Presentation Of The Outreach Team - 1762 Words

Monday, September 28th: Today I was part of the outreach team so I made home visits. We had six clients to see, two returning, and four new. Of those, we ended up seeing only two clients, one new, and one returning. The first client we saw was new, and her primary concern was getting a new mask for her CPAP machine. She had previously contacted the company who supplies the machine several times tells them that the mask causes her eczema to flare up and she needs a new mask, but with no luck. My plan was to get the number from her and try to call of her behalf, but the more I talked with her, the more I came to understand that this required a doctors order for a new mask, and even then the company may not accept that without the doctor saying she needs a new machine. There was not much I could do for this client in this regard except to talk through the situation with her and help her come up with some alternative methods such as switching medical supply companies to that which she ge ts other medical supplies from. The other thing we discussed was for her to increase the amount of times she checks her sugar from once a week, to a few times a week. Our second client was one we had seen before and we just did a follow-up visit. The goal of this visit was just to see how she was going with her exercising and if the arm brace was helping her arm. She reported that the classes don’t yet start till October but she should be approved for them now that her papers are turned in.Show MoreRelatedA Research Study On The Presidential Fellowship Essay1088 Words   |  5 Pagesleadership, and outreach. 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Perspectives on Writing by Different Authors Essay

Writing is a broad topic. A topic as broad as writing leaves loopholes and room for those who choose to of express themselves. This expression can be completely voluntary, such as a job or hobby, or involuntary, such as writings assignments for students. Yet no matter the profession of the writer, there is a common ground for all. Writing can be an art for some or a gained skill for others. No matter the interpretation, there will be hardships while writing, like writer’s blocks and numerous drafts. The moral of this is that writing is a task for all. (Recognizing that writing is a messy/painful/imperfect: shitty first draft- child.. Diaz) People use writing as a form of conversation between people. The writers start that conversation.†¦show more content†¦I rather have more evidence and pages to mold then having to restart over and over again. As Lamott puts her process of writing in her essay, she expresses how you just have to get something down on paper before you can even think of achieve anything. The best way of expressing this is through multiple drafts: the first draft as the down draft, the second as the up draft and then the third being the dental draft (303). The way to break down this is thinking that these are the stages of writing. They are not simple, but more delicate. The more work you apply and the more shaping to your essay, they closer to the end product you get. For my essays, I try to draft and draft and draft. To me, the constant editing allows old claims to be strengthened and new ones to de identified. As Lamott says to write and write, Junot Diaz, the author of â€Å"Becoming a Writer†, highlights a different aspect of writing that is just as painful as continual writing. Diaz, through narrating his own process of one of his pieces of writing, expresses the pain he felt during his writer’s block. 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Smokers vs Non Smokers free essay sample

Smokers vs Non Smokers BY Jbest036 Smokers versus Non Smokers In the past when you walked into a bar, a restaurant or even any public place a lot of times all you could smell was the lingering pastime of a stale cigarette. But now society has come to realize that even that second-hand smoke can be a silent killer. Cigarettes contain over 4,800 chemicals, 69 of which is known to cause cancer. Most lung cancer and lung diseases are linked back to the terrible addition of becoming a smoker or being around someone who so kindly shared their smoke with you. Yet we ave been told time and time again of the harsh long term sometimes fatal effects of smoking and we will do it? Today I would like elaborate a little on the major difference in someone who smokes and those how abstain. In todays society with all the stressors and day to day things we deal with, some people are Just unable to function without that little while rolled up paper to take the edge off. We will write a custom essay sample on Smokers vs Non Smokers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a previous social smoker I never really realized how much it affected others around me or that I smelled so horrendous after the fact even if it was Just a ouple while I enjoyed a few adult beverages. But now as a non-smoker, it really gets to me when I am around a large group of people or even Just one person who is smoking in my presence. It causes my eyes to water, my nose to burn and sometimes sticks to my clothes and hair without even asking! It has now become the governments increase in income and way of life for many people. Nicotine is an addictive drug, which when inhaled in cigarette smoke reaches the brain faster than the use of IV drugs. Smokers not only become physically addicted to nicotine; they also link smoking with many social activities, making smoking a difficult habit to break. I would not necessarily say that smoking could be a good thing but sometimes it can help you to meet new people not that you have to step away from your friends to go outside and for many Just make time pass a little easier. The smokers shack or corner is usually the place where you can hear all the best drama and there is always plenty of gossip to go around. Yet there are such long term consequences why would anyone chose to become one? Its an age old question that will probably never resolve until the government takes control and completely bans tobacco use all together. Yet when you quit smoking and turn to the other side of being a non-smoker you will sit back and think, how could I have ever done that for so long? As a non-smoker I am able to walk or even run a mile without having breathing difficulty, I dont have to find extra perfumes and lotions to cover the smell when I walk into a public place. No need to fight the cold or extreme heat to go outside for a quick puff. I feel like I have more energy and my breath doesnt smell from the terrible habit. As a non-smoker you become thankful for the law that were improvised to ban public smoking in restaurants, bars and indoors of any kind. I now have a grandmother who has never smoked a day in her life that fghts every day to breathe with chronic obstructive pulmonary disease and emphysema because of the second hand smoke she was exposed while owning a bar ee the long-term affect she has to deal with no one else, you get a little disgusted. I believe in freedom in doing what you want to your body and have no hard feelings toward someone who chooses to smoke. I Just think that if you sat down and actually compared the benefits to the risks you might second your chose to become one of the statistics who will one day be unable to breathe without help. Every 10 minutes someone dies from a smoke related condition, would you still be a smoker?

Ms. Jill K Goslinga Essay Example

Ms. Jill K Goslinga Paper Essay on Jill K Goslinga Ms. Jill K Goslinga is a Grant Thornton Faculty Fellow and Lecturer. Jill K Goslinga works at the Warrington College of Business and the Fisher School of Accounting of the University of Florida. Jill Kristen Goslinga received her Juris Doctor’s degree from the Fredric G. Levin College of Law, University of Florida. She is the Professor in the Accounting department at the University of Florida, Gainesville, FL. Ms. Jill K Goslinga is the Faculty Lead at Grant Thornton. It is worth mentioning that Ms. Jill K Goslinga is eligible to practice law in Florida. She also has more than 12 years of experience in this area. According to the reviews of her students, Professor Jill Kristen Goslinga is knowledgeable, considerate and fair. They describe her as a very good speaker, who covers the material fully and takes time to explain problems well in class, and her classes are difficult, but helpful. Her students also say that Professor Goslinga is very organized in lecture, and it makes learning a lot easier. Professor Jill K Goslinga teaches such courses as Managerial Accounting, Financial Accounting, and Introduction to Financial Accounting. Her courses are participating in UF All Access, which is a program designed to provide the most affordable option for materials to everyone in this course. We will write a custom essay sample on Ms. Jill K Goslinga specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Ms. Jill K Goslinga specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Ms. Jill K Goslinga specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Alan Greenspan essays

Alan Greenspan essays Bob Woodwards book, Maestro, is sort of a mini-political biography of Alan Greenspan. The book doesnt get into Greenspans personal life at all, rather it sticks to the discussion of Greenspans work as an economist for the U.S. government. There is very little criticism of Greenspan in this book. Woodward himself just tells Greenspans story. He doesnt make any criticisms or offer any analysis. The only criticism at all, comes from some of Greenspans fellow Federal Reserve members, on the Board of Governors, and from some of the other members of the Federal Open Market Committee. But even this criticism is weak. There are fifteen chapters to this book, much of it explaining how the Federal Reserve Board works. The board meets once every six weeks with twelve voting members and seven Federal governors plus five of the twelve Presidents from the Federal Reserve district banks around the country. The Federal Reserve headquarters is located on Constitution Avenue in Downtown Washington D. C. This board is called the Federal Open Market Committee (FOMC), which Alan Greenspan is Chairman. Woodward explains that the main concern of the Federal Reserve Board is to keep control of the interest rate that the Fed controls and the short-term fed funds rate, the interest rate the regular banks charge each other for over night loans. Greenspan understood that controlling the fed funds rate was the key to the power over the economy. The Federal Reserve also had power in the bond market, to ease credit by having a trading desk in the New York Stock Exchange to buy U. S. Treasury Bonds. This pumps money into the banking system and eventually into the economy, giving the fed and ultimitly Greenspan himself, a lot of power over the economy. Much of the book covers these Federal Reserve Board meetings and how Alan Greenspan maneuvered his people on the board to go along with whether to ra ...

Amiable vs. Amicable

Amiable vs. Amicable Amiable vs. Amicable Amiable vs. Amicable By Mark Nichol What’s the difference between amiable and amicable? Their etymology is identical, but their senses are distinct. Amiable means â€Å"agreeable,† â€Å"friendly,† suggesting a person or an experience marked by a congenial personality or atmosphere: â€Å"He seems like the amiable sort†; â€Å"They were engaged in an amiable conversation.† The word ultimately derives from amicus, the Latin word for â€Å"friend,† which is related to amare, meaning â€Å"love.† (The latter term is the basis of amatory and amorous, both of which refer to sexual feelings.) Amicus itself was borrowed into English as a legal term; it is part of the phrase â€Å"amicus curiae† (sometimes shortened simply to amicus), which translates literally to â€Å"friend of the court† and refers to an individual or an organization that files an amicus brief or otherwise requests of a court the opportunity to weigh in about a legal issue. Amicus also survives in the Spanish word amigo, which means â€Å"friend† and is sometimes used as such in American English. Amicable means â€Å"peaceable, marked by goodwill, as in â€Å"We were relieved when we came to an amicable understanding about the issue.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Bare or Bear With Me?How to Punctuate Descriptions of Colors30 Words Invented by Shakespeare

Group field work report Essay Example | Topics and Well Written Essays - 750 words

