children’s picture books

Picture books are intended to demo kids how to deduce pleasance from reading. They fuse humourous secret plans with capturing illustrations in order to keep the attending of the kid. The add-on of images can increase the length of service of a book ‘s involvement ; they are designed to be read over and over once more and therefore the kid needs to be provided with something more than a simplistic plot line. Picture books besides encourage verbal interaction and reading aloud with a parent in order to develop a kid ‘s assurance before the inevitable ‘reading aloud ‘ lessons at school. Verbal sleight is an of import accomplishment to develop and regards literacy. The function of illustrations in this medium is chiefly to supply excess stimulation although, like music and wordss, they each become every bit of import as the other. Some writers are synonymous with illustration manners such as Roald Dahl and Quentin Blake who form a cohesive force in stimulating lit erature for older kids. It is in this very stimulation that the function of image books in the development of literacy can genuinely be seen. Art and literature are effectual signifiers of look, which can be combined to great consequence to better apprehension, and as E.M. Forster pondered â€Å"How can I know what I think until I see what I say? † The resistance to visualize books, a apparently unoffending artistic enterprise to the untrained oculus, is surprisingly fierce. Protheroe ( 1992, p.7 ) considers image books the â€Å"banner at the caput of the present relentless patterned advance towards educational failure† which originated to stamp down the vocabulary of the working categories. She voices concern that by supplying kids with images they are being discouraged to visualize things for themselves ; their imaginativeness is stunted. Yet, a John Vernon Lord explains in his talk, the bulk of his images are born from his imaginativeness instead than from life so how could something so innately inventive dissuade similar idea? In add-on, even with the most apparently basic of image books, such as Rosie's Walk, there is ever something else to add. For illustration, Rosie ‘s Walk, has apparently small secret plan ( it is a affair of pages long and merely accounts a biddy walking through a farmyard ) nevertheless, the images provide a whole new kingdom of possibility for the imaginativeness. Although Rosie does non interact with any other animate beings, she passes several, many of whom witness the trials of the fox. As a kid surveies the images they can contrive reactions and full lives for the sub-characters. The toads are sent winging as the fox muffs and dips into the pool – did the toads think this was ill-mannered? Did the fox apologise? The caprine animal who grazes by the hayhock is seen in the background of a ulterior scene, watching the fox acquire struck by the falling flour – was the caprine animal amused? Concerned for Rosie? Vernon Lord and Burroway demonstrate a acute oculus for item and supply the kid with an chance to believe outside the information with which they are ab initio presented. This is particularly true of a brief narrative like Rosie ‘s Walk as the kid will about surely grow accustomed to the secret plan after several readings and expression for other stimulation in the narrative. In direct contrast to Protheroe ‘s concerns, it seems that images, used skilfully, could in fact promote a higher degree of shrewdness from a kid who would hold long become tired of the few words in Rosie ‘s Walk if it lacked images. However, to assume that a image book may be wholly simplistic or patronize the potency of a kid possibly underestimates the writer. For illustration, in Rosie ‘s Walk, the kid is placed in a senior place of cognition in comparing to the supporter. Hutchins credits the reader as the omniscient being while Rosie remains blissfully incognizant of her chaser. The comedy of this narrative besides provides many degrees. On the surface, there is the authoritative slapstick comedy as the fox collides with a profligate. Slapstick creates the instantaneous temper and entreaties to child-like love of anticing in both kid and grownup. But it is non merely physical comedy. The shutting line â€Å"and got back place safely† creates humour out of anticlimax every bit good as alleviation. The narrative is tenseness built upon tenseness with the consecutive quandaries reminiscent of the subsequent Wile E. Coyote and Roadrunner sketchs created by Warner Brothers in which a famished prairie wolf pursues a fast paced bird with progressively luxuriant stunts in each episode but to no help. However, this construction seems more suited to the image book as even the action of turning the page drives the narrative and dictates a slower gait. The pages serve as a