Madagascar essays

Madagascar essays Madagascar is a less popular covered subject in most geography textbooks, so I have set out on an internet, and encyclopedia journey in hopes of learning more about the publicity deprived section of Africa. In my research I have found coverage on: Madagascars geographic location, commodities and crops, agricultural, attributes, popular religious practices, and native languages spoken throughout the area. Throughout the repot I will touch on each topic, in hope of gaining more knowledge and insight. To start I will give a brief background of Madagascar followed by an in-depth look into Madagascars important facts. Madagascar is Formerly an independent kingdom, Madagascar became a French colony in 1896, but regained its independence in 1960. During 1992-93, free presidential and National Assembly elections were held, ending 17 years of single-party rule. In 1997, in the second presidential race, Didier RATSIRAKA, the leader during the 1970s and 1980s, was returned to the presidency. The 2001 presidential election was contested between the followers of Didier RATSIRAKA and Marc RAVALOMANANA, nearly causing secession of half of the country. In April 2002, the High Constitutional Court announced RAVALOMANANA the winner. Madagascars geographic location lies on the southern-eastern part of Africa, it is the closet island bordering Africa. Its geographic similarity resembles, Sicily to Italy. Its location is in the middle of the Indian Ocean, in Africa its closet neighbor is Mozambique; in which, it is directly east of. Madagascar is slightly less than double the size of Arizona. The Climate is Tropical along coast, temperate inland, arid in the south. Its terrain is: narrow coastal plains, high plateaus, and mountains in the center. Madagascars Elevation extremes go as the following: Lowest point = the Indian ocean at 0 meters. The highest point: Maromokotro at: 2,876 meters. The m...

Child Marriage Facts and Causes

Child Marriage Facts and Causes The Universal Declaration of Human Rights, the Convention on the Rights of the Child, the Convention on the Elimination of All Forms of Discrimination Against Women and the Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (among other charters and conventions) all directly or indirectly forbid the degrading and mistreatment of girls inherent in child marriage. Nevertheless, child marriage is common in many parts of the world, claiming millions of victims annuallyand hundreds of thousands of injuries or deaths resulting from abuse or complications from pregnancy and childbirth. Facts About Child Marriage According to the International Center for Research on Women (ICRW), 100 million girls will be married before the age of 18 in the coming decade. Most will be in sub-Saharan Africa and the Asian Subcontinent (Nepal, India, Pakistan, Bangladesh). In Niger, for example, 77% of women in their early 20s were married as children. In Bangladesh, 65% were. Child marriage also occurs in parts of the Middle East, including Yemen and the rural Maghreb. In the United States, child marriage is still permissible in some states, with parental or judicial consent.Globally, according to UNICEF, 36% of women aged 20 to 24 were married or in a union, forced or consensual, before theyd reached 18.An estimated 14 million girls between the ages of 15 and 19 give birth each year. They are twice as likely to die during pregnancy or childbirth than women in their 20s.Girls who marry between the ages of 10 and 14 are five times as likely to die during pregnancy or childbirth as women in their early 20s. Causes of Child Marriage Child marriage has many causes: cultural, social, economic and religious. In many cases, a mixture of these causes results in the imprisonment of children in marriages without their consent. Poverty: Poor families sell their children into marriage either to settle debts or to make some money and escape the cycle of poverty. Child marriage fosters poverty, however, as it ensures that girls who marry young will not be properly educated or take part in the workforce.Protecting the girls sexuality: In certain cultures, marrying a girl young presumes that the girls sexuality, therefore the girls familys honor, will be protected by ensuring that the girl marries as a virgin. The imposition of family honor on a girls individuality, in essence, robbing the girl of her honor and dignity, undermines the credibility of family honor and instead underscores the presumed protections actual aim: to control the girl.Gender discrimination: Child marriage is a product of cultures that devalue women and girls and discriminate against them. The discrimination, according to a UNICEF report on Child Marriage and the Law, often manifests itself in the form of domestic violence, marital rape, a nd deprivation of food, lack of access to information, education, healthcare, and general impediments to mobility. Inadequate laws: Many countries such as Pakistan have laws against child marriage. The laws are not enforced. In Afghanistan, a new law was written into the countrys code enabling Shiite, or Hazara, communities to impose their own form of family lawincluding permitting child marriage.​Trafficking: Poor families are tempted to sell their girls not just into marriage, but into prostitution, as the transaction enables large sums of money to change hands. Individual Rights Denied by Child Marriage The Convention on the Rights of the Child is designed to guarantee certain individual rightswhich are abused by early marriage. Rights undermined or lost by children forced to marry early are: The right to an education.The right to be protected from physical and mental violence, injury or abuse, including sexual abuse, rape, and sexual exploitation.The right to the enjoyment of the highest attainable standard of health.The right to rest and leisure, and to participate freely in cultural life.The right to not be separated from parents against the childs will.The right to protection against all forms of exploitation affecting any aspect of the child’s welfare.The right to eventual employment. Case Study: A Child Bride Speaks The 2006 Nepal Report on Child Marriage includes the following testimony from a child bride: I was married to a nine-year-old boy when I was three. At that point of time, I was unaware of marriages. I dont even remember my marriage event. I just remember that as I was too young and was unable to walk and they had to carry me and bring me over to their place. Getting married at an early age, I was destined to suffer a lot of hardships. I had to carry water in a small clay-pot in the mornings. I had to sweep and swap the floor every day. Those were the days when I wanted to eat good food and wear pretty clothes. I used to feel very hungry, but I had to be satisfied with the amount of food that I was provided. I never got to eat enough. I sometimes secretly ate corns, soybeans, etc that used to grow in the field. And if I was caught eating, my in-laws and husband would beat me up accusing me of stealing from the field and eating. Sometimes the villagers used to give me food and if my husband and in-laws found out, they used to beat me up accusing me of stealing food from the house. They used to give me one black blouse and a cotton sari torn into two pieces. I had to wear these for two years. Never did I get other accessories like petticoats, belts etc. When my saris got torn, I used to patch them up and continue wearing them. My husband married three times after me. At present, he lives with his youngest wife. Since I married at an early age, early child-delivery was inevitable. As a result, I now have severe back problems. I used to weep a lot and consequently, I faced problems with my eyes and had to undergo an eye operation. I often think that if I had the power to think like I do now, I would never go to that house. I also wish I had not given birth to any children. Retrospective sufferings make me wish not to see my husband again. Nevertheless, I do not want him to die because I dont want to lose my marital status.

