The Art Of War Withstanding Time Essays - Sun Tzu, Warrior Code

The Art of War: Withstanding Time History credits the Chinese General Sun Tzu (circa 500 BC) with authoring a series of essays on the subject of war. Considered to be the earliest known treatises on the subject, Sun Tzu discussed military organization, defensive and offensive strategies as well as tactical maneuvering. Of his many essays his best known work, The Art of War, continues to be a reference for modern military strategists. Sun Tzu's longevity is indebted mainly to Father J. J. M. Amiot, a French Jesuit priest, who brought a translation back to Europe shortly before the French Revolution. The nucleus of Sun Tzu's principles for the conduct of war are: "All warfare is based on deception" and "The supreme art of war is to subdue the enemy without fighting". In addition to Sun Tzu's later western influence, his ideas spread throughout continental Asia and eventually to Japan. The Japanese were quick to adopt Sun Tzu's precepts; eventually adding a few chapters to The Art of War of their own. In the end, Sun Tz u's treatises played a significant role in later Japanese military strategies and history. Although Sun Tzu's work is credited to the Spring and Autumn Period, it is interesting to note the following era was that of the Warring States. Whether or not Sun Tzu's treatises are simply a product of their time or an ominous indicator is difficult to discern. What is clear, however, is the dramatic nature of his subsequential historical impact. "If you know the enemy and know yourself, your victory will not stand in doubt. If you know Heaven and know Earth, you may make your victory complete", Sun Tzu said. Being one of his most famous sayings, it has urged thousands and thousands of strategists to meticulously analyze their enemies and opponents. A stratagem of timeless value, appreciated by military leaders of all times. The military thought expounded in Sun Tzu's Art of War is abundant, almost touching on all aspects of ancient wars. His thirteen chapters of principles and theories on war have been praised by militarists around the world. But the influence of his tactics has gone far beyond the military field. Today, his military theory is appreciated by businessmen and politicians as well. Highly applicable in the business world, Sun Tzu's Art of War has become a major influence on business strategy, especially in Asia. Sun Tzu's Art of War is written by Sun Wu and is set in the final years of the Spring and Autumn Period, 770-476 BC It is not only the oldest Chinese military work in existence but the oldest military theory in the world. Sun Wu, also called Chang Qiao, is known to have lived at about the same time as Confucius (the founder of Confucianism) and the Buddha (the founder of Buddhism). "Tzu" means man and was the title for famous men in ancient China. Hence, Sun Wu became Sun Tzu. Sun Wu, who was a native of Qi, caught King Ho Lu's attention with his profound knowledge on military theory. The king appointed him to train a few troops as an experiment. The experiment was conducted with women instead soldiers. The king sent him one hundred and eighty beauties from the palace. Sun Wu divided them into two companies with the king's two favorite concubines as their leaders. He gave them axes and halberds and asked them if they knew their right from their left. The women assured him that the y did. Then with the roll of a drum he gave the order "Turn right!? The women burst out laughing. Sun Wu said, "If the rules are not clear and the orders are not clear, the commander is to blame". He repeated the instructions a third and a fourth time. Again the beauties from the palace burst out laughing. Then Sun Wu said, "If the rules are not clear and orders are not understood, the commander is to blame. But when orders are clear yet not carried out, it is the officers who are to blame". Then he executed both company leaders. The king protested. Sun Wu replied, "I have been appointed commander, and a general in the field is not bound

