What Aspect of Myself Do I Value Most Essay Example For Students

What Aspect of Myself Do I Value Most? Essay Per. 4 5 American StudiesAthletic EssayThere are many aspects of myself that I value. Some people are veryartistic, some are good listeners, some are good friends, and others arejust plain nice. The one aspect of myself that I value the most is myathletic ability. I participate in three main sports, soccer, golf, andski racing. I have played soccer for eight years. When I started out, I playedrecreationally in Bow. I played that for three years and then startedplaying travel soccer. This league was very competitive. My coach was Mr. McNeil. I played in an under 12 league and I was only eleven. I playedwith lots of kids who are now juniors and a few kids from our grade. Iplayed goalkeeper. Not only did we play in the fall, but we also playedindoor soccer at Tollbooth Sports. We won an indoor championship when Iwas on the team. I then joined a team more of my won age. My coach wasMr. Reynolds and our team name was the Rowdies. We are named after theGlasgow Rowdies because our play is much like theirs. I still play on thisteam and we have won seven indoor championships and we were runner up inthe state of New Hampshire two times. Now, I only play indoor and spring,and I golf during the fall. We will write a custom essay on What Aspect of Myself Do I Value Most? specifically for you for only $16.38 $13.9/page Order now I started playing golf seriously last summer. I bought a seasonspass to Plasauwa Valley Country Club in Pembroke. I played all last summerand tried out for the high school golf team. The top eight golfers madethe team and he took two alternates. I was the first alternate. I got togo to one match and it was on a cold, rainy day at John McCain MemorialGolf Course. I won the match against the other schools number eightgolfers. I also competed in the Flag Day tournament at Plasauwa. I camein second for my handicap and won a putter. I hope to get on the highschool team next year. Ski racing is the sport I most like, and am bestat. I started skiing when I was 3 years old. My father was a big skiracer when he was young and raced in college. He taught me how to skibetween his legs when I was young. I skied at many different ski areas andmy family went on trips to Sunday River in Maine every year for a few weeksduring Christmas vacation. I began my racing career when I was eleven onthe Ragged Mountain Ski Team. I was a J-4 and raced against kids my agefrom other ski areas like Gunstock, Pats Peak, and Sunapee. I raced therefor two years and then I went to Pats Peak to race and I also tried out forthe high school team. I made the high school team as a freshman and wasfifth on the team. I got to go to states and my time always counted if oneof the top four skiers fell. We finished fourth in the State Championshipsand missed third by one point. This year, I was second on the team. Mytime always counted. I went to states again and our team finished insixth. It was a good season and I enjoyed being on the team. I really enjoy sports. They keep my body strong and healthy. If youkeep your body strong and active, and have a strong mind, you can live forvery long. Playing sports also keeps me away from drugs. If I am everoffered drugs, I have to say no because if I do them my ability in sportswill go down. I play sports I can play for the rest of my life and plan ondoing so. Playing sports keeps me in shape and motivates me to work hard. .uaf05016ebf59e6f27d6decfa7fee6d2e , .uaf05016ebf59e6f27d6decfa7fee6d2e .postImageUrl , .uaf05016ebf59e6f27d6decfa7fee6d2e .centered-text-area { min-height: 80px; position: relative; } .uaf05016ebf59e6f27d6decfa7fee6d2e , .uaf05016ebf59e6f27d6decfa7fee6d2e:hover , .uaf05016ebf59e6f27d6decfa7fee6d2e:visited , .uaf05016ebf59e6f27d6decfa7fee6d2e:active { border:0!important; } .uaf05016ebf59e6f27d6decfa7fee6d2e .clearfix:after { content: ""; display: table; clear: both; } .uaf05016ebf59e6f27d6decfa7fee6d2e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uaf05016ebf59e6f27d6decfa7fee6d2e:active , .uaf05016ebf59e6f27d6decfa7fee6d2e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uaf05016ebf59e6f27d6decfa7fee6d2e .centered-text-area { width: 100%; position: relative ; } .uaf05016ebf59e6f27d6decfa7fee6d2e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uaf05016ebf59e6f27d6decfa7fee6d2e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uaf05016ebf59e6f27d6decfa7fee6d2e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uaf05016ebf59e6f27d6decfa7fee6d2e:hover .ctaButton { background-color: #34495E!important; } .uaf05016ebf59e6f27d6decfa7fee6d2e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uaf05016ebf59e6f27d6decfa7fee6d2e .uaf05016ebf59e6f27d6decfa7fee6d2e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uaf05016ebf59e6f27d6decfa7fee6d2e:after { content: ""; display: block; clear: both; } READ: Gluten and Casein Diet for Children with Autism EssayI hope to get better at golf and keep up the good skiing. I play othersports in the summer at my lake house such as wakeboarding, water skiing,and swimming.

Eve, the Serpent, and Death Formal Analysis Essays

Eve, the Serpent, and Death Formal Analysis Essays Eve, the Serpent, and Death Formal Analysis Essay Eve, the Serpent, and Death Formal Analysis Essay The painting Eve, the Serpent, and Death by Hans Balding is a dark representation of the classic Bible story of Adam and Eve from the book of Genesis. Balding has clearly based most of the painting on themes from the Bible story. And the Lord God commanded the man, you are free to eat from any tree In the garden; but you must not eat from the tree of the knowledge of good and evil, for when you eat from It you will certainly die. From this quote you can see where the death aspect In the title comes from, as the male character (Adam) is in a state of decomposition, with his skin ailing off of his body, muscle tissue and bare bones exposed. He appears to be bound to the tree by the serpent, who also has its mouth clenched on his arm. Grasping an apple in his hand, it implies he has eaten an apple from the tree, and has begun to die. When first glancing at the painting, most of the attention is grabbed by the fair composition of the character that is Eve. She appears to be glowing in contrast to the darkness of rest of the painting. It appears as though the light source Is shining from beyond the right side of the painting, as Eve, part of the tree in the foreground, ND the voluble parts of death, or Adam are Illuminated. The background, however Is shrouded with darker colors, only few shapes and lines are visible giving the representation of dense shrubbery occupying the background. There is some shading used on Eves body parts, but not as dramatic as the shading of the tree, which almost has a half-dark, half-light appearance. The organization of the painting is mainly constructed with use of long vertical lines, which creates a dominant foreground that uses dark, neutral colors. In the foreground you see the image of Eve, who is made up of deep curvy lines to monster the body of a naked woman in a standing pose, one leg in front of the other. The tall curvy lines clearly defining the shapes of the legs, torso, and arms. Standing next Eve Is the trunk of the famous forbidden tree from the story of Adam and Eve. It Is composed of long lines with varying points of curvature, giving the tree a twisted appearance. Running up and down the exterior of this tree, are long lines going in erratic directions, connecting with each other making up the bark of the tree. These lines help give the tree an image of texture and movement, by repeating the imposition of the bark. The lengthy, curvy, horizontal lines used for the body of the serpent, which is wrapped around the tree, help accentuate the twisted shape of the tree. There are tall, vertical lines that are used to form the appendages belonging to the figure of Death or Adam. These lines are used mainly for his visible arms and legs, which have deteriorated to the bone; the extended lines establishing the exterior of these appendages. His right leg, however appears to still be intact, but only the bottom half Is visible. Many short lines also contribute to the structure of the minting. There Is a series of closely grouped short, curved lines that constitute the muscle fiber of Death or Adams decaying flesh which Is seen as ripped, and falling from his body. Manifesting at the bottom of the tree is a collection of small, curved add to the trees wicked appearance. As a whole, the painting is a real attention grabber, and it provokes deeper thought through the use of its extreme color contrast and perplexing images. It is definitely a more disturbed imagining of Adam and Eve which accentuates the underlying dark side of bible stories.