RESEARCH METHODOLOGY 1 (MA EDUCATION) - EVIDENCE FROM A CRITICAL Essay

RESEARCH METHODOLOGY 1 (MA EDUCATION) - EVIDENCE FROM A CRITICAL APPRAISAL OF AN APPROPRIATE PUBLISHED RESARCH PAPER - Essay Example ary was a one which had an intercept, a linear growth rate term and a quadratic term (level 1) and had maternal lexical input, language and literacy skills and depression as the significant predictors (level 2). The observed variation was positively related to diversity of maternal lexical input and maternal language and literacy skills, and negatively related to maternal depression. Maternal talkativeness was not related to growth in children’s’ vocabulary production in the study sample. Finally, the authors discuss the implications of the examination of longitudinal data from this relatively large sample of low-income families. 2. Are the rates of change in children’s observed vocabulary production related to maternal communicative input, maternal education, maternal language and literacy skills, or maternal depression, controlling for child gender and birth order, maternal age, family income, and family participation in an intervention program? CES-D: The Centre for Epidemiologic Studies –Depression (CES –D; Radloff, 1977) scale, on which adults rate on a 4-point scale the frequency with which they have recently experienced 20 depressive symptoms Child Abuse Potential: An inventory was designed primarily as a screening tool for the detection of physical child abuse by protective services workers in their investigations of reported child abuse cases (Milner, 1986) CHILDES: Child Language Data Exchange System (CHILDES; MacWhinney, 2000) is a system of transcribing, coding and storing information pertaining to communication in children, notably in the form of words and gestures Early head start: A program within Head Start that promotes healthy prenatal outcomes, promotes healthy family functioning, and strengthens the development of infants and toddlers beginning as young as newborn infants. Individual growth modelling: This is a statistical method of analyzing data by fitting the data to various candidate models, represented as growth equations.

Why I desire to become a nurse practitioner Essay

Why I desire to become a nurse practitioner - Essay Example It also has plenty of oppurtunities today for specialization and career advancements. Nursing requires life-long learning as new challenges confront the medical profession everyday. Hence, I am committed to go in for advanced education and training in the diagnosis and management of common medical conditions including chronic illnesses. I would thus be able to provide a broad range of service as do physicians. I feel committed to it and I would maintain close working relations with the physicians. Nursing involves working with people and I have always been good at it. I love interacting with people. Besides, I have compassion for people and I feel overwhelmed when patients are unable to pay the medical bills. I love holistic healing and would encourage the patients to draw upon their inner strength; I would them motivate to learn to heal themselves. As a Nurse Practitioner (NP) I would be able to suggest less expensive treatment and inform them about health care. Perhaps I owe these qualities to my mom, because it seems to run in the family. I know being a NP requires individualized care. Prevention, wellness, and patient education have to be top priorities. Experiences, frustrations and contentment, which I can clearly see on my mom and brother’s face, urge me to move ahead in the profession. Each day comes with a new challenge and requires the skills for strong decision-making (SMC). There are ongoing changes in nursing and the healthcare system. It is demanding on the family life too but in nursing one never gets bored. It is a respectable and a noble profession too despite long hours, emotional load and the health care risks. As a NP I would require tremendous amount of patience, listening skills, I would have to do a lot of counseling, diagnosing and treating acute illnesses. As a NP I would have to deal with the patient’s family and even suggest lifestyle and environment changes. In

