Piano Teaching Method essays

Piano Teaching Method essays There is lots of piano teaching method and each one has its strengths and weaknesses. Now, I am going to inform you about the most common three methods for children Alfred, Suzuki, Amadeus. First of all, the Alfred method uses visual things such as colored pictures and graphics using software, compact discs, andor cassettes is the newest updated one in this method (Piano Teaching Method 1). As you know, a picture is the greatest friend to children and it helps them, even adults like us, to understand something a lot easier. Additionally, it could grab childrens attention more easily and quickly than a verbal explanation. For example, you can make a little card to show the scale or the relationship between notes. It is going to be helpful because students can look at it over and over. If you add colors or some pictures to that, it also would be helpful to get students interest. This method gives students strength in reading intervals and seeing the intervalic relationship between notes (Piano Teaching Method 1). However, it might cause students to play by totally relying on position playing instead learning how to read the notes because it uses the concept of position playing (Piano Teaching Method 1). In other words, students memorize the hand position fingering but not read the notes. And some people point out that the major composers should be presented to the students at a much earlier stage than is typical in this method (Piano Teaching Method 2). This method is recommended for very beginning teachers who need a certain prepared lesson plan to follow and once the teachers become more comfortable and get to know about different methods, they are urged to expand from this method (Piano Teaching Method 2). ...

Site and Situation in Urban Geography

Site and Situation in Urban Geography The study of settlement patterns is one of the most important aspects of urban geography. Settlements can range in size from a small village with a few hundred residents to a metropolitan city of over one million people. Geographers often study the reasons behind why such cities develop where they do and what factors lead to their becoming a large city over time or remaining as a small village. Some of the reasons behind these patterns are thought of regarding the areas site and its situation. Site and situation are two of the most important concepts in the study of urban geography. Site The site is the actual location of a settlement on the earth and is composed of the physical characteristics of the landscape specific to the area. Site factors include things like landforms, climate, vegetation types, availability of water, soil quality, minerals, and even wildlife. (i.e., is the area protected by mountains or is there a natural harbor present?) Historically, these factors led to the development of major cities worldwide. New York City, for example, is located where it is because of several site factors. As people arrived in North America from Europe, they began to settle in this area because it was a coastal location with a natural harbor. There was also an abundance of fresh water in the nearby Hudson River and small creeks as well as raw materials for building supplies. Also, the nearby Appalachian and the Catskill Mountains provided a barrier from moving inland. The site of an area can also create challenges for its population. The small Himalayan nation of Bhutan is a good example of this. Located within the worlds highest mountain range, the terrain of the country is extremely rugged and hard to get around. This, combined with the incredibly harsh climate in many areas of the country has made much of the population settle along rivers in the highlands just south of the Himalayas. Also, only 2% of the land in the nation is arable, with much of it located in the highlands, making a living in the country highly challenging. Situation The situation is defined as the location of a place relative to its surroundings and other places. Factors included in an areas situation include the accessibility of the location, the extent of a places connections with another, and how close an area may be too raw materials if they are not located specifically on the site. Though its site has made a living in the nation challenging, Bhutans situation has allowed it to maintain its policies of isolation as well as its own highly separated and traditionally religious culture. Because of its remote location in the Himalayas getting into the country is challenging and historically this has been beneficial because the mountains have been a form of protection. As such, the heartland of the nation has never been invaded. Also, Bhutan now controls many of the most strategic mountain passes in the Himalayas including the only ones into and out of its territory, leading to its title as the Mountain Fortress of the Gods. Like an areas site, however, its situation can also cause problems. For example, Canadas Eastern Provinces of New Brunswick, Newfoundland and Labrador, Nova Scotia, and Prince Edward Island are some of that countrys most economically downtrodden areas due in large part to their situations. These areas are isolated from the rest of Canada making manufacturing and the little agriculture possible too expensive. Also, there are very few close natural resources. Many are off the coast, and due to maritime laws, the government of Canada itself controls the resources. And, many of the traditional fishing economies they did have are now crashing along with the fish populations. The Importance of Site and Situation in Todays Cities As shown in the examples of New York City, Bhutan, and Canadas East coast, an areas site and situation played a significant role in its development both within its boundaries and on a world stage. This has occurred throughout history and is part of the reason why places like London, Tokyo, New York City, and Los Angeles were able to grow into the prosperous cities that they are today. As nations around the world continue to develop, their sites and situations will play a large role in whether or not they will be successful. Though todays ease of transportation and new technologies such as the Internet are bringing nations closer together, the physical landscape of an area, as well as its location in relation to its desired market, will still play a large role in whether or not such areas will grow to become the next great world city.

