Religion in Japan and China Review Essay

Religion in Japan and China Review Essay Religion in Japan and China Review Essay Example Religion in Japan and China Review Essay Example Nowadays, the study of Chinese and Japanese cultures is not only of academic interest. The Far East has a special and unique place in today’s world permeated by the processes of globalization and modernization. The technological civilization of the West has penetrated the East, changed a lot in the cultural sphere, and realigned social relations that have been taking shape for thousands of years. However, the East remains a bastion of tradition in opposition to the totality of modernization. These transformations have affected mostly external aspects of life such as the sphere of science and technology, but they are unable to shake the depth of culture, namely paradigms, laws, and principles underlying the human existence in the East. China and Japan have not lost their identity while borrowing the Western achievements. The diversity of the Chinese and Japanese cultures manifests itself mostly in the variety of religions of these countries. The comparison of the traditional religious systems of China and Japan shows that they both are based on similar religious and philosophical paradigms. Japan as an Independent Culture Japan was initially treated as a carrier of the Chinese culture and did not stand out as an independent cultural-historical type and civilization. This point of view existed in the cultural sciences until the second half of the 20th century. It appeared not only in the early historical and typological concepts, but also in the works of the later researchers. For example, Arnold Joseph Toynbee described the Japanese culture as a â€Å"filial† in relation to the Chinese culture, but he did not pay attention to the identity of the Japanese culture (Earhart, 2013). However, modern science recognizes the ethnic identity of Japan and comes close to the recognition of its cultural identity. The research thought has moved from trying to ignore the uniqueness of the Japanese culture to the recognition of the ethnic autonomy of China and Japan. The basic religions of China and Japan – Taoism and Shinto – are the basis for arguing that both countries are autonomous in the r eligious and cultural way. Taoism and Shinto as the Original Religious Paradigms Both Taoism and Shinto are national religions. However, if Shinto is inalienable from the Japanese culture, then Taoism has a certain missionary enthusiasm, through which it has spread in most countries of the Far East region. Shinto is characterized as a more archaic religion than Taoism. There are certain obvious manifestations of its archaism. Firstly, it is the lack of philosophical and theoretical formation. Secondly, Shinto has no formations at all, i.e. it has an immensely large integrity as compared with Taoism (Aston, 2015). The latter is a religion as well as a philosophy, but Shinto is a religion only. However, the division of religions into more or less archaic implies existence of some general timeline that is common to all phenomena of this kind. The phenomena, which are preserved as archaic or primitive ones, are usually compared with the early stages of the existence of complex phenomena. If one speaks about Shinto’s archaism based on the absence of theoretical constructs in this religion, then it would assume existence of some common law, according to which every traditional religion is obliged to give rise to its own philosophy sooner or later. The next significant difference is a distinction not only between Taoism and Shinto but also between Chinese and Japanese mentalities as a whole. It is about a phenomenal disinclination of traditional Japanese thinking towards abstraction and speculation. When it comes to comparing Eastern and Western thinking, rejection of abstract constructions is considered as the prerogative of the East. However, with regard to the Chinese culture, it would be correct to speak of unity and indivisibility of the theory and practice, the abstract and the concrete, the speculative and the empirical (Mou, 2012). Such integrity of the Chinese traditional thinking, which has been observed by the generations of Western thinkers since the 19th century, makes the Far Eastern mentality so different from the West (Mou, 2012). Even sciences in traditional China represent a relatively holistic and amorphous body of knowledge, which combines quite heterogeneous and diverse ideas and facts in the most direct way. Mythology, astrology, alchemy, and magic are inseparable from cosmology, astronomy, chemistry, and medicine respectively and so on. The treatise, which tells of common categories of the ontological character, may simultaneously be a tool to achieve physical immortality with the help of certain quite specific practices (Mou, 2012). In contrast, Japan just has borrowed similar categories from China since the period of antiquity, namely the Asuka and Nara periods (Aston, 2015). However, such categories have never acquired importance and significance they had in China. As a manifestation of the above regulations, the ancient texts have played an important role in Taoism and Shinto. One of the manifestations of the detachment of traditional Japanese thinking from theory is a pure practicality of all Old Japanese texts. Shinto religion has a collection of myths, ritual prayers, and even secular literature and