Athesim Is The New Fundamentalism Religion Essays

Athesim Is The New Fundamentalism Religion Essays Athesim Is The New Fundamentalism Religion Essay Athesim Is The New Fundamentalism Religion Essay Merely what is all the dither about? Well, I suppose that depends on who you talk to. Some people say the existent inquiry is whether god exists or non. Other folks will state that it is an statement about fundamentalism ( with its built-in dangers ) and that both sides accuse each other of being merely that. Even more province that it is about holding creationism and the ( alleged ) thought of intelligent design being allowed back into the schoolroom. For me, I have already stated my ain personal beliefs. This is NOT a complicated issue for me. No God exists and the universe can make merely ticket WITHOUT my believing that one DOES be. The Earth will go on to revolve on it s ain axis ; will go on to revolve in an oval around the Sun each twelvemonth. We will go on to love household and friends, flowers will blossom in the spring and the future consequences of planetary warming-good OR bad- will go on without my belief in a super-natural being. For the benefit of those that have non seen the arguments, nor had an disposition to read tonss of books on the topic, possibly I can cast some visible radiation on at least some of the more major subjects being debated between theists and atheists today. Another chapter or 2 will be devoted to existent claims by theists and the sensible rebuttals of those places. One recent argument was about whether athesim is the new fundamentalism . A cardinal statement from the theistic side was that atheists normally did non understand the committedness one makes sing being close to god, etc.. It was felt that atheists by and large dismiss that every bit merely another one of faiths idiosyncrasies. Again the unbelieving point of view trades with the statement straight and merely provinces that the great bulk of non-religious people USED TO BE, and have become, non-religious because they ve given up the committedness that they were led into as kids, taught in school, taught by their community, church, mosque, temple, etc.. Sometimes, even, they have given it up with changing grades of uncomfortableness and hurting, but they understand really good what is involved and what the narrative is that their oppositions, in the treatment, are committed to . We all know that virtually every faith in the universe has their holy book , or original manuscript of the compacts, regulations, narratives, and fables that combine to organize the footing FOR that faith. In Judaism you have the TORAH and Hinduism has the BHAVAGA GITA. Islam has the QURAN, the Bahai religion has the KITAB-i-IQAN and Christianity has the NEW TESTAMENT. Atheists have been accused of holding a philosophy, some common base to which all anti-theists subscribe. There is no holy book of godlessness and neer COULD be , states Professor Richard Dawkins in a recent argument. Atheism is non a belief system , there is merely publically-verified grounds . This goes against the very definition of fundamentalisms rigorous attachment to a holy book, and instead provinces that godlessness contains a committedness to alter, every bit shortly as new grounds comes in . Along with the accusals of godlessness being fundamentalist , there is besides the misconception that we know all there is to cognize, that we know the truth . In fact, any intelligent atheist runs pretty-much along the same lines as the idea processes of scientists. That is to state that we glorification in what we yet DO NT cognize . We are non bored with the yesteryear ( as theists would impeach us, associating to our comparative neutrality in the history of the bible, for case ) but instead we are excited by what it leads on toaˆÂ ¦ . What we DO NT knowaˆÂ ¦.. It can be, once more, compared to the scientific sphere where the spreads in our cognition ( the dodo record, as we have already talked about, for illustration ) are the beginning of derision from the theistic side. They maintain that, because of big spreads in our grounds or cognition, that no more inquiries have to be askedaˆÂ ¦ the reply is that god did it . On the contrary, scientists and atheists li kewise take pride in the fact that they are ready to roll up their arms and acquire down to working out things , trying to FILL IN those spreads. Any effort to de-rail unbelieving, rational, critical idea by claiming a holy book written by antediluvian, desert nomads is the reply, is foolish so. Dawkins concludes, Science may non cognize what happened before the Big Bang , scientific discipline may non cognize yet how life began, but if SCIENCE does nt cognize the replies to those inquiries, so there s perfectly no ground to say the reply is to be found in an ancient sanctum book, or ANY spiritual textaˆÂ ¦.. To believe THAT would be True FUNDAMENTALISM aˆÂ ¦aˆÂ ¦ Another muddying-the-water theist technique is to seek to hold long, intellectually-formed articles, trying to depict what an atheist truly stands for. What type of atheist ARE you , one might state. Materialism, pantheism, agnosticism, negative theoretic godlessness, practical godlessness. These are some of the categories of godlessness defined. They tell of philosophical differences, and changing degrees of committedness towards anti-theism. Suffice-it-to-say that each of these have their footing in history, but you will happen that most modern-day atheists are of the normal type, merely basking life without the demand to believe in an omniscient super-natural creatoraˆÂ ¦ . terminal of narrative. A 2nd point to see sing accusals of being fundamentalist, are the charges that we are extremists , that we are similar to the people involved in abortion-clinic bombardments or the ill-famed events of Sept. 11th, 2001. These, possibly, are accusals of the highly despairing or ill-informed, nevertheless I feel the demand to compose on this a spot. There have been many atrocious things in our history done in the name of faith, but when have you of all time heard of something atrocious being done in the name of Atheism? It is easy to take out and depict atrocious things like the extinction of 1000s of intellectuals and more by the despotic leader POL POT, for illustration, and state he did these atrocious things BECAUSE he was an atheist. In his early beginnings, because of hapless classs in school, he was considered to be a premier campaigner for inclusion into the philistine PCF group but that was 20 old ages before he came to power. I suppose that being an anti-intellectual organisation histories for their targeting of atheists, as a big per centum of true atheists do so hold ( or possess in some manner ) an rational mentality. POL POT evidently did non. Furthermore, POL POT was into many things, and if you take a sound expression into his life, he was more about killing people indiscriminately and doing problem in the name of groups within his state instead than killing people BECAUSE he was an atheist. If he WAS an atheist, he was surely NOT killing people based on that minor personal belief. He was nuts, pure-and-simple! ! ! The same can be said of STALIN, another individual frequently lumped in with the few tyrants the universe has had to postulate with who happened to be atheists ( in changing grades, I might add ) , but did NOT perpetrate their offenses BECAUSE they were