Group field work report - Essay Example It is aggravated by shortage of entry points into the city and roundabouts. Currently, Parramatta is going through a development program that will focus mainly on transport within the area to encourage economic growth. The city council resurfaces roads, installs traffic lights and takes measures to enhance usability of the roads by motorists. In addition, it is putting up new footpaths and paid parking meters. not fully aware of the traffic rules and various road signs. Motorists, who over speed under the influence of alcohol or drugs, ignore safety measures results into accidents. Children usually get excited when they are on roads. The motorists have to limit their speed in the school zones, drive ways and car parks. Drive ways and car parks pose a bigger risk to children because the vehicles move slowly which they may misinterpret thinking the vehicle has stopped or they may start motion without children noticing or the driver noticing the children (Kids and Traffic 2010). According to Preston (2010), bicycles, scooters, rollerblades and skateboards are popular with children who use them for playing. The parents should advise them to use proper safety gear. These play wheels should be used within adult supervision preferably in parks away from active traffic or on safe routes prescribed by the City Council. Recent statistics show that road crashes are the biggest killer of school going children: a fact that is quite frightening (Kids Safety 2010). When children are travelling by bus, it is essential to fit and maintain child restraints. According to the new laws implemented by the RTA, all children under the age of four should travel in the rear seat while children between the ages of four and seven can only travel in the front seat if all the rear seats are occupied by younger children. Children Road Safety (2010) is of the opinion that restraints are

Granite South Carolina Train Disater Term Paper

Granite South Carolina Train Disater - Term Paper Example ion was train number 192 of the Norfolk southern train while the other stationary one was also a Norfolk Southern train number P22 and was effectively stationed on a siding adjacent to the Avondale Mills factory. One of the most probable causes that could have fundamentally fueled this particular event was the fact that the train number 192 was potentially misdirected using switching of train lanes from the main one to a subsidiary track into the region of where the train number 192 was directed and hence this accredited to the collision near the Avondale Mills plant. Norfolk southern train number 192 was also scheduled to carry and in effect was carrying bulk amounts of chlorine, sodium hydroxide, and cresol while when the incident took place one of the containers loaded with latter chemicals punctured on site and the surrounding block of topography was potentially exposed to hazardous elements in these course of events. The non-static locomotive was carrying forty two cars from which sixteen were derailed at the point of impact. Further to this the stationary engine labeled train number P22 had two cars docked from which one of them fell out at the point of impact. It may also be imperative to note that one of the freight cars loaded on train number 192 had ninety tons on chlorine from which sixty ton of the gas was emitted again during the crash. It was established later in a NTSB (National transport safety board) that the leak was due to a puncture in the chlorine container and hence this was the particular reason the hazardous gas was emitte d into the atmosphere. The NTSB report also showcased that three emergency calls were made right after the crash with potential eyewitness claiming to have seen and heard a train wreck in the area. The report also stressed that one of the three callers claimed to have smelled bleach near the crash site after which the call was abruptly ended. The fact again signifies that the chlorine containers did in actuality break from

New Media Technology Essay Example for Free

New Media Technology Essay Tim Berners-Lee, the creator of the worldwide web, initially intended his invention to be a haven of collaboration where people could share their knowledge (Gauntlett 2009:39). Although the prospect of such public journalism corresponded with democratic and egalitarian principles, journalists took this idea with a pinch of salt. This was almost 20 years ago, before the information highway had, for better or for worse, stretched its limbs across the globe. Today, the new media has redefined both journalism and self expression in conflicting ways that leave an individual wondering at the veracity of digital information. In the last decade, internet has gone through an explosive growth and diversification. No one could have foreseen how the internet would pervade our lives and transform the very notion of being part of a society. It has provided the ultimate freedom of the new age: a single blogger can speak to the entire world, a concept virtually impossible two decades ago. However, with this flourishing and unbound growth, the internet brings a unique set of predicaments and dilemmas. The most profound and relevant of such problems is the age-old clash of a person’s right of self-expression with the hazards of misinformation of the whole society. Whether this deceit comes about due to ignorance or design is irrelevant; in a society that promotes freedom of speech, misinformation is bound to occur on both grounds. While conferring infinite freedom to the common person, this means of self-expression comes with the acrid realization that words from a layman, presented as the predominating views of his community, are not necessarily a blessing. The news on the new media of today is more about gossip and entertainment then first-rate journalism. Since when did journalism begin to cater to the ever-growing need of the populace to be entertained? In an interview to BBC World News America, Ted Koppel, former Nightline presenter, criticized the digital journalist of today for being a mere supplier for consumers (Whitlock 2010). The commercial expansion of new media and ever-growing competition in the free market means that journalists have to write what sells; or rather, gets the most â€Å"hits† on a website. How did we come to a situation where the populace demands not to be informed, but to be perpetually entertained? Discussing news on the television, Daya Kishan Thussu (2007: 9) states: â€Å"There is a concern that too much news is creating an information overload, contributing to a structural erosion of the public sphere in the Habermasian sense, where the viewer, bombarded with visuals, is unable to differentiate between public information and corporate propaganda. † If that is true regarding television news, it most definitely holds water concerning internet news. The gargantuan flow of information, most of which lacks in credibility, is bombarded on any user who wades through the mire of pop up advertisements, banners, and mass e-mailing. Although, these devices are some of the tools used in the race to get more traffic on ones website, the capitalist agenda is far from being the most unfavorable feature of journalism. It is the ubiquitous use of new media, especially by the youth that yields the most detrimental effects. The frivolous writing that is spilt across the new media today may be the first literature some of us encounter, and draw heavily from. However, there have been examples of the internet doing its job where other media have failed. Earlier this year, on January 12th, an earthquake hit the Caribbean island of Haiti. All landlines and mobile connections were suspended. The production team of the news program Sunrise at Sky News, London, was finding it difficult to channel in the first reports from the disaster-struck area. It was to be a young member of their team, Emily Purser, who used Twitter and instant messaging via Google and Skype, to secure the first reports of the incident (Elward 2010). Another, much publicized affair was the use of Twitter by the political opposition in Iran to protest the presidential elections. The protestants took to all sorts of media, but the loudest dissent was voiced, surprisingly, through microblogging. This medium proved to be fast, portable, and most importantly very difficult to contain. Ironically, this very accessibility makes the medium too erratic, unreliable, and mundane to be of any journalistic value (Grossman 2009). An obvious embodiment of the debate between free speech and quality journalism is Wikipedia. This resource epitomizes the â€Å"by the people, for the people† ideology, but this trait alone does not give it any credibility whatsoever, at least not in academic circles. A former editor-in-chief of Encyclopedia Britannica compared Wikipedia to a â€Å"public toilet†, accusing it of delivering information that has no authenticity (Shirky 2006). On the other hand, notions that anything that appears in print media will always be more accurate than digital information are absurd. What Wikipedia envisions is the process through which one can witness the knowledge of its users evolving and perfecting itself through countless revisions (Shirky 2006). The trump card in the argument for Wikipedia comes from a comparison of veracity of data between itself and Britannica; the scientific journal Nature declares them to be of similar accuracy (Giles 2005:900). This collaboration is a sign for those who think people are becoming ever more antisocial and misanthropic, for this is a global effort in creating something for the benefit of all and no monetary gain (Gauntlett 2009:42) . Patricia Wallace, in her book, The Psychology of the Internet writes about how free flow of information can be used to cultivate critical and analytical thinking amongst students who access it (1999:245). Nevertheless, the fact remains that the new media is losing credibility day by day. Although, the global sharing of information and its revision by collaboration is a noble idea, public journalism makes it exceedingly difficult to acquire accurate information; and to accept the new media as a genuine journalistic medium. BIBLIOGRAPHY Gauntlet, David. (2009). Case Study: Wikipedia. Eds. Creeber, G Martin, R. Digital Cultures. Maidenhead: McGraw-Hill. Thussu, Daya Kishan. (2007). News as Entertainment: The Rise of Global Infotainment. London: SAGE Publications. Wallace, Patricia. (1999). The Psychology of The Internet. Cambridge: Cambridge University Press. Shirky, Clay. Interviewed on Imagine, BBC1, UK (aired 5th December 2006) Giles, Jim. (2005). Internet encyclopedias go head to head, Nature, 438:900. www. nature. com/nature/journal/v438/n7070/full/438900a. html (5th May, 2010) Grossman, Lev. (2009). Iran Protests: Twitter, the Medium of the Movement. Time. http://www. time. com/time/world/article/0,8599,1905125,00. html (5th May, 2010) Whitlock, Scott. (2010). Ted Koppel Slams Undisciplined Internet Journalism. NewsBusters. http://newsbusters. org/blogs/scott-whitlock/2010/04/13/ted-koppel-slams-undisciplined-internet-journalism-longs-good-old-da (5th May, 2010) Elward, David. (2010) Work of a trainee newspaper journalist. (5th May, 2010) http://davidelward. com/2010/03/09/the-digital-revolution-need-not-sound-the-death-knell-for-good-journalism/

Why Is Monopolies Harmful And How Can Regulation Ameliorate These Harm :: essays research papers

Why Is Monopolies Harmful and How Can Regulation Ameliorate These Harmful Effects? Why is monopoly ‘harmful? How can regulation ameliorate these harmful effects? What problems confront the regulators? In order to deduce that a monopoly is ‘harmful', there must be another market system which is preferable to monopoly so as to offer greater benefits to the public. A monopoly can therefore be compared to perfect competition. If the benefits of perfect competition outweigh the benefits of monopoly then a monopoly can be regarded as ‘harmful' since the consumers are not receiving the maximum possible utility for their purchases. Monopolies are criticised for their high prices, high profits and insensitivity to the public. Some governments therefore, in the light of these protests, advocate policies relating to monopolies, in order to regulate their power in favour of the public's interest. There are several reasons why monopolies may be against the public interest. It is claimed that monopolies produce at a lower level output and charge a higher price than under perfect competition in both the short run and the long run. Consider the diagram above. Assume that this monopolist attempts to maximise profits. Equating MC=MR yields an output of Qm and a price of Pm. If the same industry existed under perfect competition however, the price would be Ppc and output would be Qpc since under perfect competition P=MC=AR. The price in such a situation would thus be lower than under monopoly and output would be greater. Consumers obviously benefit if this is the case since P=MC implies P=Marginal utility so that consumers are maximising their total utility(Under monopoly P>MC and therefore arguably, not the optimum). In the long run under monopoly, supernormal profits persist. Under perfect competition complete freedom of entry leads to the elimination of these profits and forces firms to produce at the bottom of the long run average cost curve. Under monopoly however, there are barriers to entry so as to prevent new firms from entering the industry and reducing the monopolist's profits to the normal level. Higher prices and lower output thus continue to persist in the long run. Due to lack of competition, it is argued, a monopolist has no incentive to develop new techniques in order to survive. A monopolist can therefore make supernormal profits without using the most efficient techniques. Under perfect competition, in order for firms to survive, the most efficient techniques must be adopted or developed whenever possible or else the firm which fails to do so will be forced to shutdown. This argument leads to the conclusion that monopolies have higher cost curves than firms under perfect competition(Assuming