Quality improvement in long term care Essay Example | Topics and Well Written Essays - 2500 words

Quality improvement in long term care - Essay Example 40% of the residents require assistance with feeding. The high numbers of non-ambulatory patients put this facility put it among only 10% in the state. On May 10, 2004 the facility was investigated for a complaint which resulted in a substandard quality of care under Quality Indicator number 4, a prevalence of depression symptoms that also include two of the following; negative comments from residents, agitation or withdrawal, unpleasant mode upon waking, suicidal, weight loss or recurring thoughts of death. I choose the number 4 Quality Indicator for Emotional/Behavior Patterns due to its effect on quality of life. It may also be the end result of the other deficiencies at the facility, which included a high percentage of indwelling catheters, excessive amounts of medications and lack of assistance with personal care. The Quality Indicators for Emotional/Behavior Patterns of agitation and suicide could be signs of overdose of antidepressant medications. Sadness and withdrawal might be symptoms of depression as well as thoughts of death or weight loss, which needs to be treated. Depression encompasses both physical and mental health and can alter the responsiveness to nutritional and physical therapy as well as medical treatments. This deficiency has a potential for more than minimal harm. As per guidelines of the American Medical Directors Associ... Blood tests should include a chemistry profile, complete blood count, serum levels for anticonvulsant or tricyclic antidepressants, thyroid test or other levels pertaining to the individual in question. Before addressing pharmacogenesis of depression, however, consider another factor: Depression in the older adult if often more difficult to diagnose than in younger people. One reason is a prevailing misconception within general society, and even with the professional community, that older adults are supposed to be depressed, that it a natural part of getting older. In fact, an older adult's functional status, or level of impairment thereof, is often more influential than mere aging in shaping a person's mood. The residents of nursing homes usually have significant levels of debilitation, often arising from numerous chronic conditions. The complex nature of these conditions often frustrates physicians and treatment staff, often leading residents to have a sense of sadness or depression. (Garavaglia, 2006) If psychological testing and laboratory testing demonstrate that the resident is in need of psychiatric services, medical treatment or a medication adjustment and those measures lead to improvement, then the nursing staff needs to monitor the behavior and attitudes of the resident to prevent any digression or reaction to prescribed medications. If the depression does not appear to have a physical cause then assessment of the resident's environment and quality of life is the next step. Nursing should ask a few questions to determine the Quality of Care Improvement Plan. Is the resident capable of doing more personal care for himself, but needs clothes laid out or some other measure to maintain some independence If the resident is

Marketing Strategies 4050 Research Paper Example | Topics and Well Written Essays - 2000 words

Marketing Strategies 4050 - Research Paper Example Our Java Cafà © would be focusing on customers who are environmentally conscious of their actions. While coffee is enjoyed by people of all ages, it is important to develop a primary target market so that we are able to develop a marketing strategy targeted towards this specific market. Our primary target market includes: Students: Students form a big part of the target market for Java Cafà ©. The Auraria Campus located in downtown Denver accommodates more than 40,000 students and thus could be a good potential market for our Java Cafà ©. Students have a hectic daily routine from pressures of work as well as having to survive on limited budget. Most students cannot afford coffee machines for themselves and rely on coffee shops for their daily cups of coffee. However, since they are on a limited budget, they cannot afford to buy from Starbuck or Mc Cafà ©, and thus they look for cheaper options that do not compromise on the quality of services. As our Java Cafà © offers Wi-Fi, it would be a further attraction for the students since this generation is addicted to the internet and travels with its personal gadgets such as cell phones, laptops etc. ‘For them, technology is not a thing to be considered. It is a way of life’1. Furthermore, students usually have a common hangout place where they can meet up with their friends and peers. In this case, word-of-mouth promotion can help improve sales for Java Cafà ©. Young Professionals: Young Professionals are another target market for Java Cafà ©. Young Professionals in Denver make up 64 percent of the total population and Denver has the highest number of college graduates. Professionals from surrounding counties also visit lower downtown during their pre-working, lunch time and after working hours. These college graduates and young professionals are also busy people trying to make a position in the corporate world. They usually visit the coffee

