Essay Lab Assignment 1

Essay Lab Assignment 1 Essay Lab Assignment 1 Maria Ramos Professor C. L. Zembower English 1301 14 June 2015 Cities of Dreams and Nightmares The documental China Rises: City of Dreams is part of a four-part television series co-produced by New York Times, Discovery Times, The Canadian Broadcasting Corporation, ZDF, France 5 and S4C that centers in the dramatic change that Shanghai’s society is going through and how do its citizens deal with the rhythm of a city that less than thirty years ago was a still under a strict communist regime; as whereas today can be compared to cities such as New York and Toronto. China Rises: City of Dreams depicts an issue of society: Do people need to adapt to new times? Can they? And what would happen if they do not? Societies always change and by a range of different reasons; it might be war or the invention of some gadget, but the short-term result is always the same: there are some people who adapt, and some that don’t. Experiences show us that the ones who adapt forget about those who didn’t, and the result is exactly what is currently happening in Shanghai. Describ ing the situation, photographer Hu Yang1 said â€Å"The gap between rich and poor is huge, Shanghai’s society looks like a weightlifter’s bar, you have the rich and the poor like the large weights and a narrow middle class like a bar in between them† The documental follows the stories of people who are successful today and people that did not adapt to new Shanghai. The ones that are showed as successful are part an incipient middle and high class. They are happy because they feel they have the freedom of doing and thinking whatever they want. Which is not exactly true. Government still controls the flow of information on the internet2 and there is no such thing as political democracy; the communist party has been in control of China ever since 1949; however, these people feel free because they now get to decide what to wear, where to eat and what to study. As they are being constantly entertained with these important but superficial aspects of life, they gradually disconnect with what happens around them. Without information, this generation is condemned to have little or no interest in the issues of their country and society. Sadly, what this city most needs nowadays is compromise, responsible citizens who are aware that the big bucket of wealth has not been pour into all Shanghai’s residents. The old neighborhoods, which are currently being sublet by the government to build skyscrapers and big malls3, are still home for a large number of people that refuse to leave because the compensation offered to them was less than 1/3 of the real value of their properties. These people live in construction sites, most of the time without light or running water, waiting for the same government that promised them a wonderful life 50 years ago, to come and negotiate with them a more reasonable compensation; but as it appears, this won’t happen any time soon. The range of action people in this situation can take is limited; they do not have money to pay for lawyers, and they don’t have the skills to get a new job. In that sense,

