Krishna, From The Ramayana - 1583 Words

Gloria Diaz Professor Young RS:1138 2:30-3:45 October 20, 2017 Are Krishna, from the Bhagavad Gita, and Rama, from the Ramayana, really that different from each other? The Bhagavad Gita is a story about the conversation between Arjuna and Krishna when Arjuna is questioning if he should fight in a war. While The Ramayana is about the life of Rama during his exile and going back to his kingdom. Although these two stories are very different, they do include some similarities. For example, both stories have characters that are avatars of Vishnu, Krishna and Rama. The stories also revolve around the theme of dharma and how important it†¦show more content†¦In the book it states, â€Å". . . Evil would still cling to us when we’d killed these men her, with their bows drawn†(p12: 36). This shows that he is concerned about bad karma. After Arjuna tells Krishna his reasons why he does not want to fight, Krishna begins to tell him it is his dharma to fight in this war. He states, â€Å"Do not become a cowardly eunuch, Son of Pritha; this is not fitting for you. Let go of this lowly weakness of the heart and stand up, Scorcher of the E nemy!† (p16: 3). Krishna is telling Arjuna being a warrior is what he was born to do and a warrior should never be weak. Krishna also says, â€Å"Death is fixed for those who are born, and birth is fixed for those who die; since such an end is certain, you should not grieve† (p23: 27). He is basically telling Arjuna the way of life, so he should not be worried since this is the cycle of life. Krishna proceeds to tell Arjuna this is his dharma as a warrior. He suggests, â€Å"If you will not engage this fight for the sake of dharma, you will have shunned your own dharma and good name, and shall cause harm† (p25: 33). Meaning if Arjuna believes he should not fight because of what he thinks is his dharma, he will destroy his real dharma of being a warrior and will cause himself bad karma. Krishna then talks about yoga in action. Krishna says, â€Å"The person who has practiced yoga, restraining all these senses, should sit, with me as a pinnacle;...† (p32: 61 ). ThisShow MoreRelatedExploring Feminine And Feminine Sexuality1317 Words   |  6 Pagesexperience of sex from the perspective of the male and the female. These nuanced ideas can be seen clearly in Krishna’s overall experience of Radha in the narrative, which tends to be raw, physically sexual, and carnal, whereas as Radha’s experience of Krishna tends towards the loving, the caring, and the nurturing. Krishna’s sexual appeal draws from his behaviors and his ornamentation whereas Radha’s sexual appeal derives directly from her physicality. On the other hand, the Ramayana presents a veryRead MoreThree Paths in Hinduism1310 Words   |  6 Pageswithout a devotion and love towards God we cannot bear the fruits of the religion, which are the qualities which that God possesses. Bhakti is a predominate theme seen in Hinduism (mostly after the Vedic times) especially in the Epics (Bhagavad Gita, Ramayana, etc.). We will discuss the path of devotion and how i t is defined, practiced and brought out in Hinduism. In Vedic times, although there were many gods, the religion was very sacrificial and ritualistic, emphasizing more on the ritualistic aspectRead MoreKrishna and Rama as exemplars of Dharma Essay examples2581 Words   |  11 Pagesof Dharma in Valmiki) Rama and Krishna have been set as perfect exemplars of Dharma in the texts of Ramayana and Mahabharata respectively. They are considered to be the reincarnations of God Visnu, a Supreme Being, and supposedly lived their lives according to the Dharmic (or right) way of life. However, the stories of Rama and Krishna in the texts include some of their actions, which are questionable to the act of Dharma. This may lead one to question Ram and Krishna as true exemplars of Dharma.Read MoreThe The Butter Thief Of Swami Ramsvarup And From The Textbook World Religions1300 Words   |  6 Pages this year’s top two final contestants are Krishna and Rama. As a judge, I will pay attention to our course texts for Hinduism to determine wh o is more divine and has more important lesson to teach. For Krishna, I will pay attention to the short play of John Stratton Hawley ‘â€Å"The Butter Thief’ of Swami Ramsvarup† and from the textbook World Religions in Dialogue: A Comparative Theological Approach. For Rama, I will consider R.K. Narayan’s, The Ramayana: A Shortened Modern Prose Version of the IndianRead MoreThe Creator Of Star Wars1586 Words   |  7 Pagesduty over blood lesson can be looked as examples in readings found in the Bhagavad Gita, where Krishna tells Arjuna to battle his cousin in spite of his emotions for them, it is his job to do so. Towards the end of the training session, as Luke begins to leave, Ben Kenobi tells Luke to never give into anger and hatred. This lesson is also taught by Gandhi, which is explained in Hinduism. Aside from the training sessions, there are several parts of Star Wars that portray examples of Hinduism.Read MoreThe Hindu Deity : Vishnu1613 Words   |  7 PagesTwo of his most famous reincarnations include Ram and Krishna, who are both heavily worshipped and adored through their appearances in the Ramayana and Mahabharata (two epic battles in Hindu history) respectively. Vishnu is one of the most glorified and loved Hindu deities, and his positive influences continue to have an impact on Hinduism throughout the globe. Vishnu is one of the greatest deities in Hinduism. The name â€Å"Vishnu, is derived from the root word vish, which means to pervade. As a GodRead MoreThe 4 Noble Truths And The Eightfold Path1478 Words   |  6 Pagesthe scriptures of the Pali Canon. By studying these ancient texts, meditating and following the Eightfold Path, Theravada Buddhist believe they will achieve enlightenment. Mahayana Buddhism originally developed out of the Theravada tradition. From Mahayana a number of other schools formed under the banner of Mahayana, such as Zen and Tibetan Buddhism. Mahayana Buddhism focuses on compassion and the help of bodhisattavas (people who have temporarily stopped their path to enlightenment inRead MoreThe Movie Ramayan 1257 Words   |  6 PagesSachinbhai Patel Dr. M HUM – 121 July 16, 2015 Paper # 2 Movie- Ramayana This movie Ramayan is based on one of the great literature epic of India Called Ramayana, the other being the Mahabharata. Ramayana story transmitted orally for generations but not recorded until the eighth century B.C.E. It was written by the poet Valmiki. In this great epic story the main person was Rama who was an seventh incarnation of the Lord Vishnu who is the care take and protector of this world, Rama was like a BuddhaRead MoreReligion: Hinduism and Islam Essay1277 Words   |  6 Pagesas a polytheistic religion in its most basic form Hinduism is based around one deity. The Brahma is the god that all of the other gods are derived from and each god is a manifestation of the one being. There are four other main deities, aside from Brahma, that are traditionally worshipped. The first god is Vishnu, who also goes by the title of Krishna. Vishnu is the all-prevailing god who comes to Earth in a multitude of forms. Vishnu’s goal is to get rid of the evils of the world and also to bringRead MoreThe Odyssey, The Ramayana Of Valmiki, And The Bhagavad Gita2114 Words   |  9 Pagesno other options available to solve a dispute, then violent conflicts are acceptable responses. The use of armed conflict to resolve any political or personal disputes has been a theme that is visible in famous warrior stories. The Odyssey, The Ramayana of Valmiki, and The Bhagavad-Gita all deal with conflicts of war and how it can affect the lives of those involved. Violence as a solution to combat any disagreements or problems has been viewed as noble and necessary in many stories. Armed conflict

