The Past Essays - Spirituality, Culture, Religion,

The Past The past is the root of the present whereas the present is the seed of the future; the pastness of the past has its present too. If the present is the culmination of the past, it is also the take-off stage for the future. Obviously all the three have an organic relation whether we take them from the point of view of human life, nature or human institutions. Human life, during its evolutionary course, leaves behind a trail, a beaten path, a tradition, or the tradition which crystallizes itself into the culture of that nation. Otherwise also the abortive efforts of the past make the persons wiser, experienced and better equipped for action; the successful adventures inspire us to do our work enthusiastically. Similarly Nature, as it is, has retained much of ancient character though it has been evolving all through. Nature, in no case, can be considered something amorphous, transient and for the present only. Similarly human institutions of the past and the future have a clao se relation with the present, for example, religion, which had been dominating not only the life but also the thinking of the people in the past has been reduced to the level of a private affair. There is a possibility that religious outlook, with a greater emphasis on moral virtues, may assume a greater significance. Religion, some think, alone can solve the problems of the world. S. Radhakrishnan once said, "Irreligion is our malady, religion is only cure." The past, the present and the future cannot be studied in a state of isolation.

Easy Rider essays

Easy Rider essays Easy rider characterizes the spirit of the sixties by involving freedom, dreams, and struggle. Peter Fonda plays Wyatt a 20-something purpose seeker along with his best friend Billy (Dennis Hopper), a true Californian hippy. Like many others these two friends set out on a trip to discover true America; to discover them selves. Funding their trip was a quick drug deal with some Mexican dealers. The main message of this film is that people are scared to live or to see others live. That difference threatens people and their action is to get angry and violent, as the film expressed numerous times. Violent acts portrayed by common comfortable country people. This film is relevant today, because of that. Everywhere you go you are going to find similar people that are impartial to change and feel threatened by freedoms of others and how others express it. Jack Nicholsons character, George Hansen, a part time lawyer/alcoholic said it very well, They can talk to you and talk to you about individual freedom but once they see a free individual it scares them. Wyatt and Billy met George in jail after they illegally joined a parade through a small town in Louisiana. Georges quote is ironic considering that just a few hours after he said it he ends up beaten to death from expressing his individualism. I think this movie was pivotal because it didnt sugar coat the true events that took place in the sixties. People were angry and they acted on it, people struggled for food and struggled for purpose in there lives and the film portrayed that clearly. The film had a good response on myself because it broke down the cliche sixties stoner happy decade by focusing on the violence and anger that also occurred in that time. The theme was emotionally impressing to understand the truth about the sixties. Easy Rider was typically well received by younger society; mainly because of the heavy drug content. Bu ...

Case study K-12 Education common core standards

K-12 Education common core standards - Case Study Example The common core standard system will establish objectives that the education sector should achieve within a certain timeframe. After the period of execution, they will provide a reference point for performance evaluation. In essence, the common core standards system will have provided a framework for performance evaluation in the education system. Performance evaluation is imperative in any sector since it reveals to the different stakeholders the impacts of the existing strategies. Despite having all the right intentions, the common core standards system may be counterproductive if undertaken unilaterally (Oros, 2007, p. 297). The process of establishing standards should be all-inclusive to ensure that educators and school administrators also contribute to the creation of the educational standards. In addition, the implementation should also involve the educators and administrator who are well versed with the challenges of implementing any education policy. The common core standards system will establish a mentality that the stakeholders have to keep improving if they are to remain relevant in the education system, which will be beneficial to the students, and the education system. Overall, the common core standards system is a noble educational system whose success will depend on the implementation and acceptance in the learning