AHL Finals Essays - Overtime, Rochester Americans, Portland Pirates

AHL Finals Essays - Overtime, Rochester Americans, Portland Pirates AHL Finals When the Rochester Americans started the AHL finals, they were looking to add to their sixth Calder Cup banner to the ceiling. To get to this feat, they would have to go through the Portland Pirates. For teams making the playoffs, all teams start fresh and every team has a shot to win it all. This year's finals, is true of that last sentence because both teams had losing records for the regular season. When the playoffs arrive, that's the sign that the best hockey is yet to be played. When the Rochester Americans skated into the first two games on home ice, they had a chance to leave Rochester with a two game to none lead. They won the important first game 5-3 and won the second game of the series 5-1, taking a 2-0 lead into Portland. Portland had the same chance that Rochester had in winning the first two games on home ice and they sure did that. They won game three, 3-2 and also won game four, 5-4 tying the series at 2. Since the series is tied at 2, the AHL final is now a best of three games. The next game is critical for both teams because the winner of game five has to win only 1 game while the losing team has to win both of the games to win the championship. Now that the series is tied at 2, the teams will play game five in Portland and then travel to Rochester to play the remainder of the games until the champions are crowned. For most of the game, Portland lead at the end of the 1st period and 2nd period. That's when Rochester decided to take over the 3rd period by scoring the only goal and setting the stage for overtime. Whoever scores the first goal, wins game five and has to win just one more game to win the championship. In overtime, Rochester's Scott Nichol scored at the 4:17 mark of overtime to win game five. Now all Rochester has to do is win game six or seven to add to their championship banners. For the rest of the series, the teams would travel to Rochester for games six and seven. With Rochester leading 3-2, the fans of the Americans fled to the War Memorial in a flurry. The game itself was very interesting for both teams because the only team showing up to rink to play was the Portland team. With that in mind, many Rochester fans had visions of a win but Portland decided to ruin the celebration by winning game six, 5-1 and sending it to game seven. Many Rochester fans were disappointed because they wanted their team to win the league championship. Since the Portland Pirates won game six, some of the fans at the game stayed at the rink to assure them of a ticket to game seven. That's when the city of Rochester got excited and many more fans showed up to buy tickets to the final game in North America. When comparing the line of fans wanting tickets to game seven was nothing compared to game six. The difference in the two lines was probably the distance. The closer you were to the box office, the better chance you had of attending game seven. When Portland won game six at the hockey rink, they had Rochester fans scurrying for tickets the next day. The last game of the series was the most important to any player. Game seven was a very memorable hockey game for the fans in Rochester. After the first period, the Pirates had a 1-0 lead and looking to increase it during the second. In the second period, the momentum changed with Rochester scoring the only goal in the period. With the score tied at 1, the third period would be the most important period of the entire season. In that 3rd period, only one goal was scored and that goal was scored by Rochester's Brian Holzinger at the 2:34 mark. That goal was the one that captured the franchises sixth Calder Cup championship banner. Looking back on the AHL finals, who would've been able to tell that both teams had losing records during the regular season. When the Rochester Americans won game seven, that victory granted the Americans a chance to raise their sixth Calder Cup banner. For the players, it means a lot for winning the league championship for the season. The first reason being that many players on the winning

Talking About Young People

Talking About Young People Talking About Young People Talking About Young People By Maeve Maddox Many terms exist to describe children of various ages, all of them having different connotations. The messages of journalists, politicians, merchants, professional educators, and social commentators are often slanted by the terms they choose to describe children. For example, politicians who may usually refer to children as kids are careful to use the words child and children in their important speeches. Apparently, child evokes a more tender response in the listener than kid. Professional educators, who once distinguished between the words pupil and student, now refer to all school children as students. Any word that describes a child is going to carry some emotional charge, but some are more heavily weighted than others. Here are some fairly neutral words to describe young people under the age of 21: baby infant toddler child boy girl youngster juvenile adolescent minor The following words convey more specific images and appeal to different emotions: tot tyke little one preschooler teenager teen preteen student young man young lady young adult waif urchin brat rug rat guttersnipe In the past, the word youth was a useful term often seen in news stories with the meaning of â€Å"a young man between boyhood and mature age.† For example, â€Å"Youth Robs Liquor Store.† Recently, I’ve seen the word used to describe a three-year-old who drowned. Finally, there’s the word kid. As a word for the young of a goat, kid has been in the language at least since 1562; possibly since 1200. The OED documents kid, â€Å"a child, especially a young child,† from the 17th century, noting that it originated as â€Å"low slang,† but by the 19th century had become common in familiar speech. Nowadays, kid is used in the most formal contexts, from the speech and writing of professional educators to the naming of children’s clinics. The word’s elevation to the status of an acceptable synonym for child may have something to do with its similarity to German Kind (child); after all, English is a Germanic language. However, despite its ubiquity as a generic term for child, the word kid can carry negative connotations that prevent it from being acceptable in every context. Related post: â€Å"I Hate ‘Kids† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How Many Tenses in English?Anyone vs. EveryoneHow Long Should a Synopsis Be?

American history Essay Example | Topics and Well Written Essays - 1000 words - 4

American history - Essay Example The temperance movement was a culmination of growing religious and moral sentiments in the North. The main goal of the temperance movement according to Blocker, Tyrrell and Fahey was â€Å"to define and control alcohol consumption† (40). During the colonial era drinking was socially acceptable but in the nineteenth century it was found to be no longer respectable as it viewed as the cause of social evils. Alcoholism was often associated with evils such as domestic violence, poverty, crime, prostitution and poor health and as such needed to be regulated. The aim was not to ban drinking and eliminate the production of alcohol but to moderate its use as it was affecting the economic development. Later in the nineteenth century, the movement advocated for abstinence from drinking alcoholic beverages and this goal was achieved in 1920 when â€Å"manufacture, sale and transport of alcoholic beverages in the US and its possessions† was prohibited nationwide through the eightee nth Amendment to the US constitution (Blocker et al. 42). The first national organization responsible for temperance efforts was the American Temperance Society (ATS) founded in 1826. Women also played a great role in pushing for temperance reforms as they had moral influence. They did this through Woman’s Christian Temperance Union (WCTU) formed in 1874. Another organization that played crucial role in pushing for legislative agenda was the Anti-Saloon League of America (ASLA). It saw the passing of eighteenth Amendment although it was repealed in 1833. The Educational Reform movement was also prominent during this period. Education was viewed as the cause and solution of many problems in the society hence it was geared to solving current problems of each epoch. Reformers like John Dewey believed that the society could only be reformed through education reforms (Horn 42). According to Berube (99) and Horn (41-55) there were

