Tattoos in Greece and Rome Term Paper Example | Topics and Well Written Essays - 1250 words

Tattoos in Greece and Rome - Term Paper Example Pictures of people who have their noses marked on both sides with the four tattooed historical lines were found on the Aveyron’s and Tarn’s prehistoric stones in France. â€Å"Drawings and figurines discovered in a Thracian burial mound near Philippopolis may depict tattooed people, but considering the complexity of the decorations it is more likely that these represent body painting or finely worked figurines† (Tattoo Temple, n.d.). People in Greece and Rome added their own cultural touches as they inherited the art of tattooing, thus taking it to the next level. Archeologists have readily found tattooed mummies from various parts of the world which suggests how common a practice it has been for a long time in history. Tattoos today are an insignia of fashion and style. The contemporary society has endorsed tattoos as a means of styling. The trend of under-skin inking has been around for thousands of years. This paper discusses the history of tattoos in ancient Greece and Rome. The history of tattooing in Europe commences with the ancient historians of Greek and Roman origin. The Greeks inherited the art of tattooing from the Persians, while the Romans gained it from the Greeks. In the early Greek time followed by the early Roman time, tattooing was a practice linked with the barbarians. According to Herodotus, tattoos were voluntarily associated by the Greeks with the barbarians, including the Thracian women known as the Maenads who assassinated Orpheus because of his homosexual concerns with their husbands. â€Å"Herodotus was the first to use the root â€Å"stig† as in the pejorative â€Å"stigma† to refer to tattoos as a mark (estichthai) or a â€Å"pricking†Ã¢â‚¬  (Random History, 2008). In the ancient times, tattooing was used as a tool to differentiate between the criminals and/or the slaves and the rest of the people of the society. Prisoners and slaves were tattooed the name of Xerxes. Occasionally, tattoos were also used to send secret messages across the lines of enemies. Criminals and slaves were tattooed so that they would have an irremovable mark on their skin to help others identify them as such. This was done intentionally to discourage the criminals and slaves from running away as attempts to escape were common among the two. Later, the Romans used tattoos to pick out deserters as the Roman army was chiefly composed of the mercenaries. The use of tattoos by the early Greek and Romans suggests that their chief use was punishment as has been mentioned by various authors of the Greek and the Roman origin. Tattoos have been discussed in a punitive sense by such Greek authors as Aristophanes, Xenophon, Herodus, Aeschines and Aelius Aristides (Jones, 2000). Plato was of the opinion that a temple robber should be tattooed on the forehead and the hands to have a trace of the offense while Bion of Borysthenes said that his father’s face was more of a document because of intense tattooing because o f his status of a slave. The process of tattooing has been recorded by the ancient Roman authors. Aetius is one such Roman physician who described the process of applying and removing a tattoo along with the formula for making the tattoo ink in his famous book; Medicae artis principles. At one point, Plato expressed the opinion that tattoos should be placed on people found guilty of sacrilege and thus, they should be expelled from the Republic. Likewise, â€Å"Suetone, a early writer reports that the degenerate and sadistic Roman Emperor, Caligula, amused himself by capriciously ordering

Human resource management and career management Dissertation

Human resource management and career management - Dissertation Example Since the beginning until today, human race has been able to ensure continuous progression in every aspect of the society from education to business, and from art to medicine.In such developments,business has remained an imperative component of every society;however,expertshave indicated that until few decades ago, business were only a meant of making profits, and employees were only instruments of ensuring that profit in the business. In other words, there was no difference between humans and animals and both were tools of carrying out work for the employers. However, in recent years, there has been noteworthy alteration in the process of business (Harris et al., pp. 56-60, 2003), and one can observe significant changes especially after the introduction of human resource management that has now become an imperative component of every business organization around the globe. Analysis of the literature (Hendry, pp. 20-22, 1995; Armstrong, pp. 71-78, 2006) has indicated that today in th e era of information and technology and in midst of thousands of qualified individuals lurking to acquire a job, career management has come up as a new aspect. It specifically involves provision of opportunities to individuals to explore their career possibilities, development of their career objectives, and provision of strategies to acquire their career. Experts (Miner, pp. 63-68, 2007) now believe that in the era of economic recession and increment in the unemployment, it has now become important for both career management and human resource management to integrate them, in order to ensure effectiveness at both workplaces, as well as in the marketplace (Ulrich, pp. 23-26, 1997). In the result, it is now