Book Review – Simply Jesus

We can go about Sunday after Sunday worshipping the Lord Jesus and praying out to him in our own ways but at the end of the day, are we ready to deal with the challenges of the â€Å"real life†? Would we question ourselves on the reality of Jesus' existence? â€Å"With Jesus, Its easy to be complicated and hard to be simple†, described the author. And it is so true that with our Limited ability to fully comprehend the works of Christ Jesus, he becomes rather â€Å"under-utilized†, grossly under-valued with Its full potential nowhere near realized. The gospels, like his computer, have every right to feel restated, says the author.Jesus, though he was actually king, did not come fully recognizable as â€Å"the king†, so that his believers need to â€Å"exercise faith† in believing that Jesus is indeed the real king through all his miraculous works! Jesus is unavoidable. But he is also deeply mysterious. While we know so much about Jesus, yet there Is only so little that we really understood of him. Jesus puzzled people then, and he puzzles us till this day! Firstly, we know that Jesus' world was a strange, foreign country. Those days the people then thought differently. They coked at the world differently in cultural habits, practices and lifestyle.Secondly, Jesus' God seem to strange to us! There are so many â€Å"gods† from some of the world's great religions that it is not sufficient Just to ask, â€Å"Do you believe? † but to also ask, â€Å"Which god dowdy believe In? â€Å". We need to get Inside Jesus' world and try to catch a glimpse of what he meant when he spoke of God. Only then, we can begin to look Into think you were allowed to do, and he explained them by saying he had the right to do them! Of course, with all that said, Jesus didn't have â€Å"authority' over us. Nevertheless, the right to â€Å"choose† still lies in our hands today.

Cipp Model of Evaluating a Curriculum

CIPP Model of Evaluation The CIPP model was developed by Stufflebeam (1983) to evaluate curriculums through Context, Input, Process, and Product. The Context defines the operation within which the curriculum will be delivered. It determines the specific characteristics of the learners. Most importantly, it helps to establish a rationale for the determination of the curriculum objectives. In evaluation the context is used to define the environment relevant to the curriculum, describing the actual and intended conditions of the program, identifying unmet needs, and diagnosing barriers that prevent needs from being met.Input identifies and assesses the capabilities, strategies, and designs available for implementing the curriculum as related to the curriculum’s objectives. It determines what internal resources are needed to enable achievement of the objectives and to search for external resources when required. Also, the input phase considers the cost to implement the curriculum. In evaluation the input determines to what extent available resources were used to achieve the curriculum objectives. Process identifies the procedural design that will be used to implement the curriculum.The curriculum objectives are translated in specific activities that constitute the instructional design. In evaluation the process is used to identify deficiencies in the procedural design or in the implementation of the curriculum, i. e. , what actually took place during instruction. To provide information necessary to make modifications to the implementation strategies used during instruction. Product defines the measurable outcomes of the curriculum both during and at the completion of instruction. These outcomes are directly related to the curriculum objectives.In evaluation the product is used to compare actual outcomes against a standard of what is acceptable to make judgments to continue, terminate, modify, or refocus an activity. Evaluation of the Primary Science Curricul um (Levels Infants-Standard5) using the CIPP Model. This curriculum is sequenced into six (6) strands per level of the seven (7) syllabi in which it aids teachers in producing a lesson which helps pupils to develop important concepts in primary science. They help the pupil develop a sound understanding of the living and material world. The strands are: 1) Living things 2) Ecosystems 3) Matter and Materials ) Structures and Mechanisms 5) Energy 6) Earth and Space Context The relation of these courses to the other courses from level infants to standard 5 is the dept in which the topics have evolved in order for the students to gain a deeper understanding of the scientific method and broaden their minds. It is time adequate because it is spread throughout the three terms and is continued to a higher extent every level change. The critical/ important external factor is the ministry of education in which they develop the curriculum to host particular outcomes specific for the exams which follow these lessons at the end of each term.The courses can be integrated into each other for students to grasp knowledge of the methods used in understanding science as well as some of the courses implementing more hands on activities to further the learning process of each student. The links between the courses and research/extension activities are grounds in which the students gain more understanding of each topic through a combination of the new information to the already learnt knowledge from ideas like experiments and projects which help each student understand the content of the course.The course is needed for the students to develop skills in inquiry and the scientific method of investigation to boost the capacity of their learning abilities and will be very useful in society as employers are in need of employees with the ability to think critically and problem solve through the scientific method of investigation. Inputs The students enter with the ability of competence, c uriosity, understanding, creativity, and sensitivity in the event of new knowledge within the science program.The learning styles of each student will differ but from the activities preformed by the teacher and fellow students to further understand the content the students will grasp the new information than if it were just â€Å"wrote learning†. The students become motivated when activities are introduced to the lesson. Some students may live in homes where they are not able to get information for projects which pertain to the lesson and the teachers make arrangements to accommodate these students.The student’s existing knowledge is that of life experience and when they are explained in class the students not have the capability to take the new knowledge and assimilate it with the old knowledge to form new schemes. The aims of the lessons are suitable to the levels in which they are specifically proposed. The objectives, specific to the lesson whether it be senses or space and time or enquiries, are derived from and complement these aims effectively. The course is very clearly defined and the knowledge skills and attitudes match each student’s ability to cope with the content of the lesson.The content of the lesson is appropriate to the age group in which it will be taught and is relevant to real life situations and experiences which makes it easier for the students to develop problem solving skills. The resources and equipment needed will be to further impart knowledge on the students such as field trips, charts, pictures, and experiments. The teachers and the students each have the specific texts books are the ministry provides these books for the schools.The teachers should have the ability to develop new methods in which to teach these lessons to the students as it centers on discovery by the students guided by the teachers. The time available is very different compared to the workload that must be done to accomplish the tasks set for ward by the aims and objectives as the preparation for the lesson takes more time that other lessons due to the fact that the teach now has to facilitate and guide the learning rather than teach the content.Process The workload of students is now broaden as the students have more to accomplish on their own with the other subject areas to take into consideration as these science lessons require more from students. Students will participate in these types of lessons more than the others because it centers on students discovering their potential to investigate and acquire new information on their own with guidance from their teachers. There are little to no problems related to teaching and learning.Also there is an effective two way communication in which the teachers as specific question to arrive at the answer that facilitate critical thinking and problem solving in each student. The students use the knowledge transferred to them to further their understanding of the real world and a pply this knowledge to new situations that arise. The students have no issues with using/applying/analyzing the knowledge and skills being learnt as they understand that it is present in everyday experiences. The teaching and learning process is continuously evaluated in the form of activities and written assignments such as projects and portfolios.The teachings of these lessons are not affected by practical/institutional problems because the teachers teach to one particular syllabus which can fit into any program whether different in terms of culture or religion. The students and teachers need to be very understanding to each student for the duration of imparting knowledge as it develops interpersonal skills. The discipline is maintained by the teacher who asserts the time in which each student must speak and quickly disciplines while teaching the class.Unknown to the class the teacher controls the level of noise through transitional methods which grasp the attention of each studen t. Product At the end of each term an examination is conducted to evaluate the content taught during the course. There is no information on the final assessment of the science curriculum but there are assessments at the end of each lesson. The assessments of the lessons are designed toward the KSA (Knowledge, Skills, and Attitudes) of each student towards the content of the lesson.The KSA after a course was reported as improved as each child developed new skills in which they can process new information and investigate new ways in which to respond to questions. Students use what they have learnt to develop new skills in the simple processes like play. Each student has developed an understanding of the overall experience during each lesson and has developed new skills of deduction. The main lessons learned were to stimulate curiosity and creativity, develop competence in the use of knowledge and scientific method, and develop a critical awareness of the role of science in everyday li ving.The official report is done and sent to the ministry to further evaluate the determine the effectiveness of the curriculum and to alter what may be needed to change. Teachers whom have the ability to successfully teach the science curriculum will have an added merit to their reputation and the ministry will see no need to change the curriculum while if there were more teachers that have failed to effectively teach the science curriculum the ministry will reevaluate the content make amendments to the curriculum.