The 5 Principles of Adult Learning Pioneered by Malcolm Knowles

The 5 Principles of Adult Learning Pioneered by Malcolm Knowles The teacher of adults has a different job from the one who teaches children. If youre teaching adult students, for the best results its important to understand and practice five principles espoused by Malcolm Knowles, a pioneer in the study of adult learning. He observed that adults learn best when: They understand why something is important to know or do.They have the freedom to learn in their own way.Learning is experiential.The time is right for them to learn.The process is positive and encouraging. Make Sure Your Adult Students Understand â€Å"Why† Most adult students are in your classroom because they want to be. Some of them are there because they have continuing education requirements to keep a certificate current, but most are there because they’ve chosen to learn something new. This principle is not about why your students are in your classroom, but about why each thing you teach them is an important part of the learning. For example, imagine you are teaching a group how to make pickles. It would be important for students to understand why each step in the pickle-making process is important: It’s important to soak the cucumbers in ice water overnight. This helps make the pickles crisp.If you put a towel under the jars in the canner, they won’t bounce against each other and break.When sterilizing the jars, it’s important to fill each at least halfway with water, AND fill the canner they’re sitting in with water. Too little water and the towel mentioned in the previous bullet will catch on fire. You know this kind of information comes from experience. Respect that Your Students Have Different Learning Styles There are three general learning styles: visual, auditory, and kinesthetic. Visual learners rely on pictures. They love graphs, diagrams, and illustrations. â€Å"Show me,† is their motto. They often sit in the front of the classroom to avoid visual obstructions and to watch you, the teacher. They want to know what the subject looks like. You can best communicate with them by providing handouts, writing on the whiteboard, and using phrases like, â€Å"Do you see how this works?†Auditory learners listen carefully to all sounds associated with the learning. â€Å"Tell me,† is their motto. They will pay close attention to the sound of your voice and all of its subtle messages, and they will actively participate in discussions. You can best communicate with them by speaking clearly, asking questions, and using phrases like, â€Å"How does that sound to you?†Tactile or kinesthetic learners need to physically do something to understand it. Their motto is â€Å"Let me do it.† They trust their feelings and emotions about what theyà ¢â‚¬â„¢re learning and how you’re teaching it. They want to actually touch what they’re learning. They are the ones who will get up and help you with role-playing. You can best communicate with them by involving volunteers, allowing them to practice what they’re learning, and using phrases like, â€Å"How do you feel about that?† Most people use all three styles while they’re learning, and of course, this is logical since we all have five senses, barring any disabilities, but one style almost always is preferred. The big question is, â€Å"How do you, as the teacher, know which student has which learning style?† Without training in neuro-linguistics, it might be difficult, but conducting a short learning style assessment at the beginning of your class would benefit you and the students. This information is as valuable to the student as it is to you. There are several learning style assessments available online, some better than others. A good choice is the one at Ageless Learner. Allow Your Students to Experience What They’re Learning Experience can take many forms. Any activity that gets your students involved makes the learning experiential. This includes small group discussions, experiments, role playing, skits, building something at their table or desk, writing or drawing something specific – activity of any kind. Activities also keep people energized, especially activities that involve getting up and moving about. The other aspect of this principle is honoring the life experiences your students bring to the classroom. Be sure to tap into that wealth of wisdom whenever it’s appropriate. You’ll have to be a good timekeeper because people can talk for hours when asked for personal experiences, but the extra facilitation needed will be well worth the gems your students have to share. When the Student Is Ready, the Teacher Appears â€Å"When the student is ready, the teacher appears† is a Buddhist proverb packed with wisdom. No matter how hard a teacher tries, if the student isn’t ready to learn, chances are good he or she won’t. What does this mean for you as a teacher of adults? Luckily, your students are in your classroom because they want to be. They’ve already determined that the time is right. It’s your job to listen carefully for teaching moments and take advantage of them. When a student says or does something that triggers a topic on your agenda, be flexible and teach it right then. If that would wreak havoc on your schedule, which is often the case, teach a bit about it rather than saying flat out that they’ll have to wait until later in the program. By then, you may have lost their interest. Principle 5: Encourage Your Adult Students For most adults, being out of the classroom for even a few years can make going back to school intimidating. If they haven’t taken a class in decades, it’s understandable that they would have some degree of apprehension about what it will be like and how well they’ll do. It can be tough to be a rookie when you’ve been an expert in your field for many, many years. Nobody enjoys feeling foolish. Your job as a teacher of adult students includes being positive and encouraging. Patience helps too. Give your older students time to respond when you ask a question. They may need a few moments to consider their answer. Recognize the contributions they make, even when small. Give them words of encouragement whenever the opportunity arises. Most adults will rise to your expectations if you’re clear about them. A word of caution here. Being positive and encouraging is not the same as being condescending. Always remember that your students are adults. Speaking to them in the tone of voice you might use with a child is offensive, and the damage can be very difficult to overcome. Genuine encouragement from one person to another, regardless of age, is a wonderful point of human interaction. This is your challenge as a teacher of adults. Beyond teaching your subject, you have the opportunity to inspire confidence and passion in another human being. That kind of teaching changes lives.

Hand In Assignment Example | Topics and Well Written Essays - 500 words - 1

Hand In - Assignment Example With the advancement in technology more and more complex program structures are being developed and if it is tested by the result of one’s experience then it will not be time efficient. As time competence factor plays an important role in technology development, therefore, personal experience cannot be considered as a preferred way for verification and performance tuning. Several test cases are created when the testing and verification are carried out by automatic means. These test cases include all the possible paths through which a program can go through. If a program is passed through a test case and it halts in an indeterminate state or infinite condition or it gives undesired output then it means that there is some coding problem in the program and with the help of that particular test case it can be determined that in which line of code error exists. It is also necessary to pass the program through every case in order to make a program error proof. This takes very less time as compared to manual testing and correction of the program which can consume several hours / days to test a complex program. Use of a particular algorithm also depends on the complexity of a program. Some of these are good with more complex structures while others should be preferred for simple program verification and testing. Incorrect selection of an algorithm can be devastative for a system. Manual program verification, testing and performance tuning is very complicated, time consuming and complex therefore it should not have a preference over automatic means in future. Also, it can be deduced from outcomes of artificial intelligence that magnificent performance improvements can be made by using automated tuning process (Hutter and Babic,