John Steinbeck Essay Example for Free

John Steinbeck Essay Comparison between the portrayal of women in The Ostler by Wilkie Collins and in Of Mice And Men by John Steinbeck In both the stories The Ostler by Wilkie Collins and Of Mice And Men by John Steinbeck the authors have used the females, who are Rebecca in The Ostler and Curleys wife in Of Mice and Men to play important roles in developing the plot. Both of them considerably shape and alter the lives of those other characters around them. In The Ostler Rebecca is a young lady who meets Isaac and later marries him. She totally changes his life. However she has a darker side and later plots to kill him leaving Isaac living in fear for his life. Similarly in Of Mice and Men Curleys wife ends up causing the death of one of the principal characters, Lennie. So we can see that in both stories the women either threaten or cause the death of a main character. Both the stories were written some time ago, the Ostler being the older of the two, written in 1855. So the Ostler was set in the Victorian age. We know that in the Victorian age there were little opportunities for unmarried women. Rebecca is a good example of this. Before she met Isaac she was dependant on drugs. This is suggested on page 11 when Isaac meets Rebecca in the Chemists whilst he is buying medicine for his mother. The chemist said Its my opinion theres something wrong with her. Shes been asking for Laudanum to put on a bad tooth Its a case of suicide, sir, if ever there was one yet. Of Mice and Men was set in the great depression in America. Still there was little opportunity for women and most were unfairly treated. Curleys wife is portrayed as a lonely, isolated character who longs to be free from the tight reigns of her husband Curley. She spends much of her time flirting with the other men on the ranch, hungry for conversation. So in both stories the writers have portrayed the women as unfairly treated. Whether it was one of their aims to make their readers aware of the situation or whether the suggestion is just through their realistic reflection on the society they lived in we cannot tell. Although I wouldnt say that a strong emphasis is placed on the treatment of women and therefore I would argue that it was not their target but just one consequence of the story line. Rebecca is first introduced to us in the fourth paragraph on the first page, although we dont know who she is at that point. A detailed description is given of her, but she is not named. Light grey eyes and a droop in the left eyelid Flaxen hair with a gold streak in it Fair, white arms with a down in the little ladys hands, with a reddish look under the fingernails However after this description which Isaac is telling us in his sleep, then has a narrative signpost suggesting that this women is trouble. and the knife always the cursed knife first on one side, then on the other. It is suggested that there will be murder in the story and conveys a horror genre, a style very popular at that time. Similarly, In Of Mice and Men Curleys wife looks are portrayed as dangerous. Although we haer a description of Rebecca, it is only a feature of Isaacs nightmare. The same decription of Rebecca is then repeated when Isaac returns home to his mother and tells her of his dream. His mother writes the details down so that she doesnt forget them. His mother seems to be a suspicious women who believes the dream had a deeper significance and that it was a prophecy that Isaac would one day be killed by the women of the dream. It isnt until some time later, when his mother falls ill and he goes to the chemist, that he meets a lady who we find is called Rebecca, although Isaac doesnt recognize her from his dream. He thinks she will commit suicide so in an attempt to prevent her taking her life and also because he is strangely attracted to her, he plans to marry her. When he introduces Rebecca his mother recognizes her to be the women of the dream and tries to call off the marriage. However the marriage goes ahead. So you can see what a big part her looks played. It was her looks that first caused conflict in the marriage. Rebecca, who is upset that Isaacs mother, Mrs. Scatchard, does not like her, tries to be friendly towards his mother. However the relationship between Isaac and Rebecca deteriorates and when Isaac discovers Rebecca has bought a new knife, one like that of the dream and demands that he keeps the knife. This further upsets Rebecca and they get into a fight and she leaves. Isaac lived in fear wondering if she return and try to kill him like in the dream. He takes precautions to protect himself. Then one day she returns and tries to kill him. So he leaves. From that day forward he lived in fear.

Essay --

MEDIATION ANALYSIS ESSAY – 1994-95 MAJOR BASEBALL LEAGUE STRIKE MSgt ANGELA SANDERS AIR FORCE SENIOR NONCOMMISSIONED OFFICER ACADEMY DECEMBER 2, 2014 INSTRUCTOR: SMSgt THOMAS HOLMES How could baseball team owners lose $580 million in revenue and baseball players lose $230 million in salary pay in one year? The 1994-95 Major Baseball League 232 day strike lead to millions of dollars lost and millions of fans frustrated by what they say was an act of war. The mediation between Major League Baseball team owners and baseball players was ineffective in delivering a bargaining agreement that would protect the players from being used by the owners for the benefit of their businesses. First, I will provide some background information about the baseball strike followed by cross cultural competence factors and how they affected the event. Next, we will look at the negotiation factors that will include the TIPO model and negotiation strategies. Finally, I will give some highlights and effects of the mediation process. Now, let's look at one of the most famous baseball strikes of all times. The 1994-95 baseball strike was the fourth strike in 22 years and has been known as the worst strike in sports history. The major impact was approximately 948 games canceled along with the World Series resulting in millions of dollars lost. Team owners proposed a salary cap agreement to the players due to difficult financial situations the league was experiencing. The owners said that teams needed to share broadcasting revenues to make it equal amongst the teams to prevent market clubs from falling. This meant that smaller teams would not lose their bigger players to teams that c... ...iation factors. We learned that the selfishness of one person or group of people can have a major ripple effect on other things. Sometimes not fast forwarding and looking into the future of effects are not realize until it actually takes place. Unfortunately, in this situation that is exactly what happened and effected an entire nation. REFERENCES Source A 1994–95 Major League Baseball strike. (2013, November 9). In Wikipedia, The Free Encyclopedia. Retrieved 17:14, November 29, 2013, from http://en.wikipedia.org/w/index.php?title=1994%E2%80%9395_Major_League_Baseball_strike&oldid=580905114 Source B Federal Mediation and Conciliation Services. (2013, November 29). In Federal Mediation and Conciliation Services, Collective Bargaining. Retrieved 11:08, November 29, 2013 from http://www.fmcs.gov/internet/searchResults.asp?categoryID=81

