Free Essays on Sewalls Reponse To Mathers “The Negro Christianized

Sewall’s Response to Mather’s â€Å"The Negro Christianized† Cotton Mather and Samuel Sewall clearly disagree on the legality of slavery. For Sewall, it is most important that slaves be given the same freedom as all men; for Mather, it is most important that slaves be Christianized and given the opportunity of eternal light through the grace of Jesus Christ. Christianizing slaves, according to Sewall, neither makes possession of them legal nor improves the providence of their masters. Mather indicates that Christianization of African slaves will accrue benefits to their masters in the next life while Sewall believes that Christianization ameliorates the possibility of their masters receiving God’s grace. According to Mather, â€Å"You deny your Master in Heaven, if you do nothing to bring your Servants unto the Knowledge and Service of that glorious Master† (Mather, 335). So to Mather, a master disserves not only God and Africans but also himself by missing the opportunity to Christianize his slaves. On the other hand, Sewall writes, â€Å"The extraordinary and comprehensive Benefit accruing to the Church of God, and to Joseph personally, did not rectify his brethrens Sale of him† (Sewall, 326). Essentially, Sewall believes that any attempt to improve the quality of a slave’s life (Christianization or otherwise) does not outweigh the immorality of their purchase and possession. â€Å"For he that shall in this case plead Alteratio n of Property, seems to have forfeited a great part of his own claim to Humanity† (Sewall, 324). Consequently, owners, in Sewall’s view, jeopardize their own salvation (â€Å"Humanity†) by owning slaves. In addition, Sewall feels that it is wrong to separate Africans from their native land and that attempts at Christianization, if any, should occur in Africa; however, Mather writes that Christianization offers both removal from their savage land and salvation. â€Å"To Christianize them aright,... Free Essays on Sewall's Reponse To Mather's â€Å"The Negro Christianized Free Essays on Sewall's Reponse To Mather's â€Å"The Negro Christianized Sewall’s Response to Mather’s â€Å"The Negro Christianized† Cotton Mather and Samuel Sewall clearly disagree on the legality of slavery. For Sewall, it is most important that slaves be given the same freedom as all men; for Mather, it is most important that slaves be Christianized and given the opportunity of eternal light through the grace of Jesus Christ. Christianizing slaves, according to Sewall, neither makes possession of them legal nor improves the providence of their masters. Mather indicates that Christianization of African slaves will accrue benefits to their masters in the next life while Sewall believes that Christianization ameliorates the possibility of their masters receiving God’s grace. According to Mather, â€Å"You deny your Master in Heaven, if you do nothing to bring your Servants unto the Knowledge and Service of that glorious Master† (Mather, 335). So to Mather, a master disserves not only God and Africans but also himself by missing the opportunity to Christianize his slaves. On the other hand, Sewall writes, â€Å"The extraordinary and comprehensive Benefit accruing to the Church of God, and to Joseph personally, did not rectify his brethrens Sale of him† (Sewall, 326). Essentially, Sewall believes that any attempt to improve the quality of a slave’s life (Christianization or otherwise) does not outweigh the immorality of their purchase and possession. â€Å"For he that shall in this case plead Alteratio n of Property, seems to have forfeited a great part of his own claim to Humanity† (Sewall, 324). Consequently, owners, in Sewall’s view, jeopardize their own salvation (â€Å"Humanity†) by owning slaves. In addition, Sewall feels that it is wrong to separate Africans from their native land and that attempts at Christianization, if any, should occur in Africa; however, Mather writes that Christianization offers both removal from their savage land and salvation. â€Å"To Christianize them aright,...

Social-Emotional Development In A Child Of 4Yrs Ol Essays - Learning

Social-Emotional Development In A Child Of 4Yrs Ol Essays - Learning Social-Emotional Development In A Child Of 4Yrs Old Chapter 2- Social - Emotional Development The potential possibilities of any child are the most intriguing and stimulating in all creation. Ray L. Wilbur The typical four year old has a very good sense of humor. They love being silly and love to tell jokes that make others laugh. While observing Michael and the class having breakfast in the cafeteria, Michael and two of his friends were telling jokes. Boy 1: Knock! Knock! Michael: Whos there? Boy 1: Knock! Knock! Boy 2: He said whos there? Boy 1: Pizza. Michael: Pizza? Boy 1: Yeah I said pizza. Michael: Pizza who? Boy 1: Hmmm (pauses for a moment) I forgot. Boy 1, Boy 2, and Michael begin to laugh hysterically at one another. They are laughing so hard that other children around them begin to laugh as well. There are many different meanings for the term social development, but the one thing that is for sure is that it is a long and ongoing process This process begins in early childhood with self discovery and results in the ability to interact with others. During the social - emotional development of a four year old child, they are still continuing to learn about themselves. Their sense of identity includes knowledge that they are a boy or girl (gender) and a member of a particular family, racial, religious or ethnic group (Mitchell and David, 1992). However, their sense of self is unstable. Preschoolers are aware of how people feel about them. They want to please adults in their lives and look for approval and praise. Preschoolers are also developing new social skills. Friendships often have a momentary quality, although some friendships may be quite stable, especially if children have known each other for a long time (Pica, 1997). Play and social development go hand and hand. Play offers many opportunities to be with other children and to share, take turns, disagree, and compromise (Mitchell and Davis, 1992). Children enjoy each others company. While at play, they are increasing their self awareness, and are becoming more involved in cooperative play. Emotionally, children develop greater self awareness, characteristics, and actions. They are also able to predict the emotions of others. According to Huffnung (1997) children will develop empathy or the ability to appreciate the feeling of others and understand their point of view. If one child begins an activity, it is likely that his friends will want to follow along. Michael was sitting at the table in the cafeteria eating breakfast and he kept dropping his napkin on the floor because he knew that the college student would pick it up for him. Two other boys that were sitting with him saw what was going on and they started to drop their napkin on the floor also. This continued for a few moments until the college student yelled at the boys. She then began to ignore their behavior and eventually they stopped. Michael likes to play in a group with his friends. Michael, another boy and a college student were playing in the block area. They had a handful of different bugs and the college student suggested that they build a house for the bugs to live in. Michael and the boy went to get long blocks to start building the house. Michael: We need long blocks to build the house. Boy: Ok I will get them. Michael: Hey look! This can be a sliding door. Boy: We need to take the bugs out. Michael: Go over there and get those long ones so we can put them on top. A girl runs over from the snack table and sits down next to Michael. She grabs a bug and pretends to make it hop from one level to the next. Michael: Hey! What are you doing? Stop that were not done here! Boy: Yeah you cant do that. We need to build a house for the bugs to live in. Girl: Can I build with you? Michael: No! Girls cant build houses for bugs. No! College Student: Just because she is a girl Michael doesnt mean she cant play with you and help you make a house. Girl: Well hes not my friend anymore. Michael and his friend continue to build the house and do not pay attention to what the college student had said. The girl however did not get upset and she started building a house in a different area. Where she was building her house, Michael had an idea to build a road for the bugs to hop across. The road that they built connected the two houses together so that everyone could play. When