Lane Book Rotc Essay Example for Free

Lane Book Rotc Essay Conduct Day and Night Land Navigation training and evaluation. (4) Conduct two nights of patrol base operations to simulate conditions at LDAC. End State: Cadets from all three universities are challenged both mentally and physically, MSIIIs are prepared for LDAC, and MSIs and MSIIs are better trained for further responsibility in the ROTC program. 4 Concept of the Operation 26APR12 Phase 1: Movement to Camp San Luis Obispo. All personnel on post, ready to train NLT 1600. Integration and Written Land Navigation Exam (MSIIIs only). MSIs MSIIs attend round robin classes. Once the exam is finished, all cadets attend round robin training. 27APR12 Phase 3: STX Lanes, Patrol Base Operations, and Night Land Navigation. 1st PLT moves to East, 2nd PLT to West. Each SQD conducts 5 STX lanes. After chow, the PLT will move as one unit to the first PB. They will leave their rucks and all will return for Night Land Nav. 28APR12 Phase 4: Patrolling Lanes and Patrol Base Operations. PLTs will form into their patrolling elements and switch sides. SQD pairings will be 1/3 SQD and 2/4 SQD, each will conduct 3 lanes, after chow they will move to separate PBs. 29APR12 Phase 5: Night Land Navigation and Day Land Navigation. MSIIIs conduct Night Land Nav before dawn. All Cadets conduct Day Land Nav after morning chow. Phase 6: Recovery and Return to Schools. Key tasks include weapons cleaning, accountability of all Cadets, sensitive items, and equipment and clearing of all facilities and training areas. 5 Area of Operations Barracks/DFAC/Main Gate East Side West Side 6 Primary Comms Primary Communications for STX and PTRL Lanes will be radios. Each respective site (East West) will use a specific set of radios that will only work within the range of that training site. Radios will be issued by S-4 at he TOC prior to movement to the training areas. STX: Each lane will have two radios to communicate between Evaluator and OPFOR. Each lane will remain on their assigned. Patrol is assigned two radios for communication between PL and APL. Prior to beginning the lane, change CHANNEL to the specific lane you will be running. NET CALL: At the conclusion of the AAR, the Evaluator(s) will move the SQD or PTRL to the next lane. For STX, establish a positive link-up and return to your assigned lane Prior to the start of each rotation, CDT OICs will radio each Evaluator to confirm SQD arrival.

Chaucers the House Of Fame: The Cultural Nature Of Fame :: essays research papers