Economic growth - 845 Words

Economic Growth Economic growth is the percentage increase in real national output in a given time period or the increase in the productive potential of the economy. Countries grwo at different rates, this is partly due to the fact that they are at different stages of their economic cycle. The economic growth for the UK is at 0.2%. The main measure of output is gross domestic product (GDP). GDP is the total value of goods and services produced in an economy during one year. Economic growth can be be measured in nominal terms which include inflation, or real terms which are adjusted for inflation. Aggregate supply is the total supply of goods and services that are produced in an economy at a given price level DRAW GRAPGH (AS†¦show more content†¦Unemployment rises, confidence and investment are low. Slump is a period where economic growth is very low, high unemployment and almost no confidence and investment. Recovery is a time period where economic growth starts to slowly rise, unemploymen t falls, confidence and investment being to rise. An output gap occurs when there is a difference between an economies actual and potential output which could result in positive or negative output gaps. A positive output gap occurs when the economy’s actual output is greater than the potential output whereas a negative output gap is when the economy’s actual is less than the potential. Governments try to reduce both gaps to maintain balace. Long run aggregate supple is determined by the quantity of resources available to meet demand and also by the productivity of factors of production. DRAW GRAPH (LRAS) An increase in the quantity and productivity of factors of production or technological advancements shift the LRAS curve outwards. The quantity of resources include increase the size of the labour force or discovery of natural resrouces where as the productivity of resources include increased efficiency due to technological advancements. DRAW GRAPH (LRAS 2) --- If a fi rm is already operation near its potential output, then moving the AD curve outwards will only increase price is output will remain the same. Economic growth has many benefits, such asShow MoreRelatedEconomic Growth. Economic Growth Is A Topic Constantly1059 Words   |  5 Pages Economic Growth Economic growth is a topic constantly discussed in Why Nations Fail by Daron Acemoglu and James A. Robinson and Saving Capitalism by Robert B. Reich .The authors in both books seem to believe that we live in a society in which economic growth is not at its finest, but there is still hope. More detailed, Daron Acemoglu and James A. Robinson blame extractive institutions for the slow growth because in this occasion the political and economic systems are structuresRead MoreThe Growth Model And Economic Growth1072 Words   |  5 PagesEndogenous growth model, it clarifies long-run economic growth as radiating from economic activities that make new technological knowledge. Endogenous growth can be explained as long-run economic growth at a rate dictated by factors that are internal to the economic framework, especially those factors administering the opportunities and motivators to create technological knowl-edge. Over the long run, the pace of economic growth, as determined by the output per individual growth rate, reliesRead MoreEconomics : Economic Growth And Environment Essay1760 Words   |  8 PagesEconomic Growth and Environment Professor: Wuu-Long Lin Student: Yin-Chun Chou Student ID: 11602318 Table of Content 1. Introduction 2. Review of the literature 3. The methodology used in the study - Environmental Kuznets Curves 4. Analysis 4.1 Industrial Ecology 4.2 Is Environmental Protection Too Expensive? 4.3 Does Environmental Protection Reduce Economic Growth? 5. Policy Recommendation List of References 1. Introduction The natural environment is the foundationRead MoreEconomic Growth And Economic Development1328 Words   |  6 PagesEconomic growth is an economic term to describe an increase in a country’s national earnings of wealth, or the growth of Gross Domestic Product (GDP) (Swanenberg,2005). The measurement of economic growth is possible that the change in national income in comparison to the numbers held by the year before. In the world today, economic growth is one of the ways to determine how successful is the country’s economic activity (Swanenberg, 2005). This is explained by the fact that economic growth reflectsRead MoreEconomic Growth And Economic Development1177 Words   |  5 PagesEconomic growth and Economic Development is of the highest priority in regards to a well-functioning sovereign state. Economic growth powers an economy through the stability ensured by equilibrium in the circular flow of money accompanied by: growing international competitiveness in a globalised market, increase in real GDP through the appropriate allocation of resources most suited to the expansion of the economy, increase in aggregate demand and increased efficiency in the economy. Stagnation orRead MoreEssay on India China Economic Growth906 Words   |  4 PagesMAIN CATALYSTS TO GROWTH IN CHINA AND INDIA. India with about 1.2 million populations and china with about 1.3 billon population are two big demographic and emerging countries in the world .Over a past few decade India’s combination into the economic has been accompanied by remarkable economic growth (World Bank 2011 ¬).India is having the 3th position on the economy in purchasing power parity (PPP) terms (The Economic Times, 2012). India’s total GDP (gross Domestic Product) growth was 5.5% in 2012Read MoreEconomic Growth Of The Economy1506 Words   |  7 PagesEconomic growth rate can be measured as an increase in the capacity of an economy to produce goods and services, compared from one period of time to another (Investopedia). Ylan Mui and Nelson Schwartz offer information on what is stagnating our nation’s economic growth. Many have been looking at the economic growth of the third quarter very disheartened. U.S. economic growth during the third quarter expanded at a 1.5% rate, which is considerably lower than the last quarter. There are many reasonRead MoreEconomic Impact Of Economic Freedom On Economic Growth1403 Words   |  6 Pagesof economic freedom have dominated the economic theories as the best way to economic development, Many economists and politicians believe that economic freedom displays a significantly positive effect on economic growth, while others believe that the increased freedom will have a negative effects on economic growth. In addition, all of the international organizations such as the World Bank and the International Monetary Fund (IMF) encourage developing countries to follow the freedom economic policiesRead MoreA Study On Economic Growth877 Words   |  4 Pagesstart thinking about economic growth, it is hard to think about anything else.† (On the Mechanics of Economic Development) This is a subject that has been studied by many economists over the years. Economic growth is important to understand because it relates to how people will live along with how society will succeed in the future. â€Å"Without economic growth, higher income levels and living standards cannot be achieved.† (Macroeconomics) What is economic growth? Economic growth is the increase ofRead MoreLiberalization And The Economic Growth2232 Words   |  9 PagesLiberalization or the 1991 economic reforms marks 25 years this year. Debates continues on whether growth precede or followed liberalization. India has experienced unprecedented growth over the past three decades. However this growth has co-existed with increase in inequality, unemployment across the country as certain regions, sectors and social groups have disproportionately benefitted from the growth. At least 38 percent in India continue to live below the national poverty lines (Ruparelia et

Many including Dowshen believe Free Essays

There is no clear definition of what binge drinking as it is often defined as the process of â€Å" drinking heavily over several days† (Dowshen). However, it is now commonly associated with the drinking of alcohol in heavy amounts and over a very short period of time. (Dowshen). We will write a custom essay sample on Many including Dowshen believe or any similar topic only for you Order Now The above definition clearly indicates that apparently binge drinking is only related to the heavy consumption of alchol for a shorter period of time however on the much deeper grounds, this problem outlines many social as well as psychological issues as many argue that binge drinking can be a result of poor relations of the children with their parents specially mothers. Whether, this assumption is true or not, one cleary have to consider whether the rift between the relations of mother and child can lead children to a point where children can involve themselves into such activities. This essay will discuss the possibility of whether the binge drinking is a result of poor mother child relations or not? Mother Child Relations Many including Dowshen believe that kids binge drink because many liquor stores as well as beverages companies create such an image where drinking seems to be a very fascinating activity. Since children, at their raw ages, still cope to learn and accommodate themselves with the society therefore consider drinking as one of the means to associate themselves with the very society within which they live. However, there is a much darker side to this fact also which shots back into the very psychology and upbringing of the children. Numerous studies have clearly established a link between the child maltreatment and the binge drinking and multiple mal-treatments make this behavior complicated and an obvious choice for children to binge drink. (Shin, Edwards and Heeren). Since it is a strong possibility that one of the sources of the child mistreatment is mothering therefore the relations between the child and mother are also one of the biggest contributors towards the culmination of addictive behavior into the children including binge drinking. It is also important to note that the mother child relations are largely depending upon the relative degree of care for the child however, when children face neglect in their childhood at the hands of their parents specially mothers, the negative and addictive behaviors start to emerge into the children which lead them to binge drinking. The studies conducted by Shin, Edwards and Heeren clearly established that link between the neglect and the binge drinking. There can be various reasons for the poor relations between mother and child as early neglect, heavy alcoholism by the parents themselves as well as low income and education result into either voluntary or involuntary rift into the relations between the mother and the child and such behaviors finally resurrect in the form of heavy episodic drinking by the children at their adolescent age. What is also shocking is the fact that addictive drinking by the mothers during their pregnancy can lead to the binge drinking habits into the teens from very early age. (Harshman). Conclusion Studies indicate that poor relations between the mother and child can lead teens to binge drinking habits and as such can impair their ability to progress well into their lives. Works Cited 1. Dowshen, Steven. â€Å"Binge Drinking? † August 2006. Teens Health. 23 March 2009 http://kidshealth. org/teen/drug_alcohol/alcohol/binge_drink. html. 2. Harshman, Cara. â€Å"Study: Mothers’ drinking after child’s birth can be dangerous. † 22 Oct 2007. The Badger Herald. 23 March 2009 http://badgerherald. com/news/2007/10/22/study_mothers_drinki. php. 3. Shin, Sunny Hyucksun, Erika M Edwards and Timothy Heeren. â€Å"Child abuse and neglect: Relations to adolescent binge drinking in the national longitudinal study of Adolescent Health (AddHealth) Study. † Addictive Behaviors 34. 3 (2009): 277-280. How to cite Many including Dowshen believe, Papers

In the morning, she went in to check on her son as usual Essay Example For Students

In the morning, she went in to check on her son as usual Essay In the morning, she went in to check on her son as usual. She knocked gently and pushed the door open. The morning light was obscured by the half-drawn blind. She stood for a moment, looking around the boys room in the dimness. She pulled on the blind and sunlight engulfed the room. She looked over to the bed, but he was not there. He couldnt be up already or she would have heard him. She called his name as she opened the wardrobe and looked under the bed, but she could not find him. She searched the house, and he was not there either. He must have gone out early, she told herself, but when she cast her eyes over to the front door, she saw the security chain was fastened, which was only possible from the inside. She sat on the couch and gathered her dressing gown around her as a coldness descended over her. She pulled it tighter, but continued shivering. This was not like him. It just wasnt right. She looked at the clock and realised she was late. She dressed herself and drank a glass of milk and left for work. He would be home tonight. She knew it. But he wasnt. She opened the front door and called his name. She listened to the silence of the house and quickly checked his room again. Nothing had changed. She rang his school, but he had not been there, either. She felt like she was going to be sick. Her hands were shaking when she picked up the phone to call the police. She told the operator what had happened and sat on the couch biting her nails as she waited for them to come. She cast her mind back to the holiday the two of them had last year. She remembered how he had played in the beach sand with the little kids and how he seemed so concerned about the homeless people. She was interrupted by a solid knock on the door. The two policemen seemed sincere enough, but she knew they didnt care. How could they? They had never met him, could not understand her loss. It wasnt like he had been abducted; perhaps that would have been better, at least she would know what had happened. But she didnt. He was gone. She couldnt tell them when, where or how. The policemen said he had probably just run away and that he would be home soon. She nodded, and tried to pretend she believed them. The trouble started when they asked for a photo, so we know who were looking for they said. She readily agreed. There were literally hundreds of photos of him in the album. They sat there and watched as she flicked through the album, page by page, staring at the blank pages where the photos were. She quietly closed the back cover and looked up. They were staring at her. She tried to explain that the photos were in the album, but as she started she saw they way they looked at her. They thought she was mad. But she wasnt. She knew she wasnt making it up. But the policemen didnt believer her; they didnt even bother pretending to care anymore. When they had left, she searched the house for something she could show them, to prove that her son had really existed. It was as much for her as it was for them. She had started thinking she was mad herself. Maybe she had just made it all up. She looked slowly all over the house in her fruitless search, looking for just one small detail to prove he had existed. But she found nothing. Everything had gone; his birth certificate, passport, school reportsà ¢Ã¢â€š ¬Ã‚ ¦ everything. As she entered his room again, she tried to see him in her mind again. But her memory was fading. .u43ed9ec1e9393cfd3e7ebc15558399ca , .u43ed9ec1e9393cfd3e7ebc15558399ca .postImageUrl , .u43ed9ec1e9393cfd3e7ebc15558399ca .centered-text-area { min-height: 80px; position: relative; } .u43ed9ec1e9393cfd3e7ebc15558399ca , .u43ed9ec1e9393cfd3e7ebc15558399ca:hover , .u43ed9ec1e9393cfd3e7ebc15558399ca:visited , .u43ed9ec1e9393cfd3e7ebc15558399ca:active { border:0!important; } .u43ed9ec1e9393cfd3e7ebc15558399ca .clearfix:after { content: ""; display: table; clear: both; } .u43ed9ec1e9393cfd3e7ebc15558399ca { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u43ed9ec1e9393cfd3e7ebc15558399ca:active , .u43ed9ec1e9393cfd3e7ebc15558399ca:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u43ed9ec1e9393cfd3e7ebc15558399ca .centered-text-area { width: 100%; position: relative ; } .u43ed9ec1e9393cfd3e7ebc15558399ca .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u43ed9ec1e9393cfd3e7ebc15558399ca .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u43ed9ec1e9393cfd3e7ebc15558399ca .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u43ed9ec1e9393cfd3e7ebc15558399ca:hover .ctaButton { background-color: #34495E!important; } .u43ed9ec1e9393cfd3e7ebc15558399ca .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u43ed9ec1e9393cfd3e7ebc15558399ca .u43ed9ec1e9393cfd3e7ebc15558399ca-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u43ed9ec1e9393cfd3e7ebc15558399ca:after { content: ""; display: block; clear: both; } READ: Social Classes In Madam Bovary EssayShe couldnt see his face anymore and all the lines that were once sharp were blurred. She asked herself if he had ever existed, because the only proof that he had ever lived was slowly disappearing. She clung to the memory, but she knew that she would eventually loose it, as she lost her son. There was a sudden knock on the door that blew the silence out of her ears. She knew it wouldnt be him, but she eagerly opened the door anyway. It was Valerie, her neighbour. She had seen the police and wanted to check that everything was alright. She told Valerie who was shocked by the news. I saw him just a week ago. He was fine. He came over to help with my gardening. He seemed like he didnt have a care in the world. Ran away? Ha! Hell come home, love. Valerie offered to cook her dinner, but she didnt feel like eating. Her stomach was churning, but she couldnt think about eating. All she could think about was her boy. Valerie knew he had existed, but she was not material proof like the police needed. They both knew he had lived, both seen him, spoken to him. But he was never coming back. As far as the police were concerned, he had never existed. She wondered how long it would take for her to believe it too.