splitter, making little succinct scenes which help construct the beds before the flood tide . The interesting construction is rooted in this integrity of several unsafe scenes married with the shutting line which, like Rosie, seems incognizant that there was of all time any danger. Similarly, John Vernon Lord explains the importance of the coaction between text and image arrangement in his talk sing The Giant Jam Sandwich: †¦ when text and image are depicting the same episode in the narrative I prefer to implement their physical relationship by puting them on the same page wherever possible. The interruptions in the text and the pictural presentation on each page need to follow the natural phases of the plot line. The tempo of the illustrations with the narrative is of the extreme importance†¦ This demonstrates how the narrative, text and image intertwine, congratulating one another in both manner and gait, to make a whole. This will be explored in greater deepness later. The most basic rule of image books is to advance literacy by doing books more appealing to kids. By doing the books non merely visually luring, but by supplying images to help less able readers, literature is made all the more accessible. Cullingford ( 1998, p.12-13 ) recognises that those kids who struggle with reading ab initio can experience like failures at a really immature age which can consequence their relationship with reading for life. They can get down to see literature as sole. By supplying kids with familiar image narratives instead than confusing cuneuss of text, they can slowly construct the foundation for a love of reading which, as their assurance improves, will actuate them to near more â€Å"unreliable† , disputing tomes in ulterior life. Bettina Hurlimann expresses her position that images are the cosmopolitan linguistic communication and therefore embrace all kids irrespective of academic ability or linguistic communication: by optimising handiness kids wi ll hold a healthier relationship with books. Protheroe ( 1992 p.111 ) accepts the premiss of the image book to publicize reading a enjoyable but besides accuses this peculiar avenue of denying the potency of books and linguistic communication by proposing that words merely have one significance. This, nevertheless, seems a small dramatic. Picture books aimed at 0-5 twelvemonth olds larning to read make frequently merely have one significance, any more than that is normally directed at the grownup. For illustration, in The Giant Jam Sandwich the town of Rubing Down is described as â€Å"not a really bristly town† . As they have merely rid themselves of 1000s of WASP, the kid will take that subdivision to intend that the town did non appreciate being overrun by WASP ; they were non pro-wasps. It is improbable that a kid under five would be familiar with the â€Å"petulantly spiteful† definition of bristly but the grownup might deduce some pleasance from the word drama. Hunt ( 1991, p.175 ) accepts and admires the si mpleness of the linguistic communication but feels that â€Å"much of the complexness is expressed by the ocular elements† . He suggests that literary techniques such as metaphor can be much more efficaciously demonstrated through the usage of images although, like Protheroe, he does admit the subsequent hazard that it â€Å"fix [ Es ] words into a restrictive, everyday interpretation† go forthing the kid no room to leave their ain significance onto words ; there is no room for tactic. The Very Hungry Caterpillar by Eric Carle, in which a caterpillar munches his manner through a regular assortment of tasty dainties, chows two pears. The drama on the word â€Å"pair† and â€Å"pear† was about surely non intended for the three twelvemonth old but instead the individual assisting them to read. In add-on, this peculiar volume can be seen to integrate non merely verbal sleight but mathematical and elements of natural scientific discipline. The caterpillar chows an increasing figure of nutrients, which employs basic numeracy, and later transforms into a chrysalis, so into a butterfly as is the natural order. It seems that without images, this might be a difficult construct to explicate to a really immature kid. The vocabulary required with no ocular assistance might be rather burdensome and estranging ( non least due to the word chrysalis! ) and therefore the images make it a more accessible impression. As Hunt ( 1991, p.176 ) competently notes, it allows u s to â€Å"cross the boundary between the verbal and the pre-verbal† . It allows kids to progress in other capable countries at a younger age. However, Protheroe ( 1992, p.74 ) would reason that kids need to larn to get by with â€Å"uncertainty and accept ambiguity† as it allows them to rehearse illation. Hunt ( 1991, p.181 ) seems to experience that there is a happy