Jungle Descriptive free essay sample

Its been few hours we’ve set off by bus from the hustle bustle of the city. The journey ahead us, lushes of green tropical forests pervaded my sight. As minutes tickled by, the sun, a fiery orb, looks like its gradually receding the horizon. The sky consists an assortment of shades, a blend of reds, oranges and yellows. The warm rays gradually glow, tinting the trees below vermillion. The mud below my feet is of the same colour, making me feel like a firewalker. Daring and bold. The contrast between the luminous sky and the ocean nearby makes the horizon look like a meeting of two worlds. It’s breathtakingly beautiful and this gives me an immediate boost of excitement to the trip. The briny air coming from the ocean tingled my nose as I breathed in a breath of fresh air. The smell is chaste and unpolluted, a welcome change from the smog that envelops me in the city. We will write a custom essay sample on Jungle Descriptive or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I hear the yelping of a fleet of gulls, soaring across the sky and the clashes of waves, singing me a dulcet lullaby, accompanied by the harmonious symphony created by crickets. As I ventured deeper into the woods, a view of an array of colourful tents can be seen from a distance. The sky shed its colour to a dark misty indigo. Fluffy clumps of clouds that were covering the sky before slowly fainted away into thin air and the crystal clear waves sparkled like diamonds. Eventually, the campsite became a room filled with laughter. The atmosphere was pitch black, until the firewood gets ignited due to incessant attempt of rubbing. The malevolent heat of fire immediately disperse the nuisance mosquitoes and pests from its radius. My acidic stomach starts grumbling as the juicy stench of fried chicken pervades the air. I sat down, watching the stew of kebab chicken getting sauteed under the crackling crimson flame. The sound of gushing waters seem to diffuse in the air. Approaching towards it, is a prodigious cataract waterfall. The water slid down smoothly as it fell, having no problems with the giant drop. The sleek sapphire descent was simply staggering to observe and each drop of water fell with its own clarity, making a vast splash upon the level surface below. The waterfall was a clear sky leading up to a downpour, drenching, dripping, and dousing to those daring enough to look at it. The onslaught of water was like a cascade of never-ending rain. Stupefied on the spot, the view is one of the most breathtaking ever seen. Peace, Serenity, Contentment. A mixture of all these creates the unmatched feeling that overwhelms me in the jungle. It seems that, each and every article in the jungle has its individual characteristics, which gives this a simple life, where all art is unknown, a natural artistic beauty.