Middle East Fashion - Turkey Research Paper Example | Topics and Well Written Essays - 1250 words

Middle East Fashion - Turkey - Research Paper Example The essay "Middle East Fashion - Turkey" analyzes the fashion of Turkey. Turkey is a country where people from different ethnic origins live. People of the cities that border Arab world are like that bordering countries. People of the cities that border European cities are like that European counterparts. Pants, shirts, ties are the main accessories of the Turkish clothing for males, females and children of all ages. On the other hand, the people who like to wear traditional dresses also use accessories like loose pants, long shirts, caps, and scarf. People still use traditional shoes. People also use different types of ornaments. Ornaments are especially used by women. Women in Turkey like to wear gold, platinum and diamond ornaments. Some people also like to wear silver ornaments. Most of the modern people of Turkey do not give important to ornaments. And scarcely use ornaments and additional accessories of clothing. Official dress in offices is pant and shirt. Turkey is located at a geographically most important region of the world. Many countries share borders with Turkey. Greece, Syria, Iraq, Iran and Georgia are some of neighboring countries. Turkey is the only country that has some part land (Istanbul) in Europe and major part (other than Istanbul) of land in Asia. Turkey has always been an important country in the world. During the era of Ottoman Empire, Turkey was one the major powers of the world. Turkey is still a major economy of Asia and the world. Turkey is also part of elite G20.

Extra Credit #2 Movie Review Example | Topics and Well Written Essays - 500 words

Extra Credit #2 - Movie Review Example The Credit Crisis is a short video by Jonathan Jarvis, which illustrates the 2007 international financial crisis. It is very challenging to identify an individual or organization that was not negatively affected by the crisis. Understanding the complex financial systems that resulted in the large scale financial meltdown is very difficult. The movie demystifies the subprime lending, poor relationship among the financial stakeholders, and the Glass-Steagall Act adequately. Knowledge is power, and Wall Street has continuously applied the principle to benefit financially. The CNBC Subprime Mortgage Special - House of Cards illustrates issues that closely resemble the current real estate sector. One of the issues is the profit motive among the real estate players. The financial greed among investors is what led to the financial crisis. Quick Loan Funding provided credit to people who could not afford down payment. Thus the number of borrowers increased, and the company recorded millions in profit. Presently, many financial institutions fund mortgage products by providing cheap credit facilities to the investors. The Credit Crisis illustrates that the financial system is complex and large scale. Very many people do not understand this complex financial system, and thus the financial crisis was experienced. Millions of Americans did not understand the magnitude of the large credit bubble that occurred during the past decade, due to limited financial knowledge. When the bubble burst, negative financial consequences were thus realized. Many people currently do not understand the global financial system because of the complexities involved. Due to the greed of financial institutions, many people still get excessive credit products despite of negative effects shown during the financial crisis. The two films have one major similar feature. They both discuss the negative effects of the global financial crisis. The Credit Crisis explains that the financial