A study on impact of rewards on employee motivation in the telecommunications

A study on impact of rewards on employee motivation in the telecommunications Introduction â€Å"Motivation is the art of getting people to do what you want them to do because they want to do it.† –Dwight D. Eisenhower Like a little kid being given a chocolate on standing first in his class or a big hug for doing something good like helping someone, or cleaning the place after playing, rewards whether monetary or non-monetary can be significant tools for the motivation of employee and a positive step towards the improvement of his performance an boosting his morale. Jack Zigon (1998) defines rewards as â€Å"something than increases the frequency of an employee action†. It’s a common observation that most of us don’t perform our tasks completely, not because they are difficult but because of low interest or motivation to perform that task. The desire or motivation is necessary for the performance of an activity. Kleinginna and Kleinginna (1981a) defines motivation as, â€Å"internal state or condition that activates behavio r and gives it direction; desire or want that energizes and directs goal-oriented behavior; influence of needs and desires on the intensity and direction of behavior.† Background Gatlin, Rebecca (1997), says that a good and attractive reward program is necessary the employees in order to motivated them otherwise the unmotivated employees will not perform their tasks properly and will ultimately affect the company in a negative way i.e. decrease in profitability. Organization’s performance is dependent on the employees who work for it, so in order to get the better and quality output, rewards contribute a lot in this part, so it is essential for organization’s managers to make effective and attractive reward programs to motivate their employees, Deeprose(1994). Gregory P. Smith, author of book ‘Dynamic Ways to Reward, Energize on the individual level as well as on the group level. In today’s world of competition to deliver best service in order to sa tisfy customers it has become very difficult; in fact organizations take it as a challenge to motivate employees in order to get best output from them. The telecommunication sector of Pakistan plays a powerful role in its economy. Excellent professional services delivered by the employees of the telecom sector of Pakistan can create a positive and everlasting image in the eyes of their customers.

1995 Oklahoma City Bombing Case Study Example | Topics and Well Written Essays - 1000 words

1995 Oklahoma City Bombing - Case Study Example It is evidently clear from the discussion that investigations into the attack led to the apprehension of Timothy McVeigh and Terry Nichols as those responsible for the bombing. Initial suspicion wrongfully inclined to Middle Eastern terrorist organizations. However, it did not take long before the investigations narrowed down to McVeigh, who had been arrested soon after the detonation for violating traffic regulations, and his compatriot Nichols. Both of them once served in U.S. Army and were linked to radical militant Patriot movement. Before his release for the traffic violation, McVeigh was named and charged as a suspect. Nichols surrendered himself to the authorities shortly afterward. McVeigh was found guilty on 11 counts of murder, conspiracy and using a weapon of mass destruction. He was executed in 2001 becoming the first person since 1963 to be executed for a federal crime in the U.S. Nichols, on the other hand, avoided the death penalty and was convicted for unintentional m anslaughter and conspiracy. So what is the reason that inspired McVeigh to plant the bomb? This was a retribution attack that was a retaliation to Waco tragedy. On April 19, 1993, the confrontation between the FBI and the Branch Davidian cult in Waco, Texas ended in tragedy when fire engulfed the entire Davidian compound following FBI’s decision to gas the complex. 75 lives of the cult followers, including many young children, lost their lives in the unintentional tragedy. The death toll was staggering and many people laid their blame on the U.S. government.

There is No universal experience of 'childhood' - it is a construct Essay

There is No universal experience of 'childhood' - it is a construct entirely dependent on patterns of social organisation and cultural conventions Discuss with - Essay Example This is the beginning of shaping a child to think and act like the parent. In this process, children are taught how to behave and how to move within their culture. Depending on how the child is treated they will either develop a strong character and self-esteem or they will develop one that is weak. A child is taught to perceive the world through their parents eyes and they willing accept this teaching. The biggest influence on childhood will be the culture, religion, economic and social aspects of the family. Rodd (1996) says that culture plays a significant role in childhood and it can be the mainstream culture or it can be a subculture (Rodd, p. 31). Shechtman Hiradin and Zina (2003) talked with adolescents in their study to find out whether there was a difference in how these children would disclose about them based on their ethnicity. Their study found that Moslem children were able to disclose easier than Druze children and they thought it may be due to how much acculturation each ethnic group displayed. Druze people re more traditional in their ways and less acculturated to the mainstream than Moslem and Jewish children according to their findings. This information shows that there is some truth to the idea that culture plays a part on how a child learns. It is the opinion of this writer that culture is a very big part of how children accept certain things in their environment. For instance, many children grow up and are abused in their childhood. Often this leads to abusive adults. The culture can also teach a child to love or to hate, to express themselves well or to be introverted and shy. There are a variety of cultural challenges to a child both inside the home and outside because they are constantly being bombarded by cultural situations. Harris (1999) says that what a parent does may not matter to a childs growing up. She gives examples of how one culture (that of the 1950s) taught parents not to spoil their children. Today, parents are