medium, nevertheless, in which significance is limited but non prescribed. He feels that this is applicable to both images and words as each signifier can be used in a manner which is stilted or one that opens the floodgates of reading and creativeness. As Hunt ( 1991, p. 185 ) attests the â€Å"absence of words would hold provided a ‘gap' which takes intelligence and imaginativeness to fill† every bit would the absence of images ; working together, both serve their intent. Jane Doonan expresses the importance that pictures talk for themselves and non merely reenforce the words and this impression is the thought of the image book versus that of the illustrated narrative. Moebius ( 1986, p.132 ) articulates that â€Å"in the image book, we read the images and text together as the reciprocally complementary narrative of consciousness† with the â€Å"story ‘behind ‘ the image frequently supplied by the illustrator. He expresses certainty that image books are like any signifier of literature: â€Å" [ the construction ] is non inadvertent or causeless phenomena† . Every word and every coppice shot have a intent. Edmund Evans pioneered the entire design of the image book, doing it a individual cohesive mechanism instead than merely some text with some images. This dichotomy can be seen in The Giant Jam Sandwich in which most of the scenes depict the full town. The moral of the narrative is less to make with the nuisance of WASP and more about community spirit and working together. For this ground, John Vernon Lord has ensured that the bulk of the colorful scenes incorporate most of the town, each making their occupation: from the little miss with pigtails heaving one little jar of jam along ; to the adult male crouching, seeking to acquire a exposure of the bread transit for descendants. It is these bantam inside informations that engage the kid clip after clip – every bit good as the grownup. John Vernon Lord criticises his ain work in his talk, nevertheless, claiming â€Å"with hindsight I feel that the color strategy adopted for these images is excessively similar throughout the book† and it is with changeless fluctuation and bustling images that a kid becomes entranced. However, the images do non hold to be busy to be exciting. Rosie ‘s Walk employs apparently simplistic illustrations and, although attending is paid to the background action, the focal point is far more on the fox and the biddy. These two characters are at the head of most of the scenes with the on occasion cameo from characters, such as the caprine animal, who hover in the background. This, like in The Giant Jam Sandwich, mimics the content of the piece which is really self-contained about Rosie ‘s motions. She does non prosecute with the other characters and neither does the text. The manner is besides much more fantastical with the big overdone ears of the fox and the bold usage of coloring material contrasts. The vivacious yellows and pinks clash in the most aesthetically delighting manner which provides ocular stimulation for the kid. They are unusual color combinations, new and challenging. Similarly, the bulblike trees are decorated with apples in regimented lines instead than the natural sporadic sprinkling ; the all right line between faithful readings of familiar images with phantasy has been attractively encapsulated. Furthermore The Sick Cow, by H.E. Todd and Val Biro, follow all the hushed browns of a arcadian Eden. Of the three books, this is the most ‘realistic ‘ in manner as The Giant Jam Sandwich shies from excessively much facial item with the concentration being on big, busy scenes. Biro specializes in item from the pace of the tractor tyres to the mane of the Equus caballus although allows the background leaf to film over into rural repose. Queerly, nevertheless, despite being the most visually ‘naturalistic ‘ , its content is possibly the most irregular covering, as it does, the complaints of a barking cow who is cured by sitting in some nettles. However, in The Sick Cow, although the images attractively capture the provincial scenery, they do basically exemplify the text. There is no sense, as Moebius ( 1986, p.137 ) demands, of the â€Å"unseen over the seen† as with Rosie ‘s Walk. The same could, possibly, be said of The Giant Jam Sandwich ; the di fference being that, in the latter, there is merely lots to see. Fisher ( 2005, p. 192 ) rallies the benefits of exposing kids to images as â€Å"art can assist assimilation by developing perceptual sensitiveness and favoritism through the survey of signifier, coloring material, form and texture† . This suggests that the blurring in The Sick Cow or the plangency of The Giant Jam Sandwich could supply stimulation which specifically develops the academic capacity of the kid. Pat Hutchins, writer of Rosie ‘s Walk, is besides responsible for The