Policies Government can use to close Deflationary Gap Essay

Policies Government can use to close Deflationary Gap - Essay Example Beyond this point deflation sets in; national output exceeds the expenditures on consumption, investment and that of government as well as ability to finance export. The difference between the national output given by Y and that of expenditure E is termed deflationary gap. Any gap that exists before the equilibrium level is called the inflationary gap. The existence of this disequilibrium means an excess saving over investment or more withdrawals than injections because economic participants actually spend less than the amount of income they earned hence, accumulation of inventories. This unwanted accumulation of inventories implies that firms will cut back on production, lay off workers, and income falls. Because income and consumption fall, and firms cut production whereby the actual inventories will be equal to planned inventories and planned spending equal to income at Equi. level"3 Basically, there are two main policies that can be used to close deflationary gap. They are monetary policy and fiscal policy. Monetary policy is used to influence interest rates, inflation and credit availability through changes money supply in the economy. There are three tools through which this policy can be implemented: reserve requirement, open market operations and discount rate.4 On the other hand, fiscal policy involves the use of government expenditure and taxation to influence national output and expenditure. In this section, discussion will be centered on deflationary gap experience of Japan and United States, and Ethiopia. In the late 1990s, Japanese economy underwent a severe deflation resulting in weak demand, high unemployment rate, and steady reduction in the general price level. The country experienced steady reduction in both nominal and real GDP growth in fiscal 1923 after the Great Kanto Earthquake and in fiscal 1998, after the year in which Yamaichi Securities and Hokkaido Takushoku Bank collapsed.5 There is a belief that shifts from profit maximization to strengthening balance sheet which disrupts normal working of the economy perhaps the corporate sector stop borrowing the funds the household saved even with very low interest6. (Nakahara) says that the application of monetary policy brought about considerable improvement in the economy. Bank of Japan adopted the Zero Interest Rate Policy from February 1999 to August 2000 when the industrial sector grew considerably well; corporate profits were recovering, business fixed investment and private consumption were on the rise7. In addition, the B ank of Japan introduced open market operations with overall objective of tackling reducing interest rate. The bank planned more liquidity to be made available in the money market by maintaining the outstanding balance of current accounts at the bank at over 6 trillion yen and targeting interest rate below 0.01 percent. In the diagram below, the effect of changes in interest rate is employed by Bank of Japan in order to tackle deflation. At point E the economy is at equilibrium national product which is less than full employment. Point B represents the national output the economy produces where equilibrium exists at point E intersection of initial aggregate demand AD1 and national product NP while point F is the anticipated full employment output the

Factors influencing the rate of enzyme catalysed reactions Essay

Factors influencing the rate of enzyme catalysed reactions - Essay Example Role of enzyme: enzymes catalyze physiologic reactions by decreasing the activation energy level that the reactants (substrates) must reach for the reaction to occur. They cannot alter the equilibrium of a reaction but can only decrease the activation energy of the reaction thereby accelerating the reaction rate. Activation energy: it is the amount of energy that is required to raise all molecules in one mole of a compound (substrate) at a specified temperature to the transition state at the peak of the energy barrier. Free energy of activation: it is the energy barrier that prevents chemical reactions. Reactants processing enough energy to overcome the energy barrier participate in product formation .The enzyme activity is determined by the rate of an enzyme catalyzed reaction under certain defined conditions2. Reaction rate/velocity (v): it is the rate of conversion of a substrate to products per min (mol/min). The reaction rate is proportional to the concentration of reacting molecules.A + B C + D If concentration of A and B is doubled, the rate of reaction is also doubled. At equilibrium, forward reaction and backward reaction are equal, so that K1 A + B C +D K2 Forward reaction R1 = K1 [A] [B] Backward reaction R2 = K2 [C] [D] At equilibrium R1 = R2 OR K1 [A] [B] = K2 [C] [D] OR K1/K2 = [C] [D] / [A] [B] = Keq or Equilibrium constant...Each enzyme contains 2. Catalytic efficiency: enzymes are highly efficient catalysts and can catalyze million times faster than an uncatalyzed reaction .it is capable of transforming 100 to 1000 substrate molecules into products each second. Role of enzyme: enzymes catalyze physiologic reactions by decreasing the activation energy level that the reactants (substrates) must reach for the reaction to occur. They cannot alter the equilibrium of a reaction but can only decrease the activation energy of the reaction thereby accelerating the reaction rate. Activation energy: it is the amount of energy that is required to raise all molecules in one mole of a compound (substrate) at a specified temperature to the transition state at the peak of the energy barrier. Free energy of activation: it is the energy barrier that prevents chemical reactions. Reactants processing enough energy to overcome the energy barrier participate in product formation .The enzyme activity is determined by the rate of an enzyme catalyzed reaction under certain defined conditions2. 2. Substrate concentration: as substrate concentration is increased, the velocity is also correspondingly increased in initial phases but as the enzymes molecules get saturated and further increase in substrate concentration cannot make any effect in reaction velocity. 3.

Using Body Language In English Teaching English Language Essay

Using Body Language In English Teaching English Language Essay Introduction At present, almost everyone knows that language learning, especially English learning, becomes more and more important to the students. Students often learn English through the classroom teaching, namely teachers education. Due to the disadvantages of traditional English teaching, teachers need to reform the teaching methods to arouse the students interest in English and help them to learn better. There are many useful and proper methods to get the goal and one of them is using body language. What is body language? Body language or nonverbal communication is a communication without words. It refers to patterns of facial expressions gestures that people use to express their feeling in communication. In school education, body language plays a positive role in cultivating the students characters for teachers are usually imitated by the students. In a word teachers graceful and lively body language helps to improve students artistic appreciation and moral character and it is necessary and important for the teachers to use the proper, vivid, dramatic and even exaggerated movements to teach the abstract knowledge. Thus the students will improve a lot from teaching. As a result, the students interest and the effect of teaching are greatly improved. So it is necessary to use body language in teaching. English teaching is a key part of the school education. Generally, traditional English teaching considers teachers as a center, book learning as a standard and examination handling as the only goal. Thus the study interest and desire of the students are greatly depressed. Therefore, we must make and carry out reforms in education. We need reforms. With the English teaching methods reform, more and more teachers pay much attention to the importance of using body language in school teaching. And according to the students present level and practical situation, body language is also required. The use of body language is a useful method in English teaching. In the classes, if teachers use it properly the students attention can be attracted and the teaching quality can be improved. The use of gestures and facial expressions of teachers in the teaching process is important they will help teachers express their own ideas and thoughts accurately and lively. According to the students, the use of body language will help them keep firmly in mind the knowledge obtained in class. Body language contains facial expressions, eyesight, movements, and so on and even cloth. Facial expressions-in the teaching process, teachers provide the students with messages through their own facial expressions. In the process of class exchange, teachers express their affection; optimism and deep confidence to the students. The students will feel warm and become active. The facial expressions of teachers in English teaching should change along with the changing of class contents and teaching circumstances. Also teachers delight, anger, sorrow and joy should appear in at the right moment, infect the students to make them have the feeling of delight and sorrow at the same time. They cant take their own passive morals into the classrooms. Eyesight- eyes are the windows of heart. Through the window, teachers transmit information which cant be expressed by verbal language to the students. An excellent teacher should have a pair of eyes which can speak. S/he should be good at using eyes to transmit messages, exchange feelings, express attitudes and carry on teaching. If a teacher stared angrily at the students who didnt concentrate his attention nor did some petty actions in classes, the students would restrain himself consciously. When a student didnt answer a question for a long time because of his shame of making mistakes, an encouraging eyesight from his teacher would make him become more confident than before. Movements the main movement is gestures. Gestures are the most important part of body language. The English teaching in classes focuses on communication activities. Dull and dry communication will make students produce detestable feeling but lively, vivid, even exaggerated actions and gestures can enliven the teaching circumstances, making the activities go off without a hitch. If the teacher gives a balls shape through his hands, then performs the action of shooting a basket when teaching the word basketball, all of the students can guess the meaning of it. When the teacher teaches the verb, it will be more accurate to do a simple gesture o the students than teachers repeated explanation. And the students can remember it with a deep impression. Patting up ones thumb expresses Ok and Great. And nodding shows Yes and shaking ones hand shows No. These are all in common use. According to school students, distinctive figures will greatly influence their thoughts. Therefore, the use of body language in schools teaching is helpful in students understanding and memory. Then with the limitation of the use of mother language, the students will be studying in a good environment. The use of lively and vivid body language in English teaching can fully arouse the students study interest and joining enthusiasm. More importantly, the whole teaching process will become the communication activities of language in the scenes with the true teaching contents. At the same time, when the students suffer setbacks and become disappointed, when the students make mistakes because they are self-willed and troublesome, when the students lack confidence in themselves because of their sense of inferiority and timid, and when they make progress through their hardworking, if teachers can use different body language properly or use their eyesight to give some hints to them, or use mo vements to assist and establish a special emotion and atmosphere to go on an exchange from heart to heart, then the students will appreciate it. At that time, they will achieve the best teaching effect in classes. From all the above, we find that body language plays a positive role in the English teaching. Body language has strong characteristics in images and informative functions. It can make the abstract things become specific. In brief, English subjects are not like other subjects. English subjects have not an atmosphere, so teachers teachers should do their best to reduce their use of Chinese (local/mother tongue) in classes. Then body language will become the main medium through which teachers and students communication with each other. The influences of teachers body language on the students are reflected not only by establishing a good example, but also by shortening the teacher-student estrangement by which a more harmonious studying atmosphere is created. In the English teaching, body language needs to be used frequently so as to improve the teaching effect and the students ability. In conclusion, practice makes perfect. Learning English needs practice. The 45 minutes in class is very precious and should be cherished during which the students should practice as much as possible. To make the full use of the limited time, teachers are required to adopt some effective methods. At the same time, the recent educational reforms, the students present level and the practical situation like their limitation of vocabulary requires teachers to simplify their teaching language with the help of facial expressions, eyesight, body movements, namely body language. The use of body language can not only attract the students attention, but also deepen their impression and imagination. The use of body language is completely up to the standard of audio-visual teaching principle, so teachers should try to teach in English from the beginning to the end, together with the corresponding body language. Therefore, we should realize the necessity and importance of using proper and vivid bo dy language in teaching English. So teachers should use body language in school English teaching and try their best to use it in classes. In the end, the students ability of English will be certainly and greatly improved.

