Sculptures Of David Essays - Books Of Samuel, David, Donatello

Sculptures Of David From 1430 to 1623A.D., four sculptures of the Biblical David were created. From the master artists Bernini, Donatello, Michelangelo, and Verrocchio came the most famous David's of the world. Even though infinitely many were made, these surpass the others to become marvels that will live forever. The earliest of the David's, is the work of Donatello(c.1430). This magnificent work is a life-size, nude, bronze, figure of David. The sculpture is portraying the scene after David has cut off the head of Goliath. His foot is raised on the severed head in a stance of contropposto. His sword is in the right hand with the stone in the left. This very smooth and natural looking sculpture was originally part of Medici courtyard and is the only David of the four created for a private collection. There are a few symbolic ingredients to this David. The style of the figure refers to antiquity for the balance and composition of the nude. Energy in the sculpture animates the emotions and is a new technique used in this David, once again showing qualities from antiquity. This energy is not used in the other figures. In addition, Donatello's David is said to host homosexual overtones, in the feministic appearance of the body and the stance. Overall, this version of the biblical hero is elegantly designed and the originality is fascinating. Verrocchio's David (c.1473-75A.D.) greatly differs from those of the other artists'. This statue was commissioned by the Medici family, like that of Donatello's. However, it was created for public display. It was in the Palazzo Vecchio, where it gained almost a republican or city-related meaning similar to the reputation that the David of Donatello gained, after it was also moved to the same site. The similarity stops here. The proudness shows that the hero was well capable of slaying the giant where Donatello's shows almost no emotion. The explicitness of the emotion contrasts greatly with the sensualness of Donatello's. Verrocchio's is fully clothed in elegant armor when Michelangelo's and as well as Donatello's were vulnerable in their nudity. In Verrocchio's sculpture, David carries a small sword in one hand and his other is on his hip confidently. This figure shows a nice S-curve and a stance of contropposto. Standing above the head of the giant, the sculpture takes place after the slaying of Goliath. The facial expression show triumph and most of all confidence. Therefore, this work shows psychological implications. However, it was meant to be more appreciated for its exceptional bronze sheen. The gigantic David by Michelangelo (c.1501-04A.D.) is an unquestionable masterpiece. It was originally commissioned as a decoration for the Florence Cathedral. Since the sculpture was so majestic, it was decided to be displayed in a closer, more visible area. It was finally moved in front of Piazza della Signoria, where it would replace a sculpture of Donatello's. This David is a full nude that shows David before battle. The face is in profile; he has a slingshot in the left hand and a stone in the right. The face shows extreme emotion which pulls it away from the classical genre. The design and stance of the figure has a confidence and arrogance that matched that of its creator, Michelangelo. This version of the hero was looked to as a potent symbol in Florence, resembling the Biblical beliefs along with the fusion of civic beliefs. This is very unlike the symbolism of Donatello's. The nudity symbolizes that David's platonic love and belief in God protected him. Michelangelo's David is an incredible representation of both the Bible story, in that it closely follows the scripture, and reason, in the references to Greek philosophy. Thus also symbolizing that reason and faith (Christianity) can coexist. Finally, Bernini's David (c.1623A.D.) conquers all in the expression of emotion. This public sculpture has a face full of determination and struggling. The exaggerated S-curve of the figure shows movement as David is throwing the stone. None of the other three sculptures give insight during the battle with the giant. Also, Bernini's David is clothed in a tunic and is carrying a pouch of some sort. He's holding the rock and slingshot as in action while his feet are firmly planted in the ground. This is certainly the most dramatic and realistic portrayal of David. Bernini's objective was not like the other artists of the David's. His objective was drama. The symbolism is that of moments in his lifetime. An example of this would be the harp at his feet, depicting his abandonment of his music when he went

Taking The SAT In 7th Grade Should You Do It

Taking The SAT In 7th Grade Should You Do It SAT / ACT Prep Online Guides and Tips Imagine: you’re in Social Studies. You hear a fellow 7th-grader sitting next to you say â€Å"Ugh, I have to take the SAT this weekend.† What is this person talking about? Why would you take the SAT in middle school? Is there even such a thing as a 7th grade SAT score? If you're a parent, you may have heard of various advanced programs for gifted and talented children that require taking the SAT. But is it worth it to have your child take the SAT so early? Why start the stress around college applications earlier than high school? In this article, I’ll go over the pros and cons of taking the SAT in 7th grade and the programs you can get into with high 7th grade SAT scores.