House That Sailed Away and I ‘m the King of the Castle: and Other Plaies for Children which are far wordier illustrations of kids ‘s literature, set out as dramas. Blythe ( 2005, p.82 ) notes that promoting kids to joint is important for development every bit vocal experience supports larning by integrating linguistic communication into the ego. Similar encouragement can be seen in the direct address in The Giant Jam Sandwich every bit good as the animate being noises in The Sick Cow. Learning is believed to be received through the senses and therefore books which encourage verbal interaction are good as are image books which engage the ocular sense. In add-on to art and vocal experience, music is considered to be a powerful tool in mental well being and larning showing that stimulation is non restricted to literature entirely. It can be found in a figure of artistic chases. Tame ( 1984 ) lineations Dr. Tartchanoff ‘s scientific surveies into the consequence of music observing that â€Å"music exercises a powerful influence on muscular activity†¦ sounds are dynamogenic† and the pacing of stone music, for illustration, can be damaging to the digestive system. This physical manifestation is seconded by Blythe ( 2005, p. 82 ) who covers the neurological alterations when people sing or speak as a group: †¦ the cardinal nervous system activity becomes synchronal†¦ emphasis endocrines lessening, musculus tenseness decreases, more O enters the system. They feel high ; have a certain lucidity of head and sometimes physical vision†¦ Taking into history the ‘reading aloud together ‘ facet of image books which, harmonizing to this research, stimulates the encephalon for physical wellbeing every bit good as the work on animal acquisition, the image book is potentially an indispensable acquisition tool. Taking this thought farther, the lyrical nature of many image books should besides be noted. For illustration, The Giant Jam Sandwich employs rigorous pair rhyme strategy: †¦ Bap gave the instructions for the devising of the dough. â€Å"Mix the flour from above and yeast from below. Salt from the seaboard, H2O from the spout. Now thump it! Bump it! Bang it about! †¦ Even if this technique is non straight mentioned to the kid, it is transfusing cognition of beat into their subconscious. This could act upon a love of music which, harmonizing to Dr. Tartchanoff, could be good – depending on the genre. If it developed into a passion for group singing so Blythe surely notes the increased potency for acquisition, modeling the head to a relaxed province of peace and preparedness. If nil else, the poetry makes the narrative flow and engages the senses – which kid would non bask fall ining in with those jussive moods? In the chase of animal stimulation, The Very Hungry Caterpillar can be seen to assail the ocular sense and that of touch. The thick pages display the holes through which the caterpillar has eaten. The kid can jab fingers through the spread and experience as if the narrative is unknoting before their eyes. This is a really tame illustration compared to the modern books which employ sound effects and downy spots. Where does it stop? Books on which the kid can hold a nibble? Possibly the sight of reading itself is being lost in favor of instant satisfaction as is the nature of our society. One must oppugn if this affairs every bit long as kids are being engaged in literature in some manner. And whose face did non light up at the sight of a pop-up book? Making larning merriment and interactive is no new phenomena and should non needfully be seen as endangering. Peter Hollindale ( 1997, p.75 ) has faith that â€Å"children take from a narrative what they want and need† so possibly our changeless use of animal stimulation is ineffectual. Some kids may merely be predisposed to reading and others non regardless of whether books have images. It may merely be a instance of fostering bing endowment by orienting larning to the demands of the single kid. Protheroe ( 1992, p.48-49 ) has farther concerns that image books can be damaging to the development of a kid ‘s memory. She argues that it has â€Å"long been established that in human linguistic communication lexical use involves a nexus between a symbol and a construct, non a symbol and referent† ( p.73 ) . She cites that Bower and Winzenz conducted trials which linked memory to active find and word picture. Although there is a school of idea which rejects the thought that image books stunt imaginativeness, Bower and Winzenz ‘s findings can non be dismissed. Picture books work on the rule of memory association. One of the purposes, every bit good as general stimulation, is to supply the kid with a word and an image which they can associate in their encephalon so that the word and its significance will be easier to retain. Bower