Computer Use in Early Childhood Education Essay Example for Free

Computer Use in Early Childhood Education Essay Abstract The importance of the child’s development in early years of education has reached the stage where it becomes critical that learning programs becomes a global issue. Understanding changes and undertaking practice is fundamental in student learning. The purpose of this article is to increase our perception on the different effects of using computer technology in early childhood setting. In answering the question What is the purpose of education? I started at that time from the observation that man lives in a world of objects which influence him and which he wishes to influence, and so he must know these objects in their characteristics, their essence and their relation to one another and to mankind. Friedrich Froebel Keywords : Early Childhood, Computer, Technology Education, Curriculum Introduction Throughout educational history, world philosophers have wrestled with understanding the myriad of questions and problems surrounding the education of society’s children. Historically, many early childhood educators supported the idea that children should be trained as soon as possible to become productive members of the larger society so that the cultural heritage of the society could be preserved from generation to generation; this cultural imposition theory has been prevalent throughout the educational history of the world (Staff, 1998. Early Years of Education Early Childhood Education is the term commonly used to describe the formal teaching and care of young children by people other than their family or in settings outside of the home. The developmental definition of early childhood education spans the human life from birth to age eight. However, typically early childhood education covers the period from birth to when a child starts school and this can be as early as five years of age as in New Zealand. This time period is widely considered the most vulnerable and crucial stage of a persons life. The early years of childhood are receiving increased public attention around the world. Issues on providing quality service and ensuring a good foundation for lifelong learning is generating a new interest in the academic community by adapting different theoretical perspective, pedagogy and philosophy. There are several key components to understanding how young children learn, and therefore how they need to be taught. In New Zealand, the process of creating the early childhood curriculum was inspired by the evidence of not only a bi cultural society but a multi cultural and multi racial society. CurriculumCurriculum is defined in Te Wha? riki as ‘†¦ the sum total of the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development’ (Ministry of Education, 1996, p. 10 cited in Nutall, 2003). This definition of curriculum as ‘everything that happens’ is acknowledged in the curriculum theory literature (e. g. Cornbleth, 1990 cited in Nutall, 2003) and it is a description that resonates with the holistic, child-centred philosophy of early childhood education in New Zealand. The central expectation of Te Wha? riki is that early childhood centres and services will articulate ‘their’ curriculum in a conscious, culturally situated way. (Nutall, 2003). The implementation of Te Wha? riki, which was inspired by The Socio Cultural Constructivism principle of Vygotzsky, introduced the early childhood teachers in New Zealand to the most recent curriculum tradition. One of the reasons socio-cultural approaches resonate with teachers in childcare centres is the way in which children are understood to be learning through their experiences in the centre, including routine happenings such as play and mealtimes. (Nutall, 2003) Within this pedagogy, both the teachers and students are understood to be engaged in a process of actively constructing knowledge, through their interactions with time, space, objects and people. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection. There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life: Social Refers mostly to the ability to form attachments, play with others, co-operation and sharing, and being able to create lasting relationships with others. Physical Development of Fine (small) and Gross (large) Motor Skills. Intellectual The process of making sense of the world around them. Creative The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to take place. Emotional Development of self-awareness, self-confidence, and coping with feelings as well as understanding them. http://www. teachingexpertise. com/articles/computers-and-early-years-1124 According to Yelland (1999), Educators beliefs such as Montessori, Isaacs, Froebel, and Steiner, has led to early childhood programs that are characterized by their adherence to such traditional principles, manifested in unstructured environments, informal contexts, and learning through active exploration and play. Indeed, early pioneers such as Montessori advocated relatively structured learning opportunities, whereas Froebels views supported a less formal structure. However, both Froebel and Montessori seemed to agree that children learned most effectively from self-directed activities that gave them a high level of empowerment and ownership. Technology Education Technology education all over the world is evolving dramatically in a very fast phase as international academic institutions explore the implication of their present status and the rate they are progressing as compared to other developed countries. It is quite safe to say that, it is the brewing competition over the magnitude of the technology education, which comprises the curriculum that is becoming the main catalyst to these rapid changes. This notion could set the trend on how Early Childhood Curriculum should be designed and be implemented. What should be the content of this curriculum to help the children be prepared for technology education? Is the integration of technological tools beneficial to the learning outcomes of the students? Are computers developmentally appropriate to early childhood students?. Introduction of these devices and in some cases integration of the use of the technology in the existing curriculum has been a massive ground for global arguments. What brought this massive revolution to this day’s education is coherent to how fast the world is changing. Change is inevitable and sometimes predictable as it may seem, most of us will still be caught unaware and mislaid. As members of the community everyone takes part in the development of tomorrow’s citizens. The early childhood sector has been heavily influenced by particular views of child development and how children learn. Such views are often based on developmental psychology and seek to develop practices that are developmentally appropriate (Hirsh, 2004, cited in Zevenbergen Logan , 2008) The author believed that whether traditional or technology education, students’ experiences, social influence, and development are the main considerations on the part of the educators/teachers approach in delivering knowledge and evaluating learning outcomes. There have been several studies and articles (Cordes Miller, 2000; Haugland, 2000; Plotz, 2007) on arguments about the content of technology in early childhood, or the appropriate age to expose children to computers. Regardless what the parents thoughts are, whether or not they choose to expose their children to computers, eventually they will be introduced to technology when they enter school. To this day it is still uncertain on whether or not extensive use of computers for young people could be detrimental to their being, physically, socially and intellectually to say the least. What is certain is that technology is at hand and here to stay. Computers are increasingly present in early childhood education settings. Toward the end of the 1980s, only one-fourth of licensed pre schools had computers. Today almost every preschool has a computer, with the ratio of computers to students changing from 1:125 in 1984 to 1:22 in 1990 to 1:10 in 1997. This last ratio matches the minimum ratio that is favourable to social interaction (Clements and Nastasi 1993; Coley et al. 1997). In the event that the use of this technology could be measured in education settings, what are we to assume or expect in the different household settings. No one knows the exact number of computers in each and every particular household. Are Computers Developmentally Appropriate? There are many researchers, organizations, and other programs that recognize the benefits of using computers with young children. One major supporter of children and technology is the National Association for the Education of Young Children (NAEYC). They created a lengthy position statement on Technology and Young children that states, â€Å"The potential benefits of technology for young children’s learning and development are well documented† (1996). Susan Haugland, a professor of child development and president of K. I. D. S. Computers, Inc. , has done research and recently published an article about the benefits of technology called, â€Å"Computers and Young Children. † In this