The Struggle for Gender Equality

The struggle for gender equality has been going on for a long time. It can be said that there has been notable developments in the attempt to narrow the gap between men and women.Advertising We will write a custom essay sample on The Struggle for Gender Equality specifically for you for only $16.05 $11/page Learn More Nevertheless, gender equality is far from reality. This assertion is especially true in Third World counties and even in emerging economies in Asia and Europe. The solution calls for an overhaul in the way people understand equality, women’s rights and education. It is no longer enough to simply clamor for equality, women all over the world must redefine what it means. The rights-based-approach also requires an overhaul because it is easy to create international laws favoring women’s rights. But in terms of implementation in the local level there is still so much that remains to be seen. It must begin with a radical change of perspective when it comes to the way people understand gender. According to a progressive view of feminism there is a need to take a few steps backward when it comes to the discussion of equality. There is the need to focus on the difference between men and women (Sen 10). In the past the focal point was on equality. It was inevitable to force society to consider that women must be treated in the same way it treats men. The call for equality was mistakenly understood as a call for similar treatment. Now, feminists and other activists bewail its failure. There is now a desperate need to differentiate women from men when it comes to the discussion of social problems (Sen 12). It is no longer enough to simply strive for equality because it is time to study differences based on circumstances and needs. Feminists discovered the awful truth that in their struggle to achieve equality they have created gender neutrality wherein solutions are being crafted without giving thought to the speci fic issues faced by women (Sen 12). It is time to develop solutions that are crafted based on the specific needs of women. The radical alteration when it comes to the discussion regarding equality can be understood through this statement: â€Å"The systematically inferior position of women inside and outside the household in many societies points to the necessity of treating gender as a force of its own in development analysis† (Sen 123).Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More It must be pointed out that in Third World countries women do not possess the means to initiate social mobility. Their identity is closely associated to their male relatives such as their husbands and fathers. In many societies around the world the value of women is dependent on their relationship with the head of the household. Their rights are intertwined with the need for protection and guidance from a m ale relative. Their value exists only because men are willing to take care of them and shield them from the harsh realities of the outside world. In other words their utter dependence on men restricts them from accessing the benefits of international laws and international initiatives that were created to change their lives. There is therefore the need to focus more on the unique struggles of women in society. No-Win-Situation Before going any further it is crucial to emphasize the pitfalls when it comes to asserting the rights of women when it comes to the need for similar treatment in comparison to men. Recently there are those who pointed out that if this path is pursued then the inevitable outcome is the creation of a dichotomy in society (Pearson 201). The insistence of equality amidst the obvious differences between male and female will result in a dilemma for many women. Thus, if they insist on equality then there can no longer be any differences between the two. It may be se en as a psychological victory for women but in reality this kind of mindset can result in the creation of policies that inadvertently favor men over women (Pearson 201). It is important to achieve equality but with an eye towards the unique attributes of women. A good example of the negative effect of equality can be seen in the need to create policies regarding maternity leave in the workplace. Women are blessed to bear children. It is a capability absent in men. In a normal workplace there are female and male employees. In the course of the employment women get pregnant and they need to ask for a maternity leave.Advertising We will write a custom essay sample on The Struggle for Gender Equality specifically for you for only $16.05 $11/page Learn More Furthermore, when it is time for them to deliver the baby they need to stop working for at least two months to take care of the baby. If the rights-based approach is used here, then, they are entitled to a maternity leave. However, the issue of equality crops up because men will say that they could not avail of any maternity leave and therefore it is unfair that women can avail of something that practically amounts to a two-month paid vacation. From the perspective of women, the pregnancy, delivery of the baby and nursing the baby for two months, can never be considered as a form of vacation. However, this is the implication when women insist on similar treatment, a type of gender equality that does not consider the differences between men and women. The inability to differentiate men from women carries certain repercussions. Women can never demand a level playing field because every time they argue and every time they negotiate for equal treatment it boomerangs on them unexpectedly. It is not enough to simply demand for change and it is not enough to simply clamor for gender equality. There is a need to redefine what it means to be treated in the same way as men are treated. The Im pact of Globalization It is time to overhaul feminist thinking because of the impact of globalization in many parts of the world. As a result there are now metropolitan centers that forces women to live in bondage. Feminists all over the world made the error of asking only for jobs when they need to emphasize the type and quality of jobs that must be given to them. If they simply argue based on human rights and the right against discrimination then society simply gives them what they want without determining if this is good for them in the long run. It must be pointed out that the availability of jobs does not provide them the ability to break free from oppression. The availability of work can mean the transfer of oppression from the home to the workplace. Look around the deplorable working conditions in China and India and one will say that there is much that needs to be done.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Feminists must fight not only for the rights of women but also for their differences. Women have maternal instincts, and that their joy is not only in found in their ability to provide for their family in financial terms. It is also found in their ability to take care of husband and children. Feminists must change the way they view gender equality. They must consider the basic instincts of women and discover that they are happy if they are given time to spend time with their family. But the clamor for equality has forced women to stay away from home and work 12 hours a day. There are jobs that force them to work overtime and without the ability to deal with their other needs because doing so makes them less reliable than men. Consider for instance a discovery made by economists and feminists alike: â€Å"In the new booming export sectors of China, or elsewhere in East and South-Asia, where routinely issues of excessive working hours, low wages, and the absence of employment securit y and social protection have become commonplace, the conditions for work for the mainly rural migrants in those factories bear little resemblance to the regulated protected ideal of the formal economy (Pearson 204). This must be a wake-up call to redefine the goals and aspirations of the feminist movement. In a globalized economy work is no longer the issue. Women can now find work but they may have traded one form of oppression with another type of suppression. Feminists also discovered that in most countries the occupational structure is flat (Pearson 206). There is no opportunity to climb the corporate ladder so to speak. If a woman was hired to perform some menial task then it is most likely that she can never go up the next level. Education Aside from redefining the meaning of equality and women’s rights, it is also important to focus on education. The availability of jobs is not enough to provide the means to break free from oppression. The key is education and women mu st be given access to it. The United Nations was correct when it declared that the poor educational treatment of girls is â€Å"not only a matter of discrimination; it is bad economics and bad social policy† (Stromquist 144). It is of crucial importance to provide women access to education, because without it, there is no chance for upward social mobility (Stromquist 144). This contention is based on the principle that â€Å"it is education that determines the level of prosperity, welfare and security of the people† (Dore 1). If they are prevented access to education then women will continue to suffer in poverty without the capability to improve their situation. It is also important to address issues relating to poverty because in most cases it is poverty that is the main culprit why women are unable to attend school (Vavrus 527). However, it must be pointed out that there are also social factors that are involved (Levinson 116). There is also the need for structural r eforms specifically when it comes to the management of resources in terms of the poor and underprivileged (Brock-Utne 191). There is also the need to re-evaluate the implications of deregulation, liberalization and privatization. Principles on deregulation create the capability to remove the direct intervention of governments. It is based on the idea that a free-market system is the best way to increase cost-efficiency. However, a free market system can also create a highly-competitive environment or the skyrocketing of prices as the government can no longer deal effectively with inflation. A free market system can backfire especially if certain businesses had taken advantage of an open economy free from the regulation of governments (Levinson 115). In the long run men will have major control over resources and as a result, women are left with leftovers (Vavrus 10). The same thing can be said about liberalization (Stromquist 15). In theory liberalization can be seen as a heaven-sent solution to the plight of women but in essence liberalization is synonymous to equality because women are treated as equals in the world dominated by men (Stromquist 15). At first liberalization as a theory of economics seems beneficial to women but not after all the other social factors are considered (Sen 15). For example, in a liberalized society women are given the same opportunities as men but at the end they are unable to capitalize on these opportunities (Sen 15). They may have equal opportunities when it comes to the ability to apply and be accepted to work in an entry-level position (Vavrus 527). But in the long run men are promoted at a faster rate than their female counterparts (Vavrus 527). Conclusion It is of crucial importance to redefine the meaning of equality. Women must not only clamor for their rights they must also argue that they are different from men. Their struggle for equality has created something that they did not expect and it is equal treatment on the b asis of what men can do. But they have to argue that women have unique attributes and policies must be created to address those needs. It is also important to focus on education and to re-evaluate economic principles relating to liberalization and deregulation because these can create more harm than good in the long run. Works Cited Brock-Utne, Bama. â€Å"Cultural Conditionality and Aid to Education in East Africa.†International Review of Education 41.3, (1998): 177-197. Print. Dore, Ronald. The Disease: Education, Qualification and Development. London: George Allen and Unwin, 1996. Levinson, Bradley. â€Å"Concepts of Adolescence and Secondary Education in Mexico.†Ã‚  Comparative Educational Review 43.2 (1999): 115-146. Print. Pearson, Ruth. Feminisms in Development: Contradictions, Contestations and  Challenges. New York: Zed Books, 2007. Sen, Amartya. Gender and cooperative conflicts. New York: United Nations University, 1987. Stromquist, Nelly. Education in a Gl obalized World: The Connectivity of  Economic Power, Technology, and Knowledge. Boston: Rowman Littlefield, 2002 Vavrus, Frances. â€Å"Making Distinctions: Privatization and the Uneducated Girl on Mount Kilimanjaro, Tanzania.† International Journal of Education  Development 22.5 (2002): 527-547. Print. This essay on The Struggle for Gender Equality was written and submitted by user Celia Simmons to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Biography of John Calico Jack Rackham, Famed Pirate