Personal Narrative: My Experience in College Prep II Writing Essay

For the entirety of my undergraduate career I had the distinct ability to successfully write research papers, critical essays and journal entries. On the whole I feel that my writing was successful due to the fact that I received excellent grades as well as glowing comments of support from my professors. Please understand that I am not boasting about my grade point average, class rank or even attempting to claim that I am a good writer. However, I do feel confident in my abilities to write papers that speak directly to the question at hand while simultaneously addressing, although not necessarily adhering to, the professor’s point of interest. I must credit much of my success as an undergraduate to Mr. M of the High School English Department. My outlook on academic writing was drastically altered during the fall of 1997 with the help of Mr. M and a writing course entitled College Prep II. Any High School Senior who wishes to matriculate at a four-year college or university can enroll in College Prep II. The purpose of the course, as if it weren’t obvious from the title, is to adequately prepare outgoing seniors to write effective research papers and essays at the college level. Before I delve into the specifics of the course itself, I must briefly acquaint you with the quirky Irishman mentioned above. Mr. M came across as the type of wise old Irishman you might run into in a quaint pub and spend hours sipping Guinness, telling jokes and exchanging personal experiences with. Perhaps the reason why College Prep II became such a welcomed challenge for my classmates and I had something to do with the high level of respect Mr. M showed us. Although we were nothing more than scared, immature high school seniors, he talked to us as if... ...ard sentence structure or maybe even a few contradictory ideas would take our paper from a B+ to a C-. However, no one knew that Mr. M was not grading us solely upon our final draft, but on our ability to embrace writing as a continuous process where there is always room for improvement. Whatever the case, the methods Mr. M taught carried me through four years of college writing with relative ease, yet I never realized that I was adhering to his school of writing until I began to ponder this writing assignment. He did an excellent job emphasizing the technical structure of the process, while focusing intently on the personal or humanistic side to writing. Will my outlook on writing change during my future as a graduate student, straying from the ways of Mr. M? Probably, but I think a part of that process will always be in the back of my head, for better or for worse.

A Contemporary Leader

What characterizes a good leader? Should he be understanding, considerate, and open-minded? Or should he be imposing, forceful, and coercive in order to get things done?Different people have different perceptions of what a good contemporary leader should be. Despite all these differences, one thing remain certain – good leaders possesses a great deal of power in order for him to properly lead. This is not necessarily the physical power, but a conglomeration of different types of power. If a leader has these, then there is a great possibility of him being a good leader.Why do we need Power?But why is it necessary for a leader to have power? Power is basically the ability to get what you want, regardless of who is benefitted – you or the greater many. With the proper use of power, a good leader can propel his country or the group of people he represents, towards development.Power could bring about change, including success in various aspects wherein power is truly applica ble. It could lead to economic growth, social development, improvement of the living conditions of the people, and more. Power could also be used to influence what others think, again for the benefit of the leader or the group he leads. Power is said to be at the heart of all techniques of changing minds.Power use, or abuse?However, the use of this power could also be misappropriated. Power abuse is common for the leaders who are given the chance to hold so much power. This is when they use these powers to influence other people and use it for their benefit.This is also true when they haphazardly use their powers without thinking of the consequences, like the damages it would do to other people. Their only concern is to exercise the power that they possess, and they will yield to nothing but their own destruction.The powers of a United States President.One of the most controversial leader that we know of today is the United States President George W. Bush. He is a concrete example o f a leader in power, where he derives that power, and how he uses it (Kristol & Schmitt, 2005).Controversies surfaced when he waged his war against terrorism, wherein he forcefully intervened in various affairs in the Middle East. His calls for war against the terrorist were dubbed by others as an expression of his hunger for power. Many people disagree with his decisions to further continue the war despite many lives being lost and many innocent people being involved.In order to fully understand his capacity as a leader, it is important to analyze the power that he has now. We have to look at the source of his power and afterwards classify it according French and Raven’s description of power. This is the most common description of power, and is further divided into five different forms. These are coercive power, reward power, legitimate power, referent power, and expert power (Changingminds.org, 2007).The power of CoercionThe President’s power is vested to him as defi ned by the Constitution of the United States of America. George W. Bush, being the forty third President of the United States of America, holds his Office as the country’s leader during the Term of four years (Durland, 1996). One of the primary powers of an elected president is his command over the country’s fire power.George W. Bush is given the title of being the Commander in Chief of the Army and Navy of the United States, as well as the Militia of the several States, if they’re called into actual Service of the U.S. government (Milbank, 2001). This is one of the main aspects which raised the concern of many Americans.George W. Bush is abusing his power as the Commander in Chief of the country’s military powers. It is as if George W. Bush is using the military as pawns in his own war against terrorism or the Middle East.

Report on Web Programming

INTRODUCTION TO HTML What is HTML? The explosive growth of the World Wide Web is relatively unprecedented, although it resembles the desktop publishing revolution of the early and mid-1980s. As personal computers became more common in homes and offices, people began to learn to use them for document creation and page layout. Although early word processing programs were not terribly intuitive and often required memorizing bizarre codes, people still picked them up fairly easily and managed to create their own in-house publications.Suddenly, the same kind of growth is being seen as folks rush to create and publish pages of a different sort. To do this, they need to learn to use something called the Hypertext Mark-up Language (HTML). HTML at a Crossroads HTML and the World Wide Web in general are currently in a stage of development similar to that of the desktop publishing revolution. Still working to reach maturity as a standard, HTML is feeling the same growing pains that early word p rocessing programs did-as more users flock to HTML, there is a growing need to standardize it and make it less complex to implement.These days, word processors are much more intuitive than they were 15 years ago. There are fewer codes and special keystrokes required to get something done. The applications have matured to the point where most of the low-level formatting is kept hidden from the user of the application. At the same time, the printed page is now more completely mirrored on the computer screen, with accurately represented fonts, emphasis, line breaks, margins, and paragraph breaks. Although programs are quickly being developed to offer similar features for HTML development, these tend to be less than ideal solutions.Currently then, anyone who decides to learn HTML is going to have to know some codes, memorize some syntax, and develop pages for the World Wide Web without the benefit of seeing all the fonts, emphasis, and paragraph breaks beforehand. But anyone who has had any success with word processing programs of ten or 15 years ago (or desktop publishing programs as recently as five years ago) will have little or no trouble learning HTML. Ultimately, you'll see that HTML's basic structure makes a lot of sense for this emerging medium-the World Wide Web.And, as with most things computer-oriented, you'll find that once you've spent a few moments with it, HTML isn't nearly as difficult as you might have originally imagined. A Short HTML History HTML developed a few years ago as a subset of SGML (Standard Generalized Mark-up Language) which is a higher-level mark-up language that has long been a favorite of the Department of Defense. Like HTML, it describes formatting and hypertext links, and it defines different components of a document.HTML is definitely the simpler of the two, and although they are related, there are few browsers that support both. Because HTML was conceived for transmission over the Internet (in the form of Web pages), it is muc h simpler than SGML, which is more of an application-oriented document format. While it's true that many programs can load, edit, create, and save files in the SGML format (just as many programs can create and save programs in the Microsoft Word format), SGML is not exactly ideal for transmission across the Internet to many different types of computers, users, and browser applications.HTML is more suited to this task. Designed with these considerations in mind, HTML lets you, the designer, create pages that you are reasonably sure can be read by the entire population of the Web. Even users who are unable to view your graphics, for instance, can experience the bulk of what you're communicating if you design your HTML pages properly. At the same time, HTML is a simple enough format (at least currently) that typical computer users can generate HTML documents without the benefit of a special application.Creating a WordPerfect-format document would be rather difficult by hand (including all of the required text size, fonts, page breaks, columns, margins, and other information), even if it weren't a â€Å"proprietary†-that is, nonpublic-document format. HTML is a public standard, and simple enough that you can get through a book like this one and have a very strong ability to create HTML documents from scratch. This simplicity is part of a trade-off, as HTML-format documents don't offer nearly the precision of control or depth of formatting options that a WordPerfect- or Adobe PageMaker-formatted document would. Marking Up TextThe most basic element of any HTML page (and, therefore, any page on the Web) is ASCII text. In fact, although it's slightly bad form, a single paragraph of regular text-generated in a text editor and saved as a text file-can be displayed in a Web browser with no additional codes or markings An example of this might simply be: Remember that HTML-formatted documents aren't that far removed from documents created by a word processing prog ram, which are also basically text. Marking up text, then, simply means you add certain commands, or tags, to your document in order to tell a Web browser how you want the document displayed.One of the most basic uses for HTML tags is to tell a browser that you want certain text to be emphasized on the page. The HTML document standard allows for a couple of different types of emphasis including explicit formatting, where you choose to make something italic as opposed to bold, or implicit formatting, where it's up to the browser to decide how to format the emphasized text. Using part of the example above, then, an HTML tag used for emphasis might look something like this: Welcome to my home on the World Wide Web.In this example, and are HTML tags that tell the Web browser which text (in this example, my home) is to be emphasized when displayed. The browser isn't just displaying regular text; it has also taken into account the way you want the text to be displayed according to the HTM L tags you've added. Tags are a lot like margin notes you might make with a red pen when editing or correcting term papers or corporate reports. After you've entered the basic text in a Web document, you add HTML mark-up elements to tell the browser how you want things organized and displayed on the page.In most word processing documents, the â€Å"mark up† that describes the emphasis and organization of text is hidden from the user. HTML, however, is a little more primitive than that, as it allows you to manually enter your text mark-up tags to determine how the text will appear. You can't do this with an MS Word document, but, then again, MS Word documents aren't the standard for all Web pages and browsers on the Internet! The World Wide Web and Web Servers Probably the most important thing to remember about the World Wide Web and the Internet in general is that they are global in scale and often a very cooperative venture.Information on the Web tends to be distributed arou nd the world, and it's just as easy for you to access a site in New Zealand or Japan as it is to access Web information in your own state. The basic reason for learning HTML is to create pages for the World Wide Web. Before you start, though, you'll want to know a little about how this whole process works. We'll begin by taking a look at Web browsing programs, then we'll talk about how the World Wide Web works, and we'll discuss some of the terms associated with surfing the Web.Finally, we'll round out the discussion by talking about the Internet in general and the different services available on the Internet and how they interact with the Web. What's the World Wide Web? The World Wide Web is an Internet service, based on a common set of protocols, which allows a particularly configured server computer to distribute documents across the Internet in a standard way. This Web standard allows programs on many different computer platforms (such as UNIX, Windows 95, and the Mac OS) to pro perly format and display the information served.These programs are called Web browsers. The Web is fairly unique among Internet services (which include Internet e-mail, Gopher, and FTP) in that its protocols allow for the Web server to send information of many different types (text, sound, graphics), as well as offer access to those other Internet services. Most Web browsers are just as capable of displaying UseNet newsgroup messages and Gopher sites as they are able to display Web pages written in HTML. This flexibility is part of what has fueled the success and popularity of the Web.Not only do the Web protocols allow more interactive, multimedia presentations of information, but the typical Web browser can also offer its user access to other Internet resources, making a Web browser perhaps a user's most valuable Internet application. The World Wide Web is the youngest and most unique of the Internet services. Its protocols allow it to transmit both text and multimedia file format s to users, while also enabling Web browsers to access other Internet services. The Web is based on a concept called hypertext, which means that text within the paragraphs on a Web page is designed to act as links to other Web pages.There is no hierarchy on the Web, which is only loosely organized by this system of links. Other services that can be accessed via the Web include Gopher, WAIS, UseNet, e-mail, and FTP. Each of these older Internet services has its own scheme for formulating addresses. Most of these services require a server computer of some sort to allow Internet applications to access their information. These server computers have specific addresses on the Web which you need to know in order to contact them. The World Wide Web is the youngest and most unique of the Internet services.Its protocols allow it to transmit both text and multimedia file formats to users, while also enabling Web browsers to access other Internet services. The Web is based on a concept called h ypertext, which means that text within the paragraphs on a Web page is designed to act as links to other Web pages. There is no hierarchy on the Web, which is only loosely organized by this system of links. Other services that can be accessed via the Web include Gopher, WAIS, UseNet, e-mail, and FTP. Each of these older Internet services has its own scheme for formulating addresses.Most of these services require a server computer of some sort to allow Internet applications to access their information. These server computers have specific addresses on the Web which you need to know in order to contact them. Creating Basic HTML Documents It is important to realize that an HTML document must be built on a very specific framework. This framework, in its simplest form, consists of three sets of matched container tags. A tag is a simple markup element, and always takes the form . A container is a pair of HTML tags of the form . You can think of the element as turning something on, while t he turns that same thing off.For example, consider this line of HTML: This is in Italics. But this isn't. The first HTML tag, , turns on italics. The second tag, , turns them off. When displayed on-screen, this line of text would look like this: This is in Italics. But this isn't. The tags themselves don't appear on-screen. They just tell the browser program how to display the elements they contain. The simplest possible HTML document is given in Listing 4. 1. The entire document is enclosed in the container tags. The first part of the document is encapsulated in the container, which itself contains a container.Finally, the body of the page is contained in a container. The Simplest HTML Document A Very Basic HTML Document My name is Ogbonnaya Stephen Success. The most fundamental of all the tags used to create an HTML document is, not surprisingly, the tag. This tag should be the first item in your document and the corresponding end tag, , should be the last. Together, these tags in dicate that the material contained between them represents a single HTML document (refer to Listing 4. 1). This is important because an HTML document is a plain text ASCII file.Without these tags, a browser or other program isn't able to identify the document format and interpret it correctly. Brief Introduction to PHP What is PHP? PHP stands for PHP: Hypertext Preprocessor PHP is a server-side scripting language, like ASP PHP scripts are executed on the server PHP supports many databases (MySQL, Informix, Oracle, Sybase, Solid, PostgreSQL, Generic ODBC, etc. ) PHP is an open source software PHP is free to download and use Basic Requirements in Working with PHP Notepad++ Xampp server Web Browser 2. 5. 2 SOFTWARE DEVELOPMENT TOOL NOTEPAD++; Notepad++ is a text editor and source code editor for Windows.Fig 2. 5. 2a Screen shot on Notepad++ XAMPP; is a free and open source cross-platform web server solution stack package, consisting mainly of the Apache HTTP Server, MySQL database, and interpreters for scripts written in the PHP and Perl programming languages. X (meaning cross-platform) Apache HTTP Server MySQL PHP Perl The program acts as a free web server capable of serving dynamic pages. XAMPP is available for Microsoft Windows, Linux, Solaris, and Mac OS X, and is mainly used for web development projects. This software is useful while you are creating dynamic webpages using programming languages like PHP, JSP, Servlets.Uses Officially, XAMPP's designers intended it for use only as a development tool, to allow website designers and programmers to test their work on their own computers without any access to the Internet. To make this as easy as possible, many important security features are disabled by default. In practice, however, XAMPP is sometimes used to actually serve web pages on the World Wide Web. A special tool is provided to password-protect the most important parts of the package. XAMPP also provides support for creating and manipulating databases i n MySQL and SQLite among others.Fig 2. 5. 2b XAMPP control Panel Application 2. 5. 3 Basic PHP Syntax A PHP scripting block always starts with . A PHP scripting block can be placed anywhere in the document. A PHP file normally contains HTML tags, just like an HTML file, and some PHP scripting code. Below, is an example of a simple PHP script which sends the text â€Å"Hello World† to the browser: Fig 2. 5. 2 A simple program in PHP using notepad++ The output of this will be gotten by making sure that my xampp server is running and putting in the right address in my web browser. Fig 2. 5. b showing webpage output displaying â€Å"Hello World†. Each code line in PHP must end with a semicolon. The semicolon is a separator and is used to distinguish one set of instructions from another. There are two basic statements to output text with PHP: echo and print. In the example above we have used the echo statement to output the text â€Å"Hello World†. 2. 5. 3 Comments i n PHP In PHP, we use // to make a single-line comment or /* and */ to make a large comment block. Below is a simple program showing single comment line and multiple comment line Fig 2. 5. showing comment line Below is a simple PHP code on PHONEBOOK. This program is able to Add and Delete Name and Phone number in a Phonebook. Fig 2. 5. 4 Output for Adding Data in a Phone Book. From the Output above adding contact name and Phone number, saves the data into the Phone book. While deleting contact also deletes Name and Phone Number in the Phone book. Fig 2. 5. 5; Output after adding Contact Name and Phone number in a Phonebook. The code shown below is a Code Behind file for the sample Phone Book Application that was developed using PHP/MYSQL. Code Behind File