article, Susan states that an appropriate age to introduce children to computers is at age 3. She also goes on to state that, â€Å" children 3 and 4 years of age are developmentally ready to explore computers, and most early childhood educators see the computer centre as a valuable activity centre for learning. Children this age are developmentally within Piaget’s preoperational stage. This means they are concrete learners who are very interested in using newly learned symbolic representation speaking, writing, drawing (including maps and geometric figures) and using numbers. Children this age are extremely active and mobile. They often have difficulty sitting still; they need frequent changes in learning modalities; and they want a variety of physical experiences involving dance, physical play, climbing and sports. Pre operational children are also are continuing their mastery of language, and exploring various facets of social behavior. Another large organization that supports technology in early childhood education is NETC (Northwest Educational Technology Consortium). They created a resource website for educators and providers called, Early Connections: Technology in Early Childhood Education. This website offers information on how to implement technology into child care centres, preschools, kindergarten, primary grades, and in before/ after school programs. They also offer suggestions on classroom arrangement, software selection, health safety, hardware, and other resources. However, I think the most valuable information they offer is how technology is linked to learning and the curriculum. They state that one of the main benefits of computer use is because it enhances the five development domains: social and emotional, language, motor, and cognitive skills (Early Connections, â€Å"Learning and Development,† n.d. ). Clearly many of these developmental needs match up well with appropriate use of technology in the classroom, especially exploration, manipulation of symbolic representation, matching alternative learning styles, and quickly changing learning modalities that individual students can control and pace to meet their individual needs. It is also a very powerful tool for students with specific learning disabilities (Wardle,1999). If the goal for a certain age child is to learn to write personal journals, then the computer can naturally support that through writing software, digital cameras, and other methods. A science goal that requires learning the solar system can be augmented by using specific CD ROMS and accessing web sites. Similarly, studying extinct and endangered animals becomes more real and educational through the use of specific software and web sites. Lee and O’Rourke (2006), reported an Australian project on ICT use in Early Childhood setting, they discussed that teachers experimented with a range of activities and, in keeping with Piagetian perspectives of early development and learning, attempted to connect concrete experiences with those experiences children accessed on the computer. An example of this is the work done in one early childhood centre with the software ‘Millie’s Math House: Build-A-Bug’. The children created a ‘critter’ on the software and then recreated it in 3D using playdough, matchsticks and other collage materials. Making a connection between the image and the object was a powerful tool for engaging reluctant learners and the teacher was encouraged by the student response to the experience. Another example of this type of experience was developed by a teacher in a rural pre-school centre who used the program ‘Sammy’s Science House: Workshop’ to design, make and appraise a toy or machine. The children were invited to design a machine using the software and to describe what its function was. The teacher suggested that some children might like to build the machine out of materials of their choice. The use of computers in a fully integrated classroom is endless. Software can be used to assist not only the learners but the teachers as well in so many ways. Although research has proven many beneficial reasons to include technology in early childhood programs, there are many who believe that computers are not appropriate and could have harmful effects on young children. Jane Healy, an educational psychologist, wrote a book called, Failure to Connect: How Computers Affect Our Children’s Minds- for Better and Worse (1998), in the book she states that children should be 7 before introducing them to computers due to the harmful effects of computer use on their development. Her view is one that is shared with another large organization, The Alliance for Childhood. The Alliance for Childhood published a large report, Fool’s Gold: A Critical Look at Computers in Childhood, which claims â€Å"computers can have damaging consequences for children under age 7 in terms of their health, social relationships, and intellectual development† (Cordes Miller, 2000, pg. 3). In this report they stated that, â€Å"Computers in childhood may expose children to the risk of a broad range of developmental setbacks† (Cordes Miller, 2000, pg.3). A wide array of experts release a statement about the ways computers are reshaping childrens lives, at home and at school, in profound and unexpected ways. They stress that the use of technology is a distraction from the urgent social and educational needs of the low income children. And concludes with the following statement, â€Å"Those who place their faith in technology to solve the problems of education should look more deeply into the needs of children†. The renewal of education requires personal attention to students from good teachers and active parents, strongly supported by their communities. It requires commitment to developmentally appropriate education and attention to the full range of childrens real, low-tech needs physical, emotional, and social, as well as cognitive† (The Alliance for Childhood, 2000. ) While both views provide compelling arguments, one can not avoid the obvious fact that technology will continue to evolve and will become a more significant part of the daily life. Use of technology in the early childhood program must not be a goal unto itself: the purpose is not to teach children how to use computers; they can do this as they get older, just as they can learn to drive a car later in their lives (Wardle, 1999). Appropriate use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum. Computers are not to replace physical play, outdoor exploration of the community and of nature; art, music and dance; learning specific social skills and moral values, and experiencing diversity in a myriad of ways. Common sense suggests that we consider the potential harm, as well as the promised benefits, of this change and not rush forward with computer usage in childhood. As an educator we always want the best learning outcome for our students, and to extensively use whatever possible ways to achieve this goal. The only true education comes through the stimulation of the childs powers by the demands of the social situations in which he finds himself. (James, 2005) Teachers’ Perception on the use of Computer Technology inside the classroom. One more compelling issue as regards to the use of technology in early years of education is the preparedness of the early childhood teachers in the use of technology inside their classrooms. Hsiac (2003) stated that the most important aspect of good early childhood program is its teacher, as classrooms practices are influenced by teachers’ beliefs. May (1997, 2000) has traced this rich heritage of multiple ideological, theoretical and pragmatic influences, showing how each successive trend has challenged early childhood teachers to re-examine their practice. (Cited in Nutall, 2003) Fact is not all early childhood teachers embraces the idea of technology education, some of them are faced with ethical dilemma in the use of information technology, (Myers Miller 1996). According to Morrison (2007) there are, â€Å"three challenges confronting early childhood teachers when implementing effective programs using technology in their instruction: 1. ) Their own personal acceptance of technology, 2. ) Confidence that technology has a positive influence on children, and 3. ) Decisions about how to use technology in early childhood programs and classrooms† (pg.383). It’s important for teachers to accept technology and learn how to use it effectively. (cited in Plotz, 2007). Nutall’s (2003) research suggests to explore some provisions of frequent opportunities for teachers to make explicit their knowledge and assumptions about their role. As well as ideas about how children learn through the various aspects of their daily life. Furthermore, such research must take into account the way in which teachers in early childhood constantly teach each other about the deeply inter subjective and interpretive task of working with very young children. Aside from personal struggle there were also some issues being raised in accordance with the role of early childhood teachers in technology education. Gibbons (2006) mention some tensions between the early childhood educators and the government sector which in becoming a challenge