What Art Is and How Art Should Contribute To Society an Example of the Topic Arts Essays by

What Art Is and How Art Should Contribute To Society? Undoubtedly, art is a very multifaceted concept, which has many different meanings. Art can be defined as a number of forms (ex. music, poetry, cinema, sculpture and others), which help to express human mind, feelings, vision, imagination, etc. Also, art means applying a persons talents, skills or abilities in a creative manner to reflect his or her personal apprehension and perception of the reality. Finally, art is an important element of any national culture, which accumulates spiritual and aesthetic values of the nation. Need essay sample on "What Art Is and How Art Should Contribute To Society?" topic? We will write a custom essay sample specifically for you Proceed College Students Very Often Tell EssayLab specialists: Who wants to write paper for me? Essay writers suggest: If You Think About Someone To Write Your Paper - Essaylab The Right Place! Essay Company Cheap Essays Online Custom Essay Writing Service Reviews Make Money Writing Papers For Students It is impossible to underestimate the significance of art and its influence on our social life and personal development. As a cultural phenomenon, art plays valuable role in social evolution as a reflection of all historical eras and epochs. Certainly, another principal function of art is educative. It helps to broaden ones outlook, to understand human life, to develop creative thinking, and so on. In the article What is Art?, Shelley Essak says that "Art is something that makes us more thoughtful and well-rounded humans." (Essak, n.d.) First of all, art should contribute to society by giving any individual an opportunity of free expression of any personal exclusive idea or feeling. At any time and place, people should be able to turn to art in order to express their views and thoughts without any pressure or fear for retribution. Besides, art is a universal language that helps to establish strong interconnections between people of different ethnic and cultural groups, uniting them with each other and creating global chain of harmony. Art is everything that surrounds us in our daily life. It enters our homes from TV screens or other mass media, and it can be appreciated in cinema theaters, galleries or exhibitions. "Art is something that is both functional and (hopefully) aesthetically pleasing to our eyes," Shelly Essak underlines (Essak, n.d.). Therefore, to my mind, the main contribution of art to our life is bringing more positive emotions and inspiration, encouraging people to be more optimistic, understanding, kind and hopeful. Bibliography: Essak, S. (n.d.). What Is Art? About: Art History. About, Inc. A Part of New York Times Company.

Before Exams 7 Helpful Memory Improvement Tecniques

Before Exams 7 Helpful Memory Improvement Tecniques Exams often cause a lot of anxiety to students because of the amount of information theyre expected to master in a short time. If youre afraid your memory will fail you during your tests, dont worry. There are several ways you can boost your memory and retention before test day. Here are some great practices that will improve your memory: Get Your Zs While pulling an all-nighter to cram the night before an exam may seem like a good idea, allowing you extra hours of studying, it can actually have a negative effect on your exam outcome. Thats because sleep is an important part of brain function. Your brain actually synthesizes the information it learned during sleep. Sleep also aids in memory formation, allowing you to recall information later. Without these hours of rest and rejuvenation, the brains cognitive abilities are inhibited. Its much more effective for you to get a good nights sleep than to push through until dawn looking over information you may not be able to remember anyway. If you have no choice and need to study at night, at least find out how to study for a test the night before without harming your he Diet Give yourself some healthy brain food before an exam. Dont skip any meals. Eat plenty of fruits, vegetables, lean proteins and omega 3 fatty acids. Some high-power brain foods are: Broccoli and cauliflower Walnuts Chickpeas Red meat Blueberries Olive oil Salmon Avocado Eggs Exercise Getting a bit of exercise before a test is a great way to increase the blood and oxygen flow to the brain. A quick run or bicycle ride in the morning or some jumping jacks, yoga or calisthenics should be enough to get your heart rate up and your blood pumping. Physical exercise is also a great way to boost your mood and overall sense of well-being an ideal state of mind and body to be in before you take your exam. Association A lot of exam studying is memorization, but, unfortunately, memorization is short term, meaning youll likely forget the information soon after you take the test. Learning how to make associations can help you to retain the information for longer. For example, you could make up Acronyms or letter associations for certain concepts such as Please Excuse My Dear Aunt Sally which stands for the order of operations for mathematical problems (Parentheses, Exponents, Multiplication, Division, Addition, Subtraction). Creating a rhyme could also help you remember important names or dates (In 1492, Columbus sailed the ocean blue). More tips on memorizing you can find in our post on how to develop photographic memory. Visualization Visualization is a powerful technique that can be used for all subjects. If youre studying for a History exam, try to imagine the events as they take place. If youve watched a documentary or film about the events, try to incorporate those images into your memory. For a Biology exam, recall the slides of the different specimen you studied. Visualize their movements and behaviors and apply that to the concepts you learned in class. For a math exam, you can visualize equations in their most simple forms and use that to apply to more complicated equations on the exam. Also, you should try the technique of building mind palace (like Sherlock, you know?). Divide and conquer Dont study for all of your exams all at once. Instead, focus on one at a time. By taking one subject and reviewing your notes and using some of the techniques mentioned above, youre creating a specific compartment in your brain for you to recall that information. Mixing all of the information up will cause some confusing cross-referencing when its time to take the exams. See your studying through from start to finish on one subject, allowing some time to review your notes before the big test. Relaxation Probably the worst thing you can do to your exam performance is stress out. A little adrenaline is natural, but going into a downward spiral of negative thinking, anxiety and even hyperventilation will only make things worse. Stress causes your blood vessels to constrict, inhibiting the flow of blood and oxygen throughout the body, including to the brain. Without these necessary elements, the brains function also gets reduced. If you have a tendency to stress out before a big test or exam, try taking some time right before the test to relax. Find a quiet spot, or put on some headphones and listen to some soothing music. Take several long, deep breaths. Search for any tension in your body and see if youre able to relax those tense areas. When the time comes to start the exam, maintain that relaxed state of mind and if you feel yourself tensing up, take deep breaths and remember to relax.