Education policy assignment Example | Topics and Well Written Essays - 1500 words

Education policy - Assignment Example The tripartite education system introduced three levels of state funded education in England and Wales comprising of Primary school education, secondary school education and further or higher education. Primary school, also known as grammar school education was the first stage of learning, accommodating children up to the age of 11. It was further subdivided into three levels namely infant, nursery and junior levels (Bailey, 2010, pp. 26). The Secondary school or technical grammar schools represent the second level, which initially enrolled children between 11 and 15 years, although this was later increased to 16 beginning from 1973. Further education or Secondary Modern School, unlike the other two levels, was optional and admitted students beyond 16 years of age (Tomlinson, 2005, pp. 48). The tripartite education system was introduced in England and Wales as a response to the Prime Minister’s desire to create an inclusive society where each individual would have equal opportunity to enjoy advantages and privileged available in the country (Baldock, 2011, pp. 13). There was a great desire among the English people to create an identity of their own through the education system that would help individuals transition from the effects of the World War II to live independent lives. The tripartite system was then identified as the best alternative to empower the British society and promote development of skills among the emerging crop of youths in the country. This system was spearheaded by people in the country such as Sir Cyril Burt, a prominent psychologist and Herwald Ramsbotham, president of the Board of Education at the time. The Tripartite system was relatively successful in the beginning before education became highly politicized in England and Wales, leading to abolition of the system and introduction of the Comprehensive System. Before the Education Act of 1944, there was no universal

