Tungkol Sa Mga Manggagawang Mag-Aaral

Wilhelm Conrad Roentgen was born on March 27, 1845, in Lennop, a small town in the Rhineland of Germany. His father was a wealthy textile merchant, his mother was a Dutch lady born in Appledoorn, Holland. During his boyhood years Wilhelm already had a passion for experiments, but above all he loved nature. In school he was not very successful, not so much because of his performance but because of his behavior. He had trouble with his teachers, resisting their authority which finally led to his dismissal. Wilhelm ended his school years without any certificate. Because he wanted to pursue an academic career, he had to find another way to achieve his goal. A friend suggested the newly established Poly-Technical Institute in Zurich, Switzerland. There, he applied himself and easily earned a degree in mechanical engineering. He did not know what he wanted to do with this degree, so for awhile he did nothing. He caroused with his friends. It was during this time that he met Berthe Anna Ludwig, who later became his wife. He decided to continue with post-graduate studies with the encouragement of Dr. August Kuntz. By studying hard and concentrating on the task at hand, he was able to obtain a doctorate in physics with a thesis on gasses. When Dr. Kuntz accepted a position at the University of Wuerzburg, Germany, he persuaded Dr. Roentgen to go with him. In Wuerzburg he could not find work, so he tried his luck in two other cities. Eventually the Institute of Physics at the Wuerzburg University did offer him the coveted professorial chair, which he accepted, and in 1888 Professor Roentgen was elected Chancellor of the University. He taught during the day and spent many evenings experimenting in his lab. On the evening of November 8, 1895, while experimenting with electric current flow, using a spark conductor, he generated high voltages in a partially evacuated glass tube. The tube began to glow. He noticed that crystals of barium platino cyanide scattered on the table began to give off light when the tube glowed. An experienced researcher, he knew he was on to something. Further tests showed that paper, wood, aluminum and some other materials were transparent to these strange rays. Even at a distance of 2 meter the rays were still penetrating a wooden door. The professor realized that he was dealing with invisible electro-magnetic rays, which under certain conditions could stimulate certain materials to fluorescence. He exposed everything he could think of to these strange new rays, among them his weight box, a wire coil in a box and many different materials. He worked like a man possessed and he even slept in his lab. He found that lead glass is permeable to light but not to these rays, while wood stopped the light, but the rays passed through it. Then his thoughts turned towards bones. The bones seemed to screen the surrounding tissues. This monumental discovery enabled man to look inside the human body for the first time. Dr. Roentgen was uncertain of the nature of his findings, so he called this phenomena † X-Rays â€Å". He took a highly systematic approach to his studies and his experiments. He published a paper about the discovery and in December 1895 he held a demonstration with his first X-Ray pictures, along with one of his wife's hand. The discovery caused much excitement in scientific and medical communities throughout the world. Scientists in many countries started to experiment with these new rays, and progressive doctors very quickly used them as a diagnostic tool. A colleague, Dr. Kollicker, suggested in January 1896 to call these new rays after its discoverer. So it was done in Germany, a doctor orders a Roentgen picture, which is taken in the Roentgen Department of the hospital——- to this day. During the next decades it became obvious that X-Rays caused injury to various human tissue and to vision. Radioactivity was at that time not being related to these new rays. Many researchers developed radiation burns and cancer; more than 100 people died. These tragedies led to greater awareness of radiation hazards for health care workers. Early in the new century X-Ray equipment was being encased, and lead barriers and lead aprons were being introduced after the hazards became known. All this eventually led to a new branch of science: Radiobiology. In 1900 Professor Roentgen accepted a position at the University of Munich. One year later he received the first Nobel Prize for Physics for his discovery of X-Rays in Stockholm, Sweden. When his parents died, he inherited 2 million marks, which elevated him to the upper classes in the young German Empire. He traveled extensively with his wife to Italy and France, but most often they spent their vacation in Switzerland. He had fame and wealth and a feudal hunting lodge, but Dr. Roentgen was never really happy in Munich. He spent very little time furthering his research. Early in the century tuberculosis was still rampant. X-Ray examinations in mobile units throughout Germany detected the disease early and prevented it from spreading. Soon X-Rays were widely used in medicine, industry and cientific research. It became an important tool in the fight against cancer in the form of radiation therapy, along with surgery and chemotherapy. Today computer tomography is used in medicine and material testing. Since the 1960's X-Ray TV has enabled surgeons to monitor their operations. In the mid 70's micro-electronics entered the field of radiography. Today botanists use compute r tomography to examine trees for disease, and archaeologists to examine fossils, relics, artifacts and monuments. Dr. Roentgen once took an X-Ray picture of his gun. Perhaps he had a sense of things to come. One can hardly imagine airport security today without X-Rays. It is still the only devise that will detect an object of potential danger in luggage or on someone's person. X-Rays are not only generated here on earth; the universe has been full of X-Rays for billions of years. On June 1, 1990 an X-Ray satellite was launched to explore the structure and the developments of planets and the stars of the heavens. Dr. Roentgen's wife, Bertha, died in 1919 after a lengthy illness, during which he had virtually lived isolated in Munich. War and inflation had eroded his small fortune. Wilhelm Konrad Roentgen died four years later, on February 10, 1923 in Munich at the age of 78. His monumental discovery made a considerable contribution to the welfare of mankind. It also helps to unravel the secrets of nature he had loved so well. DISCOVERY OF XRAY. In late 1895, a German physicist, W. C. Roentgen was working with a cathode ray tube in his laboratory. He was working with tubes similar to our fluorescent light bulbs. He evacuated the tube of all air, filled it with a special gas, and passed a high electric voltage through it. When he did this, the tube would produce a fluorescent glow. Roentgen shielded the tube with heavy black paper, and found that a green colored fluorescent light could be seen coming from a screen setting a few feet away from the tube. He realized that he had produced a previously unknown â€Å"invisible light,† or ray, that was being emitted from the tube; a ray that was capable of passing through the heavy paper covering the tube. Through additional experiments, he also found that the new ray would pass through most substances casting shadows of solid objects on pieces of film. He named the new ray X-ray, because in mathematics â€Å"X† is used to indicated he unknown quantity. In his discovery Roentgen found that the X-ray would pass through the tissue of humans leaving the bones and metals visible. One of Roentgen’s first experiments late in 1895 was a film of his wife Bertha's hand with a ring on her finger (shown below on right). The news of Roentgen’s discovery spread quickly throughout the world. Scientists e verywhere could duplicate his experiment because the cathode tube was very well known during this period. In early 1896, X-rays were being utilized clinically in the United States for such things as bone fractures and gun shot wounds.