Introduction to the Lapita Cultural Complex

Introduction to the Lapita Cultural Complex The Lapita culture is the name given to the artifactual remains associated with the people who settled the area east of the Solomon Islands called Remote Oceania between 3400 and 2900 years ago. The earliest Lapita sites are located in the Bismarck islands, and within 400 years of their founding, the Lapita had spread over an area of 3,400 kilometers, stretching through the Solomon Islands, Vanuatu, and New Caledonia, and eastward to Fiji, Tonga, and Samoa. Located on small islands and the coasts of larger islands, and separated from one another by as much as 350 kilometers, the Lapita lived in villages of stilt-legged houses and earth-ovens, made distinctive pottery, fished and exploited marine and aquacultural resources, raised domestic chickens, pigs and dogs, and grew fruit- and nut-bearing trees. Lapita Cultural Attributes Pottery making workshop demonstrating Lapita pottery styles as part of Heritage Month 2017 in New Caledonia. Gà ©rard Lapita pottery consists of mostly plain, red-slipped, coral sand-tempered wares; but a small percentage are ornately decorated, with intricate geometric designs incised or stamped onto the surface with a fine-toothed dentate stamp, perhaps made of turtle or clamshell. One often-repeated motif in Lapita pottery is what appears to be stylized eyes and nose of a human or animal face. The pottery is built, not wheel thrown, and low-temperature fired. Other artifacts found at Lapita sites include shell tools including fishhooks, obsidian, and other cherts, stone adzes, personal ornaments such as beads, rings, pendants and carved bone. That artifacts are not completely uniform throughout Polynesia, but rather seem to be spatially variable. Tattooing The practice of tattooing has been reported in ethnographic and historical records throughout the Pacific, by one of two methods: cutting and piercing. In some cases, a series of very small cuts is made to create a line, and then pigment was rubbed into the open wound. A second method involves the use of a sharp point which is dipped into the prepared pigment and then used to pierce the skin. Evidence for tattooing in Lapita cultural sites has been identified in the form of small flake points made by alternating retouch. These tools sometimes categorized as gravers have a typically square body with a point raised well above the body. A 2018 study combining use-wear and residue analysis was conducted by Robin Torrence and colleagues on a collection of 56 such tools from seven sites. They found a considerable variation across time and space as to how the tools were used to intentionally introduce charcoal and ochre into wounds to create a permanent mark on the skin. Origins of the Lapita Young men in canoes in Northwest Malakula, Vanuatu.   Russell Gray Heidi Colleran (Max Planck Institute for the Science of Human History) In 2018, a multidisciplinary study of DNA by the Max Planck Institute for the Science of Human History reported support for ongoing multiple explorations of greater Oceania beginning about 5,500 years ago. The study led by Max Planck researcher Cosimo Posth looked at the DNA of 19 ancient individuals across Vanuatu, Tonga, French Polynesia and the Solomon islands, and 27 inhabitants of Vanuatu. Their results indicate that the earliest Austronesian expansion began 5,500 years ago, starting from modern-day Taiwan, and ultimately carrying people as far westward as far as Madagascar and eastward to Rapa Nui. About 2,500 years ago, people from the Bismarck archipelago began arriving on Vanuatu, in multiple waves, marrying into the Austronesian families. The continual influx of people from the Bismarcks must have been fairly small, because islanders today still speak Austronesian, rather than Papuan, as would be expected, given that the initial genetic Austronesian ancestry seen in the ancient DNA has been almost completely replaced in the modern residents.   Decades of research have identified obsidian outcrops used by the Lapita in the Admiralty Islands, West New Britain, Fergusson Island in the D’Entrecasteaux Islands, and the Banks Islands in Vanuatu. Obsidian artifacts found in datable contexts on Lapita sites throughout Melanesia have allowed researchers to refine the previously established massive colonization efforts of the Lapita sailors. Archaeological Sites Lapita, Talepakemalai in the Bismarck Islands; Nenumbo in the Solomon Islands; Kalumpang (Sulawesi); Bukit Tengorak (Sabah); Uattamdi on Kayoa Island; ECA, ECB aka Etakosarai on Eloaua Island; EHB or Erauwa on Emananus Island; Teouma on Efate Island in Vanuatu; Bogi 1, Tanamu 1, Moriapu 1, Hopo, in Papua New Guinea Sources Johns, Dilys Amanda, Geoffrey J. Irwin, and Yun K. Sung. An Early Sophisticated East Polynesian Voyaging Canoe Discovered on New Zealands Coast. Proceedings of the National Academy of Sciences 111.41 (2014): 14728–33. Print.Matisoo-Smith, Elizabeth. Ancient DNA and the Human Settlement of the Pacific: A Review. Journal of Human Evolution 79 (2015): 93–104. Print.Posth, Cosimo, et al. Language Continuity Despite Population Replacement in Remote Oceania. Nature Ecology Evolution 2.4 (2018): 731–40. Print.Skelly, Robrt, et al. Tracking Ancient Beach-Lines Inland: 2600-Year-Old Dentate-Stamped Ceramics at Antiquity 88.340 (2014): 470–87. Print.Hopo, Vailala River Region, Papua New Guinea.Specht, Jim, et al. Deconstructing the Lapita Cultural Complex in the Bismarck Archipelago. Journal of Archaeological Research 22.2 (2014): 89–140. Print.Torrence, Robin, et al. Tattooing Tools and the Lapita Cultural Complex. Archaeology in Oceania 53.1 (2018): 58â⠂¬â€œ73. Print.Valentin, Frà ©dà ©rique, et al. Early Lapita Skeletons from Vanuatu Show Polynesian Craniofacial Shape: Implications for Remote Oceanic Settlement and Lapita Origins. Proceedings of the National Academy of Sciences 113.2 (2016): 292–97. Print.