Pierre Bourdieu Biography and His Work

Pierre Bourdieu Biography and His Work Pierre Bourdieu was a renowned sociologist and public intellectual who made significant contributions to  general sociological theory, theorizing the link between education and culture, and research into the intersections of taste, class, and education. He is well known for pioneering such terms as symbolic violence, cultural capital, and habitus. His book  Distinction: A Social Critique of the Judgment of Taste  is the most cited sociology text in recent decades. Biography Bourdieu was born August 1, 1930, in Denguin, France, and died in Paris on January 23, 2002. He grew up in a small village in the south of France and attended a public high school nearby before moving to Paris to attend  the Lycà ©e Louis-le-Grand. Following that, Bourdieu studied philosophy at the École Normale Supà ©rieure- also in Paris. Career and Later Life Upon graduation, Bourdieu taught philosophy at the high school of Moulins, a small town in mid-central France, before serving in the French army in Algeria, then taking a post as lecturer in Algiers in 1958. Bourdieu conducted ethnographic research  while the Algerian War continued. He studied the conflict via the Kabyle people, and the results of this study were published in Bourdieus first book, Sociologie de LAlgerie (The Sociology of  Algeria). Following his time in Algiers, Bourdieu returned to Paris in 1960. Shortly after he commenced teaching at the University of Lille, where he worked until 1964. It was at this time that Bourdieu became Director of Studies at the École des Hautes Études en Sciences Sociales and founded the Center for European Sociology. In 1975 Bourdieu helped found the interdisciplinary journal Actes de la Recherche en Sciences Sociales, which he shepherded until his death. Through this journal, Bourdieu sought to denationalize social science, to break down the preconceived notions of ordinary and scholarly common sense, and to break out of established forms of scientiï ¬ c communication by commingling analysis, raw data, ï ¬ eld documents, and pictorial illustrations. Indeed, the motto for this journal was to display and to demonstrate. Bourdieu received many honors and awards in his life, including Mà ©daille dOr du Centre National de la Recherche Scientifique in 1993;  the Goffman Prize from the University of California, Berkeley in 1996; and in 2001, the Huxley Medal of the Royal Anthropological Institute. Influences Bourdieus work was influenced by founders of sociology, including Max Weber, Karl Marx, and Émile Durkheim, as well as by other scholars from the disciplines of anthropology and philosophy. Major Publications The School as a Conservative Force (1966)Outline of a Theory of Practice (1977)Reproduction in Education, Society, and Culture (1977)Distinction: A Social Critique of the Judgment of Taste (1984)Forms of Capital (1986)Language and Symbolic Power  (1991)