Economics of Organizations Essay

Introduction Coca-Cola is one of the world largest beverage companies in the world. The company offers its consumers with more than 500 sparkling and still brands.   The company is best known for its flagship invention of the product coca-cola which was invented in the in 1886 John stitch Pemberton. The management of the company has committed efforts toward ensuring that the company continues to offer quality products to its consumers. The company has managed to grow and expand where it now operates in over 200 countries worldwide with a customer base of approximately 1.7 billion. In this case the coca cola company mainly produces the syrup concentrate, which is later sold to the various bottlers company worldwide. The company has engaged into many corporate social responsibility projects globally (CSR).   The CSR projects are economically important to the company as they improve business relation between the management and the stakeholders.   The company has established numerous globalization policies which are in line with the company mission to refresh the world both in the body and in the spirit. In addition, the management of the company aims at ensuring that the company create value and make a difference everywhere they engage.   Most importantly, the company also aims at ensuring that they introduce brand that help to satisfy the needs of all people. The company has been one of the most prominent companies in the beverage industry worldwide. Corporate Social Responsibility Coca-Cola operates in more than 200 countries globally.   Ultimately, there is need for the company to engage in many activities which have economic benefit to the communities around their business. Ultimately, organizations are expected to observe economic components that are they should conduct their business in such a way that they are consistent maximizing earnings per share (Asongu 84). Coca-cola is not unexceptional, hence the company should determine perfectly how they conduct their business so that to remain in the competitive edge hence maximizing the amount of profits they make.   It is economically important to for companies in this sector should ensure that they maintain strong but health competitions for a common objective of the shareholders.   Evidently, the only possible means to maintain a healthy relationship with the stakeholders is by engaging them through corporate social responsibilities projects (Asongu 84).   In addition the company should be defined by its consistent profitability of its total output productivity. The objectives behind the coca-cola company engaging in Corporate Social Responsibility activities it to guarantee sustainability.   Basically, the company bases it operations on the business ethics such as initiating development projects, contribution to training, facilitating economic growth among others (In Idowu 201).   It is evident that is if a company is economically stable it offers many benefits to the shareholders and the larger country in general. For instance, if a company is economically stable it will employ people and it will greatly contribute towards building a stronger economical country.   Coca-cola Company is always keen to ensure it has followed the due process and theories concerning how it operates corporate social responsibility projects or activities. Ultimately, Social responsibility has four dimensions that the company should be socially responsible. These include, legal, economic, voluntary and ethical.   Coca-cola Company is more focused to create profits but should aims to ensure the wellbeing of the society at the same time ensuring the set laws and regulations by the legal systems. Voluntary responsibilities for a company entail the ability of companies to initiate programs and other activities that aims to ensure wellbeing of the surrounding community. In business context, companies which ensure ethics and social responsibility in all levels of their operations are likely to have better outcomes than those which do not ensure social responsibility and ethics. For many years now, coca-cola company has followed and maintained the basic economic rules governing the manner at which Corporate Social Responsibility is carried out.   Many of its activities and programs are long term which has the aim to affirm the sustainability of the company (Idowu & Leal 46).   Basically, the company has established many measures which ensure they are in line with the rules and model. Analysis of the company organizational structure and its modus operandi it is evident that the company has managed to achieve their objectives. This is because the despite the fact that the company is organized into several regions the top management has implemented control measure of ensuring that the company in all the regional groups produce the same brands. According to the report released in 2008 there is an indication that the company is performing stunningly in the corporate responsibility sector.   The most areas which the company performs perfectly are issues concerning water issues carbon dioxide emission and product packaging. Corporate responsibility or sustainability is the key factors for companies to achieve good productivity (Idowu & Leal 46).   Good ethics and social performance go hand in hand in ensuring that the company achieves good performance.   The fact that the company engages in many social corporate responsibility activity helps the company to enhance its brand image and reputation. Evidently, customers habitually are attracted to brands and companies having good reputations in corporate responsibility areas. The tables below show the performance of coca-cola in relation corporate social responsibility activities. In this context, the company uses appropriate social accounting procedures which help the company to handle properly all matters concerning accountability.   The company uses annual audits from credible firms and inspections to ensure success of these programs.   For instance the statistics indicates a positive growth in the green house project footprint. Ultimately, this project has many economic advantages to the people and world in general (Asongu 86). Reduction of green house gases helps to eliminate harmful gases which are the major threats to the economy of all countries in the world. As a matter of fact, Coca Cola Company appears to have good strategies which guarantee long term CSR programs irrespective of the mother country. Conclusion From the above discussion it is evident that, Coca-Cola operates in more than 200 countries globally.   Ultimately, there is need for the company to engage in many activities which have economic benefit to the communities around their business. The fact that the organization more than 500 sparkling and still brands gives it a better chance to engage in many activities which tend to benefit the society where they operate in.   These projects are economically important to both society in general and the company.   Basically, voluntary responsibilities for a company entail the ability of companies to initiate programs and other activities that aims to ensure wellbeing of the surrounding community. In business context, companies which ensure ethics and social responsibility in all levels of their operations are likely to have better outcomes than those which do not ensure social responsibility and ethics References Asongu, J.J. Strategic Corporate Social Responsibility in Practice. Lawrenceville, GA:   Ã‚   Greenview   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Publishing, 2007. Print. Idowu, Samuel O, and Filho W. Leal. Global Practices of Corporate Social Responsibility.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Berlin: Springer   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Berlin, 2008. Print. Idowu, Samuel O. Professionals Perspectives of Corporate Social Responsibility. , 2009. Print.