Ukraine and Russia conflict Essay Example | Topics and Well Written Essays - 1250 words

Ukraine and Russia conflict - Essay Example This essay demonstrates the social and cultural context of the crisis, the political crisis from theory perspective, e.g. realistic conflict theory, social dominance theory perspective, social dominance theory from the perspective of exploitation etc. The crisis are not just political in the nature, rather their roots are originally rooted in the social and cultural aspect. The Crimean region consists of the population where percentage of the people is originally settled in Russia or they are affiliated in the ethnic manner with the Russian nation and its citizens. This gives the Russian government an excuse to protecting their rights. The paper also looks into the domains and dimensions of this particular conflict through the perspective of the two prominent theories of political science. While the overall event and disturbance came to a boiling point in the form of military intervention of Russia, the crisis were precipitating in the form of the political turmoil and unrest which was building against the interests of Russia. It all started with the ousted of the elected President and the overall toppling of the elected government. The sequence of events followed by the ousted resulted in building of two blocks. The West, United States of America making up for the first bloc, the second bloc in the form of Russia itself. Russia was totally against the concept of ousting the previous government while United States of America and Europe extended their support to the stance and cause of government change in the troubled region.

The development and acquisition of language over the span of lifetime Essay - 1

The development and acquisition of language over the span of lifetime - Essay Example Language acquisition in human beings is evident during infancy most probably at four months. At this time the babies start to discriminate speech sounds and uses babbling which commonly comes from their mothers. They use preverbal Communication which involves gestures and vocalization to make their intents known. The way they acquire this type of language skills is universal and therefore the syntax process takes place slowly as they develop1. The syntactic development of the child is explained using two theories or approaches. The first one includes Nativist theory which argues that children have an innate language acquisition device (LAD). It assumes that LAD is a small area in the brain which has a collection of syntactic rules for all the languages that he or she may be interacting with. The theory notes that the environment alone gives communication full of errors and therefore the device provides the child with novel ability to construct sentences using learned vocabulary. Ther efore because of possession of this LAD they are able to learn any language without the interference of the incomplete information from the environment. The second theory known as the empiricist opposes the fist theory. It argues that there is enough information that can develop the linguistic domain of a child and not LAD.Empiricist believes that brain process is sufficient enough for language development in babies. For a child to acquire language fast, then engagement with environment more often is needed in order to stimulate the rate of development.

The Purchase of Alaska Essay Example for Free

The Purchase of Alaska Essay My dear countrymen, I strongly believe that the purchase of Alaska will help America in a number of ways. This bargain will prove fruitful for our country geo-strategically, in respect of natural resources and open numerous business avenues as well. At present our country is passing through difficult times and this move is definitely in our greater interests. If we purchase this land it will affect America, Russia and Britain in a number of ways. Our geo-strategic interests demand that we must buy this piece of land. Russia is a friend of America and she proved immensely helpful during the civil war. Russia at present is in fear of losing this land to her adversary, Britain, in a possible military conflict as she is not in a position to defend Alaska physically and her financial position is not sound as well. At present Russia wants to unburden herself of Alaska in a positive way. The purchase of this land by America will help a friendly country – Russia, and affect the interests of an almost declared enemy of our interests- the Great Britain. This way we will also be in a position to surround and off set the influence of Britain in the neighbouring territories which are at present under her influence and control. The future will stand testimony to the fact that our decision of purchasing Alaska from Russia was a wise and timely decision. We know that our drive towards expansion has brought us in competition with the Russian businessmen. If we buy this land it will help in improving America’s financial strength and strategic influence in the Asia-pacific region. This way the expansion of settlements and commercial interests of Russia to the pacific coast of North America can be checked and America’s financial position can be improved to a great extent. Alaska is a vast territory with sparse population. This vast land will prove helpful to us in military manoeuvres as in recent times Napoleon’s misadventure and defeat in Russia has proved that vast territories help enormously in defeating strong armies. This vast territory will allow the Americans to go to this place and explore its potentials and get themselves settle there if they like. Alaska will bring business and prosperity to the Americans in a number of ways. The increase in territory of America will help in boosting the pride and confidence of Americans in their motherland. Their respect and honour in the company of nations will also get a boost. I also believe that Alaska will add to America’s power in another way. Alaska is immensely rich in natural resources. It has forests that can provide us timber to burn and build houses and utilize in industries. It has mines that will provide us with innumerable minerals including coal and it may happen that gold may also be found there. Our growing industries will have a huge source of raw material in the shape of Alaska. It will also allow America to have expensive fur and an increased supply of fish. The coast of this land will help America in increasing trade by sea and the American navy will also draw immense benefits from it. Keeping in view all these benefits I recommend that for the sake of America’s long term and multi dimensional interests we should buy this piece of land from Russia.

A Portrait of the Artist as a Young Man Passage Commentary :: essays research papers

Passage: Page 248: â€Å"-You made me confess the fears that I have†¦Ã¢â‚¬  – Page 249: â€Å"Cranly did not answer.†   Ã‚  Ã‚  Ã‚  Ã‚  In this passage, Stephen is saying how Cranly has made him confess all of his fears to him, but then he tells Cranly what he does not fear. Stephen tells Cranly that he does not â€Å"fear to be alone or to be spurned for another or to leave whatever† he has to leave. Stephen has gone through several stages in his life, and now that he has gone through all of those stages, he feels that he needs to go further into himself to try to discover his real self. Stephen also mentions to Cranly that he is â€Å"not afraid to make a mistake, even a big mistake, a lifelong mistake and perhaps as long as eternity too.† This shows that Stephen feels that making mistakes is fine because in the end, he will learn from his mistakes. Meanwhile, Cranly repeats the word â€Å"alone† twice to try to enforce the word to Stephen and make sure that the word stands out to him. He is trying to make sure that he understands what Stephen is really saying. Cranly also points out that the word â€Å"alone† means â€Å"not only to be separate from all others but to have not even one friend.† By saying this, Cranly is trying to point out to Stephen that if he leaves everything, he will also be leaving Cranly, who is Stephen’s best friend. Stephen replies without hesitation that he â€Å"will take the risk.† This shows how determined Stephen is to pursue art as a career. Cranly goes on, while ignoring Stephen’s last sentence, talking about how if a person is truly alone, he or she would not â€Å"have any one person†¦who would be more than a friend, more even than the noblest and truest friend a man ever had.† At this point, it is unclear about whether Cranly is addressing Stephen or talking to himself. Cranly remains quiet afterwards pondering that thought while Stephen looks at Cranly’s face for any reaction. Stephen then realizes that Cranly had been speaking of himself, and of â€Å"his own loneliness which he feared.† After some time, Stephen finally asks who Cranly is speaking of, but Cranly remains silent and does not answer. In this passage, it becomes very clear that Stephen and Cranly are two very different people despite the fact that they are best friends.

