Blood Is Essential For Efficient And Effective Bodily...

Blood is essential to efficient and effective bodily function. Our whole blood is composed of many different substance this include red blood cells, platelets, plasma, and even coagulation factors and oxygen. The red blood cells are comprised of hemoglobin which in essence oxygen-carrying protein of blood. Due to its presence throughout the body disorders of the blood become systemic. As defined by the Centers for Disease Control and Prevention, Hemoglobinopathies are blood disorders and diseases that affect red blood cells. The presence of pathogens/disease with blood has an overall detrimental effects on health. The only way to become a patient of infected with a hemoglobinopathy is by being predisposed to the disease though genetics.†¦show more content†¦There are five main types of Malaria are P. falciparum (the most fatal and common), P. vivax, P. ovale, P. malariae and P. knowlesi (â€Å"What is Malaria†, 2016). This parasitic infection is characterized upon i nfection by signs and symptoms such as fever, chills, headache, myalgia, fatigue, nausea, vomiting, and diarrhea, anemia and even jaundice (Singh et al., 2016).If not promptly treated, the infection can become severe and may cause kidney failure, seizures, mental confusion, coma, and death (Singh et al., 2016). Malaria is transmitted by the mosquito bite of a female Anopheles misquoted during a blood meal. Once this bite occurred there are two separate life cycle that proceed because Malaria is transmitted through previous blood meal taken from an infected person, this is why the lifecycle of Malaria in two different host come from. In the first blood meal and infected female Anopheles bites a human and in the process expels sporozoites into the human which travel directly to the liver and consequently infecting liver cells (Hahn Pottinger, 2016).. Within the liver cells the sporozoites develop into schizonts which eventually mature into merozoites. Eventually the proliferation of merozoites causes the liver cells to rupture and release merzoites into the blood stream. These meroziotes then attack red blood cells within the body,

The Crucible with Related Text - 865 Words

Belonging can be defined as the process of the association with the human race as socially active characters. It is part of the human condition which represents the need for security, safety and acceptance. An aspect of belonging such as isolation can be associated with the concept of belonging, as not belonging is a reciprocal process of belonging. Belonging allows for the authentication of characters through the formation of identity and connections. Belonging is the human need for wellbeing, acceptance and social security. One belongs to a group, a family, a unit, and one can also be isolated from groups and rejected from communities. Through analysis of The Crucible by Arthur Miller and the feature article, A Dangerous mind offers an†¦show more content†¦She has no power, possession, belonging, or respect. She is an outcast who desires to belong as shown by Miller through the emotionally charged plea of Abigail â€Å"I am a good girl, a proper girl! She made me do it!† .It is with great dramatic irony that the same child whom attains belonging by accusing others would ask Danforth â€Å"Let you beware Mr Danforth. Think you be so mighty that the power of hell may not turn your wits?† This is demonstrating both dramatic and verbal irony of her actions and the establishments of her ignorance. On the other hand Danforth is the personified symbol of rigid social bonds. He calls out to Goody Nurse â€Å"Do yo u know who I am? Mrs. Nurse† showcasing how his place in society calls for respect and power. His statement of oppressive power over those who belong to his address is further reflected in his parable â€Å"Hang them high over the town, who weeps for these, weeps for corruption.† Suggesting that his power holds hostage over the belonging of those who may rebel, thus showing the power of belonging in creating identities and the human need for acceptance and security. The Crucible is a reflection of how society treats those who belong and those who do not, and the community of Salem echoes the obsession with prejudgment in today’s societies, thus resulting in a characters tendency to either belong or not belong. The text that reflects these notions of belonging is the feature article, AShow MoreRelatedThe Crucible; Belonging and Identity. Pans Labyrinth and the Company of Wolves as Related Texts1999 Words   |  8 PagesThe Crucible Discussion Notes. One’s belonging will always be entrenched in the ‘belonging’ established by another group; regardless of whether or not you wish to be a part of such a group. That is to say, even if it is your aim to find your sense of belonging totally outside of another group, the course of action required to achieve this belonging through not belonging will be influenced by the sense of belonging established by the group; in your wish to contrast that belonging. A less convolutedRead MoreThe Crucible Compare And Contrast Essay1137 Words   |  5 PagesThe Crucible is play by Arthur Miller, made in 1953 and it is about a fictional story of The Salem witch trials that occurred in the late 1600’s. The film, The Crucible, was made in 1996, directed by Nicholas Hytner, and was made to show Millers work on the big screen so it could appeal to the new generation. The film and the text, The Crucible, have numerous similarities, yet in addition the movie will give you a better understanding of Arthur Millers work. Characterization in the play and inRead MoreThe Crucible By Arthur Miller771 Words   |  4 Pagescircumstances test are mental strength and how strong our morals are. In Arthur Miller s, The Crucible, several characters in Salem, Massachusetts were tested internally by the Witch Trials. In his play he uses examples of how difficult situations can bring out a person s true self. Using the word crucible has a significance between the characters and title since the definition is a severe trial. In The Crucible John Proctor, Rebecca Nurse, and Giles Corey are characters who illustrate being tested duringRead MoreThe Crucible By Arthur Miller985 Words   |  4 Pagescircumstances test are mental strength and how strong our morals are. In Arthur Miller s, The Crucible, several characters in Salem, Massachusetts were tested internally by the Witch Trials. In his play he uses examples of how tough situations can bring out a person s true self. Using the word crucible has a significance be tween the characters and title since the definition is a severe trial. In The Crucible John Proctor, Rebecca Nurse, and Giles Corey are characters who illustrate being tested byRead MoreA Reflection On The Assessment Of Leadership And Collaboration1666 Words   |  7 Pages Morgan also likes to pause the film to give â€Å"footnote† information or background material of information the students have prior knowledge of; one example being the Salem Witch Trails and how those events inspired the events taking place in The Crucible. An educator should use multiple methods of assessment to provide insight into student growth by allowing self-evaluation and self-reflection on their personal effectiveness as an educator. Assessment and reflection will benefit theRead Moredead poets society Essay1610 Words   |  7 Pagesenrich or limit their experience of belonging† Discuss this view with detailed reference to your prescribed text at least ONE other related text of your own choosing. An individual’s interaction can indeed enrich or limit one’s experience of belonging, as belonging is one of the essential needs of any human being. Belonging can be seen in the prescribed text of Arthur Miller’s The Crucible, Peter Weir’s Dead