Green Revolution Essay Example

Green Revolution Essay Example Green Revolution Essay Green Revolution Essay The success of industrialization in the world has led to environmental issues through the world. As the 21st century begins, many nations are trying to deal with with the environmental effects of industrialization. Therefore began the green revolution, an attempt to change and if not change at least make progress. Starting in the early 19th Century the United States underwent an industrial revolution. The work that many people did changed as they moved from farms and small workshops into larger factories. They tended to buy things in stores, rather than make them at home or trade with their neighbors. They used machines, and purchased the products of machines, more than they ever had. The small-scale centers of textile production discussed in Unit 1 lasted well into the 19th century. But the manufacture of textiles began to change dramatically, starting as early as the sasss, as these traditional sources were first Joined, and then replaced, by a new material, a new kind of agriculture, and a new kind of factory. : The material processed changed, from linen and wool to cotton; the way that cotton was grown and prepared changed, with the invention of the cotton gin and the reinvention of the plantation; ewe machines, invented to process the cotton, found a new setting in larger and more complex factories. Together, these changes added up to an industrial revolution. This textile revolution did not happen everywhere in the United States at the same time, and its effects were quite different in different areas. Perhaps the largest change came in the South, where the new demand for cotton was supplied by plantations based on slave labor and mechanized processing of the cotton by the cotton gin. (Gin is short for engine. ) The Northeastern United States changed aromatically as home spinning and weaving, and small-scale carding and filling mills gave way to large integrated mills where a new kind of worker used new machines to produce cotton cloth on a scale previously unimagined. Smaller mills remained, and would remain for the rest of the century, but for the most part, only in areas of low population far from the commercial markets of the Northeast. This account of the American Industrial Revolution is different from the usual one found in textbooks. Many textbooks claim, for example, that the Industrial Revolution did not occur until he end of the 19th century, with the coming of massive steel mills and the end of small-scale production. And they omit the mechanization and reorganization of Southern plantations, on the grounds that agricultural production is not part of the history of industry. While this traditional story is not wrong, it leaves out an important part of the story. Let also leaves out many people who participated in and whose lives were changed by industrialization. To focus on factories, which have traditionally employed native white and immigrant workers, and from which African Americans ere kept by racial prejudice, leaves out a large group whose story is a key element of American history. Slaves produced the cotton that made possible Northern factories, a piece of history often slighted in favor of stories about those factories. In this curriculum we have widened our point of view to include Southern cotton production as part of textile history. So slavery, and later sharecropping, becomes an of the history of technology; and technology becomes part of African American history. Such an inclusion view should help students of color imagine themselves s people who, like their ancestors, use and control technology. Based on an ancient technology, the introduction of the saw gin at the end of the 18th century changed the nature of American cotton cultivation. Developed Just as the world-wide demand for raw cotton was skyrocketing because of the expansion of textile mills in Britain and the United States, the machine removed the principal bottleneck to cotton production. Even the early machines allowed one person to clean the seeds from fifty pounds of green-seed cotton in one day. Soon cotton became the most important market crop in the South. Production went from 3,000 bales in 1790 to 1 million bales in 1835. With the opportunity to make a good profit from cotton came dramatic changes in Southern agriculture: increased size of plantations, and to work them, increased numbers of slaves. African slaves had been used in Southern agriculture almost from the beginning of European settlement. Tobacco planters had used slaves since the 17th century; slaves were critical to the rice cultivation that developed in the 18th century. Plantations, large farms using slave labor to grow a single crop, were created to make a profit for the owners before technology made cotton a cash rope and before slavery was the only labor system. But plantations were adapted to produce cotton in the 19th century and by then many of them employed only slaves. Planters became wealthy by exploiting the labor of Africans in America, men and women who could not choose another way of life. The growth of cotton as a cash crop in the 19th century meant the growth of slavery throughout the South. Slavery, which had been in decline, became an integral part of the new agriculture. It might seem odd that a new labor-saving machine like the cotton gin meant an increase in the size of the labor force. But the lower price meant an enormous increase in cotton production, and even with the cotton gin, cotton production still required an enormous amount of labor. Cotton demanded large plantations; it made money only when plantation owners could put more workers in the field. From an investors point of view, slaves were a capital investment, comparable to the machinery a northern factory owner might purchase. Many nations throughout the world have to deal with the effects of industrialization. This problem goes back all the way to the Industrial Revolution that started in the mid-sass in England. As a result, these countries are now trying to find ways to resolve these problems. New organizations and countries are working to resolve these problems, such as the Greenback, the United Nations, and the ROI Conference. The Industrial Revolution was the time of change from making goods in the home to making them in a factory. These factories led to an increase of pollution. Industrialization causes many problems in todays nations. Some of these problems include air pollution, water pollution, land pollution, global warming, and the destruction of forests and forest life. Air pollution is event in highly industrialized countries. Industrialized is a term that means producing many goods, usually in factories. The smoke giving off these factories include high amounts of CO and carbon emissions. Countries that are highly industrialized are putting out six times the amount of CO gas developing, non-industrialized countries. This CO gas is harming the environment and ruining the ozone layer. The rate of carbon emission the amount in highly industrialized countries by the year 2020. Most of these gases are formed in industrial cities. Factory smokestacks and car exhaust pipes put these out. When countries do not have the natural resources for farming and food they build up their cities so they have a means of production. Japan is one such country. Because it lacks fertile soil for growing crops it relies on industry to get the products it needs. She has to trade manufactured goods for food products. Cities such as Tokyo have become highly developed and crowded so they are having high amounts of air pollution. Air pollution contributes to smog and acid rain. The burning of fossil fuels and the destruction of forests are causing great problems including global warming and the depletion of the ozone layer. The problems may eventually cause the destruction of the earth. The disposal of toxic chemicals in water are forming problems for underdeveloped countries who dont have purifying systems before they drink their water. The green trend resulted from the introduction of hybrid strains of wheat, rice, and corn and the adoption of modern agricultural technologies, including irrigation and heavy doses of chemical fertilizer. The Green Revolution was launched by research establishments in Mexico and the Philippines that were funded by the governments of those nations, international donor organizations, and he U. S. Government. Similar work is still being carried out by a network of institutes around the world. The Green Revolution was based on years of painstaking scientific research, but when it was deployed in the field, it yielded dramatic results, nearly doubling wheat production in a few years. The extra food produced by the Green Revolution is generally considered to have averted famine in India and Pakistan; it also allowed many developing countries to keep up with the population growth that many observers had expected would outstrip food production. The leader of a Mexican research term, U. S. Agronomist Norman Burglar, was instrumental in introducing the new wheat to India and Pakistan and was awarded the Nobel Peace Prize in 1970. The key breakthrough in Mexico was the breeding of short-stemmed wheat that grew to lesser heights than other varieties. Whereas tall plants tend both to shade their neighbors from sunlight and topple over before harvesting, uniformly short stalks grow more evenly and are easier to harvest. The Mexican dwarf wheat was first released to farmers in 1961 and resulted in a doubling of the average yield. Burglar described the twenty years from 1944 to 1964 as the silent revolution that set the stage for the more dramatic Green Revolution to follow. Len the sass, many observers felt that widespread famine was inevitable in the developing world and that the population would surpass the means of food production, with disastrous results in countries such as India. The United Nations Food and Agriculture Organization calculated that 56 percent of the human race lived in countries with an average per-capita food supply of 2,200 calories per day or less, which is barely at pubescence level (cited by Mann, p. 038). Biologist Paul Earlier predicted in his 1968 bestseller The Population Bomb that hundreds of millions would starve to death in the sass and sass in spite of any crash programs embarked upon at the time he wrote his book (Earlier, p. X). In 1963, Just such a devastating famine had threatened India and Pakistan. Burglar went to the subcontinent to try to persuade governments to impo rt the new varieties of wheat. Not until 1965 was Burglar able to overcome hundreds of tons of seed to Jump-start production. The new plants caught on rapidly. By the 1969-1970 crop seasonabout the time Earlier was dismissing crash programs55 percent of the 35 million acres of wheat in Pakistan and 35 percent of Indians 35 million acres of wheat were sown with the Mexican dwarf varieties or varieties derived from them. New production technologies were also introduced, such as a greater reliance on chemical fertilizer and pesticides and the drilling of thousands of wells for controlled irrigation. Government policies that encouraged these new styles of production provided loans that helped farmers adopt it. Wheat reduction in Pakistan nearly doubled in five years, going from 4. Million tons in 1965 to 8. 4 million tons in 1970. India went from 12. 3 million tons of wheat in 1965 to 20 million tons in 1970. Both nations were self-sufficient in cereal production by 1974. As important as the wheat program was, however, rice remains the worlds most important food crop, providing 35-80 percent of the calories consumed by people in Asia. The Inter national Rice Research Institute in the Philippines was founded in 1960 and was funded by the Ford and Rockefeller Foundations, the government of the Philippines, and the U. S. Agency for International Development. This organization was to do for rice what the Mexican program had done for wheat. Scientists addressed the problem of intermittent flooding of rice paddies by developing strains of rice that would thrive even when submerged in three feet of water. The new varieties produced five times as much rice as the traditional departed varieties and opened flood-prone land to rice cultivation. Other varieties were dwarf (for the same reasons as the wheat), or more disease-resistant, or more suited to tropical climates. Scientists crossed thirty-eight different breeds of rice to rate AIR, which doubled yields and became known as miracle rice. AIR served as the catalyst for what became known as the Green Revolution. By the end of the twentieth century, more than 60 percent of the worlds rice fields were planted with varieties developed by research institutes and related developers. A pest-resistant variety known as IR was planted on nearly 28 million acres, a record amount for a single food-plant variety. In addition to Mexico, Pakistan, India, and the Philippines, countries benefiting from the Green Revolution included Afghanistan, Sir Lankan, China, Indonesia, Iran, Kenya, Malay, Morocco, Thailand, Tunisia, and Turkey. The Green Revolution contributed to the overall economic growth of these nations by increasing the incomes of farmers (who were then able to afford tractors and other modern equipment), the use of electrical energy, and consumer goods, thus increasing the pace and volume of trade and commerce. As successful as the Green Revolution was, the wholesale transfer of technology to the developing world had its critics. Some objected to the use of chemical fertilizer, which augmented or replaced animal manure or mineral fertilizer. Others objected to the use of pesticides, some of which are believed to be persistent in the environment. The use of irrigation was also criticized, as it often required drilling wells and tapping underground water sources, as was the encouragement of farming in areas formerly considered marginal, such as flood-prone regions in Bangladesh. The very fact that the new crop varieties were developed with foreign support caused some critics to label the entire program imperialistic. Critics also argued that the Green Revolution primarily benefited large equipment, and that it helped displace poorer farmers from the land, driving them into urban slums. Critics also pointed out that the heavy use of fertilizer and irrigation causes long-term degradation of the soil. The success of the Green Revolution also depended on the fact that many of the host countriessuch as Mexico, India, Pakistan, the Philippines, and Chinahad relatively stable governments and fairly well-developed infrastructures. These factors permitted these countries to diffuse both the new seeds and technology and to bring the products to market in an effective manner. The challenges were far more difficult in places such as Africa, where governments were unstable and roads and water resources were less developed. For example, in mid-sass Mystique, improved corn grew well in the northern part of the country, but civil unrest and an inadequate transportation system left much of the harvest to rot. According to the report by David Gayety, with the exception of a few countries such as Kenya, where corn yields quadrupled in the sass, Africa benefited far less from the Green Revolution than Asian countries and is still threatened periodically with famine. The Green Revolution could not have been launched without the scientific work done at the research institutes in Mexico and the Philippines. The two original institutes have given rise to an international network of research establishments dedicated to agricultural improvement, technology transfer, and the development of agricultural resources, including trained personnel, in the developing countries. A total of sixteen autonomous centers form the Consultative Group on International Agricultural Research (CIGAR), which operates under the direction of the World Bank. These centers address issues concerning tropical agriculture, dry-area farming, corn, potatoes, wheat, rice, livestock, forestry, and aquatic resources, among others. Future advances in agricultural productivity depend on the development of new varieties of plants such as sorghum and millet, which are mainstays in African countries and other less-developed areas, and on the introduction of appropriate agricultural technology. This will probably include biotechnologythe genetic alteration of food plants to give them desirable characteristics. For example, farmers in Africa are plagued by hardy, invasive weeds that can quickly overrun a cultivated plot and compel the farmer to abandon it and move on to virgin land. If the plot were planted with corn, soybeans, or other crops that are genetically altered to resist herbicide, then the farmer could more easily control the weeds and harvest a successful crop. Scientists are also developing a genetically modified strain of rice fortified with vitamin A that is intended to help ward off blindness in children, which will be especially useful in developing countries.