Can Character and Communities Survive in the Age of Globalization Essay

Can Character and Communities Survive in the Age of Globalization - Essay Example This has made a world a â€Å"global village† where we interact with peoples of different cultures, use their products and services, and also sell them ours. All these have a significant influence on our lives as is discussed in the later part of the essay. Online Oxford Dictionary defines character as â€Å"the mental and moral qualities distinctive to an individual. Whereas community means â€Å"a group of people living in the same place or having a particular characteristic in common†. While nations on the whole seem to be benefited from the advantages of globalization which includes economic development, cheap availability of goods and their consumption, high mobility of goods, capital and plentiful labor; the communities within the economy are in fact negatively influenced by the increased globalization. The aforesaid advantages are often associated with globalization but its potential weaknesses are never discussed in great detail, and that is a growing concern t hese days. To show the connection or the relationship between globalization and character/communities let us consider the example of Pak Mun Dam in Thailand. It was constructed with the support of World Bank in 1994 on two rivers flowing in Thailand. Initially the dam was built to meet the power requirements of the country and for the welfare of the people, but it resulted in severe damages to the groups and communities living there. As soon as the dam was built, around 117 square kilometers of land was flooded which caused around 3000 families to move from their living place, fisheries of the Mun River were also adversely affected. Around 25,000 villagers claimed to have been affected by the construction of dam and many protests were also staged, but inadequate compensation was paid to them in return of all they lost. The dam also failed to produce the projected power output and therefore the entire project was unsuccessful. So this was just one of the many examples where economic prosperity and development was exchanged for dislocated people and destroyed communities. Communities play a vital role in any society. Through small groups and communities people find ways to interact with each other, to learn about themselves. Besides, every group or community has its boundaries and its very own identity and culture which gives the people living within it a good sense of belonging and fulfills their social needs as well. At the core of these communities lie the families. The people belonging to different families and the relationships existing among them give any community its true meaning and reason for its existence. Through families people participate in different social activities organized through the community. Hence the family-community exchange is very crucial for the survival of both communities and the character. Communities provide the families with culture, facilities, values and protect it from the measures that could otherwise jeopardize the satisfac tion of wants. And families, then again, protect these cultural values and norms through its social activities and passing these values from one generation to the other (Robertson). With the advent of globalization, the world today exhibits the nature of a global village with everything global, new, different, faster and turbulent. Globalization results in economic development and