Lesson Plans and Lesson Presentations

Lesson 1Course: World History   Date: Grade level: 9,10,11 Estimated time: 1hour 30 minutes Topic:   The beginning of the WWII Arizona State Standards: Bell Work:Do you know what war is considered to be the greatest tragedy of all nations?Do you agree wiyh this definition? Why or why not?How do you personally feel about WWII?Anticipatory Set: (Motivation)The students are shown 5 minute video stating the losses that the world in general and the US in particular had to suffer after the WWII.Lesson Objective:Students will be able to identify:The causes of the WWII; Main participants; The start of the war. Students will be able to write at least 2 main dates in the history of WWII.The students will be able to form their own opinion who was the initiator of the war and how it could be avoided, if could at all.The main conceptual objective is to make students critically think and analyse historical events.Lesson Overview/Procedure:The teacher asks the students to remember what had happened after the WWI and what specific treaties were signed. Then he/she leads active discussion about Versailles Treaty, its positive and negative sides. In advance, the teacher gives an individual task for three students to prepare an overview of economic and political situation in postwar Germany, Italy, and Japan respectively. After that, the class is divided into 5 groups representing five countries (regions): Germany, Italy, Japan, former USSR plus Western Europe, and the USA. All of these groups are given 7 minutes to prepare their possible reasons to be engaged in the war.When all of the reasons are announced, the teacher summarizes them and writes down the correct ones on the blackboard. Then the teacher asks one student (voluntarily) to identify key participants of the war, and again writes them on the blackboard. At this time another student is asked to show these countries on the map, pointing specifically at the territories they aspire to gain after the war. All this takes 40-45 minutes. After that the teacher initiates the topic about Moscow conference and invites three students to represent Molotov, Ribbentrop and Churchil l. The teacher asks students to defend the interests of their countries (USSR, Germany and Britain respectively), and the rest of the class should be willing to help. When the discussion is over, the teacher reveals the secret Molotov-Ribbentrop Pact and explains its importance in the world history. After that he/she makes a short overview of the first military actions that signified the start of the WWII. Along with students he/she writes down the main dates:Hitler’s party foundation; Moscow conference; Molotov-Ribbentrop secret Pact; The official start of the WWII. Closure:The teacher gives the students a short quiz summarizing the key points of the lesson. In order to avoid students fear and resentment, he/she allows them to use their notes to answer the questions. When they are done, the teacher tells the correct answers and asks the students to check their own work. Only the good grades are fixed. However, the teacher warns that next time all the marks (both good and bad will be put).Extension/Fast finishers:For those who finishes quiz quickly, the teacher asks to fill in the table stating:The reasons of the war for specific countries; Country’s prominent political leaders; Country’s interest in the war. Each fast finisher gets a separate country. The teacher could check the assignment during the class (if there is enough time or prepare them for the next one).Assessment/Evaluation:The teacher refers to the objectives attained as the result of the lesson. Then, he points that in order to develop further students’ critical thinking skills he assigns the following homework. He/she also might ask students how they liked the interactive games and dialogues in order to evaluate the effectiveness of such method of teaching.Individual Student Practice:To write a two page essay expressing own opinion about what parties were guilty and why, and how the war could be possibly avoided, if could be at all.Teacher Reflection & References:1. Breuer B. â€Å"Deceptions of WWII† Wiley: New York, 20012. Morton L. â€Å"Targeting the World War II Generation† In Public Relations Quarterly. Vol.: 49., 20043. O’Brien K. â€Å"The Home-Front War: World War II and American Society† Greenwood Press: Westport, CT, 1995Materials List: textbook, notebook, hand map, pens/pencilsLesson 2Course: American History   Date: Grade level: 11 Estimated time: 1hour 30 minutes Topic:   Veteran’s Day Arizona State Standards:Bell Work:Do any of you have grandparents who survived the WWII?Did your relatives participate in any other American war?What does it mean to them? Did they share the memories?Anticipatory Set: (Motivation)Can you count all people you know that have taken part in any American war? Do you consider them heroes? Can you write just one sentence for them to tell or to send as a message to thank for their effort at this glorifying date — Veteran’s Day.Lesson Objective:Students wi ll be able to identify all the significant events in the US history involving wars.Students will be able recall the history of the Veteran’s Day holiday.Students will define the significance of the holiday for present and future generations.Lesson Overview/Procedure:The teacher asks the students to recall the major events in the US history, which involved military actions. He writes them all on the blackboard. Then the teacher invites one student to put those events/wars in the chronological order. When the student is done, the teacher together with the rest of the class checks the assignment. The teacher asks the student to choose four major American wars and divides the class into four groups accordingly.Each group is given 10 minutes to prepare a short report about the war (everything they know) including the memories of their relatives about the event (for instance, about the WWII). If possible, it is useful to provide each group with one laptop in order for them to make power point presentation. Then each group presents their overview and exchanges the opinion. Basically, the teacher doesn’t intrude, but just direct the discussion and control the time. When the discussion is over, the teacher tells who played a significant role founding the Veteran’s Day as it is. In advance, the teacher also arranges for one veteran of WWII to come to the class and share the experience. The teacher leaves 15-20 minutes for this veteran to share his experience. Extension/Fast finishers:For the group that makes presentation fast, the teacher prepares a statistical information about how many veterans there are in the USA, in what regions etc. He/she asks the group to get familiar with the information and to present it for additional mark. Another possible task is to write the slogans glorifying the courage of those participated in the war. After the writings are done, the big board should be hang on the blackboard.Closure:At the end of the class the tea cher collects the writings with greetings and wishes that students made at the beginning of the lesson and gives them to the veteran invited. He also gives the task for three students to prepare one war poem and learn it by heart. The end of the class is signified by reading of these three poems.Assessment/Evaluation:The teacher encourages the student to say a few words about the significance of the Veteran’s Day for them personally and for future generations. He asks the students to greet their relatives and other people they know who participated in the War.Individual Student Practice:The teacher asks to research the history of the Veteran’s day and prepare a detailed plan stating the main branches of the Veteran’s Day development.Teacher Reflection & References:1. Veteran’s day. Available: http://www.infoplease.com/spot/veteransday1.html2. The History of Veteran’s day. Oct. 3, 2003. Available: http://www.army.mil/cmh-pg/faq/vetsday/vetshist.htm3 . Adrian G. â€Å"The Silence of Memory: Armistice Day, 1919-1946† Berg: Oxford, 1994 Materials List: notebooks, separate sheet of paper, pen/pencil, laptop (if available)

