Why Music Should Not Be Taken from Our School Day

Why Music is Important!!! Why were lullabies invented? They soothe children and calm their reactions to stress. This in turn reduces the stress in the entire family. Over time, children memorize lullabies and start to sing them. Music is often a huge part of childhood. A toy piano, drums, xylophones and guitars are favorite toys for children. Parents and grandparents should encourage children to experience music. A great way to do this is to provide toy instruments to the children. These don't have to be expensive. Children can play and enjoy their own music.While they may not develop professional talent, they will gain an understanding of music that will help them relax in the future. As they get older, consider music lessons. Qualified instructors can teach children how to play the piano, a skill that they can use for life. Your child's school may have a music or band program. Check out all of the available options that will give a musical education to children. There may be an old instrument in the family somewhere. Ask around. Do you have musicians as friends? They may have an unused instrument that they are will to part with.If you are creative, you'll find an appropriate instrument for you child. With it, they can truly expand their musical abilities. If they are lucky, their school may still have a vibrant musical program that they can join. It's a sad fact that in these days of budget pressures for schools, early funding victims are often music programs. This is usually due to the lack of perceived direct benefit from music. This is unfortunate because while music students don't earn sponsorship dollars from their activities, they bring calmness and civility to the school.This is a direct, positive influence on the music students and to those students exposed to the sounds. With the reality of budgets, it is more important than ever that parents advocate for music funding in schools, that they provide musical avenues to their children themselves and tha t they encourage and support more live performance music where ever it is available in their communities. Musical appreciation comes best through the playing of an instrument to a degree that far surpasses mere listening to iTunes. To give children a chance to calm down, it is important to instill musical appreciation from a young age.Your child doesn't have to be a musical prodigy, they just have to enjoy music for their own pleasure. Children who love music will often surprise you with their ability. Give them a chance to show what they can do. Keep emphasizing that music is fun. Obviously parents and grandparents support music for children. This lens has been liked over 200 times. It has also received dozens of fabulous comments in the sections below. This is great news. Make sure that you follow through with your support by getting the children involved in music. Talk to them about your passion for music.Find a nice instrument that they want to play. Encourage them to sing. Volu nteer to help school music programs. Music as a Career Many children find that they can translate their love of music into a career. This is obviously a difficult, and rare, undertaking. The book â€Å"Outliers† by Malcolm Gladstone says that 10,000 hours of practice are required to become an expert at something. The Beatles did it back in 1964. The â€Å"Fab 4† became rich with their music. Talent is required, but so is dedication. Without encouragement, however, your child is not likely going to work in the music industry.That and luck. If they want to try, beware of the difficulties, but help them. The Internet has completely changed the music industry, although the big publishing companies don't like to admit it. New artists can publish and promote their own work and be incredibly successful. There are funding opportunities for albums or concert tours. Publishing to the web offers various revenue streams. An incredible demand for new material always exists. Budding performers can get a piece of the action if they have the talent, drive and luck. Justin Bieber did it.There will be more young superstars discovered in the future. !!! Cutting arts programs would be a tremendous loss for every student. Whether you’re naturally more artistic or not, learning how to think creatively is a very important skill. Just focusing on certain subjects for too long can cause boredom and stress. I know that being involved with music helps me relieve the stress of preparing for state testing. But are these examinations really what we should be focusing all our time and energy on? One test can’t express your intelligence or creativity like art can. Music, as well as art, p. . , science, social studies, history, and geography are all important and should be taught to all children, no matter how poorly they are doing, or how poor their families are. For some, it may be the spark that ignites their desire to learn, for others it may set the foundation for them to understand higher thinking skills, for others it may be the reason they stay in school, for others†¦. . Several studies have reported positive associations between music education and increased abilities in non-musical (eg, linguistic, mathematical, and spatial) domains in children.The authors say there are similarities in the way that individuals interpret music and language and â€Å"because neural response to music is a widely distributed system within the brain†¦. it would not be unreasonable to expect that some processing networks for music and language behaviors, namely reading, located in both hemispheres of the brain would overlap. † To see each other through each other’s eyes~ president Obama It teaches us to understand and get to know those who are not like us That sense of belonging, having a healthy perspective on weighty issues and the ability to self-individuate may be never fully realized, even in a lifetime.What is necessary in th e microsociety of high school is a sturdy vessel in which to navigate a safe and fulfilling journey to the next transition. In high school, music programs are that vehicle. Our drummer, Paulo Baldi, for instance, lived in three states as a teenager (Colorado, New Mexico and Washington) while attending four different high schools. Joining the marching band in each unfamiliar place helped to connect his high school experience. He made friends through each transition, and it made comfortable what could have otherwise been an alienating experience.Paulo Baldi testifies that, â€Å"Marching band in particular is the savior for people who may or may not be athletic. Marching band is music, memorization, eye-hand coordination and good for your posture. It may hurt to be told your paradiddles suck, but it builds character. It's a team sport. You create friendships that become your buddies for life. High school music is something focused to do. You don't have to be great to belong, and memb ers immediately have something in common. † Aside from the social benefits, students in high school music programs have higher test scores and cognitive development.A U. S. Department of Education study found that those who reported consistent involvement in instrumental music over the middle and high school years show significantly higher levels of mathematics proficiency by grade 12. (This observation holds regardless of students' socioeconomic status. ) Additionally, students who learn to play an instrument develop a greater language capacity and a greater ability to learn a new language. In another context, it is invaluable to gain a wider perspective on cultural history by being exposed to centuries of our rich cultural heritage.Have you Forgotten? Daryll Worthy Where were you when the world stopped turning on that September day? Alen Jackson Lone Star Already there. on the record Exploring America's orchestras†¦ with Henry Fogel Ifeel that today there is a serious d istortion of values in the world – a set of values that puts the short term ahead of the long term, that puts financial achievement ahead of ethical standards, and a set of values that increasingly diminishes the worth of intellectual achievement and of human expression.In fact, when future generations look back and judge the civilizations and societies of the past, it is first and foremost the cultural and artistic achievements of those societies that are spoken of. To be sure, engineering and scientific achievements are a part of the picture of any society – even a major part. But whether it is Homer, Shakespeare, Mozart, Beethoven, Rembrandt, Picasso, James Baldwin, Garcia Lorca, or Leonard Bernstein – the artists and the art they created express the deepest and most profound thoughts of the civilizations in which they lived and worked.And it is the achievements of those artists that, in fact, define civilizations, define humanity. And if we aren't educating our young people to the standards of those achievements, how can we in fact call it education? So then the question is how can we find common ground – common ground occupied by you in the world of music educators and us in the world of symphony orchestras – to work together to enhance the state of music education in the school systems of America? And that is what I'd like to speak about today.We have actually done much together – some things that all of you might not be aware of. Throughout 2006, the American Symphony Orchestra League led a coalition effort, including collaboration with MENC, to develop a national unified statement regarding the benefits of arts education. This paper is being used on the Hill in Washington this year as an advocacy tool for communicating the benefits of arts education to federal lawmakers as they begin the process of re-authorizing the No Child Left Behind Act.This re-authorization process will be a multi-year effort and has alre ady begun with public and private hearings and town hall meetings. The messages outlined in Arts Education: Creating Student Success in School Work and Life directly communicate the benefits of arts education to policymakers. More than 60 organizations are signatories on this unified statement – and they represent an impressive cross-section of stakeholders in federal education policy. Here is a brief sample of the kind of statement included in that document: A child's education is not complete unless it includes the arts.In fact, the No Child Left Behind Act lists the arts among the core academic subjects, requiring schools to enable all students to achieve in the arts, and to reap the full benefits of a comprehensive arts education. In spite of this federal direction, access to arts education in our schools is eroding. A report from the Center for Education Policy conclude that, since the enactment of No Child Left Behind, 22% of school districts surveyed have reduced instr uctional time for art and music†¦.A comprehensive strategy for a complete education includes rigorous, sequential arts instruction in the classroom, as well as participation and learning in available community-based arts programs. Public schools have the responsibility for providing a complete education for all children, meeting the commitment put forth in No Child Left Behind. The federal commitment to arts education must be strengthened so that the arts are implemented as a part of the core curriculum of our nation's schools and are an integral part of every child's development.So clearly one way in which we already work together is to collaborate on advocacy, to sound the alarm together, and to lead our society back to a place where arts education is indeed central to education curricula, and not an add-on, or an â€Å"extra frill† to be indulged if there happens to be money left in a budget or time left in a schedule. Another area in which we can work together is to insist on, and help to bring about, meaningful, comprehensive research on the status and quality of arts education in our nation's schools, and on the impact of arts education on future citizens.Even some of those things that people like to call â€Å"un-measurable,† are, in fact, measurable if you care enough to find the metrics with which to measure them. We know that arts education improves problem-solving abilities, and we know that in particular music education – particularly making music – develops skills in working together with others for a common result in a way that virtually nothing else can. We know it anecdotally, we know it instinctively, we know it deep within our gut.And best of all we know that there is some hard data that can document this. The American Symphony Orchestra League has compiled highlights from this research in our Music Education Advocacy Tools, available at our website. Much of the best evidence is drawn from Arts Education Partn ership reports, including Critical Links: Learning in the Arts and Student Academic and Social Development. Nonetheless, we can, and we must, lead to more research that provides even more evidence of the benefits of music education.We can probably do a better job together than we have in collecting, analyzing, and reporting on the considerable data that already exists, as well as bringing about more research. The most urgent need, however, is for good information about the true state of arts education in our schools. We currently are forced to rely on anecdote and spare data to illustrate the music education is being squeezed out as increased attention is given to math, reading, and science. How much arts education is being delivered to our nation's students, and how are they learning the arts? The U. S.Department of Education has the tools and the responsibility to collect this data, but simply has not made it a priority to do so. A report on the status of arts education is more th an two years overdue – this at a time when policymakers are contemplating major changes to the way the federal government supports our public schools. The League is partnering with MENC to urge Congress to compel the U. S. Department of Education to collect this data. Sound information about the status of music education is a crucial underpinning to advocacy efforts at the community level as well.At the state and local levels, orchestras and music educators can partner effectively to advocate for better data in this area. We at the American Symphony Orchestra League are heavily involved with orchestras' education and community programs, and with youth orchestras throughout America. But we also know and fully appreciate that orchestra programs are not a substitute for professional music teachers in our school systems. The programs that our field operates must, to be effective, work in cooperation and conjunction with in-school programs taught by school-based music teachers.Tha t is the key to meaningful music education. We can be key partners in augmenting and enriching school programs, but we must be seen as supporters of, advocates for, and contributors to, multi-year, sustained, sequential, school-based programs. We are not substitutes for that. There are many orchestras that have deeply embedded partnerships with their local school systems – in communities of all sizes, from New York, Boston San Francisco and Saint Louis, to Mobile, and Kalamazoo.The same is true of community cultural organizations. Youth orchestras and community music schools are part of the fabric of the arts-education community. All have a role to play, but that role is in the context of the main school being at the center. The ideal for a child participating in a community orchestra, or studying at a community music school, is that he or she was inspired to do so because the exposure to and love for music was introduced and sustained in school.These other resources are exte nsions. In the ideal, these out-of-school opportunities cannot occur only by virtue of family interest, resources, or priorities. We at the League celebrate the growth and vitality of our youth orchestras†¦. full of the energetic, bright, high-achieving young people whom we know are not only the musicians of tomorrow, but also the next generation of teachers, school board members, parents, civic leaders, audience members and arts-education advocates.At the same time, we wonder if this segment of our sector is growing in part because, for the families that value music education the inconsistent presence of strong, sequential school-based music programs is not meeting their expectations for their children. We need strong resources – in school and out of school. Youth orchestras should be supplementing musical experiences in our nation's schools, not replacing them. Part of the problem that we all face is that much of what we know about the value of the arts, and music in p articular, is not easily reduced to numbers, to quantities.And our world is full of people, many of them in positions of power, who love the simplicity of numbers, the black-and-white nature of numbers. When one tries to discuss the humanizing qualities of music to people like that, one is often flummoxed, because they want graphs and charts. â€Å"What do you mean,† they'll say, â€Å"by music's power to bridge chasms in human understanding? Document it, please! † Well†¦ I can't document it with graphs – but every year of my life spent in music makes me more certain of that quality in music.And exhibit A for me is not a chart – it is an orchestra, a very specific orchestra. Many of you may know of it – some of you perhaps don't. It's called the West-Eastern Divan Orchestra, and it is now in its seventh year of existence. Founded by Daniel Barenboim, it consists of Arabs, Palestinians, and Israeli Jews – and every year for three or four weeks they live together, eat together, rehearse and perform together. My wife and I were a part of that orchestra from the beginning – and that first year was an experience I shall never forget.Daniel Barenboim, and Yo-Yo Ma working with him, assembled this group of young musicians, ages 17-25, and brought them together in Weimar, Germany. In addition to forming an orchestra, Barenboim and Ma invited them to form chamber music groups which they, Barenboim and Ma, would coach in preparation for a chamber music concert to take place the night before the orchestra concert. There was only one rule – no all Jewish chamber group, and no all Arab/Palestinian group. The resulting chamber music concert was 3 ? ours long – and each group only played one movement, not whole pieces – or it would have gone on forever. To sit there and watch, for instance, a movement from a Brahms Clarinet trio, played by an Egyptian, a, Syrian, and an Israeli was one of the most mov ing experiences of my life – to see these kids working out musical problems together, leaning into each others' phrases, and embracing each other while receiving applause – this was all the charting and graphing I will ever need to demonstrate what it is that music can do that nothing else can.We know this – you and I and those who are in our fields know this. The question is how can we work together to help the rest of the world to know it – and to get the value, the human value of this art form across to those who determine what we teach our future citizens? I don't know the answer to that question. But I do know, in our increasingly troubled world with an ever greater need for human understanding across national and religious and cultural lines, the intrinsic value of the art form we all love is more needed than ever.You and we – you who teach music and we who organize into groups that perform it – must work together with renewed energy a nd vigor to imprint on our society the value, the centrality, of music. America's orchestras are committed to advocating for better music education in our nation's schools. Starting from the tradition of stand-alone school concerts and family concerts, orchestras now offer small ensemble performance, residencies, long term partnerships, after-school and summer camps, instrumental instruction and a host of other activities.Inherent in most of these programs are deeply embedded partnerships with local school systems, and responsiveness to local, state, and national arts and academic standards. While these programs provide an opportunity for young people to develop a lifelong relationship with music and the orchestra, none of these is capable of replacing an ongoing sequential K-12 music education. While a comprehensive strategy for music education includes participation and learning in orchestra education programs, schools have the unique capacity to deliver high-quality music educati on.Edward Elgar set a poem by Arthur O'Shaughnessy in 1912 – it is called The Music Makers. I quote it here for you because it seems so central to what we are all about. â€Å"You shall teach us your song's new numbers, and things that we dreamed not before: Bring hither your sun and your summers, and renew our world of yore. We are the music makers. And we are the dreamers of dreams. † Thank you. Beautifully said! I wonder if, in the course of gathering data about the current state of music education in public schools, there is any way to compare it with public schools of decades ago.The fact that 22% of districts have reduced art and music instructional time since the enactment of No Child Left Behind is disturbing — but it's also a comparison that may not hit home for legislators, because they were already long out of school when the baseline of that comparison was happening. On the other hand, a comparison of (say) instructional time, class sizes, curricula, and student participation rates between the present and (pick a year in each of) the 1950s, 60s, and 70s, might really bring home to legislators that things today are not as they remember them from their own school days.It might show how far we've gone, in the same way that losing a tiny percentage of forest a year doesn't feel like much, but hearing that a region has lost half its tree cover since 1950 can be a real eye-opener. It gives students the opportunity to create something beautiful and also to challenge them. Music uses both sides of the brain and uses math all the time!!! Jack Stamp Richard Simmons~ Parents and kids that sweat together live longer together!!! Childhood Obesity: Quality Physical Education as a Solution

