An Interesting Coming of Age Ritual in Germany

An Interesting Coming of Age Ritual in Germany This weekend my soon to be 14-year-old son took part in a ceremony that I had known only from my knowledge about the German Democratic Republic (GDR), the Jugendfeier also known as Jugendweihe.   A quick history of this coming of age ritual It marks the coming of age of the participants with a memorable celebration and it thought as an alternative to religious initiations like the Kommunion and Firmung (Catholic Church) or Konfirmation (Protestant Church) where children declare that they choose to be self-declared members of these churches. While the concept is from 1852, the Jugendweihe was adopted in 1954 by the socialist GDR and turned into a ritual where the young had to make an oath (scroll to the end of this article to find the oath with translation into English) in favor of the socialist state. The Jugendfeier nowadays does not require the participants to make any vow or swear an oath. The only tradition that has survived the GDR is that they all get a rose and a book with thought provoking texts about becoming an adult.  You can read a bit more about this event that still is popular among former inhabitants of the GDR or their descendants here on Wikipedia. From a fathers experience We took part in this event due to the fact that my son Simon goes to a school in the Eastern part of Berlin with many parents that still seem to feel some (N)Ostalgy  and brought this topic up in class. As 20 out of 28 classmates of Simon wanted to participate in it, we didn’t want him to stand out and asked him whether he’d like to participate or not. At that age it is important for him to be part of the group and so he decided for it.   As I was born in Western Germany and had gone through a rather Catholic education and initiation I didn’t have any idea what to expect but neither had I any rejection of that idea nor was I much excited about it. I took Simon to parachute jumping last year which we inofficially declared to mark his transition into an adolescent. His mother, originating from Poland, another formerly socialist country, didn’t really know the Jugendweihe either but we were on the same track regarding our participation. Its seems still pretty popular The fact that we had to register for the event in 2013, almost 18 months ahead of time, shows how popular it still is. There were also several seminars planned that would cover certain topics of adolescence and start a thought process in the children about who they wanted to be and become. Many of those seminars where also thought to be lead or at least organized by the parents. But this task seemed to be more difficult than many had hoped. In those months until the Jugendweihe, Simon took part probably in two events and I didn’t really get the impression that he took much from it. In socialist times, those preparations would have been organized by the state and would have included quite some propaganda.   Its not the ritual, its what you make of it I’m not blaming others. I understand that our lack of deeper interest and conviction in the sense of such an initiation also had a huge influence on everything. Another parent with more enthusiasm would have described this experience probably quite differently.   When the great day came, we were invited with approximately 2000 other people to meet at the Friedrichstadtpalast, a revue theater in the evening. There the Humanistischer Verband Deutschlands (HVD, Humanistic Organisation of Germany) had organized quite a show with professional dancers and singers and has managed to get some popular entertainers like e.g. Joko Winterscheidt or actress Anna Loos to leave a few encouraging words to the children. My interim conclusion Parts of it I personally found a bit over the top and it all was a bit surprising as neither of us really knew what to expect of that day. On the other hand it was mainly entertaining and short enough to enjoy it and the message for the young participants was to trust in themselves, to question authority and to understand that with growing up they will be confronted with new rights and obligations in their life. I can’t really object to that, can you? The rest of the day As everything started at 8.30h on Saturday morning, we were home by noon and both families (my son’s mother remarried a while ago and has two little adorable daughters today) had a nice brunch   in a cafà © next door and then just enjoyed the rest of the day with my half of the family. A unique experience I am very thankful to have been able to witness this event. In a way it was inpiring, though I would have also enjoyed a more humble approach to it all. Coming of age is a challenge for all members of the family and I would have integrated the parents and siblings way more into the preparation. But as I don’t expect others to take care of my responsibilities, my overall experience was a positive one. I hope you enjoyed this little insight into the German culture and I would like to know what you do in your culture to mark the coming of age of your children. If you are religious: do you consider the existing religious rituals to also cover the coming of age or is it rather focussing on being a more responsible member of your church/religion? Das à ¶ffentliche Gelà ¶bnis   The public oath of the GDR Jugendweihe (not in use nowadays) (as found first on this page  which also contains many more information on the topic of GDR but unfortunately only in German language.)  My translation is at times very literally so that you can also learn something about the German sentence structure and grammar here. Where a literal translation would be difficult or impossible to understand, I have put a more comprehensible version into parenthesis. Liebe junge Freunde!Dear young friends. Seid ihr bereit, als junge Bà ¼rger unserer Deutschen Demokratischen Republikare you ready as young citizens of-our German Democratic Republic mit uns gemeinsam, getreu der Verfassung,  with us together, according the constitution fà ¼r die große und edle Sache des Sozialismus zu arbeiten und zu kmpfenfor the big(ger) and noble cause of-the Socialism to work and to fight und das revolutionre Erbe des Volkes in Ehren zu halten, so antwortet:  and (to keep) the revolutionary heritage of-the Nation in honor to keep, so answer: Ja, das geloben wir!Yes, this-is-what we pledge! Seid ihr bereit, als treue Sà ¶hne und Tà ¶chter  Are you prepared, as faithful sons and daughters unseres Arbeiter-und-Bauern-Staates nach hoher Bildungof-our workers- and peasant nation (to strive) for higher education und Kultur zu streben, Meister eures Fachs zu werden,  and culture (to strive), (to become) Master of-your (professional) discipline, unentwegt zu lernen und all euer Wissen und Kà ¶nnen fà ¼r die Verwirklichung  incessantly to learn and all (to utilise) your knowledge and skill for the realization   unserer großen humanistischen Ideale einzusetzen, so antwortet:  of-our grand humanistic ideals (to utilise), so answer: Ja, das geloben wir!Yes, this-is-what we pledge! Seid ihr bereit, als wà ¼rdige Mitglieder der sozialistischen Gemeinschaft  Are you ready, as worthy members of-the socialist community stets in kameradschaftlicher Zusammenarbeit, gegenseitiger Achtung  always (act) in companionate cooperation, mutual respect und Hilfe zu handeln und euren Weg zum persà ¶nlichen Glà ¼ckand help (to act) and (to always unite) your path to personal fulfillment immer mit dem Kampf fà ¼r das Glà ¼ck des Volkes zu vereinen, so antwortet:  (always) with the struggle for happiness of the nation (lit.: the people), so answer: Ja, das geloben wir!Yes, this-is-what we pledge! Seid ihr bereit, als wahre Patrioten die feste Freundschaft mit der Sowjetunion  Are you prepared as true patriots, the steadfast friendship with the Sovjet Union weiter zu vertiefen, den Bruderbund mit den sozialistischen Lndern zu strken,  further to deepen, the brotherly association with the socialist countries to strengthen, im Geiste des proletarischen Internationalismus zu kmpfen,  in-the spirit of-the proletarian internationalism to fight, den Frieden zu schà ¼tzen und den Sozialismus gegen jeden imperialistischen Angriffthe peace to protect and the socialism against every imperialistic attack zu verteidigen, so antwortet:  to defend, so answer: Ja, das geloben wir!Yes, this-is-what we pledge! Wir haben euer Gelà ¶bnis vernommen.  We have heard (lit.: perceived) your pledge. Ihr habt euch ein hohes und edles Ziel gesetzt.  You have (set) yourselves a high and noble goal (set). Feierlich nehmen wir euch auf in die große Gemeinschaft  Solemnly take we you in, into the grand collective des werkttigen Volkes, das unter Fà ¼hrung der Arbeiterklasse  of-the working nation, that under the leadership of the working class und ihrer revolutionren Partei, einig im Willen und im Handeln,  and her revolutionary party, united in will (intention) and acting die entwickelte sozialistische Gesellschaft  (errects) the developed socialist community in der Deutschen Demokratischen Republik errichtet.in the German Democratic Republic (errects). Wir à ¼bertragen euch eine hohe Verantwortung.  We transfer to-you a huge responsibility. Jederzeit werden wir euch mit Rat und Tat helfen,  At-any-time will we (help) you with advice and deed (help), die sozialistische Zukunft schà ¶pferisch zu gestalten.(to design) the socialist future creatively (to design).