God Clockmaker Vs Chess Player Religion Essay Essays

God Clockmaker Vs Chess Player Religion Essay Essays God Clockmaker Vs Chess Player Religion Essay Paper God Clockmaker Vs Chess Player Religion Essay Paper With the Reformation in the sixteenth century, a new faith emerged. Protestantism, a faith based more on the reading and personal reading of the Bible, attracted many followings. Naturally, every person s reading was non the same. Sects formed within the Protestant faith, one of which was the Puritans. The Puritan religion revolved around the position of God as a vengeful, unforgiving cheat participant who controlled every facet of his followings lives. These more extremist Protestants besides viewed human nature as of course iniquitous and evil. Many of the Puritans were unhappy with the manner the Church of England was learning the Christian religion, and moved to the New World to put up churches and spread out Puritanism. As more and more of the population began to read the Bible and construe it in different ways, a more scientific and sensible religion surfaced. Termed Deism, the new faith attracted some of the greatest heads of the English settlements, most notably Benjamin Franklin. Franklin viewed God as more of an all-knowing clocksmith and human nature as inherently good. These positions differed greatly from those of the Puritans. While the Puritan beliefs towards God and human nature required a more pious attack to life, the Deist rules of Franklin called for a more hands-off, self dependent manner of life. : The Puritan God s intercession was non limited to those who had evidently sinned though. Mary Rowlandson, a devout Puritan, was kidnapped when Indians raided her small town of Lancaster. She watched as most of her household and townsfolk were slaughtered, and so taken prisoner for an drawn-out period of clip. During her parturiency, she saw some of her household being traded or yielding to the changeless menace of decease. Rowlandson viewed the full episode as a Job-like spiritual test, and afterwards felt that she genuinely knew what sorrow and affliction was ( 8 ) . Rowlandson ended the history of her narrative by saying that she learned to look beyond present and smaller problems, and to be quited under themaˆÂ ¦stand still and see the redemption of the Lord ( 8 ) . Her experience brought her closer to God and made her more aware of his changeless presence. Puritans and Deists were genuinely similar in merely a individual manner: both believed in the being of a Supreme Being. Benjamin Franklin begins his booklet with There is said to be a First mover, who is called GOD, Maker of the Universe ( Franklin 6 ) . Not merely does Franklin admit to the obvious being of a Higher Being, he implies that this Maker of the Universe is more of an perceiver of life, when he calls God the first mover. Where the two beliefs differed was in the function of this divinity. Unlike the Puritans, Deists like Benjamin Franklin believed that God took a more removed attack to regulating His Creation. Although Franklin s parents raised him as a rigorous Genevan, he began to oppugn his religion every bit early as 15. Franklin states that after doubting by bends of several points, as I found them disputed in the different books I read, I began to doubt of Revelation itself ( Franklin 5 ) . Franklin came to see the Bible as no less than a book of fabrication s, and questioned whether Jesus was genuinely a divinity. This belief was true for all Deists. To those who practiced this religion, God was non a Christian cheat participant, who controlled the actions of all, but more of a clocksmith, who created adult male, so took a measure back into a more experimental function. The positions of the Puritans and Deists differ on more than merely the function of a higher being. Their several beliefs about the position of human nature were complete antonyms. Puritans, through reading of the narrative of Adam and Eve in the book of Genesis, believe that worlds are born of course iniquitous. In a 1645 reference to Massachusetts legislative assembly, Governor John Winthrop states that our [ People s ] nature is now corrupt ( because all people are evildoers ( Winthrop 1 ) . Winthrop was discoursing natural autonomies, which he described as the freedom to make whatever one wants. He goes on to state that when given free reign to exert this autonomy, work forces turn more evil and in clip to be worse than beast animals ( Winthrop 1 ) . This public reference exemplifies the Puritan take on human nature. All people are evildoers and when left to make what they want, will perpetrate beastly acts. To forestall this, the settlers needed an elective authorities under the authorization of Christ. As New England Minister Thomas Shepard stated, good workss can non acquire anyone into heavenaˆÂ ¦human Black Marias are disgusting sinks of all godlessness, buggery, blasphemy, slaying, prostitution, criminal conversation, enchantress trade [ and ] sodomy ( Wigglesworth 4 ) . He subsequently says, [ people s ] best responsibilities are tainted, poisoned, and mingled with some wickedness and hence are most abominable in the eyes of a holy God ( Wigglesworth 4 ) . Shepard s statements once more represent the Puritan belief of corrupt, built-in human nature. He is connoting that no affair how good one s actions are, they are stained by the crud of original wickedness. He besides hints at the thought of predestination, connoting that if one who has non been granted redemption efforts to derive it through good workss, he or she is dissing the Lord through their actions. The Deist position of human nature is the complete antonym. While the Puritans argued that God was holy and vindictive, Franklin stated that the expostulation that God permits evil actions to be done, for Wise terminals and intents destroys itself. He argues that whatever an boundlessly good God [ creates ] must be good, is thereby made good, and can non be otherwise ( Franklin 6-7 ) . In other words, because God is an all-good being, his Creation can be nil less than this ; human nature is inherently good. This belief wholly contradicts that of the Puritans. Of class, this does non intend that Franklin did non acknowledge that worlds are capable of morally evil workss. In order to battle any human desire to perpetrate bad workss, Franklin set up a list of 13 virtuousnesss to help him in his quest to make moral flawlessness ( Franklin 12 ) . He boldly declares that he wished to populate without perpetrating any mistake at any clip ; I would suppress all that either natural disposition, usage, or company might take me into ( Franklin 12 ) . Franklin recognizes that there are built-in human desires to perpetrate morally incorrect workss and sets up a program to control said desires. His principles were placed in an order for him to make them and included moderation, silence, order, declaration, frugalness, industry, earnestness, justness, moderateness, cleanliness, repose, celibacy and humbleness. The simple fact that Franklin was on a pursuit for moral flawlessness illustrates his Enlightened, Deist believing. Franklin sought to go the best that he could be through a set of criterions that he had created himself. This self dependent manner of t hought was rather contrary to that of Puritans at that clip. Puritans did non believe in the simple construct of moral flawlessness and if they did, it surely could non be achieved without monolithic aid from Christ. Alternatively, Puritans were much more dependent on the word of God to help them in life and assist do of import determinations. This is apparent in both the narratives of Mary Rowlandson and John Dane. In Dane s autobiography, he recalls picking up a Bible and turning to a random poetry to assist him make up ones mind whether or non he should travel to America. The first 1 he finds reads Come out from among them, touch no dirty thing, and I will be your God and you shall be my people ( Dane 6 ) . Dane interprets the optimistic tone of the transition to be a clear mark from God stating him to travel to New England. Dane s Puritan parents rapidly agree and help him travel. Like Dane, Rowlandson used a Bible poetry to help her in her battle as an Indian prisoner. When all seemed lost, she read Psalm 94:18, which read when my pe s slipped, thy clemency, O Lord, held me up ( Rowlandson 7 ) . After happening new hope in the Psalm, Rowlandson finds out that she is shortly to be released. Her religion in God gave her the aid and inspiration needed to maintain traveling. The Puritan religion and the Deist religion were merely genuinely similar in one manner: the belief in a Higher Power. The two faiths differed in every other manner, including the good or immorality of human nature, and most significantly, the function of God in mundane life. To Deists like Franklin, God was merely the first mover, a clocksmith, who created adult male, so took a measure back. To Puritans like Rowlandson, Dane, Winthrop and Wigglesworth, God was involved in every facet of human life, and interfered when He felt fit. To them, God was an almighty cheat participant.