Filipino People and Exposition Grounds Rizal Essay

Paris in the spring of 1889 was bursting with gaiety(joy) and excitement because of the universal exposition. Thousands of visitors from all corner of the world crowded every hotel, inn, and boarding house . every -where in the metropolis the hotel rate in London , was caught in the whirl of gay Parisian life . despite the social parties and the glittering light of the city , he continued his fruitful artistic , literary , and patriotic labor(makabayang pag gawa), he published his annotated(comment) edition of Morgam’s success; founded three Filipino societies, the kidlat club, the indios bravos , and the R. D. L. M. ; AND wrote por telefono , satire against fr. salvador font. Difficulty of finding quarters. on march 1889 , it was extremely difficult For a visitor to find living quarters in Paris the approaching(papalapit) universal exposition of 1889 which was scheduled to open on May 16 ,1889 so the all hotel accommodations were taken . to the great disgust(pagkainis) of Rizal ,the cost of living spiralled high because the French land lords, taking advantage of great demand for living quarters, raised the rent of their rooms. For a short time, Rizal lived in the house of his friends valentine ventura, at No. 45 rue maubeuge, where he polished his annotated edition of morga’s book. He transferred his residence several time moving in the hotel to another from one boarding house to another. Finally, he lived in a little room, together with two other Filipinos – Capitan Justo Trinidad former gobernadorcillo of Santa Ana, Manila, and a refugee(takas) from Spanish tyranny, and Jose Albert, a young student from Manila. Life in Paris. Although life in Paris was gay(joyful), with sparkling merriment and joyous social parties, Rizal continued to be busy in his serious pursuits(pagtugis/trabaho). However were too precious for him to waste. He spent them frugally(matipid) and fruitfully. He used most of his time in the reading room of the Bibliotheque Nationale (National Library) checking up his historical annotations on Morgan’s book, in his living quarters writing letters to his family and friends, in the gymnasium for his daily physical exercises, and visiting his friends. In his spare hours(ekstrang oras), Rizal used to dine at the homes of his friends, such as the Pardo de Taveras, the Venturas, the Bousteads the Lunas, etc. He was a good friend of the three Pardo de Taveras – Dr. Trinidad H. Pardo de Tavera, physician by vocation and philologist by avocation and an artist and sculptor by avocation, and Paz de Tavera, wife of Juan Luna. These Pardo de Taveras were the children of Don Joaquin Pardo de Tavera, an exile(pagpapatapos) of 1872 who escaped from the Marianas and lived in France. On June 24, 1889, a baby girl was born to Juan Luna and Paz Pardo e Tavera. She was their second child, the first was a boy named Andres, whose pet name was Luling. Her baptismal godfather (ninong) was Rizal, who choose her named â€Å"Maria de la Paz, Blanca, Laureana, Hermenegilda Juana Luna y Pardo de Tavera. † In his letter to his family in Calamba, Rizal gave an interesting account of his life in Paris. One of these letters (dated May 16, 1889) related. My daily life in Paris in spent in the following manner: one or two hours in the gymnasium and I fencing, three or four hours in the library, the rest I use up in writing and visiting friends. . . Every other night from 8:00 to 11:00 we meet in a cafe where we play chess. On Saturdays I am invited to eat at Luna’s house, on Sundays at Mrs. Juliana’s and on Friday, I visit the family of Boustead (also a Filipino ) where sometimes I take tea. † In another litter to his family, written on September 21, 1889. He said, â€Å" We filipino gather four times a week and we sing the kundiman. We eat sotanghon, adobo, etc. , on Wednesday in the house of Dona Tula, on Thursday in the house of hidalgo, on friday in the house of madam Boustead, on saturday in the house of luna, on Sunday in the house of Dona Juliana. † Rizal and Paris exposition of 1889. Like any ordinary Filipino tourist in a foreign land Rizal was fascinated(nabighani) by the universal Exposition of Parish which opened on May 6, 1889. The greatest attraction of this exposition was the Eiffel Tower, 984 feet high, which was built by Alexander Eiffel, celebrated French engineer. Rizal and his friends attended the opening ceremonies and saw the cutting of the ribbon by President Sadi Carnotof the Third French Republic. Paris was jammed with thousands of tourist coming from all parts of the world. Daily the Exposition drew a vast crowd of 200, 000 persons or more. One of the features of the Exposition was the international art competition, in which Felix R. Hidalgo, Juan Luna, Felix Pardo de Tavera, and Rizal participated. Hidalgo’s painting was awarded second prize, the paintings of Juan Luna and F. Pardo de Tavera each obtained the third prize. While Rizal’s entry (a bust which he modelled got no prize. This bust was quite good to qualify for the exhibition, but not good enough to win an international prize. Kidlat Club. On March 19, 1889, the same day when he arrived in Paris from London, Rizal organized his paisanos (compatriots) into a society called Kidlat Club. Among the members were Antonio and Juan Luna, Gregorio Aguilera, Fernando Canon, Lauro Dimayuga, Julio Llorente, Guillermo Puatu, and Baldomero Roxas. The Kidlat Club was purely a social society of a temporary nature. It was founded by Rizal simply to bring together the young Filipinos in the French capital so that they sojourn in the city during the duration of the Universal Exposition. Thus he told Blumentritt in a letter dated March 19, 1889: Today we have formed a Kidlat Club. Kidlat in tagalog means lightning and for the same reason this Club will last only during the exposition. We have thought of it and formed it in hour. It will disappear also like lightning. Indios Bravos In their sightseeing tour of the exposition grounds Rizal and the members of the kidlat Club were amazed to see the Buffalo bull show which featured the American Idians . These red-skinned Indians were proudly riding their sturdy(matipuno) ponies elegantly dressed in their native attire and wearing their war feathers and paints. Rizal was enchanted by the dignified(marangal) and proud bearing of the American Indians . He told his friends; â€Å"Why should we resent(magdamdam) being called Indios by the Spaniards? Look at those Indios from American – They are not ashamed of their name. Let us be like them . Let us be proud of the name Indio and make our Spanish enemies revise their conception of the term. We shall be Indios Bravos. † Thus(kaya/ganoon) was born a new society of Filipino patriots in Paris – the Idios Bravos (Brave Indians). It replaced the ephemeral(panandalian) Kidlat Club. Its members pledged to excel Intellectual and physical prowess(kagitingan) in order to win the admiration of the foreigners, particularly the Spaniards. They practised with great enthusiasm(sigasig) the use of the sword and pistol . Rizal taught(itinuro) them judo, an Asian art of defence that he learned in Japan. R. D. L. M. society . Another society founded by Rizal in Paris during the universal Exposition of 1889 was the mysterious sociedad R. D. l. M. (R. D. L. M. Society) Many biographers of Rizal do not mention In fact , its existence and role in the crusade for reforms are really enigmatic(misteryoso) . Of the numerous letters written by Rizal and his follow propagandist s , only two mentioned this secret society as follows:9(1) Rizal ‘s Letter to Jose MariaBasa, Paris September 21,1889 and (2)Rizal’s Letter to Marcelo H. del Pilar ,Paris ,November 4 1889 According to Dr. Leoncio Lopez –Rizal , grandnephew of the hero , the society has a sysmbol or counter sign represented by a circle divided into three parts by two semi-circle having in the center the interlocked Letters I and B meaning Indios Bravos , and the letters R. D. L. M.placed outside an upper , lower , left and right sides of the circle. The letters R. D. L. M. are believed to be the initials of the society name Redencion de los Malayos (Redemption of the malayas ). So much mystsery surrounded the R. D. L. M. because Rizal rigidly guarded its secret exitence . Evidently , it was patterned after Freemansory . It had various degrees of membership , with the members not knowing each other . Only a few of Rizal ‘s trusted friends became memebers of the R. D. L. M. , namely ,Gregorio Aguilera ,jose ma. Basa, Julio Llorente , Marcelo H del Pilar , Mariano Ponce, Baldormore. Roxas ,and Father Jose Maria Changco (Filipino priest). The aim of the secret society, as stated by Rizal was the propagation of all useful knowledge – scientific , artistic , literary etc.. – in the Philippine . Evidently , there was another aim that is, the redemption(pagliligtas) of the Malaya race. It must be noted that Rizal was inspired by a famous Book entitled Max Havelaar (1860) wriiten by Multatuli (pseudonym of E. D Dekker ,dutch author) . This Book exposed the miserable conditions of the oppressed Malay inhabitants of the Netherlands East Indies under Dutch rule . A discerning(marung-pagkakaiba) study of the available Rizaliana documents and Rizal’s actuation show that the R. D. L. M. had something to do with the malay race . As Dr. Leoncio Lopez –Rizal cogently (kapanipaniwala) stated , Rizal’s colonization project in Borneo was â€Å"not merely to have a place where Filipinos could live and work with more liberty as well as free themselves from the oppressive conditions in the Philippine †¦but for something else more important, which is to have freedom of action to attain the aims of the R. D. L. M. which means †¦ the Redemption of the malay race. † Rizal writing blumentritt from Hong Kong on February 23 1892 , revealed his intention to be a leader of freedom , if not in the Philippines , then in other lands â€Å"In Borneo†he told (caudillo) of the planters who are thinking of emigrating there with me . I feel flattered by the idea that I can still serve my country with my pen . You Know very well that always , at all times, I am ready to serve my fatherland only my pen but also with my life whenever my fatherland would demand this sacrifice , But as I see that I am getting old , My ideals and dreams are fading ; if it is impossible for meto give freedom to my country , at least I should like to give it to these noble compatriots in other lands. Moreover, the contract for his bornean colonization included such provision as the right of the colonists to by the lands, the free use of the seashores, and the unusual long term of lease for 999 years, â€Å" a period of time long enough for many generation to form a nation and to consolidate its status â€Å" and to realize Rizal’s dream of redeeming the Malay race. Annotated Edition of Moraga Published. Rizal ‘s outstanding achievement in Paris was the publication in 1890 of his annotated edition of morga’s. Sucesos , which he wrote in the British Museum . It was printed by Garnier Freres. The Prologue was written by Professor Blumentritt, upon the request of Rizal. In his Prologue, Blumentritt commended Rizal for his fine historical scholarship. However , he frankly consured Rizal for two thing which revealed Rizal error’s, namely: (1) Rizal of the past in the light of present standard and(2) Rizal’s attack on the church were unfair should to be construed means that Catholicism is bad. Thus Blumentritt said. The high estimation of your notes (Rizal’s annotations Z. ) does not prevent me from confessing that more than once, I observed you that participate in the error of many modern historians, who judge of centuring past, in the light of concepts that corresponding to contemporary Ideas. This should not to be . The historians should not impute to the men of the 16th century the wide horizon of ideas that move the 19th century. The second point with which I am not in agreement has to do some to your fulmination against Catholicism I believe that not in religion but in the cruel method and the abuses of many priests should we look for the origin of many events lamentable for religion, for Spain, and for the good name of the European