ESL Lesson Plan Intensive Reading Exercise

ESL Lesson Plan Intensive Reading Exercise The following lesson focuses on reading intensively, in other words, understanding every word. Generally, teachers tend to ask students to read quickly for a general understanding. This method of reading is called extensive reading and is very helpful in getting students to deal with large chunks of information. However, at times students do need to understand details and this is when intensive reading is appropriate. Aim Developing intensive reading skills, vocabulary improvements concerning fine differences between related vocabulary terms Activity Intensive reading exercise in which each sentence must be read very carefully to discover mistakes and inconsistencies of syntax Level Upper-intermediate Outline Discuss different types of reading skills with students: Extensive reading: reading for pleasure with emphasis on general understandingIntensive reading: reading carefully for an exact understanding of text. Necessary for contracts, legal documentation, application forms, etc.Skimming: quickly looking through text to get an idea of what the text concerns. Used when reading magazines, newspaper articles etc.Scanning: locating specific information in a text. Usually used in timetables, charts, etc. Ask students to give examples of when they employ the various reading skills. This part of the discussion can serve to raise awareness concerning the fact that it is not always necessary to understand every word. Pass out handout and have students get into groups of 3-4. Ask students to read one sentence of the stories at a time and decide what is wrong with the sentences in terms of vocabulary (contradictions). Follow-up with a class discussion about the various problems with the text. Have students get back into their groups and try to substitute appropriate vocabulary for the incongruencies. As homework, ask students to write their own Whats Wrong? story which will then be exchanged with other students as a follow-up activity to the lesson in the next class period. What's Wrong? This exercise focuses on intensive reading. Read one sentence at a time and find the inappropriate vocabulary mistake or contradiction. All errors are in the choice of vocabulary NOT in grammar. Jack Forest is a baker who always provides his customers with tough meat. Last Tuesday, Mrs Brown came into the shop and asked for three fillets of brown bread. Unfortunately, Jack only had two fillets remaining. He excused Mrs Brown and promised her that he would have too much bread the next time she came. Mrs Brown, being a reliable customer, assured Jack that she would return. Later that day, Jack was sealing the shop when he the phone sang. It was Mrs Brown requiring if Jack had baked another slice of brown bread. Jack said, As a matter of truth, I burnt some extra loaves a few hours ago. Would you like me to bring one buy?. Mrs Brown said she would and so Jack got into his bike and road to Mrs Browns to deliver the third pound of brown toast.My favorite reptile is the Cheetah. It is truly an amazing creature which can trot at a top speed of 60 m.p.h.! Ive always wanted to go to the cool planes of Africa to see the Cheetah in action. I imagine it would be a disappointing experien ce looking at those Cheetah run. A few weeks ago, I was watching a National Geographic special on the radio and my wife said, Why dont we go to Africa next summer?. I hopped for joy! Thats a lousy idea!, I stated. Well, next week our plain leaves for Africa and I can hardly imagine that we are going to Africa at first. Frank Sinatra was an infamous singer, known throughout the world. He was a novice at singing in the crooning style. During the 50s and 60s grunge music was very popular throughout clubs in the US. Las Vegaswas one of Frank Sinatras favorite squares to sing. He often traveled into Las Vegas from his hut in the woods to perform in the evening. Audiences inevitably booed as he sang encore after encore to the delight of international fans from around the county.