Mandarin Chinese Dialogue for Beginners

Mandarin Chinese Dialogue for Beginners This lesson will introduce often used Mandarin Chinese vocabulary and show how it can be used in simple conversation. New vocabulary words include teacher, busy, very, also, and more. These terms can come in handy in school, whether you are addressing a teacher or telling your classmates your busy with homework. How? You will be able to read and hear example dialogue at the end of the lesson. Audio links are marked with ââ€" º to help with pronunciation and listening comprehension. Listen without reading the characters first to see if you can understand what is being said. Or, repeat after the audio link to see if your tones are correct. As a general note for beginners, it is important to make a habit of always using the proper tone when first learning Mandarin Chinese. The meaning of your words can change if you use the wrong tone. You have not learned a new word until you can pronounce it with its proper tone. New Vocabulary è€ Ã¥ ¸ « (traditional form)è€ Ã¥ ¸Ë† (simplified form)ââ€" ºlÇŽo shÄ «Teacher Ã¥ ¿â„¢ ââ€" ºmngbusy Ã¥ ¾Ë† ââ€" ºhÄ›nvery å‘ ¢ ââ€" ºne​question particle ä ¹Å¸ ââ€" ºyě​also é‚ £ ââ€" ºnso; in that case Dialogue 1: Pinyin A: ââ€" ºLaoshi hÇŽo. Nà ­n mng bà ¹ mng?B: ââ€" ºHÄ›n mng. NÇ  ne?A: ââ€" ºWÇ’ yÄ› hÄ›n mng.B: ââ€" ºNa, yÄ « huÄ ­r jin le.A: ââ€" ºHuà ­ tà ³u jin. Dialogue 1: Traditional Form A: è€ Ã¥ ¸ «Ã¥ ¥ ½, æ‚ ¨Ã¥ ¿â„¢Ã¤ ¸ Ã¥ ¿â„¢?B: Ã¥ ¾Ë†Ã¥ ¿â„¢. ä ½  Ã¥â€˜ ¢?A: 我ä ¹Å¸Ã¥ ¾Ë†Ã¥ ¿â„¢B: é‚ £,ä ¸â‚¬Ã¦Å"Æ'å…’è ¦â€¹Ã¤ ºâ€ A: 回é   ­Ã¨ ¦â€¹ Dialogue 1: Simplified Form A: è€ Ã¥ ¸Ë†Ã¥ ¥ ½, æ‚ ¨Ã¥ ¿â„¢Ã¤ ¸ Ã¥ ¿â„¢?B: Ã¥ ¾Ë†Ã¥ ¿â„¢. ä ½  Ã¥â€˜ ¢?A: 我ä ¹Å¸Ã¥ ¾Ë†Ã¥ ¿â„¢B: é‚ £,ä ¸â‚¬Ã¤ ¼Å¡Ã¥â€ž ¿Ã¨ § Ã¤ ºâ€ A: 回å ¤ ´Ã¨ §  Dialogue 1: English A: Hello teacher, are you busy?B: Very busy, and you?A: I am also very busy.B: In that case, I’ll see you later.A: See you later. Dialogue 2: Pinyin A: JÄ «ntiÄ n nÇ  yo zuà ² shà ©nme?B: LÇŽoshÄ « gÄ›i wÇ’ ti duÃ…  zuà ²yà ¨! WÇ’ jÄ «ntiÄ n hÄ›n mng. NÇ  ne?A: WÇ’ yÄ›yÇ’u hÄ›nduÃ…  zuà ²yà ¨. N wÇ’men yÄ «qÇ  zuà ² zuo yà ¨ ba. Dialogue 2: Traditional Form A: ä »Å Ã¥ ¤ ©Ã¤ ½  Ã¨ ¦ Ã¥ Å¡Ã¤ »â‚¬Ã© º ¼B: è€ Ã¥ ¸ «Ã§ µ ¦Ã¦Ë†â€˜Ã¥ ¤ ªÃ¥ ¤Å¡Ã¤ ½Å"æ ¥ ­Ã¦Ë†â€˜Ã¤ »Å Ã¥ ¤ ©Ã¥ ¾Ë†Ã¥ ¿â„¢Ã£â‚¬â€šÃ¤ ½  Ã¥â€˜ ¢A: 我ä ¹Å¸Ã¦Å"‰å ¾Ë†Ã¥ ¤Å¡Ã¤ ½Å"æ ¥ ­Ã£â‚¬â€šÃ©â€š £Ã¦Ë†â€˜Ã¥â‚¬â€˜Ã¤ ¸â‚¬Ã¨ µ ·Ã¥ Å¡Ã¤ ½Å"æ ¥ ­Ã¥  §Ã£â‚¬â€š Dialogue 2: Simplified Form A: ä »Å Ã¥ ¤ ©Ã¤ ½  Ã¨ ¦ Ã¥ Å¡Ã¤ »â‚¬Ã¤ ¹Ë†B: è€ Ã¥ ¸Ë†Ã§ »â„¢Ã¦Ë†â€˜Ã¥ ¤ ªÃ¥ ¤Å¡Ã¤ ½Å"ä ¸Å¡Ã¦Ë†â€˜Ã¤ »Å Ã¥ ¤ ©Ã¥ ¾Ë†Ã¥ ¿â„¢Ã£â‚¬â€šÃ¤ ½  Ã¥â€˜ ¢A: 我ä ¹Å¸Ã¦Å"‰å ¾Ë†Ã¥ ¤Å¡Ã¤ ½Å"ä ¸Å¡Ã£â‚¬â€šÃ©â€š £Ã¦Ë†â€˜Ã¤ » ¬Ã¤ ¸â‚¬Ã¨ µ ·Ã¥ Å¡Ã¤ ½Å"ä ¸Å¡Ã¥  §Ã£â‚¬â€š Dialogue 2: English A: What do you want to do today?B: The teacher gave me too much homework! I will be busy today. What about you?A: I also have a lot of homework. In that case, lets do homework together then.

CPI valuation Essay Example | Topics and Well Written Essays - 500 words

CPI valuation - Essay Example The price-to-earnings ratio represents the difference between CPI’s current share price in the market as compared to its per-share earnings. Currently CPI has earnings exceeding $200,000,000 annually, however, it is only regionally located at this time within the United States. Major competitors of CPI in similar areas, hair care and personal hygiene are globally positioned with revenues in the billions annually. This specifically means that CPI is not able to play at the same level as some of the larger conglomerates. For instance Proctor and Gamble a global competitor listed as PG on the New York Stock Exchange traded on Friday April 21, 2011 for 63.27 a share with a volume of 10,616,245 shares on the market (Proctor and Gamble, 2011). This allows for over 600 million dollars in revenue available through stocks alone, with over 2/3rds more revenue than CPI in stocks alone in addition to a global presence Proctor and Gamble easily outpaces CPI. However, this is one aspect and should not keep the board from advancing the proposal to globalize and expand our market base and operations.

Caring for the Elderly Adult with Diabetes Research Paper

Caring for the Elderly Adult with Diabetes - Research Paper Example There are a number of important nursing practise points that are important in providing good care for elderly adults with diabetes and their families. There are a number of reasons for choosing this topic. Firstly, diabetes affects almost 2.4 million Canadians (Government of Canada, 2011) and many more are thought to be undiagnosed. Not only that, but patients with diabetes are three times more likely to be hospitalized due to cardiac disease and twenty times more likely to need a non-trauma lower limb amputation (Government of Canada, 2011). Although these are just statistics, they do give a real feel for the potentially devastating impact that diabetes can have on the elderly adult and their families, and I think it’s increasingly important (as chronic disease becomes more common) to understand the best nursing practise guidelines to help prevent the complications of diabetes. Not only that, but many family members are not aware of the problems that diabetes can cause, and t herefore it’s important that a nurse is well-informed to answer questions about diabetes to allow best care in the home. The Registered Nurses’ Association of Ontario (RNAO) have issued a number of guidelines with respect to practical nursing and adults with diabetes mellitus. One of these concerns the best practise in reducing foot complications, which includes foot care education for the patient as well as frequent check-ups. Another guideline concerns best management of foot ulcers in diabetes patient. The final guideline concerns the subcutaneous administration of insulin in adults with type 2 diabetes, which is particularly important in that patients and families may need to be educated on this as maintenance of insulin levels is vital (RNAO, 2011). The College of Nurses of Ontario (CNO) also publish guidelines for the utilization of nurses working with adults with diabetes, and suggest that nurses may play an important role in directing diabetes management progra ms for the patient as well as advising patients on other matters (CNO, 2011). Evidently, practical nursing care needs to incorporate aspects of diabetes management, in part because it is so common and in part because the nurse can play such a vital role in preventing complications Evidently, the topic of diabetes is important to the sufferer and their family, as they will wish to know as much about the condition as they can to help prevent complications and to ensure that they stay as healthy as possible (Rother, 2007). In understanding diabetes management and care, the patient can ensure that they follow medication protocol, have a healthy diet and watch closely for signs of foot ulcers, vision loss and other complications (Rother, 2007). By doing this, the patient can inevitably prolong their life, and perhaps even reduce the severity of their diabetes (Ceriello, Ihnat & Thorpe, 2009). Both the patient and the relevant family members may need to be guided on how to intravenously i nject insulin if it is needed for their care, as this can be a complex procedure and is important in management of some cases (Rother, 2007). All of these issues have been highlighted by the RNAO Best Practice Guideline mentioned above, and therefore all nurses should be aware of how important it is for the patient and th

