M, Reis G. Height of Right and Left Ethmoid Roofs: Aspects of Laterality in 644 Patients. Int J Otolaryngol 2011; 508907. 27. Hatice Kaplanoglu, Veysel Kaplanoglu, Alper Dilli, Ugur Toprak, Baki HekimoÄÅ ¸lu. An Analysis of the Anatomic Variations of the Paranasal Sinuses and Ethmoid Roof Using Computed Tomography. Eurasian J Med 2013; 45: 115-25. 1
Wednesday, September 4, 2019
Religion in Chatharine Sedwicks Hope Leslie, Stephen Jay Goulds Dinos
Religion in Chatharine Sedwick's Hope Leslie, Stephen Jay Gould's Dinosaur in a Haystack and Norman Mclean's A River Runs Through It In Hope Leslie, by Catharine Sedwick; Dinosaur in a Haystack, by Stephen Jay Gould, and A River Runs Through it, by Norman Maclean; the authors use religion in order to give the reader an insight on the stories and ideas they present, as well as gaining respect in the reader’s minds. All people can relate to religion, in one way or the other. Therefore, people have a sense of what the author is trying to express as well as giving the author a universal sense of respect. Although these literary pieces are based on totally different settings, 17th century puritan lifestyle, scientific evolution, and rural Presbyterian family life, religion is the common theme that relates these works. In Hope Leslie, Sedwick’s 17th century puritan characters are so well presented you overwhelmingly have a sense of respect for not only the characters, but also to Sedwick. Even the character’s names, like Hope and Faith makes the reader think of them as good puritan people. Sedwick describes in great detail the nature of the puritan lifestyle to give you the perception of the strict, yet honorable puritan life. Sedwick clearly writes her novel so even if you have no background on puritan religion, you feel a sense of what is was like. Religion was the key element in this novel. It showed basis for most of the actions the characters. In 17th century puritan communities, religion is the law of the town. For example, when Sedwick is talking about the Sabbath day she states, "Not a human sound is heard without the dwellings, and but for the lowing of the herds, the crowing of the cocks, and the gossiping of the bi... ...onal beliefs of these religions are. For example, he shows Pauls rebelliousness very early in the novel when he doesn’t eat his oats like the traditional Presbyterian would. It shows that even though Paul respects religion, he doesn’t let it make decisions for himself. After reading this novel, I had an overwhelmingly large respect for Maclean. His religious viewpoints were expressed clearly and without any discrepancies and his morals are regarded as almost untouchable. In conclusion, religion is a belief that everyone can relate to and have a sense of respect for. In these three extremely different literary works, all is tied to religion in some way. Even if you are not a religious person, you still have respect for the religion. These authors have totally different religious backgrounds, but as the reader, you have an equal amount of respect for each of them.
Tuesday, September 3, 2019
Mark Twain and The Adventures of Huckleberry Finn Essay examples -- Ma
Mark Twain and The Adventures of Huckleberry Finn    Samuel Clemens was an American writer and humorist who's best work is shown by broad social satire, realism of place and language, and memorable characters.      Clemens was born November 30, 1835, in Florida, Missouri. His family moved to Hannibal, Mississippi when he was four. There he received a public school education. Samuel Clemens was a difficult child, given to mischief and mis adventure. He barely escaped drowning on nine separate occasions. His fathers death was a calamity in which Samuel was not prepared for. Albert Bigelow Paine, Clemens official biographer, offers the following glimpse of the young Clemens            "The boy Sam was fairly broken down. Remorse, which always      dealt with him unsparingly, laid a heavy hand on him now. Wildness,      disobedience, indifference to his fathers wishes, all were remembered; a      hundred things, in themselves trifling, became ghastly and heart-wringing      in the knowledge that could never be undone. Seeing his grief, his mother      took him by the hand and led him into where his father lay."           "It's all right, Sammy," she said. "What's done is done, and it      does not matter to him anymore; but here by the side of him now I want      you to promise to me-"           He turned, his eyes streaming with tears, and flung himself into      her arms.           "I will promise anything ," he sobbed, "if you won't make me go      to school! Anything!           His mother held him for a moment, thinking, then she said:      "No, Sammy; you need not go to school anymore. Only... ...             A. Family Life                        1.Deaths            B. Money Problems                 1. Bankruptcy                 2. Move to Europe            C. His comeback            D. His death      V.  Effects of Twain's stories            A. How he affected his era            B. How the era affected his writings        VI.  Conclusion             A. My feelings             B. End notes             C. Bibliography Work Cited:  Twain, Mark.The Adventures of Huckleberry Finn. 3rd ed. Ed. Thomas Cooley. New     York: Norton, 1999.   Works Consulted: Kaplan, Justin. Mr. Clemens and Mark Twain, a Biography. New York: Simon & Schuster, 1966. Ward, Geoffrey C., et. al. Mark Twain: An Illustrated Biography. New York: Knopf, 2001  Mark Twain and The Adventures of Huckleberry Finn Essay examples -- Ma Mark Twain and The Adventures of Huckleberry Finn    Samuel Clemens was an American writer and humorist who's best work is shown by broad social satire, realism of place and language, and memorable characters.      