Comparing Hinduism and Buddhism †World Religion Essay

Comparing Hinduism and Buddhism – World Religion Essay Free Online Research Papers Comparing Hinduism and Buddhism World Religion Essay In the world today there are many different world religions and also smaller divisions of belief which are based on certain philosophies. There are three major religious belief in the world today. The largest two of these three are Christianity and Judism. Hinduism is the third largest world religion which is mainly confined in India. Within this third main religion, we can find almost any form of religion from simple animism to elaborate philosophical systems. Derived from Hinduism, Buddhism is one of the intensely studied beliefs. Buddhism is considered another world religion but it is mainly a form of philosophy. Hinduism and Buddhism are both world religions but their differences and similarities are extensive. Hinduism, to some extent, can be called the melting pot of religions. It has met the challenge of other religions by absorbing them and their practices and beliefs into the mainstream of Hindu religious _expression. Hinduism is the most complex, diverse, and tolerant of the world’s religions. Its history is long and diverse and has evolved over the centuries. In the second millennium B.C., the Aryans (noble ones) invaded the Indus valley from Persia. There were wandering nomads who spoke an Indo-European language which became the basis for Sanskit (early language of India). Many different dialects later derived from Sanskit. The early Aryan society developed into three main socio-economiv classes. The priests or Brahmins became the ruling class, the tribal chieftans and their warriors or Kshatriyas were next in line, and lastly, came the commoners and merchants or Vaishyas. A fourth group, made up of pre-Aryan people or Shudras, were at the bottom of society. Eventually, these separate groups developed into a religious supported caste system. With the changing of the different groups of people and the changing of the dialect in Sanskit, the Hindu religion changed since the translating into the different dialects cause wording differences. The change in language altered the religion although the main beliefs and philosophies remained the same or similar to the original. The sacred scriptures of Hinduism are the Vedas. There are four basic Vedic books and they are the Rig-Veda, the Yajur-Veda, the Sama-Veda, and the Atharva-Veda. Each of these books is divided into four parts which contains the hymns to the gods (Mantras), a section of ritual materials (Brahmanas), a section of guidance for hermits (Aranyakas), and a fourth section of philosophical treatises (Upanishads). The Mantra and Brahmana sections are the oldest materials with the Aranyakas and Upanishads added later. The Vedic literature further evolved during the classical period of Hinduism. The fourth book, the Upanishads, forms the basis of Hindu philosophy. The Upanishads is the ground work of Hindu beliefs. The Hindu belief states that there is one reality, the impersonal god-being called Brahman. All things and beings are an _expression of Brahman and everything in the world and experience which is not Brahman is illusion (maya) ( Sprunger, 1). This means that all phenomenal existence (pleasure, worldly success, wealth) is illusion arising from ignorance of the true nature of reality. Those who then continue this ignorance are bound to live by the law of karma (cause and effect) which keeps them endlessly in the cycle of birth, life, death, and rebirth. When man discovers the Path of Desire is not fulfilling, he is ready to start on the Path of Renunciation. When he discovers this, he is ready to except his duty to others, family, community, and dedicates himself to a life of service. This is rewarding but he still yearns for infinite being, infinite awareness, and infinite joy (Sprunger, 1). Achieving these ultimatums is not easy and to do so we must realize the basic purpose of life is to pass beyond imperfection. That which is beyond the limitation and imperfections of life can only be found within. This means that underlying our very physical existence and personality is an infinite reservoir of reality. This infinite center of every life (comparable slightly to the soul in other religions), this hidden authentic self or Atman is not less than Brahman, the Godhead. When we detach ourselves from the finite, illusory self and commit ourselves to Atman-Brahman, we can achieve infinite awareness and infinite joy. This philosophy has its basis in the sacrificial, priestly form of worship in Hinduism. It emphasizes meditation as a means of worship and teaches that ignorance is man’s basic plight. Classical