William Shakespeare Essay Example for Free

William Shakespeare Essay William Shakespeare (1564-1616) was born in Startford-on-Avon, in the country of Warwick. The third child and first son, William was christened on 26th April, 1564 in the parish chruch. His father, John Shakespeare, was a prosperous businessman. William got his education in a good grammer school. His father’s business failed due to neglect so William could not attend the University. At the age of eighteen, he married Anne Hathaway, the daughter of an old family friend and they had three children. The date of his arrival in London is not known but he was said to have been arrived there around 1592. A theatre company, ‘Lord Chamberlain’s Men’, refounded in 1594, developed into London’s leading company. Shakespeare became an important member in it and this group later got the name, ‘King’s Men’. From 1599, this occupied the Globe Theatre and later in 1608 took over the Blackfriar’s monestry. Shakespearean plays performed here show the change in the stage conditions, having more scenery and lighting effects. Shakespeare, by his Venus and Adonis and Rape of Lucerce, had earned considerable fame in 1594. The revival of classical drama brought about a change in the attitude of noblemen of that time. The theatre began to be attended by and the quality of the plays improved. In 1597, Shakespeare purchased ‘New Place’, an outstanding residential property. After acquiring a lot of property in Stratford, he retired to his house ih New Place. His career as a dramatist was over and The Tempest was his last play, written in 1611. On 23rd April, 1616, Shakespeare died and was buried in the altar of Stratford Church. As You Like It is a pastoral comedy by William Shakespeare believed to have been written in 1599 or early 1600 and first published in the First Folio, 1623. The plays first performance is uncertain, though a performance at Wilton House in 1603 has been suggested as a possibility. The play remains a favourite among audiences and has been adapted for radio, film, and musical theatre. Plot Development The plot of As You Like It is complex and comprises of a number of interweaving plots. The inter-linking of plots has been done beautifully by Shakespeare. The characters have been fashioned and fit into incidents. ‘ As You Like It’ follows its heroine Rosalind as she flees persecution in her uncles court, accompanied by her cousin Celia and Touchstone the court jester, to find safety and eventually, love, in the Forest of Arden. The play features one of Shakespeares most famous and oft-quoted speeches, All the worlds a stage, and is the origin of the phrase too much of a good thing. Themes Envy, Hatered,Jealousy,Conceit The theme of envy, hatred, jealousy and conceit has been brought by Shakespeare with the help of Oliver and Duke Frederick. Oliver is envoius of his brother Orlando because although he treats him like a rustic he has all the good qualties in him which eclipse the qualities of Oliver. It is because he is jealous of Orlando, he hates him and tries to kill him. In the same way Duke Frederick is jealous of the popularity of Duke Senior and Rosalind. When he comes to know that it is because of Rosalind that the qualities of Celia are hidden, he decides to banish her as well. He had only kept Rosalind back because Celia could not stay without her. Loyalty,Love,Devotion Adam is loyal to Orlando and loves him because he reminds him of Sir Rowland de Boys. He saves Orlando’s life by helping him escape from the trap laid by Oliver to take his life. Adam also offers Orlando his life savings and his service although he is very old. Duke Senior also has some followers who willingly follow the Duke to banishment. Love and devotion is also seen in Celia for Roslind as they ecape to the forest of Arden together. They are inseperable like the Juno’s swans. Rosalind is in love with Orlando when he bravely defeats Charles the prized wrestler of the Duke. She gives him her necklace. A shepard named Silivius has also fallen in love with Phebe. Another love-story of Touchstone and Audrey is also taking place. It is anti-romantic story and although Touchstone wants to marry Audrey, he does not want it to be a life-long bond. Background of the Poet Vikram Seth is an Indian novelist and poet. He has written several novel and poetry books. He has also received several awards including Padma Shri, Pravasi Bharatiya Samman, WH Smith Literary Award and Crossword Book Award. Seth was born on 20 June 1952 in a Punjabi family to Leila and Prem Seth in Calcutta (now Kolkata). Seth spent part of his youth in London but returned to his homeland in 1957. He received primary education at Welham Boys School and then moved to The Doon School. After commencing secondary education at The Doon School in India, Seth returned to England to Tonbridge School. Having lived in London for many years, Seth now maintains residences near Salisbury, England, where he is a participant in local literary and cultural events, having bought and renovated the house of the Anglican poet George Herbert in 1996 and in Delhi, where he lives with his parents and keeps his extensive library and papers. Structure of the Poem The Frog and the Nightingale is a fable in the form of a poem. A fable is narrative, not longer than a short story and has a moral. This poem has animals as its main characters. In this poem the poet has adapted features of modern poetry in following the pattern mixed metre and free verse. However to add the flavor of a ballad, a conscious effort has been made to keep it close to the common speech. The poem follows the iambic meter and regular rhyme immediately following the lines rhyming together. The last word of each line rhymes with the last word of the next line. Mostly the lines are hexasyllabic with variations of one syllable. Theme and Summary of the Poem The poem, The Frog and the Nightingale is a powerful example of how people are deceived by others because of the wrong self-image and the lack of moral courage. Generally, people build their self-image on what others think of them. They do not have the moral courage to see through their strengths and weaknesses, and thus they fall into traps of selfish people. There are many people who use other people to fullfil their selfish motives. The poet wants to convey the message that we need to realise our potential, have self-confidence and judgement of character so that we do not become victims of the crafty and hypocritical world. The poem begins with the frog croaking all day long at the Bingle Bog, under the sumac tree. Although the other creatures hated his singing, they had no choice because the frog was to determined to display his hearts elation. One night a nightingale arrived and enchanted everyone withher melodious voice. Everyone cheered the nightingale and she sang all night long. The following night when the nightingale was getting ready to sing the frog came to her and criticised the song as if he was a very good singer. The frog promised to train the nightingale but would charge a reasonable fee. He made nightingale sing continuously for six hours, not caring whether it is raining or not. He charged fee to everyone who came to sing the nightingale sing and thus she became very famous. The frog used to watch all the audience with joy both sweet and bitter. The frog used to scold her and she grew more morose. Her voice was losing its charm and thus people stopped to listen to her singing. Once, during a performance, the frog began to shout on her asked her to puff up and sing properly. Th nightingale puffed up ,burst a vein and died on the spot. The frog got back his position and continued to sing and display his hearta elation.