and Winzenz suggest that by striping the kid the personal image creative activity, the nexus with their memory will be broken. Word and image association is a common manner to beef up memory keeping as is repeat or the usage of active imaginativeness: using a personal image to what the word signifies to you. There are many recommended alteration techniques because memory plants otherwise from individual to individual and therefore Protheroe may be right in some instances but it seems prudent to presume that image association will besides assist some kids when larning to read. After such drawn-out treatment about the importance of stimulating and progressing the cognition of a kid comes Alfred Adler ( 1998, p.181 ) and his sentiment to encompass the simpleness of kids ‘s books. He recognises that to seek and speed up the acquisition of a kid at a immature age can be counter-productive: â€Å"All mentally indigestible mush ought to be kept out of kids ‘s reading until they have reached a certain age of adulthood. Unsuitable literature may either be misunderstood, or it may restrict developing societal interest† . While Protheroe flies the flag for reading, Adler highlights the possible booby traps of such a stance: the hazard of misconstruing taking to fear or disaffection. And possibly Adler high spots an interesting point about the aging procedure. Betty Friedan ( 1993, p. 50 & A ; p.74 ) explains that societal research has indicated that those who show the most doggedness in keeping on to the values they developed in childhood were mos t susceptible to mental instability later in life. This links with Freud ‘s theories of the importance of childhood and the in which people develop much of their personality really quickly in childhood and subsequent alterations in maturity are frequently no more than superficial. By rushing up this procedure even more by showing kids with progressively complex literature before they have reached that â€Å"certain age of maturity† that Adler alludes to, kids might develop excessively rapidly before they are ready to understand the branchings therefore seting them in a vulnerable psychological place in their grownup old ages. Conversely, if Freud ‘s theories about the importance of childhood development are to be subscribed to, it would besides be unsafe to stunt a child's cognition and understanding at such a important clip in their psychological growing. As Moebius ( 1986 ) notes, the image book should be preserved as â€Å"the last frontier of innocence† and, as such, should non be corrupted by being held under inordinate examination. In the chase of literacy the importance of stimulation must be stressed. An active encephalon will advance literacy or, at least, a thirst for instruction whether that is artistic, mathematical or scientific. Literacy is achieved through developing kids with a healthy relationship with books, whether they grow up to read Crime and Punishment or with a preference for Mills and Boone ; to implement a literary hierarchy would be a presentation of snobbism and artistic ignorance. Literacy is independent from the literary canon. Denying kids colorful images besides seems to propose that ocular art is non every bit valuable as literature which is likewise imbalanced. Children should larn that art is about equality and, although they can encompass their preferable medium, they should non dismiss other signifiers of look or see them inadequate. Uniting literature with images demonstrates the manner in which art signifiers can efficaciously interact. Art signifiers are non sole. Furthermore, if employing images to capture a kid besides inexplicably entwines their head with the text so, what is the injury? Many grownups reserve a particular topographic point in their Black Marias for their childhood front-runners: from Noddy to The Very Jolly Postman ; from The Mr. Men books to The Velvetine Rabbit: their love of reading may be pinpointed to these really personal businesss. It seems unjust to deny immature readers of today these warm, fuzzed memories of bright amusing images and exciting colorss for fright of patronizing them. Children should be allowed to be kids before the age of five instead than invariably forcing them to develop more quickly – if they are ready to progress so that could be nurtured on an single footing. The fact is, with kids, with people even, the manner in which a head works varies from individual to individual so it seems ineffectual to order an overall right or incorrect on image books. The matrimony of text and images will trip the imaginativeness of some kids while others will deduce stimulation from building clay pies in the garden. Modern kids shoul d non be robbed of the colors of artlessness ; even if the modern colors of artlessness come in the signifier of The Tweenies.