History and Development of the Charismatic/Pentecostal Movement Essay

Charismatic movement is a religious revival movement that developed during the late 1960’s among members of several Christian denominations, notably Roman Catholics, Episcopalians, and Methodists. Charismatic believe they can become infused with the Holy Spirit. When so infused, they believe, they may be granted such charisms (gifts) as the ability to speak in tongues, to make prophecies, and to heal by faith. Charismatics share many beliefs and practices with the Pentecostal churches but do not consider themselves to be Pentecostals (Duin, 2000). Moreover, Pentecostal churches base their faith and practice on certain religious experiences that are recorded in the New Testament. Pentecostal churches teach that every Christian should seek to be â€Å"filled with the Holy Spirit. † The proof of this occurrence comes when the person speaks in tongues. That is, the person will speak in a language he has never learned. The New Testament refers to the disciples speaking in tongues on the day of Pentecost (Acts 2), and mentions speaking in tongues elsewhere (Blumhofer, 2004). Pentecost is an important springtime Jewish and Christian feast. Its name comes from the Greek word fifty because Pentecost occurred on the fiftieth day after the first day of Passover. As a Jewish thanksgiving feast for the harvest, it was called Feast of Firstfruits (Exodus 23:16) and Shabuot or the Feast of Weeks (Leviticus 23: 15-21): â€Å"From the day after the Sabbath, the day you brought the sheaf of the wave offering, count off seven full weeks. Count off fifty days up the day after the seventh Sabbath and then present an offering of new grain to the Lord. From wherever you live, bring two loaves made of two-tenths of an ephah of fine flour, baked with yeast, as a wave offering of firstfruits to the lord. Present with this bread seven male lambs, each a year old and with out defect, one young bull and two rams†¦Ã¢â‚¬  From the least the 200’s, Christians celebrated Pentecost on the seventh Sunday after Easter as one of their greatest feasts. It commemorated the descent of the Holy Spirit (called Holy Ghost in older English) upon the apostles on this day (Acts 2: 1-4): â€Å"When the day of the Pentecost came, they were all together in one place. Suddenly a sound like the blowing of a violent wind came from heaven and filled the whole house where they were sitting. They saw what seemed to be tongues of fire that separated and came to rest on each of them. All of them were filled with the Holy Spirit and began to speak in other tongues as the Spirit enabled tem. † He had been promised by Jesus as â€Å"another Comforter† (John 14:16) and came to strengthen the apostles after their nine days of prayer following the ascension of Jesus into heaven. Then they showed themselves more courageous and zealous than they had been before. Pentecost was later called Whitsunday or White Sunday, because the newly baptized wore their white baptismal robes on that day, marking the end of the joyous Easter season (Pentecostalism. The Columbia Encyclopedia, Sixth Edition, 2004). In masses of the Latin Rite of the Roman Catholic Church, red vestments are worn on Pentecost to symbolize the tongues of fire representing the Holy Spirit (Acts 2:3). This paper studies the origin of Pentecostal/Charismatic movement and knows some denominations that practice the Pentecostal beliefs. II. Discussion Pentecostal churches that emphasize glossolalia (speaking in unknown tongues). The term â€Å"Pentecostal† refers to the day of Pentecost, soon after the death of Jesus, when the disciples spoke in unknown tongues. In present-day Pentecostal churches, during the highly emotional moments of the service, members make utterances that have not been identified with any known language (Wakefield, 1999). Pentecostals also believe that they can receive other supernatural gifts. For example, they believe they can be given the ability to prophesy, to heal, and to interpret what is said when someone speaks in an unknown tongue. The New Testament refers to these gifts in I Corinthians 12-14. Aside from these distinctive qualities, however, individual Pentecostal denominations do not usually resemble each other. There are more than three dozen Pentecostal groups in the United States of America alone. They differ radically in size as well as in their interpretations of matters of faith and practice. Some of the largest Pentecostal bodies are: Church of God in Christ, 3,700,000 members; Assemblies of God, 2,100,000; United Pentecostal Church International, 500,000; Church of God (Cleveland, Tennessee), 455,000; Church of God in Christ, International, 200,000; International Church of the Four-square Gospel, 180,000; Pentecostal Holiness Church, 110,000; and the Pentecostal Church of God, 90,000. Pentecostal churches trace their origins to revivals of tongue-speaking that occurred at Bethel Bible College in Topeka, Kans. , in 1901, and at the Azusa Street Mission in Los Angeles in 1906. Similar revivals also took place in Great Britain and in Europe, Asia, and Latin America during the early 1900’s. Since the 1930’s, the Pentecostal denominations have grown rapidly. With a worldwide membership estimated at seven million, the Pentecostals are sometimes called Christianity’s â€Å"Third Force,† alongside the Roman Catholicism and traditional Protestantism (Ferm, 2001). Many Pentecostal churches are Methodist in origin. John Wesley, one of the founders of Methodism, believed on perfectionism. As Methodism later decreased its emphasis on perfectionism, many American Methodists broke away and formed their own churches. Stressing the perfectionist doctrine, these bodies are became known as Holiness churches. The Pentecostal churches are usually defined as those Holiness churches that consider speaking in tongues an important sign of having attained holiness. A. Assemblies of God Assemblies of God are Protestant Christian churches forming the largest of the Pentecostal denominations. The basic belief of this denomination is that conversion is a spiritual rebirth. Speaking in tongues is the first sign that that the Holy Spirit has been received by the reborn. Members believe in the infallibility of the Bible, the second coming of Christ to rule the world, eternal bliss for believers, and eternal punishment for the wicked. The denomination is composed of churches (assemblies) that are self-governing in local affairs. Each ordained minister and one lay delegate from each assembly is a member of the General Council, which is responsible for missions, publications, and other matters affecting the entire denomination (Assemblies of God. The Columbia Encyclopedia, Sixth Edition, 2004). The church arose out of a rival movement about 1900. The General Council was organized in 1914. Membership is about 2,100,000 in the United States. The church has missions in a number of African and Latin American nations. International headquarters are in Springfield, Missouri. B. Practices and Beliefs †¢ Gift of Tongues Gift of tongues in Christianity is the ability to praise God in words that cannot be identified with any known language. It is also called glossolalia (Greek: tongue talking). Speaking in tongues occurs during moments of intense religious emotion. Many people believe that the speaker is possessed by the Holy Spirit. In Pentecostal churches, the gift of tongues is considered a sign of spiritual perfection. Early in the 1960’s, speaking in tongues spread through some congregations in other denominations, especially in the Episcopal, Roam Catholic, and Methodist churches (Glossolalia. The Columbia Encyclopedia, Sixth Edition, 2004). According to the Bible (Acts 2:1-13), 50 days after the Resurrection of Jesus, on the Jewish Pentecost, the Holy Spirit entered the disciples of Jesus and caused them to speak strange words. Many foreign Jews who were present understood the words, even though they were not spoken in their language. Instances of the gift of tongues are recorded in later New Testament books. However, in all these cases the words were directed to God and were not understood by any human being (Pentecostal movement. Grolier Encyclopedia of Knowledge). †¢ Faith healing Faith healing is another practice of Pentecostal church. Faith healing is the curing of physical and mental ailments through religious faith of the sufferers. Medical science recognizes many kinds of physical disorders that are caused or made worse by the patient’s state of mind. These ailments can often be cured or relieved by mental therapy—by changing the patient’s outlook rather than by prescribing medicine. Faith in the curing power of religion or religious relics has often brought about this mental change. Some reported cases faith healing, however, cannot be explained medically (Foster, 2006). Faith healing has been recorded in many religions under various conditions. In the Old Testament, the Syrian general Naaman was cured of leprosy when, as instructed by the prophet Elisha, he washed himself seven times in the River Jordan (II Kings 5:10-14). Jesus performed many miracles of healing. After healing a leper, Jesus said to the man: â€Å"Arise, go thy way; thy faith hath made thee whole† (Luke 17:19). The apostles performed acts of healing. They believed that â€Å"prayer of faith shall save the sick† (James 5:15). III. Conclusion The Pentecostal churches stress the doctrine of perfectionism, or holiness, which states that man has free choice, while still on earth, may become sinless through uniting with God. This doctrine rose in reaction to the Calvinist doctrine of predestination, which states, in part, that man is sinful by nature and may be saved only through God’s choice. Other beliefs common to many Pentecostal churches are the fundamentalist ideas that the entire Bible is literally true and that Jesus will return physically to rule the earth; some of the Pentecostal churches also practice faith healing (Pentecostal churches.New Standard Encyclopedia). Reference 1. Blumhofer, Edith L. Thinking in the Spirit: Theologies of the Early Pentecostal Movement. The Christian Century. Volume: 121. Issue: 7. Page 43+. April 6, 2004. 2. Duin, Julia. Charismatic Movement Transcends Sects. The Washington Times. Page Number: 2. March 31, 2000. 3. Pentecostalism. The Columbia Encyclopedia, Sixth Edition. Columbia University Press, New York, 2004. 4. Wakefield, Dan. Fire from Heaven: The Rise of Pentecostal Spirituality and the Reshaping of Religion in the Twenty-First Century. The Nation. Volume: 260. Issue: 3. Page Number: 98+. January 23, 1999. 5. Pentecostal churches. New Standard Encyclopedia. Vol. 13, Page 456-457. 6. Assemblies of God. The Columbia Encyclopedia, Sixth Edition. Columbia University Press. New York, 2004. 7. Glossolalia. The Columbia Encyclopedia, Sixth Edition. Columbia University Press. New York, 2004. 8. Foster, Mark. Sugar Grove Pentecostal Church Draws Members. Daily Herald. Page Number: 4, Dec. 18, 2006. 9. Ferm, Vergilius. An Encyclopedia of Religion. Philosophical Library. New York,