Bible vs. Mythology Essay Example for Free

Bible vs. Mythology Essay There are many similarities and differences between Greek Mythology and The Bible. Whether it’s the creation of man and women, or the universe, stories have been told throughout time and some can be alike and others completely different. There are people that have gathered, translated and recorded all of these events for us now to learn about. Whether a person believes it is true or not is up to them but if a God is real how come the stories between these two different beliefs can be so similar. A strong similarity is the creation of man and the universe. However the Greek Myths and the Bible have many differences when it comes to how and why everything happened. A comparison between these two is the creation of the universe. In Genesis 1:1 it states that â€Å"the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters† (Genesis 1:2). Then throughout seven days, God created light, the sky, the sea, plants, stars, birds, animals that live in water, livestock, and finally mankind to rule over all the others. Everything starts off as a dark, empty void much like in the Greek Myths. In Mythology there was a lot of chaos to begin until Tethis the first mother mated with an endless river to create Gaia, Tartarus, and Eros. After that, Gaia (Mother Earth) mated with Ouranos (the sky) and created the Titans. The Greek God’s created all the living beings on Earth because they were bored and had nothing else to do. Unlike God it did not take seven days to create all. The Greek God’s would just think of something and it would happen. Prometheus was given the task to mold the animals from clay and Epimetheus gave them their unique abilities. In the Bible, whatever Adam called the animal was what it was named. With humans however, it took many tries for mankind to be created and with both the Bible and Mythology, there was a flood to wipe out everything. In the creation of men, both in the Bible and Myths, he was created from the earth. In the Bible man was formed from dust and God breathed life into him. When humans became so corrupted, God sent a flood to kill everything on earth. He spared Noah and his family along with seven pairs of every animal on Earth to repopulate once the flood had passed. There are two versions  from which men were created in Greek Mythology. Homer’s version is that man was molded from clay by Prometheus but was not given any special power because Epimetheus forgot about them. Hesiod’s version was that of a series of races: gold, silver, bronze, heroes, and iron. The time of the golden men was when Kronos ruled and everything was an easy, perfect paradise until they vanished. Silver was under Zeus’ rule when man had a short maturity and horrible old age. They were arrogant and disappeared under the earth. During the bronze era of man there was constant warfare until Zeus sends a flood to kill all of mankind. After that, the heroes followed, a time of mighty mortals who battled monsters and had a peaceful afterlife. Finally the era of the iron man, a balance towards fighting and attitude to the Gods. This time is also the time of the creation of women. Nowadays people don’t see women as evil but in the Bible and Myth’s women are defined as â€Å"beautiful and evil creatures† (Gods and Goddesses). The first woman, Eve, was created from the rib of Adam so women are the flesh and blood of man. Adam and Eve are the first humans in the Bible and at first all is serene and happy that is until Eve eats from the tree of knowledge of good and evil. The serpent tricks her into eating the fruit and Eve shares it with Adam. Because of this Eve is evil for sharing the knowledge to Adam and leveling with God. In Greek Mythology, Prometheus and Epimetheus warn their children Deucalion and Pyrrha about the impending flood. They build an ark on which they survive and reach Mount Parnassus. That is where they consult the goddess Themis on how to repopulate the Earth. Deucalion was told: â€Å"You and your wife are to veil your heads, and as you walk from my sanctuary, throw behind you the bones of your mother† (Waterfield, Robin). So Deucalion and Pyrrha threw behind them rocks, the bones of Gaia and the rocks that Pyrrha threw formed women and the rocks Deucalion threw formed men. Another version on the creation of women is the story of Pandora and her box. Prometheus as the God of mankind is always looking out for them. He tricks Zeus into choosing the worthless offering and gives humans the better portion. As punishment Zeus takes fire from humans but Prometheus steals it back. Outraged, Zeus asks Hephaestus to forge a woman. Athena and Aphrodite taught her womanly skills, grace, and allure. Hermes gave her a cunning mind and a thieving temperament. Pandora  was sent down to Earth with a box in which all the horrible things in the world were inside. Eventually her curiosity got the best of her and Pandora opened the box unleashing all the evils into the world. This is why women are seen as beautiful and evil. Although people might think that these two subjects seem totally unrelated. They have much more in common than thought possible. This is only scratching the surface of the enormity of the comparisons between these two subjects. The main idea may be the same of a lot of these but there are many different versions separating the Bible from Greek Mythology. Works Cited Gods and Goddesses. AE Television Networks The History Channel, 2001. DVD Waterfield, Robin, and Kathryn Waterfield. The Greek Myths: Stories of the Greek Gods and Heroes Vividly Retold. London: Quercus, 2011. Print. The Bible