The Book Gender

In chapter six of the book Gender: Ideas, Interactions and Institutions, Lisa Wade and Myra Marx Ferree discuss inequality involving men and masculinities. The reading talks about the concept of â€Å"doing gender†, braking or going by certain gender rules, is performed by everyone in order to fit into society. The concept that there are two genders, otherwise known as gender binary, is hierarchical and places men above women and values masculinity above femininity. (Wade 113). This has bad outcomes for both genders due to the fact that for women, it reduces their social status. For men, it leads them to believe their interests take more priority than women. The chapter then discusses an example of this with cheerleading where in the mid 1800s, cheerleading was an all male sport and it was â€Å"too masculine for women.† When women showed interest in the sport, it changed how people thought of cheerleading. The focus on the chapter is to show the different ways social inequality occurs and gives different examples of situations in which certain traits of masculinity are glorified, allowing certain men to be glorified. The chapter continues through talking about hegemony; a sociological concept used to help us understand this social inequality in our society. Men who fail to embody hegemonic masculinity, otherwise known as being the â€Å"idealized man† are lower on the scale that establishes the hierarchy of man that ranks them from most to least masculine. The traits of a â€Å"higher up man† would include strength, white, athletic and be considered a â€Å"real man.† This is experienced on both the individual and group level, because individual men are viewed as a certain way, but are put into distinct groups because of it. An example of this is men who are physically weak are called â€Å"wimps†, but solely based on their individual traits. Men take many risks in their lives and are shown to be more likely to get into a fight than a woman. (Wade 129). Research was done to show the different arrests based on an individual's sex. It showed that all crimes were over 50% male with murder, rape and carrying weapons being the greatest percentage over 80%. These rules of masculinity keep men from being able to express certain emotions, even enough to develop intimate friendships. A psychologist named Niobe Way interviewed boys about their friendships, with a 17 year old mind answering that their relationship is mostly â€Å"joking around† and â€Å"not about serious stuff.† This proves the argument that men have to follow the gender rules of masculinity, which is unfair because they feel unable to show emotions while women are more likely to seek help. Men become lonely and are more likely to commit suicide. These aspects of doing gender as a man are called toxic masculinity, because they are bad for other men, women and the individual man himself. These include some of the traits explained above, like suppressing emotion and dangerous actions. The authors were able to prove their argument of certain men being put over others, especially women. Those hegemonic traits allow them to avoid femininity and contribute to the sexist society we are in today. Avoiding acting like a girl is constraining to men, and limit their lives option in order to remain a â€Å"manly man.† There are lots of research involving examples of men giving up all feminine acts or of their masculine traits giving them power over â€Å"weaker† men, but especially women. In preforming in strictly manly activities, men tend to miss out of things they may enjoy just because they are considered more â€Å"feminine.† Men continue this act of masculinity to preserve the privileges and the gender binary that gives hegemonic masculinity its power (Wade 136). They choose to follow the rules, or appear as lower in the hierachy. Wherever they fall though, they all have a fear of joining the men who are disadvantaged and in the lower parts of the hiarchy. Some future studies about this idea of men challenging the gender binary. Few men do, while many women are less afraid to do so. Research could involve what men would be more likely to challenge the gender rules and face falling lower, and how those men would affect our society with them performing more feminine acts. Understanding both men and women's experiences and perspective can help us better perform gender to where both genders actions aren't constrained to the binary gender system.

Hamel and Prahalad's Concept of Core Competence Essay

Hamel and Prahalad's Concept of Core Competence - Essay Example Formerly, the diversification of the corporation would simply direct its business units towards particular end product markets and order them to become leading outlets of the business, but with the ever changing market boundaries, the targets proved to be to elusive with their sustained ‘capture’ limited. Only a few companies have been able to adapt to the ever changing dynamics and thus have been able to capture the existing markets through their inventing of new markets, their quick entry into new emerging markets and, more dramatically, in their shift in patterns on the selection of customers in the already established markets. Therefore, the critical task that various corporate management face, is the creation of an organization that is capable of infusing their different products and services with efficient and effective functional ability or improving their profiles with the creation of product and services that their customers need but have not yet envisioned (Gra nt, 2005, 182). Such a task is difficult since it ultimately requires the radical restructuring the management of these companies. This in essence means that the top management of various corporations or companies must accept and