Poets Society Nathaniel Hawthorne’s The Scarlet Letter, where the central charactersRead MoreThe Crucible Essay1784 Words   |  8 Pages------------------------------------------------- THE CRUCIBLE ESSAY ‘The Crucible’ written by Arthur Miller and my related material ‘Happy Feet’ by George Miller is true to this statement â€Å"Understanding nourishes belonging†¦a lack of understanding prevents it† that represents the interpretation of belonging. To define belong is to have the correct personal and social assets to be a member of a particular group or it could be to fit a particular environment. By a sense of place, people youRead MoreEssay about Senator Joseph McCarthy and Communism1192 Words   |  5 PagesJoseph McCarthy had a bigger role in American history than strictly related to his politics. The hunts McCarthy led for nonexistent Communists were referred to as witch hunts, just as Salem had tried at the end of the 20th century to find a characteristic in a person that just wasn’t there. This very concept, as well as fear of being accused a communist himself if he outwardly opposed, caused Arthur Miller to write â€Å"The Crucible† to compare the unjust treatment on the American people during the realRead Moreâ€Å"Red Alert Is The Colour Of Panic. Elevated To The Point1704 Words   |  7 Pagesaudience the feeling of what it is like to be in the middle of mass hysteria and trying to escape that life. Just as people felt During the Cold War and the Salem Witch Trials. The Crucible takes place in Salem, Massachusetts when he wrote the play in 1953 during the Cold War between the United States and Russia. The Crucible presents an allegory for events in contemporary America. Miller proves that when you plant a seed of lies it will begin to grow and cause mass hysteria allowing everything to snowballRead MoreThe Crucible By Arthur Miller Essay2387 Words   |  10 PagesIn the literary piece, â€Å"The Crucible†, we are able to analyze the play with multiple theories or lenses, The play, which was written in the 1956 by Arthur Miller, is a play full of lust, passion, and lies. It all started when a small village which was once all about religion and simplicity and became a one stop ride to hell and eternal hanging. Tituba, Abigail, and the others were originally caught dancing and evoking the devil himself by Reverend Parris. Hysteria was what Parris originally reported

The Concept of Learning Autonomy Free Essays

string(59) " accessible platform for this kind of autonomous learning\." Abstract An exploration of the theoretical aspect of learning or learner autonomy must include a fundamental examination of the underlying theoretical aspects of autonomy generally. This will be evaluated in light of the expected outcomes of teaching and the particular advantages of this strategy towards teaching. Through this examination, it will be analyzed concluding that with proper guidance and the provision of a strong framework in which to learn, the internal and external aspects of learning autonomy can be achieved. We will write a custom essay sample on The Concept of Learning Autonomy or any similar topic only for you Order Now Despite there being a large emphasis or reliance on the students to be responsible for their own autonomy, it is shown that this still can be achieved in the absence of conscious learner involvement with the process through carefully selected teaching approaches and methods. Introduction The idea of autonomy in teaching language is an import from other non-linguistic disciplines such as psychology and education, and is not a traditional theory of teaching (Benson, 2009). It represents a shift away from traditional teaching and learning methods and in a way is more focused on learner output and the value of skills over knowledge. The concept of autonomy is inextricably linked to other advances in the learning environment such as technology and a new move towards adult education and training. It is important to distinguish between learner autonomy in a second language learning environment and autonomy in a native language learning environment. The development of learner autonomy in this sense does not include native language speakers that are autonomous in the sense that they have a solid foundation for the language making it easier to develop their skills, because they know how to do this. It is also important to note that this development will be examined in the cont ext of institutions and not in terms of ‘self-help’ methods. There is a strong interdependence between learners and teachers for the development of learning autonomy, as to this end institutional context is highly relevant as there is a mutual co-operation necessary for the success of these learning strategies. The role of the teacher in learner autonomy is absolutely vital as they represent a motivating factor, making the learner willing to assume more responsibility for their studies, however simultaneous providing them with the capacity to do so. The central thesis of this paper will examine the concept of learning autonomy and the role that both educators and learners play in this development. Furthermore, the potential advantages and pitfalls will be considered in relation to these with recommendations as to the development and implementation of these strategies in a learning environment. It is important to bear in mind the goals or expected educational outcomes in this evaluative process as it is necessary to understand what one is trying to achieve before determining the most effective ways of doing so. The Concept of Learning Autonomy The concept of learner autonomy is interrelated to the concepts of personal autonomies and freedoms (Lamb, 2008). The concept of personal autonomy is a general idea that one should have freedom to direct the course of one’s own life. This has internal and external aspects which require a certain freedom from constraint. The internal aspect requires the development of certain psychological characteristics to allow the flow of autonomy, whilst the external refers to the provision of an environment that allows a meaningful opportunity for autonomy. Lamb considers this idea of personal autonomy to be the fundamental basis on which learner autonomy exists (2008; 18). There are two different perspectives on autonomy in teaching, namely the teachers perspective and the learners perspective. The teacher’s perspective embodies the idea of a situational freedom in the learning environment. One could argue that this is the external aspect of personal autonomy, in other words being given the freedom to direct one’s own learning. The learner perspective on the other hand is more focused on the capacity of learners of direct their learning. Therefore, learner autonomy encompasses both empowering learners through knowledge to be able to give them the independence to further their own language skills and allowing them to do so by providing the correct institutional support and guidance. This is the philosophical basis for learner autonomy and through understanding this aims of learner autonomy, one can evaluate it in a broader context based on educational outcome goals. Learner autonomy seems to lack a specific and uniform definition however has been variously described as being processes which the learner determines through which they acquire knowledge and skills of value (Chene, 1983) or a psychological process whereby learners are able to direct their own studies in a meaningful way (Ponton, 1999). It is clear that there is a general vibe about what constitutes learner autonomy, despite the lack of uniform definition. This encompasses quite clearly the ideas of personal autonomies and freedoms described above. The psychological aspect of learner autonomy seems to be a very relevant consideration as