Assess the claim that both sex and gender are systems of social Essay

Assess the claim that both sex and gender are systems of social classification - Essay Example This essay will involve the analysis of whether sex and gender are part of the social classification systems. Just like races and ethnic categorization in the society, gender and sex are socio-historical determined. Gender develops as people grow in the society, and it depends on the societal beliefs and cultural practices. It does not fall into the group of things people are born with but rather something that people do. Sex refers to the biological differences in the hormonal profile and the external sex organs while gender refers to the characteristics of the society or culture, and they categorize the people in the community as either masculine or feminine. For instance, societies have responsibilities and identities associated with either the masculine or feminine in the society. The acquisition of gender characteristics come through the socialization process and the interaction of people in the society (Strathern 1995). Socialization involves the acquisition of the values and traditions in the society and it takes place in a gradual form as one grows. A child born in a given setting will grow up holding on the values applicable in that community. This indicates that the society plays an i mportant role in defining the gender roles according to the sex of an individual. The common sense in the current society differentiates culture into two different aspects of human beings. The biological sense of womanhood lies in the womb, however, culture and societal values have transformed the definition of a woman (Stolcke, p.18). The analytical concept of gender challenges the universal biological concept because of the variations in the societal values. Martin egg outlines that the society believes in the cultural values to define biological concepts regarding human beings. The scientific books define male and female as egg and sperm. The society believes that the biological

Philosophy [Close Reading] Capital Volume I, Karl Marx Essay

Philosophy [Close Reading] Capital Volume I, Karl Marx - Essay Example The longer the time spent to create a certain product, the higher the value it will command in the market. A Marxist analysis would give us a premise that labor is the source of all value since it is a â€Å"congelation† of labor. The Marxist theory is that the amount of labor embodied in the material object would determine its value. â€Å"As values, all commodities are only definite masses of congealed labor-time.† (Capital, Vol. I, p. 40.) Unfortunately, the importance of labor is muted by the fact that according to Marx, many capitalists are exploiting labor. In the Capital Volume 1 chapter 4, Marx often described the acts of the capitalists in the wage-labor exchange with the laborers as something akin to robbery, theft and embezzlement. Marx believed that the capitalists are essential robbing the laborers of the value of their labor by denying the laborers the full price of their labor. Note that in the Marxist point of view, labor has two characters, the abstract and the concrete nature. Note that under the arguments of Marx, any act of labor expended have dual impact where one is the concrete action directed towards the making of certain products and the abstract portion which is disposable for the use of society in a given place and time. In other words, where the system separates the actual act of production from the means of production; labor itself as human labor force becomes a commodity that could be traded for value. (See Capital, Vol. 1, p. 71.) The fact that the owners of the means of production such as the capitalists tries to extract more labor for less pay is seen by Marx as form of thievery that is directed on the laborers’ labor commodity. In other words, the exploitation of labor is seen by Marx as form of violation of the rights of the laborer to the fruits of their labor. How do the owners of the means of production or the capitalists steal labor? Marx