Use Windows Hooks in Delphi Applications

Use Windows Hooks in Delphi Applications Code submitted by Jens Borrisholt. Text by Zarko Gajic. By Jens: Hooks, I’ve seen a lot of people trying to make a clean solution for hooking messages in an application. So I decided some time ago to implement hooks as a class, with nice events and stuff :) Hook.pas makes it possible to assign a method pointer to a procedure pointer (with some help from assembler). For example: if you want to trap ALL keystrokes in your application - simply declare an instance of TKeyboardHook, assign an event handler for OnPreExecute or OnPostExecute, or both. Set you KeyboadHook active (KeyboardHook.Active : True) and you are out and running .. On Windows Hooks A hook is a point in the system message-handling mechanism where an application can install a subroutine to monitor the message traffic in the system and process certain types of messages before they reach the target window procedure. Put shortly, a hook is a function you can create as part of a dll or your application to monitor the goings on inside the Windows operating system. The idea is to write a function that is called every time a certain event in windows occurs - for example when a user presses a key on the keyboard or moves the mouse. For a more in depth introduction to hooks, take a look at What Windows hooks are and how to use them within a Delphi application. Hooking mechanism relies on Windows messages and callback functions. Types of Hooks For example:You can use the WH_KEYBOARD hook to monitor keyboard input posted to a message queue;You can use the WH_MOUSE hook to monitor mouse input posted to a message queue;You can a WH_SHELL hook procedure when the shell application is about to be activated and when a top-level window is created or destroyed. Hooks.pas TCBTHook - called before activating, creating, destroying, minimizing, maximizing, moving, or sizing a window; before completing a system command; before removing a mouse or keyboard event from the system message queue; before setting the input focus; or before synchronizing with the system message queue.TDebugHook - called before calling hook procedures associated with any other hook in the systemTGetMessageHook - enables an application to monitor messages about to be returned by the GetMessage or PeekMessage functionTJournalPlaybackHook - enables an application to insert messages into the system message queue.TJournalRecordHook - enables you to monitor and record input events (to record a sequence of mouse and keyboard events to play back later by using the WH_JOURNALPLAYBACK Hook).TKeyboardHook - enables an application to monitor message traffic for WM_KEYDOWN and WM_KEYUP messages.TMouseHook - enables you to monitor mouse messages about to be returned by the GetMessage or PeekMes sage function. TLowLevelKeyboardHook - enables you to monitor keyboard input events about to be posted in a thread input queue.TLowLevelMouseHook - enables you to monitor mouse input events about to be posted in a thread input queue. TKeyboardHook example Download hooks.pas demo application uses hooks, .... var   Ã‚  KeyboardHook: TKeyboardHook; .... //MainForms OnCreate event handler procedure TMainForm.FormCreate(Sender: TObject) ; begin   Ã‚  KeyboardHook : TKeyboardHook.Create;   Ã‚  KeyboardHook.OnPreExecute : KeyboardHookPREExecute;   Ã‚  KeyboardHook.Active : True; end; //handles KeyboardHooks OnPREExecute procedure TMainForm.KeyboardHookPREExecute(Hook: THook; var Hookmsg: THookMsg) ; var   Ã‚  Key: Word; begin   Ã‚  //Here you can choose if you want to return   Ã‚  //the key stroke to the application or not   Ã‚  Hookmsg.Result : IfThen(cbEatKeyStrokes.Checked, 1, 0) ;   Ã‚  Key : Hookmsg.WPARAM;   Ã‚  Caption : Char(key) ; end; Ready, set, hook :)

Crowdfunding Essay Example | Topics and Well Written Essays - 750 words

Crowdfunding - Essay Example The four main types of crowdfunding are donation-based crowdfunding, reward-based crowdfunding, lending-based crowdfunding and equity-based crowdfunding. In this type of funding, there are no financial returns to the contributors or investors. In many cases, this type of crowdfunding is used for raising money for charitable projects. Some of these projects include disaster relief and medical bills (Nesta, 3). For example, an organization such as the Red Cross might conduct a campaign aimed at getting people to donate. Such donations have no returns attached to them. The donors are satisfied when a given project is completed. The motivation for the donors is non-monetary. Many organizations that use this type of crowdfunding rely on their websites to get contributors, although other outlets such as social media may be used. In this type of funding, the donations are gathered and assigned to a given project (Gadja &Walton, 8). This then helps get more donations because the funders understand that their money will be used for a specific purpose. In the end, the donors may give repeated donations if the organization keeps on updating the m of the progress of the ongoing project. Examples of such platforms include JustGiving (England), Startme (South Africa) and m-changa (Kenya) (Gadja &Walton, 8). This type of funding involves people contributing to a given business or project in exchange for some type of reward. In many cases, this reward is in the form of product or service offered by the organization seeking the funding (Nesta, 3). This is the most popular type of crowdfunding and is mainly used for creative and entrepreneurial projects. Usually, this model allows for the rewards to be given to the contributors based on the amounts contributed; the more a person donates, the better the rewards received. The donation is usually higher than the monetary value of the reward given, and this

Marketing Environment of Walker Crisps Case Study

Marketing Environment of Walker Crisps - Case Study Example Findings, analysis and the key issues will be highlighted. When an individual is dealing with the market there are some issues that are considered and they include things like the potential markets and the consumers and the driving forces behind sales trends and the strengths and weaknesses in market. In the 1880s, the director R. E. Gerald helped the meat industry that was falling to come up with an alternative industry and that is how walker crisps began by a man known as Henry Walker. At the present time the owner of walker is Frito-lay (Andrews, 2004) the advert by Gary in 2000 was the 9th best commercial television of all time. The authority said that the TV Commercial and poster viewers make unjustified claims on health regarding the new recipe for crisps. The TV commercial also featured that the saturated oils were reduced by 70%. According to Graham Cash Macgregor chairman, the reduced salt and saturated oil makes the walker crisps better. Cash challenges walkers by saying that 8% of the salt is contained in the crisps for adults. According to a new walker's TV advert, 100% of the walkers crisps are made from British purely formed potatoes and they demonstrate the commitment of walker's to produce quality and also to the industry of the farming. Gary explains that the weather of the British helps in the growth of British potatoes that makes the perfect good quality of walkers' crisps and hence making of these quality crisps. Alongside the advertisement from the TV, the spending of the market has included advertising from outdoor and also practical demonstrations in UK at the events that are across and also giving hands on to consumers on how crisp are created up to the pack from spud. The saturation of walker crisps is reduced such that a bag contains a gram less of the

Procurement management Assignment Example | Topics and Well Written Essays - 500 words

Procurement management - Assignment Example Other concerns in this step include the determination of what to procure, how much to procure and finally, when to do the procurement. In the same process, the project manager and the procurement management team decide on the question of make-or buy the items required for the project accomplishment. Identification of the type of the contract- once a need has been ascertained to obtain the items and materials from an outside source, the procurement team, will embark on deciding on which type of contract to sign with the prospective bidders. Very key in this process is to question the risk management strategies with different bidders. The prospective suppliers must be comprehensively engaged on this concern to explore any possibilities of risk occurrence, and the risk mitigation strategies that are in place to cushion the firm from the impacts. It is upon such establishment that such contract types as the cost plus fixed fee or cost plus the incentive fee will be agreed upon (Project Management Institute-PMBOK 2008). The third stage is to develop the standardized procurement documentation. These documents are drafted and reviewed every now and again depending on the circumstances at any given stage of the project implementation. Such important procurement documentation include the standard forms, the quotation proposal, the Invitation For Bid (IFB), the Request For Quote (RFQ) and other form templates used in the process created specifically for the procurement processes. The Procurement Management Plan- in the plan, the project manager puts in place the roles and responsibilities of the project team and that of the organization. Notably, creation of understanding among or between the project team members and the organization is necessary at this point. This is because such arrangements, more often than not, create the conflict of interests, duplication of responsibilities and the completion for resources by the members of the