A Review On What Is Nationalism Cultural Studies Essay

A Review On What Is Nationalism Cultural Studies Essay Nationalism can be defined as a potential ideology that engenders a strong identification of a group of individuals with a nation. This ideology strives toward a common culture, including shared meanings, symbols and recognition of mutual rights and duties to each other as part of a shared membership of the nation. It therefore claims on behalf of the nation a right to constitute an independent autonomous political community based on a shared history and common identity. For many years, sociologists have argued that the identification of people or categorization into homeland cultures and origins is very complex. (Appaduarai 1990, said, 1986, Gifford 1998) and that the word identity is too ambiguous (Brubaker and Cooper 2000). They state that its meaning depends on the context of its use and the theoretical tradition from which the use in question derives. Nationalism can also be interpreted as the idea of sameness which manifests itself as solidarity in share dispositions and consci ousness or in collective action[from old essay] Throughout history and to this present day, sport has been frequently viewed as reinforcing national identification. For example the biggest championships are organised in ways to ensure that individuals represent their nation states. However with the effects of globalisation there has been a developing marked post-national dimension in national sport. For example, e.g. Englands premier league now includes a large and increasing proportion of foreign players. This has impacted domestic football and has ultimately led to a increase in foreign ownership in Englands Major clubs simultaneously affecting other sports too. In this essay, I will explore two contrasting theoretical models of nationalism: Ernest Gellners structuralist perspective and Andersons more culturalist theory of imagined communities and consider their applicability to modern sport. I will also attempt to demonstrate through several levels of sporte.g. national, transnational and local levelsthat nationalism plays an important role in each case. I then consider the effects of globalization on nationalism in sport. Ernest Gellner defines nationalism as primarily a principle that holds that the political and national unit should be congruent. (citation). He, thus, establishes nationalism as a political category, that is, the ideological agenda of delimiting the boundary of the polis to the ethnos, nation, or race. Gellner positions the rise of nationalism within the long-term shift from agricultural to industrial societies. Gellner suggests that industrialism has ultimately affected society, from basic social relationshow people interact with each otherto the overall political structure of communities. Gellner, like many scholars of nationalism, is a hard core modernist, his definition of modernity basically overlaps with industrialisation. Due to the changing structure of modern, industrial societies, a standardised high culture becomes necessary as work becomes more technical and impersonalised. Especially important in this process is the emerging system of mass education, which indoctrinates students as citizens of the nation. He makes the point that it is nationalism which engenders nations and not the other way round (citation) Among the contradictions nationalism generates, Gellner advances his characterisation of eastern nationalism: state enforced homogenisation, which he uses the metaphor to describe it as the empire of megalomania which provokes the reaction of those who have been excluded or opted out on their own choice in order to protect and preserve their own culture. [include a few other examples from text] As a society-focused structural functionalist, Gellner argued that ideology did not figure prominently in the development of nationalism. The LSE scholar Klie Kedourie on the other hand, a historian of ideas, maintains the opposite view (citation). Similarly, Benedict Anderson suggests that the idea of nationalism is vitally linked to when someones identity and persona are formed. Though a Marxist, and structuralist in this sense, Anderson argued that we were about to enter in a fundamental transformation in the history of Marxism and Marxist movements are upon us (citation). He claimed that the recent wars between Vietnam, Cambodia and China relax this and there are visible signs of cultural transformation. Connecting the emergence of nationalism with the structural transformations of print capitalism Anderson noted that England with the help of the printing press by Gutenberg made great strides to develop their own unique language to rival the invasion of Latin and French vocabular y. This constituted a development of power, which Britain extended into money with the help of colonialism, and the expansion of power into imperialism. Andersons core thesis is that nations are an imagined political community and imagined as both inherently limited and sovereign (citation). He argue that nations are imagined because the members of even the smallest nation will never know most their fellow-members, meet them, or even hear of them, yet in the minds of each of them lives the image of their community. The nation is imagined as limited because even the largest of them, encompassing perhaps a billion living human beings, has finite, if elastic, boundaries, beyond which lie other nations Like Gellner, Anderson notes that nations are a product of nationalism, noting nationalism is not the awakening of the nations to self-consciousness: it invents nations where they do not exist (citation). However, Andersons attention to ideological influences is less structuralist than Gellner. In relation to sport, Andersons conception of imagined communities seemed to be much more salient. The ideological coherence engendered with sport connects the symbolic and emotional effervescence of sport and nation in complex ways irreducible to the structural changes from agrarian to industrial societies. This is even more so the case during the recent changes in the context of globalisation. Nationalism is an important factor in sport as observable at several levels of analysis. Sport can be broken down into three levels: national, transnational and local levels. Much literature has been written on the connection between sport and globalization in particular soccer and globalization. In Un) bounded soccer demonstrates nationalism on a national level, Ben Porat discusses the interrelationship between football (soccer) and globalization in Israel. Globalization has, as many scholars would argue become a part of everyday life. The link between globalization and sport deserves attention and study because sport is big enough to not only reflect the process of globalization, but to also leave an imprint and affect the way globalization as an idea is thought about. Porat examines the development of soccer in Israel through several stages, adopting the view that globalization does not pound everything into the same mould (Mittleman, 2000) but instead its process is not even and the outcomes are affected by developments on a global and local scale. Porat believes Is raeli soccer, like the rest of society is affected and altered by the changing global context and key interactions between globalization and the local structure and dynamics. He(?) argue that soccer in Israel came about under certain boundaries within a state-centred economic and political context that outlined a political model for the organization of soccer. As Israel gradually became more capitalist and as globalization took place this lead to a transformation from a political model towards a economic model- as Israel went through the process of becoming capitalist this ultimately lead to it opening up to globalization The article ( When they studied the impact the globalization had on soccer they broke it down into three categories: the flows of capital, labour and culture. It is logical to initially assume that the impact of globalization probably is uneven and certain flows may occur first or be more dominating. The article is based on a general study of globalization in Israel (G. Ben Porat 2002) and the transformation of soccer from a game to a commodity (A. Ben Porat 2003), all of the information was gathered from the Israeli soccer association (IFA), the Wingate Institute, The soccer budget control authority and the sport sections of daily newspapers and finally interviews with IFA