The history of ligers dates Essay Example for Free

The history of ligers dates Essay The history of ligers dates to at least the early 19th century in India. In 1798, Étienne Geoffroy Saint-Hilaire (1772–1844) made a colour plate of the offspring of a lion and a tiger. In 1825, G. B. Whittaker made an engraving of liger cubs born in 1824.[3] The parents and their three liger offspring are also depicted with their trainer in a 19th-century painting in the naà ¯ve style. Two liger cubs born in 1837 were exhibited to King William IV and to his successor Queen Victoria. On 14 December 1900 and on 31 May 1901, Carl Hagenbeck wrote to zoologist James Cossar Ewart with details and photographs of ligers born at the Hagenbecks Tierpark in Hamburg in 1897. In Animal Life and the World of Nature (1902–1903), A.H. Bryden described Hagenbecks lion-tiger hybrids: It has remained for one of the most enterprising collectors and naturalists of our time, Mr. Carl Hagenbeck, not only to breed, but to bring successfully to a healthy maturity, specimens of this rare alliance between those two great and formidable felidae, the lion and tiger. The illustrations will indicate sufficiently how fortunate Mr. Hagenbeck has been in his efforts to produce these hybrids. The oldest and biggest of the animals shown is a hybrid born on the 11th May, 1897. This fine beast, now more than five years old, equals and even excels in his proportions a well-grown lion, measuring as he does from nose tip to tail 10 ft 2 inches in length, and standing only three inches less than 4 ft at the shoulder. A good big lion will weigh about 400 lb [] the hybrid in question, weighing as it does no less than 467 lb, is certainly the superior of the most well-grown lions, whether wild-bred or born in a menagerie. This animal shows faint striping and mottling, and, in its characteristics, exhibits strong traces of both its parents. It has a somewhat lion-like head, and the tail is more like that of a lion than of a tiger. On the other hand, it has no trace of mane. It is a huge and very powerful beast.[4] In 1935, four ligers from two litters were reared in the Zoological Gardens of Bloemfontein, South Africa. Three of them, a male and two females, were still living in 1953. The male weighed 340 kg (750 lb) and stood a foot and a half (45 cm) taller than a full grown male lion at the shoulder. Although ligers are more commonly found than tigons today, in At Home In The Zoo (1961), Gerald Iles wrote For the record I must say that I have never seen a liger, a hybrid obtained by crossing a lion with a tigress. They seem to be even rarer than tigons. Size and growth The liger is often believed to represent the largest known cat in the world.[1] Males reach a total length of 3 to 3.5 m,[6][7] meaning they are the size of large Siberian tiger males.[8] Imprinted genes may be a factor contributing to huge liger size.[9] These are genes that may or may not be expressed on the parent they are inherited from, and that occasionally play a role in issues of hybrid growth. For example, in some dog breed crosses, genes that are expressed only when maternally-inherited cause the young to grow larger than is typical for either parent breed. This growth is not seen in the paternal breeds, as such genes are normally counteracted by genes inherited from the female of the appropriate breed.[10] Other big cat hybrids can reach similar sizes; the litigon, a rare hybrid of a male lion and a female tiglon, is roughly the same size as the liger, with a male named Cubanacan (at the Alipore Zoo in India) reaching 363 kg (800 lb).[11] The extreme rarity of these second-generation hybrids may make it difficult to ascertain whether they are larger or smaller, on average, than the liger. It is wrongly believed that ligers continue to grow throughout their lives due to hormonal issues.[citation needed] It may be that they simply grow far more during their growing years and take longer to reach their full adult size. Further growth in shoulder height and body length is not seen in ligers over 6 years old, same as both lions and tigers. Male ligers also have the same levels of testosterone on average as an adult male lion, yet areazoospermic in accordance with Haldanes rule. In addition, female ligers may also attain great size, weighing approximately 320 kg (705 lb) and reaching 3.05 m (10 ft) long on average, and are often fertile. In contrast,pumapards (hybrids between pumas and leopards) tend to exhibit dwarfism. Hercules and Sinbad[ Jungle Island, an interactive animal theme park in Miami, is home to a liger named Hercules, the largest non-obese liger, who is recognised by the Guinness Book of World Records as the largest living cat on Earth, weighing over 410 kg (904 lb).[12] Hercules was featured on the Today Show, Good Morning America, Anderson Cooper 360, Inside Edition and in a Maxim article in 2005, when he was only three years old and already weighed 408.25 kg (900 lb). Hercules is healthy and is expected to live a long life. The cats breeding is said to have been a complete accident. Sinbad, another liger, was shown on the National Geographic Channel. Sinbad was reportedly similar in weight to Hercules. Longevity[Shasta, a ligress (female liger) was born at the Hogle Zoo in Salt Lake City on 14 May 1948 and died in 1972 at age 24.[citation needed] Valley of the Kings animal sanctuary in Wisconsin had a male liger named Nook who weighed around 550 kg (1,213 lb), and died in 2007, at 21 years old. Hobbs, a male liger at the Sierra Safari Zoo in Reno, Nevada, lived to almost 15 years of age before succumbing to liver failure and weighed in at 410 kilograms (900 lb). Fertility The fertility of hybrid big cat females is well documented across a number of different hybrids. This is in accordance with Haldanes rule: in hybrids of animals whose sex is determined by sex chromosomes, if one sex is absent, rare or sterile, it is the heterogametic sex (the one with two different sex chromosomes e.g. X and Y). According to Wild Cats of the World (1975) by C. A. W. Guggisberg, ligers and tigons were long thought to be sterile: in 1943, a fifteen-year-old hybrid between a lion and an Island tiger was successfully mated with a lion at the Munich Hellabrunn Zoo. The female cub, though of delicate health, was raised to adulthood.[13] In September 2012, the Russian Novosibirsk Zoo announced the birth of a liliger, which is the offspring of a liger mother and a lion father. The cub was named Kiara. Appearance Colour plate of the offspring of a lion and tiger, Étienne Geoffroy Saint-Hilaire Ligers have a tiger-like striped pattern that is very faint upon a lionesque tawny background. In addition they may inherit rosettes from the lion parent (lion cubs are rosetted and some adults retain faint markings). These markings may be black, dark brown or sandy. The background colour may be correspondingly tawny, sandy or golden. In common with tigers, their underparts are pale. The actual pattern and colour depends on which subspecies the parents were and on how the genes interact in the offspring. White tigers have been crossed with lions to produce white (actually pale golden) ligers. In theory, white tigers could be crossed with white lions to produce white, very pale or even stripeless ligers. There are no black ligers. Very few melanistic tigers have ever been recorded, most being due to excessive markings (pseudo-melanism or abundism) rather than true melanism; no reports of black lions have ever been substantiated. As blue or Maltese Tigers probably no longer exist, grey or blue ligers are exceedingly improbable. It is not impossible for a liger to be white, but it is very rare Ligers in the wild: It is unlikely a mating of this type would ever occur in the wild, for a number of reasons. Firstly, lion and tiger habitats do not meet, though youll often hear claims that they overlap in one area of the world, this being the Gir National Park and Lion Sanctuary in Bangladesh. The truth is tigers are not found within 100 miles of Gir Forest. Within the sanctuary itself is the only lion subspecies found outside of Africa. This is the very rare Asiatic lion (only a few hundred remain and they face extinction). The lion rules in Gir Forest and no tigers are found there. Tigers are not found in Africa, and are restricted to Asia. Though it is conceivable that a tiger may cross into lion territory, both species are so rare that it is highly unlikely the two would ever meet. On top of this, the Gir Forest is surrounded by farming and agriculture. The lions within the sanctuary are effectively captive in the wild and tigers do not like to cross large stretches of open ground. What would happen if the two species did meet? The very solitary tiger would be little inclined to join in with the more social pride of lions. Apart from periods of mating, tigers even go out of their way to avoid their own species. The Tigon is a hybrid cross between a male Tiger and a female Lion WHY ARE LIGERS SO MUCH BIGGER THAN TIGONS? The large size of the liger and small size of the tigon is due to genomic imprinting the unequal expression of genes depending on parent of origin i.e. whether certain growth genes are inherited from the male or the female. This is linked to the species lifestyle and breeding strategy whether the female mates with only one male while in heat (non-competitive) or whether she mates with many males (competitive). This results in growth dysplasia. The following explanation is greatly simplified as a number of other genes are contributed unequally by the male and female parents and also affect the general health and longevity of the offspring. Lions live in prides led by several adult males. The lionesses mate with each of those males. Each male wants his offspring to be the ones to survive, but the females genes want multiple offspring to survive. The fathers genes promote size of the offspring to ensure that his offspring out-compete any other offspring in the womb at the same time. Genes from the female inhibit growth to ensure that as many offspring as possible survive and that they all have an equal chance. By contrast, tigers are largely solitary and a female on heat normally only mates with one male. There is no competition for space in the womb so the male tigers genes do not need to promote larger offspring. There is therefore no need for the female to compensate, so the offsprings growth goes uninhibited. When a male lion mates with a tigress, his genes promote large offspring because lions are adapted to a competitive breeding strategy. The tigress does not inhibit the growth because she is adapted to a non-competitive strategy. Therefore the offspring (liger) grows larger and stronger than either parent because the effects do not cancel each other out. Ligers take several years to reach full adult size, but it is a myth that ligers never stop growing. When a male tiger mates with a lioness, his genes are not promoting large growth of the offspring because he is adapted to a non-competitive breeding strategy. However, the lioness is adapted to a competitive strategy and her genes inhibit the growth of the offspring. This uneven match means that the offspring (tigons) are often smaller and less robust than either parent. Growth dysplasia has other effects: the size of the placenta may be affected (causing miscarriage), the embryo may be aborted at an early stage due to abnormal growth, the cub may be stillborn or may only survive a few days. In some rodents, mating Species A males with Species B females produces offspring half normal size, but mating Species B males with Species A females cause the offspring to be aborted as they try to grow to several times the normal size. Because of the impossibility of a gene being inherited from only females, there is a competing hypothesis. This hypothesis (allthough not tested) is that the Lions sperm is damaged somehow during fertilization and that a growth inhibiting gene is typically destroyed. It is impossible for a gene carried on a chromosomes to be passed along only from the mother. The reason for this is there are no chromosomes that only a female can have. Female Tigons and Female Ligers both possess a tiger X chromosme and a lion X chromosome, yet only the female Ligers will grow large, this means something must happen to either alter the genes or that the cause of the growth dysplasia lies at least partially outside of the genes. Another possible hypothesis is that the growth dysplasia results from the interaction between lion genes and tiger womb enviroment. The tiger produces a hormone that sets the fetal Liger on a pattern of growth that does not end throughout his life. The hormonal hypothesis is that the cause of the male Ligers growth is his sterility essentially, the male liger remains in the pre-pubertal growth phase. This is not upheld by behavioural evidence despite being sterile, many male ligers become sexually mature and mate with females. In addition, female ligers also attain great size but are fertile.