race. Notwithstanding the two blemishes of Rizal’s work, it is a splendid piece of historiography. Rizal annotated and published Morga’s Sucesos because it was the best of the many histories of the Philippines written by the early Spanish writers, being accurate in the narration of events, unbiased in judgement, and unmarred by childish fantasies. Rizal dedicated his new edition of Morga to the Filipino people so that they would know of their glorious past. His dedication is as follows: TO THE FILIPINO’S. In the Noli Me Tangere started to sketch the present state of our Fatherland: the effect which my attempt produced made me realize, before proceeding to develop before your eyes other pictures to follow, the necessity of first giving an understanding of the past in order the better to judge the present and measure the path traversed during the three centuries. Born and reared in ignorance of our past like almost all of you: without voice nor authority to speak of what we have not seen nor studied I deemed it necessary to invoke the testimony of an illustrious Spaniard who controlled the destinies of the Philippines at the beginning of its new era and personally witnessed the last days of our ancient nationality. It is, therefore, the shadow of our ancestors’ civilization which the author now shall call before you. I transmit to you faithfully his words without changing them nor mutilating them, adapting, only in so far as possible, to modern orthography and introducing greater clearness in the rather defective punctuations of the original, to facilitate its reading. The office, the nationality, and the virtues of Morga, together with the date and testimonies of his contemporaries, Spaniards for the most part, commend the work to your serious consideration. If the book succeeds in awakening in you, the consciousness of our past blotted from memory, and in rectifying what has been falsified and calumniated then I shall not have laboured in vain, and with this basis, slight thought it be, we can all devote ourselves to the study of the future. In this historical work, Rizal proved that the Filipinos were already civilized before the advent of Spain. They had clothes, government, laws. , writing, literature, religion, arts, sciences and commerce with neighbouring Asian nations. Rizal thus blasted the historicalheresies of the Spanish writers who claimed that the early Filipinos were savages and was of low mentality. Comment on Morga’s Publication Date. The title page of Rizal’s annotatedediton of Morga reads: â€Å"Paris, Libreria de Garnier Hermanos, 1890. † From this printed date, all biographers of Rizal came to assert that his edition of Morga was published in 1890. However, there is documentary evidence to show that Rizal’s from Leitmeritz, saying: â€Å"I have just receive your magnificent edition of Morga. This edition with your notes will glorify your name. † Rizal himself, in his letter to Dr. Baldomero Roxas from Paris, December 28, 1899, stated: â€Å"Today I sent to Lipa four copies of Morga. Later I will send some more. † From Barcelona, Mariano Ponce wrote to Rizal on December 31, 1889, saying: â€Å"I received the bookSucesos. Many thanks. I have read only Blumentritt’s prolongue. Truly excellent. Please send me immediately about ten copies thah I can send to the Philippines by the first mail that is going there. † The three letters cited above — from Blumentritt, B. Roxas, and M. Ponce — are incontrovertible proofs that Morga’s Sucesosby Rizal actually came off the press in 1889. Otherwise, how could these three friends of Rizal read the book before 1890? Rizal as Historian. Rizal’s research studies in the British Museum (London) and in the Bibliotheque Nationale (Paris) enriched his historical knowledge. His splendid annotations to Morga’s book showed his familiarity with the basic priciples of historiography. As he once told rigorously imparted. . . I never assert anything on my own authority. I cite texts and when I do, I have them before me. † His knowledge of foreign languages enabled Rizal to read historical documents and books in the languages in which they were originally written. For instance, he read Pigafetta’s famous First Voyage Around the World in Italian; the historical works of Marsden, Raffles, Lord Stanley, and Wallance in English; the writings of Blumintritt, Jagor, and Virchow in German; the books of M. Jacquet, J. Mallat, and A. Marche in French; and the works of T. H. Pardo de Tavera, Pedro A. Paterno, Miguel Morayta, and Pi y Margall in Spanish. By his extensive reading of archival sources and books in foreign countries, he acquired wide not only of Philippine history, but also the history of European colonization in Asia. Aside from his excellent annotations on Morga’s book, Rizal wrote other works which qualify him to be a real historian. Among them were the two historical commentaries written in London, Ma-yi(December 6, 1888) and Tawalisiof Ibn Batuta (January 7, 1889); Filipinas dentro de Cien Anos (The Philippines Within a Century), published in La Solidaridad in four issues on September 30, October 31, December 15, 1889 February 15, 1890; Sobre la Indolencia de los Filipinos (The Indolence of the Filipinos), published in La Solidaridad in five successive issues on July 15, July 31, August 1, August 31, and September 1, 1880; La Politica Colonial on Filipinas (Colonial Policy in the Philippines), no date; Manila en el mes de Diciembre, 1872 (Manila in the Month of December, 1872), no date; Historia de la Familia Rizal de Calamba (History of the Rizal family of Calamba); no date and Los Pueblos del Archipielago Indico (The Peoples of the Indian Archipelago), no date. The Philippines within a Century. In this article Rizal expressed his views on the Spanish colonization in the beginning of his article the glorious past of the Filipino people, then described their economic stagnation and unhappiness under the harsh and bungling Spanish rule. Toward the last paragraphs of the articl, he peered into the future and warned Spain of what would happen to her colonial empire in Asia if she would not adopt a more liberal and enlighted policy toward the Philippines. Significant passages in this historical essay are as follows: To recapitule: the Philippines wil remain Spanish if they enter upon the life of law and civilization, if the rights of their inhabitants are respected, if the other rights of due them are granted, if the liberal policy of the government is carried out without trickery or meanness, without subterfuges or false interpretatios. Otherwise, if an attempt is made to see in the islands a lode to be exploited , a resource to satisfy ambition †¦ shutting its ears to all cries of reason , then however great may be the loyalty of the filipino , it will be impossible to operation of the laws of history . Colonies established to subserve the policy and commerce of the sovereign country , all eventually become independent †¦ If the Philippines secure their independence after heroic and stubborn conflict , they can rest assured that neither England nor Germany , nor france , and still lees Holland will dare to take up what spian has been unable to told . Perhaps the great American Republic. Whose interests lie in the Pacific and who hand in the spoliation Africa may some day dream of foreign possession . This is not impossible , for the example is contagious , covetousness and ambition are among the strongest vices. Very likely, the Philippine s will defend with inexpressible valor the liberty secured at the price of so much blood and sacrifice. With the new men that will spring from their soil and with the recollection of their past, they will perhaps strive to enter freely upon the wide road of progress, and all will labor together to strengthen their fatherland.. Then the mines will be made to give up their gold for relieving distress, iron for weapon ,copper ,lead and coal . Perhaps the country will revive the maritime and mercantile life for which the islanders are fitted by their nature , ability ,and instincts, and one more to free ,bird that leaves its cage , like the flower that unfolds to the air , will recover the pristine virtues that are gradually dying out and will again become addicted to peace-cheerful, happy, joyous ,hospitable and daring. The Indolence of the Filipinos. This other essay of Rizal is also a prestigious work of historical scholarship . It is an able defence of the alleged indolence of the Filipinos In the spirit of a real scholar, Rizal made a critical study of the causes why his people did not work hard during the Spanish regime . His main thesis was that the Filipino are not by nature indolent. Long before the coming of the Spaniards he pointed the Filipinos were industrious and hard-working : They were very active in agriculture , industries , and commerce The Spaniard conquest of the country brought about a decline in economic activities because the Filipinos had abandoned their pre – Spanish industries and worked less than their ancestors . Such decline in economic life was due to certain causes: (1)the native revolts and other internal disorders which followed thre establishment of Spanish rule ,(2) the wars which the Filipinos fought for Spain against the dutch Portuguese ,English , and other enemies : (3) the frightful raids on the coastal towns and village of Christians Philippines by the Muslim pirates of Mindanao and Sulu ; (4) the forced labour which compelled thousands of Filipinos labourers to work in shipyards ,roads ,bridges, and other public works resulting in the abandonment of industry ,commerce ,and agriculture ;(5) lack of stimulus to work harder because the people could not enjoy the fruits of their labor; (6) government neglect and indifference to agriculture ,industry ,commerce ;(7) The bad example shown by the Spaniards in despising manual labor ;(8)the teaching of Spanish missionaries that it is easier for a poor man to enter heaven than for a rich man , hence the Filipinos prefer not to work and be poor so that they could easily enter heaven after they die ;(9) encouragement and propagation of gambling by the Spanish authorities ; and (10) system of Spanish as Rizal asserted , the education did not promote economics enterprise and activity , for , as Rizal asserted , the education of the native was â€Å"from his birth until he sinks into his grave is brutalizing , depressive and anti-human â€Å"and† deprives him of his dignity. It is true , admitted Rizal , that the Filipinos are easy –going and do not work so hard because they are enough to adjust themselves to their warm , tropical climates . they do not have themselves working hard in order to live because nature gives them abundant harvests by working less than those in temperate and arid countries . â€Å"The Fact†, explained Rizal. †is that in tropical countries violent work is not a good thing ,as it is death , destruction , annihilation . Nature knows this and like a just mother has therefore made the earth more fertile ,and more productive ,as a compensation . An hour’s work under that burning sun, in the midst of pernicious influences springing from nature in activity , is equal to a day ‘s labor in a temperature climates ; it is then , just that the earth yields a hundredfold . International Associations of Filipinologists. Taking advantages of world attention which attention was than focused at the Universal Exposition of Paris proposed to establish an â€Å" International Association of filipinologists â€Å" and have its inaugural convention in the French capital . He first submitted this ideas to blumentritt in a letter dated January 14 1889. And the letter international association. According to his prospectus, the aim of the association is â€Å"to study the Philippines from the scientific and historical points of view the officers were a follows: President †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Dr . Ferdinand Bluementritt (Austrian) Vice President †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Mr . Edmund Plauchut (French) Counsellor †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Dr . Reinhold Rost (Anglo-German) Secretary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Dr. Jose Rizal (Filipino).