Human and Utilitarianism Essay Example for Free

Human and Utilitarianism Essay Let me begin by defining Utilitarianism: utilitarianism is the belief of doing what is right for the greater number of people. It is a theory used to determine the usefulness of the happiest outcome and how it will affect everyone else. Now, this sounds like a amazing theory, what would be better than making yourself and others happy? I found myself at first agreeing with this theory up until I really looked into it. At first I found myself thinking that not everything is about being happy; some may have to suffer for the happiness of others. For example, there were two boats one contains three criminals on death row being transported to prison and the other boat contains ten happy, loving families simply enjoying a vacation. Both ships have bombs that will go off in a matter of seconds, blowing up both ships and killing everyone. However, there is a solution. I for some odd reason have a device that sets off a bomb on ONE SHIP and deactivates the other. Now the morally right thing to do would be what? What is moral and right? Taking lives? Or saving them? I do not believe in ‘playing God’ or taking lives. I would simply ignore the Utilitarianism way of thinking and walk away. I would let nature take its course. If God has arranged this to happen, then it is meant to happen. Who am I to walk in and ‘play God’ ? I have to say I agree with Hospers when he says â€Å"A hundred men might gain great pleasure from beating up or killing just one Insignificant human being; but other mens lives are not theirs to dispose of. † (Hospers) A Utilitarian would approach this situation by asking himself/herself, what will bring happiness? What will do good for greater numbers of people? Why should the prisoners get to live? There are only three prisoners, and have done nothing good but cause harm to society. What have these families done? The Utilitarian will start to analyze each detail of the situation. They first see that there are only three prisoners as opposed to ten large families. Hence, there are less people on the prisoners boat. Then he/she will see that the prisoners have already been sentenced to death, all being on death row. However, the main point will be that these are three bad men. Doing bad things, and causing pain and sorrow to others. Why should ten happy families be punished for their wrong doings? The Utilitarian would settle for simply deactivating the bomb on the prisoners boat. Believing that killing them will bring greater good and happiness to all. My argument to this is a human life is a human life; what if one of those men are actually innocent and were convicted for a crime he didn’t commit? What if the other criminal was to be released in the morning and go home to a family of eight children and a loving wife? Truth is we don’t know. Utilitarianism fails to acknowledge that a life is a life- we are not suppose to be playing God. We don’t decide who lives and who dies, even if it is for the greater good. We should just let nature run its course. Utilitarianism is a theory of always choosing pleasure over pain for the greater good of all. I believe that I have kept a closed mind towards Utilitarianism. The prisoners are already on death row, which means they are going to die for the evil they have set loose on our world. Why should I sacrifice the lives of innocent families, for a couple of men that have caused unhappiness to all? I want to reach happiness, as does everyone else in the world. I mean does the world function over what the greater good for all is? Is that why we have soldiers in Iraq sacrificing their lives for the greater good of America? Maybe I have just overlooked all the positive outcomes of Utilitarianism. I find myself agreeing with a lot of what it has to say. I want happiness, I want innocent lives to be saved, and I want to strive for the greater good of all. I find it interesting how easy it is to fall into the comfort of Utilitarianism. It goes along with my morals and values and yet I still feel a sort of guilt. If I were to deactivate the bomb on the ship with the families and let the prisoners die, I would still be taking a human life. In my religion (Catholicism), a life is a life. We must forgive sinners and those who have sinned against us. But if these prisoners are on death row†¦were they already destined to die? Would that already be in God’s plan? Was it God who sacrificed his only son for all of us sinners? I feel in a way that makes God himself a follower of utilitarianism. He set the example of offering his only son for our sins, to open the gates of heaven for everyone. Yet one of the Ten Commandments is â€Å"Thou shall not kill. † Is that not hypocritical? As I keep analyzing this situation I realize that God is God. He decides who lives and who dies, not us. I feel that it’s hard to stick to my morals when hearing the theory of Utilitarianism. Allowing someone to die at my hand for the greater good, for happiness of others. That just sounds selfish to me, kind of like the holocaust. Did all those innocent Jews endure experimentation and torture for the greater good of all? I mean, if it weren’t for these grotesque experiments we wouldn’t know the maximum altitude that crews in damaged planes can parachute safely to the ground or find the cure/treatment for hypothermia. The Jews were used as guinea pigs for the greater good of everyone else. Is that not Utilitarianism? So many people could have died of hypothermia if that experiment was never conducted. But how many innocent lives were lost to reach this conclusion? Is there a limit to how much sacrifice should be made for the greater good? There should be. This is where I cannot connect with Utilitarianism, the fact that some sort of evil has to be done to help others. I see hypocrisy in this theory; it wants happiness but wants to rule out evil. People are evil, mean and rude. No one can be happy all the time; no one can bring eternal happiness. This takes me back to my original example, who would I save? The prisoners on death row or the innocent families? The Utilitarian’s seem to have a more interesting argument. Its funny how by writing this paper, my views changed. I look at the situation differently now. I do not feel as biased and conservative as before. My ideas have changed to a more liberal understanding sense. Why release these evil me back into the world? We have enough chaos and evil. These are just three men who chose their paths and now have to pay for it. They were sentenced to death for a reason, I will not be held responsible for the innocence of happy families, children, parents, aunts and uncles. They are not in prison because they have not done anything wrong. They simply stepped onto a ship, whose fate I now hold in my hands. I have made my choice; I will deactivate the bomb on the families boat and let the prisoners face death.