Research Essay Sample on The Last Lecture Paper

Research Essay Sample on The Last Lecture Paper Essay Example The last lecture was made on September 18, 2007 by Randy Pausch a computer science professor who stepped in front of an audience of about 400 people to deliver a last lecture called Really Achieving Your Childhood Dreams at Carnegie Mellon University. As he made the lecture, he used slides of his CT scans that beamed out to the audience and told his audience about the cancer that was devouring his pancreas. The cancer he said would claim his life in a matter of months but on the stage that day, Randy appeared youthful and energetic and above all knowledgeable. He seemed invincible to the audience but this was a brief moment, as he himself acknowledged during the lecture. The last lecture became a phenomenon, as it was based on the same principles of celebrating the dreams we all strive to make realities. The speech that Randy Pausch delivered was one-of-a-kind since it made the world stop and pay attention and this was possible because in the cause of the lecture, Pausch was upbeat and humorous. He alternated between wisecracks, insights on computer science and engineering education (Randy). He offered inspirational life lessons followed up by actions such as performing push-ups on stage. This makes the listener wonder and be encouraged of the fact that despite Pausch knowing that he is going to die and he is in his final hours of life, he is still jovial. It was a way to explicitly encourage listeners on how to carry on with life despite knowing that we will die later on. On the other hand, his book advises individuals on building multi-disciplinary collaborations, working in groups and good interaction with other people. Pausch expresses a five star attitude because despite being diagnosed with terminal cancer, he explains that it is just an engineering problem. He notes that he had only 3-6 months to live and with it he has three small children who would never know him. The book draws peoples emotion without the inclusion of paralinguistic features and can at times subject them to subjective opinions. The lecture he gave helps people know how to live your life as if you were dying, an irony he put out well. He avoids showing deeper emotions in such a way that it made the lecture a celebration of his life. We are made to know what to do when life throws brick walls on our way. He said that we have a choice which is, to stop or go around the bricks. We are supposed to play out our cards to get dealt instead of bitching about them. This is explained in details in the book as compared to the lecture he gave. The deeper explanation encourages one to go around the bricks than stopping. On the other hand the lecture in explaining obstacles, expresses death with an example about President Cohen, who having realised Pausch was going to do this talk, said to him that he should introduce a concept about having fun (Randy). He explains that just like a fish talking about the importance of water he also did know how to have fun despite waiting for his death. He explains that he is going to con tinue to have every day he is left with because theres no other way to play it. In the book, Mr. Pausch says to us that "The brick walls are there for a reason, they are not there to keep us out, but the brink walls are there to give us a chance to know how badly we want something (Pausch and Jeffrey, 51). We always find out that a lot of people want some shortcut in life but through reading the book, there is a candid explanation that shows that the best shortcut is the long way, this boils down to two words as hard work. It explains that if only we could stop taking a shortcut and work a little harder then we can have a better life. The reference to the brick wall has been made several times to remind us that it is so true. The only way to live with the obstacles is that as he says, "Time is all you have. And you may find one day that you have less than you think (Pausch and Jeffrey, 111). This is a major realization in anyones life since many people think that they have so much time, but it slides by so quickly. We should take the time to do the things we wan t and never put them off since "Luck is indeed where preparation meets opportunity" (Pausch and Jeffrey, 119) we should always be prepared. The lecture has a positive voice, making it interesting and helpful. Knowing that you are going to die can be at times devastating because any news about an ill heath that would shorten life can be quite disturbing. To add on it one is left hopeless to find that even the doctors cannot do anything to help. On the contrary, Pausch experiences and the last lecture he gave were made up of true and touching incidences which help live positive or find something that will help us want to be a better person. There are some bits of wisdom that can be carried and copied into our lives. Despite involving oneself in the emotional moments, we are also forced to laugh several times too. The lecture touches anyone who has had their life touched by cancer, it benefit all from the optimism Mr. Pausch has because of the seriousness of the issues at hand. The optimism in the current negative world is very uplifting. In contrast it is from the book that we are able to understand that experience is what we get when we dont get what you want in life. We are made aware of this when Mr. Pausch was describing the strength and love he had for his wife, Jai. He says that she is the one who will be left to raise the three children to preschool-age (Pausch and Jeffrey, 130). As a matter of encouragement to the readers, he talked about how his cancer diagnosis had encouraged him and given him the time to have open and vital conversations with his wife. This he says would not have been possible if he still had a lot of time to live. Through all the encouragement he gave her, I believe made he cope with the fact and as he says, she was coping and was doing it without the attention and even adulation that surrounded the last days of his life. This cannot be so in the daily life of an individual surrounded by such obstacles. In this situation, weak individuals would have circum to sever stress or any other dis ease that would come as an emotional outburst. The reality and power expressed in the book, gives us a lot to think about in what we want to prioritize in our lives. It directs what we might say to the people we love when we know that we are going to leave them behind. It arouses the desire to want to kiss your friends or your parents and call relatives too because he sums that "All you have is what you bring with you" (Pausch and Jeffrey, 159). Finally, to enable the message reach the audience, we are able to see that throughout the lecture, professor Pausch remained very upbeat, he was charismatic and the nerdy persona he displayed was infectious. Fro the book, as we read, we cant help but we consider and ponder what we would when faced with such circumstances if we know we have only months to live. With good communication and savvy and personality, he avoids very reserved, sombre tone for this speech since it would treat every word as if it were a matter of life or death. This method would have drawn more attention to his condition rather than the core message and that is why everyone who listens to the message is left with the desire to change. Even though he was being personal to some extend and the entire speech having a content with personal lessons learned through life illuminated through personal stories, Randy had a way to tell the stories while still creating some distance and remaining somewhat clinical (Randy).

Do physical exercises with satisfaction

Do physical exercises with satisfaction 15 Exercises which will help every student stay healthy A lot of students just forget about their physical health, doing their regular reading and essays writing. It can influence your academic performance in a bad way. Sometimes, it is very important to put all your things away and just exercise to feel better and healthier. There are a lot of useful exercises, which are very easy for you to do in order to stay energetic. And you even shouldn`t have any special equipment to do the following exercises. Supine Pelvic Tilts This is the advanced crunch, which aims at the whole core region. Lie on your back with your knees bent. Your arms should be out to your sides and palms should be faced up.   Exhale and press your low back into the floor, using your abdominal muscles. Hold this position for some time. Inhale and create the arch in your low back. Don`t lift your hips. Return to your starting position after holding this position briefly. Side Plank with Bent Knee Lie on your right side with your legs stacked one upon the other and your knees bent. The right elbow should be bent under your shoulder. Raise your torso, engaging your abdominal muscles. Return to your starting position. Repeat this exercise on the other side. Side Lying Hip Adduction Lie on your side on a mat with your feet stacked in neutral position and with your legs lengthened straight away from your body. Your shoulders and hips should be aligned vertically to the floor. Place your upper arm on your upper hip and your lower arm under your head for support. Bring your lower leg forward until it lies in front of your upper leg. Exhale and raise your lower leg off the floor. Don`t raise the leg too high. Don`t allow the hips to roll back and forward. Raise the leg until you feel tension develop in your low back or your hips begin to tilt. Inhale and return to your starting position. Repeat such moves with the opposite leg. Squat Jumps Stand with your arms by your sides and your feet hip-width apart. Shift your hips back and down. Lower yourself until your heels about to lift off the floor. Keep your head directly facing forward. Make some jumping movements. Land quietly and softly on the mid-foot. Your head should be aligned with your spine. Keep your core muscles engaged in order to protect your spine. Contralateral Limb Raises This exercise is excellent for your troubling upper body areas. Lie on your stomach with your legs outstretched behind you. Your arms should be out overhead with the palms facing each other. Exhale and float one arm a few inches off the floor. Hold such position for some time. Inhale and return to your starting position. Don`t make any moves in your hips or low back. Supermans Lie on your stomach with your legs outstretched behind you. Your arms should be out overhead with the palms facing each other. Reach both your legs away from torso and float both arms until they lift a few inches off the floor. Your head should to be aligned with your spine. Inhale and return to your starting position. Don`t make any moves in your hips or low back. Glute Bridge This is an excellent entry exercise to the power of controlled and slow movements. Lie on your back in a bent-knee position. Your feet should be flat on the floor. Put your feet hip-width apart. Lift your hips up off the floor. Your abdominals should be engaged. Inhale and lower yourself back to the starting position. Side Lunge Stand with your feet parallel, hip-width apart. Keep your head over your shoulder. Your hands should be in the comfortable position. Shift your weight onto your heels. Inhale, step to the right and shift your weight toward the right foot. Exhale and push off with your right side in order to return to the starting position. Repeat the same movement for the opposite side. Standing Calf Raises – Wall It is a great area to improve your shins. Stand near the wall with your toes facing forward and feet hip-width apart. Place your hands on the wall in order to support your balance. Rise up to your toes and hold such position for some time. Inhale and lower your heels back to the floor. Side Plank with Straight Leg It is very important not to forget to breathe on this exercise. Lie on your right side with your left leg stacked on top of the right. Your right elbow should be positioned under your shoulder.   Lift your knees and hips off the floor. Your abdominals should be engaged in order to brace your spine. Return to the starting position. Repeat the exercise on the other side. Cobra This exercise will help you to get ready for your busy day. Lie on your stomach with your hands positioned under your shoulders. Your legs should be straight. Press your hips into the floor. Curl the chest away from the floor and lengthen the torso. Keep your shoulders rolling down and back. Lower your upper body beck to the floor. You should stop the exercise immediately if you feel the pain in the low back. Downward – facing Dog The controlled and slow movement is very important for this exercise. Come to an all-fours position on the floor.   Your hands should be under your shoulders. Engage your abdominals to support the spine. Rise up your hips. Press your heels toward the floor. Don`t lift your head.   Reach the heels toward the floor. Inhale and return your body to the starting position. Front Plank Lie on the stomach and put the elbows close to your sides. Flex the ankles and straighten your legs. Lift your thighs and torso off the floor. Keep your abdominal muscles strong. Don`t forget to breathe. Hold such position for at least 5 seconds. Lower your body back towards the floor in order to return to the starting position. Push-up This is the good old exercise. Come to a knees and hands position. Your hands should be under the shoulders. Bring yourself to the plank position. Keep the abdominals engaged. Bend the elbows, lowering your body toward the floor. Don`t allow your chin and chest to touch the floor. Press upward through your arms and straighten the elbows. Forward Lunge with Arm Drivers   This advanced exercise hits some core areas. Stand with your arms raised in front to shoulder height, feet together, and arms raised. Lift one foot off the floor, balancing on the standing leg. Hold this position for some time, before making a step forward. Then, shift your body weight to the front foot. Lower your body your front thigh becomes parallel with the floor. Your hands should reach to the point below your front knee. Keep your elbows straight and back flat. In order to return to your starting position, push off with your front leg.

Accident investigation Essay Example | Topics and Well Written Essays - 250 words - 1

Accident investigation - Essay Example Furthermore, it acts to fulfil the legal framework and guidelines set aside by the Roads and Safety Department. Lastly, it act to prevent any blame via establishment of the causative agent of the accident, and therefore, mitigating it in case of any occurrence in future. In case of serious cases that my necessitate compensation, a final report is drawn out and forwarded to the insurance firms. The National Transportation Safety Board possess the mandate to conduct investigations to conducting all the civil aviation accidents. Additionally, they do control any release of hazardous materials in the environment in the course of transportation activities. The board has been accused of being quite hazy in implementation of its activities, hence leading to persistent occurrences of accidents. However, there is a need to intensify their investigation activities, both pre and post incident occurrences. The team should work together to prevent any occurrence of accidents by ensuring that no driver is intoxicated with alcohol and other drugs as they drive. The set policies such as speed limits, vehicles maintenance, roads, air, and rail maintenance should undergo regular checks and evaluations to ensure that they are up-to-date. Those caught with dangerous driving should receive heavy fines. Most significantly, the teams dealing with the causes of accident should be rich in skills, so that they may not assume even a single idea leading to the cause of the accident. Adoption of a strategic plan with number of accidents reduction should be in place. All these will aim at ensuring that NTSB remains reactive in the roles (Invest in Transportation,

Attend a meetong (zone,planning, etc) Essay Example | Topics and Well Written Essays - 750 words

Attend a meetong (zone,planning, etc) - Essay Example A Summary of the Meeting The meeting in point was held on September 24, 2013 and was formal and regular (not convened because of an emergency) in nature. The meeting was also a response to the need to replenish Pequannock Township’s reputation as the oldest Township in the United States, having been founded in 1695. It had been left tentatively in the previous meeting that equipping the town for disaster response, replenishing the city’s infrastructure and socio-cultural heritage. The Pequannock Township Mayor, the Deputy, clerk, Township historian and Township manager were the attendees, alongside me. Thus, the meeting was held with one single objective- improving and effecting the affairs of Pequannock Township, New Jersey as a way of strengthening the town’s reputation. The issues and problems that were raised include maintaining houses under the Planned Residential Development which was set in the early 1990s and alternatively known as the Glens; the maintena nce of Pequannock Township’s historic sites; generating more funds for running Pequannock Township more effectively; and strengthening Pequannock Township for emergency disaster response undertakings. ... Just as Colrick recommends, strengthening Pequannock Township for emergency disaster response undertakings would in turn involve using the initial sources of revenue and savings to raise funds for the same purpose. This would be followed up with educational programs that would be used as a tool to conscientize the public on disaster preparedness. The educational programs would involve the opening of community centers to target those above 18 years. Since it is most likely that high school students have not yet attained 18 years, resolutions were arrived at to integrate disaster management and preparedness to high school educational curriculum. Herein, Pequannock Township’s revenue will also go a long way in promoting disaster preparedness and emergency response, since it is robust enough; having been accrued from fees and levies exacted from utilities and enterprises such as stores, parking spaces and road levies (Colrick, 75). Personalities and Interests Represented At the Me eting The personalities and interests represented at the meeting are the Mayor of Pequannock Township, Richard Phelan, the deputy mayor, Melissa Florence-Lynch, the manager of Pequannock Township, David Hollberg, the town clerk, Jay Delaney, the Township historian, Ed Engelbart and other township officers such as Catherine Winterfield and Joel D. Vanderhoff. The extent of public discussion was far-reaching since the matters already mentioned as the main items to the meeting were to be thoroughly and exhaustively expounded on, and not be left tentatively. An Analysis Regarding Government and Politics at the Local Level in Pequannock NJ New Jersey According