it is emphasized in various literature sources (Macaskill Taylor, 2010). This psychological aspect of â€Å"autonomous learning involves the application of personal initiative in engaging with learning and finding resources and opportunities for learning, persistence in learning and resourcefulness† (2010; 351). This psychological aspect is ess ential and sufficient to explain self-direct or autonomous learning (Long, 1998). Macaskill Taylor point out that the majority of literature on the subject has been examining the teacher’s perspective, i.e. the process by which one can provide an autonomous learning environment, rather than the type of learner or learner characteristics required for learner autonomy to be successful (2008; 352). It is clear therefore that the teacher and learner perspective divide is a relevant consideration in the success of any autonomous learning and the presence of both perspectives is necessary for this success. It is also necessary for there to be a healthy balance between both and not let these freedoms be entirely unrestrained, as this will also undermine teaching objectives. The importance of technological advance must also be emphasized as it provides an accessible platform for this kind of autonomous learning. You read "The Concept of Learning Autonomy" in category "Essay examples " Importantly it provides a usual supply of authentic materials for teaching purposes which has proven benefits relating to learner autonomy and motivation. However, one can also see the disadvantage of this unrestricted access to information as it may confuse learners more than it helps therefore inhibiting autonomy. One can see through this example that there is a strong interdependence between learner and teacher perspectives, this internal and external factoring, in the development of successful learner autonomy. Some authors attribute the successful growth of learner autonomy as a dominant ideology in language teaching to technology innovation generally (Reinders White, 2011). â€Å"Opportunities for interaction, situated learning, and support for learning outside formal contexts, have greatly improved because of technology† (2011; 1). The Significance of Framework Providing a useful and relevant framework provides the essential tools for learning autonomy development. Without this framework students are likely to become confused because they lack experiences to build upon. Providing this strong framework, particularly at the very beginning of the learning process is absolutely vital. Lamb et al suggest that this framework must support raising awareness of the nature of language, culture and language learning, reflection based learning, learning initiatives and exploration of the target language, relevant choices of learning activities and learning to learn activities (2008; 37). In order to so, it is clear that the stated objective of such institutional learning needs to in some way reflect a move towards learning autonomy, as these are not natural by-products of traditional learning strategies. Providing this framework also has bearing on the skills that a student will acquire such as those allowing them to relate the knowledge that they have to new knowledge given to them, in other words providing them with transferable language skills. The importance of the role of the educator in providing this framework is self-explanatory. If one uses the example of readily available authentic teaching materials, one can see the importance of providing useful guidance in this manner, allowing students to distinguish between sources that are helpful to learning and those that are not. This has a strong relevance for the cultural engagement with the language and in providing this framework students will be able to identify the various elements of the language. This is a useful example of the importance of framework in autonomy development. Favouring Learner Autonomy in Language Studies There are three general arguments in favour of learner autonomy in language studies. The first generally relates to the efficiency and efficacy of learners through a reflective learning process. In facilitating a reflective environment, learners are more likely to be engaged with their learning in a way that is more suited to their needs. Therefore, with regards to adult education if business involvement is the key aim of the learning, the students will be more likely to focus on aspects of language learning that suit their needs. Therefore in some aspects, the process of learner autonomy allows a student to receive a more focused education than that which they would receive through traditional learning methods. This again emphasizes the importance of providing a solid framework for the students to learn within, as material and source selection is highly relevant and equipping a student with the tools to correctly select materials based on their learning expectation becomes highly im portant. The importance of reflection as a tool in autonomous learning goes without saying and has been emphasized as an important aspect of learning autonomy since inception (Holec, 1981). This idea is linked to the evolution of the need for a more autonomous learning method. With the development over the years of language learning programmes for adult learners, there is a simultaneous need to make these courses flexible as often the learners are employed full time and cannot dedicate as much time to their learning as traditionally students would have been able to (Nowlan, 2008). One could argue therefore that the evolution of and move towards more autonomous learning methods has been born out of need. The second advantage of a learning autonomy approach is that by definition it solves the problem of learner motivation. Motivation in learning is a key aspect and there will be no success in any form of learning without a proactive engagement by the student in the material they are trying to learn. Because of the reflective skills and attitudinal resources that a learner develops through autonomous learning objectives, whilst there may be times when a learner is not feeling positive about their learning, they can use these skills to overcome motivational lapses (Little, 2004). One can again use the example of authentic material use to demonstrate the accuracy of this advantage, as it has been well documented that the use of these materials improves learner motivation (Hastings Murphy, 2002). It has been documented further that often in a teaching environment a learner is not focused on the information that is being presented to them (Nunan, 2000). The upshot of learning autonomy the refore is that it presents the learner with the opportunity to form their own learning patterns, therefore increasing motivation levels as they are not dependant entirely on the information which they received in a traditional classroom setting. Whilst the first two advantages are applicable to learner autonomy in general, the third advantage relates specifically to the use of this strategy in a language learning environment. This advantage relates to the possibility for effective communication over and above that which one would learn through traditional teaching methods. â€Å"Effective communication depends on a complex of procedural skills that develop only through use; and if language learning depends crucially on language use, learners who enjoy a high degree of social autonomy in their learning environment should find it easier than otherwise to master the full range of discourse roles on which effective spontaneous communication depends† (Little, 2004). This advantage is strongly related to the idea of reflective learning being central to tailoring language learning to the specific needs of the student. That is to say that they are equipped with