Essay about readings Example | Topics and Well Written Essays - 1250 words

About readings - Essay Example I always use to use my beloved site for at least 2 to 3 hours a day that comprises various activities of my interest. The most amazing thing about Facebook is that I am getting tremendous knowledge about the events going on around me as current affairs. I am not a big fan of politics. However, when I see funny side of politics shared by my friends, I start taking interest in politics naturally. I visit the posts of my friends to get some information about the general events or other technological advances. It has helped me a great deal in enhancing my knowledge and horizon. My association with Facebook was very similar to the attachment of (Gathman) with cell phones. His emotions were totally integrated with his phone that he loved so much. He discovered all the aspects of the phone to find out its versatility. He explained his association with the mobile in terms of calls, texts and other purposes. Same is the case with me and Facebook. I want to explore every bit of it. I keep searching for various entertainment, informative, and technological set ups on this social media. Facebook has some kind of psychological connection with me. Whenever, I get five minutes free from my classes, I use to open my beloved site from my mobile. I am very thankful to the university to provide the Wi-Fi internet service throughout the college that allows me to use the social media wherever I go in the campus. It is very easy to open the ‘Home’ page and start navigating from top to bottom. It’s a great feeling whenever the theme of Facebook appears in front of my eyes. It gives me feelings of satisfaction and removes my boredom. Visiting Facebook regularly has become the part and parcel of my daily activities. It feels like something is missing when I don’t visit my social media for some hours. Some kind of chasm starts appearing in the mind as I get far from my mobile phone for some

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Legal Aspects of Health Administration - Case Study Example State and federal laws had been amended in order to protect young teenagers from any attempt to violate their chastity by older men. Thus, modern laws have encompassed statutory rape as involving the sexual assault on girls aged 13 to 18 depending on state laws. In California, the statute provides that "it is illegal for any person to have consensual sex with any person who is under the age of 18" (California Penal Code Sec. 261.5). Thus, it is clear that the new age of consent is now 18 years. This is based on the assumption that girls below the age of 18 are not mature enough and thus are legally incapable of consenting to sexual intercourse. However peer sex or what they term as Romeo and Juliet Law, wherein minor couples engage in coitus or the sex act, is treated differently or is an exemption to the rule. Here, the male is penalized for the 'crime' of misdemeanor if the age gap between him and the 'victim' is not more than 3 years. If the age difference is more than 3 years, th e male could be charged for misdemeanor or felony ( California Penal Code 261.5(b). But the harshest penalty is reserved for culprits aged more than 21 years old. Other than the charge of misdemeanor or felony, the adult culprit has to face fines and civil penalties, which increase with the age gap between the minor and the culprit. The civil penalty may ... But the harshest penalty is reserved for culprits aged more than 21 years old. Other than the charge of misdemeanor or felony, the adult culprit has to face fines and civil penalties, which increase with the age gap between the minor and the culprit. The civilHealth Admin 3 penalty may reach $25,000 (US Department of Justice 2003, p.3) if the "perpetrator is over 21 years old and the minor is under 16" (Cal. Penal Code 261.5 (e)). And in such case, the Statute of Limitations is 3 years, meaning, the filing of a case in court must be done within 3 years from the knowledge of the statutory rape. It is also worthwhile to mention that in California, mistake of fact is allowed as a legal defense by the perpetrator. He may allege that he did the crime believing that his 'victim' is beyond the age of consent. A. 15 Year Old Sandra Anderson's Case In the case of Mrs. Anderson's daughter, Sandra, there is definitely statutory rape because Sandra is merely 15 years of age and statutory rape laws in California had set the age of consent at 18 years.Whether Sandra acceded to the lustful desires of her stepfather is of no moment because in statutory rape, the gravamen of the offense is the carnal knowledge of a girl below the age of minority. Whether Sandra consented to the sexual act is not an issue because statutory rape does not consider that kind of consent as voluntary i.e presuming Sandra consented. It further presumes that the offended party does not and cannot have a will of her own. The fact that it was Sandra's stepfather who