a man for all seasons :: essays research papers

A Man for All Reasons. For a truly Christian man, nothing is more important than preparing the immortal soul for the next life. In the play, A Man for All Seasons, Sir Thomas Moore is a devout Christian–apparent due to his unceasing prayers, vast humbleness, devotion to his family, and his ardency in maintaining the truth. His refusal to obey King Henry VIII shows that he believes strongly in life after death, for going against the King of England in Renaissance Era ensured swift, lethal retribution. Sir Thomas More fought for what he believed in and refused to be molded into something that he wasn’t. Sir Thomas More did not die in vain, he did not deviate from his personal beliefs. More achieved more in the end because he didn’t let death worry him. His last words illustrate this, â€Å"His will not refuse one who is so blithe to go† (99). More understood that he was in line with his beliefs. He knew that by dying and not worrying, he would be proving a point to the public by letting it be known that Cromwell had set him up. When More died it sent a message to the public that the King was wrong in what he was doing. As More died in front of a lot of people, it certainly showed to the public that it was honorable and he put his point across in the clear way. â€Å"†¦.but because I would not bend to the marriage† (78), More is simply stating that he wouldn’t agree with the King for the clear intention of staying alive. When More died it was for a worthy cause to take a stand against something he felt was real and because he did not worry in the process his actions were not in vain.   Ã‚  Ã‚  Ã‚  Ã‚  By More dying, he proved a point to himself and the public. He proved that he was honorable and not going to succumb to the deceitful thinking of Cromwell and the King. â€Å"I have not disobeyed my sovereign. I truly believe no man in England is safer than myself† (40). This clearly demonstrates the fact that More knew what he was doing and wasn’t going to go against his beliefs for the sake of living. More knew that if he stayed alive, it would have been insufferable, living in jail for the rest of his life, no job, and little sight of family.