Comparison Of Identity In The Bell Jar Selected Poems English Literature Essay

Comparison Of Identity In The Bell Jar Selected Poems English Literature Essay Sylvia Plath is primarily known for her poetry and her semi-autobiographical novel The Bell Jar, written under the pseudonym Victoria Lucas. Both her poetry in Sylvia Plath Selected Poems and her novel The Bell Jar underline many key issues within Plaths own life, and both emphasize many different themes. One of the key and strongest themes running throughout both of these texts is the theme of identity. Through Plaths confessional poetry style and her semi-autobiographical novel the reader is able to pick up on Plaths own struggles regarding identity, linking back to her battles with mental illness. Many of the key ideas addressed in The Bell Jar are also picked upon within some of her poems. The novel is, as bitter and remorseless as her last poems written before her suicide on 11th February 1963. The novel The Bell Jar was originally published in 1963 under the pseudonym Victoria Lucas, only to be published in Plaths name in 1971, years after her death; Sylvia Plath Selected Poems was published in 1985, after being put together by her former husband Ted Hughes. Here Esther is parodying herself, thinking that she is something different from what she actually is, thus distorting reality. She is also making fun of herself through her appearance, through harsh misinterpretations. She does this through the use of a mirror, by seeing something that isnt really there- changing reality into her own view of the distorted image, further showing her inability to comprehend her own features and identity. Plath uses colloquial language throughout the novel, which is apparent through the use of words such as a big, smudgy eyes, the use of informal language is also apparent in some of her poetry. She also refers to herself in the first person a lot, through the use of the word I and myself (herself in the novel is the protagonist Esther Greenwood). The same idea can be seen through Plaths poem Mirror written in 1961. Even though this poem was written in 1961, 2 years before her death, Plaths deterioration is apparent to the reader. In this poem, Plath foc uses on the mirror and the idea behind it, depicting what its purpose is and what it sees; I am sliver and exact. I have no preconceptions. Whatever I see I swallow immediately, just as it is, unmisted by love or dislike. Here, Plath is saying that the mirror reflects reality, this contrasts with the ideas put forth in The Bell Jar, as within the novel Esther doesnt see what is exactly in the mirror, she perceives herself differently to how others see her, unlike the mirror in the poem, which has no preconceptions, it says how it shows things for how they are, doesnt change reality in any way in the first stanza. Although the tone changes in the second stanza, as it can be linked to Esther in the novel, as it is about the woman and what she perceives; Now I am a lake. The image of the lake can be interpreted as the idea of water, this idea can be linked the theme of distorted images as water moves and distorts the actual image concealed underneath. This poem shows how bad Plaths state of mind was, as does the portrayal of Esther within the novel. The language in the poem differs from that of the novel, as it is less informal than that of Esther Greenwood, it has a more serious tone, once again could be linked to the unstable state of Plath herself. The tone of the poem changes from stanza one to stanza two, the first being more positive than the latter; the change occurs when the identity changes from that of the mirror to that of the woman. From these two sections of both the novel and the poem Mirror we can see that the idea of faces and perception is important when considering the idea of identity within the two. Esthers obsession with her own appearance is also shadowed later on in the novel when she says the face in the mirror looked like a s ick Indian, thus showing her constant distortion. Another identity issue addressed within both the novel and selected poems is the idea of womanhood within identity. Within The Bell Jar Esther separates herself from everybody else through the idea of womens rights. She doesnt want to conform to the rest of society by following the traditional social rules that were in place at the time; for example, marriage and children. She also wishes to lose her virginity due to the fact that promiscuity in men is acceptable but in women is frowned upon; and maybe gone out and slept with somebody myself just to even things up, and then thought no more about it. Within the novel Esther talks bluntly about sex, she doesnt talk about it romantically; it appears to her to be merely an act that must be carried out in order to be a woman, and to get back at Buddy Willard. Here the use of the words slept with somebody reimburses the idea of a lax attitude towards sex, and the casualness about it. Esther keeps up this pretence throughout the course of the novel keeping the same rigidity in views. She also presents this idea in a violent way, using violent images to portray the ideas of sex. Her rejection and failure to conform with societies ideals shows the harsh, bitter and unforgiving world that torments her mind. The violent imagery connected with sex is apparent in chapter 9 during Esthers encounter with Marco; The ground soared and stuck me with a soft shock. Mud Squirmed through my fingers. Marco waited until I half rose. Then he put both his hands on my shoulders and flung me back. Throughout this encounter of the novel lots of bloody and violent images are used to portray the possibility of a sexual encounter. The use of the word squirmed gives the impression of uncomfortable and indecent behaviour; also that Esther isnt enjoying the experience. This can be linked to one of Plaths poems Maudlin. This poem emphasises how the woman is anxious about her sexuality, as it is about a young virgin. The poem uses lots of imagery to portray painful images of sex, and womanhood. The poem uses alliteration to incorporate these images together, by using phrases such as mud mattressed, by using these as starting words for a poem, the reader already feels uncomfortable as the words themselves are unflattering and dirty; But at the price of a pin-stitched skin Fish-tailed girls purchase each white leg. This section of the poem could be linked to the idea of the little mermaid, and the fact that everything hurts, as she paid for her legs with pain, the word pin-stitched emphasises this. The idea being that you tolerate pain for no purpose, therefore linking negativity with the idea of womanhood and sexuality; the main in this instance being menstruation and childbirth. Even the title of the poem links to sadness as maudlin means to be upset or sad, thus further linking the idea of womanhood to pain and suffering, the words purchase each white leg indicate the pain in menstruation and childbirth within this poem.

Essay --

The Importance of the Mayflower Compact The Mayflower Compact was written as a temporary form of government due to the unfair treatment that was endured by some of the Mayflower occupants. They also felt that the order should come from someone of much higher authority i.e. the king. The colonists were also unruly due to the lack of government; therefore some of the colonist thought they could do what they preferred. But by signing of the Mayflower Compact, did put the end to all the unrest while aboard the Mayflower. After John Smith landed at Plymouth, they felt they had landed at a place that was not controlled by London (the king). The mayflower carried a hundred and two passengers. They had travelled about 3,000 miles only to land north of their destination. They had hoped to begin a colony out of the mouth of the Hudson River the site of today’s New York City. This would have placed the colony within the geographic boundaries the king outlined in the Virginia Company of Plymouth’s charter. Some group of businessmen invested money to start the colony. In return they hoped to profit from the products of the New World. The company’s charter outlined how the settlement would be governed. But the Mayflower’s passengers had drifted outside the charter’s boundaries. Now they were off the ship of Cape Cod on November 9 1620, with no laws to govern them. The passengers list showed that the colonists needed to create a government. Out of the hundred and two passengers’ fourth-one were pilgrims seeking a place they could practice their religion. They had separated from the Church of England over religious differences. The pilgrims had lived for a time in Holland, now they hoped to make a new start. Basically these pilgrims need... ...Bradford's nephew" in New England's Memorial (1669). The three versions had a difference in the wording, spelling, capitalizing and punctuation. The compact created the idea of a social contact. A social contract is an actual or hypothetical compact between the ruled and their rules that defines the rights and duties of each. Although specific duties were not assigned to each colonist, a concept of higher order was established by the election of the first governor of the New Plymouth. It was not until the American Revolution that the Mayflower Compact received much attention. At this time the new nation began looking back to the roots of this self-government. Today the compact is often viewed as the first example of the American democracy as a social contract. But it is also understood that idea come from the practical need for unity to service in the wildness.

The Management Of Chronic Prostatitis Health And Social Care Essay

A sum of 124 patients with chronic prostatitis were followed in urogenital medicine clinic at Prince Rashid Military Hospital from January 2006 to process 2010. Merely 98 patients completed the survey and were divided into two groups ; group A managed with ?-blockers and group B with placebo.ConsequencesThere was same response rate in both groups, with 48.7 % lessening of at least 4 points in their entire NIH-CPSI mark from base line to 6 hebdomads.DecisionWe found that ?-blockers are non helpful in the direction of chronic prostatitis. ( Rawal Med J 2011 ; 36:294-296 ) .Key wordsProstatitis, alpha blockers,IntroductionProstatitis is considered to be one of the common causes of visit to urology clinic. It accounts for 3-8 % of out patients visit to urology clinics in North America and Europe.1-3 It is classified into four subtypes harmonizing to National Institution of Health ( NIH ) : Type I: acute bacterial prostatitis, Type II: chronic bacterial prostatitis, Type III: chronic pros tatitis, chronic pelvic hurting syndrome ( CPCPPS ) , which is the commonest type, and Type IV: symptomless inflammatory prostatitis.4-6 ?-Blockers have been used to handle the symptoms of chronic prostatitis every bit good as benign prostate hyperplasia by virtuousness of their consequence on the musculuss of prostate and vesica neck.6 These are one of three commonest prescribed medical specialties by urologists for chronic prostatitis i.e antibiotics, alpha blockers and anti inflammatory drugs.7 The purpose of this survey was to measure the function of ?-blockers in intervention of chronic prostatitis.Patients AND METHODSA sum of 124 patients of chronic prostatitis were followed in urogenital medicine clinic at Prince Rashid Military Hospital between January 2006 and March 2010. Merely 98 patients completed the survey. We divided the patients into two groups ; group A ( 49 patients ) managed with ?-blocker Doxazosin 4mg one time day-to-day and group B ( 49 patients ) used placebo. The period of the survey lasted for 6 hebdomads. We used the National Institutes of Health Chronic Prostatitis Symptom Index ( NIH-CPSI ) 4 to mensurate the betterment of our patients. NIH-CPSI takes into history hurting symptoms, urinary symptoms and impact on quality of life, with a entire mark of ( 0-43 ) . We measured the mark for our patients before and after intervention. Patients were classified as respondents if there was 4 points or more betterment and non respondents if less than 4 points were achieved. In both groups, patients ages are symmetrical ( 27-45years ) ,ConsequenceOf 124 patients, 26 patients did non complete with the survey, merely 98 patients did. The ages of patients range from 27 twelvemonth to 45 old ages ( average 39 old ages ) . All patients were married. 48.7 % work forces on alpha blocker showed a lessening of at least 4 points in their entire NIH-CPSI mark at 6 hebdomads. There was about same rate of response in patients on placebo. At planetary response, we did non happen any important difference ( p=0.7 ) or alterations over clip in the secondary result between the two groups, ( 32.4 % vs33.6 % ) .DiscussionChronic prostatitis patients experience a hard and worse quality of life than patients enduring from benign prostate hyperplasia or even most of patients with prostatic cancer.5 ?- Blockers are considered to be an of import mode of intervention of chronic prostatitis/chronic pelvic hurting syndrome, as several surveies have shown that they improve symptoms of chronic prostatitis and diminish the hazard of urine retention.8-10 Cheah et al did a randomized survey on 86 patients with chronic prostatitis utilizing ?- blockers and placebo, and reported important response with 50 % decrease in the mean symptoms score compared to 37 % in placebo.8 A 65 % betterment of symptoms in comparing with merely 42 % with placebo,9 and 52 % response with ?- blockers compared with 33 % with placebo have been reported.10 On the contrary, no important response with ?- blockers in chronic prostatitis was obtained by Alexander et Al who did a big multicenter randomized test of intervention on patients with CPCPPS in two groups, one with Cipro and ?-blockers, other group with placebo. They found no difference among these drugs, either glandular fever or multi therapy intervention of CPCPPS.11DecisionIn our survey, our findings did non back up usage of ?-blockers, in handling chronic prostatitis. Correspondence: Awad B Al-kaabneh. Electronic mail: awadalkaabneh @ gmail.com Received: April 07, 2011 Accepted: September 26, 2011Table 1. NIH-Chronic Prostatitis Symptom Index ( NIH-CPSI )Pain or Discomfort1. In the last hebdomad, have you experienced any hurting or uncomfortableness in the following countries? Yes No a. Area between rectum and 1 0 testiss ( perineum ) b. Testicles 1 0 c. Tip of the phallus ( non related to 1 0 micturition ) d. Below your waist, in your 1 0 pubic or bladder country 2. In the last hebdomad, have you experienced: Yes No a. Pain or combustion during 1 0 micturition? B. Pain or uncomfortableness during or 1 0 after sexual flood tide ( interjection ) ? 3. How frequently have you had hurting or uncomfortableness in any of these countries over the last hebdomad? 0 Never 1 Rarely 2 Sometimes 3 Often 4 Normally 5 Always 4. Which figure best describes your Average hurting or uncomfortableness on the yearss that you had it, over the last hebdomad? 0 1 2 3 4 5 6 7 8 9 10 No hurting Pain bad as you can conceive ofMicturition5. How frequently have you had a esthesis of non emptying your vesica wholly after you finished urinating, over the last hebdomad? 0 Not at all 1 Less than 1 clip in 5 2 Less than half the clip 3 About half the clip 4 More than half the clip 5 Almost ever 6. How frequently have you had to urinate once more less than two hours after you finished urinating, over the last hebdomad? 0 Not at all 1 Less than 1 clip in 5 2 Less than half the clip 3 About half the clip 4 More than half the clip 5 Almost everImpact of Symptoms7. How much hold your symptoms kept you from making the sorts of things you would normally make, over the last hebdomad? 0 None 1 Merely a small 2 Some 3 A batch 8. How much did you believe about your symptoms, over the last hebdomad? 0 None 1 Merely a small 2 Some 3 A batchQuality of Life9. If you were to pass the remainder of your life with your symptoms merely the manner they have been during the last hebdomad, how would you experience about that? 0 Delighted 1 Pleased 2 Largely satisfied 3 Mixed ( about every bit satisfied and dissatisfied ) 4 Largely disgruntled 5 Unhappy 6 AwfulScoring the NIH-Chronic Prostatitis Symptom Index DomainsPain: Sum of points 1a, 1b, 1c,1d, 2a, 2b, 3, and 4 = Urinary Symptoms: Sum of points 5 and 6 = Quality of Life Impact: Sum of I