Michelangelo Buonarroti Essay -- European History Renaissance

Michelangelo Buonarroti There was a time period from 1400 C.E. to 1600 C.E., referred to as the Renaissance. The Renaissance was an age of discovery shown through , architecture, poetry, art, sculpture, and theater based on a Greco-Roman culture. Among the many Renaissance thinkers there was a man named Michelangelo Buonarroti. Michelangelo was an architect, sculptor, painter, poet, and an engineer. He preferred sculpting because he felt he was shaping mankind, which reflected the Renaissance era. The Renaissance encouraged everyone to express their human potential and become a master of their universe. In contrast to the dark middle age ideas of a supernatural orientation to life, the Renaissance encouraged a more natural world and human life orientation. Michelangelo reflected the Renaissance ideals through his works of art; such as, the Sistine Chapel, many sculptures including David and the Pieta, and architecture including Capitoline Hill in Rome. In these forms of art, Michelangelo lived up to being the universal man, which meant developing yourself into an individual genious. Michelangelo reflected the Renaissance in the central panels on the Sistine Chapel ceiling. A particular piece of art showed how Adam and God became members of the same race of super beings, reflecting a mixture of Greek mythology and Christianity. The concept of combining pagan and Christianity is clearly shown in the central panel the Creation of Adam. God’s finger reaching out to Adam is transferring his godly powers to Adam .which depicts the Universal Man. Whereas Medieval art would consider placing man and God as equals to be wickedness, whereas the Renaissance ideal consider art depicting that men as gods was not evil. The Sistine Chapel showed that Michelangelo reflected the Renaissance, because he portrayed his paintings using shadows, boldness, depicting three dimensional objects. Causing the characters on the ceiling to come alive. In contrast to the Medieval age, art consisted of dull, flat without shadow or dimension. The Renaissance created an era where artists could express themselves through lively art. Art during the pre-renaissance era, the Medieval age, was greatly influenced by the Catholic Church forbidding nudity and/or equality between God and man. Michelangelo challenged the church by depicting his work in the nude, yet idolizing God. During the... ...hree dimensional, bold art that depicted man as real and as an god in his own right. . Michelangelo accomplished portraying the Renaissance era as a Greco-Roman culture of art along with the blessings of the Catholic church. The bleak formless Medieval art forms were gladly replaced by Michelangelo’s works of art. BIBLIOGRAPHY Kleiner, Tansey. Gardner’s Art Through The Ages Tenth Edition II Renaissance And Modern Art. Florida: Harcourt Brace & Company, 1996 Ventura, Piero. Michelangelo’s World. Canada: Milan 1989 Cumming, Robert. Great Artists The Lives of 50 Painters Explored Through Their Work. New York : DK Publishing, 1998 Britain Express. "Medieval Architecture and Art". 30 Dec. 2002 This Website is valid because the website states : Students researching articles in our History section have asked about the credentials of David Ross for citing purposes. Credentials include: BA in English History (Memorial University, 1979) Author of "The Essntial Traveler's Companion to Medieval England" (1066 Publishing, 1996) Kren, Emil. â€Å"Creation of Adam†. 12 Jan. 2003 This Website is valid because it had its own sources which it got its information from.

Difference between Branding and Advertising

Branding is a marketing strategy in which a name, slogan or logo is assigned to a product or a service for the market to recognize and be familiar with them. A good brand name should be; legally protectable, easy to pronounce, easy to remember, easy to recognize, attract attention and make a clear distinction amongst competitors. This process of assigning name aims at increasing the product or service perceived value to the potential customer currently and in future. Companies may create brand variations from the same product so as to produce a product that will fit the desired market and gain the retail shelf space.The rationalization of brands can be done time to time so as to increase production and marketing efficiencies. Advertising is also a marketing tool in which producers of goods and services uses media to communicate and educate the public on the information concerning their product or a service to reach a targeted population. This service is provided freely or charged at fee by organizations that legalized to offer the service. In each country there are rules and regulations that stipulate ways in which advertising is to be done.This includes the timing, placement and the content to be included in the advert. Various forms of media are used to deliver the messages include; print, audio, digital or video depending on the type of audience expect to get the information. Although advertising is necessary for economic growth its increase in public areas has negative effects on the society. Branding and advertising are both strategies that are used by marketing agencies of a product so as to compete effectively with other companies producing similar products.After a product or a service is made, a brand name is designed to it and then an advertising media is selected so as to inform the public of the product and where it can easily be found. Thus branding was as a result of increased varieties of products serving the same purpose and companies had to deve lop uniqueness in their products by giving the names that differentiate them from others. Advertising then is employed to reach the target population by use of billboards, television commercials, radio, newspapers, internet or any other place where audience can easily see or hear.For a product or a service to be marketed globally, there are important factors to be incorporated when branding and advertising. First developing brand name which will be familiar with all potential customers depending on their localities so that they can easily associate the product with the name, making best of use advert and increasing the rate of installing advert locally and in other countries will ensure unification and healthier competition amongst brands from different countries.Communication between countries can be improved through advertising when information concerning a product is done in foreign countries. Cultural and natural heritage exchange between nations can be realize through branding and advertising cultural activities which are practiced in one country but not practiced in another country like visiting museums and parks.All these activities in the long run create a close business relationship amongst the countries over the globe where products and services available in one country are offered in other countries advertising media and business transaction can be exchanged. Thus branding and advertising can be used as agents of globalization in social, cultural, political technological, economical and ecological aspects from one county to another.