poetry, which date back to ancient ritual chants (Aston, 2015). However, it has no similar persons to Lao-Tzu, Ge Hong, or Zhang Boduan. It means that Shinto is not familiar with a genre of the theoretical and practical treatise, which is very characteristic of Taoism and combines the ideas of ontological, anthropological, and ethical character. Neither Taoism nor Confucianism has a single kind of Bible, but both Chinese religions worshiped a number of books that make up a more or less universally recognized canon (Mou, 2012). As for the Shinto religion, it has no similar or any other canon (Aston, 2015). Taoist and Shinto anthropological ideas are also different. In the majority of Taoist traditions, a person is thought of as a psychophysical unity. The existence of the spirit depends on the existence of the body and the vital energy (or qi) acts as an intermediary between the two (Mou, 2012). Accordingly, improvement, the ultimate goal of which is achievement of immortality, means the change of moral and ethical qualities of the individual as well as transformation of the body. Classic religious Taoism understands transformation of a human being into the immortal as the preservation and improvement of corporeality (Mou, 2012). Other Taoist traditions represent the final stage of the transformation relating to the release from the corpse (or shijie) and the transformation of a person into a pure spirit (or shen) (Mou, 2012). It is important to emphasize the role of corporeality in both cases. In the first case, a man acquires immortality in the flesh, but in the second case the body acts as a stepping-stone to achieve immortality. In Shinto, the body and the spirit are related somewhat differently. On the one hand, the spirit (or kami) is not always the phenomenon of non-physical nature. For example, kami can be a bizarre wood or stone (Aston, 2015). The Japanese have borrowed an idea of the ki energy (or qi in the Chinese culture) from China (Aston, 2015). As a consequence, a man is thought of as a unity of the spiritual and the corporeal. On the other hand, a person becomes kami after death and the body does not matter in the process. Paradoxically, Shinto does not imply the bodily immortality at all. Eve ry person becomes kami after death according to Shinto religion (Aston, 2015). In contrast, immortality is a destiny of the few in Taoism. Immortality in Taoism is achieved only by individual efforts in both the field of ethics and mystical practices. Thus, one can assume that Shinto is a religion that regulates the life of the community. In turn, Taoism is a religion, which regulates the life of the community on the demotic level and allows one to achieve individual immortality on the elitist level (Mou, 2012). The main virtues of Taoism are the naturalness (or tzu-jan) and the non-action (or wuwei) (Mou, 2012). The meaning of these concepts varied through the ages. The concept of naturalness meant detachment and depersonalization for ancient Taoists. However, it could mean the following to passions and emotions since the Han era (Mou, 2012). The first interpretation aims at not only perfection of the individual, but also the benefit of the society. The second interpretation is essentially antisocial. As for Shinto, the ethics of this religion is not so much religious as magical; it is a kind of a set of taboos (Aston, 2015). The belief in the divinity of the ruler and the sanctity of the social hierarchy are among the foundations of the Shinto religion, but they are not the subject of a special ethical reflection. Features of Confucianism in China and Japan The fundamental principles of Confucianism in both China and Japan are patriotism, sacralization of the ruler, rigidity of the social hierarchy, conservatism, and the holiness of tradition. The essential difference between the Chinese and Japanese conservatism is that Confucianism is focused on the development, education, and improvement of the human society, but the autochthonous ethics of Japan is only aimed at preserving the existing order (Yang Tamney, 2011). In addition, it does not imply either individual ethical responsibility or transformation of the society and the individual. The ideas of self-cultivation began to be formed in Japan only under the Chinese influence (Earhart, 2013). Ethics in Confucianism as a unified system is inseparable from epistemology, theoretical knowledge, and development of specific literary, philosophical, historical, and poetic monuments. This unity of ethics and epistemology is expressed in the category of wen (Yang Tamney, 2011). The latter includes appropriate social behavior, appropriate creative-ordering principle, and familiarizing with the literary heritage and a set of books of the Confucian canon in the narrowest sense. As noted above, the Japanese thinking is less inclined to the theory than the Chinese one. Japan had neither â€Å"philosophical explosion† like the one that happened in China in the era of Zhou, nor ideological struggle of various schools of ethics (Kitagawa,1990). Studying of such Confucian literature as canonical books, treatises, chronicles, and poetry for didactic purposes in Japan was local in nature. Actually, the Japanese ethics remained much less connected with epistemology than the Chinese on e, even absorbing a number of Confucian ideas and categories (Earhart, 2013). The role of the theoretical and didactic text remains insignificant in