atheists. He was an evil adult male who had a place of power and was a marionette of LENIN. He was a totalitarian dictator and if he had killed spiritual people, it would be because they would certainly be against the province and thereby him every bit good. Further research into Stalins life reveals that possibly he was non so anti-theist as people think. In the documental Mysteries of the Century: Kremlin Kids ( having Stalins girl, Svetlana Alliluyeva Stalin ) she recalled the followingaˆÂ ¦ . In male parent s library, between other books, were few tomes of Christ . It was history of Christ written by vox democrat Morozov. I said to my male parent: But Christ did nt be! and he answered Oh no, Christ, certainly exist ed. She goes on to speak about a few Acts of the Apostless that would look to propose Stalin was instead soft on covering with the religious-mindedaˆÂ ¦ . Under Stalins insistingaˆÂ ¦ . The Politburo of the Central Committee has admitted prosecutions of trusters inexpedient . Stalin besides canceled Lenin s direction from May, 1st, 1919 for N 13666-2 About battle against priests and faith and gave orders to People s Commissariat of Internal Affairs ( NKVD ) to let go of from detention already arrested priests if activity of these citizens did nt harm the Soviet authorization . The 9/11 calamity was committed by 19 highjackers who did all in the name of faith . They candidly and unfeignedly believed they were acting in a good and righteous manner , explains Richard Dawkins. They believed they were making what their God wanted them to make, they believed they were traveling to a martyrs wages . There is a logical patterned advance towards extreme spiritual indoctrination and these types of tragic events. Atheists beliefs have no such sort of logical, awful effects. These Muslim extremist folks have been taught these sorts of things since childhood in their religion schools. If there WERE a school of religion for godlessness there most surely would Not be any instructions which would demand a violent onslaught on people. If there WERE such schools they would be taught critical-thinking and how to do up their ain heads . Another accusal placed upon atheists ( more so on the more vocal 1s like the people I refer to in this book ) is the manner in which they use words to explicate their instance. Theists will state that they are utilizing the linguistic communication of extremism in seeking to acquire their facts across. In fact, this alleged new godlessness is the current phrase being bandied about on the argument circuit. Some of the more vocal of the unbelieving supporters, Richard Dawkins and Christopher Hitchens, as illustrations, are accused by assorted and assorted as being militant , dogmatic , radical , or extremist in their positions. The amusing thing about all this ( if you can name it funny ) is the immense spread in the existent extremism practiced, when comparing other societal motions like ISLAM, CHRISTIANITY and the BLACK PANTHERS. From saintgasoline.com you get What is being branded as extremism, combativeness, and fundamentalism in the New Atheist motion is barely correspondent to the extremism found in most other societal motions. In Islam, for case, the extremists talk of destroying heathens and western society, strap bombs to themselves, and wing planes into edifices. In Christianity, extremists and fundamentalists vilify homophiles and the generative picks of adult females, frequently trying to restrict their rights through statute law. In the civil rights motion, groups like the Black Panthers advocated and even practiced force. Meanwhile, in the New Atheist motion at worst you might happen Hitchens doing a self-satisfied comment, and that is what constitutes atheist fundamentalism and ext remism to so many critics of this motion. Passion for the attempt and work, plus the energy and enthusiasm observed with these two atheists is frequently mistaken for an utmost point of view, but is misguided as you can see. Another argument subject is the idea, by some theists, that atheists are truly agnostics-in-disguise. They go on to impeach atheists of being close-minded in their beliefs and that agnosticism is a more acceptable point of view. It is, nevertheless, false to accept the position that being agnostic is the middle-ground between theism and godlessness. Agnostics merely province that they can non claim to cognize for certain if any Gods exist or non. Atheists merely have an absence of belief in any God. In this manner, agnosticism is wholly compatible with both theism and godlessness. A individual can believe in a God ( theism ) without claiming to cognize for certain if that God exists ; the consequence is agnostic theism. On the other manus, a individual can discredit in Gods ( godlessness ) without claiming to cognize for certain that no Gods can or make exist ; the consequence is agnostic godlessness. The fact is that it is wholly possible for a individual to be agnostic AND atheist at the same clip. The averment by theists that atheists are more close-minded than doubters barely is a point in their favour. If atheists are close-minded for their rejection of Gods so, by really definition, so are the theists for their positions on the existent being of Gods! ! Far be it for atheists to really Be close-minded to the being of God though. It is apparent that some theists WANT their unbelieving oppositions to acknowledge that they are agnostic, as they can so impeach them of non being perfectly certain that God exists and of holding a faith place and hence have the upper manus in arguments, as that averment would do the theists feel more comfy. There are truly two definitions of godlessness that are considered in this subject. The THEIST version of an atheist is one who is certain there is no God, whereas the Agnostic is non certain. The ATHEIST version is one who BELIEVES there is no God, whereas an Agnostic merely does non cognize. I realize the two sound similar, but the ground most atheists say they do nt Believe in a God indicates something less than an absolute certainty of a Gods non-existance. In my sentiment, any moderately intelligent atheist would acknowledge that he/she would let 2 or 3 per centum points in favour of the possibil ty that there may be a God. It is non a sitting-on-the-fence scenario, instead it is an intelligent, reasoned position based on their apprehension of the work scientific discipline contributes to the universe. It is the truth brought about by the balance of grounds ( instead than a faith-based place ) that motivates atheists. They are cognizant that some piece of grounds might demo itself in the hereafter, and they respect that possibility ( againaˆÂ ¦ evidenceaˆÂ ¦ ) At any rate, theists are ever seeking to happen that angle to do the unbelieving side more vulnerable, but nil seems to be making the fast one so faraˆÂ ¦ . One of the chief implicit in subjects of argument certainly would hold to include the manner both scientific discipline and faith view the universe. In a spiritual world-view it s the supernatural construct of being that is the starting-point for peoples ethical motives and mentality on life, whereas that is non present in a non-religioius world-view. That is the basic premiss, nevertheless theologists are frequently excessively speedy to indicate out, harmonizing to www.teachingaboutreligion.org ( in the opportunism of their debating