a premise of this paper that human resource management should or even must be a component of career management in the future as such step will ease the process of recruitment, selection, and development of employees in the workplace. Additionally, it will allow the employers, as w ell as employees to acquire their targets easily in the marketplace. In order to understand the significance of making HRM a component of career management, the paper will now attempt to understand different current roles of HRM. Particularly, HRM is one of the tactical components (Lumsden et al., pp. 46-55, 2009) within a business entity, which ensures efficient handling of existing, as well as potential labor force. In particular, the major responsibility of HRM is to employ human workforce and make sure that they work in accordance with the identified goals and objectives of the organization, which HRM does by ensuring timely provision of all the required resources essential for such fulfillment. Experts (Briscoe & Schuler, pp. 50-54, 2004) have noticed that nowadays, HRM is also involved in dealing with factors, such as advantages, remuneration, efficiency of workers, productivity of employees, and most importantly, effective communication between employees and employers in the organization. From this brief understanding of the role of HRM, it seems that HRM can be very beneficial in ensuring effective implementation of career management. Unfortunately, nowadays, career has become a synonymous term to job, which is completely inappropriate and inaccurate. Particularly, career is a sequence of jobs, and job is a term that refers to a work that an individual takes to complete it (Grimshaw, pp. 20-25, 2009). In this regard, HRM should be a part of career management, as it can support the later to enable employees to manage their career in the most effective manner rather than sticking to a single job while changing different organizations, and considering it career management. Fortunately, nowadays, a huge number of business organizations are taking their workforce as basic pillars for the success of their organization (Mabey et al., pp. 25-30, 1998). In the result, employers are these days putting efforts to provide

Gospel Parallels Essay Example for Free

Gospel Parallels Essay This is a research report of what I read and studied among the two paragraphs in Throckmorton’s Gospel Parallels: Paragraph 6, â€Å"The Baptism of Jesus,† and Paragraph 249, â€Å"The Crucifixion.† This report will note where the parallel Gospels differ and where they are similar. Additionally, you will find interpretations by me of the text critical notes and then I’ll decide which reading is the better one. The Beatitudes â€Å"Blessed are the poor in spirit, for theirs is the kingdom of Heaven† (Matthew 5:3). The Beatitudes are a group of sayings by Jesus that began with the words, â€Å"Blessed are,† and went on to identify who was blessed and why. It then finished with an exhortation. In this first case, the â€Å"poor in spirit† are those who are blessed because they will receive the kingdom of Heaven. The Beatitudes can only be found in Matthew and Luke, and while they have many similarities, there are also differences. These help us to discover things about the sources used, as well as the intention of the author. First of all, one must note that Mark was not used as a source, since the Beatitudes are not found in Mark, yet Matthew and Luke still have many exact or common phrases. The similarities point to a common source, which we will call â€Å"Q.† However, Matthew and Luke show many differences as well, meaning that they did not simply use source â€Å"Q.† Matthew and Luke each inserted some sort of oral or written tradition before writing their own text. Many of the blessings stated in the texts are parallel between the two gospels. They both talk about the poor as well as the kingdom of Heaven. They talk about those who are hungry and how they will be filled. They also talk about those who are hated on account of Jesus. Finally, they end with a command to rejoice, for those persecuted will have a great reward in Heaven since the same kind of persecution was done to the prophets. At the same time, however, Matthew and Luke clearly have different objectives or opinions regarding the text. In Matthew, the â€Å"poor† are the â€Å"poor in spirit,† while in Luke they are simply â€Å"poor.† Similarly, when talking about the hungry, Matthew is referring to those who are spiritually hungry while Luke talks about those who are physically hungry. Also, Matthews list of Beatitudes is much longer and includes talking about those who are merciful, pure in heart, the peacemaker, and those who are persecuted. Luke leaves these out entirely, probably because Luke was focusing more on the physical well-being of people. What is the reason for these differences? There seems to be an overarching theme that is carried out within both of these books. Matthew focuses on the divinity and suffering/rejection of Jesus. This then shows up within the Beatitudes as Matthew focuses on the spirituality rather than physicality of the believers (poor in spirit verses simply poor), in the same way that he focuses on the divinity rather than physicality of Jesus. In addition, Jesus is portrayed as one who is rejected, which is also a common theme as Matthew talks about the rejection of the believers and how they will be given the kingdom of Heaven. So, just as Jesus is rejected in Matthew, so will the believers