Business Organistions Essay Example | Topics and Well Written Essays - 1500 words

Business Organistions - Essay Example At the end of the day, the savings that comes from establishing good leadership skills could result to increasing revenue generation on the part of the company. In general, there is simply no ground or rules behind choosing the best leadership style. To become an effective leader, a manager should be able to search for the type of leadership approach that works best for them. Often times, choosing the best leadership style depends on the manager’s personality, working environment and the members of the team. To avoid wasting time, money, and effort associated with the need to go through the consequences of mismanagement, this study will discuss and elaborate the different leadership techniques used in today’s business organization. In the process of discussing each type of leadership approach, situational examples will be provided to give the readers a better understanding of each leadership techniques that will be discussed in the study. Transformational leadership style is unique in the sense that this approach has four components known as: (1) charisma or idealized influence; (2) inspirational motivation; (3) intellectual stimulation; (4) and individual consideration. (Bass, 1998; Bass et al., 1996; Bass, 1985) Personal charisma is a significant characteristic of a good leader since it is a form of referrent power which could enable a manager to effectively attract his/her subordinates to seriously cooperate with the leader in order to make the organizational goal attainable. (Palmer et al., 2001; Posakoff & Schriesheim, 1985) Considering that transformational leaders are intellectually inclined, this type of leaders tend to go beyond what is happening around his environment since they have the ability to implement new ideas whenever necessary (Johannsen, 2004) aside from being flexible with organizational changes that may

Human growth and development Essay Example | Topics and Well Written Essays - 250 words

Human growth and development - Essay Example Severe stress usually happen when the job is lost whereby the individual is situated with a family relationship or when an individual has to take another job which he or she perceives to be below his or her dignity and competence. Many resort to alcohol as coping mechanism while a number suffer depression. Another common stressor is strained relationships which drives many people to depression and to some point, even suicide. This usually involves divorce in the case of middle age adults and romantic break ups in the case of early adults. This is more stressful with middle aged adults because the stakes are higher such as consideration of the children, division of assets, alimony etch. Stressed early and middle adult typically resort to indulging in anti depressant substance such as alcohol or pills (valium etch.) to forget their problems. And to some extent, many seek professional help to enable them to cope with the

The Difference Between What is Known and What is Believed Essay

The Difference Between What is Known and What is Believed - Essay Example For one, it occurs logical to acknowledge the truth that she loves me because I am her daughter, her offspring above all. We cannot deny the biological fact that we are related by blood and we share certain traits by genetic transfer so that this evidence altogether constitutes a scientific basis for the natural loving bond between us. Moreover, I should recognize that my mother truly loves me because she had religiously managed serious domestic efforts all through my childhood days. That includes the typical obligation which every other good mother fulfills such as providing for me a safe and comfortable shelter, cooking and cleaning for the household which I am a regular member of, preparing my needs for school, and attending to me diligently for relief from sickness. Besides all this knowledge, I can further attest to the belief that my mother loves me as I constantly sense her affectionate concern. With my mother’s demonstration of concern comes the presence of warmth whic h is something that I could not readily observe as present and spontaneous from my experience of other people’s help approach. ... ter how excruciating, nevertheless, she had endured pains of labor and delivery not only to allow me to live but even to sustain my living in a considerable span of time so that it convinces me to perceive her natural motherly inclination as an utmost manifestation of a more profound level of desire, which is love. As another empirical evidence, I notice that while others exhibit their concern by spending time with me in difficult situations, they often do so yet merely to some extent unlike my mother who would stay and never leave my side until my troubles are all over. Not only does my mother go with me an extra mile, she is sensible enough to feel my specific needs even if they are indirectly conveyed to her understanding. Upon thorough examination of the aforementioned evidences by reason of logic and perception out of experience, I still maintain the claim that knowledge of the material world must hold according to physical evidence. However, love is immaterial though we have ge nerally accepted its truth and this appears to be an exception because the reasons that speak of love cannot help being enhanced and supported by a number of experiences beyond thought. Apparently, these empirical accounts seem to be in harmony with logic where logic alone bears no more capacity of proving how love may be viewed in a material context. I am but a human being who is normally accustomed to associating read or spoken ideas to tangible images of things in order to gain knowledge of the world in which case, it is inevitable to make use of our senses. By seeing, hearing, smelling, or touching concrete objects in repeated patterns over time, we are able to figure what exists and identify it based on color, shape, size, and other essential characteristics. It is part of our nature