for teachers and in one way or another becomes one of the reason for the derail of the their readiness and compliance of the task. Teachers as well as student possessed certain individuality; the trust that teachers should adjust to their student’s ability, will not be the same as students will adjust to their teachers ability. As teachers we are given the higher responsibility of being, according to Vygotzsky, the more knowledgeable other. Complex as it may be or to others simple as it may seem, early childhood teachers should take a step ahead to deliver this overwhelming educational demand. It’s important for teachers to accept technology and learn how to use it effectively. Morrison (2007) offers these guidelines for educators (pg. 384): Educate yourself on the potential benefits of computers and technology. Be willing to try new ways of using technology to help your children learn new knowledge and skills. Collaborate with colleagues in your school and school district to explore ways to use technology. Collaborate with parents and community members, many of whom have skills that you can use and apply. It is also important for teachers to have a positive attitude toward technology to create an appropriate classroom environment. Children will have a difficult time embracing technology if their teacher doesn’t approach the situation with a positive outlook. Summary and Conclusion Endless as it may seem, the ongoing issue of Information and Communication Technology in Early Childhood Education is giving the community of education a more clear and vivid guidelines on the process of creating, conceptualising and implementing policies and standards suitable to each and every environment. Immense concerns coming from diversity of culture and practice takes place. Analysing the impact of using technology in early childhood classrooms have established a variety of implications on different members of the academic community. Teachers, students, policy makers, writers and researchers, centre, and of course the ministry have presented diverse opinions and views on different aspects over this highly arguable issue. Because of the ongoing conflict of interests, the government of New Zealand particularly the Ministry of Education have gone through a major curriculum reforms leading to the development of a national technology curriculum. Technology in the New Zealand Curriculum (Ministry of Education 1995) became mandatory for all schools in February 1999. The development of the national technology education policy and the way in which the curriculum was developed, was described in an article by Jones(2003). This curriculum area will be compulsory for all students from years 1–10. Aside from Jones (2003), the evidence of issue concerning the integration of Information Technology in Early Childhood Education curriculum is becoming countless Gibbons (2006), Compton Hardwood (2005), Zebenbergen Logan (2008), Walters Fehring (2009), Mawson (2007) to cite a few, and of course publications from the Ministry of Education (1993), (1995) and (1996) is as substantial. Recent development in Early Childhood Education offers exciting opportunities for exploration on how these technological tools will continue to improve children’s learning development and provides new stage to discover different aspects of teachers role. The challenge for parents and educators is to maintain a balance on the possible huge and massive effect of this ongoing evolution in technology education. * draft journal article for International Journal for Early Years References Clements, D. H. , and Nastasi, B. K. (1992). Computers and early childhood education. In Advances in school psychology: Preschool and early childhood treatment directions, eds. M. Gettinger, S. N. Elliot and T. R. Kratochwill, 187–246. Hillsdale, NJ: Lawrence Erlbaum Associates. Clements, D. H. Nastasi, B. K. (1993). Electronic media and early childhood education. In Handbook of research on the education of young children, ed. B. Spodek, 251–275. New York Cordes, C. Miller, E. (2000). Fool’s Gold: A Critical Look at Computers in Childhood Alliance for Childhood. Retrieved April 2, 2011, http://www. allianceforchildhood. net/ Compton , V. Hartwood,C. (2005) Progression in Technology Education in New Zealand Components of Practice as a Way Forward, International Journal of Technology and Design Education Genishi, C. , McCollum, P. , and Strand, E. B. (1985). Research currents: The interactional richness of children’s computer use. Language Arts, 62(5): 526–532. Gibbons, A. N. , (2006) The politics of technology in early childhood in Aotearoa/New Zealand Fitting early childhood educators in the ICT grid, Australian Journal of Early Childhood 31. No. 4 Haugland, S. (2000). Computers and Young Children. ERIC Digest. Retrieved April 2, 2007 from http://ceep. crc. uiuc. edu/ Hsiac, W. (2003), Comparison of Montessori and Non Montessori Teachers beliefs about Developmentally appropriate practice in pre school, Unpublished Doctoral dissertation, University of Northern Colorado, Greeley James, 2005 retrieved from http://www. wilderdom. com/experiential/JohnDeweyQuotes. html Jones, A. 2003, The Development of a National Curriculum in Technology for New Zealand, International Journal of Technology and Design Education 13, 83–99 Lee, L. O’Rourke,M. (2006) Information and Communication Technologies: Transforming views in literacies in early childhood setting, Early years, Vol 26,p 49-62 Marrison B. (2007), Factors affecting learning in technology in the early years, at school, Intl Journal of Technology and Design Education May, H. (1997) The Discovery of Early Childhood: the development of services for the care and education of veryyoung children, mid eighteenth century Europe to mid twentieth century New Zealand (Auckland, Auckland University Press/Bridget Williams Books/NZCER). May, H.(2000) Politics in the Playground: the world of early childhood in postwar New Zealand Wellington, Bridget Williams Books/NZCER). Ministry of Education, (1996) Te Wha? riki. He Wha? riki Ma? tauranga mo? nga? Mokopuna o Aotearoa: early childhood curriculum (Wellington, Learning Media). Ministry of Education ,(1998) Quality in Action. Te Mahi Whai Hua: implementing the Revised Statement of Desirable Objectives and Practices in New Zealand early childhood services (Wellington, Learning Media) Ministry of Education, (1993b), Technology in the New Zealand Curriculum (Draft),( Learning Media, Wellington). Ministry of Education: (1995), Technology in the New Zealand Curriculum, (Learning Media Wellington). Ministry of Education, (2005) Foundations for Discovery) p. 17 Ministry of Education, (2000) The Quality Journey. He Haerenga Whai Hua: improving in Early childhood services (Wellington, Learning Media) Ministry of Education, (2002), Pathways to the Future: Nga? Huarahi Arataki: a 10-year strategic plan for early childhood education (Wellington, Ministry of Education). Muller, A. A. , and Perlmutter, M. 1985. Preschool children’s problem -solving interactions at computers and jigsaw puzzles. Journal of Applied Developmental Psychology, 6: 173–186. National Association of the Education of Young Children. (April 1996). Technology and Young Children- Ages 3 through 8. National Association for the Education of Young Children. Retrieved April 2, 2007 from http://www. naeyc. org/about/positions/pdf/PSTECH98. PDF Nutall, J. (2003), Influences on the Co-construction of the Teacher Role in Early Childhood Curriculum some examples from a New Zealand childcare centre, International Journal of Early Years Education, Vol. 11, No. 1, 2003 pp24-39. Papert, S. ,(1980). Teaching children thinking: Teaching children to be mathematicians vs. teaching about mathematics. In The computer in the school: Tutor, tool, tutee, ed. Plotz, K. , (2007), Integrating Technology into Early Childhood Classroom, Retrieved August 2010 from http://education. csm. edu/students/kplotz/position_paper. htm Staff, 1998, retrieved from http://froebelweb. tripod. com/web2002. html The Alliance for Childhood 2000) retrieved May 2011 (http://drupal6. allianceforchildhood. org/computer_position_statement) Wardle, F. 1999. Retrieved May 2011 http://www. earlychildhoodnews. com/ Walters , M Fehring H. , (2008) An investigation of the incorporation of Information and Communication Technology and thinking skills with Year 1 and 2 students, Australian Australian Journal of Early Childhood Journal of Language and Literacy Vol 32, No. 3pp 258-272 Weir, S. , Russell, S. J. , and Valente, J. A. (1982). Logo: An approach to educating disabled children BYTE, 7: 342–360. Wyett, J. (1999), John Dewey and Earl Kelly : Giants in Democratic Education, Education Vol. 119, No. 1, pg 151-174 Yelland, N, (1999), Technology as Play, Early Childhood Education Journal, Vol. 26, No. 4 Zevenbergen R. Logan, H. (2008) Computer Use by Preschool children. Rethinking Practice as digital natives come to preschool. , Vol 33, No. 1 Friedrich Froebel, retrieved April 2011 /froebelweb. tripod. com/web2002. htm http://applestar. org/capella/Educational%20Philosophers. pdf http://www. educate. ece. govt. nz/ http://www. simplypsychology. pwp. blueyonder. co. uk/vygotsky. html.