be rejected. Furthermore, it can be seen that Matthew is talking to an audience that wants to incorporate all believers, not just Jews. Matthew very carefully points out that Jesus says, â€Å"Blessed are those,† â€Å"Blessed are they,† â€Å"Blessed are the,† which implies that Jesus is not talking to just those who were gathered at the time before Him (in contrast â€Å"Blessed are you†). Jesus means that anyone is blessed when they do these things. In Luke, the Beatitudes are focused more on those who are in need, a familiar theme throughout Luke. Here, Jesus is portrayed as one who is concerned for the poor, the marginalized, women, etc. Luke clearly points out in his Beatitudes that Jesus is concerned with those who are in need and gives them hope for the future, that they will be filled, receive the kingdom of Heaven, have reason to leap for joy, etc. This comes just two chapters after Jesus mission statement from Isaiah 61 as He proclaims that He has been anointed to preach good news to the poor. While Luke also wants to incorporate the gentiles into his audience, he does have Jesus saying, â€Å"Blessed are you,† while speaking to the Jewish crowd that had gathered around Him. This is no surprise since Luke wants to undertake a more concise and put-together account of Jesus ministry. It seems that he thinks it more likely that Jesus would have addressed his audience directly. It does, however, deviate in the last line as Jesus says â€Å"for that is what their ancestors did to the prophets† rather than â€Å"for that is what your ancestors. . .† This could perhaps be an argument for Lukes idea of the universality of the church. Both of these accounts provide glimpses into Jesus ministry and the heart or direction of the author, and though both contain varying accounts, it seems all the more credible since they were written to a certain audience at a certain time.

Sport Psychology: Mental training Essay -- essays research papers

Sports Psychology: A Relationship Between Mental Training and Sport Performance   Ã‚  Ã‚  Ã‚  Ã‚  James Dodson (1995) quotes Dr. Richard Coop, and says that he refers to sports psychology as â€Å"just mere helping people to clear away the mental clutter that keeps them from achieving their best† (p. 1). Dodson admits that as a golfer he has tried to break eighty strokes in golf, but did not succeed until he got help from a well-known sports psychologist. Before meeting his mental coach, Dodson tried to improve his game by buying expensive equipment such as oversized irons, gizmos, and lucky charms, but none of these worked. Once he started working with Dr. Richard Coop, he began to liberate his mind from its usual patterns and after a period of mental exercising, Dodson finally broke 80. â€Å"Dr. Coop emphasizes that golf is very much a brain game. The mind is a tool like any other skill a player possesses. But it’s often the tool most of us neglect to develop† (Dodson, 1995). Once the mind is in peace, our performance progresses.   Ã‚  Ã‚  Ã‚  Ã‚  Rebecca Lewthwaite (1990) points out that an individual’s motivation has a strong impact on physical performance ... therefore, â€Å"the process of mental training is the result of the meaning that the individual derives from situations, which arise from personal factors such as goals and perceptions of competency† (p. 1). Usually the performance of an individual is due to their motivation. More often than not, people tend to train with their mind unconsciously by visualizing improvement in their performance or visualizing the achievement of a goal or goals. Some athletes put the physical work in, but they also forget to work their mind. Body and mind have to come together to form a whole. Once the role of the mind and the physical aspect of the body have been mastered the performance of the individual will improve (Changing Times, 1986).   Ã‚  Ã‚  Ã‚  Ã‚  Some of the most interesting events and actions in sports are associated with the athletes’ will to engage in them. For example, Butt (1976) notes that, â€Å"Two people engaged in the same sports activity may behave in a similar fashion overtly, but each may react differently under the stress of winning or losing and may express different feelings when talking about his/her participation in sports† (p. 1). Such is the case of Keith Forman wh... ...2001, from Infotrac database. Dodson, J. (1995). The brain game. Golf Magazine, 37, (5), 20-23. Retrieved October 12, 2001, from Infotrac database. Galloway, J. (1998). Worryfree racing: seven tips to avoiding pre-race anxiety. Runner’s World, 33, (6), 42. Retrieved October 12, 2001, from Infotrac database. Hinkle, J. S. (1994). Integrating sport psychology and sports counseling: developmental programming, education, and research. Journal of Sports Behavior, 17, (1), 52-58. Retrieved October 12, 2001, from Infotrac database. LeUnes, A. D., & Nation, J. R. (1989). Introduction to sport psychology. Sport Psychology: an Introduction. Chicago: Nelson-Hall Publishers. Lewthwaite, R. (1990). Motivational considerations in physical activity involvement. Physical Therapy, 70, (12), 808-812. Retrieved from Infotrac database. Lynch, J. (1994). Think like a champion. Runner’s World, 29, (8), 50-56. Retrieved from Infotrac database. Lynch, J. (1996). Mind over miles. Runner’s World, 31, (6), 88-93. Retrieved from Infotrac database. Rosellini, L. (1987). In my mind I know I’m going to be a star. U.S. News & World Report, 102, (2), 58. Retrieved October 12, 2001, from Infotrac database.