Grief and Loss in Adolescence: Principles, Responses and Challenges

Grief and loss are fundamental aspects of life; they are inevitabilities that stem from our mortality and our natural propensity to form deep emotional bonds with those closest to us—our family, friends and colleagues.Perhaps C. S. Lewis captured the sensation of grief best when he said: â€Å"No one ever told me that grief felt so like fear.  I am not afraid, but the sensation is like being afraid. The same fluttering in the stomach, the same restlessness, the yawning. I keep on swallowing. — C. S. Lewis, A Grief Observed How one physically manifests grief may vary between age groups and cultures but it is a universal occurrence in humans who are of normal cognitive development.In this paper, grief and loss will be reviewed in the context of Worden’s principles and theories; specifically, what these principles say about grief and loss, how they might apply to the adolescence demographic, what challenges the health care provider might expect to encounter when working with a grieving adolescent, and how a health care provider can best respond to a grieving teenager. A series of hypothetical acute care settings will be presented to illustrate how a nurse might best proceed in responding to a grieving adolescent.Death during AdolescenceAdolescence is a transitionary stage of life that poses unique challenges for the individual. Change is the hallmark of this developmental period as teenagers struggle with hormonal changes, newfound desires for independence, confidence issues, and concerns about body image. Grief and loss during this stage of life, whether it be the loss of a parent, relative, or close friend, often greatly exacerbates the emotional state of a teen who is already experiencing the stresses associated with the transition from child to adult.According to Metzgar, typical grief responses of teenagers include anger, depression, withdrawal, frustration, confusion, acting out, and noncompliance (Metzgar, 2002). Unlike young childre n, who often do not fully contemplate the finality of death, adolescents are usually aware that death is final (Freeman, 2005). According to Freeman, adolescents have the mature intellectual development necessary to understand the core concepts of death—universality, non-functionality, irreversibility, and causality—and can elucidate fully the details (Freeman, 2005).This greater understanding of death places adolescents closer to adults on the level of death awareness; however, teens may wonder if a dead person will return; this thinking may include supernatural elements as teens often associate an unexpected death or serious illness with a supernatural event or cause (Brewster, 1982). An adolescents’ grief experience is highly personal in nature, and unlike adults, teens tend to grieve more intensely.Often their grief response is not expressed smoothly or continuously but takes the form of a series of punctuated outbursts; in some cases an adolescent may make a concerted effort to control his or her emotions (Worden, 1996). In attempting to control their emotions, a teen may retreat inwardly by immersing themselves in highly personal activities such as reading, writing, listening to music, or exercising; in other cases, a teen may want to release the anger and sadness associated with their grief; in this case, he or she may act out angry or antisocial behavior (Worden, 1996).Of particular importance from a health care perspective is the recognition that teens often perceive death as something that happens to others even though they recognize that death is a phenomenon that can and will happen to everyone. When a teen is confronted with the death of a close friend or relative, their perception of death as being a phenomenon that is distant from them, is abruptly challenged. In the case of the death of a peer, death is often sudden—in an American study, the three leading causes of death in the 15 to 24 year-old age group are acciden ts, homicide, and suicide (Minino and Smith, 2001).In such cases, a teen’s sense of pseudo-immortality is often shattered (Freeman, 2005). The trauma associated with this may cause a teen to experience an overwhelming sense of helplessness or powerlessness (Aronson, 2005). In the case of the loss of one or both parents, a teen may experience a grief reaction that is unique for their age demographic—an irrational guilt associated with the normal desire to detach from their parents (Freeman, 2005). For the health care worker, it is crucial that this particular grief reaction is considered when helping a teen deal with the loss of one or both parents.Theoretical Principles: Grief and Loss according to Worden.In Grief Counseling and Grief Therapy, Worden conceptualizes the process of grief into a framework of four tasks that he suggests need to be addressed and completed before the process of mourning can be concluded (Worden, 1991). Worden’s four task paradigm cons ists of:Task 1. To accept the reality of the lossTask 2. To work through the pain of griefTask 3. To adjust to an environment in which the deceased is missingTask 4. To emotionally relocate the deceased and move on with lifeAccording to Worden, children and teens, like adults, must acknowledge and accept the reality and finality of death before they can begin to deal with the emotional impact of this loss (Worden, 1991). Generally this is easier for teens than children because their concept of death is more developed and in tune with that of an adult’s. In order to help facilitate acknowledgement of loss, a health care worker needs to explain the circumstances of the loss in a language that is both accurate and age appropriate.Since maturity levels vary within the teen demographic, one must not assume a given maturity level based on age; in this case the carer should make a concerted effort to determine the maturity level of a teen through dialogue and observation (Smead, 199 4). In task two, Worden suggests that the painful emotions associated with grief need to be worked through. By working through, Worden suggests that emotions need to be released in a healthy manner such that a teen is able to cope with the nature of their loss.In this case, the carer needs to assist the teen with opening up—helping the teen discuss their fears and anxieties in a non-judgmental way. Encouraging teens to express their grief through creative arts and by engaging in rituals can be therapeutic in this regard. (Silverman and Nickman, 1999) In Worden’s third task, adjusting to the loss of a deceased peer, sibling or parent requires that the adolescent develop an adaptation to this loss.Adaptation will be heavily influenced by what role the deceased played in the teen’s life; often