Japan. With respect to both cultures, one can talk about the top-down dissemination of the Confucian ideology, from the aristocracy and intellectual elite to the lower strata of the population (Yang Tamney, 2011). However, there is one important difference. The officialdom was the ruling class throughout the history of China. In Japan, the power was in the hands of the military class, namely the samurai, since the 12th century and until the collapse of the traditional way of life in the 19th century (Earhart, 2013). Thus, Japanese Confucianism was primarily a military ideology. The perception of cultural and military principles is different in China and Japan. They were called wen and wu in China and ben and bu in Japan accordingly (Yang Tamney, 2011). Chinese Confucianism gives an unconditional preference to wen, suggesting wu is a necessary evil. The point of view of the Japanese varied between the recognition of the equivalence of the two principles and the condemnation of the cultural activity as detrimental to the service and fulfillment of duty. One of the key ideas of the Chinese social philosophy is the idea of the â€Å"Mandate of Heaven† (or tianming), which has never been accepted by the Japanese. Chinese Confucianism, despite its conservatism, admits the possibility of insurrection and rebellion even against the supreme power (Yang Tamney, 2011). This aspect is alien to the Japanese mentality. If the Chinese ethical ideal implies submission to a ruler as long as he himself is a carrier of proper ethical qualities, then the Japanese ideal implies absolute submission (Kitagawa, 1990). Hence, it may explain the unity of the Japanese imperial dynasty and the uniquely small number of uprisings of the lower classes throughout the Japanese history. Thus, Chinese Confucianism allows one to climb the social ladder. In turn, the kinship actually does not allow upward mobility in the traditional Japanese society. Both Chinese and Japanese ethics prescribes service and obedience to elders (Yang Tamney, 2011). The immediate environment as family or clan is on the first place for the Chinese. However, the ministry to a lord or a ruler is of higher priority for the Japanese even if it is to the detriment of the family. The specifics of the Chinese prioritization is due to both geographical conditions (large spatial extent of China) and Taoist-Confucian paradigm (Yang Tamney, 2011). Priorities of the Japanese ethics are due to, respectively, the small size of the inhabited territory and the specifics of the Japanese Confucianism, namely the cult of unconditional obedience and self-sacrifice (Kitagawa, 1990). Chinese and Japanese Buddhism Buddhism has had a much greater impact on the formation of statehood in Japan than in China. Buddhism entered China after the reunification of the country around the middle of the Han Dynasty. After the adoption of Buddhism as a state religion in China, it was periodically becoming closer to the authorities, alternating with the periods of disgrace (Schlütter, 2010). On the contrary, Buddhism played a special role in Japan at the stage of the country’s emergence as a political entity. Buddhism in Japan was a way to substantiate claims of the imperial house to the throne. The Buddhist community had the greatest political influence in the early stages of the Japanese history, namely the Nara and Heian periods (Schlütter, 2010). There are also the phenomena of Chan and Zen Buddhism, which are also different. Chan Buddhism is one of the peripheral components of the Chinese traditional culture, but its Japanese equivalent is one of the main paradigms of the Japanese culture. This is due to the fact that Chan Buddhism remains a relatively elitist phenomenon, which has affected only some principles of art on the general cultural level (Schlütter, 2010). In contrast, Zen Buddhism has become the ideology of the samurai, which were the ruling class in Japan (Schlütter, 2010). Thus, it has penetrated almost all levels of human activity in the Japanese culture. The Chinese and Japanese religions not only rely on largely similar religious-mythological and philosophical paradigms, but also differ extensively. The ideas of close connection of physical and spiritual components of human beings and the possibility of achieving bodily immortality are characteristic of the Chinese religions. In turn, the Japanese religions are characterized by an acute experience of the short duration of human existence and, consequently, the lack of practices to achieve individual immortality. The basis of social and ethical ideas of both religions and cultures is unified within the Confucian paradigm. However, Chinese Confucianism gives people the possibility to make assessment of the superior and, as a consequence, the right to an ideologically justified protest. Japanese Confucianism is characterized by humility and submissiveness to a lord or a ruler. Finally, a traditional Chinese religious, social, and ethical ideal is a scientist, scholar, poet, or writer who is capable of climbing the career ladder due to personal talent and knowledge or to go in search of the immortality. Not only Taoist mysticism, but also rationally oriented Confucianism recognizes immortality as an attribute of an ethically perfect person. In turn, a Japanese religious, social, and ethical ideal is a samurai or warrior who is loyal to his lord unreservedly regardless of the moral qualities of the latter.