The Importance of Play and the Cognitive Development of Children

The Importance of Play and the Cognitive Development of Children Marlene Joy M. Cepeda Western Governors University Abstract The focus on academic success and high assessment scores has led many educators and administrators to perceive play as an unimportant part of a child’s development. But play does lay a good foundation developmentally for children. Through each different types of play, a child develops the necessary skills in order to succeed. When children are given opportunities to play, they develop the connections and experiences they will use to help them succeed academically.Since the No Child Left Behind Act was created in 2001, schools have shifted their focus onto academics and achieving high scores for standardized tests. This focus on academics has led many administrators and parents to perceive play as unimportant for children ages birth and five years old. Even though play may seem unimportant to those outside early childhood education, it creates a solid fou ndation for the child’s cognitive development and future academic success. In 2001, the United States Senate and House of Representatives passed the No Child Left Behind Act that would change the way schools addressed academics.Schools had to focus on ensuring all students were able to perform and were meeting the state academic standards. Kysilka (2003) wrote â€Å"the purpose of the No Child Left Behind Act was to hold schools, local educational agencies and States accountable for improving the academic achievement of all students and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education† (Kysilka, 2003, p. 00). Since schools and administrators are being held to a standard, parents are looking at these scores to see if the child succeeds or fails. The focus shifting primarily on aca demics means the time for play is cut short during school hours if not completely removed. More recently, due to state and national emphasis on proficiency text performance, even the small segments of social pretend play time that have been allowed (if not encouraged) in school, such as kindergarten â€Å"choice† time and recess breaks are disappearing (Bergen, 2002).Bergen (2002) writes â€Å"the press for â€Å"academic readiness† through concentrated and direct teaching of alphabet, number, color, and other skills is now affecting the amount of time allocated for play in preschools† (Bergen, 2002, Challenges and Policy Directions suggested by Recent Research, para. 1). Kindergarten classes now are focused on ensuring their students are prepared academically. Instead of allowing the child to develop naturally, schools are now primarily emphasizing on the academics. Kindergarten students are no longer being taught the basics, like the alphabets, colors, or numb ers.Kindergarten students are now taught to read simple words and do more reading and writing in class. Three- and four-year-olds are now expected to engage in far more early writing and reading activities than ever before (Almon, n. d). Kindergarten programs in the U. S. focus so strongly on teaching literacy, numeracy, and other academic subjects that many children no longer have time to play in kindergarten (Almon, n. d. ). Play time has become unimportant in the schools. Educational psychologist Anthony Pellegrini writes â€Å"for many children, the opportunities for such freely chosen play are narrowing† (as cited in Bergen, 2009, p. 28). Pellegini continues â€Å"much of their play time at home has been lost to music, dance, or other lessons; participations on sports teams (using adult defined rules); and afterschool homework or test preparation. At the same time, many schools especially those considered to be poor performers, have reduced or eliminated recess† ( as cited in Bergen, 2009, p. 428). In the first 5 years of a child’s life, play is crucial for development more so than ensuring that the child understands the ABCs or the colors. Children develop problem solving skills when faced with a challenge in a game or with the object they are playing with.Children must think about what to do in order to overcome a particular obstacle or challenge. In the process children also use language skills to voice out frustrations, concerns, or questions to help them understand the situation they are experiencing. In 2006, the American Academy of Pediatrics stated â€Å"free and unstructured play â€Å"is healthy and, in fact, essential for helping children reach important social, emotional, cognitive developmental milestones as well as helping them manage stress and become resilient†Ã¢â‚¬  (as cited in Warner, 2009 p. 1).The Zero to Three Organization (2004) writes â€Å"children are naturally curious beings who are motivated to mak e sense of the world around them. The brain is the only organ that is not fully formed at birth† (Zero to Three Organization, 2004). The Zero to Three Organization (2004) also states â€Å"during the first 3 years, trillions of connections between brain cells are being made† (Zero to Three Organization, 2004). A child’s relationships and experiences during the early years greatly influence how her brain grows. Since children are still developing before age 5, it is imperative that they are allowed to develop naturally.Allowing children to experience play early will help them form those experiences and connections and lay that basic foundation before they begin school. While play may not be regarded as important as the academics to succeed, it plays a vital role in the cognitive development of children. Jean Piaget developed a theory about the cognitive development of young children. Piaget understood through his own observation that children learn logic and reaso ning through manipulation of their environment (Dodge, Colker, Heroman, & Bickart, 2009).Children manipulate the environment through play. Through play, children learn thinking and problem solving skills and understand how the world around them works. Sara Smilansky had created categories of play and described the skills children were learning through each type of play. Smilansky distinguishes four types of play: functional, constructive, dramatic or pretend play, and games with rules (Dodge, Colker, Heroman & Bickart, 2009). When children are actively exploring their world, using their senses and their bodies, this would be described as functional play.This particular play begins when children are babies and are learning about their world. It is during functional play children begin to make those connections of memories to objects in the present. For example when a baby has learned to hold a rattle, they in turn continue to do this action for every other object they can grab. Funct ional play is a form of play in which children use their sense and muscles to experiment with materials and learn how things go together (Dodge, Colker, Heroman & Bickart, 2009). As children grow and develop so does the basic understanding of how things work in the world.Children build upon the skills already learned and find they can create and build new things. These skills are developed through constructive play. Children learn how certain objects fit together through organizing objects, stacking objects, or simply creating something new with those objects. Allen and Marotz describes â€Å"the cognitive process includes mental activities such as discovering, interpreting, sorting, classifying, and remembering. All interactions that children experience during their daily activities contribute to their cognitive development† (as cited in Guam Early Learning Guidelines, 2005, p. 21).Children, ages one year and older, are very observant and can imitate the things they see in t he world around them. Using their imagination, children place themselves in different settings, like the doctor’s office, or a school, or even the house. Rubin describes â€Å"role enactment is the highest form of symbolic play† (as cited in Umek & Musek, 2001 p. 56). How children use imagination is often based on past experiences. According to Piaget, â€Å"assimilation is when children bring in new knowledge to their own schemas and accommodation is when children have to change their schemas to â€Å"accommodate† the new information or knowledge.This adjustment process occurs when learning, as one is processing new information to fit into what is already in one’s memory† (as cited in Powell & Kalina, 2009, p. 3). This play called dramatic play can occur when the child is by themselves or with other children. In dramatic play children typically take on a role, pretend to be someone else, and use real or pretend objects to play out a role (Dodge, C olker, Heroman & Bickart, 2009). Children, ages three to four years old, begin to understand certain things have to be done a certain way.They learn that there are rules and guidelines that must be followed not only for reasons of safety, but the safety and well-being of others. This lesson can be taught to children, ages three to four years old, through games with rules. Some games require lots of movement and lots of room; dodge ball, kickball, musical chairs. Some games can be played on tables with a small number of people; bingo, Uno, go fish. Through this type of play, children not only use their muscles, both big and small, but they learn to communicate with their friends or teammate in the game.Children also learn to respect the others when it is their turn and learn to follow the rules. This type of play requires the children to use many of senses, teach them to play well with others, and respect everyone who is playing the game. There are two broad types of games with rules -table games and physical or movement games. Both require children to control their behavior, both physically and verbally, to conform to a structure or preset rules (Dodge, Colker, Heroman & Bickart, 2009). When children are not given the opportunity to play, they may not learn many of skills that are associated with play.Gould had written â€Å"humans, as specialists in non-specialisation, have survived not through rigid and narrow ways of behaving, but through adaptive qualities of quirkiness, flexibility, and unpredictability and sloppiness. † â€Å"These are the essence of play† (as cited in Lester, 2010 p. 16). The ability for children to play is tied to the ability to being creative and imaginative. The skills of being creative and imaginative can be lost or forgotten if children are not able to exercise these skills. Almon (n. d. writes â€Å"given the importance of play for children’s physical, social, emotional, and mental development, the demise of p lay will certainly have serious consequences during childhood and throughout children’s lives† (Almon, n. d. ). Almon (n. d. ) explains â€Å"indeed, there is growing concern about what kind of society we are creating if a generation of children grow up without play and the creative thinking that emerges from play† (Almon, n. d. ). To many outside the early childhood education, play may seem unimportant.Laying the basic foundation for success, play is an integral part of a child’s growth. Children gain many benefits through play. Not only do the children develop social skills through interactions with other children, but they continue to develop their thinking and problem solving skills. The manipulation of the world around them through play helps create those lasting memories and allows for connections of the past experiences to be tied to the experiences of the present. References Almon, J. (n. d. ). The Vital Role of Play in Childhood. Retrieved from ht tp://www. aldorfearlychildhood. org/article. asp? id=5 Bergen, D. & Fromberg, D. P. (2009). Play and Social Interaction in Middle Childhood. Phi Delta Kappan, 90(6), 426-430. Bergen, D. (2002). The Role of Pretend Play in Children’s Cognitive Development. [Supplemental material]. Early Childhood Research & Practice, 4(1) Retrieved from http://ecrp. uiuc. edu/v4n1/bergen. html Dodge, D. T. , Colker, L. J. , Heroman, C. , & Bickart, T. S. (2009). The Creative Curriculum for Preschool. (4th ed. ). Washington, D. C. : Teaching Strategies, Inc. Early Childhood Care & Education Committee. 2005). Guam early learning guidelines for young children ages three to five. Mangilao, Guam: The Guam Department of Public Health & Social Services. Kysilka, M. L. (2003). NO CHILD LEFT BEHIND. Curriculum & Teaching Dialogue, 5(2), 99-104. Lester. S. (n. d. ). Children’s Right to Play: An examination of the importance of play in the lives of children worldwide. Working papers in early child hood development, No. 57. Bernard Van Leer Foundation. Power, K. C. , & Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing tools for and effective classroom.Education, 130(2), 241-250. Umek. L. , & Musek, P. (2001) Symbolic Play: opportunities for cognitive and language development in preschool settings. Early Years: Journal of International Research & Development, 21(1), 55-64. Doi:10. 1080/09575140020022689 Warner, L. (n. d. ). â€Å"You’re It! †: Thoughts on Play and Learning in Schools. Horace, 24(n2) Zero to Three Organization. (2004). Getting ready for school begins at birth [Brochure]. Retrieved from http://www. zerotothree. org/child-development/social-emotional-development/gettingreadyforschoolbeginsatbirth. pdf