Surface Water And Groundwater

Surface Water And Groundwater The hydrological cycle describes the continuous movement of water above, on, and below the surface of the earth. The water on the Earths surface surface water occurs as streams, lakes, rivers as well as bays and wetlands. The water below the surface of the Earth primarily is ground water, but it also includes soil water (Sphocleous, 2000). Interactions between groundwater and surface water play a critical role in the functioning of riparian ecosystems. These interactions can have significant implications for both water quantity and quality. Identifying potential exchange of water between the aquifer and stream channel has therefore been investigated by many researchers using a variety of methods (USGS Ground Water Information, 2008). Assessing groundwater-surface water interactions is often complex and difficult. There are many factors which influence groundwater-surface water interactions such as river bed characteristics, geology, geomorphology and climate. In general a number of methods have been used to ascertain the nature of groundwater surface water interactions across different catchments. These methods include several tracers used to identify the exchange of surface and groundwater, such as heat, ion chemistry, isotopes and viruses. Potential surface aquifer interactions have also been quantified using remote sensing and models (USGS, 2008; Kalbus et al, 2006). The purpose of this essay is to review the various techniques used to determine groundwater and surface water interactions and their importance whilst encompassing significant case studies from around the world and within Australia. Discussion Surface water and groundwater (GW-SW) have long been considered separate entities, and have been investigated individually. Although chemical, biological and physical properties of surface water and groundwater are indeed different, they are not isolated components of the hydrologic system, but instead interact in a variety of physiographic and climatic landscapes. Therefore development or contamination of one commonly affects the other (Kalbus et al, 2006). To understand GW-SW interactions, it is necessary to understand the effects of the hydrogeological environment on GW flow systems, that is the effects of topography, geology, and climate as these factors are the major influences on the type of techniques use to determine GW-SW interactions (see figures 1, 2 3) (USGS, 2008). Figure 1. Groundwater seepage into surface water Figure 2. Subaqueous springs resulting from ground water flow through highly permeable sediments (USGS, 2008) (USGS, 2008) Figure 3. Ground-water flow paths vary greatly in length, depth and travel time from points of recharge to points of discharge in the ground-water system (USGS, 2008) Many studies of GW-SW interactions involve the use of more than one technique in attempting to determine nature of exchanges. Environmental tracers are naturally occurring dissolved constituents, or physical properties of water that can be used to track water movement through water sheds. Often tracers such as chlorofluorocarbons (CFCs), conservative and non-conservative ions, stable and radio-isotopes can be coupled with piezometric monitoring and computer modelling to aid in determining the movement and character of GW or SW (Hohener et al, 2003). CFCs are synthetic halogenated volatile organic compounds that have been manufactured since 1930 and can be detected analytically in water in small concentrations. Previous review articles have occasionally summarised the use of CFCs as tracers for dating pristine groundwater as a failure due to local CFC contamination in excess of the equilibrium with modern air. However, CFCs do provide hydrogeological tracers and dating tools for young groundwater on a time-scale of 50 years (Hohener et al, 2003). Since the mid 1970s, CFCs have been used routinely by hydrologists and various disciplines, for dating and tracing water masses. Using gas chromatographs and electron capture detectors, analytical methods for CFCs in water with detection limits for some particular CFCs, have been developed. Generally, the presence of detectable concentrations of CFCs in groundwater indicates recharge after the late 1940s, or mixing of older water with younger water. Groundwater samples with CFC concentrations between the analytical detection limit and the equilibrium with atmospheric concentrations at recharge temperature can potentially be used for age-dating. The use of CFCs dating techniques allows hydrologists and scientists alike to determine groundwater recharge and mixing aiding in detecting GW-SW interactions (Hohener et al, 2003; Schilling et al, 2010). Researchers utilize a wide variety of conservative and non-conservative tracers for hydrological studies. In addition, stable isotopes of oxygen and hydrogen, which are part of the water molecule, are used to determine the mixing of waters from different sources (USGS, 2008; Rodgers et al, 2004). This is successful because of the differences in the isotopic composition of precipitation among recharge areas, the changes in the isotoic composition of shallow subsurface water caused by evaporation and temporal variability in the isotopic composition of precipitation relative to groundwater. For example, 87Sr/86Sr ratios can be used to distinguish between groundwater discharge and surface mixing. Strontium isotopes used in combination with more conventional tracers such as deuterium and 18O have helped to establish the sources of differing groundwater types entering lakes (Rodgers et al, 2004). Radioactive isotopes are useful indicators for the amount of time that water has spent in the groundwater system. Deuterium and 18O have been used together with both radioactive tracers (3H/3He) and other non-conventional tracers like rare earth elements (REEs) to determine groundwater inflow and outflow from large lakes such as East African Rift Valley lakes (Ojiambo et al., in review). Lyons et al. (1998) also have used sources of both radioactive (36Cl) and non-radioactive (37Cl) tracers to ascertain sources of solutes for Antarctic lake systems (Lyons et al, 