Irony in Tim O’Brien’s How to Tell a True War Story Essay -- How to Te

Irony in Tim O’Brien’s â€Å"How to Tell a True War Story† â€Å"This is true.† (O’Brien, 420) – with this simple statement which also represents a first, three-word introductory paragraph to Tim O’Brien’s short story, â€Å"How to Tell a True War Story†, the author reveals the main problem of what will follow. â€Å"Truth† – when looked up in a dictionary, we would probably find definitions similar to sincerity and honesty on the one hand, and correctness, accuracy or reality on the other hand. When looking at these definitions, one can make out two groups of meaning: While sincerity and honesty are very subjective, correctness or accuracy are supposed to be objective by nature. One can be sincere and still not report the truth, due to the simple fact that one does not know any better. Accuracy, however, is supposed to represent facts, bits and pieces of information that paint a picture of an event, untouched by opinion or attitude. In his short story, O’Brien unravels step by step the irony in the double meaning of truth, implied in this first statement, â€Å"This is true†, to the reader which is then woven through the entire story. By trying to characterize what constitutes a true war story, but never really achieving this goal, the true irony of his short story is revealed. Even though in some instances giving away his opinion explicitly, the sheer contradiction of honesty and reality becomes even more visible in an implicit way by following O’Brien’s explanations throughout the story while he deconstructs his first statement. The incongruity between his first statement and what is actually shown in his examples does not need any explicit statements to drive home his message. An interesting combination of recalled events and editorial commentary, the story is not set up like a traditional short story. One of the most interesting, and perhaps troubling, aspects of the construction of â€Å"How to Tell a True War Story† is O’Brien’s choice to create a fictional, first-person narrator who might just as well be the author himself. Because â€Å"How to Tell a True War Story† is told from a first-person perspective and O’Brien is an actual Vietnam veteran, a certain authenticity to this story is added. He, as the â€Å"expert† of war leads the reader through the story. Since O’Brien has experienced the actual war from a soldier’s point of view, he should be able to present the truth about war... ...r because it seems impossible to reconstruct an event from this objective point of view. Maybe the point of telling stories is not trying to recreate the reality of a past event, but it is the message that matters because that might be in the end the only thing that does not necessarily depend on single details of the story, but on the overall picture of an event. That is why to O’Brien another important component of a war story is the fact that a war story will never pin down the definite truth and that is why a true war story â€Å"never seems to end† (O’Brien, 425). O’Brien moves the reader from the short and simple statement â€Å"This is the truth† to the conclusion that, â€Å"In war you lose your sense of the definite, hence your sense of truth itself and therefore it’s safe to say that in a true war story nohting much is ever very true† (O’Brien, 428). These two statements frame the entire irony of the story, from it s beginning to its end. Almost like the popular saying â€Å"A wise man admits that he knows nothing.† Works Cited O’Brien, Tim. â€Å"How To Tell a True War Story.† The Compact Bedford Introduction to Literature. Ed. Michael Meyer. Boston: Bedford St. Martins, 2003. p. 420-429.

I am not esther Essay

Describe a conflict/challenge faced by a character in the novel. Explain why the conflict/challenge is important. Fleur Beale effectively creates conflict between her two main characters 14 year old Kirby Pilgrim and her Uncle Caleb in the novel I Am Not Esther by throwing together two contrasting characters. This conflict is important because it introduces new characters to the plot, develops relationships, creates suspense, and reveals the themes identity crisis and rebellion. When Kirby’s mother, without much notice leaves Kirby in the care of her Uncle Caleb, leader of a cult and takes off to Africa Kirby’s world is turned upside down. At the first meeting Uncle Caleb introduces Kirby as Esther. â€Å" I am not Esther† Kirby repeated in protest, â€Å"I’m Kirby† But he insisted that she would have to use her new name as all the women of their faith had Biblical names. Kirby was used to dyeing her hair red and green for Christmas but now Uncle Caleb made her tie her hair in a braid and wear a headscarf in public. In protest Kirby hacked her hair with a kitchen knife. He also made her abandon her jeans and T-shirt and for a Long blue skirt, white loose blouse done up to the neck and up to the wrists, big white apron, laced up shoes and underwear ‘big enough to hide a cow’. Kirby who was loathe to give up her jeans objected by saying, â€Å"I’m allergic to skirts. † Besides these impositions there was no TV or radio at the cult and no books to read but for the Bible as they ‘kept their thoughts turned to the lord. Also she had to use formal language and obey the rules of the cult without question as the women of the cult always put themselves in the background. When Kirby tried to assert herself Uncle Caleb locked her in the prayer room where she remained isolated until such time Uncle Caleb released her. This conflict is important because it introduces new characters like Daniel and Maggie into the plot and develops fascinating relationships between them. Esther’s cousin Daniel helped Kirby find her mother’s things after Uncle Caleb refused to let her have them and Esther found comfort in the innocent 5 year old Maggie. The conflict also creates suspense as the reader is kept guessing, will Kirby get out of the cult and be reunited with her mother with Daniel’s help or will she succumb to the pressure from Uncle Caleb and accept the lifestyle of the cult. When Esther protests to her change in name and hairstyle and dress the themes identity crisis and rebellion are revealed by her actions. â€Å"I don’t know who I am any longer† Esther said to her mother when they were reunited, confused about her identity as any fourteen year old who had so much change inflicted on her in such a short span of time would feel. So we see that Fleur Beale has deliberately used conflict in the novel so that the reader is engaged with the characters and the plot of the novel and the resolution in the end becomes all the more meaningful because of the conflict that Esther faced when she moved to live in the cult and met the domineering Uncle Caleb.