Clemens was born November 30, 1835, in Florida, Missouri. His family moved to Hannibal, Mississippi when he was four. There he received a public school education. Samuel Clemens was a difficult child, given to mischief and mis adventure. He barely escaped drowning on nine separate occasions. His fathers death was a calamity in which Samuel was not prepared for. Albert Bigelow Paine, Clemens official biographer, offers the following glimpse of the young Clemens            "The boy Sam was fairly broken down. Remorse, which always      dealt with him unsparingly, laid a heavy hand on him now. Wildness,      disobedience, indifference to his fathers wishes, all were remembered; a      hundred things, in themselves trifling, became ghastly and heart-wringing      in the knowledge that could never be undone. Seeing his grief, his mother      took him by the hand and led him into where his father lay."           "It's all right, Sammy," she said. "What's done is done, and it      does not matter to him anymore; but here by the side of him now I want      you to promise to me-"           He turned, his eyes streaming with tears, and flung himself into      her arms.           "I will promise anything ," he sobbed, "if you won't make me go      to school! Anything!           His mother held him for a moment, thinking, then she said:      "No, Sammy; you need not go to school anymore. Only... ...             A. Family Life                        1.Deaths            B. Money Problems                 1. Bankruptcy                 2. Move to Europe            C. His comeback            D. His death      V.  Effects of Twain's stories            A. How he affected his era            B. How the era affected his writings        VI.  Conclusion             A. My feelings             B. End notes             C. Bibliography Work Cited:  Twain, Mark.The Adventures of Huckleberry Finn. 3rd ed. Ed. Thomas Cooley. New     York: Norton, 1999.   Works Consulted: Kaplan, Justin. Mr. Clemens and Mark Twain, a Biography. New York: Simon & Schuster, 1966. Ward, Geoffrey C., et. al. Mark Twain: An Illustrated Biography. New York: Knopf, 2001 Â
Monday, September 2, 2019
Dangers of Fast Food Essay -- Essays on Fast Food
It's quick, it's convenient, it's delicious. Fast food is the most popular quick-service nourishment. It plays an important roll in the lives that we humans so perfectly laid out for ourselves. Why try cooking when you can get food at a much faster rate? To most people, fast food is the answer to all of our problems. It is good in every possible way, or is it? Although some might deny the consequences, we all know there is a steep price to pay. So here by today, I am asking you to have a closer look at the hidden dangers. In my opinion, we should free the world of fast food because, not only are they adding the amount of cruelty to animals and draining money out of our pockets, they're also taking great risk of the health of billions of people. Ever since the world?s first fast food restaurant started business, it has been responsible for the death of 50 billion animals worldwide each year. It?s an astounding number, yet the slaughtering is still increasing rapidly. The irresistible taste of heaven keeps the cash coming in, and keeps the people addicted. ?Meat is an essential part of our food-chain.? One might say. ?We can?t all live our lives being vegetarians!? It?s true that we can?t stop the butchering of animals. But if you were to witness the horrifying pictures of slaughter houses, you?d think differently. The pigs all have their skin sliced open to revel the organs, while chickens hang with their furless wings flapping. Just because of our selfish needs, we?re treating them with violence and cruelty. It is time for some real action, to correct our mistakes. It was wrong in the first place, to slaughter others for our own benefits. And it would be more so, if we don?t put a stop to it. And because we humans are. .. ... convenience, and forget all the dangers? Do we want to pay the price of our physical condition just for better tasting food? If we get rid of fast food, we can not only help people make healthier choices, but also save the lives of millions of people. Having fast food makes our lives more convenient in all ways. You no longer have to wait in long line ups, and can get food at a much fast rate. Yet, how can we still permit fast food when it is doing harm to our society? They no only increase the slaughtering and death of billions of animals, but are also costing us more than we can afford. But not important of all, they are putting millions of lives at risk. Just for a quicker and more delicious meal. We must forbid fast food from ever reaching the shelves. And every time you open up a package of MacDonald?s ask yourself this question. ?Am I making the right choice
Sunday, September 1, 2019
Montessori, Reggio, High/Scope