Chaucer's "The House of Fame": The Cultural Nature of Fame QUESTION 7. DISCUSS THE CULTURAL NATURE OF FAME AND ITS TEXTUAL EXPRESSION WITH REFERENCE TO ONE OR MORE OF THE FOLLOWING: ORAL HEROIC POETRY, CHAUCER'S DEPICTION IN THE HOUSE OF FAME AND THE MODERN CONSTRUCTION OF THE CANON OF ENGLISH LITERATURE. YOU SHOULD FOCUS YOUR ANALYSIS ON THE INTERPLAY OF ORAL AND LITERARY TRADITIONS IN THESE CONTEXTS. Many critics have noted the complexities within Chaucer's The House of Fame, in particular, the complexities between the oral and the literary. The differences between these methods are constantly appearing; Chaucer is well aware of rapidly changing communicative practises and contrasts the preservation of utterance with the longevity of literary texts. He achieves this by discussing the nature of "Fame" and the difficulties that arise from it. "Fame" can both destroy and create. It can result in the eternal preservation of great works and their creators. However, Chaucer is quick to note the precarious nature of "fame" noting the unreliable process of attaining it and its potentially momentary existence. Every creator with their respective work/s naturally crave and desire "fame"; they want their subjects to remain fresh in the minds of their audience. Chaucer, while neither totally praising the written nor the oral, reveals how essentially the written word is far more likely to become eternal as opposed to the oral. The relative "fame" of any work is dependent on many factors. Many traditional and classical ideas result in the formation of the English canon, yet as Chaucer indicates, the "fame" of these works can easily become annihilated. The arrival of new readers with different ideals and thereby changing tradition, can reject classical or "canonical" work and their "fame" will melt into nothingness. Most stories, histories and legends that emerge from oral heroic poetry are to herald the achievement of the powerful and wealthy so that their histories will not fade from the memories of the population. The stories of Beowolf are a clear example of this, as within these stories, (whether embellished or no), Beowolf's fame and legend reaches the modern reader hundreds of years later. Clearly, Beowolf is still very much dependant on the conventions of oral traditions and written to leave a permanent reminder of Beowolf, to enforce Beowolf's fame. The use of "Hwaet" to mark the start of an oration, emphasises the continuation of oral tradition. Most oral cultures (usually illiterate), pass on stories and legends learnt from the previous generation, basically using the authority of recalled memory, not as an actual witness; rather 'I have heard it said` than 'I know this to be true`.