officials. They begin with a brief theoretical overview of globalization, then in the second part talk about Israeli soccer and its setting as an institution. In the final part they analyse the change or transformation of Israel soccer- the three global flows capital, labour and culture. Nationalism can also been found in sport at local levels and this is shown in the article Territory, Politics and Soccer Fandom in Northern Ireland and Sweden by Alan Bairner and Peter Shirlow- they compare two completely unconnected football clubs in two very different societies and show how in fact they are very similar in the way nationalism is observed and demonstrated at each club on a local level. It has been noted on several occasions that football fandom and identity politics are linked and widely interchangeable. How their linked more is more complex than it may initially seem. In this paper two sets of fans are analysed and they are complete polar opposites in terms of the societies them come from. The first group are Linfield supports who come from Northern Ireland and use their team as a means of expressing cultural resistance where the club and stadium is a safe haven for people with similar views due to the division of political and religious views in Northern Ireland- it has become their own (as Bairner and Shirlow put it) imagined community. The second group is a set of AIK supports from Sweden- they show than soccer fandom can turn a group of supports into a collective self which can turn in defiance against a perceived threat of the other. For a large number of people in the modern world, sport plays a vital role in the construction and reproduction of part of peoples identity and partially more in males. Two Australian sociologists Roy Jones and Phillip Moore argue that in a football stadium ethnic minorities can reinvent their identity to become part of the wider group. Even though players can detach themselves for the social and political aspects of the game, for the supporters Vic Duke and Liz Crolley (1996) believe that football matches never take place in isolation:The participants (the fans) do not cut themselves off from external matters. In a sense, football does not cut out external factors but acts more like a sieve that a solid wall, and the sieve is that only selecting but modifying what it filters (Duke and Crolley 1996) Linfield is supported to almost in its entirety working class protestant men. They use their football clubs as a means of expressing and vocalising there resistance. The Swedish club identity is equally tied up with its affection towards a particular stadium and its landscape or territory that it is suppose to represent. Just like the Northern Irish fans, fans of AIK- the black army have been involved, even if subconsciously with the creation of iconographies and an imagined community and there expressions of devotion to it. The article conveys a sense of the localised nature of politics of territorial control and resistance Fletcher explores nationalism in sport on a transnational scale. The article commentates on the events that took place in the historic cricket group of Lords in 2009 (citation). The article explores British Asians sense of nationhood, citizenship, ethnicity and how they manifest themselves in relation to sports fandom. Fletcher uses the example of Cricket and how it is used as a way of expressing British Identities. He looks to Norman Tebbits cricket test to help understand the intricacies of being a British Asian supporting the English national cricket team. The first section looks at Tebbits test and attempts to locate its place within the wider issue of multicultarism. Later the analysis focuses on the discourse of sports fandom and the idea of the home team advantage placing forward the concept that sports venues represent sites for the expression of nationalism and cultural expression due to their connection for national history. The article states that supporting anyone but England and therefore ultimately rejecting ethically exclusive notions of Englishness and brutishness continues to define British Asians cultural identity. The inspiration for the paper came on the 14th June 2009 when England played India at Lords the Home of English cricket. Despite of the fact England won comfortably the contest was overshadow by the days earlier events off the pitch. In the warm up match prior to the game it was revealed that the team had been jeered and booed by hundreds of British Asians who had come to support the Indian team (Indian Express). Following this event there was uproar within the cricket community as to British Asians sporting allegiances, their British citizenship. The data was collected during fieldwork undertaken between June 2007 and January 2010 with two amateur cricket clubs in south Yorkshire. One was mostly white in membership, the other British Asian. The predominately white club is known in the local area to be middle class and had been criticized by those within the game as failing to move with the times. Those from the British Asian club had either been born in Britain or had emigrated during the late 1980s and early 1990s. Research was based on semi-structured interviews, focus groups interviews and participant observation. Matchs training sessions and even social gatherings were attended (when possible). Yorkshire cricket had been known to be racist and suffer from racial inequality for a long time. The north of England on the whole had been plagued with a number of racially motivated civil disturbances such as the Bradford Riots (1995) and the Oldhan Riots (2001).As recently as August 2010 Bradford- known for its large south Asian communities, hosted English defence league demonstrations. This highlights the interaction between nationalism at the local level. Interestingly Scotlands whole sporting identity is formed around their hatred of England- We are the England Haters is a common chant which is sung about football and other sporting events. Whether this chanting is self-parodying or a genuine attempt to antagonise the English fans it is ironic that there whole identity is reliant on Englands existence. Perhaps more sinisterly the scots hatred of England runs deeper than just in football and is in fact a part of their national identity as a whole. It could be argued that Scotlands attempt in recent years to become a independent nation and be free from the crown represents this. To a large number of people in America sport plays a important role in creating a sense of what it means to be an American. It also represents a field where individuals can assert their dominance over their subordinates. Probably one of the clearest examples of this in American sport is in Ice Hockey, where its actually legal in the game if the gloves are thrown off to fight each other and the referees will often let them fight until one is tripped over. Hockey is a sport created by the Canadians. However it didnt gain the popularity it has now in the country overnight. It wasnt until the earlier 20th century that it really become recognised as an international sport. However it has become so popular in the country that in terms of its symbolic power it has been placed alongside other national institutions such as the federal government the public health care system and the Canadian broadcasting corporation. So it has encorporated what it means to be a candian Canada is hockey is a common slogan which can apparently be found on t-shirts being sold on many NFL games. In conclusion it can be seen that nationalism is prevalent in the world of sport, and it seems to be ever present regardless of how big the stage is. As I discussed earlier nationalism can be found at a local, national and transnational scale. Nationalism put simply is a ideology where individuals are linked by there strong identification with their home nation. Nationalism can be observed in many parts of society not only in sport but in many parts of culture. Out of the two perspectives which were discussed throughout this essay (gellners structuralist perspective) and Bendicts andersons imagined communities his more culturist argument seems to have more substance and is more of a solid argument. It was interesting to seem just have nationalism was engrained in the world of sport not just through Britain and the western world but seemingly throughout the whole world as well. Gellner diferiantes nationalism in the east as being state enforced homogenisation where he used his example of calling it a empire of megalomania.