Biography of John 'Calico Jack' Rackham, Famed Pirate John Calico Jack Rackham (Dec. 26, 1682–Nov. 18, 1720) was a pirate who sailed in the Caribbean and off the Southeastern coast of the United States during the so-called Golden Age of Piracy (1650-1725). Rackham was not one of the more successful pirates, and most of his victims were fishermen and lightly armed traders. Nevertheless, he is remembered by history, mostly because two female pirates, Anne Bonny and Mary Read, served under his command. He was captured, tried, and hanged in 1720. Little is known about his life before he became a pirate, but it is certain that he was English. Fast Facts: John Rackham Known For: Famed British pirate who sailed in the Caribbean and the southeastern coast of the United StatesAlso Known As: Calico Jack, John Rackam, John RackumBorn: Dec. 26, 1682 in EnglandDied: Nov. 18, 1720 Port Royal,  JamaicaNotable Quote: I am sorry to see you here, but if you had fought like a man, you neednt be hanged like a dog.  (Anne Bonny to Rackham, who was in prison after he had decided to surrender to pirate hunters instead of fighting.) Early Life John Rackham, who earned the nickname Calico Jack because of his taste for clothes made of brightly colored Indian Calico cloth, was an up-and-coming pirate during the years when piracy was rampant in the Caribbean and Nassau was the capital of a pirate kingdom of sorts. He had been serving under renowned pirate Charles Vane in the early part of 1718 and rose to the rank of quartermaster. When Gov. Woodes Rogers arrived in July 1718 and offered royal pardons to pirates, Rackham refused and joined the die-hard pirates led by Vane. He shipped out with Vane and led a life of piracy in spite of the increasing pressure put on them by the new governor. Gets First Command In November 1718, Rackham and about 90 other pirates were sailing with Vane when they engaged a French warship. The warship was heavily armed, and Vane decided to run for it in spite of the fact that most of the pirates, led by Rackham, were in favor of fighting. Vane, as captain, had the final say in battle, but the men removed him from command shortly thereafter. A vote was taken and Rackham was made the new captain. Vane was marooned with some 15 other pirates who had supported his decision to run. Captures the Kingston In December, he captured the merchant ship Kingston. The Kingston was carrying valuable cargo and Rackham and his men would have had a big payday. However, they seized the ship just off of Port Royal, and the merchants impacted by the theft hired bounty hunters to pursue Rackham and his crew. The bounty hunters found the pirates in February  1719 at Isla de los Pinos, now called Isla de la Juventud, situated just south of Cubas western end. Most of the pirates, including Rackham himself, were ashore when the bounty hunters discovered their ship. They took refuge in the woods as the bounty hunters left with their ship and its treasure. Steals a Sloop In his 1722 classic a General History of the Pyrates, Capt. Charles Johnson tells the exciting story of how Rackham stole a sloop. Rackham and his men were at a town in Cuba, refitting their small sloop, when a Spanish warship charged with patrolling the Cuban coast entered the harbor, along with a small English sloop they had captured. The Spanish warship saw the pirates but could not get at them at low tide, so they parked in the harbor entrance to wait for morning. That night, Rackham and his men rowed over to the captured English sloop and overpowered the Spanish guards there. As dawn broke, the warship began blasting Rackhams old ship, now empty, as Rackham and his men silently sailed past in their new prize. Return to Nassau Rackham and his men made their way back to Nassau, where they appeared before Governor Rogers and asked to accept the royal pardon, claiming that Vane had forced them to become pirates. Rogers, who hated Vane, believed them and allowed them to accept the pardon and stay. Their time as honest men would not last long. Rackham and Anne Bonny It was about this time that Rackham met Anne Bonny, the wife of John Bonny, a petty pirate who had switched sides and now made a meager living informing the governor on his former mates. Anne and Jack hit it off, and before long they were petitioning the governor for an annulment of her marriage, which was not granted. Anne became pregnant and went to Cuba to have her and Jack’s child. She returned afterward. Meanwhile, Anne met Mary Read, a cross-dressing Englishwoman who had also spent time as a pirate. Returns to Piracy Soon, Rackham got bored of life on shore and decided to return to piracy. In August of 1720, Rackham, Bonny, Read, and a handful of other disgruntled ex-pirates stole a ship and slipped out of Nassau’s harbor late at night. For about three months, the new crew attacked fishermen and poorly armed merchants, mostly in the waters off Jamaica. The crew swiftly earned a reputation for ruthlessness, particularly the two women, who dressed, fought, and swore just as well as their male companions. Dorothy Thomas, a fisherwoman whose boat was captured by Rackham’s crew, testified at their trial that Bonny and Read had demanded the crew murder her (Thomas) so that she would not testify against them. Thomas further said that if it were not for their large breasts, she would not have known that Bonny and Read were women. Capture and Death Capt. Jonathan Barnet had been hunting Rackham and his crew and he cornered them in late October 1720. After an exchange of cannon fire, Rackham’s ship was disabled. According to legend, the men hid below deck while Bonny and Read stayed above and fought. Rackham and his whole crew were captured and sent to Spanish Town, Jamaica, for trial. Rackham and the men were swiftly tried and found guilty: they were hanged in Port Royal on Nov. 18, 1720. Rackham was just 37 years old. Bonny was reportedly allowed to see Rackham one last time, and she said to him Im sorry to see you here, but if you had fought like a man, you need not have hanged like a dog. Bonny and Read were spared the noose because they were both pregnant: Read died in prison shortly thereafter, but the eventual fate of Bonny is unclear. Rackhams body was put in a gibbet and hung on a small island in the harbor still known as Rackhams Cay. Legacy Rackham wasnt a great pirate. His brief tenures as captain were marked more by daring and bravery than pirating skill. His best prize, the Kingston, was only in his possession for a few days, and he never had the impact on the Caribbean and transatlantic commerce that others like Blackbeard, Edward Low, Black Bart Roberts, or even his one-time mentor Vane did. Rackham is primarily remembered today for his association with Read and Bonny, two fascinating historical figures. It is safe to say that if it were not for them, Rackham would be but a footnote in pirate lore. Rackham did leave one other legacy, however: his flag. Pirates at the time made their own flags, usually black or red with white or red symbols on them. Rackhams flag was black with a white skull over two crossed swords: this banner has gained worldwide popularity as the pirate flag. Sources Cawthorne, Nigel. A History of Pirates: Blood and Thunder on the High Seas. Edison: Chartwell Books, 2005.Defoe, Daniel. A General History of the Pyrates. Edited by Manuel Schonhorn. Mineola: Dover Publications, 1972/1999.â€Å"Famous Pirate: Calico Rackham Jack.†Ã‚  Calico Rackham Jack - Famous Pirate - The Way of the Pirates.Konstam, Angus. The World Atlas of Pirates. Guilford: the Lyons Press, 2009Rediker, Marcus. Villains of All Nations: Atlantic Pirates in the Golden Age. Boston: Beacon Press, 2004.Woodard, Colin. The Republic of Pirates: Being the True and Surprising Story of the Caribbean Pirates and the Man Who Brought Them Down. Mariner Books, 2008.

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

American history - Essay Example Most families could remain behind working on the land to produce food. The Indians believed in communal ownership of land and therefore did not use land for economic purposes. It is also interesting to note that the Native Americans were not even educated in anyway including on the way to use their land but they could still survive. However, the entrance of the Britons changed and transformed the lives of the Indian culture in a totally different way. Indians’ transformation included the acceptance and adaptation of the English food and even better improved ways of hunting, farming and food preparation. Moreover, American history cannot be complete without the history of the Northerners and the Southerners who were very different in terms of economic empowerment and slavery. The northerners were very organized group and largely contributed to the development of infrastructures such as road and railway construction. Although, the Southerners also contributed to the building of infrastructure, it was not as significant as the Northerners did. The north was more of industrialists compared to the south who depended much on farming. Both north and South American societies started to build roads, irrigation systems and trade networks. The north America emphasized on freedom of all men regardless of differences in races and ethnicities. However, the south Britain was a kingdom of slaves and most of the slaves were working on the big firms owned by the rich. Slavery was very common in the south and there is a long history of slavery in the South compared to the North where slavery was markedly different. Slavery is one of the saddest things in history that has seen people from different races being mistreated. The blacks were the major target and victims of slavery act. Blacks were treated inhumanly in the society such that there was nowhere to hide or seek support. No one supported the blacks particularly the whites for a reason not known to date. Apart from be ing subjected to hard work, they were also being harmed in a very ruthless way without reward. How could someone be given extra work to do and the only reward is beatings and mistreatments? Furthermore, the blacks were being sold and exchanged like commodities only to be forced to work for the rich under unfriendly environment. Whoever bought the slaves could force them into hard life by working on plantations even without thorough and respectful treatment. One rich individual could buy many slaves to work under his control and just to selfishly benefit himself. Moreover, blacks were denied their rights perhaps because the whites thought that they were not complete human beings. It was unlawful for a black man to testify before a white man or even harm themselves with guns. The black slaves were also not allowed to go out of the farms or the plantations without permission from the supervisors. In addition, a black person was denied the right to read and write and even to gather in a group without the presence of a white man. Because of these frustrations of the blacks, Frederick Douglass who was a slave child and the Leader of abolitionist movement came out strongly to condemn slavery and racism. Douglass put more effort to end slavery and to create equality between blacks and whites. Frederick Douglass wrote "the distinction between the slave and free is not great. Southern free blacks could not vote and enjoy few economic