Deschooling Essay

In the contemporary society, many people believe that as an integrated part of society, the purpose of education is to capacitate individuals to reach their full potential as human beings, individually and as members of a society. These individuals will receive education which will enable them to think and act intelligently and prepare them for community life (Literacy Philosophy, 2012). However, Ivan Iillich proposes the notion of ‘deschooling’ which he thinks the rights of learning for most people are taken away because of the obligation to attend school (Illich, 1971). The deschooling thesis calls for â€Å"the disestablishment of the norm mandating institutionalized education† (Kahn & Kellner, 2007, p. 438). The school is in crisis and will not last for much longer. In this essay, I intend to provide a critical overview of Illich’s main ideas of ‘deschooling’, and explain how his vision is relevant to today’s views on the purpose of education. The thesis of Illich’s notion of deschooling is â€Å"universal education through schooling is not feasible† (Illich, 1971, p. vii). He explains if people are educated in the institutions which are built on the style of present schools, education will be no longer feasible (Illich, 1971). Instead of facilitating knowledge to learners, school takes away people’s abilities and desire to learn. More precisely, the increase on educational expenditure is gradually growing inefficiently which makes some children do not have the opportunity to study at school (Illich & Verne, 1976). Most people wrongly believe the more money spends on education, the better education students can receive. Nevertheless, Illich (1971) contends the money spends on education is insufficient to improve the teaching quality and the performance of students who have disadvantages. Aiming at increasing the equality of receiving education, many governments provide funds to those schools with many students from low- income families. However, the tremendous costs of schools force the governments to provide more funds to those schools. The poorer students need funds to enable them to learn, but normally the funds are spent on the development of the school rather on the poor students themselves (Illich, 1971). Illich (1971) indicates that school gives â€Å"unlimited opportunity for legitimated waste, so long as its destructiveness goes unrecognized and the cost of palliatives goes up† (p. 10). So the money is insufficiently spent. As a result, children from poor families still cannot receive the opportunity to go to school. In some developing countries, some children even do not have the opportunity for the most basic education. However, Illich (1971) states that even in schools with equal quality, the poorer students still cannot catch up with the rich as an effect of relative poor financial conditions. The poor parents cannot afford to pay their children’s tuition fees and books. Some filed trips or vacation travels which are good for students’ learning, are unreachable for the poorer children. It is obvious that the poorer children are self-abased. In general, the poorer students fall behind as long as they depend on school for learning (Illich, 1971). Moreover, in some nations, some parents even do not allow their children to attend school. Even more essentialis the fact that some parents deliberately keep their children at home, or wink at their staying away from school. Sometimes this is a matter of sheer economic necessity. Parents are often forced to rely on children as a means of supplementary support. They need their children to work. So in those countries, only a small number of children attend to school although hundreds of thousands money have been spent to make the school attendance higher (Illich, 1971). Reimer (1971) who has the same opinions about school as Illich describes â€Å"schools are simply too big to treat concretely† (p. 10). There are too many people in the school institutions. In turn, individuals may have bad habits which they learn from others in the school. So some parents may worry about the harmful habits that their children may learn from school. In sum, schools limit students’ abilities to learn to a certain extent. Another illusion, which Illich thinks most people have, is â€Å"learning is the result of teaching† (Illich, 1971, p. 12). He argues schools cannot possibly achieve their goal of promoting learning. Schools often teach students that instruction produces learning; yet learning is the result of personal activity, not the result of instruction (Illich, 1971; Gintis, 1972). Specifically, most people not only acquire knowledge inside school but also need to learn more about extracurricular knowledge outside the formal schools, which cannot be taught by teachers in the class. For example, if a person wants to learn a second language, he can travel to other countries and live with local people. Speaking under a good language environment can make him speak well than just sitting in the classroom and listening to the teacher. Therefore, individuals can reclaim responsibility for their own learning away from the constraints of the educational institutions. People are often taught that valuable learning is the result of attendance, the more classes students attend, the better grades they will get. However, some students attend school and study every day, but they still cannot get good grades and certificates. School takes away people’s desire to learn. Thus, like all other bureaucratic service institutions, â€Å"schools fail by their very nature† (Gintis, 1972, p. 85). Illich also emphasizes his opinions about alternatives to schools. In terms of alternatives in education beyond the official system, Illich considers learning exchanges as an effective way for people to learn where people are able to make contact with each other to teach or learn, â€Å"without the need to enrol at some institutions offering formal courses† (R. Small, Ivan Illich and de-schooling, April 5, 2013). He proposes the network of ‘learning webs’ to replace school. Moreover, he regards skill exchanges as an essential way to â€Å"provide people who want to learn a skill with access to those persons who have mastered the skill and have the ability to demonstrate it† (Arsdall, 1975, p. 31). Training skill teachers are quite expensive. A person who wants to be a teacher needs to get the certificate for teaching. Therefore, there are merely a small number of teachers who have potential skills. From Illich’s point of