Madly desirous for glory Essay

In the second letter Walton writes about his progress to Archangel. In the letter he describes his crew. Walton’s description of his ship’s master suggests that he is the embodiment of goodness. He frequently applauds the courage of his lieutenant. The lieutenant is ‘madly desirous for glory’. In this letter the theme of alienation arises. Like Victor, Walton’s ambitions isolate him from his family and friends: ‘But it is a still greater evil to me that I am self educated.’ Shelley’s choice of words are designed to anticipate Victor’s need of a friend. It does this by implying that Walton is annoyed that he had no one to teach him, and that he had no companions. The third letter that Walton sends simply expresses confidence in his quest: ‘I write a few lines in haste to say that I am safe – and well advanced on my voyage.’ Shelley may have decided to add a short letter to show that Walton maybe playing down the dangers of his voyage. He finishes the letter by saying: ‘Heaven bless my beloved sister.’ This clearly shows that Walton is a caring person.  The fourth letter is when Walton catches a glimpse of the creature. The crew take Victor on board. Walton believes that he has found a friend in Victor, and confides his ambition. This letter emphasises the admiration and affection that Victor inspires in Walton, who sees great nobility in this ‘divine wanderer’. In some ways Walton can be seen as a double to Victor Frankenstein. Walton rebels against his father’s decision for him to not go to sea. This is very similar to Frankenstein’s father, who dismissed Victor’s interests in science. Walton decides against the life of ease, he explains that ‘My life might have been passed in ease and luxury,’ he explains, ‘but I preferred glory to every enticement that wealth placed in my way.’ Shelley has added this to show a relationship between Victor and Walton. This shows that they have similar characteristics, and desire the same things from life. The fact that Walton is introduced before Frankenstein may show that Shelley was preparing the reader for Victor’s desire for knowledge. Although the two characters can be related to each other, they also have significant differences. Walton is not quite so alienated as Victor. Rather then rejecting companionship, Walton longs for an intimate friend to share his hopes and dreams. To add to this point, Walton is also is not so isolated in his search for knowledge, whereas Victor, whose ‘midnight labours’ and ‘secret toil’ keep him completely secluded. The fact that Walton had a crew around him prevented him from falling into the trap of Victor’s individualism. The first chapter begins in an embedded narrative, with Victor telling his story to Walton. Victor begins his story by describing his early life in Geneva, his tranquil domestic life and the young orphan Elizabeth, who becomes part of the household. Victor’s interest in science eventually takes him to university at Inglostadt. His experiments lead him to the discovery of a secret life force. He constructs a human form out of dead tissue and brings it to life. Horrified by his actions, Victor abandons the creature. One of the main themes portrayed by Shelley in this novel is that of birth and creation. When Victor gave life to the creature, he usurps the role of God. Victor imagines how, ‘A new species would bless me as its creator and source†¦ No father could claim the gratitude of his child so completely as I should deserve theirs.’ This shows that Victor’s main crime is not what he had done, but what he failed to do. He failed to ‘father’ his creation. Victor is an isolated individual. However, unlike Walton, Frankenstein’s isolation is self imposed. It is also ironic in the sense that Victor rejects his family and friends, whilst this is simply what the creature longs for. Victor claims that the rejection of his family is necessary in order to continue the quest for the secret life. Alienation is a key factor in this novel. Victor chooses to isolate himself from others, whereas the creature’s isolation is imposed upon him, due to Victor abandoning him, and people being generally scared of his appearance. However the creature does desire companionship, and he says that he becomes violent when he realises that he will never have this, ‘I am malicious because I am miserable.’ This shows that the creature is humane in the sense that all he wants is a companion, much like any human. So the fact that the creature only becomes ‘malicious because I am miserable’ represents that people become monstro us when the are isolated, and rejected from society. When Victor creates the creature, he is flooded with a huge feeling of anti-climax. Victor repulses the creature on first sight. He refers to the creature as ‘the wretch’ and is horrifies by the thing that he has given life to. This shows that Victor is only concerned with physical appearance. This shows intolerance of imperfection and a flaw in Victor’s character. Victor rejects the creation; this is like a father rejecting his child. When the creature came to life Victor may have realised the enormity of the monstrous deeds that he had committed. The passage in the novel shows Victor to be a monster, as he does not even try to understand the monster’s cries for help. He has forsaken any duties he is expected to perform as a father. When the creature ‘awoke’ from his ‘sleep’ he convulsed. When Victor awakes from his sleep, his muscles also convulse. This could be one of the first signs that the creature is a double of Victor. Victor even describes the monster as ‘my own spirit let loose from the grave†¦ forced to destroy all that was dear to me’ Victor has given a clear expression of the notion that he and the creature may be doubles, with the creature acting out Victor’s own aggressions. Shelley’s description of the creature is full of pathos. The first things that the creature desires are love and affection, as all newborn things want. However, Victor denies him this. When Victor awakes from his dream, he finds the creature reaching out a hand towards him. Victor rejects this appeal for help from the creature.  This passage from the novel may parody ‘The creation of man’ by Michelangelo, which shows God stretching out his hand to give life to Adam. The analogy of this is that Victor is playing God and that the creature is Adam. Another parody is the story of Prometheus, who stole fire from the Gods and gave it to the people on earth. The analogy of this is that Victor has stolen the power of life from the God’s and given it to the people. This is the reason for the book has the subtitle ‘The modern Prometheus’. Victor may be seen as monstrous in this passage, as he is usurping the role of woman, which goes against the laws of nature.