An Annotated Bibliography Essay Example | Topics and Well Written Essays - 1500 words

An Annotated Bibliography - Essay Example â€Å"Multilingual Identities in Higher Education: Negotiating the ‘Mother Tongue’, ‘Posh’ and ‘Slang’†, Journal of Language and Education, Vol. 24., no. 1,pp. 21-39. Preece’s articles analyses linguistic diversity amid minority ethnic undergraduates students classified as from broadening participation background in a new University in Britain. The author recognizes that students negotiate multilingual and bidilectal identities within the framework of an academic writing programme considered as offering English language remediation. Leung, C., Harris, R. and Rampton, B. 1997. â€Å"Multilingualism in England,† Annual Review of Applied Linguistics, no. 7, pp. 224-241. The authors point out about the recent reactions to multilingualism in the national education systems and point to the increasing tension between education policy and research. The authors then suggest that there is so much that has happened in the study and und erstanding of multilingualism in England. To analyze this, the authors focus on the dynamic and contested connections amid educational policy, academic debate and daily sociolinguistic practice. As multilingualism in growing in the United Kingdom as a result of immigration, urban areas are becoming more diverse in their utilization of language. This is resulting in local government regulations being imposed to provide for those who do not speak the prevailing language. These policies are targeted at ensuring diversify and acceptance amid the scope of languages and speakers in any given region. School curriculums are making it possible for students to learn each other’s languages and so make sure good communication between distinct cultures. It is at times presumed that English is sufficient, but in global terms just 60 percent of the population are native speakers and 75 percent speak no English at all. Research on the internet reveals a decline in the relative influence of E nglish online, from 51 percent of traffic in 2000 to 27 percent as of 2011. The United Kingdom requires a multilingual population in order to succeed in a globalised universe, for global citizenships, for diplomacy, security and in global relations and for creating a taskforce to operate proficiently in trade and investment. In spite of the numerous interest groups affected by multilingualism and development of new ways to quantify the linguistic topography in the UK’s exhaustive information on UK multilingualism has only presently surfaced. The in particular emerges from conflicting definitions of language capability and situational usage, with non-standardized measures utilized to explain these (Edwards, 2004). The engagement of the state with the subject of multilingualism functions at numerous levels. The United Kingdom has not general official regulation on multilingualism, even though the EU supports trilingualism. Public discussions about multilingualism are London tra nsforms often, though there is some persistency in promoting specific forms of bilingualism, specifically through formal learning. There is prejudice in the conceived positions of distinct languages. Bilingualism appears to be regarded as an asset if it is learned as opposed to the acquired language prestige. On the other hand, bilingualism is conceived as an inadequate if possessed in a migrant home. There are discussions over if and how the past

Exam econmic of race and gender Essay Example | Topics and Well Written Essays - 500 words

Exam econmic of race and gender - Essay Example rmulated as a response to the decisions of the United States Supreme Court which had led to the rights of the employees being limited since they sued their employers for discrimination. a) The term paper was on the topic, â€Å"Instances of gender discriminatory behaviors at work places†. This helped me identify with the discrimination that people face at work and also allowed for a clearer understanding of the various acts and laws in place to resolve these issues. On the whole, the term paper was very beneficial in better understanding of the subject as a whole. Working on the gender discriminatory behavior at work has not only helped in this class but is also a beneficial learning for how work environments actually function. Here this report has been detailed with complete insight into affirmative action and how it works. This provides a practical experience and helps relate better to subject. There is also clarity of various cases and the outcomes of the cases which make it simpler to understand the subject rather than simply learning the laws directly. b) The group presentation was on the topic â€Å"Affirmative Action losing favor in the United States†. This presentation has been very helpful for the course as it helps bring out the views and opinions of the students on affirmative action. The presentation was divided into three main parts, i.e. history of affirmative action, diversity rationale and the main discussion of whether affirmative action is losing favor. The presentation was in its own way a chance for us to study the literature carefully and in detail. The presentation helped each of us work on different part individually which helped in understanding the subject to a greater extent. On the whole this presentation not only helped us learn the topic more in detail but also lead us to use our knowledge to correlate to the success of the affirmative action. This I believe brought about a lot of discussions and views which were not otherwise

My Personal Experience Of Bible Camp- Essay

My Personal Experience Of Bible Camp- Essay When I meet Jesus at youth summer retreat I experienced my Lord when I prayed with my friends at Bible camp. I didnt know much about prayer or how to do it at that time, but when I saw my friend praying, the enthusiasm and energy for praying arose in my mind and I realized profoundly that Jesus Christ was pierced for my transgression (Isaiah 53:5). I confessed all my sins to him and received Jesus Christ as my Savior. He lifted me out of the slimy pit of sin, out of the mud and mire of spiritual death. It was my first experience of the Lords Love and forgiveness and as a result, I changed the values in my life. After that, I haven t been able to stop preaching the Gospel to my friends and my colleagues, and several friends believed in Jesus Christ through my preaching. In addition, I came to know His limitless love for me during junior high school and decided to surrender my life to God s will. Part Two War We believe that war and blood shed are contrary to the Christian conception of human welfare, and violate the basic principles of universal brotherhood. Therefore, war and blood shed are not compatible with the gospel and spirit of Christ. We also believe that a warless world is the ideal toward which all men and all nations should strive. Such an order is possible if men will follow the way of Him who is the Prince of Peace, and it is the duty of every Christian to promote peace and good will. Christianity supports the spirit of understanding, mutual trust, and cooperation among all the peoples and nations of the world Part Three The Pastor and The Teaching Ministry Most ministries that pastors perform in the church relate to teaching. In preaching, small group work, counseling, and Bible study, pastors duties are to teach Christians just as Jesus did. Jesus nurtured His disciples through His teaching ministry, and one of functions of His preaching and instruction in the Bible was to teach people so that they would know what they did not recognize, understand, and hear before. Jesus Christ, as pastor and teacher, provides the model for all pastors today. From His dual role as pastor and teacher, pastors today derive the challenge to imitate His character and follow Him to be loving and spiritual teachers. Moreover, from His relationship as the teacher with His learners, we pastors can learn His various teaching skills, we can recognize how Jesus treated people in order to form a good relationship between teacher and learners, and we can prepare for becoming spiritual teachers who serve people in the postmodern age. The Position of Pastor and Teacher William Willimon provides insight for pastors ordained to serve the church in the postmodern world. Willimon discusses the roles of the pastor in practice today and investigates the biblical theology of the position of pastor. Willimon emphasizes that pastors need self-reflection in order to recognize the meaning of the role of pastor as teacher that Jesus showed, and they need to equip themselves with various functional and spiritual skills to server the different and unique individuals in our congregations today. In educational practice, the teacher and the learner coexist as an essential unit. Even though the teacher s main role in secular education is to deliver academic skills to a learner who needs to use knowledge in the real world, the most important role of the teacher in Christian education, particularly church education, is to become a spiritual model to lead learners to follow Jesus Christ in Christian faith and love. Good point. In this sense, the role of a pastor as teacher is to undertake the responsibility to lead people to meet God personally, to nurture them to follow Jesus Christ, and to help them live with the Holy Spirit. Willimon mentions that the Bible often emphasizes the importance of the teaching ministry of those who are anointed to deliver God s messages to His people. In the Old Testament, God often entrusted spiritual leaders to teach God s messages to His people. The reason for teaching is that His people did not worship God, because they had no knowledge (Hosea 4:6 and Isaiah 5:13). The New Testament repeatedly indicates the importance of teaching for those who were the apostles, teachers, and pastors called to enlighten people who were ignorant. The authors of the four Gospels and the apostle Paul frequently designate Jesus as a teacher, since Jesus taught people as His usual activity. The main ministry of the apostles was also to teach the people the Gospel of the Kingdom. Willimon claims that teaching was Jesus priority in ministry because, as he says, the first thing Jesus does for them, sensing that they are like sheep without a shepherd, is not feed them, but teach. Sometimes the teaching principles that Jesus used seem to be too simple, and some scholars have doubts whether the teaching methods of Jesus are effective for the growth of spirituality for Christians. Our times and His times are after all totally different in terms of teaching. However, Roy Zuck emphasizes that modern pastors still need to learn the teaching methods of Jesus: The methods Jesus used are as effective today as when he used them. The problems he confronted are similar to those confronted by men in all ages when seeking to impart religious truth. The truths he taught are to be communicated today as well, for we are to teach others to obey everything [he has] commanded (Matt. 28:20). The Teaching Ministry as One of The Major Duties of Pastors. Pastors in the postmodern world need various teaching skills to teach Christians spiritually, since each person today has a unique personality, background, and character. This uniqueness affects how individuals learn and experience Christian faith through church education. However, as Willimon emphasizes, pastors in their teaching have to focus on the Bible and on what Jesus taught. Thus, pastors in their teaching ministry in the church need to concentrate on achieving the goals that the Bible lays out. In my own view, based on theology, my church experience, and my personal background, the teaching ministry of pastors in the church must aim to make Christians more mature in seeking to follow Jesus Christ in their lives. Through the teaching ministry of the Church, Christians learn and practice how to recover the image of God and how to live piously as children of God in the world. They learn to evangelize His good news and to prove His Word in order to serve non-Christians with the love of God. Through the teaching ministry, church members find a spiritual identity as Christians. Through programs of the teaching ministry such as adult Sunday school, seminars and workshops, small groups, discipleship and mentoring, and fellowship events that pastors do, the church can enable Christians to follow our Lord and Savior, Jesus Christ. The teaching ministry of pastors includes, first of all, all programs and events of the church designed to help Christians grow spiritually. As a pastor and student majoring in Educational Ministry, my own goal for the teaching ministry in the church is to shape Christians spiritually and to equip faithful children of God. This is the purpose of the Lord s church and the vocation of ministers. Normally, through worship services, various Bible study groups, and events such as out-reach, camp, prayer meetings, and fellowship programs, the church performs this main duty for Christians growth and the glory of God. Through the activities of the teaching ministry, Christians can more personally respond to God s calling, grow up with mature faith, find their personal vocation, and struggle to live with a dependence on the guidance of the Holy Spirit. All adult members from new converts to leaders and from newcomers to mature members must participate in the learning activities provided by the teaching ministry for their spiritual growth, since all Christians need more OF God s grace and need to learn from God s Word and reflect the life of Christ as they daily follow Him in their different spiritual and personal environments. Essentially, the role of pastors in the church is to lead Christians to personally meet our Savior Jesus Christ, to know our Almighty God, and to walk with our Counselor the Holy Spirit. Also, based on the relationship with God, Christians can make a loving personal relationship with others. Another important goal of the teaching ministry is to develop members into spiritual leaders as Moses did (Exodus 18:25). It is to share ministers leadership effectively and to use their God-given talents for His kingdom. Making lay leaders is very pivotal work just as Jesus chose and educated disciples for the next generation. The apostles and the apostle Paul also called and nurtured some Christians to proclaim the good news as evangelists and to manage the church with shared responsibility. In making leaders for service in the church, pastors need to pay careful attention to select, oversee, and train members over a long time. Pastors also need to approach Christians from various angles to nurture them, since members are living in many different environments economically, personally, physically, and psychologically. This nurturing process for making leaders is not easy and takes lots of money, but it is the commandment of Jesus (Matthew 28:18-20) and one of the most important duti es within the church. Through pastoral teaching ministries, Christians can naturally be grown to leaders in the church. Making leaders is an important duty of pastors as part of their teaching ministry. The final goal of the teaching ministry by pastors is that of teaching Christians to live with the Holy Spirit in the real world. This goal entails two different emphases but is actually one goal. The first emphasis is to proclaim His Words to unbelievers through a faithful and loving attitude as children of God. Jesus commanded us to love our neighbors as He has loved us (John 13:34). The second emphasis is to serve non-Christians, and it includes the goal of recovering God s order of creation and making peace under His sovereignty. Jesus says that we should be the salt and light of the world and through our goodness should become spiritual messengers of God to introduce our Savior and Lord. These processes are my final goal for the teaching ministry of pastors in the church. I firmly believe that Christians will follow Jesus Christ and find Christian identity through the right teaching of pastors in the church. In sum, the teaching of pastors in the church has various functions in order to shape Christians into mature children of God. Thus, the goal of pastors teaching is to develop the process of becoming Christians who continuously struggle to resemble Jesus Christ, regain God s image, and live with the Holy Spirit. It also means that all Christians must act out His love in their Sitz im Leben as Jesus did. From these considerations, it is clear that the teaching ministry of pastors in the church provides for the growth of Christians in their spiritual relationship with God and others, for leadership training, and for the practice of love.