What the Bible says and doesn’t say about homosexuality

I waited to enter the debate again until my heart was In the right place and free of anger towards those who disagree with my viewpoint. Now I ask you prayerfully consider these words, not Just rejecting them in favor of your personal prejudices. Search the Scriptures, casting aside all previous viewpoints and open your heart to what the Spirit of God is speaking to you. Many well meaning people build their case against homosexuality almost entirely on the Bible. They, Just as l, value the ancient text, and seek its guidance In their lives. Unfortunately, many of them have never really studied what the Bible does and isn't say about homosexuality. I was unaware until about 2 years ago that a lot of what I'd been taught about the Bible by people who love God and want to teach others the words, was derived from an improper understanding of context, history, and also literalism, which was seen as heresy even going back to Origin and Popularly, early church fathers who were students of A postle John. When I searched further, I came to see the Bible as more.I saw Its many cultures, religions and spiritualistic, but more importantly, I saw people who were trying with their limited understanding of the universe, nature, biology, and overall knowledge, to make sense of a world, and a God, they didn't understand. The Bible has a powerful message for all regardless of gender, sexual orientation, personal philosophy or spiritual practice. But it's a message of love and acceptance, not condemnation and, hate, and fear. Don't take my word for It, though.I ask only that you'd consider what careful research. Prayer, and meditation has taught me about the passages used by some people to condemn God's children simply because of a biological factor like attraction. Premise 1: The rampant epidemic of biblical illiteracy in this country A recent study quoted by DRP. Peter Gomes in The Good Book found that 38 percent of Americans polled were certain the Old Testament was written a f ew years after Jesus' death. Ten percent believed Joan of Arc was Nosh's wife.Many even thought the epistles were the wives of the apostles. A few key points Jesus says nothing about same-sex behavior. The Jewish prophets are silent about homosexuality. Only six or seven of the Bible's one million verses refer to same-sex behavior in any way ? and none of these verses refer to homosexual orientation as It's understood today. Premise 2: Historically, people's misinterpretation of the Bible has left a trail of suffering, bloodshed, and death.Over the centuries, people, well meaning or otherwise, who misunderstood or misinterpreted the Bible have done terrible things. The Bible has been twisted to defend bloody crusades and tragic inquisitions; to support slavery, apartheid, and segregation; to persecute Jews and other non- Christian people of faith; to support Hitter's Third Reich and the Holocaust; to oppose medical science; to condemn Interracial marriage; to execute women as witche s; and Scripture for his purpose. Looking at recent history, within the past 60 years, countless LIGHT people, all of them children of God, were murdered, assaulted, abused, arrested, rejected, ostracizes, fired from Jobs, had their children taken away, and denied basic civil rights because of six or seven verses, most of them taken grossly out of context. Most of the people I know who say â€Å"the Bible condemns homosexuality' would never condone these acts. Most Christians have no idea that the people killing gay and lesbian persons go around quoting those few verses of Scripture as Justification.But it's important to hear these stories, because I'm not writing this little pamphlet as a scholarly exercise. It's a matter of life and death. I'm pleading on the side of love. Premise 3: We must be open to new truth from Scripture God is constantly speaking. What was once adamantly declared as truth in one age is now regarded with ignorance in another. SST. Peter was commanded to kil l and eat animals he once regarded as unclean to show that the old covenant dietary laws had been lifted. SST.Paul, who once killed those who claimed the name of Jesus, in a matter of hours loved the God-Man whom he once despised as a false prophet. Even Jerry Falafel, a bastion of evangelical and fundamentalist Christianity, believed the Bible supported segregation in the church until a black shoeshine man asked him, â€Å"When will someone like me be allowed to become a member of your congregation? † I ask you to look again, with careful prayer, study, and meditation, this issue of sexual orientation. Don't Just accept mindlessly the words of a pastor or priest, but as SST.Paul said in 1st Thessalonians, â€Å"†Test all things and hold fast to that which is good. † We must look at all verses within two frameworks Galatians 5:22-23 â€Å"But the fruit of the Spirit is love, Joy, peace, patience, kindness, generosity, gentleness, faithfulness, and self control. There is no law against such things. † Philippians 4:8 â€Å"Finally, beloved, whatever is true, whatever is honorable, whatever is Just, whatever is pure, whatever is pleasing, whatever is commendable, if there is any excellence and if there is anything worthy of praise, think upon these things.Even if we believe the Bible is â€Å"infallible† or â€Å"without error,† it's dangerous to think that our understanding of every biblical text is also without error. We are human. We are fallible. And we can misunderstand and misinterpret these ancient words often with devastating results. Premise 4: The Bible is a book about God, not human sexuality The Bible is about God's love for his children and all of his creation. It's a story of God who is healing, renewing, empowering, and loving us, his sons and daughters, so we can follow God's example with others.