Child in the Preoperational Stage Essay

A study was carried out by two third year psychology students to investigate Piaget’s stage theory. A 4 years old female child was tested in task of comprehension of more and less, followed standard and modified versions of conservation and class inclusion tasks. Results indicated that child exhibited difficulties in both modified conservation and class inclusion tasks despite the removal of some confounds in standard tasks. This infers that children of pre-operational stage do lack the ability to conserve and categorize objects, as predicted by Piaget. Further research need to address children’s numerical abilities, as well as attending to perceptive seductions. This research needs to compare children who are able and unable to attend to number logics, as well as modifying the class inclusion task so that perceptive seduction cannot take place. Child in the preoperational stageMany researchers have been interested in various confounds which are present in Jean Piaget’s stage theories. His studies have postulated that children in the pre-operational stage lack the ability to perform conservation and class inclusion tasks (White, Hayes, Livsey, 2005). The methodologies of the study however, have been criticized by many researchers. Flaws and alternatives found in the standard Piagetian tasks include conversational confusions, perceptual seduction, and linguistic misunderstandings (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). These issues have been addressed with modifications to the standard tasks. Majority of the research have found modified tasks to be better predictors of child’s abilities in conservation and class inclusion tasks. (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). According to Piaget’s stage theory, children in the pre-operational stage are non-conservers (White et al, 2005). Their tendency of centration causes them to focus on only one aspect of the problem at a time (White et al, 2005). This implies that they are unable to comprehend that quantitative properties of certain objects remain unchanged despite changes in its appearance (White et al, 2005). For example, pre-operational children typically judge water of the same volume to be more, after the transformation in standard liquid conservation tasks (Siegal, 2003). A problem in this procedure however, lies within the confusion caused by children’s conversational experience (Siegal,  2003). This theory proposes that rather than actually responding to the logic behind the transformations of the liquid, children misinterprets the repetition of the same question as a cue to switch their answer in order to please the adult experimenter (Siegel, 2003). To address conversational confusion, liquid conservation tasks had been modified by the means of incidental transformation (Light, 1986). The intention of this modification is to contextualize the intentions of adults in repeating the same question. Light (1986) administered the standard Piagetian conservation procedure up to the point when both beakers of the same size and volume. However, during the transformation, the experimenter â€Å"incidentally† noticed that one of the beakers was chipped, and found a taller and thinner beaker as the replacement container for the original content. The result found that only 5 percent of children correctly responded to the conservation task in the standard condition, while 70 percent correctly responded to the incidental condition (Light, 1986). An alternative to Piaget’s theory of conservation is that non-conservers may actually be perceptually seduced (Siegel, 2003). This theory postulates that children pay more attention to the post-transformation state and disregards the pre-transformation state(Siegel, 2003). They fail the question about conservation because all of their attention are diverted into the new state and they perceive it as different from the old state (Siegel, 2003). Research had shown that children who do not witness the process of transformation are much more likely to conserve than children who sees the transformation taking place (Siegel, 2003). Another difficulty that Piaget found in pre-operational children is their ability to attend to class inclusion tasks (Siegel, 2003). In a study, pre-operational children were presented with a set of 6 cars and 4 trucks. When asked the question â€Å"are there more trucks or vehicles†, children will typically answer cars (White et al, 2005). Explanation for this result as proposed by Piaget is that children are unable to conceptualize cars as a more inclusive category of the hierarchy (White et al, 2005). Limitations however, were found in this theory in terms of children’s linguistic misunderstandings. A study by Sigel (1978) compared the performance of 4 year old children who were asked whether they would like to eat candy with those asked if there were more candy in the array. Results found that significantly more children passed the eat-candy task (50%) as opposed to 26% in the more-candy task. This implicates that pre-operational children performs better on tasks of class inclusion when linguistic cues were made salient with age-appropriate cues as opposed using comprehension of relational terminology such as â€Å"more† and â€Å"less† (Sigel, 1978). A modified class inclusion task was designed in the current experiment to address the linguistic issues associated with child’s performance. Previous studies have found that children experience confusion when similar words are used in each level of the hierarchy (e.g. black cows, cows) (White et al, 2003). They are however, more familiar with the relationships where each member makes up part of a whole (White et al, 2003). Hence, when children were taught, or are familiar with the superordinate class such as â€Å"family†, they are more likely to have certainty about its relation with the subordinates (e.g. three baby horses, two parent horses) (Meadows, 1998). The present study is aimed to investigate whether children in their pre-operational stage experience difficulties in conservation and class-inclusion tasks as predicted by Piaget. From the research examined, it was anticipated that the child’s performance on modified tasks will be better than the standard tasks. It was hypothesized that the child will perform poorly in standard conservation and class inclusion tasks. It was also hypothesized that the child’s performance in the standard tasks were influenced by factors other than those intended in the standard Piagetian procedure. MethodParticipantThe subject is a four year and old female who is living at home with both of her parents in Petersham. She currently attends the local pre-school. The test was conducted inside the child’s house with two experimenters. One of the experimenter, who is her aunty, was responsible for interviewing the child, while the other transcribes the events. MaterialsFor comprehension of more or less, a total of 11 blocks were used. 5 blue and 5 yellow blocks were used in the standard number conservation task. 2 bottles of the same size and a thinner and taller bottle were used in the standard liquid conservation task. A picture with 4 black horses and 2 white horses was used in the standard class inclusion task. In the modified liquid conservation task, 2 toy horses were used as characters for picnic. 2 bottles of the same size, with one missing the label was used in the pre-transformation stage. A taller, thinner bottle was used in the post-transformation stage. In the modified class inclusion task, 2 larger â€Å"parent† toy horses and 3 smaller â€Å"baby† toy horses were placed next to one another. ProcedureThe experiment was carried out in the order test of comprehension of more and less; standard number conservation; standard liquid conservation; standard class inclusion; modified liquid conservation; and modified class inclusion. In the comprehension of more and less task, the experimenter takes out 8 blocks, but separates them so there were 4 each side. There is also another basked with 3 spare blocks in it. The child is then asked to make one pile more than the other, followed by the prompt to make the now larger pile less than the other pile. In the standard number conservation task, the blue and yellow blocks were placed in 2 lines equidistant of each other. On post-transformation, spaces between the yellow blocks were enlarged by the experimenter. Please refer to the appendix for details on rest of the tasks. ResultsOutcome of the study shows that the child is able to comprehend when something is more, but was unable transform the pile that had more objects to be less than the smaller pile. Results have also shown that the child was able to correctly answer the pre-transformation questions of standard number and liquid conservation, as well as modified liquid tasks, but failed in post-transformation and justifications of these tasks. Finally, the results have shown that the child was unable to correctly answer any of the class inclusion tasks, even after concept of family was eventually introduced to her by the experimenter in the modified class inclusion task. For the full results, please refer to the results summary in Appendix A. Discussion Contrary to the anticipations, the child did not perform better in any of the modified tasks as compared to standard tasks. The results provide support for the hypothesis that child will perform poorly in standard conservation and class inclusion tasks. The child performed consistently poorly across all three standard Piagetian tasks. As a result, the child’s performance in the tests clearly places her in Piaget’s preoperational stage of development. The results are consistent with all critics in the current field, who found children of preoperational stage to perform poorly across standard tasks (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). Hence, the validity of the criticisms relies on the child’s performance on modified tasks. A notable aspect of the results indicates that child’s performance in the standard tasks may be hindered by her ability to correctly comprehend the concept of more and less. The results did not support the hypothesis that child’s performance in the standard tasks were influenced by factors other than those intended in the standard Piagetian procedure. No support of conversational confusion was found in the present experiment whereby despite the removal of such confounds. The incidental transformation in the modified liquid conservation task did not produce better results compared to the standard tasks. This result did not support Light’s (1986) experiment where children in modified tasks performed significantly better than those doing the standard tasks. The reasons behind this result may be that the child does not have a correct grasp of the concept of more and less. Alternatively, the child, who is in  her preoperational stage, may genuinely lack the ability to conserve, as proposed by Piaget (White et al, 2005). A limitation behind this result may be attributed to the theory that the child may be perceptually seduced (Siegel, 2003). In essence, despite the transformation being â€Å"incidental†, the child still witnessed it taking place. Hence, child’s attention was diverted to the post-transformation state of the water â€Å"got bigger† in the taller, thinner bottle. Future research may incorporate the â€Å"incidental† transformation task that prevents the child from witnessing the process of transformation taking place. No evidence for linguistic misunderstanding was found in the current experiment. The child performed equally poorly in both standard and modified class inclusion tasks despite the removal of such confound. The result shows that even after introducing the concept of the family to the child with evidence of learning, she was still unable to comprehend that the â€Å"family† was a superordinate of class with subordinates of parent and baby horses. This finding does not support Meadow’s (1988) theory in that grasp of the relationship between superordinate and subordinates helps children perform better in class inclusion tasks. The child’s problem in all class inclusion tasks may be attributed to Piaget’s theory of centration whereby children in the preoperational stage are only able to attend to one aspect of the problem at a time (White et al, 2005). In this case, the child may be centrated on the old concept that there are more baby horses and disregard the new concept that the baby horses were a part of the â€Å"family†. Alternatively, the child’s performance may be hindered by their inability to comprehend more and less. A further limitation of the study was that results of the experiment were strongly hindered by the fact that the child was unable to comprehend when something is less. This confound creates ambiguity to the question whether child in the preoperational stage genuinely lack the ability in conservation and class inclusion tasks, or if the outcomes were attributed to their lack of logics with numbers. Future research could overcome this problem by comparing the results of preoperational children who are able, and unable to  correctly attend to the concept of more and less. An alternative way to overcome this problem is to employ age-specific linguistic cues in class inclusion tasks as opposed to using concepts of â€Å"more† and â€Å"less† (Siegel. 1978). Overall, the results of the study suggest that children in the preoperational stage do indeed lack the ability to correctly perform conservation and class inclusion tasks despite the removal of some confounds. However, the results were not clear cut to whether they were caused by child’s ability to comprehend to more and less or if they were perceptually seduced. Future research could compare children who are able and unable to attend to number logics, as well as modifying the class inclusion task to remove the confound of perceptive seduction. References Light, P. C.(1986). Context, conservation and conversation. In M. Richards. & P. Light (Eds.) Children of social worlds : Development in a social context. Cambridge, U.K.: Polity Press. Meadows S (1988) Piaget’s contribution to understanding cognitive development. In K Richardson & S. Sheldon (Eds.) Cognitive Development to Adolescence. Hove: Lawrence Erlbaum. Siegel, L., McCabe A., Brand J, & Mathews J (1978) Evidence for understanding of class inclusion in preschool children: Linguistic factors and training effects. Child Development, 49, 688-693. Siegal, M. (2003). Cognitive development. In A. Slater & G. Bremner (Eds.) An introduction to developmental psychology. Malden, MA: Blackwell. Chapter 8White. F, Hayes. B, Livesey. D (2005). Evaluating Piaget’s claims: Preoperational period. Developmental Psychology: From infancy to adulthood .Pearson Prentice Hall. Chapter 5