The Influence of Chinese Culture on Buddhism Essay Example for Free

The Influence of Chinese Culture on Buddhism Essay Buddhism was originally developed in India and brought to China over the silk road, and later to some extent through southeast Asia around the first century A.D.. This was during a time when the then reigning Han dynasty was in a state of chaos and Confucianism was being discredited by some intellectuals. The Chinese people therefore came to identify Confucianism with the failing dynasty, and sought a new ideology to take place of stale Confucian thinking. The exact date of the coming of Buddhism to China is unknown, but by 64 A. D. Buddhist monks had introduced written scripture into China. At first Buddhism was not popular in China. Interest took several centuries to grow because of Buddhisms incongruities with Chinese thought, as well as translation problems (Sanskrit to Chinese). Because Buddhism first entered through Chinas trading routes with Central Asia, it was seen as the religion of foreign merchants. Consequently, Large scale translation of Buddhist texts did not truly get under way until the 6th to 8th centuries A.D. This resulted in the wider distribution of Buddhism being delayed several centuries. Buddhism was difficult for the Chinese to accept because it was mysterious and hard to understand. Not straight-forward like Confucian teachings, more like the ambiguity of Taoism (Jin 1), also. it was foreign. Moreover, Buddhism did not focus on problems of state as Confucianism did, and because the study of Confucianism was required material for the exams of public office, practical males preferred its study to that of Buddhism. Moreover, the Buddhist stress on personal fulfillment (even the Buddha left his family to search for revelation (Jin 1)) seemed counterintuitive to the Chinese values of family and ancestor worship. As the religion became more widespread the Chinese people began to adapt distinctly Chinese forms of Buddhism. There were three major types of Chinese Buddhism. The first was Pure Land Buddhism and it was started by Hui Yuan; this type of Buddhism focused on devotion to the Amitabha Buddha  in the belief that after death they would be born again in Western Paradise (Pure Land). In this religion worship of the Bodhisattva Guan-Yin was also very important (Jin). Chan or Zen Buddhism was founded by Hui-neng. It was hostile toward all scripture and dogma. The Zen Buddhists meditated on illogical riddles in order to gain enlightenment (Jin). Chih-I founded Tien Tai Buddhism whose primary emphasis was placed on the recitation and study of the Lotus Sutra (Jin). To thrive in China, Buddhism had to be transformed into a system that could exist within the Chinese way of life. Thus,  obscure Indian sutras that advocated filial piety became core texts in China. Buddhism was made compatible with ancestor worship and participation in Chinas hierarchical system. Works were written arguing that the salvation of an individual was a benefit to that individuals society and family, and monks thus contributed to the greater good. (Wikipedia, Buddhism in China) Popular Chinese Buddhism therefore, was fairly removed from the ideals that came from India. The basic ideas of karmic retribution, samsara, and nirvana came through intact, but in order to make Buddhism more palatable to the Chinese, it had to be adapted to their preexisting beliefs such as those previously mentioned. The portrayal of the netherworld in popular Chinese Buddhism highlights these changes in several ways. The Chinese not only translated Buddhist texts, but also began to directly associate the Buddhist ideas of the netherworld with those conceptions already popular in China. To begin, the (pre-Buddhist) Chinese believed in the [Taoist] concept of a world of the dead usually thought to be located beneath Mt. Tai in Shantung (Gjertson #1, 118). However, according to Professor Gjertson, the idea of hell as a location for punishment was due to the influence of Buddhism, and was not see in literature until the 6th century, where it is seen in Taoist scriptures. Also in popular Chinese Buddhist works the hells take on the anatomy of the then current bureaucratic and physical structures of China. Or, as Gjertson in his article entitled Popular Buddhism and Karmic Retribution describes, The nether world, at least superficially, was  conceived as a construct physically and bureaucratically similar to the world of the living (Gjertson 134). Often, someones death was likened to a live person being called to serve an office. For example in the story of Tuan Tzu-ching in which one of two inseparable friends, Liang, dies suddenly and when he arrives in the ghost realm he discovers that the position of Chief Clerk (a very prestigious position) has become available. Liang immediately suggests his (living) friend Tuan for the position. King Yama, the king of the dead, then looked at Tuans record and discovered that Tuan was not scheduled to die until he was ninety-seven, and he was then just thirty-two so he allowed Liang to visit his friend and invite him to take this office in the netherworld. Tuan agrees, and three days later he dies in order to take up his new position as Chief Clerk in the netherworld. This story shows a person literally dying in order to gain a bureaucratic appointment. Mentioned in Tale Number 19, Sui Jen-chien, is a description of the physical similarities between the netherworld and the world of the living. A ghost explains to a man that he serves as administrator of Lin-hu. The man, inquires of the whereabouts of the area and the name of its king and is told, The state of Lin-hu comprises everything northwest of the Yellow River The capital is northwest of Lou-fan, in the desert. The King used to be King Wu-ling of the Chao, but he now controls this country. Everything is under the administration of Mt. Tai and every month the highest ministers are sent there to attend court (Gjertson #3, 196). Directly referenced here are specific locations in the netherworld which seem to correspond to the living world. The ghost says, the King used to be King Wu-ling of the Chao, but he now controls this country, this must mean that King Wu-ling controls the corollary land, metaphorically under that of the living country to which it seems they refer. The idea of karma, that a person would be judged by their actions, whether they be morally right or wrong is and idea obviously intrinsic to the Buddhist faith; the belief [t]hat the acts were judged, and the appropriate retribution assigned, in a nether-world court administered by an extensive staff of officials and their assistants is, however, a feature uniquely Chinese (Gjertson #1, 143). In a tale taken from Tang Lins Ming-pao chi for example, a man if brought before a judge of the underworld and accused of cooking six eggs as well as killing two ducks and two oxen, for this, the judge decides, he should be punished. The man protests, crying out loudly, This office is being grossly unjust! (Gjertson #2, 301) The man explains that they have not heard his good deeds, and since the judicial system is indeed a fair one, they are heard, but still his evil deeds outweigh his good, and he is sentenced. This clearly exemplifies the idea of a Chinese judicial system governing the popular Chinese Buddhist workings of karma. In conclusion, the Buddhist religion has proved that it can accommodate in many ways, the Chinese people. Upon its arrival in China it satisfied a need of the people for a new religion under which to unite at the tragic fall of an empire. During this turbulent period in China, two major developments took place in Buddhism. One group consisting mostly of the sophisticated gentry dwelled on the philosophical and mystical aspects of Buddhism, while the other group dominated by rural farmers followed Buddhism in their own superstitious and simple ways imparting to it in the process a peculiar Chinese character. Buddhism stretched even more to allow for translation using Taoist terminology because the Chinese language did not possess a conceptual apparatus adequate for the abstract thought of Buddhism. The use of these familiar Taoist concepts contributed significantly to the spread of Buddhism in China. Buddhist teaching were changed in many ways to accommodate traditional Chinese sensibilities, but the religion changed China as well, leaving in its wake years of rich culture and traditional Buddhist writings that no longer exist in their original Indian form. Works Cited (#1) Gjertson, Donald. Popular Buddhism and Karmic Retribution. Also Sui Jen-chien, Kung Ko, and Chang Fa-i. From Miraculous Retribution: A Study and Translation of Tang Lins Ming-pao chi, Berkeley: University of California Berkeley, Berkeley Buddhist Study Series Volume 8, 1989. (#2) Gjertson, Donald. The Early Chinese Buddhist Miracle Tale: A Preliminary Survey, in The Journal of the American Oriental Society 101.3, 1981. Jin, Shunde. Buddhism In China. (handout for Chinese 231 Traditional Chinese Culture, Ohio State University, 1998). http://www.cohums.ohio-state.edu/deall/jin.3/c231/handouts/h10.htm Wikipedia. Buddhism in China. Local Interpretation of Indian Texts. Updated: 3/31/2004. http://en.wikipedia.org/wiki/Buddhism_in_China#Relation_to_Confucianism _and_Daoism