Three Varieties of Knowledge- a Critque

Donald Davidson- Three Varieties of Knowledge Submitted By: Nathan Copeland- 500349268 Submitted to: Prof. Checkland PHL550 April 15, 2013 In Donald Davidsons Three Varieties of Knowledge, he sets out to more or less prove that â€Å"A community of minds is the basis of knowledge; it provides the measure of all things. † (Davidson, 218). This is done by first categorizing knowledge into three distinct categories. There is knowledge of ones own mind, knowledge of another’s mind, and knowledge of the shared physical world around us. He argues that no one could exist without the others.According to Davidson, knowledge of ones own mind differs from the other two types of knowledge in the sense that one knows the contents of their own mind without any study or evidence in most cases. On the other hand, the minds of others and the physical world may only be interpreted through the senses, at least initially. He also notes that certain aspects of our physical world can be inte rpreted almost instantaneously, our example being distinguishing colours, while many aspects of another’s mind contents are done through physical observation of actions and words, which we then reconcile with our own knowledge to make inferences.This makes the latter two types of knowledge open to a degree of uncertainty that is rarely experienced in matters of your own mind. He also acknowledges the asymmetry that is apparent between coming about knowledge of our own minds and knowledge of other minds. They are both minds, yet we come to understand our own in a very unique way. He criticizes the solution that the actions and behavior or others is sufficient for inferring certain mental states to others, but those same actions and behaviours carried out by our selves are irrelevant when we attempt to describe ourselves.An issue being- If both types of knowledge come about so differently, how can we believe that others mental states are comparable to our own. He sets out to pa int a picture that includes all three types of knowledge, and shows how they are related in hopes of solving these issues. Davidson claims that â€Å"what we could not do is get along without a way of expressing, and thus communicating, our thoughts about the natural world† (Davidson, pg. 208). He also proposes that in order for a creature to have a belief, they must also posses the idea of objective truths.He then draws on Wittgenstien to say that â€Å"the source of the concept of objective truth is interpersonal communication† (Davidson, pg. 209). This is based on the assumption that thought cannot exist without language. Davidson argues that without the distinction between objective truth and what one thinks to be the case, there is no thought at all, and since there cannot be objective truth without the confirmation on the correct use of words through communicating, there cannot be thought without communicating, in his example language.It is argued that in order f or communication to work, the speaker and interpreter must share an understanding of what is meant by what is being said. Davidson then uses an example of how one would go about learning a new language to illustrate how we come about having an understanding of the words we use. In this case, we assign words and sentences we know in our native tongue to the utterances and actions made by a foreign speaker. With trial and error we come to understand what is meant by these utterances and how they relate to ‘reality’.This process of connecting ones own thoughts with the thoughts of another through some aspect of the external world is regarded by Davidson as triangulation. â€Å"it takes two points of view to give a location to the cause of a thought, and thus define its content† (Davidson, pg. 213). He believes this to be the only way that one can know another’s mind or the external world, making the two mutually dependent. He points out that there is the limi tation of perception at play here, with no way to look in from outside the standard to see if its write, but we may consult a third and forth party and so on to lessen the chance of an error being made. Davidson, pg. 217) Davidson then goes on to say that â€Å"knowledge of the propositional contents of our own minds is not possible without the other forms of knowledge, since there is no propositional thought without communication† (Davidson, pg. 213). Furthermore, knowledge of others cannot be inferred unless we have knowledge of ourselves, as the process of coming to know another’s mind is done by matching evidence from others behaviour to our knowledge of our own, thus showing that knowledge of our own minds and others is also mutually dependent.He acknowledges that there