Review of Medicine Literature

Review of Literature How is health promotion defined? Health promotion is a process of enabling people to increase control over and improve their health (WHO, 2013). People involved in health promotion should consider the meaning of what do they think health means relating to themselves and to others. This will assist with clarifying outcomes and expectations (Edelman & Mandle, 2010, p. 3). In order for health promotion to have a successful outcome, people must take control over all aspects of their health and life. People must be held accountable for their life decisions. Health promotion is the science of helping people change their lifestyle and behaviors. This paper will discuss the purpose of health promotion, the nursing roles and responsibilities, implementation methods, and a comparison of the three levels of health promotion prevention. Purpose of Health PromotionThe purpose of health promotion is to provide education. The emergence with new computer technology allows for mu ch more access to knowledge. The internet and smart phones have a vast base of information. It provides all forms of information. People can then make an informed decision. The ultimate goal of the health promotion model is to promote a sense of well-being, not just the absence of disease (â€Å"GCU,†2013, p. 1). Health promotion is used on the private level, the public level, and also the community level (Edelman & Mandle, 2010.). These levels are all important for the educational process. Along with improving patient outcomes, health promotion helps to decrease the costs that are always increasing in healthcare.Nursing Roles and ResponsibilitiesNurses are responsible to educate patients in every aspect. They are  the primary care givers in the medical setting. The rapport that is developed leaves a lasting impression. They are able to discuss the positive aspects of prevention and how this can provide a better life for the patient. Nurses are advocates, consultants, care managers, educators, healers, and researchers. They are part of the multidisciplinary team that provides health promotion. Their roles and responsibilities develop gradually with the improvement of health. They educate in life changing activities with a holistic approach. This would include stress management, the introduction to healthy foods, the promotion of increased physical activity, the increased benefits of adequate sleep, the reduction of alcohol, and smoking cessation.ImplementationNurses implement health promotion by providing appropriate care to all patients. Culture and diversity should be taken into consideration. Nurses need to maintain the patients’ identity and privacy. They practice the code of moral principles and values. This is met by treating patients equal regardless of age, seriousness of disease, or different cultural background. Nurses can help implement programs. They can make patients aware of resources to provide a safe environment or a vaccination program for their children.Three Levels of Health PromotionThere are three levels of health promotion. These levels are primary, secondary, and tertiary. Prevention is not only inclusive of health promotion and preventing diseases, but also curing them and limiting the progression of disease. There is no distinctive flow pattern between the three levels, but there is an overlap at times. These three levels will be discussed in relationship to three recent journal articles.PrimaryThe primary level of health promotion is considered to be educational and preventative by nature. This is in process prior to a problem. The primary prevention article discusses motivational interviewing. Women have a lack of risk perception. Through screening, risk factors are brought to light. They should be screened for past medical history, family history, smoking, physical activity, and diet. Research suggests that women should be screened using the Framingham Risk Assessment  of 10-year Global Risk (Schroetter & Peck, 2008, p. 109). This is a risk predictor. It calculates a woman’s chance for experiencing a heart attack. Nurses should also promote awareness by the various government programs such as WISEWOMAN and Go Red for Women. These are two campaigns that increase awareness of heart disease.SecondarySecondary prevention consists of early detection and diagnosis, timely treatment, and limiting disability. This would encompass mass screening surveys and selective examinations used to prevent, spread, and cure the disease process. Through limiting disabilities and providing the adequate treatment, the goal would be to prevent progression of the disease and the complications associated with the disease. Secondary prevention of stroke has focused on medical and surgical interventions.Healthcare professionals should use a multimodal approach, combining optimal medical therapies with interventions designed to support patients to make changes in lifestyle behaviors (Lawrenc e, Fraser, Woods, & McCall, 2011, p. 42). This model consists of combining medical treatment (medications) with comprehensive dietary modifications and exercise. These medications would include aspirin, statins, and antihypertensives. Nurses need to have a good understanding of the risk factors for stroke. They should also know the recommendations for healthy lifestyle choices. Interventions should be tailored to each patient.TertiaryThe tertiary level is the care and education given after the diagnosis of a disease. This level also includes restoration and rehabilitation. It also includes educating the public with selective placement and various work therapies in the hospital setting. There are many vaccines that can be considered a preventative measure for infectious diseases. Any vaccination can be given to an oncology patient if there are no contraindications. The influenza vaccination is an example that will be utilized. It is a recommendation for cancer patients. A first recom mendation was made by a gynecologist.This was for the tertiary prevention with a patient with uterine cancer. Patients that are vaccinated have a significant longer survival period (Wiwanitkit, 2010, p. 339). The influenza vaccination can decrease the infection rate and mortality due to influenza. It has been  thought that oncology patients receive the vaccination. All three levels of health promotion are equal in that they educate. The difference in educating is related to the disease process and the patients’ willingness to learn.

Jane Addams- Biography

The argument Addams makes that â€Å"educational matters are more democratic in their political than in their social aspect† (197), I believe she is referring to the long struggle between the teachers and the Chicago School Board. The Chicago School Board was politically corrupt. Many of the teachers and custodial engineers were friends of politicians who secured their positions in exchange for certain kickbacks. The school board maintained control over the school administration for many years. During which they restricted the types of children that were able to attend the public schools and they restricted the amount of freedom and authority the teachers were able to use in their classrooms. On several different occasions the â€Å"Dunne† members of the board attempted to lower the restriction on the teachers side but were warned-off with tales of the politicians and the difficulties previous attempts encountered. Addams' describes the situation between the superintendent and the Teachers' Federation as â€Å"an epitome of the struggle between efficiency and democracy† (171). She clearly understood both standpoints and why they both felt compelled to make their argument, although she does mention that they both â€Å"inevitably exaggerated the difficulties of the situation† (171). As a member of the school board, Addams tried to influence the Federation to make changes that would be in the best interest of the children, but after the legal struggle and following months of constant change, many of the important measure were withdrawn. Although she did have an opportunity to debate these measures in a democratic way, they were dismissed because of (more or less) political reasons. Jane Addams' role for education in an effort to reform the city was to take the disruptive delinquents the public schools rejected and accept them unconditionally into the settlement. Give them the opportunity to learn domestic training and trade teachings. She felt that even people of lesser means were interested in the same topics as the â€Å"well-to-do† people of society. She also thought that if you give a child encouragement and a sense of self-worth combined with an opportunity to become something in society that they would try to become productive. Hull-House offered educational opportunities for anyone who wanted to attend with no political or economic restrictions. Hull-House also offered the opportunity for recreation, such as supervised sports matches, which hundreds of youths seemed to prefer. Jane Addams' makes an important statement that â€Å"The educational activities of a Settlement, as well as its philanthropic, civic, and social undertakings, are but differing manifestations of the attempt to socialize democracy, as is the very existence of the Settlement itself,† (206). That illustrates her idea of education, which I believe is what she wanted for the public school system, but was unable to achieve while she was a member of the board.