The Distinguished Gentlemen essays

The Distinguished Gentlemen essays The air inside the library is fresh and cool, ideal for clear thinking and study. Several people are working at the computers, one lady is making photocopies, others are reading books, magazines and newspapers, children are talking and being read to, and two men are going over plans for the interior of a building. The one sits at the table with a pencil making adjustments, while the other stands and sits alternatively, freely making clear, quiet comments directly to the point in an inconspicuous and friendly manner. He is about 40 years old, perhaps a few years older; fairly tall; balding with long, straight, blonde hair; a high, round, intelligent forehead; small, oval, wireframe glasses; and clear, sparkling, blue eyes. His delicate shoulders are rounded, his posture upright, his legs beautiful and well-proportioned. He is wearing shorts and sneakers, and around one ankle a black, nylon bandage, perhaps for a sprain. He speaks fluent English with some kind of European accent, difficult to place, especially since his words are few and softly spoken, and he laughs merrily from time to time. His movements are fluid and graceful, displaying complete ease and freedom, and, at the same time, a mood of open love, quiet self-respect and assurance surrounds him, creating an open, contented relationship to those around him and to the surrounding space. He reveals an awareness of everything in his environment, human, spatial, intelligent as he moves freely in a continuous, graceful line from one consideration to the next without hesitation or break. He remains equally active inwardly and outwardly when silent as when he is speaking quietly. His appeal lies in the quiet, strong attraction he exerts on his surroundings, a hidden magical quality which brings delight and wonder while ever drawing ones thoughts to his specific features and subtle expressions. One does not tire of noticing everything about him; indeed, one wishes to...