1998). Another useful indicator is 222Radon which is a chemically inert radioactive gas that has a half-life of only 3-4 days. It is produced naturally in groundwater as a product of the radioactive decay of 226radium in uranium-bearing rocks and sediments (Lyons et al, 1998). Several studies have documented that radon can be used to identify locations of significant groundwater input into a stream, such as from springs. In France a study was conducted where radon was used to determine stream-water loss to groundwater as a result of ground-water withdrawals (USGS, 2008). As shown in figure 4, sharp changes in chemical concentrations were detected over short distances as water from the Lot River in France moved into its contiguous alluvial aquifer in response to pumping from a well. An environmental tracer was used to determine the extent of mixing of surface water with ground water, and radon was used to determine the inflow rate of stream water. Then the rate at which dissolved metals reacted to form solid phase during movement of stream water toward the pumping well could be calculated (USGS, 2008). Conservative and non-conservative ions as tracers can also be used to parameterize groundwater models as well as to calculate the age and recharge location of ground waters. This can be done by directly introducing 3H in a groundwater system to determine groundwater flow paths which assists in the model parameterization coupled with the use of deuterium, 18O, 3H/3He ratios, and the recently developed 4He in-growth technique to guide parameterization of a groundwater model of a regional aquifer (Sophocleous, 2000). Familiarity with the use and limitations of numerous conservative and non-conservative tracers to ground water and surface water environments is an important component with potential applications of these techniques, GW-SW interactions can be inferred (Sphocleous, 2000; Schilling et al, 2010). In Australia, the transport of saline groundwater from local and regional aquifers to the lower River Murray is thought to be influenced by lagoons and wetlands present in adjacent floodplains. In the study by Banks et al, (2009), interactions between a saline lagoon and semi-confined aquifer at a floodplain on the River Murray were studied using hydrogeological techniques and environmental tracers (Cl-, ÃŽÂ ´2H and ÃŽÂ ´18O) (Banks et al, 2009). The results showed using piezometric surface monitoring that the lagoon acted as a flow-through system intercepting local and regional groundwater flow. The mass balance was determined using chloride, and showed that approximately 70% of the lagoons winter volume was lost due to evaporation. Next a stable isotope mass balance was used to estimate leakage from the lagoon to the underlying aquifer. This showed that approximately 0-38% of the total groundwater inflow into the lagoon was lost to leakage, as opposed to 62-100% groundwater inflow which was lost to evaporation (Banks et al, 2009). Through the use of piezometric surface monitoring and tracers, Banks et al, (2009), were able to determine GW-SW interactions. This allowed them to conclude that the floodplain wetland behaved as groundwater flow-through systems, intercepting groundwater discharge, concentrating it and eventually recharging more saline water to the floodplain aquifer. Being able to trace, determine and understand GW-SW interactions such as those presented here, ultimately benefits effective management of salinity in Australia (Banks et al, 2005). Further studies of the Murray River and the Murray Basin have concluded that salinity could also be contributed to by flow regulation and water diversion for irrigation as this could considerably impact the exchange of surface water between the Murray River and its floodplains (Allison et al, 1990; Lamontage et al, 2005). Through use of piezometric surface monitoring and environmental tracers (Cl-, ÃŽÂ ´2H and ÃŽÂ ´18O), Lamontagne et al, was able to conclude that Murray River was losing under low flow conditions. Environmental tracer data suggested that the origin of groundwater is principally bank recharge in the riparian zone and a combination of diffuse rainfall recharge elsewhere on the flood plain. This information was critical in deciphering that bank discharge occurred during some flood recession periods and understanding that the way in which the water table responded to changes in river level was a function of the type of stream bank present (Lamontage et al, 2005). In the Western Murray basin, the clearing of native vegetation in a semi-arid region of southern Australia is thought to have lead to increases in Groundwater recharge. Unsaturated zone chloride and matric suction profile estimates suggest there is a significant time delay in aquifer response to pre and post clearing recharge (Allison et al, 1990). Predictions of the time delay lag in aquifer response have been verified using bore hydrographs. The results show that in some areas of light soil and shallow water table the water is now rising, however in other areas of heavy soil the water is not yet beginning to rise. The effects of increased recharge on the salinity of the River Murray, a major water resource, have been predicted that the salinity of the river will increase about 1Â µS cm -1 year -1 over the next 50 years. These results show the crucial role hydrological analysis and environmental tracers play in major resource management throughout Australia and potentially the worl d (Allison et al, 1990). Conclusion Groundwater and Surface water are not isolated components of the hydrological system and therefore should not be studied or managed as such. There are many factors which influence and control both GW and SW flow paths and interactions within the hydrological cycle. Through use of monitoring systems, modelling, and environmental tracers a better understanding of the complex interactions between GW-SW can be gained. Although further study is needed and techniques can be improved upon, it is through a better understand of the hydrological cycle and its complex interactions that more appropriate management plans can be made to ensure the resource is available to all in the future.