Montessori, Reggio Emilia and High /Scope are approaches used in early childhood education. They are some of the best approaches known so far. The learners needs are properly considered, and environmental awareness is emphasized. Independence of the child is also put into consideration. A child’s independence is nurtured, and is allowed to work as a researcher. In these approaches the teachers become facilitators, partnerand co-learners (Curtis &Ohagan, 2001).Montessori is an approach in early childhood education, which was started by Dr.Maria Montessori in 1900s. She was an Italian physician and educator. It is an approach whose methods are both of educational as well as methodology philosophy. It involves schools which are preschools or elementary schools in level. It begins with infants and ends at 12th grade. It also lays emphasis on child’s independence and child’s initiative. Two trained teachers are assigned each classroom (Abbot & Maylett, 1999).In Reggio Emilia it refers to the education based on relationships. It was started in 1963 in Reggio Emilia, Italy. One of its educational philosophies is from which a kid derives guidance as well as inspiration in choosing learning materials and toys. It was first started by people who decided to build their children’s future after or in the past World War II, by selling the old army tanks and used the money to build pre schools. It is an approach which puts children first and the environment should beautifully designed, inspiring and peaceful. It  tries to act as a teacher in its self to children and family (Morgan, 1999).The philosophy of this Reggio Emilia focuses on the child as a leader. The pioneers of this approach tried as much as possible to put themselves in the shoes of the children. It lays a strong emphasis on children’s documentation as well as analysis of the children, as well as their conversation with friends, schoolmates and teachers.High/ scope approa ch was started in United States in 1960s. It is a method of early childhood education which is about running of nursery schools or kindergarten. It is common in U.S and other countries. In this approach children are involved actively in their own learning. The teachers in this case see themselves as partners or facilitators than supervisors or managers. It is an approach which involves water play, sand play, writing, reading, role play e.t.c.  Normally children play in small groupsOne of the attributes which I identify is that of laying an emphasis on the child’s independence. Another one is that of involving or taking a child as a researcher. I believe those two attributes would be useful for me to incorporate in my teachings and learning contexts. In Montessori they lay emphasis on a child’s independence. In Reggio Emilia they take a child as a researcher (Morgan, 1999).In my classroom situation, I expect to let the children experiment for themselves, explore and reason out just as researchers do. On the side of the independence, I expect the children to work independently without any interference what so ever (Moon, Ben-peretz &Brown, 2000).Independence as an attribute will in the first place help the growing child to grow up into a responsible adult or person. A child becomes someone who easily works on his own, someone who knows what is expected of him or her. Such children through this attribute they grow up to know what is always expected of them. They in most cases become loving, responsive and responsible people. The environment becomes somewhere where the children cannot get lost since they have learnt to be independent all along. The teacher in this case becomes a facilitator into responsible parenthood (Morgan, 1999).As an independent person, the child becomes a person of virtues. Someone who loves peace, does not associate with violence, someone with a reconstructive mind and natural intelligence. The child remains at peace with n ature and God or rather spiritual matters. The child tends to have freedom of choice. In this case children become social beings as well as people who develop rationality in problem solving. They become co-operative in social relations, they become imaginative and lovers of beauty or aesthetic value. And they tend to have cultural knowledge which is complex.A child becomes an explorer. There is a lot that exploration has done to humanity; as such the children in this case develop into useful beings to who help in the exploration of this vast and natural world. The child becomes curious, intelligent and full of wonder. A child who grows to know better child and deserves a better place on this planet. Each child becomes very useful member when they grow up in exploring and investigating. In this case the teacher only nurtures, becomes a partner and a guide to a child,. As such children tend to have ready solutions to problems even of their own making (Abbot &Maylett, 1999).Another mos t important thing that a child acquires while being independent is self direction. The children also tend to get confidence and inner discipline. As such the children become able to function normally and live harmoniously with every one as well as their natural environment (Morgan, 1999).The second attribute when the learner is taken as a researcher, it remains important because here the learner becomes a thinker. The learning tends to be a continuous thinking. The children tend to question anything they see; they hypothesize solutions, they predict outcomes, they experiment and reason over their own discoveries, as a result they expand their own thinkingThese children who become thinkers, this becomes a strong and firm foundation for them to become philosophers like Socrates. The importance of philosophy in mankind is widely known and accepted; as such this becomes a very important beginning for them. The child tends to have strength, potential and competence. The child also throug h this attribute tends to make a lot of sense of the world around him.This attribute also gives a child a room to become a better and reliable scientist in future. Today’s world is a world of science, science has done a lot that is beyond just mere talking, science rules the world, and so the children who pass through this attribute of Reggio Emilia will become very useful