Religion and the Existence of God Essay - 750 Words

Religion and the Existence of God The existence of God has been questioned since the beginning of time. Religions thrived on answering the unanswerable questions of the universe and people were able to find solace in the answers. As science has expanded and been able to answer these questions with natural, as opposed to supernatural answers, many people stopped looking to God and religion for the causes of things and started looking towards science. God was dead, according to many scientists and people of all professions. Many philosophers, however, have different conclusions. In the article, Science Finds God (Newsweek 1998) it was recognized that although theologians and scientists differ sharply in their views and do not†¦show more content†¦To actually move a thing must be moved by another thing that is actually in motion. Therefore that thing must have been moved by another. However this cannot go on infinitely. There must be something that is the first unmoved mover that causes all movement. This b eing, in a state of pure actuality, is what people call God. An example of this is a stone is moved by a stick. The stick is moved by a hand. The stick moved from a state of potential movement to actual movement by the hand. In order to move the stick the hand must move from potential to actual by something else. What moves the hand must be also be moved by another because nothing can be moving both potentially and actually at the same time. Whatever was the original cause of all movement must be pure actual movement. This being is the unmoved first mover, God. Aquinass fifth proof relates more directly to Science Finds God. This article states that the complexity of the natural world is more evidence that God must exist. Thomas says that there is some pure act of intelligence that causes all other acts of intelligence. As an archer shoots an arrow towards its target, God aims everything to its ultimate end. Everything is ordered towards an end and that end is determined b y a being we call God. Using empirical sciences, it is evident that everything has its purpose and functions forShow MoreRelatedThe Existence Of God And Religion868 Words   |  4 PagesHeritage Dictionary). Likewise, faith is defined in the Oxford Dictionaries as a strong belief in God or in the doctrines of a religion, based on spiritual apprehension rather than proof (Oxford Dictionaries). Faith is either trusting and having confidence in a person or thing, or having a strong religious spirit while accepting the existence of God as real. Usually, faith is parallel to god and religion, but faith can be found in values, in society, in the community, in organizations, in the universeRead MoreReligion And The Existence Of God2546 Words   |  11 PagesReligions are an answer to the reoccurring question of â€Å"Where did we come from?† Humans have had a constant inquisition of the reason for their existence burning in their mind since the beginning of time. It seems logical that in order for something to come into existence it has to start with a beginning, but it is hard for humans to wrap their minds around and label what must have existed before us that prompted the start of our time on earth. Religion started to emerge when humans realized thatRead MorePhilosophy Of Religion : The Existence Of The Almighty Being God1800 Words   |  8 PagesOne of the greatest unknown wonders reputes the existence of the almighty being, God. There have been millions of reports by people claiming they have had religious experiences with God. 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In philosophy of religion we discuss the questionRead MoreDescartes Proof for the Existence of God Essay example1562 Words   |  7 PagesProof for the Existence of God The purpose of my essay will be to examine Descartes argument for the existence of God. First, I will review Descartes proof for the existence of God. Then I will examine the reasons that Descartes has for proving Gods existence. I will also discuss some consequences that appear as a result of Gods existence. Finally, I will point out some complications and problems that exist within the proof. The basic problem with most religions in the world hasRead MoreIs Atheism Considered The Belief Of The Existence Of Gods?1155 Words   |  5 Pagesbelief in the absence of the existence of gods. This absence of belief usually comes from a deliberate choice, or from an inherent inability to believe in religious teachings. It is not a lack of belief born from ignorance of religions. The word atheism has a very negative connotation but it is the lack of belief in other religions and or gods that produce this way of thought. No one can prove nor disprove an existence of a higher power or god. There are one too many religions and religious beliefs. TheyRead MorePascal s Wager And The Existence Of God1649 Words   |  7 Pageseven without empirical evidence of a God, wagering for the existence of God will maximize our happiness. Through his wager, one can use simple reasoning to understand that believing in a God which you cannot see may still be the most logical option to live yo ur life. Pascal states that because there is no evidence that a God exists, nor is there any evidence that no God exists, it is entirely possible that a God exists. Wagering for the existence of an almighty God will either bring you eternal life