Census Offers Statistics on Older Americans

Census Offers Statistics on Older Americans On July 1, 2004, 12 percent of all Americans were 65 years of age and over. By 2050, people 65 and over will comprise an impressive 21 percent of the U.S. population, reports the U.S. Census Bureau. Every year since May 1963, Older Americans Month has been honored with a presidential proclamation. Last year, President George W.  Bush said, â€Å"Older Americans help others to understand the past, and they teach timeless lessons of courage, endurance and love. Through their legacy of patriotism, service, and responsibility, Americas seniors also unite families and communities and serve as role models for younger generations.† In observance of Older Americans Month 2005, the U.S. Census Bureau has compiled some revealing statistics about Americas aging population. Population 36.3 million The number of people 65 and over in the U.S. on July 1, 2004. This age group accounts for 12 percent of the total U.S. population. Between 2003 and 2004, 351,000 people moved into this age group.86.7 million Projected number of people 65 and over in the year 2050. People in this age group would comprise 21 percent of Americas total population at that time.147% Projected percentage increase in the 65-and-over population between 2000 and 2050. By comparison, the population as a whole would have increased by only 49 percent over the same period. Jobs 4.6 million Number of people age 65 and over who are still employed. This amounts to 13 percent of all people in this age group. Education 77%- Proportion of people ages 65 to 69 who graduated from high school. Seventy-three percent of people ages 70 to 74 and 68 percent of those 75 and over are also high school graduates.20% Percentage of the population ages 65 to 69 who have a bachelors degree or higher education. Among people ages 70 to 74, 19 percent have achieved this level of education; for those 75 and over, 15 percent are college graduates.73,000 Number of people 65 and over enrolled in college in October 2002.The Census Bureau has also reported that a college degree greatly increases a persons lifetime earnings, with persons holding masters degrees typically earning $1.3 million over their lifetimes than those with high school diplomas only. On a yearly basis, a college degree typically at least doubles a persons average annual earnings.   Income and Wealth $108,885 Median net worth in 2000 of households with householders 65 and over. In contrast, householders under the age of 35 had a median household net worth of $7,240.$23,787 Median 2003 income of households with householders 65 and over, statistically unchanged, in real terms, from the previous year.10.2% Poverty rate for people 65 and over in 2003. Voting Patterns 65% Percentage of registered voters ages 65 to 74 who voted in the 2002 Congressional election. Seventy-two percent of people ages 65 to 74 voted in the 2000 presidential election. This age group had the highest rate of voter participation in both the 2000 and 2002 elections. Service to Our Nation 9.7 million Estimated number of people age 65 and over who are military veterans. [Source: U.S. Census Bureau]