skills allowing them to effectively communicate in the way that t hey will need to in practice, making learning autonomy in a lot of ways more important that the knowledge base which they may gain. Challenges of Learner Development The biggest challenge of learner autonomy is that it is entirely dependent on an attitude towards learning from the perspective of the student. In his study on language learning students in Japan, Nunan (2000) identified the characteristics of a successful learner as a diversity of skills, passion and enjoyment for a particular field, a focused and active approach to learning, and finally, pursuit of learning and success despite high probability of failure and public disapproval. However, despite this the vast majority of students do not possess the motivation nor ambition to become autonomous learners (Chan et al, 2002). How then does one instill this idea of autonomous learning in learners that are not naturally predisposed to the skill setLittle argues that this involves the learning of self-awareness and that learners need to become aware of the various techniques available to them for learning coupled with the ability to assess the success of these techniques (Little 1994). There is some disagreement on the best method of promoting learner autonomy, however a central thesis of this idea is to provide an environment whereby learners can be more autonomous, making learners more autonomous (Little, 1994). Although this seems like a fairly circular argument, there is some truth in the idea that in order to teach learners responsibility, one needs to give them more responsibility. This is based on the connection between social interactive dimensions of the learning process and cognitive dimensions, i.e. giving autonomy will teach autonomy. Dam (1995) suggests the gradual inclusion of techniques into language teaching in order to promote this. Examples of these include a continuous assessment model in the classroom by both learners and peers therefore including an element of self-assessment, a certain level of useful learning techniques and the use of the target language in learning from the beginning, rather than gradual inclusion. These learning techniques include keeping a log or journal of one’s learning activities. This in itself is highly relevant to the development of reflective skills that are required by autonomous learners. These kinds of learning techniques are useful for the capturing of the content of learning, the support of development of speaking and provide a useful focus for assessment. One could argue that the aim or goal of learning autonomy is outcome based and therefore the creation of an autonomous learner is only necessary in so far as the achievement of these broad educational goals. This autonomy may also be effected by allowing students control of their study plans (Stephenson, 1998). By doing so in a focused environment, the teachers are in effect forcing students to reflect and share their reflections with others, as well as meeting their needs for their own personal development. It is imperative in developing autonomy in students that there be a strong presence of educator guidance, as Stephenson (19 98) points out that often in autonomous learning environments, students feel more at risk of possible failure due to psychological factors of self-reliance. This relates back to the importance of providing a framework for the autonomous learning environment and this ‘transition crisis’ (Bilorusky Butler, 1975) can be easily managed, if not altogether avoided through the correct monitoring of these learning techniques. Support from various stakeholders in the institutions can take many various forms such as the educators themselves, tutors, peer-review mechanism and assignment feedback. It is clear from examination of these structures that much of current adult education takes an approach of autonomy creation. Recommendations Conclusion The success of learner autonomy in various learning environments is well documented and there is a plethora of literature in support of its use (Dam, 1996). It is clear therefore that this is a preferred teaching and learning technique in education generally. In particular relation to language teaching of English as a second language to adult learners, it is highly recommended that learner autonomy be used as a strategy for teaching as the advantages of this strategy are aligned with the expected educational competency outcomes. However, its use is not without significant warning to educators. Firstly, there is much documented on the idea of loss of control by educators (Little, 1991). Autonomy does not in any way shift responsibility from the educator to the learner, the importance of the control by the educator goes without saying and if total control was relinquished, there would be a series of very unfortunate consequences. The foundation of learning autonomy is based on guidance from the educators in the system providing the necessary environment to learn these internal capabilities to produce an autonomous learner. Teachers play a fundamental role in both the facilitation of a conducive learning environment for student growth, as well as teaching students to work within this environment therefore providing the internal aspect of autonomy, being capacity. This ranges from the provision of suitable materials, teaching material selection, appropriate language and culture engagement and the provision of suitable learning techniques. One can see that there is a global trend towards the incorporation of learning autonomy generally in language studies through the Council of Europe’s European Language Portfolio introducing principles and guidelines that incorporates autonomous language teaching methods. It seems that the central thread of the success of these guidelines is the reliance on self-assessment and reflection. The particular tools that a teacher may use are often varied, however with the goals of competence in English language in mind, one can see that with proper facilitation autonomy skills can be learnt to the extent that they achieve the educational outcomes specified. At the end of the day, learners can generally not educate themselves without supervision by educators and in realizing this one can understand the balance between learner autonomy on one hand and teacher intervention on the other. These two concept are necessary in all learning, however with different approaches taken the effectiv eness of the approach will be shown. Through careful planning and cooperation between learners and educators, autonomy can be taught to effectively achieve educational outcomes. Bibliography Ann Macaskill Elissa Taylor (2010), ‘The development of a brief measure of learner autonomy in university students’, Studies in Higher Education, 35:3, 351-359 Ashley Hastings and Brenda Murphy, 2002. Thoughts on the Use of Authentic Materials [ejournals] Available at http://www.focalskills.info/articles/authentic.html [Accessed 17 May 2012] Benson, P., ’Making Sense of Autonomy in Language Learning’ in Pemberton, R., Toogood, S. Barfield, A. (eds) (2009) Maintaining Control: Autonomy and Language Learning . Hong Kong: Hong Kong University Press Bilorusky Butler, ‘Beyond contract learning to improvisational learning’, in NR Berts (ed), (1975) Individualizing Education Through Contract Learning, Alabama: University of Alabama. Chan, V., Spratt, M., and Humphreys, G., (2002). ‘Autonomous Language Learning: Hong Kong Tertiary Students: Attitudes and Behaviours’ Journal of Evaluation and Research in Education, 16(1) Chene, A., 1983. ‘The concept of autonomy in adult education: A philosophical discussion.’ Adult Education Quarterly, 34( 1), pp38–47 Dam, L. (1995). Learner Autonomy 3: From Theory to Classroom Practice. Dublin: Authentik Dam, L. and L. Legenhausen ‘The acquisition of vocabulary in an autonomous learning environment – the first months of beginning English.’ In R. Pemberton et al. (eds) (1996). Taking Control: Autonomy in Language Learning,Hong Kong: Hong Kong University Press. Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Lamb, T. Reinders, H. (eds.) (2008) Learner and Teacher Autonomy: Concept, Realities and Responses. Amsterdam: John Bejamins Publishing Company. Little, D., (2004), ‘Learner autonomy and second/foreign language learning’ Subject Centre for Languages, Linguistics and Area Studies Guide to Good Practice Little, D. (1991). Learner Autonomy 1: definitions, issues and problems. Dublin: Authentik Little, D., ‘Autonomy in Learning Language: Some theoretical and practical considerations’ in Ann Swarbrick (ed), (1994) Teaching Modern Languages New York: Routledge Long, H.B. ‘Theoretical and practical implications of selected paradigms of self-directed learning.’ In H.B. Long Associates (ed) (1998), Developing paradigms for self-directed learning, Norman, OK: Public Managers Centre, College of Education, University of Oklahoma. Nowlan, A., (2008),’ Motivation and Learner Autonomy: Activities to Encourage Independent Study’ The Internet TESL Journal, Vol. XIV(10) Nunan, D., (2000). ‘Autonomy in Language Learning’ [online] [cited 25 May 2012] Accessed on http://www.nunan.info/presentations/autonomy_lang_learn.pdf Ponton, M.K. 1999, ‘The measurement of an adult’s intention to exhibit personal initiative in autonomous learning’ (Doctoral dissertation), George Washington University. Dissertation Abstracts International, 60: 3933. Stephenson, J ‘Supporting Student Autonomy in Learning’ in Stephenson, J. Yorke, M. (Eds), 1998. Capability Quality in Higher Education, Kogan Page How to cite The Concept of Learning Autonomy, Essay examples

Religious Traditions free essay sample

Rehberg Elements of Religious Traditions Living in an age of knowledge, we have discovered a vast majority of information throughout the years. This information has allowed us to thrive in this world and furthermore, make decisions on what we believe in. Throughout the world, there are many different religions. Some may share the same elements, and some may be vastly different. Certain cultures may believe in one God, monotheism. Others in more than one God or Goddess, polytheism. Some may choose not to believe in anything at all, atheism. â€Å"Shinto, for example, does not have a set of commandments, nor does it preach a moral code; Zen Buddhism does not worship a divine being; and many tribal religions have no written sacred scripture† (Molloy, 2010). No matter how you look at it, religious traditions have a profound influence on cultures around the world. Relationship with the Divine The ultimate goal for many religions is to love and be loved by their God. We will write a custom essay sample on Religious Traditions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Having a relationship with the Divine is an important component of almost all religions. However, the methods of how each religion achieves this is varied by their traditions. In Christianity, it is all about praying, worshiping, and reading the Bible. For Buddhists, they focus on meditation and mantras. Hindus have pilgrimages to holy cities, yoga, and meditation. As we can see, praying and meditation seem to be a common trend. That is the time you can put all other things out of your mind and focus on your relationship with your God. The list goes on and on, but just like traditions have affected other aspects of our lives, religion is no different. Different cultures reach a relationship with the divine in different ways. Although some beliefs may be similar, there are no two religions who believe in exactly the same things (The Big Religion Chart, 2014). Relationship with Sacred Time Just like any relationship, time must be devoted to the Devine. Different religions accomplish this in different ways. For example, there is praying, meditation, and studying the Bible or Koran. Going to church on Sundays is another way that people devote sacred time to whomever they may believe in. â€Å"Sacred time is unlike the time associated with daily activities but is rather a time affiliated with a reverence for heaven and earth, honored, and held in the highest esteem, and definitely not to be sullied by actions counter to the messages conveyed by actions or events considered to be a part of that sacred time when the universe was born; the creation time† (The Sacred time of 2012, 2008, P. 2). â€Å"Sacred time, according to Patricia Wilson-Kastner, does three things. It connects Christians as members of the Body of Christ, and draws the worshiping community into its broader union with Christ and with the World. Sacred Time serves to focus Christians on the great feasts of the life, death and resurrection of Christ† (Road Maps for Worship, 2010, Para 7). Relationship with Sacred Space or Natural World There are many religions that embrace the idea that particular spaces or nature are sacred and holy. The idea is that you can go to these places for peace and the opportunity to be closer to your God. For Catholics, this would be a church or for Muslims a mosque. However, this sacred place does not have to be a physical building. For some religions, this sacred place could be a shrine to their God. Buddhists often set up these shrines in their homes or offices. Furthermore, places that are sacred to certain religions can originate from the natural world. For example, Mount Sinai in Egypt. Some of the basic tenets of Judeo-Christian beliefs can be traced back to this mountain on Egypts Sinai Peninsula, for it was at the top of this peak that Moses is said to have received the Ten Commandments from God. Although the exact location is not exact, early Christian monks believed this was the sacred site and established several monasteries in the area. Today, there is a small Holy Trinity chapel at the site where visitors may go (10 Most Sacred Spots on Earth, 2014). Relationship with Each Other Just as people form relationships through school or work, it is also possible to form a relationship through religion. There are eight characteristics that make up a religion, they are belief systems, community, central myths, ritual, ethics, characteristic emotional experiences, material expression, and sacredness (Molloy, 2010). When any or all of these characteristics are found to be in common with another person, bonds can be formed. However, both parties may not have the same religion. It is possible for two people to have some of or similar beliefs and still for some type of relationship. These characteristics can be used for any religion and furthermore; defined to fit with each religion specifically. Critical Issues in the Study of Religion The study of religion is two hundred years old and presents many issues for those attempting to study religion. Studying religion provides a person with insights into the religion and traditions as well as insight into people including themselves (Molloy, 2010). Some of the issues that have come up include: text, travel, and bias. The problem with text, is that it can be incomplete, or in a different language that needs translation or even in a language that is no longer spoken. Incomplete scriptures or text that needs to be translated can lead the intended message to be misinterpreted. With oral, the problem is that some religions solely relied on their traditions to be passed on through generations by spoken word. After some time, the message may lose its intended meaning. Those who dedicate their time to studying religion often want to travel to sacred destinations. Typically the only problem associated with that is cost, work, and family. However, there are religion scholarships available to compensate for the cost associated with travel in attempts to encourage people to visit the locations and study the region. When a person is studying religion they enter the subject with a bias and opinions of what they know, believe, or have been told. Bias is a critical issue because people may let it influence their study or opinion (Molloy, 2010). Conclusion For many people in the world, their religion serves as a guide to how they live their lives. Religion helps to build relationships with the divine, sacred time, sacred space and natural world, and with each other. Although the study of religions is two hundred years old, there is still a lot of information to be discovered and issues that need to be overcome. With various religious traditions, no two are exactly the same. Through study and obtaining insight from various cultures, we may begin to understand how our lives are affected by these traditions.