place ) that a worldview is acquired on an on-going footing, and many an person s worldview model blends spiritual impressions and patterns he or she acquires from a battalion of experiences over clip. A individual with exposure to several spiritual traditions is likely to hold a life mentality that is cobbled from the varied experiences and apprehensions to which they have been exposed. Although that statement might be true plenty, it does non take into history the absolute bulk of people who lazily go by the one-and-only faith in which they have been brought up. To propose that most have such an nonsubjective position of their ain faith is to propose that most use REASON to their spiritual beliefs and that does non look to be justifiable. The quotation mark says a individual with exposure to several spiritual traditions aˆÂ ¦aˆÂ ¦ . Where ARE these people? Surely non in the bible-belt of the United States. Surely non in North Korea. Freedom of faith does non be in Saudi Arabia, and a batch of other Muslim provinces. Harmonizing to www.pewforum.org, mentioning to the Pentecostal arm of Christianity..aˆÂ ¦ at least a one-fourth of the universe s 2 billion Christians are thought to be members of these lively, extremely personal religions, which emphasize such spiritually regenerating gifts of the Holy Spirit as speech production in linguas, Godhead healing and prophesying. Even more than other Christians, Pentecostals and other renewalists believe that God, moving through the Holy Spirit, continues to play a direct, active function in mundane life. I think this quotation mark goes a long manner to explicating the real-life position of the truster in our contemporary society. Add the fact that ( from www.religioustolerance.org ) over 33 % of the universe is Christian, Muslims history for about 20 % , Hindus 13 % and 21 % of the universes population patterns all the other signifiers of faith, and one gets a pretty clear image of the sheer Numberss. I would Love to cognize what per centum of these people are free-thinkers when it comes to embracing other peoples world-views ? Some of the arguments and treatments are nonreversible. These theists are at that place non to larn anything, but are at that place to make the sermon they know all excessively good. Arguments are a bipartisan street and one should ever hold a small spot of an unfastened head when come ining into such a argument. Preparation should be compulsory, but so should a willingness to larn niceties of the other sides place that, perchance, you were before of unaware. At a recent argument at a local auditorium, I had the good luck of being able to present a inquiry ( spoken as a remark because I did non desire to come across TOO harsh ) to the theists on the phase. I merely asked whether their statements on their existent belief in the being of God were echt, or did they merely reflect the fact that they had much to derive from holding dedicated a life to faith and spiritual surveies and holding written books and profited greatly by their publication etc.. I besides stated that would look a normal and baronial thing, to support oneself against an onslaught of unfavorable judgment over positions tightly held, but that all statements made SHOULD be done with a nod to common-sense and ground, things NOT apparently high on the docket of the theistic side. In fact, a sound self-look into 1s ain spiritual beliefs may problem many a truster, so of course we do nt anticipate their statements to incorporate much critical-thinking. I neer truly did acquire a satisfactory response to my inquiry that afternoon.

Teaching Learning Approaches - Multimedia Essay

Teaching Learning Approaches - Multimedia - Essay Example type II diabetes, the humanist theory will be suitable since it considers that real learning is something that the patient discovers for him/herself, basing on the fundamental principle that learning must always be grounded on learner-centered objective identified by the learner him/herself (Aujoulat, 2007). Moreover, the paper will incorporate two multimedia materials that will be used in training the patients. The multimedia to be used will use interactive health websites and virtual communities since the patients to be educated are adults who are well exposed with the digital world of IT. The humanistic theory will incorporate both Maslow hierarchy of needs by Abraham Maslow and humanistic approach o psychology by Carl Rogers. Developed by Abraham Maslow, humanistic theory is based on the concept that experience is the key phenomenon in the study of human learning and behavior as well. Maslow based his emphasis on creativity, choice, values, all distinctively human qualities, self-actualization, and believed that subjectivity and meaningfulness were always important than objectivity. Maslow believed that full development of human potential, worth and dignity are the ultimate concerns. According to Maslow (1968), human motivation is based on a hierarchy of needs: physiological, safety, love/belonging, esteem and self-actualization. Tentatively, Maslow tried to prove that the drive to learn is intrinsic thus; the main purpose of learning is to bring about the highest level of the hierarchy of needs, which is self-actualization. In this regard, the objective and process of the educator should include this process (Frick, 1987). Maslow argued that learning contributes to the psychological health of the learne r and came up with learning goals: discovery of one’s vocation or destiny, realization of life as precious, sense of accomplishment, developing choice, satisfaction of physiological needs, grappling with the critical existential problems of life and impulse

Marketing Strategy of Coffee Making Equipment Manufacturers in China Assignment

Marketing Strategy of Coffee Making Equipment Manufacturers in China - Assignment Example â€Å"In the 1990s, the main consumers of roasted coffee in China were expatriates. Germans wanted one kind of roast, Italians wanted it another way and so on, making it hard for a roaster to find one blend to please all†.  The above-mentioned statement bears testimony to the fact that the market in China has braced itself for the coffee boom. But to fully know the market thereof such equipment, there is a need to conduct proper market research there as well.This research should be conducted using both primary and secondary sources. The data needs to be collected and collated so that we could gauge the market for such research.The following primary sources could be used: questionnaires, interviews, consumer panels, stock counting, observation.All of these aforementioned types of primary sources have their own advantages and disadvantages. The main advantages are:- They elicit direct responses.- They provide accurate data. - They give the researchers a chance to have direct i nteraction with the target market.The main disadvantages are:- They might be biased.- Costly to conduct.- Difficult in terms of accessibility.- They might give one a one-sided picture of things.The secondary sources that are also called the ‘desk research’ methods include the following: newspapers and magazines, government reports, official statistics, specialist journals.The main advantages of such a method are fewer costs involved, fewer hassles, information is authenticated, easy accessibility. The main drawbacks are:- Data might be biased.- It could be out-dated.