Causes of the Great Depression Essay -- Papers History Wall Street Cra

Causes of the Great Depression The Great Depression also called Depression of 1929, or Slump of 1929, began in 1929 and lasted until 1939. It was the longest and most severe depression ever experienced by the industrialized world. Though the United States economy had gone into depression six months earlier, the Great Depression may said to have begun with a catastrophic collapse of the stock market prices on the New York Stock Exchange in October 1929 call the Stock Market Crash of 1929. During the next three years stock prices in the United States continued to fall, until by late 1932 the had dropped 20 percent of their value in 1929 (http://www.britannica.com/bcom/eb/article/0/0,5716,38610+1,00.html). More than a half-century after the fact, there is no consensus on that caused the Great Depression. The one thing that is really known about the Great Depression is that it had many under lying causes (McElvaine 26). Speculation in the 1920's caused many people to buy stocks with loaned money and the used these stocks as collateral for buying more stocks. Broker's loans went under $5 million in mid 1928 to $850 million in September of 1929. The stock market boom was very unsteady, because it was based on borrowed money and false optimism. When investors lost confidence, the stock market collapsed, taking them along with it (http://www.bergen.org/AAST/Projects/depression/causes.html). It seemed to good to be true, and it was. The margin of leverage when prices were rising would act in reverse if prices fell. All of the margin buyers would be wiped out quickly. The whole market in 1929 compounded the leverage idea as "investment trust" proliferated. The investment trust existed for the sole purpose of owing stock.... ...lack Tuesday an unprecedented 16.4 million shares changed hands. Stocks fell so much, that at many times during the day no buyers were available at any price (McElvaine 48). This speculation and the resulting stock market crashes acted as a trigger to the already unstable U.S. economy. Due to the misdistribution of wealth, the economy of the 1920's was one very much dependent upon confidence. The market crashes undermined this confidence. The rich stopped spending on luxury items, and slowed investments. The middle-class and poor stopped buying things with installment credit for fear of loosing their jobs, and not being able to pay the interest. As a result industrial production fell by more than 9% between the market crashes in October and December 1929 (McElvaine 48.) Bibliography: McElvaine, Robert S. The Great Depression. New York: Times, 1984. Causes of the Great Depression Essay -- Papers History Wall Street Cra Causes of the Great Depression The Great Depression also called Depression of 1929, or Slump of 1929, began in 1929 and lasted until 1939. It was the longest and most severe depression ever experienced by the industrialized world. Though the United States economy had gone into depression six months earlier, the Great Depression may said to have begun with a catastrophic collapse of the stock market prices on the New York Stock Exchange in October 1929 call the Stock Market Crash of 1929. During the next three years stock prices in the United States continued to fall, until by late 1932 the had dropped 20 percent of their value in 1929 (http://www.britannica.com/bcom/eb/article/0/0,5716,38610+1,00.html). More than a half-century after the fact, there is no consensus on that caused the Great Depression. The one thing that is really known about the Great Depression is that it had many under lying causes (McElvaine 26). Speculation in the 1920's caused many people to buy stocks with loaned money and the used these stocks as collateral for buying more stocks. Broker's loans went under $5 million in mid 1928 to $850 million in September of 1929. The stock market boom was very unsteady, because it was based on borrowed money and false optimism. When investors lost confidence, the stock market collapsed, taking them along with it (http://www.bergen.org/AAST/Projects/depression/causes.html). It seemed to good to be true, and it was. The margin of leverage when prices were rising would act in reverse if prices fell. All of the margin buyers would be wiped out quickly. The whole market in 1929 compounded the leverage idea as "investment trust" proliferated. The investment trust existed for the sole purpose of owing stock.... ...lack Tuesday an unprecedented 16.4 million shares changed hands. Stocks fell so much, that at many times during the day no buyers were available at any price (McElvaine 48). This speculation and the resulting stock market crashes acted as a trigger to the already unstable U.S. economy. Due to the misdistribution of wealth, the economy of the 1920's was one very much dependent upon confidence. The market crashes undermined this confidence. The rich stopped spending on luxury items, and slowed investments. The middle-class and poor stopped buying things with installment credit for fear of loosing their jobs, and not being able to pay the interest. As a result industrial production fell by more than 9% between the market crashes in October and December 1929 (McElvaine 48.) Bibliography: McElvaine, Robert S. The Great Depression. New York: Times, 1984.