J.B.Priestley’s play, An Inspector Calls - Eva Smiths Diary :: English Literature

AN INSPECTOR CALLS Wonderful day today. Went down to Birling and Company to be one of the workers and I got the job. I am so excited. I'm starting in two days and I'm seriously looking forward to it. At least I hope it would be more exciting than the last one I tried. Mum was very excited and so am I as you can tell. I'm already thinking about that break I will have next summer. Go to Blackpool, lie on the beach. By that time I'm sure I would have saved up enough money to do all this because they told me the money wasn't that much but it was better than nothing. I'm sure it wouldn't be that bad - probably twenty-six shilling or something like that because the job looked pretty hard. 6/October/1909 Working this few weeks is much better. At least now I'm used to the machines and places. I was wondering the other day if Mr Birling would ever come around because I've never seen him and I think it's quite silly when you think of it. I'm working under a man I've never seen. They say he's very pompous, and hardly comes down to see anybody. All he cares about is what has been done and what is needed. He has children too and his wife is cold hearted I hear - but come to think of it all upper class people are all so pompous-the question is "why?" I guess nobody is going to be able to answer that question. Even if there was going to be an answer, they'd probably say "Because we are trying to put you working class in your place" I heard Mr Grainger one of the men who worked there say that the other day to one of the girls. 11/November/1909 Everyone is selfish with what they have; nobody wants to share their fortune, everybody has to walk their way through poverty. Do people ever think how the future is going to be? Are we all going to suffer till God comes and takes us away? Will our generation suffer like this? Before I have my children, I hope to have some one who loves me and maybe I would have saved more money then so my children don't go through so much. - the walk to the factory is going to be a long way today because the normal short cut has been blocked for some reason so now I have to take the long way around. Round the market which is about 10minutes and then to the factory which will take me 15minutes

Truth, Honesty, and Integrity

Truth, Honesty, and Integrity By: Alexis Woodward Some of the basic fundamentals for creating a meaningful life are those of truth, honesty, and integrity. In order to maintain a quality of purpose in life we need to base our actions of the things we know are right and avoid doing any of those that are wrong. Truth allows for us to be relaxed in our lives creating a more security and less anxiety. If you do not need to worry about what you told each person you do not need to constantly being thinking about what response you need to appropriately give.In order to for us to have a true sense of self you have to be as honest with admitting the truth to yourself as well as to others. Integrity is telling the truth to oneself in the purest form possible. Honesty is how much of the truth you allow yourself as well your truth to other people. The truth is what cannot be swayed. Without others being truthful we would not be able to efficiently cohabitate together. Without integrity we would never be able to appreciate ourselves for our qualities and effectively work to fix our flaws. Honesty and integrity are of the higher forms of our value system.We all seek for the truth both within who we really are as well as in others. True honesty is not just telling the truth but feeling the truth. If you say one thing but feel another you are not being honest with your integrity. Feel better about your accomplishments when you can know what you truly accomplished. We prosper in our development as individuals through truth. Honesty creates a natural peace in the heart. Honesty and integrity when involved with our values generate power and success. Life benefits from being honest with others and ourselves.When I went through recovery the number one thing that was necessary was integrity of being able to be honest with myself and with others. To accept things for what they really are and stop trying to hide from the pain and learn to face and concur it. This allowed for me to mak e the appropriate changes in my life that were necessary for the success in my future. Although truth contains mostly positive results, there can also be negative side effect to being honest. Things like rejection, isolation, hostility, jealousy, animosity and hurt feelings can also stem from too much honesty.Whether something is true or not is irrelevant to whether it is something that should be brought to the light of attention. People tend to avoid hurtful truths so they do not need to face not so desirable aspects of life. However, if you allow the truth through honesty and integrity, it will all link back to positive repercussions. You will find that people will hold you with a great deal of respect, more peace of mind, strong self-belief, and what I find to be the most important aspect of all, strong relationships with others.