assume their role and responsibility in the decline of their companies’ competitiveness. The theory and practice of the ‘Western’ type of management is blamed on the creation of a ‘dragging effect’ on the forward movement of companies. It is thus imperative that the principles of management be changed /reformed (Grant, 2005, 182). Core competency can be described as ‘a specific factor that, through the business’ point of view, is centrally responsible for the way the business and by extension its employees perform their duties. Through its utilization, it can fulfill the following aspects: - it cannot be imitated easily by business competitors, it can be used to put leverage on a wide range of products and marke ts and its core importance is that it must contribute to the benefits experienced by the consumers. Therefore, it can take a myriad of forms including customer services, technical/subject matter knowledge and effective and efficient management of the business. It may include product enhancement, good marketing skills, efficient Human Resource Management among others (Nitschke, 2011, 23). They enable better coordination of the diverse production skills through the integration of different technologies, good communication, good interpersonal skills and an involved and deeply committed work attitude. Consequently, a core competence is achieved through the application of a specific and unique set of skills and or production techniques that will, in the end, deliver the expected value to the customer. This in turn, enables the discovery and exploitation of newer varieties of markets. As illustrated by Professor Prahalad and Hamel, core competencies usually lead to the creation or the cor e products of a business and in themselves can add many more products for their end users. These core competencies are enhanced through continued improvements by the companies over a period of time. This build up of the core competencies

Take This Bread by Sara Miles Essay Example | Topics and Well Written Essays - 1500 words

Take This Bread by Sara Miles - Essay Example The essence of all religious texts is-- help and do service to others. That is the greatest meritorious act. To cause intentional pain to others is the greatest act of sin. Sara Miles said thus, without actually saying! A true Christian is the one who has not only cross on the neck, but also Christ in the heart. Sara Miles prayed and performed. Prayer took the second place in the order of her religious priorities and service occupied the first place. â€Å"Hunger† is the word that set her thinking and energized her. When she converted to Christianity at the age of 46, she was not like a young girl/youth with impressionable mind, receptive to transplantation of new ideas. She was a tough individual, experienced in many facets of life, with strong leftist leanings, secular-intellectual, and by strict standards of Christianity and Church, not a fit candidate for conversion. But such ‘accidents’ do happen in life, and when it happened it opened for her new vistas of f orward thrust. ‘To feed people’ became, not her view of life, but the way of life. She was obsessed with the idea of feeding people. Did she create a special brand of her own type Christianity? The answer to this question is both yes and no. For no one born on this Planet Earth can interpret what the true Christian principles are. What is the exact import of the revelations of that realized soul, the son God; no one will ever be able to comprehend! Each one sees a new horizon and interprets the Christian principles from the level of one’s spiritual progression. No one knows what is the perfect truth related to Christianity. When perfect Christian discipline is not known, they carry on with the available discipline, thinking that it alone is the final truth about Christianity! Divinity and humanity are alternative beats of the same heart. If you have any doubt, study the book, not mere read the book, â€Å"Take this Bread† by Sara Miles. They (Divinity and humanity) must run together like the train that speeds on two parallel tracks. It is like the scale of justice. Both arms of the scale are important to strike the equilibrium. To give another comparison they are like the two banks of a river! Sara turned one piece of bread that she ate at communion into many tons of groceries and discovered the new mission for her life. She used the altar of the Church where she met her God, Jesus Christ for the purpose. Poorest parts of the country turned out to be her pilgrimage centers. Her struggle was not ordinary. She came into contact and had to interact with a heterogeneous section of the society, good, bad and worst. She writes, (2000, xii) â€Å"I had to struggle with my atheist family, my doubting friends, and the prejudices and traditions of my newfound church. I learned about the great American scandal of the politics of food, the economy of hunger, and the rules of money. I met thieves, child abusers, millionaires, day laborers, polit icians, schizophrenics, gangsters, and bishops—all blown into my life through the restless power of a call to feed people, widening that I thought as my â€Å"community† in ways that were exhilarating, confusing, and often scary.† It is better not to give than give with arrogance. In her search for ways and means to combat hunger she provides the above description of the types of people she encountered---all

Discussing the possible use of common property to address the commons Essay