Awe and Awesome

Awe and Awesome Awe and Awesome Awe and Awesome By Maeve Maddox Words, like human bodies, become enfeebled over time. Awe and awesome are two such words. In the early Middle Ages, awe meant â€Å"immediate and active fear; terror, dread.† Because awe was frequently used to describe the fear inspired by the divine, it came to mean, â€Å"dread mingled with veneration.† The adjective awesome was used to describe something that inspired a feeling of solemn and reverential wonder tinged with latent fear, the feeling that Ahab’s crew would have experienced as Moby Dick rose up out of the sea next to the Pequod, or that Moses thrilled to when the voice spoke from the burning bush. In the 21st century, the adjective awesome is applied to just about anything: 10 Unexpectedly Awesome Cover Songs How to Become More of an Awesome Person What Are Some Really Awesome Ways to Use Chocolate Mint? I Had Some Really Awesome Noodles Today Clearly awesome has dwindled so far from its original meaning as to mean nothing at all. Perhaps writers of such statements could pause and try to think of a word that still retains a distinctive meaning: 10 Unexpectedly Catchy Cover Songs How to Become A More Likeable Person What Are Some Really Inventive Ways to Use Chocolate Mint? I Had Some Really Delicious Noodles Today Unlike the adjective awesome, the noun awe continues to mean something. In the expression â€Å"to be in awe of,† awe means â€Å"respectful admiration†: Cricketer in awe of cataract surgeons We are all in awe of the dedication and commitment of our polio eradication colleagues around the world. The expression â€Å"in awe† conveys the experience of an emotion felt at seeing something fearful or sublime in nature: We  watched in awe  as the  Aurora  Borealis danced around us, all alone in the Icelandic Countryside. Photographer Kenneth Watkins watched in awe from just 30 yards away [as two male lions fought for mating rights]. But the expression â€Å"in awe† is also dwindling into meaninglessness: Travellers in awe of new airport [The store clerk] watched in awe as she stacked up an enormous armload of music.   I watched in awe as my friend ate her first push popsicle ever. Finally, there is the military coinage â€Å"shock and awe† in which awe retains the meaning of fear or dread: shock and awe: a military doctrine based on the use of overwhelming power and spectacular displays of force. Even this fearsome expression is being used in various non-military contexts with descending coherence: If organized labor were to throw its money and numbers behind a shock-and-awe effort to organize fast food workers across the country, they would no doubt emerge immensely strengthened. Greek workers resist shock and awe austerity measures   The Shock and Awe of Ikea’s Employee Spying Program [Employees] meet personal needs by using inappropriate openness to shock and awe co-workers.   What he has done to date has left everybody in shock and awe. This video  left me  in  shock and awe. Kids use the Walkman for the first time and react with  shock and awe.   Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Addressing A Letter to Two PeopleOne Fell Swoop30 Words for Small Amounts

Pupil Z Individual Observation Program Essay Example | Topics and Well Written Essays - 1250 words

Pupil Z Individual Observation Program - Essay Example I decided I should then carry out the two-week observation programme. For one week, I have observed Pupil Z accessing school activities and leisure time in the supportive sitting position, stimulated by his hands while exploring items on his tray. In the second week, I prioritized opportunities for Pupil Z to access school activities and leisure time by lying on his back (supine position) and exploring his surroundings with his feet. These activities were a precursor to other motor skills (hands exploration), seeking to establish the impact these activities may have on his alertness, motivation and daily learning. Settings Pupil Z’s two-week individual observation programme started when he entered the school and it stopped when he left (9.30-3.30) each session / activity. Each session lasted about 25 minutes. Pupil Z’s am/pm snacks (2 x 30 minutes) included a 5 minute break, lunch (60 minutes plus 5-minute break), and 5-minute breaks between the sessions / activities. T hese breaks were not included in the total number of minutes of observation per day (200 minutes) and 1000 minutes per week. Every morning, Pupil Z had one-to-one interactions with an adult (massage). He was observed participating in class greetings, one additional group activities (e.g. sensory story, foot spa, messy play, etc.), and a self-occupation time (sensory exploration). An interval of 5 minutes was often allowed between the 25 minutes activity / sessions in order to prevent broadness and ensure that adjustments were made to fit his energy level. Every afternoon started with a self-occupation time (Little Room), followed by a sensory exploration. Next came a group activity, and the session usually ended with the whole class saying goodbye to each other. An interval of 5 minutes was allowed between activity/session. I felt it was important to provide Pupil Z with various short, repetitive, and well-cued routines (e.g. simple speech, environmental sounds, smell, body signs, e tc.) in order to help him orientate in activity, to understand what is going on, as well as to build his confidence and participation. From my privies observations of Pupil Z, I have also implemented motivating stimuli and activities during the two-week observation programme in order to motivate him (Appendix, 4). I have used the school timetabling curriculum forms for key stage 2 (see Timetable 2 and 3) to present my findings. The observation gathered on the observation form, (timetabling curriculum forms) were filled in traffic lights; green, orange, red and blue (Table 2 and 3). This overall description of the alertness categories of Pupil Z was complemented in agreement with class staff, alongside example behaviour for each category where Pupil Z displayed most common behaviour during school days. Table 1 Descriptions of Pupil Z different alertness levels Alertness level Colour Description Behaviour Active, focused on the environment Green Engaged in sensory activities (e.g., li stening, touching, smelling, etc.). Focused on other individuals or on materials in the classroom. Eyes open, head movements, body activity, reaching toward / for object(s), smiles, laugh and made some other types of vocalisation. Inactive, withdrawn Orange Focused on himself or without any focus. Activities are not directed to the environment. Flat posture, head down or turn

INTERMED MACROECON Essay Example | Topics and Well Written Essays - 1750 words - 1