Essay --

This paper explores the correlation between a person’s personality and their zodiac sign. Multiple human subjects from each of the twelve zodiac signs were asked to take a 70-question personality test. The results of each survey were compared to the answer key for their respective zodiac sign. The answer keys were created by answering a survey from the point of view of each zodiac sign separately by using a basic description of what astrology says a person’s personality should be based on their zodiac sign. The amount of questions the subject answered the same with their answer key was added to each of the other results in that zodiac category. After all of the results were received for each zodiac group, an ANOVA test was performed to determine whether there was a significant variance in data between the 12 groups. To further test the data, the total number of points received on each survey in a group was averaged to decide whether each group was similar to their zodi ac personality. After experimentation, the results conclude that there was a significant difference in the results from each group. Because of this conclusion, it was proven that there is no significant correlation between a person’s personality and their zodiac sign. Astrology can be defined in many ways, one being â€Å"the study of occult influences of stars on human affairs† (â€Å"What is Astrology?†). Another interpretation of this definition is the prediction of a person’s personality and life events based on the placement on stars. â€Å"’Astrology wants to be religion and science at the same time† (Schoener). Whether Astrology is a real science or a theory based on lies is a widely debated topic between many people ranging from well-established scientists to everyday ci... ...rological predictions because the current system is very vague. Due to a very small sample size of each zodiac sign (one group only had 5 subjects), it may be beneficial to conduct the experiment with larger groups in order to increase the accuracy of the results. Also, a more comprehensive survey could be used to increase accuracy. Because participants knew what the survey was going to be about beforehand, they could have filled it out according to how they want to be viewed rather than how they really are. The survey used for this project seemed to focus on whether someone was more intellectual or creative exclusively. Despite the areas of possible effort, it is important to note that the results of this experiment should not be brushed off and further experimentation on the legitimacy of astrology should be conducted to validate the results of this experiment.

Genre fiction

Subsets of genres, known as common genres, have developed from the archetypes of genres in written expression. The common genres included in recommended Literature from kindergarten through Grade Twelve by the CaliforniaDepartment of Education are defined as:[1] * Drama – stories composed in verse or prose, usually for theatrical performance, where conflicts and emotion are expressed through dialogue and action * Fable – narration demonstrating a useful truth, especially in which animals speak as humans; legendary, supernatural tale * Fairy tale – story about fairies or other magical creatures, usually for children * Fantasy – fiction with strange or other worldly settings or characters; fiction which invites suspension of reality * Fiction narrative – literary works whose content is produced by the imagination and is not necessarily based on fact * Fiction in verse – full-length novels with plot, subplot(s), theme(s), major and minor charact ers, in which the narrative is presented in (usually blank) verse form * Folklore – the songs, stories, myths, and proverbs of a people or â€Å"folk† as handed down by word of mouth.Historical fiction – story with fictional characters and events in a historical setting * Horror – fiction in which events evoke a feeling of dread and sometimes fear in both the characters and the reader * Humor – Usually a fiction full of fun, fancy, and excitement, meant to entertain and sometimes cause intended laughter; but can be contained in all genres * Legend – story, sometimes of a national or folk hero, that has a basis in fact but also includes imaginative material * Mystery – fiction dealing with the solution of a crime or the unraveling of secrets * Mythology – legend or traditional narrative, often based in part on historical events, that reveals human behavior and natural phenomena by its symbolism; often pertaining to the actions o f the gods * Poetry – verse and rhythmic writing with imagery that creates emotional responses * Realistic fiction – story that is true to life * Science fiction – story based on impact of actual, imagined, or potential science, usually set in the future or on other planets * Short story – fiction of such brevity that it supports no subplots * Tall tale – humorous story with blatant exaggerations, swaggering heroes who do the impossible with nonchalance Common genres: nonfiction* Biography/Autobiography – Narrative of a person's life. A true story about a real person. * Essay – A short literary composition that reflects the author's outlook or point. * Narrative nonfiction – Factual information presented in a format which tells a story. * Speech – Public address or discourse. * Textbook – Authoritative and detailed factual description of a topic. Literary fiction vs. genre fiction Literary fiction is a term used t o distinguish certain fictional works that possess commonly held qualities that constitute literary merit. Genre works are written with the intent of fitting into a specific literary genre in order to appeal to readers and fans already familiar with that genre.Literary fiction may fit within a classification of market fiction, but also possesses generally agreed upon qualities such as â€Å"elegantly written, lyrical, and †¦ layered† that appeals to readers outside genre fiction. Literary fiction has been defined as any fiction that attempts to engage with one or more truths or questions, hence relevant to a broad scope of humanity as a form of expression. There are many sources that help readers find and define literary fiction and genre fiction. Literary element A literary element is an element found in the whole works of literature. Literary elements are not â€Å"used† by all authors; instead, they exist inherently in forms of literature and are derived by the readers of a work in question.[1] This distinguishes them from literary techniques, which are less universal and are used intentionally rather than being emergent characteristics of a literary work. For example, characterization, conflict, setting, and point of view would be considered literary elements, whereas irony or foreshadowing are considered literary techniques. Literary elements are most frequently used to help discussion on a work or better understand a work of literature. For instance, the New York State Comprehensive English Regents Exam requires that students utilize and discuss literary elements relating to specific works in each of the two essays,[2] much like many other state-level high school exams nationwide.