Ketcham

At the opening of his essay â€Å"A Rational for Civic Education.†Ã‚   Ralph Ketcham cites America’s forefather Thomas Jefferson who noted that to understand their rights, to maintain them, and to exercise with intelligence their parts in self-government (Ketcham 145).   Jefferson understood the great travails that people had to undertake in order to become free. He truly felt that each person to come had a civic duty to preserve this great freedom.   I am in complete agreement with Ketcham that civic education is important, but it is a harder task to accomplish than one might think.   This attitude is embodied by many adults today, but it is harder and harder to make younger people understand its relevance.Unfortunately, over the centuries, people have forgotten the original concept of freedom as a privilege and see themselves as entitled to all the rights they can claim.   How many court cases have involved some sort of rights violation, as if everybody had a right to have everything he wanted? Civic education is important for people to learn to give back to the country what the country has given to them. Instead of the country owing them, they owe the country, which was poignantly noted in John F. Kennedy’s famous words â€Å"ask not what your country can do for you, but what you can do for your country.†   Decades after Jefferson’s speech, President Truman sadly noted that college graduates often fell short of the human wholeness and civic conscience which the cooperative activities of citizenship require† (Ketcham 146).Basically, Ketcham argues that this trend occurred as colleges and secondary schools began to see more and more diversity in their populations of students and faculty members and higher degrees of specialization in the teachers.   Because of all this difference, the general â€Å"one-size-fits-all† course of Civics became many course offerings at the college level to suit diverse in terests and to, perhaps, not offend one of the many subsets of citizens in the process (146-147).Civics in many high schools is taught to students as young as fourteen and fifteen years old; these individuals are too young to drive a car, vote in an election, or even to conceptualize their roles as a citizen, let alone practice civic responsibility and self-government.In his essay, Ketcham spends a lot of time discussing the mass accumulation of data that political and social science now demands and concludes that its intended purpose is political agenda, not self-governing.   Fact seeking is a safe activity, and most educated individuals know that statistics can be made to say whatever a person wants, or needs, them to say.However, another plausible explanation is that individuals are no longer learning how to serve government, but instead they are learning how to avoid serving, how to find miniscule violations of supposed rights, to keep from having to do anything they donâ€⠄¢t want to do.   It seems that many of these courses don’t teach citizenship, but teach how to avoid it.   The operate on the idea that â€Å"your rights are violated if†¦Ã¢â‚¬  rather than â€Å"for your rights, you should do this†¦.†Ketcham acknowledges that teaching the public to serve the government is difficult because of differing opinions on what â€Å"right† is.   The natural law may still be intact, but the different religions and cultures that make up the United States can make agreement difficult.   Add to that the inclination for human beings to be selfish and self-serving and the process is muddied further (148-149).Ketcham cited Reinhold Nieuhr who says that â€Å"man’s capacity for justice makes democracy possible; but man’s inclination to injustice makes democracy necessary† (151).   While some people do take civic-minded responsibility very seriously, many others do not.   It seems that Ketcham does not really trust people to undertake their civic roles independently and that he is probably correct in his hesitation.Basically, Ketcham is arguing that individuals, left to their own devices, will not automatically mold into self-governing entities.   The problem is that he doesn’t really explain how a civic education will accomplish this.   While most people agree that a civic education is important, few really know how to turn that into a positive populace.   Even those civic duties that are extremely well-understood are severely underutilized.   In this fast-paced society, people just don’t want to take the time.For example, one civic duty that is actually the source of much bloodshed around the world right now is voting.   While the recent presidential elections have been more exciting than most, the average percentage of people voting during non-Presidential election years in my state is between 12 and 18%.   These people all know that they are allow ed, even compelled, to vote, but still more than four-fifths of the state does not do so.   These numbers are similar for most states, especially among young people.   How do we convince these people to vote?   They have to know that their individual vote matters.   Most people do not really believe that.Next, another civic duty that I have had more than my fair share of is jury duty.   Jury duty is a disruptive irritation to most people.   Unless a juror is lucky (or unlucky) enough to be placed on the O.J. or Paris Hilton trial, most cases are dull and boring.   At my most recent summons, I watched as one person after another attempted to weasel out of doing the duty.   In fact, over a third of the jury pool did not show up.The bailiff assured those of us remaining that they would be subpoenaed to the judge, but few of us believed it.   The running joke is that the only members of a jury are those too stupid to get out of jury duty.   If this is the case, peopl e seem to be actively seeking ways to avoid self-government.   To make matters worse, I got a parking ticket for parking where I was told to park.   It seems that the government is actually repelling people from becoming active citizens.Unfortunately, many people will still gripe and groan.   Perhaps the best civic education would be to teach silence to those who don’t intend to participate.   Those who do participate can then assemble and appeal all they want to.   Unfortunately, it seems that only the most extreme groups have the motivation to organize pickets, sit-ins and the like.   The rest of the citizens are just too busy.   What about writing letters to the governor or congressmen?   Well, America has seen enough shows like West Wing to know that those letters barely make it to a third of fourth string aide.   If we are to be self-governing, we must be certain that our government will listen.Ketcham makes a valid argument that people should all be in troduced to a general civics course at some point during their education.   Certainly every citizen should be well versed in what it takes to be a civic-minded individual.   However, he seems at a loss about how to go from the esoteric and ideal concept of a self-governing populace to the pragmatics of actually making that happen.   If this push toward the more civic-minded citizen is to happen, the obstacles that the government and individuals have created will have to be identified, addressed, and overcome.