this adaptation requires an extended period of adjustment (Worden, 1991). In this case, the health care worker’s role is to help the teen adapt to the loss of old role s (roles associated with the deceased) and adjust to the emergence of new roles (roles previously associated with the deceased now taken up by other individuals). In Worden’s final task, the deceased are relocated—they are placed in an appropriate emotional place such that the bereaved can move on with their lives.For many bereaved individuals, relocation may involve the pondering of existential questions: Where did the deceased go? Why did they die? Is there a Heaven? Children and teens are often more open to supernatural explanations, and in this case, belief in an afterlife can be therapeutic as it helps the individual maintain a healthy and tangible link to the deceased—it may give the bereaved a sense that the deceased is watching over me from Heaven (Silverman, Nickman and Worden, 1992).Grief and Loss in the Acute Care Setting: A Nurse’s RoleWhen a nurse is expected to provide emotional care to a bereaved teen, he or  she must consider a number of factors that may influence the grieving process. These may include: age, level of maturity, psychological state, physical state, and circumstances of the loss. In the following hypothetical case studies, a nurse will offer emotional support directed specifically at teens whom are experiencing different stages of grief as outlined by Worden. The question to be answered in each case is this: What would be the most appropriate nursing response? In each case, as the attending nurse, you will note the individual’s age, statements, stress level, and physical demeanor.Case Study One – The immediate loss of a best friendTom is an 18 year old who has been admitted to a hospital emergency room after a traumatic car accident. His best friend Bret was a passenger and has been killed in the accident. Tom has minor physical injuries that you are tending to. He has just been informed that his best friend died at the scene. Emotional and in disbelief, he yells: â€Å"You’re a ll lying! Bret is not dead! He can’t be dead! He can’t be! It’s my fault!† Bret is shaking.Response:Using compassionate but clear and direct language you reaffirm that Bret has died. You show empathy to Tom but avoid making value judgments for him that offer explanations for the death or attribute blame. When interfacing with Tom’s parents you explain to them the stage of grief their son is going through and how best to assist him through it.Case Study Two – Working through the loss of a parentSarah is a somewhat rebellious 17 year-old with a strong sense of independence. She doesn’t always see eye to eye with her mother, Jenifer. Six months previous, Jenifer died suddenly in car accident. Since the accident, Sarah has suffered major anxiety attacks and has been plagued by guilt. At school she has been involved in arguments and fights with other girls; on this occasion she is in the school infirmary after fighting with another girl. Af ter initially appearing angry, Sarah breaks down in tears  and says: â€Å"Why did my Mom have to die! I didn’t really want her out of my life!†Response:You consol Sarah, and listen to her—you let her release her emotions without restraining or judging her. You reassure Sarah that it is ok and normal to feel fear, guilt and doubt, and that is ok to express her feelings. You tell Sarah that she can come and share her feelings with you whenever she feels the need. If interfacing with Sarah’s father, explain to him what Sarah is experiencing, and offer helpful suggestions that are in line with Worden’s model for task two grief.Case Study Three – Adapting to the loss of a siblingJanet and Karen are sisters close in age, 15 and 17 respectively. They were inseparable and enjoyed doing things together such as sports, shopping and talking about boys. Janet looked up to Karen who she thought of as being her pillar of strength and confidant. Last ye ar Karen died suddenly from a rare form of meningitis. Janet has accepted the loss but has had a hard time readjusting to life without her sister. She is in the hospital being attended to for self inflicted cuts on her arms. Janet states that life is unexciting now because her sister is gone.Response:With empathy you help Janet recognize and reassign the emotional roles filled by her sister. You may suggest ways to help Janet remember Karen in a desensationalized way such that the memory of Karen is retained and respected but that recognizes that life must go on. The suggestion of doing activities (previously done with Karen) with friends or classmates might be helpful. This information should be relayed to Janet’s parents to help them understand how they might be able to assist Janet adjust to life without Karen.Case Study Four – Relocating a deceased grandparentFourteen year old Ben loved fishing with his grandfather. Granddad was Ben’s best friend. Earlier th is year Ben’s granddad died suddenly from a heart attack. Ben accepted that granddad was gone, and he knew that there would be no more fishing. Ben was admitted to the hospital to receive stitches for a fall; Ben asks you: â€Å"Miss, where do dead people go? My Granddad died this year you know.† In a melancholy tone he continues, â€Å"I’ll never have a friend like him again.†Response:In a compassionate tone reply that you are not sure where people go when they die and that it is one of life’s great mysteries. You may suggest that many people have different ideas as to where people go after death. Suggest to Ben that life is about continuing to develop special moments with people we associate with in life. Keep in mind that grief resolution involves reflecting on the meaning of a deceased person’s life, and keeping this as a pleasant memory. It is not meant to focus on the death itself.ConclusionsGrief is a fundamental aspect of life. Adole scence, being a major transitional stage in human growth and development brings with it unique emotional challenges. These challenges need to be addressed by the health care worker if he or she is to effectively assist a teen who is grieving for a deceased peer, sibling or parent. Worden suggests a four step paradigm for the grieving process that can serve as a guide for elucidating the stage of grief an individual may be experiencing.Knowledge of this model can assist the health care worker in grief stage recognition, and in making informed decisions that will ultimately help a teen deal with challenges involved in the of grieving process. With the support and encouragement of health care workers, peers, and relatives, adolescents can learn to successfully manage grief and loss, and move forward with their lives.