Porphyria’s Lover by Robert Browning as a Dramatic Monologue Essay

The Dramatic Monologue was a popular form of poetry in Robert Browning’s time. It is a form of writing in which the speaker in the poem is a dramatized imaginary character. The monologue is cast in the form of a speech addressed to a silent listener. Its aim is character study or psycho-analysi. In a dramatic monologue, the person who speaks is made to reveal himself and the motives that impelled him at some crisis in life or throughout its course. The character is developed throughout the conflict between his thoughts and emotions and not through any description on the part of the poet. He may speak in self-justification or in a mood of detached self explanation, contented, impertinent or remorseful. What the poet is intent on showing us is the inner man. It is a monologue because it’s a conversation of a single individual with himself. About the poem: Robert Browning is one of the most eminent poets of the Victorian Age. In the early years of his career, he worked on plays but finding no success, heturned to poetry. His early career in plays helped him to excel in composing dramatic monologues. Beowning’s genius was essentially dramatic. His dramatic bent of mind is seen in his characterization and is the unfolding of dramatic situation. Porphyria’s Lover is presented in the form of a Dramatic Monologue in which the speaker is a lover who has an abnormal, if not insane mind telling the story of how he killed his own mistress. The lover does not speak to anyone in particular. It was a conversation with himself. He has just committed a murder but sits coolly waiting for divine intervention. Through this narrative Browning reveals the subtle analysis of an individual’s soul. Like most of Browning’s dramatic monologues that deals with such psychopathic characters, the poem depicts a situation just after the moment of action it describes has passed. When he presents the scene Porphyria is already dead. The question that naturally arises is why the lover murders the woman. There is no indignation or provocation of any kind. On the contrary as the lover himself admitted Porphyria worshipped him. The most obvious reason for the murder is that, the lover is insane. But this does not offer a wholly convincing explanation. The manner in which the over has narrated the story shows no disorder in his mind. It is possible to argue that, the lover’s own passion reached such a feverish pitch and it is mingled with a state of ecstasy that he unwittingly went on to strangle the woman. But then, there is not the least feeling of regret or remorse afterwards. If the murder had been committed in a state of passion and ecstasy, there would have been a most painful kind of remorse in his heart afterwards. Whatever the motive of the murder, the poem is a gripping narrative. It cannot be denied that the poem has an appeal of its own, perhaps as a study in abnormal psychology. Browning was always pre-occupied with the psychology of man, and this had moral implications for him. In pursuing his study of the human mind, he developed an independence of style and tried to attain the appearance of realism through a medium that was dramatic. His dramatic monologues were written to project a certain kind of human personality, a certain temperament, a way of looking at life or even a moment of history realized in the self-revelation of a type. He developed a remarkable ability to explore character argumentatively which provided his poems with a distinct note of individuality. His real interest was not in the externals of characters but in the mental process of his characters. His purpose was ‘soul dissection’ or probing in the incidence in the development of a soul. For this purpose, he used and perfected the dramatic monologue as a poetic form best for depicting the soul and psyche of his characters. It is a drama of the soul. The poem can also be seen as an exploration of the issues of morality and sexual transgression. Browning responds to the conflict between morality and aesthetics- an issue which dominated the Victorian society.

Career Planning for Homeschoolers

Career Planning for Homeschoolers When you’re homeschooling a high school student, it helps to realize that one of the many roles you’ll need to fill is that of guidance counselor. A guidance counselor helps students make the best choices to be as successful as possible in their academic and post-graduation choices. One of the areas in which you’ll need to guide your student is in his or her potential career options. You’ll want to help him explore his interests, uncover his aptitudes, and decide what post-graduation choices will help him achieve his goals. Your teen may go directly into college or the workforce, or he may decide that a gap year will be beneficial. It is wise to encourage your high school students to explore as many of their interests as your familys schedule and finances allow. This exploration can provide valuable insight when it’s time to consider their vocational options after graduation. Most people find their most satisfying careers when their interests, talents, and aptitude can be directed toward their life’s work. How do you help your student decide on the career path he’ll follow after high school? How to Help Your Homeschooled Teen Choose a Career Path Look for Apprenticeship Opporunities Apprenticeship opportunities aren’t widely available, but they do still exist. You can often find such opportunities with people who are self-employed. Year ago, my husband worked as an apprentice for an appliance repairman. He ultimately decided on a different career path, but the skills he learned have proved invaluable for our family. He has saved us countless dollars in repair fees since he is able to do most of those repairs himself. A few years ago, a self-employed homeschool dad was seeking a homeschooled teen to act as his apprentice. He advertised in our local homeschool group’s newsletter, so that’s a good place to check. Look for people seeking an apprentice or advertise your student’s willingness for such a position. I graduated with a girl who apprenticed with a farrier. A friend’s son apprenticed with a piano tuner. If your student is interested in a particular field, ask friends and family if they know someone who does that type of work. Volunteer Help your student look for volunteer opportunities that align with her interests. Does she think she’d like to be a marine biologist? Consider volunteering at an aquarium or marine rehabilitation facility. If you live near the coast, check out opportunities to volunteer as a sea turtle nest parent. If your student loves animals, consider zoos, veterinarian offices, animal shelters, or rescue organizations. If she’s considering healthcare, try hospitals, nursing homes, or doctor’s offices. Would-be journalists might try a newspaper office of television studio. Secure an Internship Talented, hardworking students may be able to land intern jobs. An internship is an opportunity that employers offer for students to get experience in a field that interests them. It’s a great way for students to see if the career field is something they would truly enjoy pursing. Some internships are paid while others are not. There are full- and part-time internships. Both are usually for a set time, such as a summer intern position, a semester, or a few months. We have a homeschooled friend who is a dual-enrolled high school senior working a full-time internship with an engineering firm. It’s been a fantastic opportunity to learn more about her desired field while also getting a taste of full-time employment. There are online resources for finding an internship. You can also check with colleges or companies for whom your student would like to work.  Networking among friends and family can also be helpful in discovering potential opportunities.   Take Career Assessments Your student may be unsure what career path interests him. In this case, an aptitude test can be helpful in investigating possible choices based on your students interests, talents, and personality. There are a variety of free aptitude tests and career assessments available  online. Even if the tests don’t reveal a career path that interests your teen, it may help to spark the brainstorming process. It can also reveal talents and traits he hadn’t considered when thinking of possible vocational options. Consider Hobbies Help your student to objectively assess her hobbies and recreational interests to see if there is a career opportunity there. Your amateur photographer may want to consider a career as a professional. Your musician may want to teach her talents to others. One of our friends, a homeschool graduate, was  heavily involved in community theater  as a student. After taking a local acting course, he  is now following his dreams to become a professional actor. Another local graduate is a  gifted sculptor who has traveled abroad studying and creating. She  has won several awards  and been commissioned by  wealthy clients to create artwork. Even if your student’s passions remain simply lifelong hobbies, they’re worth investing in and pursuing. Because of the flexibility that homeschooling offers, homeschooled teens have a unique opportunity to fully explore potential vocations. They can also customize their high school courses to prepare for future employment.