The Impact of Internet on the International Marketing Research Paper

The Impact of Internet on the International Marketing - Research Paper Example Today more and more business houses are importing, exporting or outsourcing their manufacturing to other countries. Efficient international marketing is therefore desirable for the affluence of organizations operating in this highly competitive and globalized economy (Czinkota and Ronkainen, 2007). Moreover, it has been also observed a number of companies depend on the overseas market to sell a large portion of their goods and services which in turn helps them to survive. With the increasing international marketing activities, the use of technology for marketing purpose is also growing at a rapid pace. One of the obvious ones is the use of the internet in the process of international marketing. Lee et al., (2003) believes that the internet lies at the heart of a business and is the global network of networks. The author also believes that the internet enables heterogeneous digital workstations to transparently and directly share and communicate services with the end consumers. Moreov er, the use of the internet in global business is the place where information technology and economic value creation takes place and hence leads to a completely new form of economy. Discussion For the past few years, business houses are witnessing colossal changes in the use of information technology. Previous studies have shown that business houses earlier used technology for making a decision, as a communication tool or for collecting information from the customers (Poon and Swatman, 1997). According to Lymperopoulos and Chaniotakis (2005), internet in business is an area which needs further research and analysis and also believes that marketers are still not fully aware of its application thereby leaving it potentially uncovered. However, some authors deem internet is no more an area of research rather it is a research tool. According to Murray (2008), internet plays a crucial role in improving the internal business activities. The author also stated that it is not only a mere to ol by which the purchase behaviour and culture of offshore customers are examined scrupulously and communication system is enhanced, but also takes the responsibility of enhancing the advertisement channels and online selling. Therefore, with the help of internet, the overall interactivity of businesses is greatly augmented. Theoretical Framework Hamill (1997) believes that the information technology revolution had a profound effect on the way international business is being carried out. The most viable and apparent one is the explosion of global marketing activity over the internet and the evolution of the global information superhighway. The author also believes that internet can act as a powerful source for gaining competitive advantage in the market place. Moreover, increasing number of companies are developing strategies that assist in the overall business development process. Internet provides an environment which is fundamentally different from the usual ones and is highly be neficial for the international marketing activities.

Health problem of chicano Research Paper Example | Topics and Well Written Essays - 500 words

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Debate against humans being rational.. humans are irrational Coursework

Debate against humans being rational.. humans are irrational - Coursework Example Altruisms is necessarily being counted under the voluntary giving away of one’s financial resources or acting in a way which deliberately provides benefit to the other person at the cost of their own benefit. Hence in this way, humans act irrational defying the rules of the rationality. (Jensen, 2008). The expected utility model which is essential model which is based on the rational behaviors however it is not the case in all conditions. Through anchoring people are often overly influenced by outside suggestion. People can be influenced even when they know that the suggestion is not being made by someone who is better informed. (Kahneman & Tversky, 1999). Besides Expected Utility theory also do not seem to be in conformity with the rationality. The famous experiments conducted by Tversky and Kahneman suggested a revolutionary shift from the expected utility theory and clearly suggested than we humans are not essentially rational. These experiments were: Few of the surveys conducted by Stuart Sunderland widely suggest that the irrational behavior is far more widespread and is normal than the supposed. (Sutherland, 1994). According to Sunderland there are various natural phenomenon which suggest that the man can act in irrational way. There is also a growing debate among the cognitive psychologists which suggest that we act according to the principal that differ from those we ought to follow. (Stein, 1997) There is also a phenomenon called framing effect which basically outlines that we decide differently depending on how we frame the decision based on the losses and gains. (Wang & Fischbeck, 2004) This therefore necessarily does not mean that in all situations we act rationally. We don’t always seem to be behaving according to rationality. The deviation from the rationality seems to be due to Satisficing and heuristics effects. The

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Establishing & implementing a charitable program in the sport of equestrian show jumping - Essay Example Background: The world witnessed lately several major natural calamities like the December 26, 2004 Indian Ocean tsunami caused by a strong earthquake in Aceh province, Indonesia. It was one of the largest natural disasters in recent memory that claimed the lives of 250,000 in several countries bordering the Indian Ocean and hit as far away as the coasts of Africa. All in all, it adversely affected fourteen countries by destroying tourist sites, tropical beach resorts and altering their way of life because their economies had been greatly devastated. Hurricane Katrina is a very good example also of how even governments with plenty of resources are sometimes ill equipped to deal with victims of natural disasters due to some bureaucratic red tape that hinders rapid responses to pleas for help and assistance. There are other such as disasters such as the massive earthquakes to have hit countries like Haiti which hit January 12, 2010 and in Chile last February 27, 2010 with the latest to be hit was China on April 14, 2010 in the northern province of Qinghai near Tibet. There are also many cases of man-made disasters due to environmental degradation causing massive flooding, landslides, soil erosion resulting to poor agricultural productivity and siltation of river systems. Perhaps the worst kind of man-made calamity is that one caused by armed conflicts in which mostly civilian populations became victims of forced displacement. Children, old men and women often huddle in temporary camps without adequate food, water and shelter. Most cases of these conflicts are in Africa such as the Darfur Crisis in Sudan resulting in 300,000 deaths and 3 million people forced to leave their homes and live in squalid camp conditions. It is a human tragedy of untold dimensions in modern times but also totally preventable if all its warring parties had come to the negotiating table ready to make compromises. There are still many such on-going conflicts in Africa today which are