Programming a Tic Tac Toe Game in Visual Basic

Programming a Tic Tac Toe Game in Visual Basic Programming computer games may be the most technically challenging (and possibly the best paying) job that a programmer can have. Top level games require the best from both programmers and computers. Visual Basic 6 has now been thoroughly bypassed as a platform for game programming. (It never really was one. Even in the good ol days, serious game programmers would never use a high-level language like VB 6 because you just couldnt get the cutting edge performance that most games require.) But the simple Tic Tac Toe game is a great introduction to programming that is a little more advanced than Hello World! This is a great introduction to many of the fundamental concepts of programming since it combines techniques including: The use of arrays. The X and O markers are kept in separate arrays and the entire arrays are passed between functions to keep track of the progress of the game.Using VB 6 level graphics: VB 6 doesnt offer great graphical capability, but the game is a good introduction to what is available. Much of the rest of this series is an exploration of how GDI, the next generation of Microsoft graphics, replaces the VB 6 level graphics.Using math calculations for program control: The program uses clever modulo (Mod) and integer division calculations using the two-game marker arrays to determine when a three-element win has occurred. The class of programming in this article is perhaps just a little past the beginning level but it should be good for intermediate programmers. But lets start at an elementary level to illustrate some of the concepts and get you started with your Visual Basic game programming career. Even students more advanced than that may find that its slightly challenging to get the objects in the form just right. How to Play Tic Tac Toe If youve never played Tic Tac Toe, here are the rules. Two players alternate at placing Xs and Os into 3 x 3 playing field. Before the game starts, both players have to agree about who will go first and who will mark his moves with which symbol. After the first move, the players alternately place their marks in any empty cell. The goal of the game is to be the first player with three marks in a horizontal, diagonal or vertical line. If there are no empty cells and neither player has a winning combination, the game is a draw. Starting the Program Before starting any actual coding, its always a good idea to change the names of any components you use. Once you start coding, the name will be used automatically by Visual Basic so you want it to be the right name. Well use the form name frmTicTacToe and well also change the caption to About Tic Tac Toe. With the form established, use the line toolbox control to draw a 3 x 3 grid. Click the line tool, then draw a line where you want it. Youll have to create four lines this way and adjust their length and position to make them look right. Visual Basic also has some convenient tools under the Format menu that will help. This is a great chance to practice with them. In addition to the playing grid, well need some objects for the X and O symbols that will be placed on the grid. Since there are nine spaces in the grid, well create an object array with nine spaces, called elements in Visual Basic. There are several ways to do just about everything in the Visual Basic development environment, and creating control arrays is is no exception. Probably the easiest way is to create the first label (click and draw just like the line tool), name it, set all of the attributes (such as Font and ForeColor), and then make copies of it. VB 6 will ask if you want to create a control array. Use the name lblPlayGround for the first label. To create the other eight elements of the grid, select the first label object, set the Index property to zero, and press CTRLC (copy). Now you can press CTRLV (paste) to create another label object. When you copy objects like this, each copy will inherit all properties except Index from the first one. Index will increase by one for each copy. This is a control array because they all have the same name, but different index values. If you create the array this way, all of the copies will be stacked on top of each other in the upper left corner of the form. Drag each label to one of the playing grid positions. Be sure that index values are sequential in the grid. The logic of the program depends on it. The label object with index value 0 should be in the top left corner, and the bottom right label should have index 8. If the labels cover the playing grid, select each label, right-click, and select Send to Back. Since there are eight possible ways to win the game, well need eight different lines to show the win on the playing grid. You will use the same technique to create another control array. First, draw the line, name it linWin, and set the Index property to zero. Then use copy-paste technique to produce seven more lines. The following illustration shows how to set the index numbers correctly. In addition to the label and line objects, you need some command buttons to play the game and more labels to keep score. The steps to create these are not detailed here, but these are the objects you need. Two button objects: cmdNewGamecmdResetScore Frame object fraPlayFirst containing two option buttons: optXPlayeroptOPlayer Frame object fraScoreBoard containing six labels. Only lblXScore and lblOScore are changed in the program code. lblXlblXScorelblOlblOScorelblMinuslblColon Finally, you also need the label object lblStartMsg to mask the cmdNewGame button when it shouldnt be clicked. This isnt visible in the illustration below because it occupies the same space in the form as the command button. You may have to move the command button temporarily to draw this label on the form. So far, no VB coding has been done, but were finally ready to do that. Initialization Now you get to finally start coding the program. If you havent already, you might want to download the source code to follow along as the operation of the program is explained. One of the first design decisions to make is how to keep track of the current state of the game. In other words, what are the current Xs and Os on the playing grid and who moves next. The concept of state is critical in a lot of programming, and in particular, its important in programming ASP and ASP.NET for the web There are several ways that this could be done, so its a critical step in the analysis. If you were solving this problem on your own, you might want to draw a flowchart and try out different options with scratch paper before starting any coding. Variables Our solution uses two two-dimensional arrays because that helps keep track of state by simply changing the array indexes in