Early Years Foundation Stage and National Curriculum

Early Years Foundation Stage and National Curriculum Within this essay I will produce TWO detailed activity/ lesson plans based upon the Early Years Foundation Stage and KS1 My written assignment will consist of: The planning, implementation and evaluation of one science based activity/ lesson within one curriculum framework which will be observed and assessed by my mentor. This activity/ lesson plan must contain use of ICT. The evaluation of this activity/lesson will contain a description of the value of ICT and Science within the curriculum. A plan of one activity/lesson within the other curriculum frame work. I will produce a reflective account for the activity/lesson which I have planned but have not implemented. (I will be expected to reflect upon the process of planning within this unfamiliar of strengths and weaknesses of the curriculum frame work I have planned within. Introduction activity plan in reception The chosen idea of this activity is light which is based on science enquiries in the early years foundation stage for children 4 to 5 years old. Within this activity plan children should be able to understand and demonstrate the learning context, as play is fundamental to children in early years stage, I thought to plan and do the activity through a game, children would learn and maintain learning better through games. Actual activity plan (Reception) I will select 3 children whilst planning time and ask them what object would give us light, children would have background knowledge (within the sciences programme of study of my workplace, teachers did teach children about light, therefore children would feel comfortable to answer the questions and then draw the certain objects on the smart board. In addition I will provide the children with online science clip games about choosing the objects which give us light from the list and place or drag them in the centre of room, from the BBC website to play. Evaluation of activity and lesson plan After implementing the activity within children in reception class I realised that the information communication technology and Science plays a significant part in childrens primary education and is important on the governments programme. Information and communication technology (ict) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. (QCDA, 1999) Within the activity information communication technology helped the children to communicate, explore, find, investigate and exchange correct information. In addition ICT provided the opportunity for children to be creative and enable them to access and share the ideas and experiences within communication , added to that it assisted children in being independent learners and being able to know and identify where and when to use ICT to get beneficial effects. However using ICT might be a disadvantage to the children and make them feel unhappy in some ways, for example in my activity connection errors, finding the smart note book icon on the desktop and loading the internet page were the problems which I have faced. In order to address that issue I thought it is best to plan or perform different activity with a different kind of usage of ICT. My weaknesses Within the activity my weaknesses have become clear for me, upon the Assessor Observation Report sheet I needed to improve my organization skills and also prepared whatever programme which I need to use before the activity started, in my activity case it was smart note book programme. In order to address this weakness I needed to always ask for the help from other member of staffs to show me and help me to find the programme icon on desktop or to find the standard and suitable resources before the actual activity begins. Unfortunately I was not able to provide the children with online science clip games due to technical issue; the school computers did not download the flash player software to play the clip. However this issue could be addressed in the future by checking the requirements of whatever online activity resources. Develop childrens understanding about the activity and linking the certain topics to the natural world and participate boys and girls in the activity, are the areas which I needed to focus on more for the upcoming activities. My strengths Demonstrated a positive approach to children, encourage them to continue with activity by using morale boosting techniques like praising, e.g. Saying well done. Communicated and treated children in a dignified way and considered their possible thoughts. Managed and controlled childrens behaviours in a positive way, allowing them to cooperate more easily. Importance of science as subject within curriculum Science is also known as a core subject within curriculum, according to (DCSF, 1999) Science is an integral part of modern culture. It stretches the imagination and creativity of young people. Its challenges are quite enormous. Science stimulates and excites pupils curiosity about phenomena and events in the world around them. (QCDA, 1999) In addition it enable the children to understand and improve their quality of life, children learn to discuss science based issues that may affect their own lives, the direction of society and the future of the world. Science is mainly about asking questions and doing experiments to find the answer, this helps children in using their imagination, knowledge and skills to discover and experience the world around them. In the other hand ICT engage a method of learning that settled in old knowledge as well as learning new skills. Combination of science and ICT can make a considerable difference to childrens scientific learning as well as learning new ICT skills. In addition provide the opportunity for children to experience facts in science that they wouldve thought impossible, such as zoom-up scenes of the plants and their surface texture. Use of ICT across the curriculum Within the curriculum students and children must be provided chances to use and develop their ICT ability through the use of ICT devices to support their learning in all subjects however with the exception of physical education at key stages 1 and 2. According to the national curriculum: Pupils should be given opportunities to support their work by being taught to: a find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility b develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy exchange and share information, both directly and through electronic media review, modify and evaluate their work, reflecting critically on its quality, as it Progresses. (QCDA, 1999) Lesson plan introduction (key stage 1) After researching and studying through the national curriculum and understanding the programme of study (science) and science enquiry, I am going to plan a science lesson for children whose position lies within in key stage 1. Within the curriculum there are 3 scientific enquiries which are needed to be taught by teachers, these are: Life processes and living things, Materials and their properties and Physical processes. Actual lesson plan (key stage 1) The chosen concept to plan the lesson on is materials and their properties. I know from my own knowledge that students and children learn and maintain learning abilities through experiences and the use of their senses, I thought that its best to let them touch on subjects which are