A, Critically explain an account for the equitable maxim equity will Essay

A, Critically explain an account for the equitable maxim equity will not assist a volunteer and B, Critically explain an account for the differences between equitable and common law remedies - Essay Example A donatio mortis causa is where property is transferred to another in expectation that the maker will be dying soon after the item has been transferred. The transfer is conditional that the death is imminent. Such a gift is effective form the moment it has been made subject to the death of the testator soon after making the bequest. The gift is classed as an inter vivos gift such that if the testator does not die as expected the gift will be revoked. Blackstone talks of donatio mortis causa as occurring when a person ‘in his last sickness, apprehending his dissolution near, delivers or causes to be delivered to another the possession of any personal goods to keep in case of his decease’. Swinburne identifies 3 types of donatio mortis causa, these being a gift in anticipation of death, a gift moved by imminent danger which takes effect immediately and a gift where a person in peril of death gives something to the donee that only becomes the property of the donee if the donor dies. The Lord Chancellor disagreed with this stating that only the first of these was a donatio mortis causa. The Lord Chancellor made the comment that the second type would be an inter vivos gift whilst the third type would be a testamentary disposition. ‘for an effectual donatio mortis causa three things must combine: first, the gift or donation must have been made in contemplation, though not necessarily in expectation, of death; secondly, there must have been delivery to the donee of the subject-matter of the gift; and, thirdly, the gift must be made under such circumstances as shew that the thing is to revert to the donor in case he should recover’ As a result of cases such as Sen v. Headley2 the courts have adopted a different approach to the application of donatio mortis causa. The new conditions require that the gift was made in contemplation of death, rather than expectation; that the gift is made subject to the condition that it will only

NHS Care Records Service Failure Case Study Example | Topics and Well Written Essays - 1750 words

NHS Care Records Service Failure - Case Study Example This would have allowed for ease of treatment, while at the same time allowing for easier and convenient collection of health data for research and planning by the health department (NAO, 2006:7). Further, the involvement of several local service providers through contracting four different firms was a noble idea, since it was meant to forestall the complete delay or failure by a single service provider. However, the major weakness associated with this strategy of contracting is that the different local service providers would easily fall out of the central monitoring of the Department of Health and the relevant agency (NHS Connecting for Health Agency (CfH), resulting in the failure of the programme due to weaknesses in coordination of the multiple implementers of the programme (King & Crewe, 2013:24). The Contingency Theory of Management provides that managers make decisions regarding issues facing an organization based on the situation at hand, as opposed to the application of a ’one-fits-all’ approach (Seyranian, 2009:153). Thus, according to this theory, a manager will take a management decision based on the most important aspects facing the organization at the moment. Therefore, this theory provides that different managerial positions will demand a different form of approach while making decisions for the organizations. For example, while a manager who is responsible for managing a higher institution of learning such as a university may prefer to apply a consultative approach, a manager managing a military camp will mostly be suited to adopting an autocratic approach (Seyranian, 2009:155). Thus, the NHS Care records service failure is an example of a management situation where the Contingency Theory of Management became applicable. The National Programme for IT (NPfIT) was dismantled in June 2013, after a period of more than 10 years in operation, having not satisfactorily delivered the targeted objectives of the program (CAP, 2013:5).

Thomas Nagels Moral Luck

Thomas Nagels Moral Luck The concept of moral luck has been assessed by many forbearers, It is the idea that that the actions people make depend on factors out of their control, yet we continue to treat them as the object of moral judgment. In Nagels Moral Luck, Nagel identifies the problem moral luck as a conflict between our actions and principles that most share about mortality. He brings up a plausible idea that people cannot be morally judged for what is not their fault, or by factors that are out of their control. Although we know that there are certain things in life we cannot for see, we do make moral judgments about people based on factors out of their control. Suppose a drunk driver kills a child, we would call him a murderer but if the little girl had not been playing on the road at the wrong time we would call him a fortunate driver. On the other hand, when someone tries to do something noble like save someone from a burning building but drop them which causes them to land to their death, the act was still good in and of its nature but people will not give him the same admiration if he would have saved the person successfully. The unfortunate rescuer could not have for seen any obstacles in her rescue. Nagel sees this as, the problem of moral luck. A persons moral standing should not be affected by luck or chance, and the fact that luck plays such an essential role in determining whether a person is good or bad, morally, in the eyes of his peers is an inaccurate judgment. We may wonder if the problem Nagel presents is better thought of as a problem of luck or if its really about control. Nagels concern is whether luck plays a role in determining a persons moral standing or things that are out of ones control are affecting her moral standing. The answer is both. Luck should be present where control is lacking; they are one in the same. This is significant because although we may call it luck with lack of control there are times when we have some idea of what will happen. For example, if the sun rises tomorrow, it will be completely of anyones control but we wouldnt go so far as to say we are lucky that it happened, there is a likelihood that it would happen regardless of anyone having control over it or not. The problem with moral luck is that there are times when luck does, in fact, make a moral difference. Two kinds of differences discussed in Nagels essay. The first is the case of the unfortunate driver, (the driver who killed a child) is no worse a person than the fortunate driver. Likewise, as we cannot hold the fortunate driver responsible for the death of a child we cannot hold the unfortunate driver responsible for the death of the child since they were just made different by luck. The question of moral worth then comes into play. Does luck make a difference in a persons moral worth, or in what one is morally responsible for? It is not quite clear which side Nagel is taking. He briefly refers to the problem of moral luck as a fundamental problem of moral responsibility, but mostly, his worries are about blame. Will the unfortunate driver himself be rated morally worse than the fortunate driver? Nagel indulges in both ideas, asking if the unfortunate driver is more to blame and if he is a worse person than the fortunate driver. Although these questions are asked inseparably, we cannot make sense of the idea of holding someone morally responsible of killing when they have not and lowering their moral rating. Essentially, there is very little that occurs in our lives that we have full control of the outcome so how can we place an accurate moral judgment on an individual that has no complete control of the outcome of their decisions. Nagel points out that there are four different types of luck that play into our moral decisions. The phenomenon of constitutive luck is what kind of a person you are, not only what you do deliberately but what you are inclined to do and what is in your nature. Another is luck of circumstance which is the kinds of problems and situation one encounters. The last two have to do with causes and effects of actions. Luck in the way ones actions and projects turn out and luck in which how one is determined by past experiences.