Free Essays on Meno By Plato

Meno by Plato â€Å"Learning As Recollection† In Meno by Plato, Socrates and Meno are involved in somewhat of a heated argument about virtue. During this discussion, insults and rhetorical games are exchanged between the two men. During this debate, the idea of â€Å"learning as recollection† is introduced by Socrates. Socrates calls this idea of â€Å"learning as recollection† a meaningless argument. He states that â€Å"nothing can be taught.† Learning and education are not accomplished in the way that we think it is, according to Socrates. It is simply done by recollection. If one learns an idea or concept, how did they know they learned anything if they never knew it was there? The answer is that people know things through experience and memory. Socrates says that the human soul is immortal and can be reborn again and again. The soul has been born many times in many shapes (human, animal, etc.). This is not personal immortality but transmigrational immortality. The human soul, much like the actions of a human, is very rash and doesn’t think through its decisions. So when it is reborn or reincarnated, it tends to ‘hop’ into the first thing or person it sees or encounters (which is usually worse than what it previously was). The soul has learned everything there is to know. So when we â€Å"learn† we are just â€Å"recollecting† what our souls have learned or the soul’s knowledge from a former life. Therefore, it is not true that nothing is learned even though nothing is taught. All human beings passively have knowledge about everything but it is with guidance that they can come to actively know. Through questioning, knowledge is recovered from within. A good example of this is the part of Meno when Socrates questions a slave boy about a geometry problem. The boy seemed to know nothing about Socrates’ problem. However, through a series of questions, the boy actually knew the answer without knowing h... Free Essays on Meno By Plato Free Essays on Meno By Plato Meno by Plato â€Å"Learning As Recollection† In Meno by Plato, Socrates and Meno are involved in somewhat of a heated argument about virtue. During this discussion, insults and rhetorical games are exchanged between the two men. During this debate, the idea of â€Å"learning as recollection† is introduced by Socrates. Socrates calls this idea of â€Å"learning as recollection† a meaningless argument. He states that â€Å"nothing can be taught.† Learning and education are not accomplished in the way that we think it is, according to Socrates. It is simply done by recollection. If one learns an idea or concept, how did they know they learned anything if they never knew it was there? The answer is that people know things through experience and memory. Socrates says that the human soul is immortal and can be reborn again and again. The soul has been born many times in many shapes (human, animal, etc.). This is not personal immortality but transmigrational immortality. The human soul, much like the actions of a human, is very rash and doesn’t think through its decisions. So when it is reborn or reincarnated, it tends to ‘hop’ into the first thing or person it sees or encounters (which is usually worse than what it previously was). The soul has learned everything there is to know. So when we â€Å"learn† we are just â€Å"recollecting† what our souls have learned or the soul’s knowledge from a former life. Therefore, it is not true that nothing is learned even though nothing is taught. All human beings passively have knowledge about everything but it is with guidance that they can come to actively know. Through questioning, knowledge is recovered from within. A good example of this is the part of Meno when Socrates questions a slave boy about a geometry problem. The boy seemed to know nothing about Socrates’ problem. However, through a series of questions, the boy actually knew the answer without knowing h...