My Personal Leadership Plan For Leadership Development

My Personal Leadership Plan From leadership theories and observations and my personal experiences, I found that leadership is a life learning process and best practices of leadership skills. Surprisingly, the Center for Creative Leadership (CCL) points out that informal development opportunities, such as training, are responsible for only 10 percent of the actual learning in leadership development, and ninety percent of learning for leadership development is achieved in formal settings, mainly in everyday job activities such as development assignments and challenging tasks and interpersonal interactions at work, such as networks and mentoring relationships. Cronin and Genovese (2009) insist that what is required in leadership are three things: practice, practice, and practice. Mastery, however, requires more. The sum of education, experiences, and observations lays a foundation upon which I will grow to become a good leader. In this plan, I will focused on those aspects of leadership that I believe are most required for personal development as well as those which will be so significant for my future leadership career. I have identified three goals which will guide me in the development process. My goals are to develop my integrity, listening skills and communications skills. I assume that this plan will change and be altered as required by life circumstances. Goal 1. Integrity. Growing up to be a fully and true leader, I want to strengthen my integrity. It is necessaryShow MoreRelatedMy Personal Leadership Development Plan Essay2056 Words   |  9 PagesMy leadership outlook is collectively designed from my life experiences, ascertainments, achievements, and failures. I see leadership as an excursion simultaneously taken by leaders and followers to a mutual destination. 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Transformational Leadership †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..2 2.3. Transactional Leadership†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 3. Managing Diversity Relates Leadership Issues†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦2 4. Gap Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦

Aggression The Export Of Violence - 927 Words

Aggression – ‘the export of violence’ – played a central role in the rise of the West. Military and naval superiority rather than better resources, greater moral rectitude, irresistible commercial acumen underpinned western expansion. This same aggression was on display during the American Civil War. Both the North and South were fighting for their version of democracy in the Civil War. Lincoln optimized this in his closing line of the Gettysburg Address, â€Å"that government of the people, by the people, for the people, shall not perish from the earth.† Several battles for both sides added to the attrition efforts and almost achieved a decisive victory but fell short. America felt the effects of battles on the home front and the political twisting that came with a war threatening our own land and well-being at home in a manner that wouldn’t be felt again for another 136 years. Even in the labels placed by the opposing sides, The War of Nort hern Aggression and â€Å"The War of Southern Aggression, conversely, the ideal of aggression throughout the war was evident. The American Civil War revolved around the idea of saving the democracy through a decisive battle and political victory that would attrite the other side into submission; these ideals are rooted in an aggressive military tradition. This idea of decisive victory through annihilation was not borne out of the Civil War. This Western style of annihilation helped give birth to Western dominance. Even though every cultureShow MoreRelatedEnergy Sanctions Case Study1248 Words   |  5 Pageshuman rights issues, terrorism exportation, and national aggression. Sanctions can be put on a country by just the United Sates or Internationally. Countries such as Russia can be put under sanctions due to their violation of human rights. 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Death and dickinson (3332 words) Essay Example For Students

Death and dickinson (3332 words) Essay Death and dickinsonDeath and dickinsonDEATH AND DICKINSON An analysis of death and mortality in Emily Dickinsons poetry A Death blow is a Life blow to Some Who till they died, did not alive become Who had they lived, had died but when They died, Vitality begun. (816) Emily Dickinson Emily Dickinson led one of the most prosaic lives of any great poet. At a time when fellow poet Walt Whitman was ministering to the Civil War wounded and traveling across Americaa time when America itself was reeling in the chaos of war, the tragedy of the Lincoln assassination, and the turmoil of ReconstructionDickinson lived a relatively untroubled life in her fathers house in Amherst, Massachusetts, where she was born in 1830 and where she died in 1886. Dickinson is simply unlike any other poet; her compact, forceful language, characterized formally by long disruptive dashes, heavy iambic meters, and angular, imprecise rhymes, is one of the singular literary achievements of the nineteenth century. Her aphoristic style, whereby substantial meanings are compressed into very few words, can be daunting, but many of her best and most famous poems are comprehensible even on the first reading. During her lifetime, Dickinson published hardly any of her massive poetic output (fewer than ten of her nearly 1,800 poems) and was utterly unknown as a writer. After Dickinsons death, her sister discovered her notebooks and published the contents, thus, presenting America with a tremendous poetic legacy that appeared fully formed and without any warning. DEATH S A THEME Death was important to Emily Dickinson. Out of some one thousand and seven hundred poems, perhaps some five to six hundred are concerned with the theme of death; other estimates suggest that the figure may be nearer to a half. 1 Among these are many of her best loved and critically acclaimed poems, for example, Because I could not stop for Death. and I heard a fly buzz-when I died. The reason why the death theme was so important to Emily Dickinson remains a topic for criticism and debate. As