Illicit Trafficking of All Types Research Paper

Illicit Trafficking of All Types - Research Paper Example The activities along these ports have attracted human traffickers, drug barons and even terrorists. Many South American illegal goods find their way in Africa through the ports in the Indian Ocean. This may be attributed to corruption and poor custom laws and regulations (Ploch, 2010). With the effects of the trafficking activities affecting many international countries the sensitivity of the matter has increased. In this paper I will focus on Kenya activities along the Kenyan coast. The paper will focus on human, drugs and weapon trafficking in Kenya. Additionally, it will focus on the effects of these activities in the country and the international community. The paper will have an insight on how the trafficking activities affect the United States. Kenya’s port city of Mombasa is one of the largest cities along the coast of the horn of Africa. Neighboring countries like Uganda and Rwanda use the port for export purposes since they are landlocked. This has made the port becom e the largest port in East Africa. This has attracted interests from many illegal stakeholders. First on focus is the issue of weapon trafficking. According to Shelly (2010) about 5,000 illegal firearms enter the country on an annual basis. These weapons find their way into the hands of interested people in the country. They are later sold at cheaper prices to pastoralist communities and other illegal gangs. In other instances, the firearms end up in other neighboring countries. Apart from the trafficking of firearms, explosive devices in Kenya are also on the increase. During this year, the country has had about seven explosive attacks in major cities. The explosives used in the scenes are said to have originated from a foreign country. Most firearms in Kenya are usually from the neighboring Somalia or destined to Somalia. Somalia is an unstable country, hence, traffickers find it an easier route to smuggle weapons to Kenya. Weapon trafficking in Kenya also involves top government officials. These powerful individuals are usually the masterminds of trafficking activities in the country. This hinders any investigative procedures from taking place. Weapon trafficking in Kenya has greatly affected the United States. In the year 1998 the US embassy was a main target in a terrorist attack in Nairobi. The terrorist attack was the worst attack experienced in the country. The Al- Qaeda group claimed responsibility for the attack and said it was aimed at destroying the US embassy. This was evidence that weapon trafficking in the country is a more complicated and strategized crime (Clinton, 2010). The United States government had to highly compensate the victims of the attack. Drug trafficking in Kenya has also been an emerging issue as far legality is concerned. Through its coastal town Mombasa, drugs enter the country from South American countries. Large consignments of drugs find their way to Kenya through various entry points. Entry points include border with neigh boring countries, through airports and majorly through the port of Mombasa. In the coastal city, many youths are now in rehabilitation centers after being exposed to drugs at a very young age. Many youths turn into small scale peddlers. They sell the drugs to school students and other young people. This has destroyed the young generation in Kenyan coastal region. Just like the weapon trafficking menace, powerful personalities are greatly involved in the smuggling of drugs into the country (Ploch, 2010). From the coastal

The compositions of Jelly Roll Morton 1923- 1941 Essay

The compositions of Jelly Roll Morton 1923- 1941 - Essay Example The compositions were original and contained many thematic structures. Examples of his popular compositions included â€Å"Wolverine Blues† and â€Å"Alabama Bound†. The characteristics of the musician’s individualistic styles also included an ensemble of melody, harmonic support, and rhythmic punctuations which all gave a sense collectively operating multiple elements. The collective style was the characteristic of most of the traditional jazz pieces in New Orleans. His composition was also influenced by â€Å"traditional usage of break†. This is a pause made before returning to the melodic part of a piece. His style was similar to barrelhouse. His style was unique, unlike other jazz pianists he used his right thumb to play the melody part of musical piece. He created harmony with other right hand fingers. This style produced an â€Å"out-of-tune† sound unlike other traditional pieces in New Orleans. His other unique individual stylistic characteri stics included the use of major and minor sixths in bass. With his unique characteristics, he claimed to be the innovator of jazz music. Morton was among the most talented composers in New Orleans. He improved the New Orleans Jazz by combining parts of his invented solos. He was an outstanding piano soloist. He had the ability to use the keyboard to create all the sounds in a band. He was also capable of moving rhythms regardless of the rigidity of ragtime to make them more flexible and exciting. His creative musical ideas were portrayed in his compositions.

Heidegger Being and Time Essay Example | Topics and Well Written Essays - 3000 words

Heidegger Being and Time - Essay Example Going by the introduction by George Steiner to the luminous thoughts of Martin Heidegger, it looks certain that Steiner is willing to run the marathon race and he immensely enjoys it. He is not an ordinary critic. The issue with the ordinary critics is that the moment they do not comprehend the writings of an author, such thoughts are labeled as controversial. Didn’t the fox, after abandoning the efforts, say that the grapes were sour, when it could not reach out to the dangling, juicy bunches? The experience-level mind doesn’t move on the beaten track. It takes up unexpected and amazing unchartered paths. The thought-process emanates from the original impulse. Their convictions are undoubted; their explanations borders devotion. They are not available for second-opinions or for revisions. Their ‘first manuscript’ is the ‘final manuscript’. The problem with the specialists is they go on analyzing the leaf to such an extent (its size, shape, col or etc), that they forget that the root is the original cause of leaf! Or even further—Mother Earth is the original cause†¦or even further on and on†¦ No written sentences and paragraphs can arrest the spirit. The spirit by itself is the arresting as well as the freeing authority. So, to say ’eureka’ one should be able to grasp the true nature of the spirit. Once a difficult problem of mathematics is solved, the steps look so simple...Yes, only when it is solved! Before that how many times the climber has slipped from the steps of the ladder? Is it the fault of the ladder? Nobody will ever get to the bottom of the Being (this vast ocean is bottomless) It is impossible to define it, but the process of trying to know it, is rich and rewarding. At every step of the progress, one feels that the effort is worthwhile. Let me repeat, one’s reward is in the process of trying to know it! The problem for a lay reader is to understand Heidegger’s language. George

Criminology Theory Essay Example | Topics and Well Written Essays - 1000 words - 1

Criminology Theory - Essay Example In this movie, the views and characters of Derek are shaped by his neo-nazism beliefs. Derek is recruited into this group by Cameron Alexander, the neo-nazi leader. Alexander appoints him as the leader of the Caucasian kids. His role was to lead them against the Hispanic and the Black kids. Their attitude against them was shaped by the belief that these kids they lost their freedom and destiny to these people of different race. The Hispanics and the blacks were foreigners whose main aim was to exploit the resources of United States of America. On this basis therefore, Derek joined the group of the skinheads because of inequality in resource allocations, and he adapted their violent methods of agitating for their rights. The movie shows this by when he led a group of skinheads to destroy a Korean canteen. However, while in prison, Derek changes his ways of view. This is because he came to learn that there was a need of collaborating with each other, irrespective of race to survive. This is because of the inter-racial commerce that was pre-dominant in the prisons. The violent behaviors that Derek had were as a result of his failure of self-control, because he had already subdued the thieves, and he was not facing any threat. For instance, ordering the thief to open his mouth and busting his head with a bullet was a very cruel method of killing an individual. He could also control the manner in which he made his speech that had an effect of causing a violent mass action by the skin heads. The tone of his voice was harsh, and his words were full of incite. On this note, had Derek used some soft words, the riot that came as a result of the speech could not occur. It was possible for Derek to refuse the offer by Alexander, because he was not forced into joining the group. On this basis therefore, the behavior of Derek came as a result of his inability to control

Heidegger Being and Time Essay Example | Topics and Well Written Essays - 3000 words

Heidegger Being and Time - Essay Example Going by the introduction by George Steiner to the luminous thoughts of Martin Heidegger, it looks certain that Steiner is willing to run the marathon race and he immensely enjoys it. He is not an ordinary critic. The issue with the ordinary critics is that the moment they do not comprehend the writings of an author, such thoughts are labeled as controversial. Didn’t the fox, after abandoning the efforts, say that the grapes were sour, when it could not reach out to the dangling, juicy bunches? The experience-level mind doesn’t move on the beaten track. It takes up unexpected and amazing unchartered paths. The thought-process emanates from the original impulse. Their convictions are undoubted; their explanations borders devotion. They are not available for second-opinions or for revisions. Their ‘first manuscript’ is the ‘final manuscript’. The problem with the specialists is they go on analyzing the leaf to such an extent (its size, shape, col or etc), that they forget that the root is the original cause of leaf! Or even further—Mother Earth is the original cause†¦or even further on and on†¦ No written sentences and paragraphs can arrest the spirit. The spirit by itself is the arresting as well as the freeing authority. So, to say ’eureka’ one should be able to grasp the true nature of the spirit. Once a difficult problem of mathematics is solved, the steps look so simple...Yes, only when it is solved! Before that how many times the climber has slipped from the steps of the ladder? Is it the fault of the ladder? Nobody will ever get to the bottom of the Being (this vast ocean is bottomless) It is impossible to define it, but the process of trying to know it, is rich and rewarding. At every step of the progress, one feels that the effort is worthwhile. Let me repeat, one’s reward is in the process of trying to know it! The problem for a lay reader is to understand Heidegger’s language. George