are a great deal of possible ways that we could assign our native language to the language and behavior of another to come about an understanding. He relates this to the measurement of weight in th e sense that no matter what system you use for measurement; kilograms, pounds ounces, etc. , the invariable factor, in this case the actual weight of the object, is the fact of the matter, not the arbitrary units of measure. His point is that there will likely always be indeterminacy in our translations, but we will often get the general idea.He also believes that there are no strict laws that connect mental states with physical ones, stating that such laws can exist â€Å"only when concepts connected by the laws are based on criteria of the same sort† (Davidson, pg. 215). This all leads to the fact that we will never be able to agree on how sentences and thoughts should be structured to describe other sentences or thoughts, as the very process of discussing how we would do this is ultimately done with the very thoughts were discussing, leaving it perpetually open to interpretation.As such â€Å"A community of minds is the basis of knowledge; it is the measure of all things. It makes no sense to question the adequacy of this measure, or to seek a more ultimate standard. † (Davidson, pg. 218). Analysis I agree with the general idea of what Davidson is saying, with a few exceptions. I would agree that ‘advanced’ knowledge can only come about with the all three types of evidence, but I also believe that basic knowledge can be acquired by just a person and the observable world. Suppose I live in a world with no other living creatures.I have no formal language. If I walk across a bed of sharp rocks, my nervous system will say â€Å"ouch†, and it wont take long to figure out that sharp rocks hurt my feet. I am aware of this with no need to confirm with another. I am also in contention with the idea that â€Å"language is essential to thought† (Davidson, pg. 209). My dog ‘thinks’ its going for a walk every time I put my boots on. I suppose that may be considered language, or some may argue that my dogs actions hav e no thought, but it seems to me that to make such a claim demands more evidence.I also had an issue with the claim that â€Å"enough in the framework and fabric of our beliefs must be true to give content to the rest† (Davidson, pg. 214). Although I agree that ‘enough’ of our beliefs are true, I don’t see this as a necessary condition. What if everything we think is wrong, or we’re a brain in a vat. The claim is overly definitive for my liking. Going back to my ‘only creature’ idea, I find the statement â€Å"there is no propositional thought without communication† (Davidson, pg. 213). Perhaps on this lonely planet I have a rock, which I am in love with.I may possess the thought, as primitive as it may be, that I love this rock. We don’t communicate, but the thought remains. This may be argued as a feeling, not a thought, but I’m not sure I know the difference. Finally, I have another idea that is in opposition to Davidsons claims, although I’m not sure if I believe it myself. He seems to think there are three distinct categories of knowledge, with knowledge of ones self coming mostly from inside, and knowledge of the world and others minds coming indirectly.My idea is this; all of the thoughts, behaviors, desires etc. , of any living creature is merely a manifestation of very complex processes happening in our brains. Our brains are chemicals and axons and neurons and much more that we are not 100% about. I’m proposing that theoretically, if we can observe the brain all the way down to each and every atom, we could see how your brain looks for any given idea, memory, feeling, and document the physical state relating to each and every instance.The only difference between the three states is how we go about knowing them, and with this theory we could even come to know our own minds without having to think internally about how we feel, but by merely observing our brains. Tying thi s back to my ‘alone in the world’ scenario, if I had the capability to observe my own brains inner workings while feeling the mental manifestations of such neurological reactions, I could correlate the pictures with feelings the ame way we correlate others words with objects in the world. If I became well enough versed at this, I could then look at the brain of someone else whom I’ve never seen, and come to know their mind as well. This theory is in contradiction with Davidson’s statement that there are no strict laws that connect mental states to physical ones, but even he acknowledges that this topic â€Å"has understandably been found inconclusive by critics† (Davidson, pg. 216), myself included.