do the influences that inform it: aspects of a general cultural inheritance, including the Bible, seventeenth-century American Puritanism and the English metaphysical poets, the religious reformer Jonathan Edwards, and the ethical legacy of nineteenth-century reform sentiment with its links to Transcendentalism. Or we may look to more personal circumstances: a self-immurement, geographical, physical, existential, and strategic. The answer remains a matter of critical emphasis. Whatever the reasons, Emily Dickinsons poems of death remain amongst the most powerful and wellknown of her work. A close reading of Dickinsons poems indicates that the best of her poems revolve round the theme of death. Being a mystic she believes in the deathlessness of death. In fact if death is to be assigned any position in her world then it will be second only to God. Death is a free agent; it is evergreen and all powerful. All the man-made creations perish with the passage of time. All the kingdoms fall except death. This undoubtedly confirms the immortality of death and reinforces its divine nature. The gradual encroachment of death upon living beings imposed the only philosophically meaningful relationship between man and nature, the soul and the body: Death is a Dialogue between The Spirit and the Dust. (976) This particular theme begins in her early poetry and persists in her later poetry. She does not pursue death with a single attitude; it varies in tone from elegiac despair or horror at bodily decay to exalted and confident belief. For her Death is an unsolvable mystery. As she says in one of her poems: Death leaves us homesick, who behind, Expect that it is gone Are ignorant of its concern As if it were not born. (935) I will examine the representation of death in her poetry, focusing upon I heard a Fly buzzwhen I died, where I will show how Dickinson investigates the physical process of dying and Because I could not stop for death , where I will show how she personifies death and presents the process of dying as simply the realization that there is eternal life. Salamatullah Khan makes two divisions of death poems: where death is described by the external appearance and signs, and where she imagines death happening to her as an experience. It seems that she had studied death from every conceivable angle and expressed this wisdom in poems after poems. She presented death not as one who would cringe away from it in terror. She rather presented it with philosophical detachment and blatant realism. She accepts death as a physical fact, as a material truth. The most fascinating aspect of her poems on death is the presentation of death as a character. Salamatullah Khan remarks : From the earliest poems one notices the personifications of death, sometimes as a fairy or a ghost, till he develops into a solid state oriental potentate with the traditional splendor of his bearing, court and state gathering. John B. Pickard in the same tone observes: Throughout, death is seen from various perspectives: as a welcome relief from lifes tensions; as a force which heightens ones satisfaction with life; as a lover gently conveying one to hidden pleasures; as a cynical caller who poses beneath a cordial exterior; and finally as a solemn guide leading one to the threshold of immortality. I HEARD A FLY BUZZ WHEN I DIED (591) BY EMILY DICKINSON I heard a Fly buzz when I died The Stillness in the Room Was like the Stillness in the Air Between the Heaves of Storm The Eyes around had wrung them dry And Breaths were gathering firm For that last Onset when the King Be witnessed in the Room I willed my Keepsakes Signed away What portion of me be Assignable and then it was There interposed a Fly With Blue uncertain stumbling Buzz Between the light and me And then the Windows failed and then I could not see to see Emily Dickinson, I Heard a Fly buzzwhen I died from The Complete Poems of Emil y Dickinson, edited by Thomas H. Johnson. Copyright 1945, 1951, 1955, 1979, 1983 by the President and Fellows of Harvard College. Reprinted with the permission of The Belknap Press of Harvard University Press. Source: The Poems of Emily Dickinson Edited by R. W. Franklin (Harvard University Press, 1999) ?I heard a Fly buzz when I died describes the deathbed experience. Emotional Courage Essay Since then tis centuries, and yet each Feels shorter than the day I first surmised the horses heads Were toward eternity. Because I could not stop for Death describes the process of dying right up to and past the moment of death, in the first person. This process is described symbolically. The speaker, walking along the road of life is picked up and given a carriage ride out of town to her destination, the graveyard and death. The speaker, looking back, says that she could not stop for Death / He kindly stopped for her (1-2). As does I heard a Fly buzz when I died, this poem gains initial force by having its protagonist speak from beyond death. Here, however, dying has largely preceded the action, and its physical aspects are only hinted at. The first stanza presents an apparently cheerful view of a grim subject. Death is kindly. He comes in a vehicle connoting respect or courtship, and he is accompanied by immortality or at least its promise. The word stop can mean to stop by for a person, but it also can mean stopping ones daily activities. With this pun in mind, deaths kindness may be seen as ironical, suggesting his grim determination to take the woman despite her occupation with life. Her being alone or almost alone with death helps characterize him as a suitor. Death knows no haste because he always has enough power and time. The speaker now acknowledges that she has put her labor and leisure aside; she has given up her claims on life and seems pleased with her exchange of life for deaths civility, a civility appropriate for a suitor but an ironic quality of a force that has no need for rudeness. The third stanza creates a sense of motion and of the separation between the living and the dead. Children go on with lifes conflicts and games, which are now irrelevant to the dead woman. The vitality of nature which is embodied in the grain and the sun is also irrelevant to her state; it makes a frightening contrast. However, in