How to Start a Persuasive Essay

How to Start a Persuasive Essay An introduction paragraph content may vary according to the assignment, but the student writing the persuasive essay – which argues a point that is defended with evidence – usually follows a basic set of guidelines. A persuasive essay  is a type of writing that attempts to convince the reader or opponent that your argument or claim is correct. The main objective of the persuasive speech is to make the students master the art of persuasion.  This type of essay is a common assignment during high-school and early college years, so senior high school students and junior college students should benefit from it most of all. A persuasive essay outline is as follows: an introduction, body paragraphs, and a conclusion. Arguably the most important part of a persuasive essay, the basic introduction paragraph should attempt to accomplish three specific objectives: 1. Introduce the topic the student is covering, exploring or analyzing – indicating that topic’s relevance, or the writer’s interest in its application, and the kind of frame and context in which it will be discussed. 2. Indicate how the persuasive essay will be structured, clearly stating the major transitions and sections, themes and points that will comprise it. 3. State the thesis of the persuasive essay – the statement or theory that will be put forward as a premise for the rest of the paper; the issue being argued. HOW TO WRITE A PERSUASIVE ESSAY An introduction paragraph content may vary according to the assignment (the assignment could be a persuasive essay, general research paper, a thesis or dissertation paper), but the student writing the persuasive essay – which argues a point that is defended with evidence – usually follows a basic set of guidelines. Steps to Writing an Introduction to a Persuasive Essay STEP 1. Craft a solid thesis statement. This is done when the student-writer narrows the focus of their argument after finding substantial evidence that supports that argument; once a thesis statement has been chosen, sculpted and strengthened, the student can plan and outline the rest of the essay. This enables the student to craft an interesting topic sentence, which will be addressed in step 3. STEP 2. Outline the rest of the essay, paragraph by paragraph. In many cases, the introduction paragraph will read almost like an outline for the rest of the paper – it should have an introduction, a declared Thesis Statement, and its supporting evidence, and a conclusion tying it all together. STEP 3. Write one or two topic sentence. Generally, the first sentence a persuasive essay, the topic sentence generally helps the reader ease into reading the essay. The topic sentence also helps the writer organize the introductory paragraph, building up to the thesis; ultimately the topic sentence serves as a signpost for the argument. It also defines the scope of the paragraph. Topic sentences announce the boundaries and context of the subject, the issue or overall topic being examined, analyzed or evaluated, explaining why it is important, relevant and pertinent in an academic setting and worth discussing at length. A topic sentence may be a simple anecdote, could be a question or even a famous quote, but not without explaining why it is important and worth discussing. STEP 4. Follow with the Thesis Statement. By this time the student should have a solid, concise argument, which can be written in one to two sentences at the very most. STEP 5. Include the points that support the argument but keep them brief. This part of the introduction paragraph aims to indicate the points in the body paragraphs that will defend the paper’s thesis, the essay’s fundamental argument. They should not be too specific, nor be very long in length. Of course, not every introductory paragraph of a persuasive essay will follow this order precisely; however, this is a basic outline for a student writing the persuasive essay for the first time. TOP 101 PERSUASIVE ESSAY TOPICS Essay writing in general and persuasive writing specifically are our staple services. We guarantee that you will receive a paper that is properly written, correctly formatted, contains proper language and is based on results of recent research. Place an order on our Order Page.

Video about environmental science Movie Review Example | Topics and Well Written Essays - 250 words

Video about environmental science - Movie Review Example This process is known as infiltration. Rainwater permeates through pores in the soil and the bedrock in the process called as percolation. The seeped water later makes source of streams. Then through the process of evaporation, water goes back into the atmosphere in the form of water vapors and the cycle continues. Water also evaporates from leaves of the plants through a process known as transpiration. The video is very informative in general, and gives patent definitions of all terms involved in the water cycle including evaporation, transpiration, condensation, precipitation, infiltration and percolation. The whole water cycle is explained with the help of moving images which enhances the learning. Every second of the video is very informative and not a bit can be missed because every second reveals important information that makes part of the process missing which, the process gets interrupted. The video could have been more informative had the temperatures at which water normall y evaporates, transpires and condenses had been discussed! Works Cited: The Earth's Water Cycle - Environmental Science. YouTube, 2008. Film.