view, everybody who has a skill can also teach it and share with others. Even the best businessmen and artists are more skillful, talented and creative than most of the arts and business teachers (Illich, 1971). Consequently, people do not need to learn skills from teachers. He also states the professionals who engage in operating educational institutions must be replaced by a new breed of â€Å"educators†. The proposed educators should be able to â€Å"create and operate the various educational networks† (Arsdall, 1975, p. 32). Further, the opportunities for skill-learning are multiplied. People are able to learn skills effectively from different people. Additionally, learning exchanges are more economical than schools, and they are cheaper or even free so that everyone can share in them (Reimer, 1971). The sharing of skills can easily motivate people to learn by guaranteeing freedom to teach or exercise them on request (Arsdall, 1975). On the other hand, some people staunchly oppose Illich’s idea of deschooling society. In contrast to Illich’s opinion of againsteducational institutions, those opponents argue that schools are necessary for the society. Many people respond to the controversial theses against schools published in Deschooling Society (Zaldivar, 2011). Amongst those critics who take part in the debate, Paul Goodman most radically oblige Illich to revise his thinking. Goodman thinks there are some problems for schools, but schools should be improved instead of being disestablished. Other critics claim that Illich’s opinion of alternatives is ideal and unable to be applied in practice. As a matter of fact, the alternatives offered by Illich are â€Å"often disqualified, seen as utopian and with no practical direction† (Zaldivar, 2011, p. 621). Besides, according to Greer (1971), the most pivotal mistake in Deschooling Society is that Illich upholds disestablishing school, but he does not propose the effective instruction for transforming the most important educational institutions (cited in Zaldivar, 2011). Further, as one of the most significant critical texts against Illich theses, Gintis represents the most articulated critique of Iillich studies in his essay entitled Toward a Political Economy of Education: A Radical Critique of Ivan Illich’s Deschooling Society (Zaldivar, 2011). Gintis (1972) critiques Iillich’s Deschooling Society, argue that, â€Å"from the fact that schools do not promote learning, however, Illich does not conclude that schools are simply irrational or discardable. Rather, he asserts theircentral role in creating docile and manipulable consumers for the larger society† (p. 3). In addition, according to Small (2013), the solutions such as increased funding, special programmes and new curriculum approaches, which Illich thought inefficient are still being advocated today. With respect to learning exchanges system, it has been proved work reasonably well with arts and crafts, as well as learning other languages, but it might be useless for scie nces or other academic subjects. However, some of Illich’s opinions are relevant to today’s education. His negative definition of schooling indicates the problems of education in the present day. Everybody should have an equal chance to education. Yet, it is undeniably true that in the poor nations, especially in some poverty-stricken rural areas, some school-age children cannot go to school because of lack of financial support. Many kids drop out of school because they cannot pay the fee every year. In this case, Illich’s view of education offers a multi-pronged critique of schooling, reflects the shortcomings and defects of modern education in equality. Furthermore, with respect to public purpose of schooling, schools are supposed to educate positive values to students (Reimer, 1971). It is a general recognition that the purpose of modern education is to cultivate qualified talents in both ability and integrity. Nevertheless, in the specific educational practices, schools cannot fully play a positive role in education; sometimes even have a negative effect on students. For example, teachers tell students to be friendly with others, but outside the classroom, some teachers even denigrate other teachers in public. It has a negative influence on students. In addition, Ivan Illich’s concern with learning webs, which he calls educational or learning webs, has struck a chord among many people. According to Smith (2001), Illich’s propose of learning exchange is an approach to find some enthusiastic proponents within non-formal education. As the best example of a learning exchange, the world-wide web enables people to gain access to any learning resource which may help him to define and reach his own goals (Smith, 2001; Small, 2013). It appears certain that technologies like computers have driven the current construction of education. With the development of technology, it is possible for students to develop their own weblogs and get resources on line by themselves. With Internet students can share their personal diaries, discuss what they are reading, learning and doing in relation to coursework, post hyperlinks to useful Internet sites, debate over issues being discussed in class or of current topical interest(Kahn & Kellner, 2007). As a consequent, communications among young peers are highly developed. According to Nussbaum (2004), online learning exchanges become a highly involved and interesting cultural forum (cited in Kahn & Kellner, 2007). So Illich’s conceptions of ‘webs of learning’ have a significant implication on education in the present age. Illich’s notion of deschooling reflects today’s view of education. In conclusion, Illich’s critiques of the school and call for the deschooling of society have caused great repercussions among many workers and alternative educators (Smith, 2001). Although many people oppose his vision of deschooling society and some of his ideas have been proved to be unsuccessful, his work can provide â€Å"new insight into ongoing studies of modernity† (Zaldivar, 2011, p. 24). Further, his propose of educational webs or networks connected with an interest in ‘non-formal’ approaches has a considerable influence on people’s understanding of searching for new formal educational institutions except schools. It is no doubt that some of his views retain considerable and thought-provoking power (Smith, 2001). What we should consid er carefully is to think how we can improve modern education effectively in the future with Illich’s suggestions and proposals.