made up of different materials that are present in class such as rulers. Childrens own t-shirts, windows, chairs and other objects which children question in a way that they feel comfortable in, including: How the materials feel like (softness, roughness, hardness, as well as the shininess, ability to float, whether they are magnetic or not), name the common types of material (metal, plastic, wood, wool, paper, rocks), about the uses of a variety of materials for example glass, woods, wool. Using ICT is the best way to start my lesson after asking the children questions, I could buy, borrow software packages or use online resources which contain words and picture about different materials and subjects connected to the smart board where all the children can watch the board easily, in order to help children to learn the names of materials I will try to seek the software or online resource with the presence of sound. I prefer to use resources which contain questions and answers within, picture and explanation of materials and their properties, for instance: what is an oven made from, why we use an oven; can we cook food with a plastic oven, why yes? Why not? And other kind of questions which are related to the use of materials and their properties, in addition I have to be very careful in meeting the science enquiry in key stage one. Children can identify materials and their properties by listening or watching software or online resources and answer the questions in the meantime their watching or after theyve watched the video, that helps me or teachers to make sure children have achieved what they need to achieve within curriculum. Personal reflection After planning, implementation and evaluation of receptions activity as I know that the government has set two curriculums in order to meets childrens learning needs: the early years foundation Stage which to be taught to the children aged 3 to 5 and the national Curriculum design for children from 6-11. I need to plan a lesson which meets the childrens needs and requirement within national curriculum as well as using ICT, to support the lesson and assist the children to understand and maintain the learning in order to achieve what they are expected to achieve. Both curriculums aimed to help the children, parents and educators. However both curriculums have weaknesses within them as well as strengths. The strengths of the national curriculum Teachers could find weaknesses and strengths of students by assessing them through different tests such as S.A.T.S, ACT and Etc and keep record of their progress. In addition Post-Secondary Consistency provides another way to assess student outside of SAT, ACT and other standardized tests. Assessing childrens learning of the National Curriculum is performed by teachers listening questioning, observing and marking the childrens work. When teachers assess children they write down their evidence, produce tables of results, add information to the students profile and write reports for the childs parents. Regulation of especial education and racing student, all standard and qualifications would be same across the world. National curriculums provide exceptional opportunity for parents, communities and schools to discuss and reach agreement on what students expected to know and be able to do. In addition help student to learn more by emphasise the best teaching and educational practices, challenging student ability and providing valuable methods to help students achieve high standards. National curriculum will Focus the education system on reasonable, objective, measurable, and well-defined goals to enable schools to work smarter and more effectively. The weaknesses of National Curriculum Disagreement between government and lawmaker (who deciding what is essential ,or what is not important is one of the weaknesses in national curriculum in addition other aspect of education such as staring date ,date of schools and salaries need to turn out to be same and standardised. Availability of teachers is another weakness within national curriculum. As every person is unique teacher may need more training time to cover specific area that they want to cover or they not available at rural areas. High or low standards forced by state government are also challenging. They require content provisions without considering the different needs, opportunities to learn, and skills that may be suitable for specific regions or areas. The strengths of Early Years Foundation Stage Emphasis on learning outside of the formal education and having freedom to play and explore the world around them and accepting and considers risk for themselves within inside or outside environment makes Early Years Foundation Stage unique. Play is seen as a fundamental part in childrens development in pre-schools curriculum. Throughout play children learn better, as well as socialise and interact with other children. Assessment is very crucial for childrens learning. It informs the practitioners whether they have achieved or met all the early learning goals or what stage the child ability or progress is at. The practitioner makes records for each child and will then inform the parents of their childs progress. In reception the assessment is baseline which happens in the first term of reception. At the end children will be assessed to see if they have achieved the early learning goals. However in nursery the assessment is continuously. Practitioners observe children, and notice what they say and what they do and make a record of what they see. They use the documents column examples of what children do to help them assess. The weaknesses of Early Years Foundation Stage According to the survey which has been take place on Augusts 2009 about the performance of Early Years Foundation Stage in settings When questioned on parents reaction to Early Years Foundation Stage, respondents gave a variety of answer including anxiety about learning goals, expectations of formal and informal learning, general lack of awareness and disinterest. (PRE-SCHOOL, 2003) Adult anxiety about pushing children on in their development makes disadvantages of expecting too much of children in Early Years Foundation Stage and failing to notice and acknowledge how able they are already. Compare and contrast national curriculum and early Years of foundation Stage The National Curriculum is consisting of three core or saturated subjects: English, Mathematics and Science and seven non core subjects: Geography, Art, Music, History, Physical Education, IT, and Design and Technology, as well as additional desires such as Sex education and Religion Education and non statutory guidance such as citizenship, P.S.H.E and foreign language. All these subjects are prearranged into four key stages For each key stage, programmes of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils performance. (DCSF, 1999) In order for the students to achieve the attainment targets, the programmes of study specify what students must be educate in each subject at each key stage, and provide the foundation for planning schemas of work. Attainment targets plan the accepted standards of students performance. They range from level 1 to level 6 and are a way of evaluating students achievement. Levels of descriptions provide the basis for making judgements about pupils performance at the end of key stages 1, 2 and 3. At key