A Dirty Job Chapter 1

This book is dedicated to Patricia Moss, who was as generous in sharing her death as she was in sharing her life. AND To hospice workers and volunteers all over the world. PART ONE THE SORRY BUSINESS What you seek, you shall never find. For when the Gods made man, They kept immortality for themselves. Fill your belly. Day and night make merry, Let Days be full of joy. Love the child that holds your hand. Let your wife delight in your embrace. For these alone are the concerns of man. – The Epic of Gilgamesh 1 BECAUSE I COULD NOT STOP FOR DEATH – HE KINDLY STOPPED FOR ME – Charlie Asher walked the earth like an ant walks on the surface of water, as if the slightest misstep might send him plummeting through the surface to be sucked to the depths below. Blessed with the Beta Male imagination, he spent much of his life squinting into the future so he might spot ways in which the world was conspiring to kill him – him; his wife, Rachel; and now, newborn Sophie. But despite his attention, his paranoia, his ceaseless fretting from the moment Rachel peed a blue stripe on the pregnancy stick to the time they wheeled her into recovery at St. Francis Memorial, Death slipped in. â€Å"She's not breathing,† Charlie said. â€Å"She's breathing fine,† Rachel said, patting the baby's back. â€Å"Do you want to hold her?† Charlie had held baby Sophie for a few seconds earlier in the day, and had handed her quickly to a nurse insisting that someone more qualified than he do some finger and toe counting. He'd done it twice and kept coming up with twenty-one. â€Å"They act like that's all there is to it. Like if the kid has the minimum ten fingers and ten toes it's all going to be fine. What if there are extras? Huh? Extra-credit fingers? What if the kid has a tail?† (Charlie was sure he'd spotted a tail in the six-month sonogram. Umbilical indeed! He'd kept a hard copy.) â€Å"She doesn't have a tail, Mr. Asher,† the nurse explained. â€Å"And it's ten and ten, we've all checked. Perhaps you should go home and get some rest.† â€Å"I'll still love her, even with her extra finger.† â€Å"She's perfectly normal.† â€Å"Or toe.† â€Å"We really do know what we're doing, Mr. Asher. She's a beautiful, healthy baby girl.† â€Å"Or a tail.† The nurse sighed. She was short, wide, and had a tattoo of a snake up her right calf that showed through her white nurse stockings. She spent four hours of every workday massaging preemie babies, her hands threaded through ports in a Lucite incubator, like she was handling a radioactive spark in there. She talked to them, coaxed them, told them how special they were, and felt their hearts fluttering in chests no bigger than a balled-up pair of sweat socks. She cried over every one, and believed that her tears and touch poured a bit of her own life into the tiny bodies, which was just fine with her. She could spare it. She had been a neonatal nurse for twenty years and had never so much as raised her voice to a new father. â€Å"There's no goddamn tail, you doofus! Look!† She pulled down the blanket and aimed baby Sophie's bottom at him like she might unleash a fusillade of weapons-grade poopage such as the guileless Beta Male had never seen. Charlie jumped back – a lean and nimble thirty, he was – then, once he realized that the baby wasn't loaded, he straightened the lapels on his tweed jacket in a gesture of righteous indignation. â€Å"You could have removed her tail in the delivery room and we'd never know.† He didn't know. He'd been asked to leave the delivery room, first by the ob-gyn and finally by Rachel. (â€Å"Him or me,† Rachel said. â€Å"One of us has to go.†) In Rachel's room, Charlie said: â€Å"If they removed her tail, I want it. She'll want it when she gets older.† â€Å"Sophie, your Papa isn't really insane. He just hasn't slept for a couple of days.† â€Å"She's looking at me,† Charlie said. â€Å"She's looking at me like I blew her college money at the track and now she's going to have to turn tricks to get her MBA.† Rachel took his hand. â€Å"Honey, I don't think her eyes can even focus this early, and besides, she's a little young to start worrying about her turning tricks to get her MFA.† â€Å"MBA,† Charlie corrected. â€Å"They start very young these days. By the time I figure out how to get to the track, she could be old enough. God, your parents are going to hate me.† â€Å"And that would be different how?† â€Å"New reasons, that's how. Now I've made their granddaughter a shiksa.† â€Å"She's not a shiksa, Charlie. We've been through this. She's my daughter, so she's as Jewish as I am.† Charlie went down on one knee next to the bed and took one of Sophie's tiny hands between his fingers. â€Å"Daddy's sorry he made you a shiksa.† He put his head down, buried his face in the crook where the baby met Rachel's side. Rachel traced his hairline with her fingernail, describing a tight U-turn around his narrow forehead. â€Å"You need to go home and get some sleep.† Charlie mumbled something into the covers. When he looked up there were tears in his eyes. â€Å"She feels warm.† â€Å"She is warm. She's supposed to be. It's a mammal thing. Goes with the breast-feeding. Why are you crying?† â€Å"You guys are so beautiful.† He began arranging Rachel's dark hair across the pillow, brought a long lock down over Sophie's head, and started styling it into a baby hairpiece. â€Å"It will be okay if she can't grow hair. There was that angry Irish singer who didn't have any hair and she was attractive. If we had her tail we could transplant plugs from that.† â€Å"Charlie! Go home!† â€Å"Your parents will blame me. Their bald shiksa granddaughter turning tricks and getting a business degree – it will be all my fault.† Rachel grabbed the buzzer from the blanket and held it up like it was wired to a bomb. â€Å"Charlie, if you don't go home and get some sleep right now, I swear I'll buzz the nurse and have her throw you out.† She sounded stern, but she was smiling. Charlie liked looking at her smile, always had; it felt like approval and permission at the same time. Permission to be Charlie Asher. â€Å"Okay, I'll go.† He reached to feel her forehead. â€Å"Do you have a fever? You look tired.† â€Å"I just gave birth, you squirrel!† â€Å"I'm just concerned about you.† He was not a squirrel. She was blaming him for Sophie's tail, that's why she'd said squirrel, and not doofus like everyone else. â€Å"Sweetie, go. Now. So I can get some rest.† Charlie fluffed her pillows, checked her water pitcher, tucked in the blankets, kissed her forehead, kissed the baby's head, fluffed the baby, then started to rearrange the flowers that his mother had sent, moving the big stargazer lily in the front, accenting it with a spray of baby's breath – â€Å"Charlie!† â€Å"I'm going. Jeez.† He checked the room, one last time, then backed toward the door. â€Å"Can I bring you anything from home?† â€Å"I'll be fine. The ready kit you packed covered everything, I think. In fact, I may not even need the fire extinguisher.† â€Å"Better to have it and not need it, than to need it – â€Å" â€Å"Go! I'll get some rest, the doctor will check Sophie out, and we'll take her home in the morning.† â€Å"That seems soon.† â€Å"It's standard.† â€Å"Should I bring more propane for the camp stove?† â€Å"We'll try to make it last.† â€Å"But – â€Å" Rachel held up the buzzer, as if her demands were not met, the consequences could be dire. â€Å"Love you,† she said. â€Å"Love you, too,† Charlie said. â€Å"Both of you.† â€Å"Bye, Daddy.† Rachel puppeted Sophie's little hand in a wave. Charlie felt a lump rising in his throat. No one had ever called him Daddy before, not even a puppet. (He had once asked Rachel, â€Å"Who's your daddy?† during sex, to which she had replied, â€Å"Saul Goldstein,† thus rendering him impotent for a week and raising all kinds of issues that he didn't really like to think about.) He backed out of the room, palming the door shut as he went, then headed down the hall and past the desk where the neonatal nurse with the snake tattoo gave him a sideways smile as he went by. Charlie drove a six-year-old minivan that he'd inherited from his father, along with the thrift store and the building that housed it. The minivan always smelled faintly of dust, mothballs, and body odor, despite a forest of smell-good Christmas trees that Charlie had hung from every hook, knob, and protrusion. He opened the car door and the odor of the unwanted – the wares of the thrift-store owner – washed over him. Before he even had the key in the ignition, he noticed the Sarah McLachlan CD lying on the passenger seat. Well, Rachel was going to miss that. It was her favorite CD and there she was, recovering without it, and he could not have that. Charlie grabbed the CD, locked the van, and headed back up to Rachel's room. To his relief, the nurse had stepped away from the desk so he didn't have to endure her frosty stare of accusation, or what he guessed would be her frosty stare of accusation. He'd mentally prepared a short speech about how being a good husband and father included anticipating the wants and needs of his wife and that included bringing her music – well, he could use the speech on the way out if she gave him the frosty stare. He opened the door to Rachel's room slowly so as not to startle her – anticipating her warm smile of disapproval, but instead she appeared to be asleep and there was a very tall black man dressed in mint green standing next to her bed. â€Å"What are you doing here?† The man in mint green turned, startled. â€Å"You can see me?† He gestured to his chocolate-brown tie, and Charlie was reminded, just for a second, of those thin mints they put on the pillow in nicer hotels. â€Å"Of course I can see you. What are you doing here?† Charlie moved to Rachel's bedside, putting himself between the stranger and his family. Baby Sophie seemed fascinated by the tall black man. â€Å"This is not good,† said Mint Green. â€Å"You're in the wrong room,† Charlie said. â€Å"You get out of here.† Charlie reached behind and patted Rachel's hand. â€Å"This is really, really not good.† â€Å"Sir, my wife is trying to sleep and you're in the wrong room. Now please go before – â€Å" â€Å"She's not sleeping,† said Mint Green. His voice was soft, and a little Southern. â€Å"I'm sorry.† Charlie turned to look down at Rachel, expecting to see her smile, hear her tell him to calm down, but her eyes were closed and her head had lolled off the pillow. â€Å"Honey?† Charlie dropped the CD he was carrying and shook her gently. â€Å"Honey?† Baby Sophie began to cry. Charlie felt Rachel's forehead, took her by the shoulders, and shook her. â€Å"Honey, wake up. Rachel.† He put his ear to her heart and heard nothing. â€Å"Nurse!† Charlie scrambled across the bed to grab the buzzer that had slipped from Rachel's hand and lay on the blanket. â€Å"Nurse!† He pounded the button and turned to look at the man in mint green. â€Å"What happened†¦Ã¢â‚¬  He was gone. Charlie ran into the hall, but no one was out there. â€Å"Nurse!† Twenty seconds later the nurse with the snake tattoo arrived, followed in another thirty seconds by a resuscitation team with a crash cart. There was nothing they could do.