Comparing Beggar Woman by William King and To His Coy Mistress by Andre

Comparing Beggar Woman by William King and To His Coy Mistress by Andrew Marvell 'Beggar Woman'(William King) and 'To His Coy Mistress'(Andrew Marvell) are two poems written in the 17th century when society was very different to how it is today: women had no status, rights, or independence. All aspects of society were male dominated, they ruled, and so all laws and acts were in the favour of males. The poems are great examples of how society was when they were written, they also mirror the roles each gender played in the various aspect of life, the males active and controlling, the women passive, and they had to be compliant. At the beginning of this poem, there is a description of a gentleman out hunting, which is an upper class activity, as they are the only people who could afford to take part in such an expensive activity, also by the fact he is described as a 'Gentleman' suggests he belongs to the upper class or 'Gentry'. The 'Gentleman spots the 'Beggar Woman' and she is described as 'game', because really to the man that is all she (the Beggar Woman) is, due to her gender and social status. When he wants the Beggar Woman's attention he addresses her as 'mistress' which shows respect, yet not so much as to call her a lady, just enough to keep on the right side of her until he gets what he wants, I think. The man then proceeds to issue commands to the lady, due to his class and gender this, at this period in time was socially accepted. The man thinks that the woman is going to give him what he wants, sex; however, the situation he is left with the end is very different to the outcome he hoped, and from his view, probably considerably greater commitment than he had hoped for. Aside for the obvio... ...ionship, both women I assume, would rather not be in their respective positions. Many of the attitudes expressed in the poem are understandable such as the Beggar Woman's views, as shown at the end of 'The Beggar Woman' may have been revolutionary and uproarious at the time, are now seen as the correct and fair way to do things. However this is the only view in the poem I find acceptable, the rest I find dated such as, as I have explained the class divide, and also the sexual inequalities, women being treated as a inferior species almost. Still many of the views etc. expressed in these poems are applicable today, the 'Carpe Diem' attitude is still adopted, rather foolishly I think, by many young people. The modern reader of the poem should learn from the way some things were how not to do things again, to learn from the mistakes of previous generations.