the fourth stanza, she becomes troubled by her separation from nature and by what seems to be a physical threat. She realizes that the sun is passing them rather than they the sun, suggesting both that she has lost the power of independent movement, and that time is leaving her behind. Her dress and her scarf are made of frail materials and the wet chill of evening, symbolizing the coldness of death, assaults her. Some critics believe that she wears the white robes of the bride of Christ and is headed towards a celestial marriage. In the fifth stanza, the body is deposited in the grave, whose representation as a swelling in the ground portends its sinking. The flatness of its roof and its low roof-supports reinforce the atmosphere of dissolution and may symbolize the swiftness with which the dead are forgotten. The last stanza implies that the carriage with driver and guest are still traveling. If it is centuries since the body was deposited, then the soul is moving on without the body. That first day felt longer than the succeeding centuries because during it, she experienced the shock of death. Even then, she knew that the destination was eternity, but the poem does not tell if that eternity is filled with anything more than the blankness into which her senses are dissolving. Since then tis Centuries and yet Feels shorter than the Day I first surmised the Horses Heads Were toward Eternity (20-24) It has become difficult for the speaker to tell the difference between a century and a day. But she knows it has been Centuries since then, so the implication is that her consciousness has lived on in an eternal afterlife.That immorality is the goal is hinted at in the first stanza, where Immortality is the only other occupant of the carriage, yet it is only in the final stanza that we see that the speaker has obtained it. Time suddenly loses its meaning; hundreds of years feel no different than a day. Because time is gone, the speaker can still feel with relish that moment of realization, that death was not just death, but immortality, for she surmised the Horses Heads/Were toward Eternity . By ending with Eternity , the poem itself enacts this eternity, trailing out into the infinite. Mortality is probably the major theme in this poem. Its all about the speakers attitude toward her death and what the actual day of her death was like. Dickinson paints a picture of the day that doesnt seem too far from the ordinary. The speaker isnt scared of death at all, and seems to accept it. On a closer observation, there are two opposite themes Mortality and Immortality occupy this poem. We find out that the memory of the speakers death day is being told centuries into the afterlife. So, in this poem, Dickinson explores the idea of perpetual life. In this poem there is life after death, which offers an explanation as to why the speakers so calm about everything. Deaths not the end, just one step closer to eternity. Under Emily Dickinsons brilliant composing techniques, this poem attempts to change peoples perspective of death. Not only is this poem different in mood from other poems based upon the same theme, it also presents a unique character of Death that is rarely found in other poems. People are afraid of death because they are afraid of what will be taken away from them once death comes. However, in Dickinsons point of view, once you face this great fear, you will receive great rewards eternity. BIBLIOGRAPHY ~ www. en.wikipedia.org ~ Peter Nesteruk , The many deaths of Emily Dickinson ~ The Complete Poems of Emily Dickinson, edited by Thomas H. Johnson. ~ Salamatullah Khan, Emily Dickinsons Poetry: The Flood subjects

SendinBlue vs AWeber Which Is Better ... and Cheaper

AWeber is one of the most popular email marketing services out there. However, if youre a bit more budget-conscious, youll probably be looking for an alternative. This is where the topic of SendinBlue vs AWeber comes into play.SendinBlue is on many users radars due to the platforms similar feature set and a pricing model thats perhaps more beginner-friendly.Today, we compare the two and see who comes on top between SendinBlue vs AWeber. When it comes to the must-have features the things youd expect to find in every quality email marketing tool both SendinBlue and AWeber dont disappoint.Either tool brings all you might need to run a successful email marketing campaign. The differences are in the specific ways in which those features are delivered, but well get to that.Both SendinBlue and AWeber allow you to:send classic email broadcast campaigns 📠¢build your emails via a visual editor with drag and drop ðŸâ€" ±Ã¯ ¸ choose from a range of email templates 🎠¨split test your campaigns â™ »Ã¯ ¸ use email API connect third-party tools âš™ï ¸ integrate with other apps ðŸ”Å'create sign-up forms and publish them on your website 📛manage your contacts and segment them into different lists 👠ªtrack your results with advanced analytics 📈monitor your efforts via official mobile apps 📠±To make things more interesting, here are the features that are a bit more unique to each platform:Starting with SendinBlue; it comes with an excellent module for email automation, allowing you to send emails based on a number of triggers that you can set.For instance, you can send emails based on the users behavior in your shopping cart, or when they visit a specific page on your site, or when its their birthday, plus limitless other scenarios.You can also take things up a notch and design complete automation workflows based on the users interaction with the previous messages plus a range of other factors.SendinBlue also comes with an SMS module allowing you to do a bit more old-school direct outreach campaigns based on SMS messages. (Messaging to different countries has different price tags attached.)Lastly, theres also a growing social media module, currently allowing you to create Facebook ads and roll them out.AWeber, on the other hand, is a bit more geared toward integrating your email marketing efforts with other marketing or client acquisition channels. The app integration catalog of AWebers is very impressive with more than 700(!) tools there.This opens up a lot of possibilities, including things like integrating your email lists with PayPal, so that whoever buys from you there can also subscribe to your list at AWeber. Similarly, you can enable integrations with Etsy, Eventbrite, Facebook, and other platforms.AWeber also has some ready-made subscription forms that you can add to your Facebook page, Shopify store, WordPress website, and more.One very blogging-friendly feature in AWeber is the possibili ty to trigger emails automatically from your blogs RSS feed (called Blog Broadcasts). That way, you can have your emails sent the minute a new blog post goes live on your blog.AWeber also has its own email automation module thats similar to SendinBlues.  