The Night the Power Went Out

THE NIGHT THE POWER WENT OUT! It was a dark rainy night; the rain came down hard, sheet upon sheet, of bone chilling rain. I lay relaxed on the couch watching a horror movie when suddenly there was a loud crack of thunder and then there I lay all alone in complete darkness. I felt a little nervous but hazardously made my way to the kitchen by the guidance of the moons light. I went in search of a torch and found one on the kitchen table. I flicked it on and at that precise moment I heard a crash from above. I started to make my way towards the stairs; torch clutched tightly in one hand and a gun in the other. As I ascended the stairs I felt an ice cold gust of wind which made me tremble all over. As I reached the second floor I found that the window was no more but shattered glass on the ground. I spun around in search of the perpetrator. As I made my way towards the shattered window something powerful tackled me and knocked the breath right out of me. I started to collapse to the ground; this sent my torch and my gun flying through the air and land in complete darkness. I turned towards my attacker and gasped in shock. It seemed like a vicious, four eyed beast with long fangs which looked like it was craving flesh; my flesh. I searched along the ground for a weapon that may assist me and to my relief I came across a sharp object. It was the shards of broken glass from the window. I grasped it tightly and started to stab the beast ferociously. Its skin was hard but I could feel the glass piercing it and its unusually thick blood oozing down my arm. I felt its hot putrid breath upon my face as it growled viciously revealing rows upon rows of sharp yellow teeth. It started to back away but I could see that it was preparing for one final attack. The moon lit up the entire room with an array of bright light and I managed to spot the gun. I made a dive for it and at the same time the beast made a dive for me. It ripped through my leg with is enormous teeth as I grabbed the gun. BANG! I heard a loud yelp and found the beast staggering backwards. BANG! BANG! The beast now lay sprawled on the floor motionless. I picked myself up feeling rather traumatised and with a huge cut on my leg, I limped myself to the phone but someone or something had chewed it to bits. I limped towards the open window and it was as if a cloud of fear was cast through my whole body. My heart was beating faster than ever because down on my lawn there lay hundreds of four eyed, flesh eating beasts. I patched my leg up and gathered my torch and a lot of guns and made my way through the darkness of my home. As I reached the entrance I thought, â€Å"I have 2 options. I can stay here and wait for the beasts to feast on my flesh or I can give them a fight worth living for. † I kicked the door open and yelled, â€Å"If I’m going to die at least I’m going to die fighting†, and as the beasts closed in I got my guns out and now the real fight for survival began. BANG! BANG! BANG! THE END!

Augustines Confessions Essay Essays - Aurelii, Church Fathers

Augustine's Confessions Essay Essays - Aurelii, Church Fathers Augustine's Confessions Essay In the Confessions, by Saint Augustine, Augustine addressed himself articulately and passionately to the persistent questions that stirred the minds and hearts of men since time began. The Confessions tells a story in the form of a long conversion with God. Through this conversion to Catholic Christianity, Augustine encounters many aspects of love. These forms of love help guide him towards an ultimate relationship with God. His restless heart finally finds peace and rest in God at the end of The Confessions. Augustine finds many ways in which he can find peace in God. He is genuinely sorry for having turned away from God, the source of peace and happiness. Augustine is extremely thankful for having been given the opportunity to live with God. Augustine uses love as his gate to Gods grace. Throughout The Confessions, love and wisdom, the desire to love and be loved, and his love for his concubine, are all driving forces for Augustines desire to find peace in God. The death of his friend upsets him deeply, but also allows him to pursue God to become a faithful Christian. Augustine often experiences darkness, blindness, and confusion while attempting to find rest in God, but he knows that when he eventually finds him his restless heart will be saved. Augustine started out in childhood with a restless heart because he had to live in two different worlds. These worlds consisted of that of his mothers religious faith, and the world of everything else. These two worlds confused and disturbed Augustine as a child. In his mothers world, talk consisted of Christ the Savior and about the mighty god who helps us especially to go to heaven. In the other world, talk was about achieving. It seems as if Augustine felt that if he were to live in both of these worlds, his life would tu rn out to be nothing. He believed he would not accomplish anything he would be remembered for. He became unhappy with the idea of his life amounting to nothing. This is why Augustine turned to love. He felt that love might help him have a direct purpose in life and would help him through his conversion. Love should not be that of evil. Saint Augustine searched for the answer of a question that asked if love reaches out hopelessly and harmfully, how can it turn around to be productive and wholesome to the human soul? Love became a necessity for all people. For Augustine, the answer to this question was love. The first love must be for the love of God in Augustines mind. It must come before all other forms of love. Augustine states that, The thought of you stirs him so deeply that he cannot be content unless he praises you, because you made us for yourself and our hearts find no peace until they rest in you (I, 1). Augustine talks of many different forms of love. Another form that he talks about and demonstrates many times in The Confessions is the desire to love and to be loved. Augustines relation to his mistress focuses on the problem of restless loves, while showing that Augus tine had the desire to love and the desire to be loved. For one thing, he went to Carthage wanting to be in love. He evidently was not in Carthage long before he found his mistress. Many young men stayed with a woman until the time came to marry them back then. This is what Augustine did. He states that, In those days I lived with a woman, not my lawful wedded wife but a mistress whom I had chosen for no special reason but that my restless passions had alighted on her. But she was the only one and I was faithful to her (IV, 4). Wisdom itself meant that the one true order of the world is what makes everything stick together. Augustine later recognized this as Gods truth and word, by which God had made all things. This wisdom came into the world as Christ. Augustines conversion is clear in outline and was greatly influenced by different variations of love. From childhood he had loved the name of Christ and associated