members in our society; and through the physical interaction with the environment, together with the mental interaction they manage to construct knowledge. Knowledge construction can not come easily to child unless he knows how to experiment and hypothesize (Morgan, 1999).And through this attribute a child does not only become curious, creative, competent, powerful and of full potential, he also manages to realize his rights as well as other opportunities, which way be available. As such the instructor becomes a collaborator as well as a co- learner.This attributes I recommend it for all children who have a ttained the school going age. It is very useful attribute and it can really do wonders for a young child. When the child grows up and is mature enough to know and understand the world around him he can do a lot both for himself and humanity as a whole.As an attribute that make children think it not only helps them to become philosophers but helps them in their everyday life; philosophers are lovers of knowledge and so the children tend to become also lovers of knowledge and people who promote reaching culture (Curtis &Ohagan, 2001)Another very important part of Reggio Emilia approach, especially this attribute where the leaner is taken as a researcher is one area of creativity. This attributes makes the children to be highly creative in their learning. It is very possible because teachers play a very important role of being an endless source of provocations as well as possibilities as such the learners see solutions to their problems and also their curiosity and awareness widen. The teachers also tend to provide related experiences as well as materials, which the children use in learning, and so this kind of learning does not become an ordinary kind of learning. In this attribute, the children’s emotional needs are also put into consideration.It is therefore a better attribute in a flexible approach. The learner receives from the world so much that his presence is noticed and that he feels respected and valued. And the classroom atmosphere of joy as well as playfulness prevails in this attributes. A strong link is formed between teachers and the learners through time consciousness; about three hours are allocated for learners to be with their teachers throughout. Through this the children learn at an early stage in life how to mange their time properly. They develop early some sense for time management (Moon, Ben-peretz & Brown, 2000)As they also incorporate their memories actively in learning the learner gains a lot by reaching his full potential i n a way which could not be thought possible. The child becomes aware of himself as a whole person. An individual able to achieve, do things, reason out and participate actively in any activity given by all teachers is someone with a direction, as such the leaner becomes in a way fully in control of his own destiny (Abbot &Maylett, 1999).Both of these attributes, the one of independence and taking a child as a researcher, have an excellent philosophy of idealism. There may be no perfect beings but some people are more â€Å"perfect†than others, and so the degree of perfection that any learner attains though these attributes far surpasses many other attributes in other approaches which are known already.In these two attributes the leaner realizes very strongly about the kind of knowledge which is does not come from ones senses. They experience it, and learn it in a better way though these two attributes and so they are the two best for our children who learn through Montessori approach and Reggio Emilia approach.In Montessori, there is a strong emphasis on the school environment, and so is in this best attribute of independence which I have selected, in this case This system does not deduce that a child already knows everything. It believes, in teaching and letting the leaner know what he does not know. And so the student grows knowing that these are other things to learn or know. The case is the same with the Reggio Emilia approach the two systems consider the learner as the most important person and so everything that is to be taught must also be important and useful to the learner even after school.In both of these systems the teachers sweat and struggle to see into it that the learner becomes a better person in as much as possible, and so it should not matter to parents whether these systems are expensive or not. The parents should know that they pay for what is worth being paid for. (Morgan, 1999)The two systems are obviously quite outstanding in th eir attributes and so they deserve to be emulated by all. They display some unique understandings and for sure I recommend them for any parent. Under the two approaches there is just a lot that has been taken care of. If there is any known safety of the lives of our young ones, then it is in the two attributes of Montessori and Reggio Emillia, which are discussed in this report (Morgan, 1999).If only we can all assume that our children do not know everything, then we shall always have something to teach them. Just as the two systems assume and they are the best after comparing them with others.References Abbott, L and Maylett, H (1999); Early Education Transformed; Former press. LondonCurtis, A and Ohagan, M 🙠2001) Came and Education in Early Childhood: A Student Guide to Theory and practice. Rountledge Falmer. London and New YorkMoon, B, Ben – peretz, M and Brown, S 🙠2000): Routledge inert national Companion to Education. London and New York.Morgan (1999); The Imagination of Early Childhood Education Bargin & Garvey; Westport London.
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