Discussing the possible use of common property to address the commons problem - Essay Example Hardin argues that as part of human nature, each commoner will always attempt to maximize utility by either increasing the use of the resource by one more level at any given time. In so doing, the one unit increment in utility use carries with it both positive and negative components. In this case, he states that the positive part wills functionality of the one unit increment. The negative component is a function of one unit increment on the level of competition for that particular resource. The negative component is shared by all the commoners, and it is a fraction of negative one (-1). When all such partial utilities are put together, a rational commoner only finds profitable to increase his/her utility of the resource. As this happens among all the commoners using the resource, the tragedy of depletion and lack of sustainability comes in. As such every commoner will be faced with ruin in the attempt of pursuit of each individual’s best interest. He concludes "freedom in the commons brings ruin." He further postulates that, some school of thought has it that the tragedy is often put on halt by the forces of natural selection. It is argued that natural selection often propels the forces of psychological denial. As such a commoner will only benefit as an individual from the ability to deny the truth that such acts make the society as whole to suffer. In turn, in order to succeed in enabling sustainability, education provides the best platform for counteract the human nature to do the wrong thing. Such education must constantly be refreshed to remain relevant and for the inexorable succession of generations (Hardin 50-68). After several scientific and social studies have been conducted overstretched periods of time, it has been revealed that people will not restrain from use of a common property even if they are better poised to benefit mutually from such restraints. Most often than not,

The Evolving Role of Government in Education Essay - 2

The Evolving Role of Government in Education - Essay Example On the other hand, the federal government also grants the public schools’s funding; the government has a number of federal agencies, along with organizations, which are helpful in benefiting children educational necessities so as to effect their success (Sandars, 2000). In the past 2 centuries, momentous federal support of education existed, although slowly, but and steadily, while, at the same time, the increasing federal commitment to education regarding monies and policies turns to be impressive. The NCLB changes the role of the federal government within elementary, as well as secondary education by necessitating for the states, together with schools in measuring success in regards to student performance. Conversely, the federal government is also responsible for the provision of grants and scholarships to those people who are going through college or university pursuing higher education. Consequently, the NCLB also tends to be beneficial to children with a disability, since they have the similar rights and opportunities compared to other children who are not disabled of attending any school that is public, college or even university thereby enhancing their knowledge, while, at the same time, becoming successful individual (Fred & Allan, 2011). In the recent past, there was the consolidation movement whose intention was to eliminate school boards that were small, as well as rurally dominated. Although this was a perception that this was the beginning of the end, there are a number of people who perceive these efforts as education efficiency. Conversely, others view it as luck of the draw, with students, regardless of their background, tend to take an active role concerning their education, thereby getting what they desire from it (Sandars, 2000). However, the next significant move in education happens to be Board of Education vs. Brown during 1954 whereby this ruling reversed the 1896 Plessy vs. Ferguson ruling that founded the separate but

Englsih - Rhetorical Appeals analysis (logos, ethos, pathos) Essay

Englsih - Rhetorical Appeals analysis (logos, ethos, pathos) - Essay Example The commercial appeals to viewers by implying that when we drive, we are responsible not only for our lives but the lives of others as well. Consequently, when we drive too fast, the consequences can be very tragic. As the commercial showed that the reckless driver was sentenced by the court, accountability is the lesson projected here. Ironically, the last scene showing the cemetery shows that we cannot bring back the dead and suffer the consequences. All throughout, emotions was effectively used to convey the message to the public. The commercial chosen was about transport safety that showed the difference in driving at higher speed when you hit a person. The theme of the commercial was â€Å"The faster you go the bigger the mess†. This commercial was one of the most discussed commercial in Poland. It showed two simultaneous situations ( split frame )with the same characters. The first one showed two joggers of which one was almost hit by a speeding car at 50m/h. The jogger was unhurt but run away scared after the car stopped. The other frame showed the same woman being hit by the car and thrown a few meters resulting to her death. In the end, the left frame showed 50m/h while the right frame showed 67m/h. The commercial has used logos argument since it directly argues to the audience that a difference of 17m/h can result to fatality. It rationally persuades viewers to drive in a certain limit. The commercial was balanced in using pathos and logos although the emphasis was more on the effect of the incr eased speed rate. The commercial that uses an Ethos argument well is the South African advertisement of BMW titled †Innovation†, although it was originally titled †Kinetic Sculptures†. The main endorser is world-class sculptor Theo Jensen who creates moving sculptures. Indeed, he is an authority when it comes to