Lolita by Vladimir Nabokov Essay -- Lolita Essays

Vladimir Nabokov, one of the 20th century’s greatest writers, is a highly aesthetic writer. Most of his work shows an amazing interest in and talent for language. He deceptively uses language in Lolita to mask and make the forbidden divine. Contextually, Lolita may be viewed as a novel about explicit sexual desire. However, it is the illicit desire of a stepfather for his 12-year old stepdaughter. The novel’s subject inevitably conjures up expectations of pornography, but there in not a single obscene term in Lolita. Nabokov portrays erotic scenes and sensual images with a poetic sensibility that belies the underlying meaning of the words. The beautiful manipulation of language coerces one to understand Humbert’s interdict act of pedophilia. By combining erotic and poetic desire in the context of the forbidden, Nabokov challenges the immorality of pornography, as illicit desire becomes masked in sensuous language. Nabokov carefully tailors the language Hu mbert Humbert uses to tell the world of his love for the forbidden nymphet, urging sympathy and innocence from the reader. However, the deeper meaning of the forbidden sexual desire is clearly seen in the use of only slightly veiled metaphor alluding to Humbert's own obsession. The very first words of the novel set the stage for Nabokov's masterful use of poetic and erotic allusion. The poetic and romantic lyricism become the foundation for allusion from the deviancy of Humbert’s sexual desires: "Lolita, light of my life, fire of my loins. My sin, my soul. Lo-lee-ta: the tip of the tongue taking a trip of three steps down the palate to tap, at three, on the teeth. Lo. Lee. Ta. She was Lo, plain Lo, in the morning, standing four feet ten in one sock. She was Lola in ... ... unambiguously seeks to transmute Humbert’s erotic experience into a work of art, and to induce us to relive it intensely in our imagination and with our senses. He does not want us simply to identify with his protagonist as a crude pornographer would, but to bring us to adhere totally to this beautiful text in which the gradual eroticization of the language eventually creates a poerotic ecstasy. There is no longer any separation between signifier and signified, between the pretext and the present text; the obstacle that prevented novelistic language from representing the sexual act is magically abolished, even though sex still remains a powerful source of anxiety. It is not the sexual interdict, no matter what its true nature is, which is transgressed, but the aesthetic one. As Humbert later acknowledges â€Å"sex is but the ancilla of art,† it cannot be its main subject. Lolita by Vladimir Nabokov Essay -- Lolita Essays Vladimir Nabokov, one of the 20th century’s greatest writers, is a highly aesthetic writer. Most of his work shows an amazing interest in and talent for language. He deceptively uses language in Lolita to mask and make the forbidden divine. Contextually, Lolita may be viewed as a novel about explicit sexual desire. However, it is the illicit desire of a stepfather for his 12-year old stepdaughter. The novel’s subject inevitably conjures up expectations of pornography, but there in not a single obscene term in Lolita. Nabokov portrays erotic scenes and sensual images with a poetic sensibility that belies the underlying meaning of the words. The beautiful manipulation of language coerces one to understand Humbert’s interdict act of pedophilia. By combining erotic and poetic desire in the context of the forbidden, Nabokov challenges the immorality of pornography, as illicit desire becomes masked in sensuous language. Nabokov carefully tailors the language Hu mbert Humbert uses to tell the world of his love for the forbidden nymphet, urging sympathy and innocence from the reader. However, the deeper meaning of the forbidden sexual desire is clearly seen in the use of only slightly veiled metaphor alluding to Humbert's own obsession. The very first words of the novel set the stage for Nabokov's masterful use of poetic and erotic allusion. The poetic and romantic lyricism become the foundation for allusion from the deviancy of Humbert’s sexual desires: "Lolita, light of my life, fire of my loins. My sin, my soul. Lo-lee-ta: the tip of the tongue taking a trip of three steps down the palate to tap, at three, on the teeth. Lo. Lee. Ta. She was Lo, plain Lo, in the morning, standing four feet ten in one sock. She was Lola in ... ... unambiguously seeks to transmute Humbert’s erotic experience into a work of art, and to induce us to relive it intensely in our imagination and with our senses. He does not want us simply to identify with his protagonist as a crude pornographer would, but to bring us to adhere totally to this beautiful text in which the gradual eroticization of the language eventually creates a poerotic ecstasy. There is no longer any separation between signifier and signified, between the pretext and the present text; the obstacle that prevented novelistic language from representing the sexual act is magically abolished, even though sex still remains a powerful source of anxiety. It is not the sexual interdict, no matter what its true nature is, which is transgressed, but the aesthetic one. As Humbert later acknowledges â€Å"sex is but the ancilla of art,† it cannot be its main subject.