Battle of the Sexes

The concept of being a man, and the idea of manliness, has been debatable in recent decades due to acts of feminism. Paul Theroux wrote Being a Man and was very opinionated as he said the idea of manliness was wrong and oppressive. Harvey Mansfield wrote The Partial Eclipse of Manliness, and stated that the concept of being manly has diminished and been overpowered by feminism. Both of these readings have provided valid and doubtful points in the discussion of what constitutes being manly, as well as how North American culture views the stereotypical man. Both authors are very opinionated and biased in their readings as they do not have any outside sources supporting their beliefs, but they do make effective arguments which further their attitude and outlook on manliness. In Paul Theroux’s reading Being a Man, it is stated that man can be categorized as stupid, arrogant, and much like pre-historic cavemen. Theroux continued to say that if someone were born as a man, there would be limits of what he is physically, emotionally, and mentally capable of. His highly personal view of how men act relates to a time when men were expected to aspire to be the so-called perfect man. The stereotypical perfect man is theoretically defined as brash, built, strong, athletic, and overall a poor loser when it involves any form of competition. It is also claimed that the typical man should be stupid, unfeeling, obedient, and ultimately soldierly. Theroux argued that these qualities eventually create poor husbands, sadists, and potentially rapists. Although this could happen, it is very unlikely that the majority of men with those characteristics will end up malicious and violent like Theroux stated. Mansfield’s approach to the deterioration of masculinity faulted women. He believed manliness is dubious as women over the years have been referred to with manly intentions. He felt that feminism has not only succeeded, but dominated current culture. For example, policemen and mailmen are no longer in existence, but rather they are police officers and mailpersons. Mansfield thought the concept of manliness had diminished to the point of becoming obsolete. He felt the concept of manliness, being strong, emotionless, and violent, cannot include women. He wanted women to continue to be meek, petit and frail; the direct opposite of what his ideal man is supposed to be. As a view from people who have rarely been referred to as masculine, many women are able to offer an unbiased honest opinion when it comes to the broad term of being manly. As someone who has never personally been associated with masculinity, I feel these readings present both current and outdated views on what manliness is. Both readings had a similar message of establishing man but they portray them in different ways. Theroux’s reading expressed how he felt uneasy, unsure, and apprehensive when it came to the term manly as he viewed it as degrading. As a woman’s perspective, I feel that the term manly is far from shameful or dishonourable. A manly man is something many women look for in a prospective partner as a shy, emotional, and weak male is undesirable. This is not because women are too concerned with physical appearance and mental capacity, but because women are wired to look for mates with these qualities. This dates back to days of cave men and women when language was limited and appearances were the only means of finding a mating partner. In my view, it appears that Theroux is attempting to understand the term â€Å"being a man† at face value while disregarding the fact, that not everyone associates a man with the qualities he has previously stated. In comparison to Theroux’s reading, Mansfield concentrated more on the aspect of how manly qualities are being given to women. Women are now able to take on the characteristics of being masculine and as a result, the definition of being a man has been altered and is unclear. Mansfield’s reading demonstrates a fear of being second-rate in comparison to female counter parts when in truth he has nothing to be concerned over. In my opinion, his panic of inferiority in unnecessary as women will always be considered the lesser sex. Regardless of how much effort is put into gender equality, women will always be initially seen as soft and sweet while men will be primarily viewed as rough and tough. Both Theroux and Mansfield refer to the same point but in different ways: Are men to just live with this degraded status? If women can take on the characteristics of being manly then what makes a man? Being manly is in no way considered a degraded status from my perspective, but a term of affection instead. As for women taking on characteristics of being manly, I feel they choose to be referred to masculine. It does not deteriorate the idea of men being manly but rather makes women much more like man. The authors have very old fashioned views of how a modern culture should be when they state: a male should be masculine and a female should be feminine.

The nature of the Kingdom which described in the Gospel of Thomas Term Paper

The nature of the Kingdom which described in the Gospel of Thomas - Term Paper Example The quotations on the Kingdom of Heaven, in particular, have been a focal point of discussion and argument as to what exactly the author of the text intended, especially in reference to its nature and how exactly one attains it. This paper analyses this Gospel’s allusions to the Kingdom of Heaven and what it entails with regard to the historical, cultural, social and political atmosphere of the time in which the Gospel was written. Discussion The strongest approach for interpretation of the Gospel of Thomas seems to be the Gnostic approach, with several factors lending credence to this theory. The scriptures seem to indicate that the main characteristic of the Kingdom of Heaven is that it is within us, and all that is required of us is inward reflection and self-knowledge. The emphasis on knowledge is a major selling point for this argument, with the word Gnosis itself being Greek for knowledge. Gnostics held the belief that the realization of knowledge was the path to salvati on and deliverance. In what can be viewed as Gnostic tradition, the scriptures are viewed as holding a secret meaning, and only those who attain a deeper understanding have the truth revealed to them and are finally worthy of entering the kingdom (Valantasis, p 79). This attitude of secrecy and mystery is visible from the very first line in which the author states; â€Å"These are the secret sayings that the living Jesus spoke and Didymos Judas Thomas recorded†. Gnosticism encouraged mysticism and regarded deep thinking and meditation on texts as important to the path of eventual revelation, a sign that one was worthy of the rewards from the higher powers (Wylen, p 239). One interpretation of these texts could argue strongly for the case that the reigning Gnostic attitude at the time influenced the writer to use the veiled references, parables and allegories so as to motivate the reader into attempting to perceive more than just the written text. Examples of this approach can be seen in the verses quoted below: â€Å"Jesus said, "If your leaders say to you, 'Look, the (Father's) kingdom is in the sky,' then the birds of the sky will precede you. If they say to you, 'It is in the sea,' then the fish will precede you. Rather, the kingdom is within you and it is outside you.†(v.3). This verse encourages reflection and introspection, a look at what is inside us and directly outside us so as to discover the kingdom. It discourages the reader from taking others’ opinions, especially leaders, as to what to do to enter the kingdom. This opinion could derive from the fact that there were many preachers at the time who all claimed to hold the one true key to salvation, each suggesting different paths to attain said salvation. It could also appeal to the rational, philosophizing movement at the time that argued for reason and rationale to prevail over emotions and blind following. â€Å"Simon Peter said to them, "Make Mary leave us, for females don' t deserve life." Jesus said, "Look, I will guide her to make her male, so that she too may become a living spirit resembling you males. For every female who makes herself male will enter the kingdom of Heaven." (v.114). This verse is especially enlightening as to the times in which the Gospel was authored and the socio-cultural context thereof. The commonly held view then was