Christology of Jesus in the Book of Colossians Essay

Introduction   Ã‚  Ã‚  Ã‚  Ã‚   As hints from the book’s internal evidences point (Col.1:4, 23; 2:1), the church at Colossae was not founded by the Apostle Paul, but rather the fruit of one of his associates’ labor – namely, Epaphras. His words like â€Å"we heard of your faith,† â€Å"the gospel which you heard,† and â€Å"for as many as have not seen my face in the flesh,† indicate clearly that these people to whom he was writing were known by him only through means other than himself. Nevertheless, they are close to him since they are the result of Eparhras’ bringing of the Gospel in their place (Aid to Bible Understanding 1971). Epaphras was Apostle Paul’s son in the faith much like Timothy and Titus. He had come to know the Lord through the preaching of Paul in Ephesus and eventually carried the message with him back to Colossae and the result was the founding of the church there. Like any father would feel of significant accomplishments of his son, the Apostle was exhilarated simply by reflecting on such achievement wrought by his son in the faith (Henry 1998). Indeed, it’s quite a feat. To the eyes of a true apostle of Christ who have grasped the vision of the Lord of the harvest, nothing more and none else bears the mark of indisputable success than the authentic surrender of previously rebellious sinners to the Lordship of Jesus (Walvoord & Zuck 1997). The church in Colossae is yet another landmark to the progress of the Gospel and the advancement of the kingdom of God as well. In Biblical perspective, this is true success. This letter, therefore, was Paul’s response to the report he received from Epaphras regarding the spiritual condition of the Colossians. The details of the report, however, are not thoroughly positive. Concurrently, the whole scenario was one of good prospects, with regard to what they are already enjoying being in Christ, and the possibility of some of them being dragged away to religious nonsense because of the presence of false teachers among them who actively engaging them into a kind of doctrines that sidetrack them from the right focus. These false teachers are so subtle in their approach that caught the Colossians off guard. The presence of these cultic teachings in their midst brought them to a situation that is very dangerous, and Paul had to write to them a polemic on the fundamentals of the Person of Christ and what He achieved on the cross for them (Duncan p.1 â€Å"The Incomparable Christ†). Historical & Cultural Background   Ã‚  Ã‚  Ã‚   It is interesting to note that Phrygians are one among the many peoples present in Jerusalem during the Feast of Pentecost at the time when the promised Holy Spirit descended upon the first band of disciples in the upper room (Acts 2:10). These people were there at the very center of God’s activity when He was mobilizing His first band of missionaries to reach the first of the target geographic spheres – Jerusalem. Earlier, Jesus pronounced that his disciples would become His witnesses in â€Å"Jerusalem, in all Judea and Samaria, and to the end of the earth.† At the brink of this massive missionary activity, a people who would eventually become direct beneficiaries of an apostolic letter were present – witnessing a poignant presentation of the gospel by Apostle Peter. The city of Colossae was once known to be a great city and was hailed by famed historic figures such as Alexander the Great and Herodotus. Both spoke, in their respective times, of Colossae as â€Å"a great city.† However, at the time of the writing of the Apostle Paul of his letter to the Colossians, the city was not as celebrated as Laodicea and Hierapolis (Smith The Letter To The Colossians, New Testament Introduction) in comparison. However, along with these greater Phrygian cities, Colossae was famed for its textile industry. In the ancient world, a variety of cloth called â€Å"Colossinum† with its purple wool was one of the exquisite that it was very much valued. Thus, Colossae was among the triad of known center of the textile industry. Geographically, it was positioned along the banks of the Lycus River, and was 160 kilometers travel to the east side of Ephesus. It’s easy to think of a Christian disciple from Ephesus to have gone to this nearby city to extend the gospel; and indeed, it might have been Epaphras who blazed the trail of evangelistic work there and probably since then holding the reins of pastorate there. Since Colossae was in the regions of Phrygia which was itself part of Greece, the population was naturally Phrygians, Greeks, and considerable number of Jews. In his book, â€Å"The Antiquities of the Jews,† Josephus Flavius recorded that during the reign of Antiochus the Great (223-187 B.C.), he banished into exile from Babylonia 2,000 Jewish families and relocated them into the districts of Phrygia and Lydia (Antiquities 12.147-153). The probability was high that the descendants of those Jews who immigrated there two centuries earlier, were without a doubt still living in the same region, and in Colossae particularly were rooted and settled by the first century A.D. Culture’s Influence   Ã‚  Ã‚  Ã‚  Ã‚   The mixture of population in Colossae undoubtedly contributed to the difficulty in determining decisively what kind of philosophies or false teachings have crept into the fellowship of Christians at Colossae. The manner through which the problem is identified in the book makes scholars conclude that it was syncretism. Because these false teachers have never outrightly denied Christ in their instructions, if looked at the surface, they appear to be Christian teachers in the eyes of the new converts whose level of understanding of the Christian doctrines was at this time not yet thorough strong. False teachers used Christ only as their launching station to bring these people into the true substance of their belief. For example, it would only disturb the Colossians if these teachers uncunningly had presented themselves as Gnostics, or Judaizers, or some pagan gurus propagating their paganistic philosophies (Bauer et al. 1979). Therefore, they stealthily conducted themselves among Christians and apparently they have successfully injected some of the important features of their doctrines into the forefront among the biblical truths which the Colossians were previously oriented to focus their minds on, namely, the supremacy and sufficiency of Christ. Paul elaborated on the implications of everything that the Person of Christ stood for. From unveiling the majestic Person of Christ to the natural ramifications of what it means he went on in scrupulous details. The confusion that these false teachers created among the Colossian church was very dangerous that it threatens the very character of their identity as Christians (i.e. disciples who follow Christ’s teachings). And besides, it endangers the spiritual lives of the believers at Colossae. Gospel truths will lead to true godliness while half-truths or the Gospel mixed with other philosophical elements which are not found in Christ will always lead to the destruction of life in general. According to Paul, it’s not possible for them to practice Jewish religious rituals, and embrace paganistic beliefs and philosophies, and still retain the true nature of Christianity. As can be seen, the cultural background through which Colossians was written played a huge role on how Paul developed his themes in the book. They could not have escaped the applications of Paul’s teachings since he made everything clear to them. The structure of Gnosticism’s philosophy was based on presuppositions such as, God is the Supreme Being who is spirit and good in nature. He is the unnamed Father, and out of the core of His being flows a series of emanations/aeons or mediators, and the material world is evil. Reading Paul’s letter in the midst of a culture that is so familiar with the Gnostic teachings, one would not miss the images he was using and its implications (Shelley 1982 pp.52-54). To the things advocated by these Gnostics, like for instance, that they needed â€Å"mediaries† to be able to tap to that special wisdom which alone could be received from God, Christ is the â€Å"wisdom of God.† The advocacy of Jewish traditions which are also present and rampant among these believers were just as attractive as all these Hellenistic philosophies in that it lay claim to the very roots of Christianity (Gaebelien 1998). To those who find the arguments of Judaizers logically appealing, the Apostle would say: â€Å"They are but a shadow of things to come.† All of the legitimate practices of the people of God as sanctioned by the Old Testament Scriptures were all types and only a shallow of the real thing (Gill 2000). They all pointed to Christ and when Jesus came all of them were done away with because the whole substance of those things is Christ. And Christ was manifested in the flesh. To the Gnostic who does not believe in the incarnation of the Christ in literal physical body, Paul’s word is: â€Å"In Him (Jesus) dwells all the fullness of the Godhead bodily† (Col.2:9). To those Jewish Christians who constantly were being â€Å"Judaized† by the Judaizers wanting them to incorporate certain elements of their tradition, Paul’s message is: â€Å"You were circumcised by the circumcision of Christ.† He made it in the spirit â€Å"without hands.† â€Å"God has forgiven all your trespasses because Christ has wiped out everything that the righteous requirements of the law have been demanding from you.† Christ neutralized all the incriminatory proofs written in the Jewish canon that would declare Christians guilty, whether Jews or Gentiles, before the bar of God’s justice (Metzer 1975). In Paul’s own words, â€Å"He (Christ) has taken it out of the way, having nailed it to the cross† (Col.2:11-14). The Colossians were reminded of the all sufficiency of Christ (Wenham et al 1994). Overall Message of the Book   Ã‚  Ã‚  Ã‚   Since what is under attack is the very Person of Jesus Christ, and because this assault has far-reaching effects and naturally hit the Colossians at different fronts of their faith, Apostle Paul saw it necessary to concentrate his treatise on the Person and the work of Christ. For instance, as it was the assertion of certain teachers inside the church that the fullness of spiritual experience which until then had not been realized in their lives could be attained only through means other than Christ (e.g. worship of angels), Paul had to stress the distinctness and the exclusivity of the role of the second Person of the Godhead in salvation and in securing the fullness of experience of every believer in their relationship with God. The completeness and the comprehensiveness of Christ’s Person and work have covered everything that the Colossians could ever imagine. There is no angel, no religious practice/rituals, and no tradition could ever surpass Christ. Christ is supremely preeminent. The Colossians, contrary to what these false teachers wanted them to be convinced of with their teachings, has the fullness already in Christ. They needed only to realize this through the clear elaborations of an Apostle. Epaphras discovered the significance of this role of Paul, hence he asked for his reinforcement. During this time of the church’s history, Christ’s teachings were still significantly guarded by legitimate apostles. In Colossians 1:1, Paul opened his letter with this salutation: â€Å"Paul, an apostle of Jesus Christ by the will of God. . . to the saints and faithful brethren in Christ who are in Colosse. . . .