Montessori Method and Child

The sequence of exercises through which the child is introduced to group operations with golden beads. â€Å"If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is life to be hoped from it in the bettering of man’s future† (Maria Montessori – The discovery of the child) Dr. Montessori recognized that children are born with a particular kind of mind, one that is naturally inclined towards order.This ‘special’ mind is what gives humans the ability to make judgments and to calculate; it is how we have progressed in fields such as engineering and architecture. Dr. Montessori called this ‘the mathematical mind’ – a term borrowed from the French physicist and philosopher Blaise Pascal. Montessori felt that, if we are to support development, then we must offer mathematics at an early age since this is the kind of support that is appropriate for the kind of mind that we have. S he observed: Great creations come from the mathematical mind, so we must always consider all that is mathematical as a means of mental development. It is certain that mathematics organizes the abstract path of the mind, so we must offer it at an early age, in a clear and very accessible manner, as a stimulus to the child whose mind is yet to be organized. ’ (Maria Montessori – The discovery of the child) Dr.Montessori believed that children pass through sensitive periods when they possess a unique and amazing aptitude for learning; to take advantage of these sensitive periods, we must prepare environment to simulate their particular interests and allow them to exercise their innate ability to learn. I began to understand to that the shelf-works are actually the practical life and sensorial exercises that are as necessary as the materials insolated qualities physically and prepare the children before they begin the mathematics learning.From the course manual and the var ious reading materials, I began to discover some important elements that will lead the children to progress mathematics learning from concrete to abstract using Montessori methods in teaching. These elements are:1) The Montessori Sensorial materials and Exercises 2) The Practical life materials and Exercises 3) The unique Montessori mathematics curriculum and materials When we think of Montessori Mathematics, we cannot just consider math materials only because sensorial training is of great importance in teaming the basics of mathematics.The entire sensorial materials for dimension (knobbed cylinders, pink tower, broad stairs and long rods) are in sets of ten. When the child works with the sensorial materials, he is indirectly learning the units of measurement, the ‘tenness’ in the materials. For example, when the child has mastered the arrangement of the long rods, he has a sensorial basis for counting tens. The long rods are identical top the number rods: the child al ready has an impression and is familiar with the long rods which make learning concepts of 1-10 easier when the child is being introduced to number rods.The long rods act as an indirect preparation for a more advanced activity. Dr. Montessori stated that the long rods provide an absolute and a relative concept of numbers. As the children handled and compared would help them to various combinations and contracts. (The Discovery of the Child, Pg. 264) The sensorial exercises are based on a logical learning sequence. It goes from the concrete to the abstract an example of geometry: In the traditional system, when we introduce ‘triangle’, we would show children a plane figure enclosed by 3 straight lines but is quite an intellectual concept and children are being ‘told’ then ‘discover’.However, Montessori Method introduces the triangle in the form of solid wooden insets which can be taken out and fitted into corresponding wooden sockets. When the c hild ‘tough’ and ‘see’, he forms a visual image of the object and make it easier to remember. Secondly, the child is given the ‘triangle’ printed on cards wholly filled in. thirdly, the ‘triangle’ is not filled in now, but drawn with thick outlines. Fourthly, the ‘triangle’ is shown by a thin outline only and lastly it arrives at the Euclidean Definition of a triangle, i. e. a plane figure enclosed by 3 straight lines.In this example, the child has gone through five stages before reaching the abstract concept. (The Course Manual, Pg. 73) The materials also contain a control of error, e. g. in the cylinder blocks, directress will not tell a child if he makes a mistake in placing the cylinder back, the child will make his own judgment when he discovers on his own if the cylinder will not fit in a hole that is too small, this guides him to accurate observation and also builds up the child’s perseverance skills, tha t teachers him not to give up so easily.The sensorial materials basically help the child to learn through their senses. According to Dr. Maria Montessori, there is a purpose for sensory education: â€Å"It is exactly in the repetition of the exercises that the education of the sense consists the aims of the exercises are not that the child shall know colours, form and the different qualities of objects, but that he refines his sense through an exercise of attention, of comparison of judgment. Maria Montessori The sensorial materials provide the child with plenty of opportunities to improve his attention span as the child is allowed to work with the material as long as the child’s interest may hold. The sensorial didactic materials such as the cylinder blocks, the Colour tablets, the geometric cabinet and many other exercises provide the child the skills to make comparison and judgment that are so essential to prepare the child to the next level of learning.When the children work with the sensorial materials, they are being introduced to the idealization of things and isolation of qualities. It fosters concentration and thinking skills, which develop the mathematical mind. The Practical life exercises in everyday living skills help the child to improve his fine motor skills, eye-hand co-coordination and concentration. The activities are familiar tasks to their home settings, such as pouring, transferring, sweeping or even cleaning the shoes. For example, the child begins with simple pouring exercise like pouring water into a bottle with a funnel.These simple exercises prepare the child indirectly for mathematical concepts such as volume and capacity. The practical life materials are mostly practical and creatively made or assembled by the teachers. The various exercises often begin from simple to more complexes in design and usage. Each material has a definite purpose and meaningful to the child. The directress will also observe different childrenâ€⠄¢s capabilities and arrange the shelves with activities helping to progress in their learning paths. These purposeful activities help to assist children in their development: physically, cognitively, socially and emotionally.They increase the children’s attention span, help them to understand achieving objectives through set sequence and gain a sense of â€Å"I can do it† independence. These Practical life exercises ultimately help the children with three basic mathematical skills: exactness, calculations and repetition. Obviously, the Practical Life and Sensorial activities and materials have indirectly preparing them for learning the mathematical concepts and building a strong platform of foundation even before the child begins mathematical learning. Dr.Montessori also knew that the child aged six and under learns through his senses and through movement, that is, through hands-on, manipulation. She concluded that she needed to provide mathematical concepts in a conc rete form, which would be accessible to the children's senses. A prime example is the material used to introduce the concept of quantity: the Number Rods. These wooden rods are painted in sections