stage 4, national qualifications are the main means of assessing attainment in National Curriculum subjects. (DCSF, 1999) Within national curriculum teachers required to plan and prepare a lecture before they perform it. The purpose of planning is all staff are working as a team and planning together in order to assure the children, parents, Government and inspectors that all staff are distributing the National curriculum. National curriculum contains of 3 kinds of terms: long term (year plans and key stage), medium term (half term plans or term plans) and short term (daily or weekly plans). Within national curriculum children need to be assess by teachers. Children assessed by doing national tests at age seven to eleven ,and then S.A.T.S are made public in union tables and checked by Offset inspectors, that helps teachers to find out what children have learned and achieved, over specific period of time. Early Years Foundation Stage Government has set the early years foundation stage guide for children 3 to 5 years teachers. Within Early Years Foundation Stage there are 6 main areas of learning. There are 6 areas of learning within the Foundation Stage: Personal, social and emotional development: is about children knowing who they are, what they like and dislike, where they can fit in as well as feeling safe and good about themselves, being able to make friendship, communicate and socialise with other children, learn to share and help each other and emotional welfare. It is also about developing respect for others, social skills and a positive attitude towards learning. Communication, language and literacy includes speaking, communication and listening in different circumstances. The communication skills provide the ability to children to communicate and participate more fully within their society. Mathematical development a childs development can build up out of every day experiences in a vast and aesthetic atmosphere. Childrens developments could be through songs, stories, imaginative play games, so that children enjoy using and experimenting with numbers larger than 10. Knowledge and understanding of the world children need to gain and develop the essential skills knowledge and understanding that help them understand the world. Physical development helps the children to gain confidence in what they can do and enables them to feel active and healthy. Creative development Being creative helps children to express emotions and feelings in different ways such as music, art, dance, imaginative play and role play. Play is the key of childrens development in Early Years Foundation Stage curriculum. Through play children explore and experience the world around them they learn to share, socialise and interact with other children. Practitioners must constantly be thinking how they can apply the methods of learning into every area of learning, so they must prepare a plan for every lesson. Within Early Years Foundation Stage curriculum there are 3 ways of planning; long term (for whole year)medium term(half term, terms) and short term (week or each session).the practitioner are responsible to ensure that all 6 area of learning are fully covered by using documents such as observation or record of childrens progression. In addition they should make sure all the work is suitable to each individual needs. Conclusion Overall both Early Years Foundation Stage and the National Curriculum provide a wide variety of subject for children to learn and grasp, however due to the child ability children might find some subjects easier to understand than others. As long as the right teaching methods are implementing at appropriate times, children should be able to get a lot out of learning not just for educational reasons but also developmental. In conclusion, childrens should be entitled to a suitable curriculum and protected from discrimination in any case of social, gender, class, culture, ethnicity and disability. References 1) DCSF, 1999. Progress in national curriculum levels [Online]. Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/245463 [Accessed 10/04/2010]. 2) PRE-SCHOOL, 2003. EYFS- what our members think [online]. Available at: http://www.pre-school.org.uk/practitioners/research/349/eyfs-what-our-members-think [Accessed 8/04/2010]. 3) QCDA, 1999.Information and communication technology [online] available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx [Accessed 10/04/2010]. 4) QCDA,1999. Science [Online]. Available at: http://curriculum.qcda.gov.uk/uploads/Science%201999%20programme%20of%20study_tcm8-12062.pdf [Accessed 10/04/2010] 5) WARD, H.RODEN, J.HEWLETT, C, 2005.Teaching science in primary classroom: a practical guide. LONDON: SAGE Publications Ltd.

Literary Elements

Short stories came into the literature world as brief, single sitting stories, yet containing an exclusively developed subject. A short story is packed with descriptive details that form together to grab the reader’s attention in a short amount of time. The authors indulge in rich  details to create the narrative into a jaw dropping meaning story from the beginning to the ending. The author begins with constructing  the story with the building blocks of literary devices. Short story authors apply the literary techniques of symbolism, irony and theme to create a meaningful connection with the reader.Authors exploit symbolism into the works of literature to create strong connections between ideas, actions or persons that intertwine to represent a greater similarity throughout the story. Edgar Allan Poe’s terrorizing narrative, â€Å"The Pit and the Pendulum† included numerous kinds of symbolism yet the one that stood out by far was regarding the fear of the unk nown world of darkness. The man has been â€Å"†¦left to perish of starvation in [the] world of darkness†¦Ã¢â‚¬  (Poe 8) symbolizes the thought of darkness being the terror of the man when death is seeking him in the prison. (I)ts outward or upward whirls† (14) of the bladed pendulum symbolized a clock’s pendulum represents time, meaning was death getting closer as it swayed back and forth. In â€Å"The Monkey’s Paw†, W. W. Jacobs goes in depth of bringing in symbolism through actions that one as a human can make because they want certain possessions that maybe they don’t necessarily need. The holy man that had placed the mortifying spell on the devious monkey paw that gave three wishes â€Å"†¦wanted to show that fate ruled people’s lives†¦Ã¢â‚¬  (Jacobs 34) but it didn’t give out those wishes without getting something in return.When the father had wished two hundred pounds, they were warned that they would hav e to â€Å"†¦in consideration for your son’s services they wish to present you with a certain sum as compensation. † (39) Now in Poe’s short story, â€Å"The Masque of the Red Death† symbolism is used all throughout to illustrate the meaning of the story. â€Å"Now in no one of the seven apartments was there any lamp†¦Ã¢â‚¬  (374) the seven apartments symbolize what the human undergoes through in life and in life, there will not be a lamp that leads you throughout life.The ebony clock’s sound was â€Å"†¦of so peculiar a note and emphasis†¦Ã¢â‚¬  (374) symbolizes the importance of living life to the fullest, because time is always ticking by, that death will be approaching at all times. Symbolism has a significant impact into making short stories connote to the readers to