The Pretender By F. Sionil Jose

The Pretender By F. Sionil Jose The Pretender by F. Sionil Jose Summary Antonio Samson had just returned from the United States after finishing his doctorate studies. He visited his father in prison and told his father that he will soon be married to Carmen Villa, a member of an affluent family in Manila whom he met in the United States.Carmen's mother did not like Tony because he is poor while her father likes him because he will be good for business. Anyways, the marriage was secretly held far earlier then planned because Carmen was already pregnant. Tony was an educator at the University until he quit after a dispute with Dean Lopez, the head of the University and the one who helped him get a scholarship to study abroad. Unemployed, Tony accepted the job Don Manuel previously offered him. Now begins the morphing of Tony. A large salary, air-conditioned office, easy work, and meeting with influential people, Tony was surely becoming different.English: Photo of Tony Sagami

White Surname Meaning and Origin

White Surname Meaning and Origin The White last name has several different possible origins: White is usually a descriptive name or nickname given to a person with very light hair or complexion, from the Middle English whit, meaning white.The last name White may be also local, derived from the Isle of Wight, on the coast of Hampshire, England.In addition, some Whites originally were Wights, from the Anglo-Saxon wiht, meaning valiant. White is the 16th most common surname in England, the 20th most common last name in America, and the 10th most popular name in Australia. Surname Origin:Â  English, Scottish, Irish Alternate Surname Spellings:Â  WHYTE, WHIET, WIGHT, WHYTTE Fun Facts About the Last Name Albus is the Latin form of the White surname. Famous People With the Surname Governor John White - governor of the failed Roanoke ColonyReggie White - NFL football legend, Pro Football Hall of FameEdward Higgins White II - American astronaut; died 1967 in the Apollo 204 fire at Cape Kennedy, FloridaStanford White - American architect Genealogy Resources for the Surname White Surname DNA ProjectThe goal of the the White surname project is to distinguish between White ancestral lines worldwide. White Family Genealogy ForumSearch this popular genealogy forum for the White surname to find others who might be researching your ancestors, or post your own White query. There is also a separate forum for the WHYTE variation of the White surname. Source: Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