program loops. The state of the top-left corner will be in the array element with index (1, 1), the top-right corner will be in (1, 3), the bottom-right in (3,3), and so forth. The two arrays that do this are: iXPos(x, y) and iOPos(x, y) There are a lot of different ways this can be done and the final VB.NET solution in this series shows you how to do it with just a single one-dimensional array. The programming to translate these arrays into player win decisions and visible displays in the form are on the next page. You also need a few global variables as follows. Notice that these are in the General and Declarations code for the form. This makes them module level variables that can be referenced anywhere in the code for this form. For more on this, check Understanding the Scope of Variables in Visual Basic Help. There are two areas where variables are initialized in our program. First, a few variables are initialized while the form frmTicTacToe is loading. Private Sub Form_Load() Second, before each new game, all variables that need to be reset to starting values are assigned in an initialization subroutine. Sub InitPlayGround() Note that the form load initialization also calls the playground initialization. One of the critical skills of a programmer is the ability to use the debugging facilities to understand what the code is doing. You can use this program to try: Stepping through the code with the F8 keySetting a watch on key variables, such as sPlaySign or iMoveSetting a breakpoint and querying the value of variables. For example, in the inner loop of the initialization: lblPlayGround((i - 1) * 3 j - 1).Caption Note that this program clearly shows why its a good programming practice to keep data in arrays whenever possible. If you did not have arrays in this program, you would have to write code something like this: Line0.Visible FalseLine1.Visible FalseLine2.Visible FalseLine3.Visible FalseLine4.Visible FalseLine5.Visible FalseLine6.Visible FalseLine7.Visible False instead of this: For i 0 To 7linWin(i).Visible FalseNext i Making a Move If any part of the system can be thought of as the heart, its subroutine lblPlayGround_Click. This subroutine is called every time a player clicks the playing grid. (Clicks must be inside one of the nine lblPlayGround elements.) Notice that this subroutine has an argument: (Index As Integer). Most of the other event subroutines, like cmdNewGame_Click() do not. Index indicates which label object has been clicked. For example, index would contain the value zero for the top-left corner of the grid and the value eight for the bottom-right corner. After a player clicks a square in the game grid, the command button to start another game, cmdNewGame, is turned on by making it visible. The state of this command button does double duty because its also used as a boolean decision variable later in the program. Using a property value as a decision variable is usually discouraged because if it ever becomes necessary to change the program (say, for example, to make the cmdNewGame command button visible all the time), then the program will unexpectedly fail because you might not remember that its also used as part of the program logic. For this reason, its always a good idea to search through program code and check the use of anything you change when doing program maintenance, even property values. This program violates the rule partly to make this point and partly because this is a relatively simple piece of code where its easier to see what is being done and avoid problems later. A player selection of a game square is processed by calling the GamePlay subroutine with Index as the argument. Processing the Move First, you check to see if an unoccupied square was clicked. If lblPlayGround(xo_Move).Caption Then Once were sure this is a legitimate move, the move counter (iMove) is incremented. The next two lines are very interesting since they translate the coordinates from the one-dimensional If lblPlayGround component array to two-dimensional indexes that you can use in either iXPos or iOPos. Mod and integer division (the backslash) are mathematical operations that you dont use every day, but heres a great example showing how they can be very useful. Â  If lblPlayGround(xo_Move).Caption TheniMove iMove 1x Int(xo_Move / 3) 1y (xo_Move Mod 3) 1 The xo_Move value 0 will be translated to (1, 1), 1 to (1, 2) ... 3 to (2, 1) ... 8 to (3, 3). The value in sPlaySign, a variable with module scope, keeps track of which player made the move. Once the move arrays are updated, the label components in the playing grid can be updated with the appropriate sign. If sPlaySign O TheniOPos(x, y) 1iWin CheckWin(iOPos())ElseiXPos(x, y) 1iWin CheckWin(iXPos())End IflblPlayGround(xo_Move).Caption sPlaySign For example, when the X player clicks the top left corner of the grid, variables will have the following values: The user screen shows only an X in the upper left box, while the iXPos has a 1 in the upper left box and 0 in all of the others. The iOPos has 0 in every box. The values changes when the O player clicks the center square of the grid. Now th iOPos shows a 1 in the center box while the user screen shows an X in the upper left and an O in the center box. The iXPos shows only the 1 in the upper left corner, with 0 in all of the other boxes. Now that you know where a player clicked, and which player did the clicking (using the value in sPlaySign), all you have to do is find out if someone won a game and figure out how to show that in the display. Finding a Winner After each move, the CheckWin function checks for the winning combination. CheckWin works by adding down each row, across each column and through each diagonal. Tracing the steps through CheckWin using Visual Basics Debug feature can be very educational. Finding a win is a matter of first, checking whether three 1s were found in each of the individual checks in the variable iScore, and then returning a unique signature value in Checkwin that is used as the array index to change the Visible property of one element in the linWin component array. If there is no winner, CheckWin will contain the value -1. If there is a winner, the display is updated, the scoreboard is changed, a congratulation message is displayed, and the game is restarted. Lets go through one of the checks in detail to see how it works. The others are similar. Check Rows for 3For i 1 To 3iScore 0CheckWin CheckWin 1For j 1 To 3iScore iScore iPos(i, j)Next jIf iScore 3 ThenExit FunctionEnd IfNext i The first thing to notice is that the first index counter i counts down the rows while the second j counts across the columns. The outer loop, then simply moves from one row to the next. The inner loop counts the 1s in the current row. If there are three, then you have a winner. Notice that you also keep track of the total number of squares tested in the variable CheckWin, which is the value passed back when this function terminates. Each winning combination will end up with a unique value in CheckWin from 0 to 7 which is used to select one of the elements in the linWin() component array. This makes the order of the code in function CheckWin important too! If you moved one of the blocks of loop code (like the one above), the wrong line would be drawn on the playing grid when someone wins. Try it and see! Finishing Details The only code not yet discussed is the subroutine for a new game and the subroutine that will reset the score. The rest of the logic in the system makes creating these quite easy. To start a new game, you have only to call the InitPlayGround subroutine. As a convenience for players since the button could be clicked in the middle of a game, you ask for confirmation before going ahead. You also ask for confirmation before restarting the scoreboard.