How Networking Got Me a Podcast … and Can Get You a Job

How Networking Got Me a Podcast †¦ and Can Get You a Job One of my new year’s â€Å"ressaylutions† was to investigate and choose a CRM (customer relationship management) system. This week I chose Infusionsoft; but this blog is not about CRM systems or new year’s resolutions. It’s about networking. The sales rep at Infusionsoft connected me with Wes Schaefer, a.k.a. The Sales Whisperer. The first thing Wes did after learning about my business was ask me if I would do a podcast for him on the topic of writing LinkedIn profiles. I was very happy to oblige. I felt grateful for his support and didn’t think twice before giving him a free LinkedIn profile review. Guess what? I now have a podcast that went  out to Wes’ list and aired on April 22. It turns out I’m not even going to work with him for the project I initially contacted him about! But possibilities opened up for doing some business together and for me to present webinars to his 5,500-member list. People want to connect with people, and they want to help! It’s human nature. It’s amazing what can come out of simply talking- and listening- to people, and then doing whatever you can that might be helpful for them. Here’s the thing: People want to connect with people, and they want to help! It’s human nature. If you’re a job seeker, it’s important to remember these facts about people. You might be afraid to approach someone who could help you because you don’t want to bother them, you feel needy, or some other related reason. Remember: People want to connect with people, and they want to help. That said, people also don’t want to feel used or bothered. So how do you approach the connections you have in a way that pushes their â€Å"I want to help† button? One way is to be indirect. It helped, for instance, that I did not call Wes looking for an opportunity to present a webinar. HE saw the opportunity. And he did not ask me for a free LinkedIn profile review; I saw that opening to help him. In job searching, the â€Å"indirect† approach works as well. You are not likely to get a warm welcome with the question, â€Å"Can you give me a job?† Rather, take a research-oriented approach- much like I was researching CRM implementation providers when I called Wes. I know I love connecting people with others who can help them, and I also love sharing my specialized knowledge with people who really need it. It makes me feel special! The following ideas are based on the premise that most people feel the same way I do. Here are†¦ 4 Ways to Use Your Networks to Get a Job †¦ Without Turning Anyone Off Ask for a meeting and say something like this: â€Å"I’m considering a career change and I have done quite a bit of initial research, including x, y and z. My colleague John suggested that you might be a great resource to find out more about this industry. Would you be available to meet for lunch?† Write a letter advising your networking contact that you are doing research about an industry or list of companies (note someone does not have to work at a particular company to be in the know). You can provide the list of companies and ask if they know contact information for key players, current trends, organizational culture, major projects pending, organizational/staffing changes and opportunities, and/or problems the company is facing. Ask your close connections to do some research for you! If your husband is a golfer, he can mention your job search on the course and find out who might be a valuable resource for you. Or if your cousin is in construction and you are exploring the possibility of working in that field, ask your cousin to talk to her contacts who might be willing to meet with you and tell you what it’s like to work at her company.   Join an association, or even a networking group in an area where perhaps you haven’t interacted before. Introduce yourself and what you’re up to. These groups are eager to provide resources and to connect you with people who can help. Many times, these types of researching questions will lead to information about an open position. The trick is to honestly approach people with the expectation that they will give you information- not a job! Of course, it’s a good idea to learn more about the person you’re contacting as well. It’s likely you’ll be inspired to do something for them, just as they were inspired to support you. If you have used any of these techniques in the past, please share your experience. And if you try one of them after reading this blog, please report back on your results!

English Composition 1 essayThis paper is to be an argument; it must Essay

English Composition 1 essayThis paper is to be an argument; it must put forth a position about which reasonable, educated people can be expected to disagree. It must not present both sides of the story - Essay Example The use of tobacco casts deep effects on the health of a regular user. There are many diseases associated with the use of tobacco products. The use of tobacco products can cause cancer in many parts of the body. Children and women are more vulnerable to the negative effects of tobacco. This essay aims at identifying the drawbacks of smoking cigarettes and other tobacco products. This essay tries to make all aware of the reasons why all tobacco products should be banned. Smoking tobacco harms our health in many ways. In fact, the use of tobacco is akin to slow poisoning. The most famous and favorite form of tobacco products is ‘Cigarette’. Cigars and chewing tobacco are some important forms of the consumable tobacco products. Federal Drug Agency noted that use of tobacco is injurious to health (Federal Drug Agency). There are many diseases associated with tobacco usage. As per estimates by independent non-governmental organizations, more than 20 million people have been died due to use of cigarettes. There are many diseases associated with the usage of tobacco. In the US alone, smoking causes more than 480,000 deaths per year. The most dangerous diseases associated with the use of tobacco products are Lung Cancer, Oral Cancer, and other Cardiovascular and Respiratory diseases (National Cancer Institute).There are numerous harms of tobacco products. Cigarette, the famous tobacco product is also injurious to health. Smocking can cause cancer in many part of the body including Bladder, Blood (acute myeloid leukemia), Cervix, Colon, Esophagus, Kidney, Larynx, Liver, Oropharynx, Pancreas, Stomach, and Trachea (National Cancer Institute). Tobacco products also badly affect our brain and activities of brain. The effect of a commonly used tobacco product cigarette, as an example would further reflect on the related risks and harms. Generally, a smoker inhales 10 puffs on a cigarette in a 5 minutes time.