INTERMED MACROECON - Essay Example The members in each group are not always ensconced in their respective groups permanently. They can be shifted in other groups. There are three scenarios of funding adjustments. Funding Adjustment if ADF = ASF In this case, the members of each group are not aware of the equality of ADF and ASF. They are aware of their own financial positions and act according to them. The members of Group 2 need to borrow funds to finance their demand. The members of Group 3 look to lend their excess funds. The lender’s and borrower’s needs are met by financial intermediaries1. As ADF = ASF, the excess funds are just enough to fulfill the borrowing needs of members of Group 2. The financial intermediaries do not need to alter the rates of interest as there is no need to encourage or discourage the lending or borrowing. Funding Adjustment if ADF > ASF In this case, the members of Group 2 and 3 are unaware of this inequality but are fully aware of their own needs. The members of Group 2 b orrow funds from financial intermediaries but the funds available are inadequate to satisfy their demand completely. Financial intermediaries raise the interest rates. ... The financial intermediaries lower the interest rates. This raises the ADF and lowers the ASF and the process continues until both become equal. The completion of funding adjustment makes the economy ready to step in output-price adjustment phase after giving any one of the three following scenarios: GDP = APE = ASF; GDP < APE = ASF; or APE < GDP =ASF. Output-Price Adjustments The producers of each domestic output lie in one of the following groups: Group A – firms facing demand at average annual rates that just equal their current average annual production rates; Group B – firms with excess demand; and Group C – firms facing insufficient demand. Output-Price Adjustments if GDP = APE = ASF The members of Group B and C are unaware on this equality and make decisions according to their own circumstances. The producers of Group B raise their prices and increase their output level. The producers of Group C lower their prices and output. As APE = GDP, the excess deman d for the producers of Group B almost off-sets the demand deficit for the output of producers of Group C. Therefore, this equality has no significant impact on levels of employment, output, interest rates, and prices. Output-Price Adjustments if GDP < APE = ASF The producers of domestic output are unaware of this inequality and act according to their own requirements. The excess demand faced by the producers of Group B is higher than the shortage of demand by the producers of Group C by exact amount that APE exceeds GDP. The price rise from Group B is higher than the price cut by Group C. The overall price and GDP rise. This raises the income level resulting in increased demand and interest rates. The economic profits earned by Group B encourage entry in their

Comparative negligence of a child Essay Example for Free

Comparative negligence of a child Essay Sowhat do you think about this defense? Do you think its viable? Are there other things to consider?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unfortunately, it is a viable defense.   At least there are legal precedents and provisions for contributory negligence.   But i always that defense was mostly used in business to business contract disputes.   I thought it worked this way: if company A hires company B to do, say, a financial audit.   If company A doesn’t give B all of its records, and then sues them for giving the wrong audit position, then company contributed to the wrongdoing by NOT giving company B the records it needed. Also, considering that this is a 7 year old, the question becomes what 7 year old is beyond negligence.   As adults we have a higher responsibility than children.   I would say that only adults can truly be guilty of contributory negligence.   The main thing to consider is that the driver was drunk.   What could any 7 year old (or 17 or 70 year old) do to ward off a drunk driver.   If he lost control due to his drunkeness there was nothing that child could have done except stay in the house.   And that is unreasonable.   No jury should award in their favor or against the defendant. Pre-Judgment versus Post-Judgment Interest (Response Question) Make sense?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The interest makes sense.   What doesn’t make sense is that there is no precedent or clarification on how the interest is actually calculated.   That is where a good lawyer comes in.   He/she would have to specify how they want it done in the initial lawsuit.   I think that interest on awarded damages gives the recipient an opportunity to be compensated for the time it takes to complete the suit and transfer the money. After 4 years the interest really isn’t pocket money, it is just adjusting the award for inflation.   The other thing interest does is allow you to get more money than would normally be allowed in a particular type of lawsuit.   I think that courts should make uniform rules for the interest rate that can be awarded on specific cases, and set rules on how it will be calculated to prevent further bickering between the parties, and further appeals over the interest that has to be paid.