Marketing Case – Buick Motors

As mentioned above, the average age of a Buick buyer in the early to mid sass's was in their early seventies. This was compared to the average age of 52 for a new car buyer in general. In 2008, Buick sold Just over 137,000 new cars for only a 4. 6% share of overall GM sales and only a 1. 04% market share In the united States. Advertising was almost non-existent. Buck's idea of branding through corporate sponsorship of sporting events was to sponsor the Buick Open Golf Tournament. Golf Is not exactly geared towards a younger audience. Doesn't mean that the younger audience will buy into the message and be converted.There has to be a legitimate reason for a young audience to be attracted to the product and not Just because advertisers and marketers say you should. The main issue facing Buick was that they had a fleet of old looking cars that were not nearly as stylish as other luxury cars in similar segments. Management made a clear decision to market its class of automobiles to a youn g â€Å"urban† crowd in major cities with the hopes that if these urban trendsetters liked what they saw and began to purchase Buick, this would have a ripple effect into the mainstream market and would increase demand for Buick products across the board.This strategy was pursued by customizing and detailing Buick Lucent's with larger wheels, upgraded sound systems and detailing packages that catered to this younger urban buyer. The main problems with this strategy were threefold. The first problem highlighted in the case which I agree with is that management came across as insincere and out of touch. The media panel brought in by Buick commented that management â€Å"showed a disconnect between the brand and its target audience† and that â€Å"Buick idea of urban seems a bit old fashioned†.Take for example Buick using Tiger Woods to remote Buick cars. As a part of Tiger's sponsorship deal with Buick, I would believe that he may own a Buick or two but I also bel ieve that Tiger's car of choice is not a Buick! The second problem with this strategy was that by attempting to target a young urban audience, Buick risked alienating its core consumer which was an elderly suburbanite who didn't have the first clue what â€Å"urban† was. If Buick customer base was alienated, that could mean the end of the brand.The third issue that I see with the strategy is a touchy one because it's a touchy subject and that is he issue of racism. When a predominantly Caucasian management team and brand attempt to target a Hispanic and African American audience, if they are perceived as not being genuine or sincere, management could face whispers of racism and an anti-Buick backlash could easily taint and destroy the brand. Solutions In order to support management's desire to attract a younger buyer, there has to be substance behind the marketing and advertising blitz.Management has to seriously review the existing cars in the Buick brand and determine what young buyers are looking for in a luxury sedan. Once these consumer wants are identified, management must cater to them and design a younger looking class of cars with a level of luxury, quality, options, performance and price point that rivals or beats its competition within the class. Strong marketing campaigns can trigger consumer demand for only so long with smoke and mirrors. At the end of the day, the product has to meet customer and price determine success.My personal observations of young car buyers are that certain aspects of a car are important to them. A sleek and sporty design is usually first and foremost. A car with regressive features like GAPS, MPH and Pod compatibility along with a high performance sound system resonate with young buyers as well. Of course young buyers don't usually have as much money as older buyers so price and affordability are important to a young buyer. In today's economy and society, young buyers are more conscious of going green and gas consu mption so the cars should be fuel efficient and exceed emissions standards.I also believe that Buick isn't ready to Jump into the â€Å"urban† market. While I do believe in marketing towards a younger audience, I'm not sure I would risk the brand on ailing to the urban market in the hopes that this will crossover to mainstream America. There are plenty of marketing opportunities that can target a younger audience in mainstream America. Today, movie theaters show ads prior to movies and as we all know, young people make up the largest share of movie goers.I like Buick strategy of displaying Buick outside of clubs, bars, trendy shops and restaurants. At this stage of their brand repositioning, any â€Å"buzz† about a Buick is great for the brand and to have it on the tips of people's tongues is the first step in hanging consumer perception that a Buick can be an option for a young buyer. I would also look to supplement traditional marketing strategies like print, TV, bil lboards and national campaigns with an internet and social media marketing strategy and campaign on Twitter and Backbone.Young consumers have a vast and important presence on these social media outlets. I would look to sever ties with the Golf sponsorship and Tiger Woods and either eliminate the use of celebrity endorsements altogether or revisit the celebrity spokesperson to be a more realistic Buick user. Any strategy to increase market share in the luxury segment must involve dealing with the strong presence that imports have. The main way that domestic cars can compete with imports is on price.Young buyers are also very focused on price especially if they are a first time car buyer or even a baby boomer looking to save money in a tight economy. Based on my problem cited above with young buyer perceptions of what a Buick is, it would seem that Buick would struggle to get potential young buyers into their showrooms to even test drive a Buick. As such I would consider providing inc entives o prospective buyers to come to a dealer and test drive a Buick. These could include cash payments or a reduction in price if they purchase a Buick.