Why Are The Arts Important Education Essay

Humanistic disciplines are accomplishments or trades that are inspired by an person to portion and convey information of one ‘s ideas, thoughts, and emotions, beliefs among them, others and the universe around them. Elliot Eisner ( 2005 ) likewise states that humanistic disciplines can heighten single or group communicating when spoken or written linguistic communication – medium of communicating with others failed. In some civilizations, art is portion of mundane life, whilst others it is non-essential. Hence, art instruction is a challenge for national policymakers to make up one's mind whether it is necessary for art to be taught in the instruction course of study ( AARE ) . Furthermore, learning attacks of humanistic disciplines in schools are frequently structured and supervised by grownups, who made regulations about how art should look, and kids ‘s incompetent or incapable of doing artistic determinations ( Perry, Rosemay & A ; Irwin, 2000 ) . However Derham ( 1961 ) advocated that grownups should non oppugn about kids ‘s thoughts in art plants, even opposed any activities that are two-channel typewriting and led by grownups. Upon researching early childhood theories, art instruction in early childhood laid accent on importance of societal interaction ( Bodrova & A ; Leong,2007 ) . Smith ( 1993 ) further described it as a new manner of concerted acquisition, where kids and grownups interchange accomplishments, cognition and thoughts enhance kids ‘s thought and challenged kids ‘s perceptual experience on humanistic disciplines. In 1980s, research findings by Kindler ( 1996 ) , Wright ( 1991 ) and Matthews ( 1999 ) documented and shown importance of instructor ‘s function in steering and enabling kids ‘s capacities as originative, competent minds. Hence, arts instruction yet once more shifted from a natural, self-expression to a dynamic, societal interaction between grownups and kids in acquisition ( McArdle & A ; Piscitelli, 2002 ) . Community coaction with kids and grownups provides chances of larning which combine physical, rational, creativeness and job work outing accomplishments of immature kids ( Kolbe, 2001 ) . Surveies conducted by Pugh ( 2010 ) found important differences of kids who are extremely involved in humanistic disciplines activities and those with small or no engagement, where they are found to be more assurance and positive in their attitudes and behaviors. In add-on, Brouillette ( 2010 ) surveies that art enable kids to make a healthier societal competency. Art instruction facilitates kids to develop good apprehension of responses, emotional looks and actions of other people ( Davies,1993 ) . As kids learn to understand what to be expected from others and what societal address should be used in different state of affairss ; the ability to research and utilize art media to show one ‘s desires, feelings, and even frights ( Rogers & A ; Evans, 2008 ) . Research findings proven by Rogers and Rose ( 2007 ) as interpersonal interaction additions, first-class conflict-resolution accomplishments and job work outing temperament come at the same time. In the fast gait epoch of 20 first century, Rogoff ( 2003 ) finds kids are frequently pushed to see tonss of exciting larning activities, and no longer hold a balance between quieting and extremely stirred activities. Consequently, kids faced troubles and challenges of settling in schoolroom construction. Furthermore, it besides added to kids ‘s unequal proficiency in societal competency and interpersonal interactions with others. ( Brouillette, 2010 ) Therefore, many states shifted the focal point and favoured active constructive, find acquisition in country of humanistic disciplines, and closely linked to their conceptual instruction model. ( Perry & A ; Irwin, 2000 ) When immature kids explore, experiment, usage and interpret information with others, it increase equal credence, construct positive equal relationship, better school attending, deepen involvement in school activities ‘ engagement and build a more competent and assurance self-pride in academic acquisition, every bit good as show involvement in beliefs, civilizations and values of others and compare these with theirs ( Smith,1992 ) .Pretend, dramatic, fantasy, inventive dramas strengthen societal emotional developmentSupplying immature kids chances to copy and copy actions in make-believe, dramatic, fantasy, inventive dramas from each other, kids learn explore, experiment and make new ways in critical thought and job resolution ( Kindler,1996b ) . Planing, sharing, lending and back uping to narrative information of dramas, offer kids suites to take on different functions in the dramatis personae ( Rogers & A ; Evans, 2008 ) . It aids and enhances kids to work together in little or large groups. Winston and Tandy ( 2009 ) stated as kids explore in group working, they learn how their equals use resources, stuffs and job solve in activities. Art is