Opposition’s Viewpoint Essay Example for Free

Opposition’s Viewpoint Essay To parents and advocates who favor corporal punishment, the formula is simple: spank a child for doing something wrong and he will understand that he will get spanked if he does it again, hence he will not do it anymore. The aim of this paper is to address the theory, the logic, and the social justice of corporal punishment as a form of discipline on children by their parents in support of the stand that parents should under no circumstances administer corporal punishment to their children. The theory described at the beginning of this paper has its roots in behavioral psychology (Gendry 85). This theory is based upon recognition of stimulus and the subsequent action that the stimulus calls for (Gendry 86). While the effectiveness of this theory has been greatly supported by innumerable studies in psychology, what remains to be true is that this theory connects the subsequent action to the stimuli and not to the reason behind the stimuli. Simply put, when a parent physically scolds the child for doing something wrong, the child does not automatically understand why the act was wrong, he just understands that he got hurt from doing it and might get hurt again. This means that the punishment administered does not make the child learn the wrongness of the act. This is the limiting nature that the behavioral theory is encapsulated in. Hence, it becomes the fear of getting spanked that drives children to obey the rules that parents bring upon them, and not an understanding of the value of those rules (Dowshen et. al. 42). This initial argument regarding to the weakness of the theory that supports corporal punishment in terms of teaching the correct values trickles further to the discussion of the logic of corporal punishment. If we follow the logic that corporal punishment dictates, it connotes that the absence of the punishment means that absence of what makes the act wrong. Hence if the child grows up to a situation in which his parents cannot punish him anymore, he would no longer have any need to obey the rules. Since the development of a child to adulthood does tend towards separation and freedom from parental authority at some point in time, this shows that the logic behind corporal punishment naturally leads to a situation where the child no longer needs to follow the rules and is not left with any incentive to follow them. This clearly illustrates the ineffectiveness of authoritarian models of punishment as supported by Baumrind’s conclusion that the minimal or non use of corporal punishment in disciplining the child and instead raising the child â€Å"in a responsive and supportive parent-child relationship† (414) is the best way of instilling genuine discipline. Lastly, in examining the social justice in corporal punishment, we consider the position of the parent as guardian of the child. Being the child’s guardian gives the parent the responsibility to see to the child’s best interests, it does not under any pretext give the parent the right to subject the child to any harm. While there are those that argue that â€Å"tough love† cannot be considered as harm, they fail to understand the psychological dangers that parents who spank their children are unknowingly subjecting them to. For one, research as shown that the harshness of punishment given to children is directly related to the child’s inclination to use violent punishment on his own children when he grows up (Herzberger Tennen 317). Clearly, the formula does not work in both theory and logic in developing children to become disciplined citizens. What is worse is that it actually subjects children to risks that they should never have to face.

Veristic Roman Portraits

Veristic Roman Portraits Roman works of art, from both Republic and Empire, are deeply influenced by traditions and aesthetic elements of other cultures. Many art historians have interpreted that much of visual arts produced in ancient Rome are derivative of Classical and Hellenistic Greek styles. Other interpretations have shown that Roman art also draws on Etruscan and even Egyptian visual cultures. While such analyses are valid, it should be noted that Roman artists did not merely emulate the styles of earlier cultures, but they synthesized the diverse elements and manipulated them to create a uniquely Roman style. This distinctive and syncretic Roman attitude led to the emergence of verism in Roman Republican portraitures in the beginning of first century B.C.E. Veristic portaitures had striking individualistic features that showed human interiority. They demanded intellectual engagement of the viewers because Roman portraitures were a complex system of conventions that sought to convey a message. This p aper analyzes verism in Roman portraitures and discusses how a set of formal elements are dictated to serve a communicative purpose. Before embarking on our discussion of veristic Roman portraitures, we should first question what the definition of verism is. It is a term that describes hyperrealism that departs from idealizing tendencies. Veristic portraitures were popular during the Republican period, and they served to commemorate civil virtue. Veristic portraits emphasize individualistic and often unattractive features of the subject. They portray mature men, and marks of age were acutely depicted, such as wrinkles, moles, scars and other imperfections. The emphasis on seniority was highly placed because old men who have dedicated their lives to the civic good attained noble positions in public office. It is also because signs of aging skin, such as furrows and creases, were loyal souvenirs of having tolerated the psychological strains of a society at times of chaos and civil war. These were desirable characteristics of a civic ruler because they were associated with wisdom, responsibility, and loyalty to the s tate. Perhaps, the best way to define verism is by contrasting it with idealism, a style that is primarily associated with Hellenistic Greek period. Idealism is the opposite of verism, and it tends to idealize the subject by exaggerating the characteristics as it seeks to relate the subject to a divine figure. Although Romans borrowed the concept of portraiture from Greek Hellenistic art, Roman portraitures per se are visibly different from Greek portaits. In contrast to Roman tradition of depicting men in their later life, Hellenistic tradition leaned toward representing rulers as being youthful. This is primarily because youthful if not god-like images of kings free of any imperfections were the sources of admiration and adoration to the populace. A famous example is the marble portraiture of Alexander the Great (fig. 1). Alexander the Great (reigned 336-323 B.C.E.) wanted to immortalize his power by making a permanent visual image of himself. He commissioned artists, especially Lysippos, to sculpt his portraits out of marble, a medium probably chosen for its durability. The Marble Portrait of Alexander the Great is about 37 cm in height. It was created between 2nd-1st century B.C.E. during the Hellenistic period. It was believed to be found in Alexandria, the capital city of the Hellenistic dynasty. The portrait head has a curly hair that falls on both sides of the face. Its surface is very smooth and the softness of the skin is alm ost tangible. It has a slight hint of eyebrows, and its eyes are directed upwards and are intently gazing at something. It has a relatively sharp nose and its lips are depicted with precision. The curved lines of both the upper and lower lips are acutely portrayed. It has a smooth jaw line that makes an elegant U shape that is offset by a solid neck. Its head is slightly tilted upwards. Overall, the sculptor depicted Alexander the Great as a youthful king without any physical blemishes. Unlike Roman Republican sculptors who were veristic in style and were humble in depicting the subject, the Hellenistic sculptor glorified and idealized the subject in an attempt to liken the subject to a god. Arguably, one of the most noticeable differences between veristic works and works of other styles are their treatment of the subject. Artists from different cultures employed different styles to communicate a distinct set of messages. The portraiture of Vespasian is a good example of a veristic style portraiture that conveyed a political message (fig. 2). It is a marble head of Vespasian, the Roman Emperor who ruled from 69 C.E to 78 C.E., who was also the founder of the Flavian dynasty. It was created between 69-79 C.E. during the Imperial Roman period, and came from Ostia, Italy. The sculptor clearly depicted Vespasian as an old man, with palpable signs of aging. The portrait head has a balding or a receding hairline, with wrinkles on the forehead. The eyebrows are meticulously carved with detail given to each individual strand of hair. The eyes have soft almond shapes with crows feet in the ends. There are marks of sagging under the eyes, and wrinkles are all over the face. The ti p of the nose is round and big, and its lips are very thin and are tightly closed. Further individualistic features are accurately recorded, such as Vespasians slightly protruding chin. Like the Hellenistic portrait head of Alexander the Great, this marble head also has a solid neck, although it is marked with deep wrinkles. Vespasian is represented as a man in his later life with unflattering marks that are clearly depicted rather than being fixed up and perfected. This is because Romans valued individualism over idealism, and departure from idealisitic qualities meant absence of pretense and deception. Vespasians veristic portrait is full of conventions that celebrate the humble, wise, and responsible characteristics of a well-qualified ruler. Borrowing the words from Nodelman, this veristic portrait is a system of signs that is carefully condensed into the image of a human face. Conceptually, Vespasians marble portrait head can be seen as a mosaic, in which desirable physical fea tures are juxtaposed and carefully fitted together to create an image of a noble ruler. The Primaporta Augustus departs from the veristic style, and falls back on the Hellenistic style of idealizing and perfecting tendencies. It is a 6 feet 8 inch tall marble statue depicting Augustus Caesar, the first emperor of the Roman Empire (fig. 3). It was created during early 1st century C.E., and it was found in the Villa of Livia at Prima Porta, Italy. Augustus (reigned 25 B.C.E. to 17 C.E.) deliberately avoided the veristic style that Republic so adored and celebrated, because the humble and honest manner of veristic portraiture would not effectively communicate the youthful energy of Augustus to the audience. Augustus did not want to be seen as a weak, aging man or as a ruthless dictator, but rather as a young and energetic emperor who is about to bring change to the Roman Empire at the time of unstability. The statue has a short, curly hair and its face is void of any marks; its skin is smooth and radiant. Its right arm is raised, which is a gesture of address. This gesture depicts Augustus as a powerful public figure who has the charisma to lead the public. The statue is wearing a battle dress that presents Augustus not only as a civic ruler but also as a military commander. It is standing in contapposto pose, in which the weight of the body is shifted to one foot while the relaxed other rests. The particular stance, short hair, and smooth face strongly evoke Polykleitos Doryphoros (fig. 4). Doryphoros is rendered in Classical Greek style and Augustus intentionally chose to echo the Classical style in a calculated attempt to portray himself as the conqueror. On the bottom of Augustus right leg is Cupid riding on a dolphin. The presence of Cupid, the son of Venus, is important because it serves both a functional and symbolic role. It functions to provide support to Augustus right leg, but also serves as a visual reminder of Augustus divine lineage. Lastly, Augustus is shown barefoot. This was done to link Augustus to a god. Ultimately, these various elements come into play to shape Primaporta Augustus as an effective political propaganda to send a message that Augustus rise to power will bring stability to the Empire at the time of civil war and chaos. The desire of both the commissioners and the sculptors to condense various meanings into a portrait is clearly reflected by the distinct styles and manners in which the subject is treated. Roman sculptors, as well as artists of other cultures, clearly had a range of styles to choose from, and they artfully, effectively and quite beautifully utilized the chosen styles to convey certain messages to the viewers. Through such efforts, portraits become a complex system of signs and symbols that form a language in which the history of a whole society can be read. A Hellenistic style with an idealizing tendency was chosen to glorify the subject and to demand imperial and divine exaltation from the populace. On the other hand, a Roman veristic style with emphasis on physical imperfections and marks of aging was chosen to denote a conscious departure from illusions and vanity. It was chosen either to gain public votes to win a noble position in a society or to reflect noble virtues of an empe ror, such as responsibility, wisdom, faithfulness, and selfless devotion. Ultimately, veristic Roman portraits were visual and symbolic expressions of the subjects interiority. Various conventions were orchestrated by motives to put across political messages. The portraits were not merely well crafted works of art to be passively enjoyed, but were montages of meanings to be actively interpreted. Both intellectual and psychological engagement of viewers were demanded to understand the messages that Roman artists so passionately celebrated.