Fire-fighters - DOD and Civilian Certified Essay

Fire-fighters - DOD and Civilian Certified - Essay Example Fire fighters help protect against these dangers by being the first emergency personnel at the scene of a fire, traffic accident, hazardous material spills, medical emergency and other emergency incidents. They also provide leadership and support services for natural disasters such as earthquakes and floods (CDF). For a person to join and make a career in this work there are two avenues available, one through the Department of Defense (DOD) and the second through the civilian colleges that offer specialized courses in fire fighting. This paper explores the features of the two alternatives to compare and analyze the differences. Any person joining the defense services may opt to be a member of the firefighting arm of the army, navy, air force or the Marine Corps. According to the Department of Defense Fire and Emergency Services Certification Program (1995), the purpose of providing training in firefighting is to enhance the training process, improve performance, and strengthen the professionalism of all the Department of Defense Fire and Emergency Services personnel. The program measures the competence of the Department of Defense (DOD) Fire and Emergency Services personnel and provides a quality control element for the training process. ... This program meets the NFPA Professional Qualifications Standards outlined in the 1000 series standards. To be eligible to this training, the following conditions must be met: 1. Military and civilian Department of Defense (DOD) Fire and Emergency Services personnel, including civilian contractors, who have successfully passed the written and performance evaluations are eligible for certification 2. Eligibility for an individual to be administered the written and performance evaluations are based upon completion of a study program. The study program can consist of formal classroom instruction, formal schools, self-study, or a combination of these programs 3. The study program will not be used to render invalid any rank, qualification, certification, or appointment acquired before the implementation of this program 4. Training should be delivered in the most efficient and cost-effective manner possible, including the increased use of distant learning technologies (Department of Defense Fire and Emergency Services Certification Program, 1995). According to the Department of Defense (DOD) Fire and Emergency Services Certification Program (1995), a person who enrolled at the Department of Defense Firefighter College Program will receive the certificate of completion in four months time. This is the highest level of fire service certification. Up until June, 1998, participation in the Certification Program was a "condition of employment" per DODI 6055.6 (DOD Fire and Emergency Services Program, 1994). As such, a fire fighter only had to be working toward certification to be "participating" and, as a "condition of employment", the program was fully negotiable at the local level (The Department of Defense Fire and

Essay on Down Syndrome Example | Topics and Well Written Essays - 2000 words

On Down Syndrome - Essay Example The intellectual disability causes an individual to lag behind in his development of communication skills, social abilities and even his ability to take care of his own self in a proper manner. Teaching and support services for the individuals with intellectual disabilities is designed in a completely different manner and is targeted to meet their learning and problem solving requirements. Creative and interactive teaching ideas should be implemented in order to obtain maximum results. Visual, audio and interactive lesson methods should be applied and the difficult ideas and problems should be made comprehensive for the learners. American Association of Intellectual and Development Disabilities are directed towards support services and development support for such individuals (The Church of Jesus Christ of Latter-Day Saints 2012). Fig 1: An image of a Down Syndrome Child accompanied by teaching services personnel (The Church of Jesus Christ of Latter-Day Saints 2012). Down syndrome i s defined as a condition caused by a genetic defect which results in both physical and intellectual limitations in the affected individual. The normal number of chromosomes in an individual is 46 but in a Down syndrome individual the chromosome number is 47 instead (National Association for Down Syndrome 2012). It is considered as one of the most common syndromes present at birth called as congenital syndromes. One in every 700 births is estimated to be a child with Down syndrome. It has been observed that the possibility of developing Down syndrome increases as the maternal age increases at the time of conception. After the age of 35, the risk of Down syndrome in the child increase by many folds (Selikowitz 2008). The prevalence of Down syndrome in United States was estimated to be one in every 733 births by Centers of Disease Control and Prevention in the year 2010. Around 60,000 cases are diagnosed with Down syndrome annually (National Down Syndrome Society 2012). According to a study in the year 2007 carried out among 63000 babies in UAE, an approximate incidence of one Down syndrome case for every 449 new born babies was estimated. The study also highlighted the maternal age risk factor and showed that around 41 % of the UAE mothers had crossed the age of 35. This also showed that maternal age is a major etiological factor (Shaheen 2012). Fig 2: A representation of prevalence of Down Syndrome in the years 1979 – 2003 per 10,000 live births in United State (CDC.gov. 2011). Down syndrome presents in the individuals with a large range of variations in its characteristics and features. As discussed earlier, it is a chromosomal defect; hence every cell of the body’s each system is defective. Hence almost every system manifests with problems and pathologies. Around 120 different features for this syndrome have been described up till now but some children might manifest with only six or seven characteristic features. The characteristic features des cribing Down syndrome are visible in eyes, head and face. A Down syndrome individual has round face with a flat side profile, with brachycephaly (Flattened back of head). The eyes are slanted, small epicanthic folds which might give a false manifestation of squint or strabismus and the iris might show whitish spots called Brushfield spots. The neck of the young child has greater fat content at the back which is diminished with age and an adult individual will have a broader and smaller neck. Hands are shorter with usually