of red and blue so that each section represents the addition of a unit. The rod for two is therefore twice as long and twice as heavy as the rod of one; that the rod for ten is ten times larger than that for one is strikingly apparent.In traditional education, on the other hand, mathematics is taught in a less hands-on manner. The child is given the abstract symbol as a starting point. Beads on a thread may be used to practice counting to ten, but it is more often done aloud or in the form of songs. Recognizing the symbol and counting up to ten does not imply an understanding of what these numbers mean; they are simply symbols and words to be said in sequence. Furthermore, counting individual objects such as beads requires the child to make the additional mental step of grouping objects to gether in order to come up with the quantity.Far clearer is the Montessori approach of presenting the idea of the quantities as a whole using the Number Rods. As Dr. Montessori wrote, ‘When, on the other hand, in ordinary schools, to make the calculation easier, they present the child with different objects to count, such as beans, marbles etc. , and when, he takes a group of eight marbles and adds two more marbles to it, the natural impression in his mind is not that he has added 8 to 2, but that he has added 1+1+1+1+1+1+1+1 to 1+1.The result is not so clear, and the child is required to make the effort of holding in his mind the idea of a group of eight objects as one united whole, corresponding to a single number, 8. This effort often puts the child back, and delays his understanding of number by months or even years (Maria Montessori – The discovery of the child) The Montessori mathematics curriculum is organized into six groups.It begins with Group one introducing units of quantity from 1 – 10 using various concrete materials like the number rods, number cards, sandpaper numerals, spindle box, cars and counters and number games to learn the names of the numbers and repetition learning in counting from 1 – 10. The materials are designed to prepare the child indirectly for further learning. For example, the sandpaper numerals are used to teach children the name of the numbers from 1 – 10. By tracing the numerals with his fingers; he builds a muscular memory of the numerals and therefore prepare him to write numbers.The number ‘Zero’ is being introduced through the spindle box when the child learns that ‘zero’ means ‘nothing’ and he does not put any spindles into the spindle box compartment that shows the numeral ‘0’. Each topic is presented to the child individually. The teacher also uses the ‘three period lesson’ to teach the concept of the numbers 1 – 10. For Example by using the sandpaper numerals. First period: The teacher places the sandpaper numeral 1 in front of the child and says, â€Å"This is one. † She also traces 1 using two fingers. She continues with numeral 2 and numeral 3.Second period : To test if the name of the numerals is associated in the child’s mind. The teacher places both the numerals 1 and 2 in front of the child and asks, â€Å"Show me the numeral 2† and asks child to trace 2, followed by â€Å"Show me the numeral 1† and trace 1. The teacher moves on to the next stage should the child succeed in the association. Third Period : The teacher points to the numeral 1 and asks, â€Å"What numeral is this? † If the child is able to name the numerals, she replaces it with the other numerals and asks the same question.Once the child has mastered the thorough knowledge of the units, then he will be introduced to the whole decimal system, learning the names of the power of ten usi ng the bead materials which is Group two. The children are given concrete experiences with the units, tens, hundreds and thousands; and these learning are made possible and easy because of the golden beads and colorful bead stair. Montessori golden beads are golden beads of the same size, which are used to help children understand unit, quantities of tens, hundreds and thousands.A single bead comprises one unit. Ten beads strung on a wire indicate ten. One hundred is indicated by ten bars side by side, which makes a square, and one thousand is ten one hundreds staked on top of each other, making a cube. It uses sensorial approach as the different bead materials can be differentiated in depth, weight and quantity. (www. montessori. com/goldenbeads) The children will explore the quantities and place values as they count though the units, tens hundreds and thousands using the materials.As the children can see visually, making it easier for them to associate the name of the numerals wit h the quantities. With the use of the materials like the large number cards, children also begin to link written symbol with quantities. All these exercises help to prepare the children as they progress towards abstract learning later on. Next, in Group three, the child first learn with the beads and the beads are arranged vertically to help the child to associate his learning later when he is being introduced to use sequin board A to learn 11 – 19 and sequin board B to learn 10,20,30,†¦. 0. Correspondingly, the child is also using the sequin board B and the golden beads to reinforce concepts of learning numerals 11 -99. The correct number of ten bars and short bead stair provide control of error and give the child the muscular impression of the quantities. In Group four, the children are being introduced to not just addition and subtraction but also to multiplication and division. It is not yet written in the book but as a sensorial level with an interesting set-up of a banker and two players.The children will fetch the beads, large numeral cards, small numeral cards on trays, making it fun like a trading game, but most importantly, the children are learning. All the directress has to do is to guide the children, observe their learning capacities and enjoy playing in the game as well. When the children have enough learning and understanding with the operation of decimal system, the children progress on to the next level. This is Group five. Lastly in Group six, the children will begin to transit to abstraction as they move on to internalize the function of arithmetic.At this point, the children would have a good foundation practicing the individual sums with golden beads. Conclusion Indeed, the Montessori mathematics materials and methods have proven its efficiency that is necessary for laying the foundation of counting and arithmetical operations. These key elements of sensorial learning, practical life exercises and mathematics materials are imp ortant process for children to learn from concrete to abstract in mathematical learning. The child is free to explore the material for mathematics material at his own pace, without pressure.The materials are designed with their own ‘control of error’ so the child is always able to assess his own progress. He is introduced to the concepts of addition, subtraction, multiplication and division in group activities where he is given an actual concrete experience of the meaning of these functions. For example, he experiences addition as the putting together of two quantities that results in the production of a larger quantity and multiplication as a special addition in that it is the putting together of quantities that are all the same.The working in groups appeals to his need to interact socially at this age in sharp contrast to the solitary approach of the traditional ‘worksheet’. The Montessori approach results in the concepts being fully understood at a time when it is easy for the child to understand as long as the ideas are presented to him through the manipulation of concrete materials. By the time the children are six years old they have a solid knowledge of mathematics that will stand them in good stead not only for further study, but also for many other aspects of everyday life