The Voyage of the Dawn Treader by C.S. Lewis :: essays research papers

The Voyage of the Dawn Treader By: C.S. Lewis   Ã‚  Ã‚  Ã‚  Ã‚  There are three main characters in the story, Edmund, Lucy, and Eustace. Lucy and Edmund are brother and sister and Eustace is their cousin. Edmund is a young teenager, very smart and very kind. Lucy is in her mid teens as well, she is a very happy person. Lucy is always trying to help people with there problems.The setting is first the early 1900’s in England and then in Narnia the fictional world the story is based on.   Ã‚  Ã‚  Ã‚  Ã‚  The story begins with Edmund and Lucy sitting in there room talking about Narnia. Eustace is listening outside their door and comes in to make fun of them. There is a picture of a ship on the wall and as Eustace calls Narnia fake water begins coming into the room out of the picture. The next thing they know they are in the ocean and the ship is at there side. The ship is a group of Narnians sailing east looking for the seven lost lords of Narnia. Caspain the king of Narnia is leading the search group along with Ripecheep the leader of the talking mice.( In Narnia animals talk and walk around like humans) Edmund, Lucy, and Eustace since came into the world in the ocean they have to go along on the rescue mission. They come to an island and they had to find food and supplies. Eustace decided to go rest for awhile and finds a place up a hill. When he wakes from his nap there is a thick fog and he thinks he knows the way that he came from. He walks down into a valley and sees a pond and decides to take a drink. He sees a cave and decides to go in. Inside the cave there is gold, jewels, crowns, diamond, all kinds of treasure. He puts a bracelet on and while he was sitting in a pile of gold he fell back asleep. When he woke up his arm was very sores and noticed the band was now very tight. Eustace walked over to the pond to take a drink and see s the relexion of a dragon in the water. He had been turned to a dragon by taking the dragons gold. He is a dragon for a few days then Aslan(Aslan is the great emperor of Narnia) comes to visit him and changes him back.

Volleyball Essay -- essays research papers

Volleyball The sport of volleyball was created by a man named William G. Morgan of Holyoke, Massachusetts in 1895. Morgan was a physical education teacher at the YMCA and called it "mintonette". It was an indoor or outdoor pastime that had characteristics of both handball and tennis. The first rules were written down by Morgan himself. He wrote that the game called for a 6 foot 6 inch net and a court of 25x50 feet. A match composed of 9 innings and 3 serves for each team in each inning. In case of a serving error they got a second chance just like in tennis. If the ball it the net on a serve it was considered a foul and it caused a side out or a point was taken away. In 1896 after a demonstration at the YMCA in Springfield and the name "Mintonette" was replaced with the name "Volleyball". In 1900 the rules were modified and the height of the net went up to 7 feet 6 inches. Also a match length was set at 21 points. Also in 1900 Canada was the first foreign coun try to adopt the game of Volleyball. In 1906 the country of Cuba discovered volleyball thanks to Thanks to a North American army officer named Agusto York who took part in the second military intervention. In 1908 volleyball reached Japan. Hyozo Omori a graduate at Springfield college in the United States who was the first to demonstrate the rules of the game at the YMCA in Tokyo. In 1910 volleyball officially landed in China. Between 1912 and now many of the rules changed and changed again. In 1924 it was demonstrated at the Olympics in Paris under the show of American sports. In 1938 the Chzechs perfected blocking and was officially introduced to the rules. In 1942 William G. Morgan the creator of volleyball died at the age of 68. He felt no jealousy when the sport he created grew and developed. In 1945 the first volleyball postage stamp was released in Romania. In 1947 Egypt was the first Arab and African country to organize a national federation. In 1952 the first women's world championship was held in Moscow and won by the USSR. In 1960 the first World Championship for men was held outside of Europe in Brazil. In 1965 the first world cup was held in Poland and was won by the USSR. In 1973 t... ... the serving team, fails to pass through the crossing space, lands out or lands after a screen. The definition of an attack it is directing the ball toward the opponent except a serve or a block. The attack hit is completed after the ball crosses the plane of the net. An illegal service leads to a side-out and change of service. Things that lead up to this call would be a violation of the service order or messes up the toss twice. There are many restrictions to a back row player. They cannot attack and put a foot in front of the ten foot line while hitting but can land in the ten foot zone. The Refing staff usually consists of two line refs. An up Ref. And down Ref. are located at each ends of the net. Volleyball is truly one of the great All - American sports. It has grown and developed a lot since it was first made up and changes are still being made. Volleyball has not hit such a great national level as it has in other countries and is not a sports gold mine like the NBA or NFL but maybe, hopefully one day it will be just as or more popular. From 1895 to now from Mintonette to the Olympics, volleyball has improved and has been almost perfected.