The Rate of Hydrolysis of Sucrose Essay -- Biology Science Experiments

The Rate of Hydrolysis of Sucrose Hypothesis - The digestion of sucrose into glucose and fructose is carried out by the presence of the enzyme Sucrase. The activity of the enzyme will be greatest at its optimum temperature since at this temperature the enzyme's tertiary structure will be correct to allow the formation of the substrate-enzyme complex quickly and efficiently. This should be at 37Â °C (body temperature), which is the temperature of the ileum where Sucrase is secreted and naturally functions. The first thing to say about enzymes is that they are proteins and they are found in all types of organisms from humans to viruses. They function in the body as catalysts. In other words they speed up the rate of chemical reactions in the body. Enzymes actually accelerate chemical reactions by a factor of about 1 million. Enzymes are organic catalysts. Without enzymes the metabolism of an organism would be too slow for the organism to survive. The word enzyme actually means "in yeast" as they were first discovered in these micro-organisms. Enzymes are found inside cells (intracellular) and outside cells (extra cellular). Intracellular enzymes are for example, those that control metabolism while extra cellular enzymes are for example, gut digestive juices and the enzymes secreted by bacteria, which digest their food outside the body then reabsorb the products. Enzymes work on particular organic chemicals, these are called substrates. So in effect food is the substrate of digestive enzymes. Each enzyme is specific to one or a group of particular substrates. The majority of the reactions that occur in living organisms are enzyme-controlled. Without enzymes toxins would soon build up and the supply of respiratory substrate would decrease. Enzymes are proteins and thus have a specific shape. They are therefore specific in the reactions that they catalyse - one enzyme will react with molecules of one substrate. The site of the reaction occurs in an area on the surface of the protein called the active site. Since the active site for all molecules of one enzyme will be made up of the same arrangement of amino acids, it has a highly specific shape. Generally, there is only one active site on each enzyme molecule and only one type of substrate molecule will fit into it. Lock and key hypothesis description of the specificity of t... ... well as this the final colour was defined. Results : my results from then on were much more reliable and the average was easier to plot on a graph drawing my expected curve. The first colour change was a loss of the base pink colour and the final colour change is a measurable blue. Throughout all these preliminary experiments and the final one all laboratory safety precautions will be observed. To check the reliability of my results I will take a mean average of all 3 experiments I finally did. Using the mean of all the experiments I then will work out the standard deviation of the primary colour change and the final colour change. On the graphs the X axis is numbered 1-6, this corresponds to the Sucrase Concentration 0.0%-2.5%. Below is the preliminary experiment graph for primary colour change at 0-5% solution. The line slopes down as the reaction time decreases in relation to the concentration. This was the graph of the preliminary experiment after making the changes due to evidence from preliminary experiment 1 and 2. Prediction: I predict that the higher the concentration the faster the reaction due to induced fit and lock and key hypothesis.

Greek Food

Greek Food Greek Cuisine is certainly one of the most wanted flavors in the entire world, but what is it about Greek food that makes it so exceptional? Well there are five features of Greek food that make it stand out. The first is, the basic ingredients in Greek dishes are usually nourishing. You'll find a lot of vegetables added to the mix, with fish, legumes and cereals being some of the other main ingredients in traditional recipes (S. Linda, 2012). Second, the food has a whole lot more flavor to it, simply all because the locals use a lot of herbs and spices, including dill, garlic, oregano, onion, bay laurel leaves and mint.A few other choices consist of thyme, basil (S. Linda, 2012). Thirdly, Greek food is unique because the recipes are actually quite easy to make (S. Linda, 2012). The fourth distinguishing characteristic of Greek cuisine is that there is no beef. Lamb is the staple meat for most Greek dishes. This is because of the fact that the terrain and the climate have m ade the breeding of sheep and goat better than cattle (S. Linda, 2012). Greek dishes usually come with a few mezedes, or appetizers. Each region has their specialty, which makes the food rather varied so that you don't easily grow weary.A lot of these appetizers are packed with so much flavor, and are the perfect balance of tradition, health and tastiness (Yao, B. H, 2012). Greek food has a few main components. Those components are cheese, fruit and vegetables, olives and olive oil, seafood and poultry, meat, and herbs and seasonings. The most common Greek cheese is feta. Other cheeses include Kasseri, a hard yellow cheese, Kefalotyri, a very salty cheese often served with pasta, Manouri, a soft white cheese often eaten on its own as an appetizer, and Mizithra, a soft, unsalted cheese used in pies and pastries (Binder, L).Greek cuisine follows the seasonal fruits and vegetables of the region (Johns, S). The warm climate of Greece makes it ideal for growing vegetables and fruits, and these are eaten in abundance. A multitude of colorful and flavorful vegetables form a fundamental part of Greek cuisine. These include tomatoes, garlic, onions, spinach, artichokes, fennel, lettuce, cabbage, horta or wild greens, zucchini, eggplant and peppers. Fruits are eaten either fresh or preserved by drying. Popular varieties include apricots, grapes, dates, cherries, apples, pears, plums nd figs (Greek Cuisine). Olive oil and olives are a major part of Greek food. It is the most common ingredient in Greek cuisine. The oil is used in most forms of cooking as well as in salad dressings and for dipping sauces (Johns, S). As well as being used for their oil, olives are also eaten whole. The most frequently eaten type is the plump kalamata olive which is added to stews and salads or eaten as part of a meze or appetizer dish (Greek Cuisine). Greece is almost surrounded by sea, so it is not surprising that fish and shellfish are eaten regularly.The most popular types of fish and sh ellfish include tuna, mullet, bass, halibut, swordfish, anchovies, sardines, shrimp, octopus, squid and mussels. This fish and seafood is enjoyed in many ways. It can be grilled and seasoned with garlic and lemon juice, baked with yogurt and herbs; cooked in rich tomato sauce, added to soups; or served cold as a side dish. Chicken is also eaten regularly, as are game birds such as quail and Guinea fowl (Greek Cuisine). Meat doesn't play a prominent role in traditional Greek cuisine. It's usually reserved for festivals and special occasions or used in small amounts as a flavor enhancer.When meat is eaten it's most often sheep or goat, but these animals aren't just used for their meat. Sheep and goats also provide a valuable source of nourishment from their milk (Greek Cuisine). Many of Greece's most famous dishes involve some sort of meat. Gyros, which have become a fast American favorite in the past few years, are made with meat, usually lamb, roasted on a spit, served with sauce an d veggies on folded pita bread. Lamb and potatoes is another extremely common Greek dish, as is souvlaki, which comprises anything made and served on a skewer.Chicken, pork and lamb souvlaki are the most common types (Binder, L). The spices and herbs in Greek dishes are garlic, basil and bay leaf. Mint, oregano and parsley are also often used in traditional Greek dishes (Johns, S). Greek desserts and beverages are also as unique as the culture. Dessert may be the most famous of Greece's culinary contributions, and Baklava, in particular, may be the most well-known. This phyllo-dough pastry is filled with nuts and covered in sweet syrup, and has become an American favorite.Other Greek desserts include Loukoumi, a starch and sugar treat, Koulourakia, butter cookies and plain yogurt, flavored with honey or syrup (Binder, L). However, Greek dessert is often fresh or dried fruit are the usual dessert. The rich desserts and pastries are mostly reserved for special occasions or eaten in sm all amounts (Greek Cuisine). Wine is consumed regularly in Greece, but mainly with food, and in moderation. Ouzo, an aniseed flavored spirit, and beer is also popular alcoholic beverages. Strong black coffee is one of the most popular non-alcoholic beverages (Greek Cuisine).