Info Overload

Info Overload Seth Godin, a management guru youve probably noticed I enjoy reading, recently spoke about how were enduring cognitive overload. Too many choices. I wholeheartedly agree which is why I recently withdrew from three professional organizations. I also canceled a cruise to the Baltics. What started as the trip of a lifetime turned into chaos. Too many choices. Charters, places to visit in each port, too many ports, meal selections, a long list of chores to take care of before leaving. . . I was exhausted and hadnt left home. Then when the tour agent threw an unforeseen choice at me, one that would take a few more dollars, I canceled. Surprised her. She found all these choices fun. To me, however, they threw a burden on the whole experience that was meant to epitomize relaxation. Turned into anything but. Publishing is like that. Marketing is like that. And if you let it, writing can be like that if you cannot decide what project to focus on. What do you want to do with your writing? Not sure? Talk to writers. Go to a conference. Give yourself a month or two to read everything you can get your hands on. Then shut it off and make your plan. Once you design a path, quit letting more ideas filtrate in that will only make you second guess yourself. Everyone has a better way. Better ways are endless. The nature of humans is to develop a better or easier way to accomplish something. The cycle never stops. Your job is to choose a path, develop the plan to the best of your ability, and follow it. If you follow every piece of new advice out there, youll spin in circles forever.

Partnerships and Limited Liability Partnerships Assignment

Partnerships and Limited Liability Partnerships - Assignment Example Fiduciary implies a particular individual on whom extreme assurance and faith has been placed by another to handle and guard finance or possessions. It is referred to as an association where an individual is obliged to do something for the advantage of another individual5. It has been further added that there are three most important duties that arise where there exists such an association. The foremost is the duty or responsibility of loyalty which means the responsibility to do something on behalf and in support of the particular individual or body towards whom the responsibility is outstanding and not taking benefit of, or damaging, it or him. The second is the duty or responsibility of obedience which means the obligation and responsibility to do something inside the limits of the power of faith. The third is the duty or obligation of care which means the duty to do something cautiously. At times the obligation of disclosure of complete material information is stated as the fourt h duty6. These fiduciary duties relating to sections 33, 34 and 35 of the Partnership Act 19637. The only fiduciary responsibility for which a particular partner is indebted to the other existing partners and the partnership is the responsibility of loyalty or faithfulness and the responsibility of care. A particular partner’s responsibility or obligation of loyalty is restricted to provide accounts to the partnership regarding any kind of possessions, profit or advantage that has been obtained by that partner in carrying out the business of partnership or by using a property that is possessed by the firm and all the partners jointly and also to cease from transacting with the firm where he has been acting as a partner, as an unfavourable party or entering into a competition with the firm in the course of carrying out the business of partnership. Similarly, a partner’s obligation of care is restricted to abstaining from grossly negligent or irresponsible behavior, misb ehavior that was on purpose or for disobeying a law intentionally. These obligations might not be surrendered or disposed of in the agreement of partnership and in order to accomplish them, every individual partner ought to act time and again in relation to the responsibility of trust and fair dealing. These are pertinent to all the contracts as well as agreements of partnership. It is allowed for a partner to follow one’s own interests but it should be ensured that in the course of doing so, the above-mentioned responsibilities should not be violated8.