Tensile testing of metallic materials

Tensile testing of metallic materials Introduction When we refer to mechanical properties of materials, whatever crosses the mind is the stress-strain curve. Ideally, both shear stress (ÏÆ') and strain (ÃŽ µ) testing are inevitable when it comes to material testing. While shear stress testing correlates an elongation force to the cross sectional area of a material, tensile testing subjects a material sample to a controlled tensional force until the yield point where the material fails. The essence of performing these tests is that they aid in quality control, selection of a material meant for a specific application, and gives a glimpse of how a material would behave under varied forces. Importantly, the parameters obtained directly as a result of these tests are maximum elongation, definitive tensile strength and reduced cross-section area. In a nutshell, from aforementioned parameters one is in a better position to determine the Poisons ratio, Young’s modulus (Ε), strain-hardening, and yield strength charact eristics. Ideally, some of the parameters can easily be obtained from the graph of stress versus strain (stress-strain curve) graph as shown in the figure 1 below.Advertising We will write a custom report sample on Tensile testing of metallic materials specifically for you for only $16.05 $11/page Learn More In simple terms, stress is the ratio of the elongation force to that of the cross sectional area whiles the stress is the ration of extension to that of the original length. From the graph (Fig. 1), one can obtain the Young modulus from the linear section of the curve by finding the gradient of the section (between 1 and 2). Analyzing the graph in details, it is important to note that point 1 is the true elastic limit which coincides with the minimum stress that emanates from dislocations due to material movements (Egarmo, Black, Kohser 2003). However, this parameter is hardly used in material science; nonetheless, it reflects a material’s chem ical properties. Between points 1 and 2, the material obeys the Hook’s Law. Between points 2 and 3, the material experiences elastic deformation. Finally, beyond point 3, the material is described as plastic since it has undergone permanent deformation and it rapture at point 5. It is worth noting that there are some other materials that have irregular linear sections. As such, an offset yield strength (point 4), 0.2% of the origin is plotted for the sake of material comparisons. Other parameters that can be obtained from the graph are shown in the figure 2 and 3 below: Advertising Looking for report on natural sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Basically, the tensile strength is the maximum stress while fracture stress is the stress at the fracture point. On the other hand, strain to fracture is the maximum strain at the point where the material fractures. Point 1 on figure 3 is the yield strength whil e sections A and B represent strain hardening and the necking region respectively. It is significant to note that the y-axis of the stress-strain graph represents the strength properties while the x-axis represents the ductility properties. As such, figures 1 and 3 represent the typical trends of brittle (e.g. concrete) and ductile (e.g. steel) materials respectively. Their respective behaviors are owed to the fact that brittle materials do not undergo strain hardening, consequently breaking without notice. In the literature that follows we are going to analyze a number of materials (carbon steels, aluminum, copper, perspex and LDPE (Low Density Polythene)) and classify them accordingly. The obtained data will then be compared to their actual properties in literature (Groover 2007). Background literature Material science is a multidisciplinary subject that incorporates both scientific and engineering aspects. To this end, it links the microscopic properties of a material at its mole cular level to its larger macroscopic properties. In a synopsis, it encompasses both chemistry and applied physics. This discipline is vital in many aspects of life, for instance, in aeronautical field, is significant in forensic engineering or failure analysis in case of an accident. Vitally, the physical properties exhibited by a material are a manifestation of the chemical composition, and the ensuing processes (thermal) that eventuated in the formation of a final product. Basically, the ensuing thermal processes determine a sample’s micro-structure and hence its physical properties. With regards to the scope of this report, we will limit our analysis to carbon steels, aluminum, copper, perspex and LDPE. Also known as carbon steel, steel is an alloy with the main trace element being carbon. The degree of carbon should; however, not be more than 2%. In essence, â€Å"the term carbon steel may be used to refer to steel that is not stainless steel† (Adelbert 1992). The degree of carbon concentration alters the physical properties of steel.Advertising We will write a custom report sample on Tensile testing of metallic materials specifically for you for only $16.05 $11/page Learn More For instance, with an increased carbon concentration steel becomes less ductile, hard and stronger, and reduces welding ability. Nevertheless, the melting point decreases. Basing on the â€Å"carbon concentration, steel can be classified into four categories: low and mild carbon steel, medium carbon steel, high carbon steel and ultra-high carbon steel† (Alexander Street1976). Low and mild carbon steel represent steel with the lowest carbon concentrations, and the most commonly used in market. Basically, for these types, the carbon concentration is less than 0.6%. Vitally, low carbon steel (or A36) has a carbon concentration of approximately 0.05-0.3% while the mild carbon steel (1040) exhibits a concentration of roughly 0.3-0.6%. As a consequence, this enhances the metal’s malleability and ductility characteristics. However, of the two, mild steel exhibits a relatively low tensile strength. Nonetheless, the tensile strength varies depending on the annealing temperatures and whether the metal is hot or cold rolled. To this end, A36 has a tensile strength of between 400-500 MPa while 1040 has roughly 520-590 MPa (Ashby David 1992). With a carbon content range of approximately 0.3-1.7% carbon steels can successfully undergo heat-treatment. These steels are referred to as high carbon steels and they include the medium, high and ultra-high carbon steels. Importantly, the trace elements are normally added to modify their properties. For instance, â€Å"sulfur makes steel crumbly and brittle at working temperatures† (Day 1988). Moreover, manganese often increases ‘hardenability’ of these steels. Narrowing down to the specifics, medium carbon steel has a carbon content of approximately 0.3-0. 59% by weight. As such, it balances strength and ductility, and it exhibits good wear resistance. As such, it is preferred in automotive industry. With a carbon content of approximately 0.6-0.99% (4140), high carbon steel exhibits relatively high strengths thus, it finds application in springs. Finally, ultra-high carbon steel (1-2% carbon content) exhibits unprecedented hardness vital in making axels and knives. Aluminum is among the world’s most abundant elements. As such, it accounts for 8.1% by weight of the total earth’s crust. Pure aluminum is a distinct metal that finds application in a diverse field. In essence, whatever makes aluminum distinct are its physical properties. Basically, â€Å"It is a soft, light, and gray metal that resists corrosion when pure in spite of its chemical activity because of a thin surface layer of oxide† (Bray 1947).Advertising Looking for report on natural sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, it exhibits both malleability and ductility characteristics that makes it unsuitable for structural use. Ideally, the Young’s modulus â€Å"of pure aluminum is 10 x 106 psi, the shear modulus 3.8 x 106 psi, Poissons ratio 0.33, and the ultimate tensile strength 10,000 psi, with 60% elongation† (Bray 1947). With these properties it finds application, for example, piping, cable sheathing and electric conductors. Copper is an important element that has been mined for ages. In most cases, it is obtained as a by-product in the extraction of silver. This metal appears as a yellowish-red element. It has good electrical conductivity and hence finds application in electric industry. Among the material properties is that it is ductile, malleable and tough. Chemically, it is resistant to rust. Basically, it has a modulus of elasticity that is equivalent to 117Gpa and a tensile strength of 200-400 Mpa. Perspex is a unique material that is distinguished by its clarity. It has unsurpassed light transmission ability. Moreover, it can come in a variety of shades. It exhibits durability in color retention irrespective of the condition that it is exposed to. Importantly, its mechanical properties are such that it is has a tensile strength of 75 MPa, has an elongation of 4% and modulus of 2.5 GPa. Finally, LDPE is the first ever synthesized polythene that was first processed in the year 1933. In appearance, they are translucent and thin in nature, and come in many shades. Notably, it has low crystallinity that is responsible for a low modulus of elasticity (200-400 MPa). Moreover, it is highly ductile in nature in spite of a low temperature condition. As such, it elongates by 600-650% before it breaks. Its tensile strength is between 8-10%. With these properties, it finds application in the package industries, laboratories (wash bottles) and also in electronics industries (insulating circuits). Experimental Procedure In this experiment, a tensile test mac hine (Zwick-Roell 1474) was used. The materials to be tested were steels (at 0.1 and 0.8% carbon content) (diameter = 5.04 mm, length = 12.5 mm), pure aluminum (diameter = 5.04 mm, lenght = 12.5 mm), copper 12 (diameter 5.04 mm), perspex (32 mm thick, 10.22 mm width and 110 mm long) and LDPE (32 mm thick and 9.98 mm width and 110 mm long). The parameters that were recorded include extension, force, stain and stress. From these parameters, graphs of force-extension, stress-strain, and the linear part of stress-strain were plotted. From the last graph, the values for modulus of elasticity were obtained and compared. Also, a bar graph comparing all the modulus was also plotted. Results The measured parameters are treated according to the formulae below: Stress = extension/original length = ∆l/l0 Stress = Force/cross sectional area = F/C.A The area A of a circle is given by á ´ ¨r2 while that of a rectangular face is obtained from the products of thickness and width. It should be noted that all the units are in SI units. The below trends were obtained from the parameters obtained. Discussion The objective of this report was to analyze the mechanical properties of a number of materials including carbon steels (0.1 and 0.8% carbon), aluminum, copper, perspex and LDPE. The aim was to compare their modulus of elasticity and confirm that they agree with the literature values. From the analysis, it was confirmed that the experiment achieved its objectives. To begin with, the trends of the curves exhibited the expected patterns. Like it was anticipated, low carbon steel (steel with 0.1% carbon) exhibited malleability properties attested by the presence of strain hardening section (Graph 2). On the other hand, steel with 0.8% carbon content exhibited a trend that is synonymous with the brittle materials (graph 4). This was no exception to aluminum which is brittle in nature, and as such, it fractures without notice. Just like the low carbon steel , both copper and LDPE exhibited strain hardening before fracture. To this end, they are both malleable and ductile. Contrary to the other materials, perspex exhibited a prolonged elastic behavior without deformation. However, it breaks abruptly once the elastic limit is exceeded. When we compare the modulus of elasticity, just like we anticipated, steel is the strongest of all the materials and this explains why it finds application in construction industry. On the other hand, LDPE is the weakest of all the materials, confirming why it finds application in the packaging industry. Generally, the values obtained for the modulus of elasticity did not tally with the expected values. This could be attributed to experimental errors in the course of the experiment. One of the errors might have emanated from imprecise measurements because of the degree of accuracy of the measuring equipment. Future experiments ought to consider the use of computerized machines to take accurate data. Refere nces Adelbert, P M 1992, Materials of Construction: Their Manufacture and Properties, University of Wisconsin Press, Madison. Alexander, W Street A 1976, Metals in the Service of Man, 6th ed., Pelican Books, London. Ashby, M F David, J 1992, Chapter 12. Engineering Materials 2 (with corrections ed.). Oxford, Pergamon Press. Bray, JL 1947, Non-Ferrous Production Metallurgy, John Wiley Sons, New York. Day, J 1988, The Bristol Brass Industry: Furnaces and their associated remains, Journal of Historical Metallurgy, vol. 22, no. 1, pp. 24. Egarmo, E, Black, J T Kohser, A 2003, Materials and Processes in Manufacturing (9th ed.). John Wiley Sons, New York. Groover, M P 2007, Fundamentals of Modern Manufacturing: Materials, Processes and Systems (3rd ed), John Wiley Sons Inc., Hoboken, NJ.