The Roman King Ancus Martius

The Roman King Ancus Martius King Ancus Martius (or Ancus Marcius) is thought to have ruled Rome from 640-617. Ancus Martius, the fourth king of Rome, was the grandson of the second Roman king, Numa Pompilius. Legend credits him with building a bridge on wooden piles across the Tiber River, the Pons Sublicius, the first bridge across the Tiber. It is often claimed that Ancus Martius founded the port of Ostia at the mouth of the Tiber River. Cary and Scullard say this is unlikely, but he probably extended Roman territory and gained control of the salt-pans on the south side of the river by Ostia. Cary and Scullard also doubt the legend that Ancus Martius incorporated the Janiculum Hill into Rome, but do not doubt that he established a bridgehead upon it. Ancus Martius is also thought to have waged war on other Latin cities. Alternate Spellings: Ancus Marcius Examples: T.J. Cornell says Ennius and Lucretius called Ancus Martius Ancus the Good. Sources: Cary and Scullard: A History of Rome T.J. Cornell: The Beginnings of Rome. Ancient Rome Glossary Go to Other Ancient / Classical History Glossary pages beginning with the letter a b c d e f g h i j k l m n o p q r s t u v wxyz

In what ways has the fashion blog changed fashion journalism Essay

In what ways has the fashion blog changed fashion journalism - Essay Example The contemporary society which is characterized by the application of information and communication technology in various economic, social and political activities has found increasing use of the internet in the communication of fashion. The advent of the internet has contributed greatly to fashion journalism as facilitated by fashion blogs and websites. This paper gives a critical analysis and discussion of fashion journalism in relation to the fashion blog and how it has transformed fashion journalism. Traditionally fashion journalism involved the presentation of fashion designs by writer and publishers in books. Magazines and newspaper were also common print forms of fashion journalism. Craik (1997) points out that with the advent of computer and their application in communication via the innovative internet application, fashion websites and blogs have become the most common media through which fashion journalism is being perpetuated and communicated to the audience. Magazines and newspapers are also significantly used in the modern fashion journalism to communicate images and messages on fashion. However the internet is the most preferred media for fashion journalism. Blood (2002) explains that fashion blogs are preferred in fashion journalism because of their effectiveness in passing information on fashion to the audience. Additionally, fashion blogs provide a means through which fashion writers and producers would reach a great audience. This is because of the nature of the in ternet in providing global reach for information on fashion. With the evolution of fashion journalism, its production has also changed significantly over the years. Independent Fashion Bloggers (2012) demonstrate that the traditional production of fashion images and messages by writer involved writing of scripts on fashion which were published through long processes of book production. The production of fashion images involved black and white images which

Critically analyse the role of public service broadcasting in Essay

Critically analyse the role of public service broadcasting in maintaining democracy in one nation-state with which you are familiar. (Best the UK) - Essay Example Most of the public radio and TV stations in the US for instance are licensed as non-commercial broadcasters, although they have some undertones of commercial advertising. This is contrary to the situation in other countries where public broadcasters can transmit commercials unabated (Blumler, 1992) The UK Broadcasting Research Unit in 1985 (quoted in Negrine, 2002) outlined the conditions that have to be fulfilled by public service broadcasting. Firstly, public service broadcasting should have a universal geographical presence accessible to all without any discrimination. Negrine (2002) argues that this is only attainable by setting up member stations across the country or having the broadcaster use sufficient transmitters capable of nationwide broadcasting. Similarly, public service broadcasting should cater for all interests and tastes as is the case of BBC, putting into considerations the plight of minority groups, Negrine further notes that public service broadcasting should demonstrate national identity and community meaning by airing local programmes from within the country other than importing shows from abroad. There is a strong tradition of public service broadcasting in United Kingdom. Study findings indicate that the British Broadcasting Corporation (BBC) was established in 1922 as cited in (Harrison & Woods, 2001). In addition to BBC, Harrison & Woods further note that there are other four more registered channels in the UK namely Channel 4 which is a state-owned commercial public service broadcaster, a Welsh language broadcaster in Wales named S4C and two other commercial analogue broadcasters, ITV and Five which have significant public service obligations that are imposed as part of their licence to broadcast. All the four television broadcasters in UK provide five nationwide analogue terrestrial television channels. Moreover, it is cited that there are two TV channels operated by BBC namely BBC 1 and BBC 2. Further