Buddhism Versus Greek Mythology

â€Å"[A human being] experiences himself, his thoughts and feelings as something separated from the rest, a kind of optical delusion of his consciousness, â€Å"said Albert Einstein. â€Å"Our task must be to free ourselves from this prison by widening our compassion to embrace all living creatures and the whole of nature in its beauty† (â€Å"Heart Quotes†). Einstein’s view on nature is similar to that of Indian Buddhists. Life-giving Indian weather inspired the Buddhist cyclic view of rebirth while the rugged terrain of Greece inspired their harsh outlook on nature.Buddhists believe man is one with nature while Greek mythology emphasizes the all-importance of man. Buddhists live in harmony with nature whereas the Greeks show violence towards it and all its creatures. However, as the Greek mindset shifted towards philosophy, so did it shift towards similar reverence towards nature. The defining distinction between these two perspectives on life is that the ou tlook on nature of Buddhists show values from the belief that all is in harmony with Atman, whereas the Greek outlook on nature shows that man is above nature.India is a country of lush plains, striking mountains, beautiful deserts, and dazzling bays. 2, 545 years ago, this incredible scenery served as the backdrop to Buddha’s life and eventual Enlightenment, from which Buddhist teachings would one day grow (Eckel 6). The impact of Buddha’s surroundings on Buddhist thinking is obvious, especially when one takes into consideration India’s dramatic seasonal climate changes. Every summer in India, the monsoons arrive. Every summer in India is monsoon season, a time of torrential downpours raging uninterrupted for months.Before these monsoons, the earth is dried and parched; food and water are scarce. It is, in every way, a season of death. Then, however, the rain arrives, harsh and relentless, but life giving nonetheless. The rain is the amniotic fluid catalyzing t he re-entrance of life unto the barren earth. This annual cycle of death and rebirth presents the native people with a dire ultimatum: they must either obey nature or not survive. If they try to go against nature’s course, they will inevitably fail. Nature controls life. Observing this phenomenon, Buddhists learned from nature and realized that this cycle can be found everywhere.They realized that humans undergo an equivalent cycle called samsara, or reincarnation. ————————————————- â€Å"He could no longer distinguish the many voices, the cheerful from the weeping, the children’s from the men’s: they all belonged together. The lament of the knower’s yearning and laughing, the screaming of the angry, the moaning of the dying- everything was one; everything was entwined and entwisted, was interwoven a thousand fold. And all of it together, all v oices, all goals, all yearnings, all sufferings, all pleasures, all good and evil-the world was everything together.Everything together was the river of events, was the music of life. And when Siddhartha listened attentively to this river, listened to this song of a thousand voices, when he did not listen to sorrow or laughter, when he did not bring his soul to any one voice and did not enter them with his ego, but listened to all of them, heard the wholeness, the oneness- then the great song of the thousand voices consisted of a single word, which was ‘om’: perfection†¦belonging to the oneness† (Hesse 118-119). At the core of Buddhism lies an important lesson about maya and Enlightenment. To reach Enlightenment, one must understand all.One of the first steps towards such understanding is to understand maya, or illusion. Everything that one sees, feels, and tastes belongs to the world of maya. Even one does not exist but in the world of maya. Thus, if all doe s not exist, then all is equal. One is equal to everything in the surrounding world, especially nature. All are one in Atman, which is the heart of all of Buddhism. Everything is one. All of this separation from nature and from one another is simply maya, or an illusion. Consequently, in Buddhism, any injustice done to nature is an injustice to oneself.To reach Enlightenment, peace and oneness with nature are essential. Man and nature are one. Therefore, everyone and everything, especially nature, should be treated as so. â€Å"[Siddhartha said,] ‘This stone is a stone, it is also an animal, it is also God, it is also the Buddha, I love and honor it not because it would become this or that someday, but because of this because it is a stone, because it appears to me now and today as a stone, it is precisely because of this that I love it and see worth and meaning in each of its veins and pits, in the yellow, in the gray, in the hardness, in the sound it emits when I tap it, n the dryness or dampness of its surface. [T]hat is precisely what I like and what seems wonderful to me and worthy of worship†¦I love the stone and the river and all these things that we contemplate and also a tree or a piece of bark. These are things and things can be loved† (Hesse 126-127). In harmony with the principle of reincarnation, any plant, creature, or other aspect of nature is a part of the cycle of rebirth. Therefore, any of these can one day become a man, for when something in nature dies, it undergoes the cycle of rebirth and can be reborn as anything.One day, it will become a human. Nature holds the ability within itself to be a human and, for that reason, should be considered as an equal. The true magnitude of nature’s presence in Buddhism is truly portrayed by the distinct mentioning of Siddhartha reaching enlightenment under a tree, specifically the Bodhi tree or the Asiatic fig tree (Gach 16). The scriptural account of the Enlightenment of Buddha gives this significance to nature when Buddha sits under the Bodhi tree for seven whole days.After the seven days, the Buddha gets up only to sit down again at an Ajapala banyan-tree for another length of time. He rises once again just to sit down once more at the foot of a Mucalinda tree (â€Å"Bodhi Leaf†). Nature is therefore made clear as one of the most important aspects of Buddhism. As Buddhists have such a deep reverence for nature, they believe in keeping peace with every aspect of nature. This does not just mean plants but also animals and other living creatures. However, that does not mean that all Buddhists must be vegetarians although it is strongly suggested to do so.It is said that the act of eating meat is a form of karma that will lead a person farther from Enlightenment. Therefore, the more meat one eats in one’s various lives, the more times one will have to experience the cycle of death and rebirth. On the other hand, some Buddhists believe in anoth er view of meat eating. One is allowed to eat meat that one receives unless one knows or suspects that the meat in question was killed especially for one (Epstein). As far as sacrificial practices, meat is not sacrificed but instead herbs and incense are given up in prayer.Peace is a very important aspect of treating nature. Peace comes in many forms: peace towards environment, towards creatures, towards man, etc. A Buddhist definition of peace is â€Å"softening what is rigid in our hearts† (Chodron 17). In keeping with their attitude towards nature, Buddhists also believe that a man should not kill another man for any reason. In Buddhism, war is never the answer. In fact, the first few lines of the Dhammapada, a Buddhist scripture, state â€Å"For love is not conquered by hate: hate is conquered by love.This is a law eternal† (Chappell 81). Therefore, instead of fighting hate with hate, Buddhists believe in fighting hate with love. That is the only way to overcome an d to reach Enlightenment. â€Å"’When someone seeks,’ said Siddhartha,’ then it easily happens that his eyes see only the thing that he seeks, and he is able to find nothing, to take in nothing because he always thinks only about the thing he is seeking, because he has one goal, because he is obsessed with his goal. Seeking means: having a goal. But finding means: being free, being open, having no goal.You, Venerable One, may truly be a seeker, for, in striving toward your goal, you fail to see certain things that are right under your nose. † (Hesse, 121-122) As previously stated, to reach Enlightenment, Buddhists believe all that is needed is understanding. The ultimate goal of Buddhists is to attain this understanding, this meaning, this Enlightenment. However, one must be aware that spending a life seeking is not the way to reach Enlightenment. To be a faithful Buddhist, one must understand that the key is not to seek.For, in seeking, as this quote say s, the obvious is not seen. Buddhism then teaches that to reach Enlightenment, one must find not seek. Therefore, Buddhists do not seek to explain nature (Hanh 78). They are content with nature as it is- unexplained, for nature’s explanations can be found without seeking. â€Å"’Is this what you mean: that the river is everywhere at once, at its source and at its mouth, at the waterfall, at the ferry, at the rapids, in the sea ,in the mountains, everywhere at once, and only the present exists for it, and not the shadow of the future? ‘That is it,’ said Siddhartha. ‘And when I learned that, I looked at my life, and it was also a river and the boy Siddhartha was separated from the adult Siddhartha and from the old man Siddhartha only by shadow, not by substance. Nor were Siddhartha’s earlier births the past, and his death and his return to [Atman] are no future. Nothing was, nothing will be; everything is, everything has being and is presentâ⠂¬  (Hesse 94). A final important aspect of Buddhism is the concept that time does not exist. Time is a man-made notion that does nothing but bring about worries.All sufferings in life can be attributed to time. Buddhists believe that once the concept of time is released, life will hold no more problems, worries, or stresses. Only then can Enlightenment be truly reached. When the concept of time is destroyed inside oneself, it allows for a completely new philosophy to surface. Greece is a country lined with hostile, jagged mountains, in which there are very few arable location surrounded by threatening seas. There is no cycle, no preconception, no structure. To the Ancient Greeks, it seemed that nature was not kind; nature was no friend to them.Therefore, their logic decided that they should be no friend to nature. Such was the physical and mental location of this people, and the beginning of many differences between Greek thought and Buddhism. Greeks living about six hundred years ere the birth of Christ were very religious, as well as very diverse spiritually. All the answers to their questions were found in different religions. Ancient Greeks passed down their religious traditions orally through myths. A myth is â€Å"a story about the gods which sets out to explain why life is as it is† (Gaarder, 22).Greek mythology was an integral part of Greek culture. The ‘miracle of Greece’ is a phrase that describes the awakening of Greek culture and its effects on the rest of the world. One way the Greeks accomplished this was through their focus on man’s importance. They put mankind at the center of their world so that man was all-important. The Greeks even created the gods in their own image, complete with very human qualities. This was the first time in history that a god was made into a recognizable, tangible form. Erstwhile, gods had no lucidity about them. Greek artists and poets realized how splendid a man could be, straight and swi ft and strong. He was the fulfillment of their search for beauty. They had no wish to create some fantasy shaped in their own minds† (Hamilton, 9). Man was put on a pedestal and made the most prominent being in the world, so that he was made into a deity. Any human could be the son of a god, thereby half-divine, an idea unheard of before this time. This idea of man being the ultimate authority is in complete contradiction to Buddhism, where man was equal to nature, not above it. And soon as the men had prayed and flung the barley, first they lifted back the heads of the victims, slit their throats, skinned them and carved away the meat from the thighbones and wrapped them in fat, a double fold sliced clean and topped with strips of flesh. And the old man burned these over dried split wood and over the quarters poured out glistening wine while young men at his side held five-pronged forks. Once they had burned the bones and tasted the organs they cut the rest into pieces, pierc ed them with spits, roasted them to a turn and pulled them off the fire† (Homer 93)Myths were also used for other purposes than learning. â€Å"But a myth was not only an explanation. People also carried out religious ceremonies related to the myths† (Gaarder, 25). Like most other religions at the time, the Ancient Greeks’ religions consisted of brutal rituals and rites that contrasted greatly to the thoughts of Buddhism (Connolly 87). Buddhism teaches of kindness to animals whereas Greek religion utilized animal cruelty as part of their holy worship to the gods. The gods of Olympus, who were created in the ultimate image of the Greek people, used the forms of innocent animals to manipulate and get what they wanted.In many instances, Zeus used the guise of animals when he wanted to capture a woman and gain her trust. â€Å"[T]hat very instant [Zeus] fell madly in love with Europa [†¦ H]e thought it well to be cautious, and before appearing to Europa he chan ged himself into a bull† (Hamilton 101). However, rather than setting an example to revere animals, this teaches people to use animals in any way possible to reach the desired end. Even more opposed to Buddhism was the fact that a Greek hero was someone who had extreme strength or other physical features that he could use against animals.Hercules is one of the best examples of this notion. He is considered the greatest Greek hero ever to live. Through a tragic sequence of events, he killed his sons and wife, but was doomed to live on in order to undergo a series of trials to redeem himself. His first predicament was to â€Å"kill the lion of Nemea. Hercules solved [that] by choking the life out of [the lion]† (Hamilton 231). Hercules also had to drive out the â€Å"Stymphalian birds, which were a plague to the people of Stymphalus because of their enormous numbers† (Hamilton 232).This shows that, unlike Buddhists, Greeks could not live in peace with nature, but i nstead hated nature. Ancient Greeks did not want anything to do with nature, let alone be a part of it. Hercules also had to capture many animals in these trials such as the â€Å"stag with horns of gold†, â€Å"a great boar which had its lair on Mount Erymanthus†, â€Å"the savage bull that Poseidon had given Minos†, â€Å"the man-eating mares of King Diomedes of Thrace†, the cattle of Geryon†, and â€Å"Cerberus the three-headed dog† (Hamilton 232-233).Hercules inspired the Greeks not by staying in peace with nature but instead by forcing it to conform to his will in a harsh, cruel way. Hercules made sure he was above nature, a predicament the Buddhists avoided and even condemned. In summary, Greeks wanted to overcome nature whereas Buddhists wanted to be one with nature. â€Å"So by the beaked ships the Argives formed for battle, arming round you, Achilles –Achilles starved for war-and faced the Trojan ranks along the plain’ s high ground[†¦T]he Achaeans kept on gaining glory- great Achilles who held back from the brutal fighting so long had just come blazing forth.Chilling tremors shook the Trojans’ knees, down to the last man, terrified at the sight: the headlong runner coming, gleaming in all his gear, afire like man-destroying Ares† (Homer 503, 505). As previously stated, Buddhists lived by the doctrine to fight hate with love. If Ancient Greeks had a concise doctrine about war, it would have been to fight hate with more hate. Ancient Greek civilization centralized around their love of carnage. The majority of Ancient Greek myths revolved around war or other forms of fighting.The Iliad is a 537-page myth about one war and it glorifies all aspects of war. The heroes of The Iliad are not monks or The Buddha like in Buddhism. Instead, the heroes of The Iliad are Achilles and Hector, two soldiers magnificent in warfare and bloodthirsty through and through. In addition, Achilles is most illustrious in The Iliad when he is the most sanguinary. â€Å"[Diomedes] went whirling into the slaughter now, hacking left and right and hideous groans broke from the drying Thracians slashed by the sword-the ground ran red with blood. †¦]Tydeus’ son went tearing into that Thracian camp until he’d butchered twelve. [†¦]But now the son of Tydeus came upon the king, the thirteenth man, and ripped away his life. [†¦]Patroclus tore [Pronous’s] chest left bare by the shield-rim, loosed his knees and the man went crashing down. [†¦ Then Patroclus] stabbed [Thestor’s] right jawbone, ramming the spearhead square between his teeth so hard he hooked him by that spearhead over the chariot-rail, hoisted, dragged the Trojan out. [†¦Patroclus then] gaffed him off his car [†¦] and flipped him down face first, dead as he fell.Next [†¦] he flung a rock and it struck between [Erylaus’s] eyes and the man’s whole skull spl it in his heavy helmet. [Patroclus] crowded corpse on corpse on the earth. † (Homer, 292, 426-427) Even more horrific to the eyes of Buddhists would be the battle scenes in The Iliad that truly show the awe and glory the ancient Greeks saw in war. The Iliad was a myth that served more as entertainment than anything else. This shows that Ancient Greeks were amused by this kind of literature. Buddhists believe in not seeking to explain nature. By contrast, Ancient Greeks did precisely this with their myths. [A myth] is an explanation of something in nature; how, for instance, any and everything in the universe came into existence: men, animals, this of that tree or flower, the sun, the moon, the stars, storms, eruptions, earthquakes, all that is and all that happens† (Hamilton 12). Ancient Greeks wanted to know how everything happened around them so they could manipulate their environment more easily. This is a central division between Ancient Greeks and Buddhism. Whereas Buddhists believe that time does not exist, Ancient Greeks were engrossed by time.All throughout The Iliad, Homer stresses how long the war has been going on and how it worries and distresses everyone involved. Unlike Buddhists, the Greeks do not disown the belief of time. They stay true to the traditional man-made vision of time instead of throwing out their problems by abandoning the idea of time. â€Å"[The natural philosopher] Heraclitus (c. 540-480 B. C. )[†¦] was from Ephesus in Asia Minor. He thought that constant change, or glow, was in fact the most basic characteristic of nature. [†¦ ]‘Everything flows,’ said Heraclitus.Everything is in constant flux and movement, nothing is abiding. Therefore we ‘cannot step twice into the same river. When I step into the river for the second time, neither I nor the river are the same’† (Gaarder 34). Slowly, Greek culture started to move away from religion and more towards philosophy. It evolved from a â€Å"mythological mode of thought to one based on experience and reason† (Gaarder 27). People could make ideas for themselves and create new beliefs instead of going back to the myths. The world started a shift from relying on religion to analyzing the world with science and philosophy.Surprisingly, this is where similarities between Greek and Buddhist culture were born. At first, the two religions of the ancient Greeks and the Buddhists clashed greatly. However, through the move away from mythical religion the Greek beliefs were brought closer towards the religion of Buddhism. Heraclitus here used the same metaphor for his philosophy as Siddhartha used for his. Although the passages were said in different situations and with different words, both quotes have the same general philosophy that time does not truly exist. A river is usually a sign of separation; a river acts as a divider in most cases.However, this river brings two very different cultures together in a ve ry powerful way that is clear to all. Nature is everything outside and inside a man or a woman or a child. Nature is every breath taken, every step forward, every glance made, every wind blown, and every flower planted. The two cultures of Greece and Buddhism showed great contrasts in the beginning but one resounding similarity was found in something as simple as a river. India shows a cyclic weather that inspired the thought of rebirth while Greece shows a harsh terrain that inspired animosity between man and nature.As a consequence, Buddhists thought that nature and man are one while Greeks were taught to be above nature and manipulate it in any way possible. Buddhists lived in ultimate peace while the ancient Greeks lived in love of carnage. The Buddhist outlook on nature is derived from the belief that man is one with nature whereas the original Greek outlook is derived from the thought that man is above nature. Nature is the essence of the world, the aura of everything around p eople. These two cultures, although vastly different, impacted human belief and intellect forever.