General Essay on Chinese Religions Essay Example for Free

General Essay on Chinese Religions Essay Early Chinese religion belongs to the mythical and prehistoric period. Tradition speaks of the origins of Chinese culture lying in the 3rd millennium BCE with the Hsia dynasty. As of yet no historical evidence has been found for such a dynasty; all references to it are mythical. It is only with the Shang dynasty, which is traditionally dated from 1766 to 1122 BCE, that we find evidence of a developing culture and religious practices. The religion of the Shang was principally characterised by the use of oracle bones for divination and the development of the cult of ancestors. It was believed that the cracks that resulted from burning ox bones or tortoise shells represented messages sent from the gods about a variety of matters such as illness, the weather or hunting. Belief in deities and the practice of the worship of ancestors has persisted in Chinese life, and has come to form the basis of what has broadly been termed popular religion. Popular religion in fact represents a mixture of early religion and elements of the three great religions: Buddhism, Confucianism and Taoism. At the heart of popular religion is the worship of deities and veneration of ancestors at shrines in the home or temples. There are many deities associated with this form of religion, but the best known are Shang Ti, the supreme ruler of heaven, and Kuan Yin, the goddess of mercy and protector of women and children. In the Chou dynasty a more structured form of religion developed. This is associated with the teaching of Kung-Fu Tzu (551-479 BCE), whose Latinised name is Confucius. Confucius sought to establish a socio-political ethical system, with theological beliefs concerned with human destiny and the conduct of human relationships in society, based on a belief in the goodness of human nature. He believed in a providential Heaven (Tien) and in prayer which encouraged him in his mission. He emphasised the five relationships namely, Father-Son; Ruler-Subject; Husband-Wife; eldest son to brothers; friend and friend to be expressed by li (correct ceremony) to bring he (harmony). Such relationships were rooted in family piety which came to give a prominent place to Ancestor Worship and to respect for deified men, which came to find expression in the Sacrifices of the State religion. The Confucian canon can be divided into two parts: the Five Classics and the Four Books. The Five Classics were handed down from earlier times and emphasised by Confucius. These are the Book of Odes; the Book of History; the Book of Rites; the Book of Divination; and the Spring and Autumn Annals. The Four Books consist of The Analects (Conversations of Confucius); the Doctrine of the Mean; The Great Learning; and the Book of Mencius. Out of the teachings of Confucius emerged various schools associated with a master. Notable was the work of Meng-Tzu (c. 371-c. 289 BCE) and Hsun-Tzu (300-230 BCE). Meng-Tzu and Hsun-Tzu formed rival schools whose doctrinal differences were based in a fundamentally different conception of human nature. Meng-Tzu taught that people were fundamentally good and that what made them bad was their environment. Consequently, Meng-Tzu emphasised the importance of education as a means for bringing out the innate goodness of people. By way of contrast, Hsun-Tzu had a more pessimistic view of human nature. Hsun-Tzu taught that people were inherently evil, and that they could only be taught to be good through training. He also was religiously sceptical, teaching that religious ritual had no purpose except to provide moral training. It was this negative attitude towards religion that was one of the main factors behind the subsequent rejection of the teachings of Hsun-Tzu by mainstream Confucianism and the establishment of Meng-Tzus teachings as orthodox. At the same time that Confucianism was developing, two rival schools were active in China: the Mohists and the Legalists. Mohism was founded by Mo Tzu (c. 470-390 BCE). Mo Tzu advocated universal love and opposed the elaborate and expensive rituals that defined Chinese religious life. This put him at odds with Confucianism in that Confucianism advocated particular love for ones parents as well as the importance of ritual for interpersonal relations. Although during the 4th century Mohism was strong enough to rival Confucianism, it went into decline in the 3rd century, and by the time of the unification of China in 221 had virtually disappeared. It is unclear why the tradition declined so quickly. Legalism is more of a political philosophy than a religion. The various strands of legalist doctrine were systematised by Han Fei Tzu (d. 233 BCE). Han Fei Tzu had been taught by Hsun Tzu and adopted his pessimistic attitude to human nature. Unlike Hsun Tzu, Han Fei Tzu did not believe that people could be reformed, advocating instead a strong, even ruthless, form of government that could control human behaviour. Legalist principles were put into effect by the Chin dynasty, which unified China in 221 BCE, and was subsequently overthrown in 207 BCE. The brief rule of the Chin had a devastating impact on Confucianism, whose scholars it persecuted and whose books it destroyed. Fortunately for the tradition, Confucianism received official acceptance of the Han dynasty and flourished during the Han period. Under the Han dynasty (206 BCE 220CE), the Tang dynasty (618-907 CE), and the Sung dynasty (960-1127CE) Confucian teaching was used for public examinations. In 631 CE the Confucian canon was made the sole subject for the examination of aspirants to official positions, so Confucianism came to be known as Ju-chiao, the Doctrine of the learned. During the Sung dynasty (960-1126 CE) Neo-Confucianism emerged as a distinct movement in response to Taoism and Buddhism. Two traditions of Neo-Confucian thought emerged: the School of Principle, represented by Chu Hsi (1130-1200), and the School of Mind, represented by Lu Chiu Yuan (1139-1193) and, later, Wang Yang Ming (1472-1529). Chu Hsi sought to provide a metaphysical explanation of the nature of reality as well as an ethic for human conduct. For Chu Hsi the basis of all reality was the Supreme Ultimate (Tai Chi). In order for people to live properly they had to purify their chi (vital energy) through taming their desires so that they could be united with the Supreme Ultimate. In reaction to Chu Hsis dualistic perception of reality Lu Chiu Yuan presented a monistic picture of the universe. He claimed that the universe and the mind are one. Therefore, through understanding ones own mind one could understand the nature of the cosmos. This was developed by Wang Yang-ming. Wang Yang-ming believed that individuals could perfect themselves through moral self-cultivation. This involved returning to an original mind whose principal quality was love (jen). Also of ancient origin is Taoism whose classic text, the Tao Te Ching, is attributed to a supposed contemporary of Confucius (551-479), Lao Tzu. This text has had many interpreters whose works have developed in various sects, some of which have been very influential. There are two streams of Taoism: Religious Taoism, which is represented by the many sects concerned with the quest for immortality, and Philosophical Taoism, which was concerned to explain the human condition. The major imported religion is Mahayana Buddhism which is believed to have entered China in the 1st century BCE. An important early Buddhist teacher was An Shih Kao who founded what came to be known as the Dhyana School, characterised by its emphasis on meditation. Another major early school was the Prajna school whose doctrines were based on the interpretation of the Perfection of Wisdom (Prajnaparamita). It was, however, between the 5th and 8th centuries that Buddhist schools flourished and developed in China. Schools that were active at this time were: San-Lun, Ching-tu, Tien-tai, Chan, Chu-she, Hua-yen, Lu, San-chieh, Fa-hsiang and Chen-yen. The great persecution of Buddhism in the middle of the 9th century led to its rapid decline, and by the time of the Sung dynasty only the Chan and Ching-tu schools remained significant. Incursions from the West began at an early date, mainly in regard to trade and commerce from Arabia and India, probably to Canton or Hangchow. Infiltration of a different kind took place under the Mongols (1260-1368), when the armies of Ghengis Khan spread westwards over countries occupied by the Muslims. The records of the Yuan dynasty indicate that many distinguished officials (both military and civil) were Muslims, bringing with them knowledge of Arabic science known to Kublai Khan and the use of catapults in siege warfare. In Ming times Arabic books on science came into the Imperial library. After the Mongol period, no great influx of Muslims took place, but they spread into most provinces of China, especially in the north-west and west (the provinces of Kansu, Szechwan and Yunnan) and in the north-east (in Manchuria and Hipei). They mainly live in their own communities in their mosques and schools. Their first mosque appears to have been built in Sian in 742. Another group attracted by commerce were the Jews who traded across Central Asia, during the Tang dynasty (618-907), whose communities have mainly been along the sea board in cities such as Shanghai and Canton. The earliest evidence we have of a Jewish community in China derives from a letter written in the 8th century by a Jewish merchant I China. By the 9th century there was a distinct Jewish community in Kaifung, its continued presence evidenced by the construction of a synagogue in the city in 1163. From the 15th century onwards the Jews became increasingly integrated into Chinese life to the extent that by the 19th century the community had all but lost its distinctive identity. As a result of the western colonialism of China in the 19th century and the establishment of new trading contacts with Europe Jews settled in some of the major cities of China. Christianity came to China first by the way of Nestorian Christians, after the arrival of A-Lo-Pen in 781 where it flourished for two centuries (by favour of the imperial court) until the reign of Wu Tsung who closed the monasteries and persecuted the church. It flourished again under Mongol rule in the 13th century, and in 1289 Kublai Khan established an office for the supervision of Christians. At about this time the Roman Catholic Church came to the Mongol empire, when a Franciscan monk came to the Khans court of Kharatorui in 1246. Shortly after that St Louis of France sent an embassy, followed by Marco Polo in 1275; a request from Kublai Khan for a hundred teachers did not, however, bear fruit apart from a small Franciscan mission led by John of Monterovino, who was appointed Archbishop in Cantilec in 1289, and under him three bishops were appointed. Then in the 16th century the Society of Jesus became very active in China inspired by the work of Francis Xavier who had preached in India and Japan. Matteo Ricci came to Canton in 1610 and then to Peking, where he founded a Christian community and gained prominence as an outstanding astronomer. From that time the Roman Catholic Church has continued despite periods of persecution. Protestant missions date from 1807 with W. Morrisons arrival in Canton for the London Missionary Society. Other missions soon followed with the Presbyterians in 1847, the Anglicans in 1849 and the Methodists in 1850. Also prominent have been the China Inland Mission, under Hudson Taylor an interdenominational missionary society. In the twentieth century house churches have been prominent, often associated with such evangelists as Watchman Key. These Protestant activists have contributed greatly to educational and medical developments as well as political and social influences from the West; these were often backed by military force and, therefore, deeply resented. Recent changes under Communist influence, led by Mao, have been profound, strengthening agnostic tendencies for many in the population. Traditional religious practices are still continued in many homes in China and among overseas Chinese. In recent times relaxation of restriction has given fresh opportunity for religious activity. Many Taoist and Buddhist temples, as well as mosques and churches, are being renovated and reopened. Greater openness to the West has been accompanied by renewed conversion to Christianity; the demise of communism has encouraged the rediscovery of traditional religious values. Taiwan has provided an important haven for traditional Chinese religions, as well as the establishment of new religions, since the Nationalist government established itself on the island in 1949. A number of syncretic movements such as San-I-Chiao (Three in One Religion), were suppressed in China following the Communist victory, but have found a haven in Taiwan. Other interesting traditions that have been transplanted to Taiwan are those which are collectively designated the Hsien Tien Tao (Way of Former Heaven sects). Five of the best known of these are the I-kuan Tao, the Tung shan She, the Tien-te Shang-chiao, the the Tao-yuan, and the Tzu-hui Tang. These are characterised by a belief in a creator deity (usually a cosmic Mother figure) from whom humanity has strayed. These sects also claim to transcend all other religions and, therefore, provide a way by which all these religions can be united. All but one (the Tzu-hui Tang) were founded in mailand China, later moving to Taiwan. The Tzu-hui Tang was itself founded in Taiwn in 1949. Also originating from the mainland are the spirit-writing cults. These are cults which derive religious beliefs and practices from a deity mediating through an entranced medium. The practice of spirit writing has been a part of Chinese life probably since the Tang dynasty (618-907). In the 19th century a spirit-writing movement developed in China and entered Taiwan in the same century. This continues to be part of the Taiwanese religious landscape to the present day. There are, of course, a number of recently emerged distinctively Taiwanese movements. Xuan Yuan Jiao (Religion of the Yellow Emperor) was founded in Taiwan in 1957. Xuan Yuan Jiao represents the attempt to recapture the spirit of pre-Han Chinese religion through incorporating Taoist, Confucianist and Mohist teachings and interpreting these as emanating from a tradition that derives from the Yellow Emperor. The religion is highly political in character since its purpose is to revive Chinas national spirit following the loss of the mainland to communism. Buddhism continues to flourish in Taiwan. Following the Communist victory in mainland China in 1949 a further wave of Buddhist monks arrived in Taiwan from the mainland. This has strengthened the presence of Chinese Mahayana Buddhism in the island and influenced the character of earlier traditions. Since 1950 the Buddhist Association of the Republic of China has been the focal point of Taiwanese Buddhism. This is responsible for ordination ceremonies for Buddhist monks, nuns and lay people. In more recent years Taiwanese Buddhism has adopted a more missionary approach both within Taiwan and abroad, particularly in North America. In the 1960s two important Buddhist organizations emerged: the Tzu Chi Compassion Relief Foundation and Fo Kuang Shan. The first of these was founded in 1966 by a self-ordained nun named Cheng-yen. This organization has sought to introduce a strong degree of social concern into Taiwanese Buddhism. Fo Kuang Shans origins can be dated to 1967 when when a Chinese monk, the Ven. Hsing-yun, opened a temple at Fo Kuang Shan in Southern Taiwan. Like the Tzu Chi Compassion Relief Foundation, Fo Kuang Shan emphasizes social action as a means to promote Buddhist values. More recently, Ling Jiao Shan in the north of Taiwan has become a centre of Buddhist activity. Founded by Master Hsin Tao, Ling Jiao Shan has acquired prominence within Taiwan and beyond on account of its establishment of a museum of world religions with branches in Taiwan and the United States.