Empedocles essays

Empedocles essays Empedocles was a major Greek philosopher. This man was born in Agrigentum, Sicily, in 490? - 430 BC. He was not only a philosopher but a statesman, poet, and knowledge of natural history and medicine. After his father's death he extended his career in politics. He favored the democratic side and had many fellow citizens support him. He then obtained royal positions in Agrigentum. He was offered the crown but rumor has it that he refused. His study was a combination of scientific study and mystical religion of the Orphic type. Differing from Pythagoras, he focused on medicine instead of mathematics. The skill that he possessed in medicine and natural philosophy allowed him to perform many wonders. He pretended to drive away noxious winds from his country and put a stop to epidemic diseases. He has also been said to have restored a woman to life who had lain breathless thirty days and to have done many other things, equally astonishing. Empedocless poetic talent was based on nature. One of his famous poems was Peri Phuseos. The death of this notable philosopher is unknown, but according to the common account he has said to have thrown himself into the burning crater of Aetna and might afterwards pass as a god. This story was told by Strabo and other fictitious writers. According to Aristotle he died at the age of sixty. Empedocless philosophy was based on the extant fragments of his poems on nature and purification. He said that all things are composed of four primary elements: earth, air, fire, and water. There are two active and opposing forces, love and hate (affinity and antipathy), act upon these elements. These forces combine and separate the elements into infinitely varied forms. According to Empedocles, his view points are that reality is cyclical. At the beginning of the cycle, the four elements are bound together by the principle of love. When hate penetrates the cycle, the elem ...