Nathaniel Hawthorne s Young Goodman Brown - 1975 Words

Nathaniel Hawthorne, is the author of the short story â€Å"Young Goodman Brown,† that was written in 1835 (Baym 370). Hawthorne was born in Salem Massachusetts on July 4th, 1804. Hawthorne’s ancestors were of the Puritan descent, and among the first settlers of Massachusetts (Baym 370). During his teen years, Hawthorne was reading stories by British novelists Henry Fielding, Tobias Smollet, and Sir Walter Scott. When he was sixteen he wrote his sister of wanting to become an author and relying of support upon his pen (Baym 370). Hawthorne went to college at Bowdoin and graduated in 1825. Hawthorne read colonial histories and documents extensively which would become important sources for his historical tales â€Å"My Kinsman, Major Molineaux† and â€Å"Young Goodman Brown† (Baym 370). The short story of â€Å"Young Goodman Brown† opens up in a house in Salem Village, where Goodman Brown and his wife Faith live. Goodman Brown needs to go on journey i nto the forest and must face challenges that will become more and more difficult. These challenges will change the way Goodman Brown views everything and everyone (Hawthorne 386-395). Article Analysis â€Å"Young Goodman Brown† contains an assortment of imagery and emphasis on religion. The article â€Å"Carnivalesque Freedom in Hawthorne s ‘Young Goodman Brown’ † talks about the short story â€Å"Young Goodman Brown.† The article was published in 2007 in Explicator journal, and was written by author Selina S. Jamil. Selina wrote this article to show the imageryShow MoreRelatedNathaniel Hawthorne s Young Goodman Brown1543 Words   |  7 PagesIn Nathaniel Hawthorne s short story of Young Goodman Brown, the author uses symbolism and allegories in order to showcase the Puritan faith as well as man s conflict between good and evil. This analysis will break down the techniques that the author uses to critique the puritan society and to show the difference between how people appear to be in society and the true colors that they are hidden inside of them. There has been a lot of great authors in our time, but none more interesting thanRead MoreNathaniel Hawthorne s Young Goodman Brown1065 Words   |  5 PagesWhen it comes to the topic of Nathaniel Hawthorne’s Young Goodman Brown, most of us will readily agree that duplicity is a major theme in the piece, or the idea of different versions of reality. Where this agreement usually ends, however, is on the question of whether Hawthorne is implying that man is inherently evil. Whereas some are convinced that Young Goodman Brown was good until tainted by the Devil, others maintain that he was evil from the beginning and was completely aware of the evil heRead MoreNathaniel Hawthorne s Young Goodman Brown905 Words   |  4 PagesThough Nathaniel Hawthorne is an author of many great works, his short story â€Å"Young Goodman Brown† still stays relevant because it has themes and subjects that are relatable in today s world. In the story â€Å"Young Goodman Brown,† Good man Brown leaves his wife Faith, to go into the woods near Salem to have a meeting with the devil. Appearance vs. reality is shown in â€Å"Young Goodman Brown† through the plot, the character of Goody Cloyse, and the symbol of the maple staff. The characterRead MoreNathaniel Hawthorne s Young Goodman Brown1312 Words   |  6 PagesWithin Nathaniel Hawthorne s short story Young Goodman Brown (p.317), Young Goodman Brown travels through a dark and mysterious forest late at night. Ignoring the pleas of his pure wife Faith, he ventures deep into the woods with many dangers around him, only to emerge in the morning a changed man with bewildered views on his own Puritan life and the Puritan community around him. At the cause for this change in mindset, the dream of an old man symbolizing the devil appears, showing him the communityRead MoreNathaniel Hawthorne s Young Goodman Brown Essay1274 Words   |  6 PagesIn Nathaniel Hawthorne’s â€Å"Young Goodman Brown,† the devil says, â€Å"Evil is the nature of mankind† (â€Å"Young† 627). Since Adam and Eve ate the forbidden fruit and attempted to hide conceal their sin from God, humans have tried to hide their sin from others. Although ever yone sin is human nature, everyone has a different reaction to sin. While some acknowledge sin, others ignore it. In Hawthorne’s other short story, â€Å"The Minister’s Black Veil,† Father Hooper wears a black veil to represent the sin heRead MoreNathaniel Hawthorne s Young Goodman Brown Essay1449 Words   |  6 Pages â€Å"Young Goodman Brown† is a short story that is filled with symbols and mystery. Nathaniel Hawthorne provides plenty forms of symbolism for readers to digest. Hawthorne displays strong faith as the greatest virtue for a man or woman, and when the faith is compromised, one can be filled with skepticism and uncertainty towards the rest of the world. The story begins as a conventional allegory, creating