about believing and how the encephalon plants, comprehend and interact with others ( Arts in Schools Project,1990 ) . Dialogue can be one of the cardinal ways kids learn while organizing and sing in originative looks in dramas ( Pugh, 2010 ) . Social exchanges and expressed contemplations of kids involve on their brooding thought and thought procedure upon understanding ( Wright, 2000 ) . The conversations for kids to make and what they learn from their creative activity ; these are interactions of kids where they portion with each other from make-believe, dramatic, fantasy, inventive dramas ( Davies,1993 ) . Furthermore, dramas can be designed to bridge increasing spread and needs different diverseness of multicultural kids in schools in society when it is integrated into schoolroom construction. For case, integrating of early literacy accomplishments and humanistic disciplines cultivate cultural grasp in early childhood schoolrooms. Imagine how a new kid ‘s first school experience in wholly new environment – fearful, societal emphasis, cultural ambivalency, inability to pass on, what the kid might confront if school instructor has no cognition and schemes to make a culturally antiphonal schoolroom. However, if school integrates and creates chances for the new kid to lend information of native civilization and promote other kids to research narratives, art, music, and dance of the new kid ‘s place civilization. Together, they would larn each other ‘s alone life experiences, detecting things that make them so different, and yet particular. Children ‘s affectional demands of cognitive, emotional and rational safety in the school environment must be met in order for kids to boom academically. Children who feel insecure or socially Isolated, shut down cognitively. Emotionally nerve-racking places and or school environments have damaging effects on kids.Musical Exploration enhance academic acquisitionWhen a kid embarks into musical geographic expedition, reading of musical notation such as basic elements of beat and pitch helps foundation edifice for music. ( Bahna-James, 1991 ) Though larning spheres of music and mathematics may look contradictory, an increasing figure of surveies on kids ‘s engagement in musical activity and cognitive development in mathematics indicate a close connexion ( Young & A ; Glover,1998 ) . For case, beat in musical notation is numerical form of beats that represented by series of musical notes, runing from whole notes ( 1 round per step ) to one-fourth notes ( 4 beats per step ) and so on ( Wright, 2000 ) . Cardinal mathematical constructs are involved in order to understand the notes. Childs have to hold the ability to number the beats and the capableness to fraction notes to equal proportion. Musical composing helps kids to further sequence of musical development through phases of inventive drama, imitation and command. In musical developmental phases of a kid, the kid ‘s exposure, experience and command the environment, promote the developmental sequences in cognitive sweetening. From the debut of rattle shaking and return over vocal sound by health professional at infant age, innovation of ‘Babbling ‘ Musical at yearling age, imitation of musical expressive gestures in pre-school and formation and creative activity of new vocals at school age. The kid has wholly discovered the scheme of musical development. If chances are continue and revisited, composing of the kid ‘s development grows stronger and deeper as the ability to improvize, invent and create music. Swanwick ( 1998 ) mentioned that in Piaget ‘s theory the equilibrium of assimilation and adjustment set up sensori-motor intelligence, which later builds up conceptual intelligence of a kid in cognitive development ( Anning, 2009 ) . Producing a work of art engages kids to bring forth thoughts, and explore ways to show their emotions. Painting, playwriting, composing, artistic creative activity provide chances for them to see the procedure of art devising, which is valuable for heightening kids ‘s ability to larn within and beyond the humanistic disciplines. Art is one of the medium that people develop cultural sense and personal individuality ( Anning, 2009 ) . Art instruction in early childhood instruction, AIDSs immature kids by supplying chances to believe and larn in new ways, communicate with others and enrich the infinite they live in ( McArdle & A ; Piscitelli, 2002 ) . School and instructors duty and ability to happen imaginative ways to use limited resources and clip available to guarantee kids ‘s academic accomplishment, heighten societal and emotional growing of immature kids from different divergent background. Hence, by supplying positive consequence on these developments on kids particularly ‘at-risk ‘ kids, it would nurture sensory, cognitive, societal, emotional and neurobiological system. Furthermore, it helps to develop possible leading accomplishments, positive self-esteem and assurance, co-op of future coevals.