With it, you can send different emails based on the actions the subscriber takes on your other emails. Still, SendinBlues offering in this regard seems to be a bit more feature-rich you can create fairly advanced scenarios.Lastly, AWebers mobile app looks to be a tad bit more useful than SendinBlues, which can be important if you do a lot of your list management on the go.Overall, Id say SendinBlue is more feature rich in other areas automation, transactional emails, even social media marketing making it a more complete online marketing platform. AWeber is set on email marketing first, which is a great thing if thats the only element you need.📚 Read also: GetResponse vs AWeber SendinBlue review💠¸ PricingThis is probably something youre the most interested in. Heres how the platforms compare.First, SendinBlue:And AWeber:There are a couple of significant details here:First of all, SendinBlue has a free plan. As part of it, you can send up to 300 emails a day (adding up to 9,000 a month). And you can serve an unlimited number of subscribers.Secondly, AWeber charges you per contact, whereas SendinBlue charges per email sent.Because of this significant difference in pricing models, its rather difficult to compare both platforms head to head and point out which is cheaper. This all depends on how many emails youre going to be sending and how many people youre going to be sending these emails to.Still, in general:If you have a relatively small list, you can probably support it with SendinBlues free plan.If youre going to be contacting your list often multiple times a week, AWeber is going to be cheaper.If youre only going to contact your list once a week or even less frequently, youre going to g et more bang for your buck with SendinBlue.Though, as always with these things, you should analyze this on your own and see how much youll likely spend with your projected email volume and list size.🎠¨ Design and email templatesThis is a department where both platforms offer a lot! And, interestingly enough, they both have around 700+ email templates for you to choose from.That being said, AWebers templates seem to be a bit outdated compared to SendinBlues. Or at least the ones presented at the top of the list havent been that impressive:SendinBlues look a lot more modern and overall more attractive. They just dont require that much work on your part to make your emails look great:Both companies claim that their templates are ready for mobile, which is great!👠 Ease of useThe user interfaces with either SendinBlue vs AWeber are functional and dont hide any crucial features or settings.SendinBlues interface is uniform throughout, meaning that your experience as the user is consistent as you go through the different panels from managing your list to creating campaigns and sending them out.Heres the main dashboard:The email builder itself is also good-looking and not confusing, and it works with drag and drop:AWebers dashboard looks even better if Im honest. Every option is clearly visible, and AWeber highlights all the key features the things you most likely want to do:The interface of the email builder is a bit more complex, but still nothing too difficult to wrap your head around.Both platforms score highly when it comes to reports and tracking of your sent emails. You get a lot of insight into your emails performance and what can be done to improve these results. Heres SendinBlues tracking module:âš™ï ¸  Website integration optionsBoth platforms can be integrated with a WordPress  website fairly easily. Though, the process itself might be a bit counterintuitive at first.Heres the gist; while each platform has an official WordPress plugi n that you can use, thats perhaps not the most effective way of integrating things. Those plugins can be wonky.Instead, you can do one of two things:either create a subscription form normally in your platform of choice (SendinBlue or AWeber) and then embed the source code of it in your site in a sidebar widget or below your posts,or, you can integrate each platform with a third-party solution like OptinMonster, Bloom, Convert Pro, or similar these give you some cool features and are overall much more functional than what you get with just SendinBlue vs AWeber.In other words, yes, you can integrate both AWeber and SendinBlue with your WordPress website, but youll most likely need a third-party tool to get the most out of this integration.🠏† SendinBlue vs AWeber: which is better overall?Both AWeber and SendinBlue are great email marketing services, and they both deliver you the full package of features that you might need. The difference is in the details.SendinBlue is a more complete online marketing platform, letting you do not only email marketing but also Facebook ads, SMS campaigns, and advanced email automation. Furthermore, its also really good at the standard stuff sending email. Last but not least, SendinBlue offers a free plan and (subjectively) better email designs.AWeber has been in the email marketing business a bit longer and has more users overall. They are your email-first solution that can be great especially if youre going to be sending a lot of emails to your list. Plus, you can also benefit hugely from their 700+ integrations with other tools and platforms.So what do you think? Have you made up your mind between SendinBlue vs AWeber? Let us know in the comments. * This post contains affiliate links, which means that if you click on one of the product links and then purchase the product, well receive a small fee. No worries though, youll still pay the standard amount so theres no cost on your part.