† He has not yet by this time visited the church at Colossae and therefore has not known personally many of them. They might have heard of him though through Epaphras. And so, his first words reflect the assertion that what will follow are instructions coming from the one who has been sent directly and authorized by Jesus Christ himself. Paul said, â€Å"I am an apostle of Jesus Christ by the will of God.† This introduction stands in sharp contrast to the false teachers in their midst who go along professing to be spiritual elites who were privies to God, and possibly, Jesus. Therefore, the first few words of Paul are crucial and their force is carried through the entire letter. It bears the mark of apostolicity and hence it is not just an ordinary epistle. Paul was one of the privileged few in his time, like Peter and the rest of all the twelve authentic apostles, who had seen and were commission by Jesus personally. And at the time of his writing, there were many still living apostles who could attest to his claim, although it was not necessary. His apostleship was widely known among the first generation of Christians, and at Colossae, Epaphras was there as direct result of Paul’s apostleship – and the Colossians the indirect product of Paul’s commission. In setting forth very clearly the fact of his authority, what he had to say to them in this letter were not opinions or just lofty guesses coming from a person who mustered enough of his noble thoughts about Christ. His teachings were at that time the standard teaching of true apostles of Jesus (Clarke 2003).   Ã‚  Ã‚  Ã‚   Another paganistic element in the teachings of these false teachers was the contention that insights into spiritual powers – demonic powers – that could protect and shield the Colossians could be acquired through certain observances and rituals. In particular, rites that were thought of as effective in restraining the flesh from engaging even in legitimate use of the body in marriage between husband and wife, and lawful consumption of food and use of things were put forward as necessary for superior spirituality. Again, to battle these cultic emphases on the superficial appearance of spirituality among the Colossians, the apostle Paul presses over and over again the theme of Christ’s overall sufficiency. The absolute preeminence of Christ has overarching cosmic implications. To know Christ is to know God. To know Christ is to know the Creator who not only created the universe and all of the planets, but also by His power hold these things together (Col.1:15-20). If Christ is, as the Apostle’s Creed faithfully declares, â€Å"very God of very God,† then they have all good reasons to trust in Him alone. No religious leader should dare to compare Him to angels nor to spiritual mediaries because He Himself is God. â€Å"He is the image of the invisible God, the firstborn over all creation. For by Him all things were created that are in heaven and that are on earth, visible and invisible, whether thrones or dominions or principalities or powers. All things were created through Him and for Him† (Col.1:15-16). Themes of the Book   Ã‚  Ã‚  Ã‚  Ã‚   One of the pressing concerns that had seriously affected the demeanor of the Colossians was their fear of the â€Å"stoicheia† – Greek word for â€Å"elementary principles.† The source of the heresy that Paul was battling among the Christians in Colossae was the philosophy that had successfully sneaked into their consciousness. It was very unfortunate to see an apostolic congregation being victimized by this philosophical nonsense (Balz & Schneider 1990). Paul would have to tell them in his letter of the utter rubbishness of what they are entertaining in place of Christ. They were playing with â€Å"philosophy† which amounts to â€Å"empty deception† because it comes from â€Å"the tradition of men† (Col.2:8). In the ancient times, stoicheia means many things. But basically, it means, as it is translated in English, â€Å"elementary instructions.† These include the physical elements like earth, water, fire, and wind. Also, the ancient people would have meant it to be â€Å"elemental spirits.† These elemental spirits are believed to be those powerful beings that control nature. These are evil spirits and therefore hostile in nature. They command the respect and allegiance of human beings because they rule over the fate of humans. They can cause â€Å"sicknesses, effect a curse, bring in poor crops, plagues, earthquakes, and natural disasters† (DeWaay â€Å"Colossian Heresy† p.1). The Colossians find this kind of teaching so attractive. Their problem however was that in this kind of hodgepodge religion, they had already fallen into idolatry from whence they had been delivered when they believed the Gospel. In the first chapter of Colossians, Paul established the reality of Jesus’ divinity. Jesus Christ is the one who is truly in control of the â€Å"elemental spirits† because He is in fact the Creator of everything â€Å"seen and unseen.† In Colossians 2:15, Paul presented Christ as one who through His death on the cross, â€Å"disarmed principalities and powers,† and by the power of His resurrection, â€Å"He made a public spectacle of them, triumphing over them in it.† The culture where they happened to be living in has much influence on their lives that they never have suspected. This sinister influence had been there all along and just biding time, and had found the occasion through the false teachers. It was observed that this belief in â€Å"elemental spirits† had been characteristic of ancient Pagans and Jews. It could be that some of the initiates to the Colossian church were looking for help in Christian religion to avert the spell of stoicheia in their lives. This belief in â€Å"evil forces† in the air might even be their common background. They were brought up from this superstitious environment. Paul, therefore, had to remind them of what has transpired when they surrendered and have put their trust in Christ. They â€Å"died with Christ from the basic principles of the world† (Col.2:20). There’s the word â€Å"stoicheia† again. The Colossians should have totally forsaken any trace of this paganistic reservation. If Christ rules the universe, why fear the evils that these sinister spirits could inflict them? And if Christ is the Creator and for whom all things were created, including â€Å"invisible elements,† and all the spiritual hierarchy in the heavens, then He must be Supreme and Sovereign. The Colossians did not have to subject themselves to useless regulations. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚   The understanding of the Person of Christ is crucial to the establishment of the Christian’s faith. After this elaboration of Paul on the majesty of the Person of Jesus Christ in his epistle to the Colossians, there should be none any more room for any additives to the faith and practice of the Christian life. Christ’s Person and His redemptive work are sufficient source of unshakeable confidence. Thinking about the Person of Christ, of who He really is as portrayed by Paul in Colossians, how could possibly anyone who knows all these things concerning Jesus add to Him the philosophies of mere men? What is it there that innovative human beings can add to Christ? False teachers of Paul’s day would say that if one wanted to be freed from the dominion and powers of darkness, even if he or she has Christ already, there needed to be certain things to be added. To this, Paul would retort: â€Å"Christ has saved us from the powers of darkness and there’s nothing to be added. He is enough and we are complete in Him.† To look for â€Å"fullness† somewhere else and other than Christ is to doubt His Person. All things consist in Him and in Him all the fullness dwells. In Christ we received redemption and the forgiveness of our sins. Works cited: Anonymous.   1971.   Aid to Bible Understanding. Brooklyn, NY: Watchtower Bible and Tract Society of New York, Inc. (Aid). Bauer, Walter; Arndt, William; Gingrich, F. Wilbur; Danker, Frederick.   1979. A Greek-English Lexicon of the New Testament and Other Early Christian Literature. Second Edition. Chicago, Ill: The University of Chicago Press. (BAGD). Balz, Horst and Schneider, Gerhard. 1990. Exegetical Dictionary of the New Testament. 2 Volumes.   Grand Rapids, MI: Eerdmans. (EDNT). Barnes, Albert, Notes on the Bible. Electronic E-Sword Files.   E-Sword copyright 2000 – 2003 by Rick Meyers.   www.e-sword.net Beveridge, William A Short History of the Westminster Assembly. Revised, edited, and introduced by J. Ligon Duncan III. Greenville: Reformed Academic Press, 1993. Clarke, Adam.   Commentary on the Bible.   Electronic E-Sword Files.   E-Sword copyright 2000 – 2003 by Rick Meyers.   www.e-sword.net Duncan, Ligon. Christology, Soteriology, and Eschatology. Orlando: RTS Media Ministries, 1993. [with accompanying audio tapes].Ligon Duncan III. Greenville: A Press, 19911,    19932, 19943. Cunningham, William An Introduction to Theological Studies. Edited and introduced by J.Ligon Duncan III. Greenville:   Ã‚   A Press, 19911, 19932, 19943. DeWaay â€Å"Colossian Heresy† p.1. Retrieved   March 20, 2008 Douglas, J.D. and Comfort, Phillip.   The New Commentary of the Whole Bible: New Testament: Based on the Classic Commentary by Jamieson, Fausset, and Brown.   Electronic STEP Files.   Cedar Rapids, IA: Parsons Technology (JFB). Gaebelien, Frank, editor. 1998. The Expositor’s Bible Commentary.   Electronic STEP Files.   Grand Rapids, MI: Zondervan. (EBC). Gill, John.   Exposition of the Entire Bible.   Electronic E-Sword Files.   E-Sword copyright 2000 – 2003 by Rick Meyers.   www.e-sword.net Henry, Matthew.   1998.   Matthew Henry’s Concise Commentary on the Whole Bible.   Electronic STEP Files.   Cedar Rapids, IA: Parsons Technology. Metzger, Bruce M. 1975. A Textual Commentary on the Greek New Testament.   3rd Edition.   Stuttgart, Germany: United Bible Societies. The Holy Bible, New King James Version. Power BibleCD Version 3.3 Copyright 1999, 2000, 2001 Phil Lindner, Online Publishing, Inc. Shelley, Bruce. Church History in plain language. 1982 pp.52-54. Walvoord, John and Zuck,   Roy.   1997. The Bible Knowledge Commentary: New Testament.   Electronic STEP Files.   Cedar Rapids,   IA: Parsons Technology. (BKC). Wenham, G.J., Motyer, J.A., Carson, D.A. and France, R.T. 1994.   New Bible Commentary: 21st Century Edition. Downer’s Grove, IL: Intervarsity Press. (NBC).