The Influence of Puritanism

The Influence of Puritanism Free Online Research Papers Taking into account the definition of Puritanism given by the Oxford Advanced Learner’s Dictionary, it is â€Å"the beliefs and practices of the Puritans†. Therefore, a definition of Puritan is needed, and given by the same source it is â€Å"a person who has very strict moral attitudes and who thinks that pleasure is bad†. Puritans was the name given in the 16th century to a part of Protestants with the Church of England, who wanted to purify their national church. However, in the 17th century some Puritans separated from the Church of England. Many of these Puritans were Calvinists, who had intense theological convictions. Among other things, Puritans believed in the absolute sovereignty of God; in the total immorality of men (which was due to the concept of Original Sin); in the divine revelation; and in predestination, which means that personal salvation was dependent upon God, since He saves those He wishes. Furthermore, as they held that they had a direct relationship with God, no mediators were needed; this is the reason why they wanted the abolition of bishops. Finally, the beyond or the after life was something they strongly believed in. Puritans were here to work hard and not to have fun. So much so that they would not enjoy life on earth as much as they would enjoy life in the beyond. Having been born in a Calvinist family, this term of beyond appears in most of all Emily Dickinson’s poems. This approach to religion held that men were inherently sinful and most human were predestined to hell; nevertheless a small number would be saved only if they proclaimed their faith in Jesus Christ as the true savior. However, the works and influences of Emerson and other poets opened up in her spiritual ideas further than the strict Calvinism. Apart from Puritanism, she was also influenced by Transcendentalism; she opposed the idea of God as influencing her every move and thus governing her thoughts and beliefs towards her life. In addition, Transcendentalists believed in the union with the over-soul. Consequently, the influence of Puritanism -taking into account her father being a Calvinist, and thus his persuasion upon her- will be analyzed here. To accomplish this aim, â€Å"There’s a certain slant of light†, â€Å"I felt a funeral in my brain† and â€Å"The soul selects her own society† will be taken into consideration. To start with, in the first poem, â€Å"There’s a certain slant of light†, two features of Puritanism appear explicitly: the divine revelation and the existence of a beyond. The slant of light which she mentions is sent from above and has a purpose (â€Å"An imperial affliction/Sent us of the air†); it symbolizes the little knowledge she possesses in life. As a result, the beyond exists and it is something which contains the whole knowledge she will acquire when she dies. This slant of light brings meanings about Life and Death (which belong to the beyond), but it is just a representation of them, of the whole knowledge she will gain in the beyond. She will only have a full light when she dies. What is more, what is very oppressing for her is the fact that the disappearance of the slant of light makes her realize that she is not death yet (â€Å"When it goes,  ´t is like the distance/On the book of Death†). She will have to wait to get all the knowledge, which is only provided in the beyond. The second poem taken into consideration, â€Å"I felt a funeral in my brain†, relates to her funeral and how she approaches the beyond. To my way of thinking, it could be seen as the second part of the first poem, because she describes that she is dead and that she will gain the whole knowledge because she is entering the beyond. Once more, the beyond appears here as something beloved, as death is liberation of the limitations of life; instead of just seeing the slant of light, she will see the whole light. Now she will understand life –which is a mystery-, since in life she was ignorant. This idea can be seen in the last stanza: â€Å"And then a plank in reason broke,/And I dropped down and down-/And hit a world, at every plunge,/And finished knowing-then†. Finally, in the last poem chosen for this analysis, â€Å"The soul selects her own society†, not only does the beyond become evident again, but also the idea that the soul has previous knowledge, which in fact can be related to the belief of predestination. Consistent with the Puritan thinking, predestination is one of their core beliefs. This goes hand with hand with the absence of free will. In this poem, the soul possesses some previous knowledge which facilitates her to choose her own society (which can be an ideal, a religion, a lover, among other things), and after doing this the soul closes her doors to the rest options. Moreover, the beyond emerges one more time. This concept does not only mean the idea of an after life, but also of a â€Å"before life†. Before she is born, her soul already possesses knowledge, which is decreased when she is in fact living, although she is always receiving â€Å"slants of light†. Afterwards, the beyond appears another tim e in the after life, when she dies. Though, the idea of predestination is stronger here than the idea of the beyond. As mentioned before, the soul has got some previous knowledge that will not change; God had already decided that He will save that person. The first stanza â€Å"The soul selects her own society,/Then shuts the door;/On her divine majority/Obtrude no more† is a clear example of how this previous knowledge is a tool to choose the best option and hence, not to change her mind. For the above mentioned reasons, the beyond is an important characteristic of the Puritan thought. Most of Dickinson’s poems are related to the beyond, and how desirable and pleasing will be to be able to have complete knowledge of Life and Death. The oppressing fraction is the between, the part in which she is alive and she simply has little knowledge. Death is not seen as something unwilling to reach; on the contrary, is something that brings satisfaction and fulfillment since she is no longer ignorant; it is merely in the beyond where she owns comprehension and understanding of everything. Research Papers on The Influence of PuritanismComparison: Letter from Birmingham and CritoAnalysis Of A Cosmetics AdvertisementCanaanite Influence on the Early Israelite ReligionAssess the importance of Nationalism 1815-1850 EuropeInfluences of Socio-Economic Status of Married MalesMind TravelThree Concepts of Psychodynamic19 Century Society: A Deeply Divided EraThe Masque of the Red Death Room meaningsEffects of Television Violence on Children