Four Theoretical Approaches to Metaphysics Essay Example for Free

Four Theoretical Approaches to Metaphysics Essay There are four theoretical approaches to the metaphysics and they include Dualism and the theory that what exists on can do so on two levels the physical or the mental. The next approach is Materialism which theorizes that everything exists on a physical level. Then there is the Idealism approach which states that everything that exists is mental or spiritual. Finally, there is Alternative Views which theorizes that what exists in neither mental nor spiritual but believed that what exists is both, which means that what exists is neutral. In the Materialism theory of metaphysics it is said that everything is made of some kind of structure that are now called atoms. These atoms are governed entirely by physical laws and are thought to make up everything that we know and see. There were and are still many men in the scientific community that feel this way, but the most pronounced one was named Thomas Hobbes. Hobbes implied â€Å"clearly that all things are made of material particles and that all change reduces to motion. † (cite) His theory states that everything is matter in motion to include an individual’s thought process. Hobbes goes into detail about how this process works and called it perception or sense. His way of describing it is the fact that things have different properties and that the properties do not really exist. The properties of an object are based on what we perceive them to be. We perceive a rose to be beautiful, smell nice, and have red pedals. Those properties according to Hobbes are all based on perception and the rose does not actually have any of these traits. â€Å"The things that really are in the world outside us are those motions by which these seemings are caused. (cite) Hobbes describes perception as motion from the outside effects the motion of the inside of a person. The motion on the outside affected the motion on the inside and leaves a lasting effect after the motion is complete or dispersed then the motion that remains behind on the inside is left as a memory. The motion that is still on the inside is a perception and in turn is the root cause for thinking, imagination, and memory. As humans we describe this reaction by assigning words to these perceptions and Hobbes labeled that as reasoning. The way that people reason is nothing sort of â€Å"adding and subtracting of the consequences of general names. † (cite) The easiest way that this can be explained would be to refer it to a computer. The hard drive is considered as the movement on the inside and the keyboard and mouse as the outside. The hard drive is made up of a disk and magnet and works by taking the disc and spinning is around at a rapid pace. Next the magnet is moved around to encode the data to the hard drive. This whole process is done through movement and if stationary there is nothing that can be done to retrieve or store information. First to store or retrieve information an external source of movement needs to happen. Movement from the outside was represented as a keyboard and mouse. The keyboard and mouse which is movement from the outside affects the hard drive which is the movement from the inside and vice versa. Now that movement has been represented the reasoning of information needs to be considered. Now we understand what movement effect movement means we can now address the fact of reasoning and perception. All of the information that the computer takes in needs to go somewhere and needs to be retrieved again. The computer makes sense of all the data by assigning numbers to all of the data so that it can be retrieved again. This aspect would be considered our perception which is reasoning which as Hobbes stated before is our thinking, memory, and imagination. Now some people would argue that Hobbes theory does not take into accounts decision making and other voluntary actions, but he does go into detail about how that process works. Hobbes addresses the finer points of the decision process by stating that every decision or movement starts of as an â€Å"endeavor† which was caused by perception. He then breaks it down even into two groups consisting of desire and aversion. When the endeavor is toward something then it is considered a desire and when it is away it is considered an aversion. We associate desire and aversion with words like love and hate or good and bad. So according to Hobbes the basic principle of our decision making is like a magnet. Let’s look at the magnet that is in the computer and affects the hard drive. Sometimes data can be corrupted and the information will not take to the hard drive. The process of corrupt data being entered from the outside can be considered as an aversion. Now any information that the system lets in can be considers as desire. If that did not make sense then lets look at a magnet in general. A magnet has a positive and a negative side. Anything that is attracted to the positive side can be considered a desire and anything that is repelled by the negative side can be considered an aversion. In the recent years there has been some advancements in technology that allows us to uncover the mysteries of the universe. Scientists have found matter that is smaller than atoms and they are calling them subatomic particles. It has been discovered that these particles make up every aspect of the universe and are comprised of some type of energy that is connected with everything else. After this discovery a lot of scientists are rattled about their theory and if Materialism is really the right type of metaphysical theory to go with. However, this does not completely rule this theory out it just seems like that needs to some changes or tweaks to the way that we think about Materialism.