How and Why Political Systems change essays

How and Why Political Systems change essays How and Why Political Systems Change Since the creation of mankind the world has been continually changing. With each day, man develops, countries grow and political systems change. A political system is an important set of social institutions. Political systems have many functions. Political systems create resources for education, health, welfare, industry and foreign policy. Political systems have changed drastically over centuries and are still changing everyday. To understand why and how political systems change, there are many factors. Some major factors are evolution, A major factor and influence on why a political systems change is due to the countries social economy. The approach in which a country deals with certain political processes are affected by internal divisions of income, wealth and occupation, also by economic dependence or poverty. There is always a positive association between economic development and equality or income. The Linearity theory states that economic development leads to urbanization which leads to communication which leads to high levels of education and in turn leads to Democracy. This theory does an excellent job in showing how economics lead to a change in political systems. Wealthier nations such as the United States, Japan and other European countries often have more equitable income distributions than poorer countries. According to Robert J. Mundt, a political researcher, in advanced industrial nations the wealthiest ten percent of households receive about one quarter of the national income, while poorest receive forty percent and about twenty percent get only fifteen percent of the national income; in middle income countries like Brazil, the wealthiest ten percent gets forty-six percent of national income and the poorest forth percent get only eight percent. An example of a country that social economy influen...

Pharaoh Hatshepsut of Egypt Biography

Pharaoh Hatshepsut of Egypt Biography Hatshepsut (Hatshepsowe), one of the rare women pharaohs of Egypt, had a long and successful reign marked by remarkable building projects and lucrative trading expeditions. She campaigned in Nubia (perhaps not in person), sent a fleet of ships to the land of Punt, and had an impressive temple and mortuary complex built in the Valley of the Kings. Hatshepsut was the half-sister and wife of Thutmose II (who died after only a few years on the throne). Hatshepsuts nephew and stepson, Thutmose III, was in line for the throne of Egypt, but he was still young, and so Hatshepsut took over. Being a woman was an obstacle, although a Middle Kingdom female pharaoh, Sobekneferu/Neferusobek, had ruled before her, in the 12th dynasty, so Hatshepsut had precedent. After her death, but not immediately. her name was erased and her tomb destroyed. The reasons continue to be debated. Occupation Ruler Dates and Titles Hatshepsut lived in the 15th century B.C. and ruled in the early part of the 18th Dynasty in Egypt the period known as the New Kingdom. The dates of her rule are variously given as 1504-1482, 1490/88-1468, 1479-1457, and 1473-1458 B.C. (according to Joyce Tyldesleys Hatchepsut). Her reign dates from the start of Thutmose III, her stepson, and nephew, with whom she was co-regent. Hatshepsut was pharaoh or king of Egypt for about 15-20 years. The dating is uncertain. Josephus, quoting Manetho (the father of Egyptian history), says her reign lasted about 22 years. Before becoming pharaoh, Hatshepsut had been Thutmose IIs main or Great Royal Wife. She had not produced a male heir, but he did have sons by other wives, including Thutmoses III. Family Hatshepsut was the oldest daughter of Tuthmose I and Aahmes. She married her half-brother Thutmose II when their father died. She was the mother of Princess Neferure. Other Names WosretkauMaat-ka-reKhnemetamun Hatshepsut Feminine or Masculine Appearance of Hatshepsut A fascinating New Kingdom ruler, Hatshepsut is depicted in a short kilt, a crown or head cloth, a collar and a false beard (Tyldesley, p.130 Hatchepsut). One limestone statue shows her without a beard and with breasts, but usually, her body is masculine. Tyldesley says a childhood depiction presents her with male genitalia. The pharaoh seems to have appeared female or male as need dictated. The pharaoh was expected to be a male in order to maintain the right order of the world Maat. A female upset this order. Besides being male, a pharaoh was expected to intervene with the gods on behalf of the people and be fit. Hatshepsuts Athletic Skill Wolfgang Decker, an expert on sport among the ancient Egyptians, says that at the Sed festival, pharaohs, including Hatshepsut, made a circuit of the pyramid complex of Djoser. The pharaohs run had 3 functions: to demonstrate the pharaohs fitness after 30 years in power, to make a symbolic circuit of his territory, and to symbolically rejuvenate him.[Source: Donald G. Kyle. Sport and Spectacle in the Ancient World] It is worth noting that the mummified body, thought to be that of the female pharaoh, was middle-aged and obese. Deir El-bahri (Deir El Bahari) Hatshepsut had a mortuary temple known and without hyperbole as Djeser-Djeseru Sublime of the Sublimes. It was built of limestone at Deir el-Bahri, near where she had her tombs built, in the Valley of the Kings. The temple was primarily dedicated to Amun (as a garden to her so-called [divine] father Amun), but also to the gods Hathor and Anubis. Its architect was Senenmut (Senmut) who may have been her consort and seems to have predeceased his queen. Hatshepsut also restored Amuns temples elsewhere in Egypt. Sometime after Hatshepsuts death, all temple references to her were chiseled off. For more information on this temple, see Archaeology Guide Kris Hirsts The Cache at Deir el-Bahri - Hatshepsuts Palace in Egypt. Hatshepsuts Mummy In the Valley of the Kings is a tomb, called KV60, that Howard Carter found in 1903. It contained 2 badly damaged mummies of women. One was of Hatshepsuts nurse, Sitre. The other was an obese middle-aged woman about 51 tall with her left arm across her chest in a royal position. Evisceration had been performed through her pelvic floor instead of the normal side cut because of her obesity. Sitres mummy was removed in 1906, but the obese mummy was left. American Egyptologist Donald P. Ryan rediscovered the tomb in 1989. It has been suggested that this mummy is that of Hatshepsut and that it was removed to this tomb from KV20 either following a robbery or to protect her from the attempted obliteration of her memory. Egypts Minister of Antiquities, Zahi Hawass, believes a tooth in a box and other DNA evidence proves this is the body of the female pharaoh. Death The cause of Hatshepsuts death, according to a New York Times article from June 27, 2007, citing Zahi Hawass, is thought to be bone cancer. She also appears to have been diabetic, obese, with bad teeth, and about 50-years-old. The body of the pharaoh was identified by a tooth. Sources Chronicle of the Pharaohs, by Peter A. Clayton; Thames Hudson: 1994.Silent Images: Women in Pharaonic Egypt, by Zahi HawassHatchepsut: The Female Pharaoh,  by Joyce A. Tyldesley

Fallacy Spotting Essay Example | Topics and Well Written Essays - 250 words

Fallacy Spotting - Essay Example An appeal to pity or fear also known as the Galileo argument, means a professional has been suffering that he/she might lose loss his/her house due to some dysfunction. Under different situations human being evoke to the appeal to pity or fear emotion. Fear of God and fear of terrorism generates appeal to pity or fear in the human mind. At the time of appeal to pity or fear, different kinds of reasoning come to the mind of the arguer along with opposing party. Emotions have been affecting human behavior in a very inappropriate manner, which is also harmful for the future (Rainbolt and Dwyer 1-446). Therefore, appealing to the emotions like pity or fear is unidentified force created by the arguer, it negatively affect the opponents without knowing the actual reason, whether he/she will surrender to the arguer (Walton 1-55). Pity or fear is a very strong as well as forceful emotion, which made the opponent helpless and at a point of time opponent is forced to give up the