Hinduism also produced the ethnical Code of Manu which teaches that the caste system is divinely ordained. The first three castes the Brahmins, the Kshatriyas, and the Vaishayas are â€Å"twice born† people while the Shudras are â€Å"once born† manual laborers. The only way to move upward in the caste system would be by repeated incarnations. Although the caste system is outlawed in contemporary India, the social influences are still strong. The Code of Manu also teaches the various stages through which a man is expected to pass in a successful life: student, householder, hermit, and wandering beggar. These stages of living are only meant solely for â€Å"twice born† men. Women should stay in the home under the protection and control of the chief male in the household. The code also requires the cultivation of pleasantness, knowledge, truthfulness, and non irritability. The killing of a cow is considered among the greatest of sins. Near the end of the classical period of Hinduism, subtle changes gradually appear in Hinduism. Out of the millions of major and minor gods, worship became centered around the Trimurti which includes Brahman, the creator; Shiva, the destroyer; and Vishnu, the preserver. Among this trinity, Brahman receives the least attention. Shiva is the most popular of the three because he is the god of sex and reproduction and appeals to the deprivation experienced by the masses. According to mythology, Vishnu has appeared on earth in nine forms and will come a tenth time to bring the world to an end. Among his appearances are Krishna; Gautama, the Buddha; Matsya, the fish who saved Manu from a great flood; and Christ. The majority of the people of India seek salvation through devotion to the gods while many of the wealthy and educated seek salvation through knowledge. The intellectual Hinduism centers around six systems of philosophy which are Samkhya, Yoga, Mimamsa, Vedanta, Vaiseshika, and Nyana. All six of these philosophies base their claim around the Vedas and all have common themes. The only difference between them is their view of ultimate reality. Jainism and Buddism later began as reform movements in Hinduism and it has absorbed much of their thinking. Buddhism adapted part of its beliefs from Hinduism. Siddhartha Gautama (563-483 BC), or the Enlightened one in Sanskrit, founded Buddhism in India. Although the earliest accounts of his life were not recorded until about three hundred years after his death, the history that is now written is accepted by most Buddhists as being true and forms the model for all Buddhists today. Buddha in itself means â€Å"the enlightened one.† When Siddhartha was an infant, a sage visited the King’s court and made a prophecy that Siddhartha would become either a great ruler like his father if he remained in the palace or if he went out into the world, he would become a Buddha. The King believed that if Siddhartha was exposed to any human misery he would leave his home to seek out the truth. Therefore, the King ordered his subjects to shield Siddhartha from any form of evil or suffering. Despite his father’s attempts to shield his son, Siddhartha ventured outside and observed a leper, a corpse, and an ascetic. From his observations he determined that happiness was an illusion and as soon as his first son was born he left the kingdom on a pilgrimage of inquiry. For six or seven years, he sought communion with the supreme cosmic spirit, first through the teaching of two Brahmin hermits and then in the company of five monks. Despite gaining this knowledge, he did not believe that he had found truth. At this point he discovered the importance of what he called the Middle Way. Instead of denying himself food or sleep or even worldly things like the monks did, he consumed food and did not deny himself worldly things. This angered the monks and Siddhartha decided it was best for him to continue on him pilgrimage. As the story goes, at Gaya in northeast India, he sat at the foot of a fig tree where Mara, the evil one, tried to thwart his becoming the Buddha. After withstanding the temptations from Mara, he received a revelation. He then felt he knew the way to escape the cruel cycle of rebirth and claimed to have discovered the four noble truths (Pativedhanana) and henceforth was the Buddha. He decided he would not retreat into solitude with his knowledge as the monks had done, but instead share his new found knowledge with others. Siddhartha died shortly after consuming poisoned food from a black smith. His followers then convened and created a system of doctrines of this teachings. These were first passed down orally by Buddhist monks for many generations. In 80 BC, Buddhist scribes finally compiled the teachings of the Buddha on paper, which became the Pali Canon, also called the Triptaka. These teachings contained the rules of conduct, methods of spiritual attainment, and the ethics taught by the Buddha. Buddhism is based on the â€Å"Wheel of the Law.