How to Calculate Commissions Using Percents

How to Calculate Commissions Using Percents Percent  means per 100 or of each hundred. In other words, a percent is a value divided by 100 or a  ratio  out of 100. There are many real-life uses for finding the percentage. Real estate agents, car dealers, and pharmaceutical sales representatives earn commissions that are a percentage, or part, of sales. For example, a real estate agent might earn a portion of the selling price of a house that she helps a client purchase or sell. A car salesperson earns a portion of the selling price of an automobile that she sells. Working real-life percentage problems can help you better understand the process. Calculating Commissions Noel, a real estate agent, aims to earn at least $150,000 this year. She earns a 3 percent commission on every house she sells. Whats the total dollar amount of houses that she must sell to reach her goal? Start the problem by defining what you know and what you seek to determine: Noel will earn $3 per $100 in sales.She will earn $150,000 per (what dollar amount)  in sales? Express the problem as follows, where s stands for total sales: 3/100 $150,000/s ​ To solve the problem, cross multiply. First, write the fractions vertically. Take the first fractions numerator (top number) and multiply it by the second fractions denominator (bottom number). Then take the second fractions numerator and multiply it by the first fractions denominator, as follows: 3 x s   $150,000 x 1003 x s $15,000,000 Divide both sides of the equation by 3 to solve for s: 3s/3 $15,000,000/3s $5,000,000 So, to make $150,000 in annual commission, Noel would have to sell houses that total $5 million. Leasing Apartments Ericka, another real estate agent, specializes in leasing apartments. Her commission is 150 percent of her clients monthly rent. Last week, she earned $850 in commission for an apartment that she helped her client to lease. How much is the monthly rent? Start by defining what you know and what you seek to determine: $150 per $100 of the monthly rent is paid to Ericka as a commission.$850 per (what amount) of the monthly rent is paid to Ericka as a commission? Express the problem as follows, where r stands for the monthly rent: 150/100 $850/r Now cross multiply: $150 x r $850 x 100$150r $85,000 Divide both sides of the equation by 150 to solve for r: 150r/150 85,000/150r $566.67 So, the monthly rent (for Jessica to earn $850 in commission) is $556.67. Art Dealer Pierre, an art dealer, earns 25 percent commission of the dollar value of art he sells. Pierre earned  $10,800 this month. What was the total dollar value of the art that he sold?   Start by defining what you know and what you seek to determine: $25 per $100 of Pierres art sales is paid to him as commission.$10,800 per (what dollar amount) of Pierres art sales is paid to him as commission? Write the problem as follows, where s stands for sales: 25/100 $10,800/s First, cross multiply: 25 x s $10,800 x 10025s   $1,080,000 Divide both sides of the equation by 25 to solve for s: 25s/25 $1,080,000/25s $43,200 Thus, the  total dollar value of the art that Pierre sold is $43,200. Car Salesperson Alexandria, a salesperson at a car dealership, earns 40 percent commission of her luxury vehicle  sales. Last year, her commission was $480,000. What was the total dollar amount of her sales last year?  Define what you know and what you seek to determine: $40 per $100 of the car sales is paid to Ericka as a commission.$480,000 per (what dollar amount) of the car sales is paid to Ericka as a commission? Write the problem as follows, where s stands for car  sales: 40/100 $480,000/s Next, cross multiply: 40 x​ s $480,000 x 10040s $48,000,000 Divide both sides of the equation by 40 to solve for s. 40s/40 $48,000,000/40s $1,200,000 So, the total dollar amount of Alexandrias car sales last year was  $1.2 million. Agent to Entertainers Henry is an agent for entertainers. He earns 10 percent of his clients’ salaries. If he made $72,000 last year, how much did his clients make in all?   Define what you know, and what you seek to determine: $10 per $100 of the entertainers salaries is paid to Henry as a commission.$72,000 per (what dollar amount) of the entertainers salaries is paid to Henry as a commission? Write the problem as follows, where s stands for salaries: 10/100 $72,000/s Then, cross multiply: 10 x s $72,000 x 10010s $7,200,000 Divide both sides of the equation by 10 to solve for s: 10s/10 $7,200,000/10s $720,000 In total, Henrys clients made  $720,000 last year. Pharmaceutical Sales Rep Alejandro, a pharmaceutical sales representative, sells statins for a drugmaker. He earns a 12 percent commission of the total sales of the statins he sells to hospitals. If he earned $60,000 in commissions, what was  the total dollar value of the drugs that he sold?   Define what you know and what you seek to determine: $12 per $100 of the value of the drugs is paid to Alejandro as a commission.$60,000 per (what dollar value) of the drugs is paid to Alejandro as a commission? Write the problem as follows, where d stands for dollar value: 12/100 $60,000/d Then, cross multiply: 12 x d   $60,000 x 10012d $6,000,000 Divide both sides of the equation by 12 to solve for d: 12d/12 $6,000,000/12d $500,000 The total dollar value of the drugs that Alejandro sold was  $500,000.