How to get better at taking risks

How to get better at taking risks Risk is scary. Everything in human history has evolved to make us scared of risk. After all, time has taught us that risks can get you eaten by animals in the wild, or have you holding your head in despair while the stock market (with your bold investment in ostrich futures) tanks. But risk can also be rewarding when it comes to your career. If you feel like you could use a little more bravery, there are ways to rewire your thinking to make yourself more open to risk. Nothing too bold or daredevil-y (for now), though- we’ll leave that to Richard Branson.Set your goals.The most effective risk-taking is tied to specific goals. You’re not doing something just for the sake of doing it, but rather to learn something, or overcome a particular issue, or advance to a milestone. If you want to start embracing more risks in order to improve your job status or your pay grade, it starts with clearly defining your career goals. If it means starting your own business, or going freela nce after being a full-time corporate worker, it’s important to keep in mind that your ultimate goal is independence. As long as you have that goal in your head as the end result, it can make big jumps (like quitting your day job) easier to do.Do your research.Data makes you feel better. If you’re thinking about switching jobs or changing careers altogether, the best thing you can do to validate the risk is gather as much information as you can. If you’re thinking about making a significant investment and going back to school, what are the job stats for new graduates in your field? If you’re thinking about asking for a raise, what are people at your level in your field making? It can also help you make an informed decision to walk away from the risk, too- it’s not just about talking yourself into doing something, but about understanding what you’re about to do.Start small.Even with your big goals in mind, set smaller milestones (and therefor e smaller risks) to check off along the way. That way, you’re not going all-in on something that feels big and scary because you’ve already made progress and smaller commitments toward that goal. For example, if you’re thinking of starting your own business, begin by opening a business bank account or getting the paperwork started for an LLC. Those are significant steps, but not so frightening in and of themselves.Don’t worry about being perfect.If you’re taking a risk, you might think everything has to align perfectly for it to be successful. Not so! Taking action is the truly important part. Hesitation over results can stop recovering perfectionists and overachievers in their steps. In the worst case scenario, you’ll fail- but at least you’ll have tried and learned valuable lessons about what works and what doesn’t.Risks don’t have to be grand gestures that change everything forever. A risk can be something as simple a s doing something out of your comfort zone. As long as you have a purpose and a plan behind you, you’ll find that taking risks isn’t so scary after all- and realize it’s something we can all learn to do smarter.

The Israelis Essay Example | Topics and Well Written Essays - 500 words

The Israelis - Essay Example The contradiction in Israel is, the ordinary Jewish citizens are a preferred lot over their Arab compatriots. Along with the rigid religious establishment, a thriving lesbian and gay community exists. In this book, Donna Rosenthal, has taken pains to interview a heterogeneous section of the people-- Jewish, Arab, men and women, secular and religious, with their fears and hopes, enthusiasm and disillusionment, willing acceptance of challenges and also expressing defiance†¦how Israel makes efforts to transform itself into an ultra-modern state, to stand shoulder to shoulder and challenge the world powers, to tell—not we also count—but better take us into account! Nation building from the scratch is not an ordinary process. Striking a balance between the orthodox and ultra-modern of the same religious group is all the more difficult. Interaction between the two has to happen often. Rosenthal writes about the strange meetings thus: â€Å"An electrical engineer with a long ponytail is eating pasta with a bearded orthodox man in a knit kippa. At the salad bar, two women programmers chat in Russian.†(p.126) Immodestly dressed women in Jerusalem streets are abused by the orthodox. Rosenthal writes, â€Å"Some men wear their short, others dangle them below their ears. Signs in their haredi neighborhood warn women to dress modestly, not to expose much skin. Blouses cover them from collarbone to wrists.†(p.174) In the matter of worship the male-female division is enforced strictly. â€Å"In haredi and orthodox synagogues, men and women sit apart so they will not be distracted from prayers. In haredi synagogues, women sit in balconies o r behind curtains.†(p.182) In the same city, you have modern entrepreneurs engaged in research for high-tech industrial products. Children of Bedouin families and Israeli Arab—both have problems in establishing their identities in a Jewish