grasp the meaning behind the words. Authors then use through character or plot development, an intention of conveying actions or thoughts that  are not w hat they seem to actually be. Josephina Niggli’s story, â€Å"The Street of the Canon† brings out irony from different angles beginning with the mysterious man.While the suspicious man danced with the girl, she had said â€Å"†¦ I think you are a dangerous man. † (Niggli 275) giving the reader the thought that this man must be a disguised as someone that he portrays to be in her town because he knows he wouldn’t be welcomed. When Tio Daniel realizesâ€Å"(t)his is no cheese from Linares,† (279) it generates the idea that someone had trespassed into their land and give them clues that it was someone from the land of Hidalgo to show hope that one day, their quarrel will end in peace.While in â€Å"The Masque of the Red Death†, Poe applies a slightly different touch of irony into the story but it still has a vast meaning that ties it in together. â€Å"With such precautions the courtiers might bid defiance to contagion,† (373) Princ e Prospero was hoping that with locking the abbey, he and the others would prevent the deadly plague to cause death upon their lives. Prince Prospero became â€Å"†¦maddening with rage and the shame of his own momentary cowardice†¦Ã¢â‚¬  (379) made him aware that he could not run away from death, running away would only trigger death to seek him sooner.Whereas in story, â€Å"The Bet† irony is exposed between the lawyer and the banker towards the end of the story. As the fifteen years began closing in, â€Å"†¦it is all over with me: I shall be utterly ruined,† (Chekhov 100) the banker realized he was doomed because he hadn’t been expecting the lawyer to survive imprisoned for the fifteen years which caused his pride to increase and his fortune to decrease. Lastly, irony is seen upon when in the letter that the lawyer wrote to the banker stating, â€Å"†¦I despise wisdom and the blessings of this world.It is all worthless†¦Ã¢â‚¬  (10 2), the reader can see that the fifteen years of being imprison had evolved being in prison which led him to open his eyes to see what actually matters in life. Irony is the digging deeper of the obvious in a short story that perhaps changes the whole meaning of the story. Finally, theme is the repeated idea that the author weaves into the story which represents the purpose of the narrative. Anton Chekhov’s main theme in â€Å"The Bet† that is emphasized is that life is more precious than money. To live anyhow is better than not at all,† (97)  the lawyer states from the opening believes that life is too valuable for one to give up the opportunity to live. He would rather live in prison the rest of his life then to be sentenced with the death penalty. Thus, short stories have been given the honor of entering the world due to their presence and the talented authors that have done a remarkable job of using literary elements. They have gone farther than just puttin g words on a paper; they have turned a gist into a tour de force with symbolism, irony and theme.

Significance of ingot

To look into the significance of metal bar during the Bronze Age within the Mediterranean trade industry.Chapter I: IntroductionThe significance of the metal bars in the Bronze Age has long been recognized in the development of metallurgical engineering, societal organisation and the primary focal point of this research, the Mediterranean trade industry. The metal metal bars, peculiarly those made from Cu and Sn became an of import facet in the Bronze Age trade, as they were the majority of the ship ‘s lading. Furthermore the location of these metal ores occur in geographically localized countries, which would hold limited entree of prehistoric communities to metals, which hence encouraged long distance trade between them. ( Jones, 2007, 1 ) Copper was particularly an of import natural stuff as it was used for doing tools, arms and status-enhancing luxury goods. Furthermore, Cu was the chief constituent within the sea trade. Evidence found on Mesopotamia and Dilmun, Egypt, Levant, the Aegean and subsequently the cardinal Mediterranean suggests ladings were much easier to transport by sea than by overland. The shipwrecks at Uluburun ( c.1300B.C ) and Cape Gelidonya ( c.1200B.C ) provide direct grounds for the conveyance of Cu metal bars by sea. This has hence influenced Mediterranean civilizations to increase nautical trade and established interregional contacts for Cu and Sn entree. This besides applies for metals such as gold, Ag and led which besides played a function in long-distance trade, thought non in the same measures as Cu. There have been many arguments for the exact nature of this trade. Muhly references that the metal metal bars would supply us â€Å" a proper apprehension of the nature and the range of this trade. † ( 1977, 73 ) However, we can non establish our hypothesis on understanding Bronze Age trade on the metal metal bars entirely as â€Å" The metals trade would hold differed considerable in volume and organisation in different parts, depending on locally available resources, geographics, established trade paths, local metallurgical engineering, and assorted societal and political factors. † ( Jones, 2007, 3 ) The most direct grounds for an analysis of early trade comes from Tell el Amarna. The three-hundred-eighty-two clay tabular arraies found within the metropolis, where records of elusive communicating with foreign powers. These clay tablets provide grounds that the function of the metal metal bars in the development of long-distance trade in metals varied over clip. Howev er they provide no grounds for the beginnings of Sn and Cu which suggest that they must hold been imported from states such as Cyprus. Cyprus is by and large known for its laterality within the Cu production. â€Å" This historical state of affairs is well-known among Cypriot and Mediterranean archeologists, and the Cu ingots represent the terminal merchandise of a complex procedure affecting the excavation, smelting and casting of Cu. â€Å" ( Knapp, Kassianidou, Donnelly, 2001, 204 ) However this ‘historical state of affairs ‘ was really complex and ill understood. Nevertheless the grounds shows that the Cypriots played a dominant function within the Cu industry. Sites, such as the Troodos Mountains in western and cardinal Cyprus, contained the largest measure of Cu ore in the Mediterranean ; therefore becomes an of import beginning within the Cu metallurgy in the Late Cypriot societies. Other sites in Cyprus were besides important in understanding the Cu metallurgy. By the Late Cypriot period ( c.1400-1100B.C. ) many sites became affluent regional Centres ; sites such as Enkomi, Hala Sultan Tekke, Kition and several other colonies. These metropoliss were of import in understanding trade, due to their part in Cu production and export. These metropoliss nevertheless, did non bring forth any paperss affecting trade like the castles ; a few Bronze Age letterings found called ‘Cypro-Minoan ‘ . These were undeciphered syllabic books which have been suggested to incorporate economic texts, votive letterings, or for case the clay balls from Enkomi and Kition contained short fables. However a figure of archeologists believe that the map of these books is yet to be known. Nonetheless epigraphers suggested that these texts show marks from a