Timeline of the History of Psychology

Timeline of the History of Psychology The History of Psychology Marisa Alexander The development of psychology took place in eras. The contributors of a period provide the next necessary step for improvement of new philosophies sometime discarding all or part of the previous to provide a new perspective. This essay will explore the major contributors from the ancient Greeks to more modern times and demonstrate the improvement over time to where psychology is seen as a science. Between 470-322BCE rose three major philosophers that played a pivotal role shaping western philosophical thinking. Philosophers such as Socrates, Plato and Aristotle were the foundation of what psychology as a science is today. They were switching from using mysticism or mythology to understand their world to experience and scientific inquiry. Socrates used the power of reasoning and was the first to use a scientific approach to psychology that focused on various causes of behaviour (Hergenhahn, 2009). His student Plato followed in his footsteps. Plato believed that ideas were innate and the brain is the mechanism of mental processes. His innate ideas were denied by Aristotle who suggested that the heart was the mechanism of mental processes. He proposed that emotions emphasized thoughts and behaviour and cause selective perception in the environment.Their philosophy flourished in that period and even after Athens defeat. The Greek city-state was defeated by Sparta (431-404 B.C) which caused the collapse of Athens. The Romans invaded the Greek territory and there was a need for a philosophy that can address the instabilities and ills of this era. To address this issue the Romans focused on helping individuals live a good life. Philosophies such as stoicism, skepticism, Epicureanism and Neo-Platonism emerged. These philosophies were involved in the transition from philosophy to Christianity. There were various conflicting versions of Christianity so to eliminate this issue Constanine placed the responsibility on bishops to arrive at a single set of documents to govern Christian communities. Through this in C. 380 Christianity became the approved religion in Rome by Theodosius I. there were some aspects in philosophy that were useful to Christianity and was incorporated along with Judaism into the religion by Augustine. Augustine’s work fell into the medieval period; this period marked the fall of the Roman Empire and the beginning of the Renaissance period (approx. CE 400 – CE1300). It was a period of rebirth and a transition from being God centred to being more human centred (Hergenhahn, 2009). Having an open mind was one of the requirements of this time. Ushering in this period was the devastating epidemic the Black Death which killed approximately one-third of Europe. This changed Europe social and economic situation drastically for the worse. Frustration caused Europe to seek comfort in Christianity. It was a time when the Roman Catholic Church was the authoritative figure in all aspects of Europe’s life. The renaissance period was a difficult time for the church as it was threatened by the loss of its powers on the state. This made way for the emergence of leaders to govern the state without the church. Other factors threatened the authority such as the invention of the pr inting press by Johannes Gettenburg (1445). The invention meant that literature would be easily accessible and not just owned by the elite. It also meant that they would not have to rely on the interpretations of the priest but they can read and interpret for themselves. The period steered way for new philosophies that would: belief in individual potential, see religion as more personal and less institutionalized, show an intense interest in the classics, and have a negative attitude toward Aristotle’s philosophy (Hergenhahn, 2009). Bacon, Descartes and Galileo work emerged around C.1610 which created a scientific revolution in psychology. Bacon was an empiricist whose vision for sciences was to be able to solve human problems. He focused on inductive reasoning which dealt with facts that can be observed. Descartes on the other hand, was a rationalist who saw the mind and body as two separate entities. The body is observable and measurable. In contrast, the mind is not directly observable. He also stated that ideas were innate and they are experienced with such precision and uniqueness that they need to be accepted as true. Galileo explored the laws that governed the physical world. He tried to apply the laws of the universe in understanding h uman thought and behavior through deductive reasoning which deals with predicting an event from general principle. So based on the laws he concluded that psychology was impossible to predict because of the subjective nature of human thought (Hergenhahn, 2009). Locke was an empiricist who opposed Descartes philosophy of innate idea (King, Viney Woody, 2009). In 1690 Locke published An Essay Concerning Human Understanding which defended empiricism and concerned itself with determining the boundaries of human understanding in respect to a wide variety of topics (Uzgalis, 2001). Locke thought that if all humans had innate ideas as Descartes stated, then all humans should possess these ideas and since they do not, then Descartes’ philosophy of it is not true. He believed that our minds were like a blank paper or slates at birth and through sensory experiences it would be furnished with the necessary ideas. In 1808 Gall had a different perspective for understanding human behavior. He believed that faculties (personality and intelligence traits) were stored in specific parts of the brain (King et al, 2009). The shape and size of a person’s skill he believed was a good indication for presents or absence of personality and intelligence traits. While Gall focused on physical features Weber was concerned with sensations. Weber was the first to quantify perceived differences between a physical stimulus and sensation, his work entailed experiments what looked at just noticeable differences between stimuli. Just noticeable difference is the standard detectable difference between the standard and the comparison weight. He published his research on The Sense of Touch in 1834. Another approach surfaced called evolutionary psychology and was pioneered by Charles Darwin. In his publication of the Origin of Species (1859) it explains that we develop behaviors and cognitive abilities to adapt to our environment for our survival (Houck 1999). Twenty years later there was a new discovery by Wilhelm Wundt, he was the first to establish a lab for studying psychology in 1879 and used introspection to collect information. He conducted experiments examining the physical on the psyche and agreed with Darwin’s concept on the importance of adaptation (Kim, 2006). In his research he recognized the need for scholarly journals but his new research did not fit with the established physiology or philosophy journals (King et al, 2009). So in 1881 he published the first issue of Psychological Studies. Wundt and Titchener dominated the introspective self-observation approach when Ebbinghaus began his research on human memory. Ebbinghaus was systematic and cautious in his approach to the study of memory; this changed the standard by confirming that higher cognitive processes could also be studied scientifically. His method moved the study of memory out of philosophy and into the domain of empirical science. His study showed that memorizing meaningless is more difficult that memorizing meaningful ones, an increase in the amount of material increases the amount of time it takes to learn it, relearning is easier that initial learning and forgetting takes longer after relearning (Plunker 2013). He then discovered that forgetting happens rapidly right after learning occurs and slows down over time.He published his findings in 1885 Memory: A Contribution to Experimental Psychology. Hall was a functionalist and influential in launching psychology as a science and in its development as a profession. Just as Ebbinghaus, Stanley used scientific methods in conducting his experiments; his is famous for work on child development, especially adolescence (King et al, 2009). Hall spearheaded the scientific approaches in the field of psychology. In 1887 he launched theAmerican Journal of Psychology (APA), and in 1892 he organised the American Psychological Association and held the position as its first president (Perry, 2006). Calkins was the fourteenth (14th) president of APA in 1905; she did her dissertation and was refused her doctorate from Harvard University even though she met the requirements. Thorndike was a behaviourist which is a branch of psychology dealing with objective experimental approach and learning behaviours. His theory focused on connections created in the mind between environmental stimuli and the organism’s response, where as previous theorists focused on connections between ideas. In 1898 An Experimental Study of the Associative Processes in Animals was his thesis he wrote on his experiments conducted on animals (Wozniak, n.d). Apart from Thorndike, there are other behaviourist who influenced psychology with their works, there are Watson, Skinner and Pavlov. Watson published a piece in 1913 on Psychology as the Behaviourist Views where he discussed his position on behaviourism and the theoretical goal to predict and control behaviour. He stated that itshould onlybe about things we can directly observe, that is, the relationship between the environment and the behaviour of the organism (Watson, 1913). Skinner dealt with modifying behaviour through re inforcement and punishment. He did experiments with animals and published his work as The Behaviour of Organisms in 1938. Then there was Pavlov who published his work on Lectures on Conditioned Reflexes in 1928 which dealt with finding from his experiment he discovered though observing a pattern. He noticed that the dog was conditioned to have a reflex action; this pattern was not the real intention of his experiment. This he called classical conditioning. A different perspective of psychology emerged in the beginning of the twentieth century that focused on the unconscious part of the mind. This was developed by Freud, who stated that there are events or things that the mind cannot deal with that is stored in the unconscious. Also there are structures that make up our personality such as the id, ego and superego and the each have a responsibility. He also proposed developmental stages which has a connection to sexuality or erogenous zones. Apart from this he stated that unconscious thought or issues manifested in dreams. Freud published Interpretations of Dreams in 1900 to describe his work on the subject. Freud had followers of his approach such as Alfred Alder, Erik Erikson, Carl Jung, and his daughter Anna Freud. They all went on to depart from his theory and develop their own using his foundation. Another perspective to understanding human behaviour is Gestalt. This movement in psychology was launched by Wertheimer in 1905 and opposite to behavioural perspective that viewed the parts or saw thing on a molecular level; this approach was more on a molar (holistic) level. It represents a more cognitive aspect in psychology since the focus is on perception and the forming of self-organizing tendencies which provide insight through an overall view. There were other theorist that followed this movement such as Wolfgang KÃ ¶hler and Kurt Koffka who worked with Wertheimer. Humanistic is similar to gestalt but they extend their focus from a more perceptual consciousness to cover the organism’s entire state of being. Behaviour should be understood from a subjective perspective (individual experience) and it is not dependent on the past. Instead the individual is allowed to make their own choices or choose their own part. Rogers published the theory as it relates to counselling i n 1942 in Counselling and Psychotherapy. The Latest great contribution to psychology was the publishing of the Diagnostic Statistical Manual of Mental Disorders (DSM 5). This was published in 2013 and contained a classification system for diagnosing mental disorders. In the previous years there was one revision and many four (4) editions of the same book. The first edition of this book was published in 1952 and ever since then as became the bible of mental disorders and useful providing valuable information on the matter. In conclusion it was necessary for the development of psychology to be a science for it to go through the rigorous changes in time. There were many instances for the theorists living in that time to adopt the changes and integrate them into their theories. As previously mentioned there were a lot of building of this approach for ancient Greek from philosophy with many other hard sciences such as physics, physiology add to it throughout the years to be developed to what it is today. References Hergenhahn, B. R. (2009). An introduction to the history of psychology (6th ed.). Belmont, Calif.: Wadsworth Pub. Co.. Houck, R. (n.d.). Charles Darwin. Psychology History. Retrieved April 30, 2014, from http://www.muskingum.edu/~psych/psycweb/history/darwin.htm Kim, A. (2006, June 16). Wilhelm Maximilian Wundt. Stanford University. Retrieved April 29, 2014, from http://plato.stanford.edu/entries/wilhelm-wundt/#TheFraExpPsy King, D. B., Viney, W., Woody, W. D. (2009). A history of psychology: ideas and context (4th ed.). Boston: Allyn and Bacon. Parry, M. (2006). G. Stanley Hall: Psychologist And Early Gerontologist. American Journal of Public Health, 96(7), 1161-1161. Plucker, J. (2013, November 7). Human Intelligence: Hermann Ebbinghaus. Human Intelligence: Hermann Ebbinghaus. Retrieved April 29, 2014, from http://www.intelltheory.com/ebbinghaus.shtml Uzgalis, W. (2001, September 2). John Locke. Stanford University. Retrieved April 30, 2014, from http://plato.stanford.edu/entries/locke/ Watson, J. B. (1913). Psychology As The Behaviourist Views It.. Psychological Review, 20(2), 158-177. Wozniak, R. (n.d.). Classics in the History of Psychology. Introduction to Thorndike (1911) by R. H. Wozniak. Retrieved April 29, 2014, from http://psychclassics.yorku.ca/Thorndike/Animal/wozniak.htm

Canterbury Tales Essay: The Character of the Prioress -- Canterbury Ta

The Character of the Prioress in The Canterbury Tales  Ã‚     In The Canterbury Tales, Chaucer writes a prologue in which characters are given at face value.   Then, he writes tales that are spoken by these characters.   Perhaps Chaucer is commenting that people should not judge others by their outward appearance because the differences in the outward character of Chaucer’s travelers are often greatly different than the personality that is shown through their tales.   The Prioress is one character that appears differently than her tale reveals.   The Prioress’s tale is about the brutal murder of a young Jewish boy.   It is a tale of deep-seeded anti-Semitic hatred and fierce violence.   In the general prologue, the narrator has a very different surface impression of the Prioress.   Perhaps it is simply because the presumed male narrator is so taken by the Prioress’s beauty that he failed to see any cues given that may have led him to see the Prioress’s true identity.   However, the Prioress is portrayed as being beautiful and refined, feminine and sensitive, innocent and sweet.   One of the first things that the narrator mentions in the prologue about the Prioress is that she is seemingly educated.   He says, â€Å"She sang the divine service well, entuning it in her nose in a most seemly way.†Ã‚   This means that she was probably at least educated in the ways of the church, if not at a school.   He goes on to mention that â€Å"she spoke French well and properly, after the school of Stratford-at-Bow—† She knew how to speak French but he goes on to say that â€Å"the French of Paris was unknown to her,† so while she was very book educated, she was not worldly.   In the ta... ...ch that she may have led a much happier life in Germany in the 1940’s.   What is it that has made this seemingly polite, caring woman hate a group of people she most likely has never met?   We never find out in the tale or the prologue, but we can suspect that Chaucer wants us to believe that the evil church has poisoned this innocent mind with hatred towards Jews, amongst other things.   The Prioress is just one example of the many flip-flop characters in Chaucer’s tales.   On the outside, the Prioress appears to be someone who your parent’s wish you were like.   However, once you get to know the Prioress through her tale, you wonder if she should instead join Hell’s Angels.   Her thirst for the death of the young Jewish boy makes her frightening, if not almost evil, but at least she wipes her mouth neatly with a napkin.       Canterbury Tales Essay: The Character of the Prioress -- Canterbury Ta The Character of the Prioress in The Canterbury Tales  Ã‚     In The Canterbury Tales, Chaucer writes a prologue in which characters are given at face value.   Then, he writes tales that are spoken by these characters.   Perhaps Chaucer is commenting that people should not judge others by their outward appearance because the differences in the outward character of Chaucer’s travelers are often greatly different than the personality that is shown through their tales.   The Prioress is one character that appears differently than her tale reveals.   The Prioress’s tale is about the brutal murder of a young Jewish boy.   It is a tale of deep-seeded anti-Semitic hatred and fierce violence.   In the general prologue, the narrator has a very different surface impression of the Prioress.   Perhaps it is simply because the presumed male narrator is so taken by the Prioress’s beauty that he failed to see any cues given that may have led him to see the Prioress’s true identity.   However, the Prioress is portrayed as being beautiful and refined, feminine and sensitive, innocent and sweet.   One of the first things that the narrator mentions in the prologue about the Prioress is that she is seemingly educated.   He says, â€Å"She sang the divine service well, entuning it in her nose in a most seemly way.†Ã‚   This means that she was probably at least educated in the ways of the church, if not at a school.   He goes on to mention that â€Å"she spoke French well and properly, after the school of Stratford-at-Bow—† She knew how to speak French but he goes on to say that â€Å"the French of Paris was unknown to her,† so while she was very book educated, she was not worldly.   In the ta... ...ch that she may have led a much happier life in Germany in the 1940’s.   What is it that has made this seemingly polite, caring woman hate a group of people she most likely has never met?   We never find out in the tale or the prologue, but we can suspect that Chaucer wants us to believe that the evil church has poisoned this innocent mind with hatred towards Jews, amongst other things.   The Prioress is just one example of the many flip-flop characters in Chaucer’s tales.   On the outside, the Prioress appears to be someone who your parent’s wish you were like.   However, once you get to know the Prioress through her tale, you wonder if she should instead join Hell’s Angels.   Her thirst for the death of the young Jewish boy makes her frightening, if not almost evil, but at least she wipes her mouth neatly with a napkin.