O Father, Where Art Thou Essay

The article, â€Å"O Father, Where Art Thou? † which was written by Joshua Alston and published in Newsweek last May, basically explained that the notion that most black fathers are irresponsible parents is not entirely true. According to the author, while statistics show that there is an alarming rate of black children living in homes without a father—50 percent, it doesn’t necessarily mean that all black fathers are the same. In fact, Alston wrote that there are a number of black fathers who are responsible parents and who have been supportive and caring for their children even in the most unstable and volatile situations. This, according to the author, is greatly illustrated in Tal-Nehsi Coates’ memoir, â€Å"A Beautiful Struggle,† in which he depicted how his black father, Paul, was a source of stability in security in a community where violence is rampant. Moreover, Alston claimed that the image of black fathers were significantly tainted by songs and shows such as â€Å"Papa Was A Rolling Stone† and â€Å"The Maury Show,† which both portrayed, in a way, that black men are bad fathers and, as a result, gave rise to the negative views towards them. On the other hand, the problem with most black fathers, according to the author, is that they think they equate being a successful parent to making a lot of money or being a breadwinner. Therefore, if black fathers aren’t able to substantially provide for their families, they opt to leave home instead of having their pride hurt. Based on the article, this is what people like Coates are trying to change. According to him, black fathers shouldn’t be made to feel like failures just because they aren’t living to the role of breadwinner. Coates also claimed that being a father also entails love, leadership, and teaching his children values and lessons in life. In his memoir, Coates wrote that he was raised well by his father, which also enabled him to develop his critical thinking. In short, according to the author, in order to reduce the number of black fathers who are absent in their homes, people should view them in a different light and look at the other aspects of their lives instead of just focusing on their inability to provide for their families.

What Ive Learned So Far Essays

What Ive Learned So Far Essays What Ive Learned So Far Essay What Ive Learned So Far Essay Now that my children are a little older, I am ready to focus on things I would like to do. I never thought I would be going to school this late in my life, but I am figuring out it is more common than not. I have learned so much through my trials and errors. I am learning a lot about myself and others as we are reading our social psychology book. I am becoming a better person because I can understand how others might think or why they do some of the things they do. My Story Thus Far When we are in a social environments, we may say things or behave in ways we think others want to hear us say or act a certain way. No one wants to feel embarrassed or left out. Everyone wants to â€Å"fit in†. No one wants to rock the boat in fear of criticism. Everyone wants to be liked. According to D.G. Meyers (2005) behavior determines attitudes and we come to believe in what we stand up for. Our social roles influence our attitudes under different circumstances. When we are in a group of strangers, we try not to bring negative attention to ourselves. We pay more attention to how we are dressed, what kinds of things we talk about and how we are making our first impression. We observe our actions and attitudes more closely. We pay attention to the people around us closer also. We watch their reactions to what we say and how we say it for clues to know if we are getting â€Å"agreement† with what we are saying or if we need to change what we are saying or how we are behaving. When people look at us in agreement, we can tell by their heads shaking up and down or the looks on their faces in a â€Å"pleasing† look. When people do not agree, we can tell that in their facial expressions also. We pay attention to these mannerisms to know what we need to next. Conforming pressure influences decision-making.This pressure may have good or bad effects depending on the situation. There are two possibilities why people make their decisions (D.G. Myers, 2005). One is