Free Essays on Motherless Daughters

In Motherless Daughters, Hope Edelman tries to understand her own life in relation to the loss of her mother when she was seventeen years old and to understand why as she says, "she still has such a hold on me?" Her research included interviews of women who had lost their mothers, analyzing hundreds of letters from women who responded to articles which she had published, reading extensively about grief and loss of parents, and consulting with expert psychologists, psychiatrists, and other experts on grieving. She shows how losing a mother through death or abandonment at any age has ramifications throughout a woman's life. She tells her own painful story and mixes it with those of many other women who lost their mothers both as children and as adults. Edelman's was seventeen when her mother died of breast cancer. She was left to deal with a grief-stricken father and younger siblings as well as her own feelings. Although she left for college the following year and later led her life as a journalist, she discovered one day when she was twenty-four, she missed her mother so much that she was actually in physical pain. Ms. Edelman recognized in motherless daughters a lot of similar and many diverse reactions to their mothers’ deaths. Factors affecting the reactions included the age of the daughter when her mother died, the cause of death, the birth order of the daughter, the personality traits of the daughter, and the support system available to the daughter after the loss and Ms. Edelman focuses on each of these issues. It is obvious the younger and more dependent the daughter the more severely she was affected by the death in most cases. The most deeply felt losses were the loss of motherly nurturing and of female role modeling. Grandmothers or aunts were sometimes available to help with these losses, and those daughters fortunate enough to have nurturing fathers felt secure and got emotional strength from them. Some children... Free Essays on Motherless Daughters Free Essays on Motherless Daughters In Motherless Daughters, Hope Edelman tries to understand her own life in relation to the loss of her mother when she was seventeen years old and to understand why as she says, "she still has such a hold on me?" Her research included interviews of women who had lost their mothers, analyzing hundreds of letters from women who responded to articles which she had published, reading extensively about grief and loss of parents, and consulting with expert psychologists, psychiatrists, and other experts on grieving. She shows how losing a mother through death or abandonment at any age has ramifications throughout a woman's life. She tells her own painful story and mixes it with those of many other women who lost their mothers both as children and as adults. Edelman's was seventeen when her mother died of breast cancer. She was left to deal with a grief-stricken father and younger siblings as well as her own feelings. Although she left for college the following year and later led her life as a journalist, she discovered one day when she was twenty-four, she missed her mother so much that she was actually in physical pain. Ms. Edelman recognized in motherless daughters a lot of similar and many diverse reactions to their mothers’ deaths. Factors affecting the reactions included the age of the daughter when her mother died, the cause of death, the birth order of the daughter, the personality traits of the daughter, and the support system available to the daughter after the loss and Ms. Edelman focuses on each of these issues. It is obvious the younger and more dependent the daughter the more severely she was affected by the death in most cases. The most deeply felt losses were the loss of motherly nurturing and of female role modeling. Grandmothers or aunts were sometimes available to help with these losses, and those daughters fortunate enough to have nurturing fathers felt secure and got emotional strength from them. Some children...

Sexual Misconduct Within the Prison System Research Paper

Sexual Misconduct Within the Prison System - Research Paper Example interferences to put off and revolutionize its health and societal consequences, which spatially focus on poor interior city regions where these people in the long run will return. Prison is usually known to be a place of violence. One form of violence that is frequently characterized to prison scenery is sexual oppression. Sexual oppression entails an array of behaviors from sexually offensive demeanor to nonconsensual sexual attacks and has an array of vital consequences on public health. Rape offers an opening for spreading sexually transmitted diseases, an issue of particular trepidation in prisons, where infections rates of HIV are higher than in the overall populace (Lockwood, 2005). Sexual oppression can stimulate anger, leading to future violent behavior either in or out of the prison, in addition to dejection and actions, of self-violence, for instance, abuse of drugs, suicidal ideas and gesticulations. In jails and prisons in the United States, the action of and the degree to which sexual oppression takes place among inmates has currently acquired elevated attention (Camp et al. 2003). The descriptions of sexual oppression differ and can create problems for distinguishing the actions of sexual violence, sexual attack, and rape. Rape is described as forced vaginal, oral, or anal penetration by a part of a body or an object that is foreign. Sexual assault is defined as any undesired sexual contact in which rape or tried rape does not take place. Nevertheless, some use the terms interchangeably. The rationales for sexual oppression in prison differ. In prison, there is a casual categorization structure amid convicts. This categorization structure makes use of vocabulary, or jargon to classify convicts including those who have been oppressed. Prison jargon can influence the treatment which a convict will get from fellow convicts that are because those labels are core aspects in the formulation of social relations (Camp et al. 2003). These expressions

Investigation of the conventions of behavior that governed aristocrats Essay - 1

Investigation of the conventions of behavior that governed aristocrats at a symposium and those of marginals as well as the conventions of thought that characte - Essay Example This is a thesis proposal that seeks to investigate whether such norms were really prevailing or not among those considered within the paper’s scope, the last being small and limited. The cynics of ancient Greece traced back their roots to Socrates though one of his pupils, Antisthenes (Hock, Undated). Nevertheless, it is confirmed that the actual propounder of this school of philosophy is one Diogenes of Sinope (404-323 B.C.) (Hock, Undated). From Diogenes Laertius it is known that Diogenes fled to Athens when his father, a banker, started adulterating money. There he met with Antisthenes and inducted some of the philosophical thought his teacher was heir to from Socrates. Thereafter he started leading what the cynics construe as a truly virtuous life – doubling up his cloak, carrying a begging bag for his food and eating and conversing wherever he could (Hock, Undated). He believed that ‘the minimum is the optimum’ – the cynic philosophy put in a nutshell (Hock, Undated). This may be taken as a very brief introduction to cynicism and a lengthier version of the background to cynicism will become available later in the paper. Hereafter the paper shall contrive to use some incidents or anecdotes, called chreiai in Greek, from Diogenes’ own life and some from his close disciple Crates (358-290 B.C.) (Hock, Undated) to bring out the essence of this thesis proposal. It shall also use some supplementary texts to do this. The essence of cynicism is that the minimum of life is the optimum to live with (Hock, Undated). The extent to which the initiators – Diogenes and his students such as Crates – involved their personal lives with this minimalist philosophical precept is evidenced from their rigorously frugal life-styles. Diogenes even forsook the perusal of his drinking cup, which he took out of his begging bag and threw away, when he saw a boy drinking water with his bare hands