† Contrary to the Hindu cast system which you could only move through by incarnation, the Buddhists recruited disciples from all castes. According to Buddha, nirvana, or deliverance from suffering, is extended to everyone who strictly obeys the laws of monastic life. It was believed however, that the cast system was important for the framework of temporal life. The Buddha rejected subservience of any kind to a supreme God and denied belief in an eternal self. While he still did believe that karma would determine the kind of rebirth and quality of life one would have at rebirth, he didn’t believe it was a self or soul that was reborn. He taught instead that there is a rearrangement of the elements of a person’s identity, which are called â€Å"self.† The new elf is then comprised of the same parts. The Brahmins of India taught that nirvana was attained when the soul becomes one with the Universal soul, Buddha held that nirvana is actually the termination of rebirths. That means that once Nirvana is achieved you are â€Å"done† and cease to exist. Buddha also believed that we are temporal creations born to lives of sorrow and suffering. This suffering is a result of selfish desires that chain people to the wheel of insubstantial impermanent things. Thus, living according to the Dharma will help one eliminate these desires and then it leads you to Nirvana. According to Buddha, the way to deliverance is summed up in four noble truths. The first is the universality of suffering which means that we suffer sorrow until deliverance is achieved. Then the origin of suffering says that suffering is caused by the false desires of the senses that have been deceived into clinging to the impermanent world. The quest for immortality further aggravates human suffering. The third i s overcoming of suffering which states that if the desire that causes suffering is suppressed, abandoned, or rejected this would nullify the effects. The last way to achieve deliverance is the way leading to the suppression of suffering. The noble eightfold path is a sacred path with eight called right views of understanding, right aspirations, right speech, right conduct or action, right livelihood, right effort or endeavor, right mind control or concentration, and right mindfulness. These are all different dimension of a total way of life. While Buddha did not deny the existence of gods, he taught that the worship of gods obstructed one’s quest for nirvana. From the eighteen schools of Buddhist teaching, three major branches of Buddhism eventually formed which are the Theravada (the doctrine of elders), the Mahayana (the Great Wheel), and the Vajrayana (the Diamond Vehicle). These groups make up the Buddhist community and the Buddha, the Dharma, and the Sangha are known as the â€Å"Three Jewels† of Buddhism. Although Hinduism and Buddhism are considered world religions, they are very different in many ways. Hinduism teaches that there are gods that need to be respected but Buddhism does not teach that praising a godly figure will get you any closer to the deliverance that is the main goal of Buddhism. Hinduism also teaches that one is reborn and the way your life is lived now can influence you in your next life based on the teaching of karma. Buddhism teaches that you are not reborn but that you must strive for the ultimate goal which is nirvana. In the teachings of Buddhism, you are not reborn but merely cease to exist once nirvana is reached. The three major groups of Buddism, the Buddha, the Dharma, and the Sangha could be compared to the Trimurti which are all greatly worships. Hinduism respects the gods and Buddhism respects the three main teachings. Both religions greatly respect the giving of one’s self to the purpose of reaching personal salvation through either bett ering your standing in the next life as in Hinduism or reaching nirvana as in Buddism. Hinduism and Buddism are similar in that they both require the search for reality and the highest truth. Research Papers on Comparing Hinduism and Buddhism - World Religion EssayCanaanite Influence on the Early Israelite ReligionGenetic EngineeringComparison: Letter from Birmingham and CritoAssess the importance of Nationalism 1815-1850 EuropeRelationship between Media Coverage and Social andPETSTEL analysis of IndiaAnalysis Of A Cosmetics Advertisement19 Century Society: A Deeply Divided EraEffects of Television Violence on ChildrenMarketing of Lifeboy Soap A Unilever Product

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