Eastwind Trading Company Essay

The potential opportunity and long term sustainability of Eastwind Trading Company lies in the uniqueness of their product. The Swanson pearls are the only remaining collection of handmade freshwater pearl buttons in the world. The amount is limited and cannot be easily duplicated due to current environmental condition. Therefore, the fact that no one else carries these types of buttons is the main competitive advantage the Eastwinds Trading Company posses. This exclusiveness, however, can also result in the company’s weakness: very perishable, expensive, and difficult to handle small items that require careful organization and specialization to control costs. The company is still in the existence stage. Gail and Martha are now focusing in getting enough cash to cover all the expenses the acquisition of the business will bring. However, they may also need to center their attention in how to generate enough tools to make their business expand and become a viable company. By having a product that is unique and hard to duplicate, this advantage is long-term. There is a great opportunity in expanding the business by creating new bias of selling the pearls. Hiring sales representatives that will cover all the nation, approaching clothing manufacturers and designers that will buy the buttons at wholesale price and covering the areas that were previously uncovered by the Swansons are some of the main goals of Martha and Gail. These goals will situate the business at a competitive advantage against competitors by satisfying the needs of customers that would be attracted by the exclusivity of the buttons. The key risk for investors is that button business is such an unconventional deal that it may result unattractive. The demand for exclusive buttons in the manufacturer industry as there are other types of cheaper fastenings that can be used for clothing i. e. Zipper and plastic buttons may be decreasing. Consequently, the Eastwind Trading Company needs to implement some sort of diversity in its line to supplement the sales of the raw material when the demand for buttons is low. Martha and Gail have experience in management and marketing which makes a good addition to the development and success of their future business. Their experience can be applied in the development of a new strategy that will re- introduce the pearls in the market while expanding the product in areas that were never covered by the previous wners. The fact that the raw material could be cut off leaving a semiprecious stone that could be mounted as earrings, necklaces or rings is a plus for the business and needs to be exploit at its maximum. Despite the fact that the pair was advised by the financial counselor that they will be working in an â€Å"anemic lending environment, they sell the bankers only the concept of the buttons business, ignoring the more profitable concept of selling them as jewelry. As a result their offer was rejected by about 10 financial institutions. Finally, Stadium Bank would lend the money but only if guarantee by the Small Business Administration (SBA). By having the SBA guaranteeing their debt Martha and Gail may be removing the bank’s incentive to work directly with them. If they encounter a financial problem they may be ignored by the bank instead of getting assistance as borrowers since SBA is guaranteeing the loan by 90%. The fact that the company’s loan has to be personally assured by their owners may be a downside for the negotiation. Gail and Martha’s personal assets may be affected if this venture goes wrong. We hardly recommend Eastwind Trading Company to analyze extremely careful the terms of their loan, see if the loan is right for them and confirm that what the bank is offering is what their business really needs to flourished and succeed before they sign any agreement with the lender. As for right now we will turndown Eastwind’s project. The venture has no strategy in place to explain how the company plans to diversify itself through the use of new products or new services related to the existing product except for the vague ideas associated with the jewelry’s’ creation which is in fact the most profitable option. When a business is such an unconventional deal as the sale of buttons is, it may result unattractive. The key to success will be then to create a really strong business plan, marketing strategy, a good team of sales rep, well-organized channels distribution and an aggressive advertizing campain in order to sale your ideas and pursue your business aspirations.

Friedrich Nietzsche - The Abyss essays

Friedrich Nietzsche - The Abyss essays He who fights with monsters should look to it that he himself does not become a monster. And when you gaze long into an abyss the abyss also gazes into you. In this statement, Nietzsche is expressing the familiar occurrence of being absorbed by fears, darkness, and even our own thoughts. In life, people often find themselves confronted with situations in which they must face certain evils in their life. This quote advises that if you choose to resist these evils, you should take care that you do not become evil yourself. The second part of the quote explains how this is possible. The abyss gazing back at you means that when you begin to know something that is in essences different than yourself; you take a part of it with you and allow it to alter you. Whoever or whatever this enemy may be to you, conveniently allows you to ignore your own inner capacity for evil. Those who cannot see the evil in themselves, project it outwards. If you wish for enlightenment, be prepared to know ever ything evil as well. If you spend all of your time caring about what the things in life that cannot change, you will eventually ask yourself, "What are you doing?" And you will come to the conclusion that there is no answer. A common theme in philosophy is the loss of individuality in the desire to gain power and wealth. I believe this is what Nietzsche is referring to when creating the metaphor of the abyss. Translating Nietzsche quote into a real issues raised by todays culture is a modern interpretation of the abyss as a conformation to society. This understanding of the quote corresponds with Nietzsches background and beliefs as an existential nihilist. "The mind is everything. What you think you become." -Buddha This quote can be translated to many aspects of our lives, but in this case I believe it relates to Nietzsches quote in that whatever we involve ourselves fully with, there is no escaping the consequences...

Human Papilloma Virus Essay Example | Topics and Well Written Essays - 250 words

Human Papilloma Virus - Essay Example The warts seldom cause cancer or other medical complications, though the viruses that are transferred sexually and cause warts to be located on the genital reason are capable of causing cervix cancer in females (Stern, 1994). Though the actual cause of any form of human papilloma virus in an individual is still unknown, it can be contracted by making contact with a person that does have the virus. Genital HPV infections are developed through sexual intercourse and oral sex; in the case of oral sex, the warts can appear around or in the mouth or throat. In regard to other forms of the human papilloma virus, skin-to-skin contact, regardless of the body part, can cause a person to pass the virus on to another. The human papilloma virus cannot always be cured. Even if the person no longer has warts, as they are able to disappear, the person can still be harboring the virus and can still pass it on to another (Dizon, 2010). Vaccines and medications are available to get rid of the warts ca used by the virus. Other methods of treating the warts include freezing with liquid nitrogen, which can be done in an over-the-counter fashion, and surgical or laser surgery. It is difficult to prevent human papilloma virus, especially the types that produce common warts. Sexually transmitted viruses can be prevented by practicing safe sex and reducing the number of partners. References Dizon, D. S. (2010). Human papilloma virus. New York: Jones & Bartlett Learning. Stern, P. L.

Paradise Lost vs. Heart of Darkness Essay Example | Topics and Well Written Essays - 1750 words

Paradise Lost vs. Heart of Darkness - Essay Example Marlow’s narration about his journey to the Congo in Africa is the central subject of the novel. Marlow is employed as a ferry-boat captain by a Belgian trading company. His job is to carry ivory downriver, but the main task assigned to him is to bring Kurtz back to his society. Kurtz is a rebel who has moved away from his own civilization and settled in deep jungles of Congo. The character of Kurtz is revealed by Marlowe’s narration inducing a mixed feeling of hatred and sympathy for him. In the epic poem, â€Å"Paradise Lost† by John Milton, the poet recounts the events that led to the downfall of mankind. Adam and Eve, the first human beings to be created by God lived in the Garden of Eden. The beauty of the Garden of Eden was so enchanting that it was also called as Paradise. But Satan who was keen to avenge God, lures Eve to consume the forbidden fruit. On the knowledge of Eve’s horrendous act, Adam also eats the fruit for he is not ready to leave Eve alone in her suffering. Adam and Eve are expelled by God from the Garden of Eden as a chastisement for their act of disobedience. The title of the poem refers to the lost purity of Adam and Eve. The two characters that make one to feel sympathetic towards them are Kurtz in the novel, â€Å"Heart of Darkness† and Adam in the poem, â€Å"Paradise Lost†. Kurtz has gained control on the tribes of the jungle and taken over the territory. He has a great influence on the native tribes who worship him. The company is not ready to accept any threat to its own control over the region and assigns Marlowe to bring Kurtz back to his own civilization. Kurtz has settled in jungles as an act of defiance against the cruel ways of the company but he is not able to keep himself away from the temptation of power. He utilizes the natives to conduct brutal incursions in the neighboring regions to procure ivory. Though Kurtz is living amidst the