the expectation that the characters will be able to consistently display the abstractions they symbolizeRead MoreNathaniel Hawthorne s Young Goodman Brown1695 Words   |  7 Pagesstory, Young Goodman Brown, by Nathaniel Hawthorne is set in Puritan New England. Hawthorne uses symbolism, description, scenery, and Goodman’s journey to illustrate and symbolize the battle of good versus evil. In the first scene, we see how Young Goodman Brown leaves his wife, Faith, to start on his â€Å"evil† journey through the woods. Though Faith asks him to stay with her, he chooses to continue on even though he knows the evilness lies ahead. As the story continues, we see how Hawthorne uses FaithRead MoreNathaniel Hawthorne s Young Goodman Brown1492 Words   |  6 PagesIn Nathaniel Hawthorne’s short story of Young Goodman Brown, the author uses symbolism and allegories in order to showcase the Puritan faith as well as man’s conflict between good and evil. This analysis will breakdown the techniques that the author uses to critique the puritan society, and to show the difference between how people appear to be in society and the true colors that they are hidden inside of them. There has been a lot of great authors in our time, but none more interesting than NathanielRead MoreNathaniel Hawthorne s Young Goodman Brown2532 Words   |  11 PagesNathaniel Hawthorne’s short story, â€Å"Young Goodman Brown,† demonstrates how Goodman Brown leaves his wife, Faith, to do an errand within the woods with a man that is believed to be the devil. During the time period in which this took place, the 1620’s, many of the people from the village were practicing Puritanism. Puritanism is an intense practice of religion retrieved from Protestants, only removing its Catholic influence. When Goodman Brown entered the woods to meet the devil, he soon turned intoRead MoreNathaniel Hawthorne s Young Goodman Brown894 Words   |  4 Pagesread. In â€Å"Young Goodman Brown†, I found several romanticism characteristics to be in this story. One being, the emphasis on feelings and emotions. Nathaniel Hawthorne writes, â€Å"The cry of grief, rage, and terror was yet piercing through the night, when the unhappy husband held his breath for a response.† The cry of anguish and pain are very applicable to the protagonist idea in this story. Brown also expresses feeling when he doesn t want to leave his wife Faith, but he feels that it s his role to

An Early Childhood Educator Understanding The Physical,...

Every child is unique in there own way and grow at their own developmental level. All children also come from diverse back rounds with different beliefs and values. As an early childhood educator, I believe it is our responsibility to understand children as a whole and base our curriculum according to their needs. As educators we should set up a high quality classroom environment where the child can grow, learn and explore at his or her own developmental level. I believe that as an early childhood educator my goal is to promote the physical, social, emotional, and cognitive development of each child. Also educators must find a good balance between teacher-directed and child-initiated activities. Many influential early childhood educators have given me a wonderful perspective on how I would like to teach and what I would like to incorporate in my curriculum. Locke emphasized the importance of education and proposed that children were like blank pages and should be molded and shaped by experience. I found his thinking very interesting and in my opinion, to be valid. Children primarily look to their parents as guides so it is important to help them flourish through varied learning experiences. Maria Montessori also had a great teaching style which based her teaching method on systematic observations of children’s spontaneous activities. She then designed her teaching method through experimentation and reflection. I like that she focused her teachings on the students needs. SheShow MoreRelatedAnalyzing Brain Research Influence On Children s Brain Development1371 Words   |  6 Pagesyears of a child’s life are very important. During this time, the child’s brain functions are developing. A child’s brain development begins at birth through about age eight. There are many factors that assist with the development of the brain such as genetics, nutrition, love, physical activity and the emotional interactions between parent and child. Brain Development The brain mainly consists of three parts: the brain stem, cerebrum, and cerebral cortex. The cerebral cortex is divided intoRead MoreDevelopmental Domains Physical, Social, Emotional, Cognitive, And Cognitive1448 Words   |  6 PagesDevelopmental Domains—Physical, Social, Emotional, Cognitive Advice to foster physical development Prenatal -Mother’s behavior and health is the biggest risk to the fetus’ physical development—ensure that mother’s behavior does not threaten the baby (mother