Cypro-Minoan alphabet, which may be identified on trade points such as the Cypriot and Mycenaean clayware and a assortment of oxhide metal bars. This connexion between the books and the goods has late been well-established. Equally of import as Cyprus was within the Cu production, archaeologists struggled to bring out grounds for Bronze Age smelting activities. Virtually all the scoria sedimentations discovered on the excavation countries dated to periods after the Bronze Age. â€Å" While more grounds for Middle and Late Cypriot Cu excavation and metallurgical production is available today, unluckily this grounds is by and large fragmental and hard to construe. † ( Jones, 2007, 6 ) However, the led isotope analysis proved to be really successful and accurate, as it measured the stable isotopes of lead utilizing a mass spectrometer in order to qualify peculiar samples. This method severally measured the samples ‘ radioactive concentration harmonizing to the geological age of the lead ores. This analysis would supply archeologists with near-conclusive grounds that Cypriot Cu was exported on a important graduated table. The chemical and metallographic analysis show high measures of pre Cu within the oxhide metal bars. This analysis suggests a high demand and production for Cu in the Bronze Age. Another of import facet of Bronze Age trade were the shipwreck finds, particularly those found at Uluburun and Cape Gelidonya. Each of these shipwrecks provide of import information for the nature and organisation of the Cu trade within the period of 1300-1200B.C. The Uluburun and Cape Gelidonya ladings contained the largest measures of Cu metal bars, particularly Uluburun which about contained over 10 dozenss of Cu and one ton of Sn metal bars. The three-hundred and 54 metal bars found within this lading exceed old ladings found on land and on submerged sites. Other important goods found within the Uluburun lading include a big figure of glass metal bars, about one ton of terebinth rosin in Canaanite jars, Cypriot clayware in several pithoi, and a broad assortment of luxury goods plus other points such as the personal ownerships of the crew and riders which bordered the ship. These goods were besides notable as they are an indicant for directional trade ; points such as the Nefertit i Scarabaeus sacer. On the other manus the Cape Gelidonya ship is significantly different. This complete digging contained in its vessel 34 complete Cu oxhide ingots every bit good as other ingot types. The Cape Gelidonya ship seems to hold a lower position that the Uluburun ship as it was a great trade smaller in size that the Uluburun ship and the goods it contained and transported have a lower value. These shipwrecks raise a figure of theories which are of import in understanding Bronze Age trade. How important was the position of the goods found within the ladings? Are the smaller ladings, for case the one found at Cape Gelidonya, more typical that the larger 1s? How common was the transit of the Cu and Sn metal bars? How does this alter our position on the Bronze Age trade? This inquiry besides applies to land-based transit. The most appropriate would be that the production and circulation of metals occurred in several different ways to one another. However this response is really by and large used, as there are a figure of possibilities to differences between Cu and Sn metal bars. However the most dominant accounts are the fluctuations of trade mechanisms, the geological and geographical factors, the societal organisation of societies involved and the utilizations to which the metals were employed. These are a few of the accounts used to assist us associate Cu and Sn metal bar s to Bronze Age trade and let us to understand the differences between each metal bar. Furthermore we could now do the theory that by analyzing these metal bars in deepness would let us to acknowledge the trade paths within the Mediterranean. There are a scope of grounds which describe the trade and production of Cu, Sn and other metals in the Bronze Age. The most common are the textual grounds of Tell el Amarna, Mesopotamia, Aegean, Syria-Palestine and Anatolia. However the iconographic grounds is besides of equal importance as several civilizations such as the Egyptians, Cypriots and Mycenaean ‘s represented their oxhide metal bars in pictural signifiers. These â€Å" Representations of oxhide metal bars demonstrate a cultural group ‘s acquaintance with Cu metal bars in this signifier and therefore their entree to interregional trade paths connected with the beginning or beginnings of Cu used to do oxhide metal bars. † ( Jones, 2007, 9 ) Iconographic grounds such as the pictures and reliefs found at Sahure ‘s burial temple represent the ships ‘ crews. This provides information on the ship ‘s beginning and information on the different foreign groups involved within the Mediterranean t rade.

Comparing Views Reasons behind the Obesity Problem Essay

Nichole Wojtowicz Wojtowicz 1 College Writing I Mrs. Zewe 20 October, 2010 Obesity: To Be or Not To Be? One of the most controversial debates of this generation is on who is the blame for the obesity epidemic. More specifically, who is responsible for obesity: the individual who is obese or the government and fast food corporations? In Radley Balkos essay What You Eat Is Your Business and in David Zinczenkos essay Dont Blame the Eater, the main ideas that are presented both reflect upon obesity and personal responsibility. The main point that Balko wants to get across in his essay is that obesity has become part of public health which has forced us to pay for the health problems associated with the obese. Whereas†¦show more content†¦Balko is not necessarily concerned with the well-being of the obese and is not mad at the government for not pushing for nutritional facts on fast-food, he is concerned about having to pay for the consequences of the obese: Your heart attack drives up the cost of my premiums and office visits (159). Balko feels that the obese have made financial problems for healthier people. Obesity comes along with many medical conditions and these conditions require medical expenses, but the health insurance system has made it so the obese do not have to pay higher premiums. Thus, leaving everybody else to pay for the obese medical expenses. Zinczenko is not concerned about the financial aspects of obesity, he is concerned about the well-being of the obese and blames the government for the obesity problem. However, he does mention the skyrocketing health care costs in his essay, not to portray the financial aspects of obesity, but to show how much the devestation of obesity has spread to all aspects of life. Unlike Balko, who feels that people have to pay for the problems of the obese, Zinczenko believes that obese have to pay for their weight issues due to the easy access of fast food. One way that he describes this thought is by his statement Drive down any thoroughfare in America, and I guarantee youll see one of our countrys more than 13,000 McDonalds restaurants (154). He thinks thatShow MoreRelatedChildhood Obesity : A Serious Health Concern2047 Words   |  9 PagesChildhood obesity continues to be a serious health concern. It can be attributed to many factors such as family lifestyle, income or socioeconomic background, and culture. 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