Hydraulic conductivity Coursework Example | Topics and Well Written Essays - 2000 words

Hydraulic conductivity - Coursework Example This paper will define hydraulic conductivity and discuss the properties or the states that affect the levels of hydraulic conductivity. Further, the paper will explore the importance of hydraulic conductivity and the methods used for the determination of hydraulic conductivity using empirical-based, field-based and lab-based approaches. The properties and the states that affect hydraulic conductivity The first property is the compaction conditions of the soil or the rock materials, where the difference in hydraulic conductivity depends on the contours of initial saturation. The zones of initial saturation are computed using the following equation: (Brauns, Bieberstein & Reith, 2003) Under the equation, â€Å"w is the molding water level; yd is the weight of the dry unit of the soil, yw is the (per-unit) weight of water, and Gs is the particular gravitational level of solids† (Brauns, Bieberstein & Reith, 2003). Defining the water levels in the combination and the weight of th e dry unit matches the hydraulic conductivity. The second determinant of hydraulic conductivity is index properties, which is marked by the composition of the soil or the rock material in question. ... d of larger particles, which are ordinarily less likely to be closely compacted into double layers, levels of hydraulic conductivity are lower (Beckie & Harvey, 2002). The third factor is the atterberg limits of the materials at the given area, where hydraulic conductivity should take place. In general, hydraulic conductivity reduces where there is an increase in the plasticity index and the liquid limit. This is the case, because plastic index and liquid limit are directly connected to the mineralogy of the soil, clay or the rock material in question. Sometimes, an increase in the clay content of a soil or rocky material or the presence of more active minerals of clay leads to a reduction in the size of microscale pores (Deb & Shukla, 2012). These microscale pores are the ones that determine the flow of water in the compacted wet lines of the soil or the rocky materials. This factor implies that soils with higher plasticity index and liquid limits will contain more clay content or a ctive clay minerals, and will characteristically have lower levels of hydraulic conductivity (Ganjian et al., 2006). Also, the particle size distribution of materials influences the hydraulic conductivity of the given material. This means that an increase in the percentage level of the fine particles contained in a unit area of the material causes a decrease in the hydraulic conductivity of the material. For example, soils with high levels of fine clay tend to have lower conductivity levels (Deb & Shukla, 2012). Why hydraulic conductivity is so important Hydraulic conductivity is used for different roles, including the development of engineering models entailing the use of geotechnical designing. Under this use, hydraulic conductivity is necessary for the determination of retaining

Healthcare Policy & Management Project - Mothers Room and ADA Research Paper

Healthcare Policy & Management Project - Mothers Room and ADA Compliant Bathrooms - Research Paper Example passed specific structural needs to enhance the accessibility of the people and provided an enhanced level of support to the employees particularly for mother workers and the employees with disability. This project involves developing a plan to provide Mothers (Lactation Aid) Room in The Company’s global headquarters located in New York City to provide private rooms for new mothers who wish to continue breastfeeding after returning to work. The policies will be designed in accordance with the workplace breastfeeding support provision in the Patient and Protection and Affordable Care Act (Section 4207) and the guidelines established by the Department of Labor, Fair Labor Standards Act (FLSA). According to Murtagh & Moulton (2011) the requirement for a workplace that supports the different needs of the employees is extremely important in the present day context. Angeletti (2009) noted that there has been a primary need for lactation rooms in the workplace for breast-feeding working mothers. Mensah (2011) further mentions that owing to the fact that the child bearing ages and the employable years of a women’s life is suffering and thus the employers should be providing them with additional support to maintain their work life balance (Tsai, 2013). Department of Labor (2010) articulated that the new policies have been reframed in order to enhance better support to the working mothers. The companies are reframing their policies in order to enhance their structural support to the new mothers to provide care for their babies and enhance their work life balance (York, 2008). The companies need to efficiently handle their structural development to provide with the lactation rooms. This would enhance the new mother’s confidence to join back office post delivery (CDC, 2004). Furthermore, it would also help the working mothers to enhance their balance between professional and personal life. Lleras (2008) further stated that the number of working women has increased in