should be eating healthily and should not put any harmful drugs or alcohol into her body) -Playing music and talking to the baby in utero can help foster prenatal development Postnatal to 5 years old -Take the child in for medical checkups—ensureRead MoreThe Importance Of A Healthy Development For Children s Development Essay1612 Words   |  7 Pageschild’s life for the development of skills needed throughout their lifetime. That is why it is very important to promote a healthy development for each of the development areas. This report presents information on toddlers and how they develop in each of the different development domains, cognitive, physical, language and social-emotional. It looks at the theories created by Jean Piaget, Arnold Gesell, Noam Chomsky and Erik Erikson to help support the different developments. Lastly, provides strategiesRead MoreDevelopmentally Appropriate Practice1675 Words   |  7 Pagesthis question, we must first review the history of Developmentally Appropriate Practice (DAP) and Early Childhood Education (ECE). Although ECE has been around since the creation of kindergarten in the 1800’s, the decade of the 1980’s wa s an important period for ECE. â€Å"By the 1980’s, meta-analysis of the well-designed US projects offered compelling evidence on the positive outcomes of [early childhood education and intervention]† (Woodhead, 2007). Therefore, there was much pressure to improve the stateRead MoreThe Early Years Of A Child s Life1628 Words   |  7 PagesThe early years of a child s life are very important for their health and development. Parents, educators, and others can work together as partners to help children grow up to reach their full potential. As children develop from infants to teens to adults they go through a series of developmental stages that are important to all aspects of their person hood including physical, intellectual, emotional and social(Cole, P. , Martin,S., Dennis, T. (2004)). The proper role of the parent and educatorsRead MoreThe Importance Of Play For Early Childhood Education Programs1699 Words   |  7 Pagesexamine?the relevance of the main discour ses of play for early childhood education programs This essay introduces the definition of play, its importance in early years. It also makes us understand the different contributions made by theorists in enhancing our understanding the value of play. It also examines the implications of play on children and early childhood services. We also discuss the origin and role of child-initiated play in a child?s early years. Play is defined as universal language and aRead MoreTemperament Is A PersonS Characteristic,Biologically Based1346 Words   |  6 Pagesregulate their mental, emotional and behavioral functioning (Rothbart, Ahadi Edans, 2000) p.147). The most important approach to deal with temperament is to sit with a child, to understand his or her behavior, most children are self-awareness of exploring things on their own involving cognitive thinking children must understand that others might have options about the wrongness or rightness of their behavior different from their own before they can understand and feel these social emotions (Lewis, 1998Read MoreObservation: Infant and Toddler Development1568 Words   |  7 PagesObservation: Infant and Toddler Development There are various factors that play a role in a child’s development. Based on several articles I will be discussing the physical, cognitive, and social development of infants and toddlers. The level of exposure to these various factors will determine how successful they develop in years to come. All children develop at their own rate and no two children are the same. The development of the child is based solely on child’s caregiver to provide these essentialRead MoreCo Constructive Environments Create Learning Opportunities For Children927 Words   |  4 Pagesin MacNaughton Williams, 2009). The early childhood setting often bases their program on the developmental play curriculum as this relates to Piaget’s theory of children’s cognition. This approach is about the child constructing their own knowledge of the environment through interactions with others. Little assistance is required besides the educator providing a well-planned environment. Constructivism is a developmental theory developed by Piaget and social constructivism was developed by VygotskyRead MorePhilosophy of Early Childhood Essay854 Words   |  4 PagesA personal philosophy of Early childhood Education My philosophy of Early childhood education is based on research that indicates that a child’s growth is developmental. Every child is unique in terms of life experiences, developmental readiness, and cultural heritage. A high quality early childhood program that provides a safe and nurturing environment, which promotes physical, social, emotional, language and cognitive development will ensure a positive continuation of the child’s education