Test Your Knowledge on the Gettysburg Address

Test Your Knowledge on the Gettysburg Address Characterized as both a prose poem and a prayer, Abraham Lincolns Gettysburg Address is a concise rhetorical masterwork. After reading the speech, take this short quiz, and then compare your responses with the answers below. Lincolns short speech begins, famously, with the words Four score and seven years ago. (The word score comes from an Old Norwegian word meaning twenty.) What famous document does Lincoln allude to in the first sentence of his speech?(A) The Declaration of Independence(B) The Articles of Confederation(C) Constitution of the Confederate States of America(D) The United States Constitution(E) Emancipation ProclamationIn the second sentence of his address, Lincoln repeats the verb conceived. What is the literal meaning of conceive?(A) to bring to an end, close(B) to overcome the distrust or animosity of; to appease(C) to be of interest or importance to(D) to become pregnant (with offspring)(E) to keep from being seen, found, or discoveredIn the second sentence of his address, Lincoln refers to that nation. Which nation is he talking about?(A) the Confederate States of America(B) the Northern States of America(C) the United States of America(D) Great Britain(E) Union States of America We are met, Lincoln says in line three, on a great battlefield of that war. What is the name of that battlefield?(A) Antietam(B) Harpers Ferry(C) Manassas(D) Chickamauga(E) GettysburgA tricolon is a series of three parallel words, phrases, or clauses. In which of the following lines does Lincoln employ a tricolon?(A) We have come to dedicate a portion of it, as a final resting place for those who died here, that the nation might live. (B) Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure.(C) This we may, in all propriety do.(D) The world will little note, nor long remember what we say here; while it can never forget what they did here.(E) But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow, this ground.This ground, Lincoln says, has been consecrated by the men . . . who struggled here. What is the meaning of consecrated?(A) empty, containing a deep space(B) soaked in blood(C ) made sacred(D) desecrated, violated(E) greeted in a warm and friendly manner Parallelism is a rhetorical term meaning similarity of structure in a pair or series of related words, phrases, or clauses. In which of the following sentences does Lincoln use parallelism?(A) This we may, in all propriety do.(B) The world will little note, nor long remember what we say here; while it can never forget what they did here.(C) We are met on a great battlefield of that war.(D) But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow, this ground.(E) Both B and DLincoln repeats several key words in his short address. Which one of the following words does not appear more than once?(A) dedicated(B) nation(C) freedom(D) dead(E) livingThe phrase birth of freedom in the final line of Lincolns address calls to mind which similar phrase in the first sentence of the speech?(A) all men are created equal(B) conceived in liberty(C) Four score and seven years ago(D) dedicated to the proposition(E) upon this continentEpiphora (also known as epistrophe) is a rh etorical term meaning the repetition of a word or phrase at the end of several clauses. In what portion of the long final sentence of The Gettysburg Address does Lincoln use epiphora?(A) It is for us the living, rather, to be dedicated here(B) this nation, under God, shall have a new birth of freedom(C) that from these honored dead we take increased devotion to that cause(D) we here highly resolve that these dead shall not have died in vain(E) government of the people, by the people, for the people shall not perish Answers to the  Reading Quiz on the Gettysburg Address (A)  The Declaration of Independence(D) to become pregnant (with offspring)(C) the United States of America(E) Gettysburg(E) But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow, this ground.(C) made sacred(E) Both B and D(C) freedom(B) conceived in liberty(E) government of the people, by the people, for the people shall not perish

Experienced teachers make decisions about educational practice using Essay

Experienced teachers make decisions about educational practice using their understanding of a range of theories about learning. No one theory provides all the a - Essay Example There are four important perspectives in learning theories, behaviorism, humanism, constructivism and cognitivism. In education, behaviorist theories maintain that learning is the result of ‘operant conditioning’ which is a process and both investigated and named by B F Skinner. The word ‘operant’ is used to explain the way in which behavior of an individual operates in a particular person. According to behaviorism theory, behavior of an individual may result either in punishment or in reinforcement. If the behavior results in reinforcement, then chances of same behavior occurring again are higher, at the same time, if a behavior results in punishment, then its chances of happening again are very remote. But we should remember that the issues related to punishment or reinforcement are quite complex. For instance, a punisher or reinforcer is identified within behaviorism by its effect on behavior. So, a punishment may not be regarded as punishment if it does not result in the reduction of a specific behavior. Therefore, behaviorists generally concentrate on measurable ch anges on behavior. ‘Operant conditioning’ uses the consequences of behavior to alter the form of behavior and its occurrence. It basically deals with modification of voluntary behavior. It generally, creates five consequences such as positive reinforcement, negative reinforcement, positive punishment, negative punishment and extinction. It is important to note that it is not the individuals who are reinforced or punished; rather it is his or her response which is reinforced or punished. In ‘operant conditioning’ context, the terms positive and negative are, generally, not used in their popular meaning, but rather positive means to addition and negative refers to subtraction. 4. Negative punishment: -It occurs when a response (behavior) results removal of a